Group Communication Rowman and Littlefield - MyAssignmenthelp.com

Question: Discuss about the Group Communication Rowman and Littlefield. Answer: Introduction: Group work is a voluntary association of team members being able to form cooperative learning that enhances and contributes total output compared when done individually. On this particular task we had an educational engagement with my colleagues on a task assigned in school. We were tasked to perform a group work assignment in group of four. Despite our differences, we were able to manage the task positively. We co-operated amongst ourselves and we assisted each other very well. My association with my colleagues reflected characteristics of flexibility nature, humble working together and shared ideology in a bold and loving environment. We were a team of students, in mix of gender balanced in that we had two males and two females of diverse cultures. On the males side, one was Kiwi culture, with typical characteristics of being outgoing people, friendly and welcoming, they inhabit the land of New Zealand, their cultural characteristics is that they are the kind of people who can associate freely with people. Our male team member was also kiwi, however Christian, generally their culture is typical friendly based, they describe themselves as friendly however reserved with respect to other peoples view. Generally they are very outgoing people with some little display of privacy. It is easy to start a conversation with them, however with this culture their communication skills often use slang, which can be confusing, however in the group, we were able to adjust ourselves and requested them to talk a little bit slowly so that we could hear the meaning of what they were saying, at times in the group we had to ask them to repeat what they were saying. They really appreciated this gesture, in that we were able to understand ourselves with them smoothly and effectively. My other team member was Chinese female colleague. However how much she was still learning English we were able to communicate with ease and able to understand each through accommodative phase. Then, me an Indo of Fiji population, whom we are accommodative, coupled with my strong faith as a Mormon, we also, are accommodative to other peoples view. In general, in completing this task in group we were able to work freely together and enjoyed the company of each other despite our cultural differences i, it worked on our advantage and we really did the work harmoniously. What were my feelings in the group work task After finding out the task which we were going to handle in the group work assignment, i was very excited and kept motivated in taking part of it. According to Van de Pol et al., (2016) study, he proposed that as participant in any group event you must be aware of the activities to engage yourself on and the demands it requires. As group we sat and organized ourselves and shared roles to be performed by different members, we laid down our plan of work and time management schedule. This was beneficial in that it enabled me to learn and gained more knowledge which i was going to share with my colleagues in the group. In the group work, it was more apprehensive, in that most of my team teams members like the Kiwi people, i hadnt engage with them so much, hence I was a bit nervous of how they relate with the people, however we found out that the activity turned to be more interesting and were able to socialize well with ease. Personally I was able to enjoy my colleagues and the experienc es i received from the group activity gave me a new experience to look upon and be able to appreciate other peoples culture I come across. Taking part in the activities of the group gave me an opportunity to learn new things. The new learning opportunity presented an opportunity for my own personal development through group learning. I was able to attempt new skills that I had never tried before and learn and progress at an equal measure. A few skills in the group required motivation and confidence, while respecting the views of other members. I had to practice to speak smoothly so that my other members could hear and understand me well. The amount of confidence i had in the group work task made me to feel confidence and kept me motivated as I had known my role and laid a plan on how to respect to other person culture and beliefs. From the group perspective i have learnt a lot from the group work exercise, reflecting on the task given and the opportunity to get to learn from my colleagues and exchange of each others experience was really informative. In analysing my understanding and taking in the group, analysis of dif ferent learning styles that can be explored. According to Honey Mumford, (2000), learners can be activists, which have the behaviour of seeking new experiences, excitement, accept change and value freedom and challenges, then there are those who are pragmatics, who prefer practical sessions, then reflectors who like to observe, think and reflect and then finally those who are theorist , in that they question and probe through the methodological exploration. In this assessment i categorised myself as being activist in these learning process. I was eager to get to know these new experiences in the group and how we were able to learn from each other was really helpful. Hence with this view, I can say group work assisted me in being more active in learning process, (Rua Bastiaans, 2003). During the discussion time in my group with tasks, i felt motivated, and urged to engage even more. At the beginning of each discussion I was motivated to learn new aspects and the contribution my colleagues were bringing into the discussion, once i realised that my competency levels were below par while others i was very confident of performing them. This was evident among my group members, as some experienced that they had grey knowledge in the area they were tackling in the sessions. However in some areas we were able to perform well and competently. Van de Pol et al., (2016), observed that at times in group activity individuals, tend to display and engage in activities which displayed high competency and success. However in order to engage ourselves more we had to give ourselves opportunities that for us to nurture each one of use, to succeed and to have positive interest, and to gain motivation to be confident in explaining what we know and speaking out what we know, as group is meant for sharing knowledge from diverse backgrounds. To aid us to effectively go through the group task, we utilised the theory of social goals model, (Baines, Blatchford Kutnick, 2016), who defines the model as based on programming of social consciousness, social responsibility and social change. The model further suggests that democratic participation of others in the group can have an effect on the social changes. In this the association and integration enhanced in the group task is able to bring social enhancement and foster integration within the group setting which is promoted by the divers cultural nature of the group members. The model facilitates for improved self esteem and increase social power for the group members both collectively and individually. The social work promoted by this model builds on the impact of the groups on individualization and group processes to accomplish individual and group goals. By definition group is a method which facilitates the two or more peoples meeting and having an engagement together for social interaction roles and achieve the desired tasks collectively with ease. Effective groups need to build its evidence on the concept of effective organization and illustrate how members work together to achieve common goal, (Kruger, 2014). Hence organization needs to spend time and energy setting to strive to achieve each other goals. In our group, it was a duty of experiencing self confidence in working things out, it is in this process of enabling effective organization that refining of skills and building strong collaboration is affected. We took closer look at how we could relate, and shared roles which the members can contributed equally for the success of the group. Our meetings were planned and co-ordinated in an effective manner, for group process to be effective, we exploited patience and the ability to understand each other, and understand how we affected each other. In assessing the group we ensured that key elements are considered. These key elements include communication, participation, decision making and organizational roles. With keen interest on these areas, it ensured that good framework is laid for group work to be successful. In analysing communication component, we observe pertinent aspect which informs the group process. In ensuring this we chose to form rules of engagement, on the mode of communication based on our arguments, for how long one should talk and how often. We single out our group leader to be the leader to guide on the discussion and for the group to have decorum. In the class tutorial presentations we assessed each one of use roles and organised ourselves on the order of the presentations and priority key areas of presentation. We laid a line up of whom to speak after whom in the presentation session and agreed on the tone of the communication the discussion it will take. For our discussion to be heard and to be effective, we used combination of skills like tonal variations and use of questions to capture the attention of listeners, (Fujishin, 2013). Conclusion In conclusion this group work exercise has given me an experience on how to engage with my peers, an experience which encourages me to articulate my ideas and be able to question the ideas of my colleagues, while respecting their values and appreciating their views. This opportunity leads to social process of constructing ideas and developing possible solutions to problems. According to Hendry et al, (1999), the association between constructivism philosophy and problem based learning. This active engagement with my colleagues of differ cultural backgrounds and our differences, we were able to handle our task effectively and utilised effective communication skills in our group to solve the group task. In completion of the group work exercises, my feelings are that I could be more confident and motivated in trying the new skills learnt. Also as group as a whole, benefits shared form the group activity, we took part need to be more driven on the new activities and to learn new experiences. We had a great opportunity of learning from the diverse cultural background we and and the opportunity we had on learning each other through accommodative gesture was of significant to all of us. The experience gave me an opportunity to gain more experience and skills which help to develop on and be able to teach others in future. Going forward in group activities, i think there is need for me to develop confidence and learn more that despite our cultural differences, we are able to transverse each others alienation and work effectively to support each other. To help us increase the confidence levels, few more session will be helpful in supporting this gesture, as these efforts would have bore fruit in that slowly we shall be gaining confidence, for the particular activity for group work purposes, in doing so we shall improve greatly and high motivation levels which enhance our group work skills and organizations. References Baines, E., Blatchford, P., Kutnick, P. (2016). Promoting effective group work in the primary classroom: A handbook for teachers and practitioners. Routledge. Fujishin, R. (2013). Creating effective groups. The art of small group communication. Rowman Littlefield. Hendry, G. D., Frommer, M., Walker, R. A. (1999). Constructivism and problem?based learning. Journal of further and higher education, 23(3), 369-371 Honey, P., Mumford, A. (2000). The learning styles helper's guide. Maidenhead, Berkshire: Peter Honey. Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications. Ru, G. C., Bastiaans, N., Nauta, A. (2003). Free-riding and team performance in project education. Van de Pol, J., Volman, M., Oort, F., Beishuizen, J. (2014). Teacher scaffolding in small-group work: An intervention study. Journal of the Learning Sciences, 23(4), 600-650.

Nicholas Coppernicus Essays - Copernican Revolution,

Nicholas Coppernicus Nicolaus Copernicus was a Polish astronomer, best known for the astronomical theory that the sun is stationary and Earth, spinning on it's axis once daily, revolves around the sun annually. He was very intelligent and was educated at various universities. If Copernicus hadn't challenged Pltolmy's theory, it would have affected us in many ways. Space travel, satellites, and weather prediction would not be as advanced. Nicolaus Copernicus was born on February 19, 1473 in Torun, Poland (Wood 87). He was born into a family of merchants. Copernicus uncle, Bishop Lukasz Watzerode, made sure his nephew obtained a solid education. In 1491 Copernicus enrolled in Jagiellonian University. From there he studied liberal arts for four years but received no degree. Like many others he went to Italy to study medicine and law (Smith 1039). Before he left, his uncle appointed him a church administrator in Fronbork. He then used the money from there to pay for school. Copernicus began to study canon lay at the University of Bologna in 1497. At that time he, was living at the home of mathematics professor, Domenico Maria de Novara. Copernicus astronomical and geographical interests were greatly inspired by Novara (Westman). Around 1500 Copernicus gave speeches on astronomy to people in Rome. Later that year he gained permission to study medicine at Padua University. Copernicus, without completing his medical studies , received a doctorate in canon law from Ferrara in 1503, after which he returned to Poland to take up his administrative duties (Smith 1039). From 1503 to 1510, Copernicus stayed in his uncle's bishop palace in Lidzbark Warmiski. From there he published his first book, a Latin translation of letters on morals by a Byzantine writer. Between the times of 1507 and 1515, he completed a short astronomical book. It was not published until the 19th century (Wood 87). The main premises of the Copernican theory were that Earth rotates daily on its axis, while revolving yearly around the sun. He argued that other planets also circle the sun. His theories of planetary motion had the advantage of accounting for the daily and yearly motion of the sun and stars. It explained the apparent motion of Mars, Jupiter, and Saturn and the fact that Mercury and Venus never moved more than a certain distance from the sun. His theory also stated that the sun was stationary. Another important aspect on Copernican's theory was that it allowed some kind of order of the planets, according to their periods of revolution. Unlike Pltolomy's theory, the greater the radius of the planets orbits, the greater the planet takes to make one revolution around the sun. Not many 16th century readers wanted to believe the Copernican theory. They didn't believe that there was a rotating Earth and that it spun 24 hours a day (westman). Nicolaus Copernicus passed away in 1543, but no one forgot his astronomical theory. By the 17th century, most major thinkers in England, France and Denmark were Copernicans, but natural philosophers in other European countries held strong anti-Copernican views for a least another century. Copernicus was a very intellectual man. He was one of the greatest thinkers of all time. For him to challenge Pltolmy's theory was very courageous at that time. Many people doubted his theory. It was hard for people to believe something so different to what they had known. It's incredible that Copernicus didn't let society change his thinking. If it wasn't for his intelligence and courage, we wouldn't have the knowledge to test our space technology.

Starving The Hungary Essays - U.S. Route 66, Dust Bowl, Great Plains

Starving The Hungary Essays - U.S. Route 66, Dust Bowl, Great Plains Starving the Hungary Though most Americans are aware of the Great Depression of 1929, which may well be the most serious problem facing our free enterprise economic system, few know of the many Americans who lost their homes, life savings and jobs. This paper briefly states the causes of the depression and summarizes the vast problems Americans faced during the eleven years of its span. This paper primarily focuses on what life was like for farmers during the time of the Depression, as portrayed in John Steinbeck's The Grapes of Wrath, and tells what the government did to end the Depression. In the 1920's, after World War 1, danger signals were apparent that a great Depression was coming. A major cause of the Depression was that the pay of workers did not increase at all. Because of this, they couldn't afford manufactured goods. While the factories were still manufacturing goods, Americans weren't able to afford them and the factories made no money (Drewry and O'connor 559). Another major cause related to farmers. Farmers weren't doing to well because they were producing more crops and farm products than could be sold at high prices. Therefore, they made a very small profit. This insufficient profit wouldn't allow the farmers to purchase new machinery and because of this they couldn't produce goods quick enough (Drewry and O'connor 559). A new plan was created called the installment plan. This plan was established because many Americans didn't have enough money to buy goods and services that were needed or wanted. The installment plan stated that people could buy products on credit and make monthly payments. The one major problem with this idea was that people soon found out that they couldn't afford to make the monthly payment(Drewry and O'connor 559). In 1929 the stock market crashed. Many Americans purchased stocks because they were certain of the economy. People started selling their stocks at a fast pace; over sixteen million stocks were sold! Numerous stock prices dropped to fraction of their value. Banks lost money from the stock market and from Americans who couldn't pay back loans. Many factories lost money and went out of business because of this great tragedy (Drewry and O'connor 352). By the 1930's, thirteen million workers lost their jobs which is 25 percent of all workers. The blacks and unskilled workers were always the first to be fired. Farmers had no money and weren't capable of paying their mortgages. Americans traveled throughout the country looking for a place to work to support themselves and their family (Drewry and O'connor 560-561). John Steinbeck, born in 1902, grew up during the Depression near the fertile Salinas Valley and wrote many books of fiction based on his background and experiences during that time and area of the country. One of his great works would be the Grapes of Wrath. In this book, Steinbeck describes the farmers plight during the Great Depression and drought. When the rains failed to come, the grass began to disappear. As the farmers watched their plants turn brown and the dirt slowly turn to dust they began to fear what was to come. In the water-cut gullies the earth dusted down in dry little streams. As the sharp su! n struck day after day, the leaves of the young corn became less stiff and erect. "Then it was June and the sun shone more fiercely. The brown lines on the corn leaves widened and moved in on the central ribs. The weeds frayed and edged back toward their roots. The air was thin and the sky more pale; and every day the earth paled. (4). The farmers worst fears were realized when their corn and other crops began to die. The dust became so bad they had to cover their mouths with handkerchiefs so they could breath (5). When the drought hit the Great Plains and the soil turned to dust, many farmers moved to California because they could no longer farm their land(Drewry and O'connor 561). The drought began to affect other parts of the country. In 1930, Missouri's belt of fertile land dried up. Ponds, streams, and springs all dried up and the great Mississippi River water level sank lower

Language Awareness[ 10th edition] Assignment Example | Topics and Well Written Essays - 250 words

Language Awareness[ 10th edition] - Assignment Example It is a negative word and should be left at that, as it has a significance that should not be forgotten. Since the true meaning of the term is founded in racism, it should not be plucked from its role and meaning, in an effort to render it impotent. Suppressing the word and restraining it in the confines of racist conduct continues to give the word social significance and a place in history from which today’s generation can learn of the progress made by society (Asim, 2007). Although efforts of making the term impotent have been made by various entities, due to the historical significance of the word, such efforts remain unsuccessful. The word can only be made impotent by restricting its use to history, where it played a specific role (Asim, 2007). Not using the word in today’s setting to try and change its meaning only serves as a reminder of past history and the tension that existed between the white and black community, since the word tags more than mere

EFFECTIVE PROGRAMS FOR HISPANIC STUDENTS Essay Example | Topics and Well Written Essays - 7000 words

EFFECTIVE PROGRAMS FOR HISPANIC STUDENTS - Essay Example Ð s bilinguÐ °l students first intense encounter with the English lÐ °nguÐ °ge Ð °nd with Ð mericÐ °n culture Ð °nd society, schools must overcome sociÐ °l Ð °ttitudes opposed to the sociÐ °l Ð °nd Ð °cÐ °demic development of bilinguÐ °l leÐ °rners. Successful schools creÐ °te Ð ° productive Ð °cÐ °demic environment Ð °nd Ð °n Ð °ccepting community. Ð lthough schools cÐ °nnot chÐ °nge the sociÐ °l reÐ °lity, they cÐ °n creÐ °te Ð ° different society within their wÐ °lls. Getting to know the students Ð °nd their fÐ °milies Ð °s well Ð °s welcoming their lÐ °nguÐ °ges Ð °nd cultures cÐ °n build Ð ° coherent community where the bilinguÐ °l progrÐ °m becomes Ð °n integrÐ °l pÐ °rt of the school. Improvement of bilinguÐ °l progrÐ °ms necessitÐ °tes fundÐ °mentÐ °l chÐ °nges within the whole school becÐ °use the overÐ °ll quÐ °lity of the school will Ð °ffect the bilinguÐ °l progrÐ °m. For the most pÐ °rt, good bilinguÐ °l progrÐ °ms exist within good schools. To creÐ °te Ð ° sound context for bilinguÐ °l leÐ °rners schools should set cleÐ °r goÐ °ls, creÐ °te Ð ° bilinguÐ °l biculturÐ °l society, integrÐ °te the bilinguÐ °l progrÐ °m into the school community, know the bilinguÐ °l students, provide leÐ °dership Ð °nd support for the bilinguÐ °l progrÐ °m, set high expectÐ °tions for bilinguÐ °l students, hire quÐ °lity personnel willing Ð °nd prepÐ °red to work with bilinguÐ °l students, estÐ °blish productive pÐ °rtnerships with pÐ °rents Ð °nd communities of the bilinguÐ °l students. Commitment of principÐ °ls Ð °nd mÐ °instreÐ °m stÐ °ff to the progrÐ °m Ð °nd the students mÐ °kes it possible for bilinguÐ °l progrÐ °ms to be integrÐ °ted into the whole school. Ð ll stÐ °ff Ð °nd not only the bilinguÐ °l stÐ °ff should be responsible for the bilinguÐ °l students educÐ °tion. In turn, the bilinguÐ °l stÐ °ff should pÐ °rticipÐ °te in generÐ °l school Ð °ctivities Ð °nd decision mÐ °king. When curriculum improvement or speciÐ °l progrÐ °ms Ð °re introduced, the bilinguÐ °l progrÐ °m should Ð °lso be included. RegÐ °rdless of

Workplace Bullying Essay Example for Free

Workplace Bullying Essay Bullying is a worldwide epidemic that has plagued our society system for decades. We often hear that most of bully cases take place in schools but the gospel truth is bully also happens in the workplace. The workplace that should be a safe environment that allows employees to be productive has been disrupted by bully as he creates a hostile work environment for all employees and drives everyone up the wall. In fact bullying in the workplace is one of the most significant challenge face by companies nowadays. Workplace bullying may refer to the tendency of individuals or groups to use persistent aggressive behaviour against co-workers. Workplace bullying comes in a wide variety of different forms such as physical force, verbal, sexual, mental or emotional depending on circumstance. The bullys behaviour also impose a big threat on the companys productivity. Bullying at workplace occurs because of the negative traits of the bully and the solution to overcome it are the person who is being bullied should stand for himself and the actions taken by the top management in order to solve bully. Firstly, bullying at workplace occurs because of the negative traits possess by the bully. This is because the bully perpetrator is jealous of his victim’s performance at the workplace, so he takes out his frustration and jealousy on his victim. One of the reasons is because he does not want his victim to surpass his performance as he perceives this as a threat that will put his position at stake. Instead of working in a healthy competition, the bully makes his victim feels inferior by saying inappropriate words to the victim which will lead the victim to have low self-esteem. According to King (n. d.), jealous of the victim’s achievement at work is the reason of why bullies pick their victim. Kane (n. d.), also supported this in her article by saying that employees who perform well and are loved by the employers are often being targeted by the bullies. This is simply because the bully does not wants his victim to get all the highlights and attention. Besides that, the bully bullies because he wants to hide his inadequacy in doing his work. He fears that if other workers figure out about his incompetency, they will look down on him. In order to cover his blemish, he does not own up to his mistakes and blame others or making other workers flaws look terrible just because he does not want to ruin his credibility, he overloads his victim with the works that he is incapable of doing and get the credit for it.  According to Oliver (2013), being called in front of the public to own up to their behaviour is the bully’s biggest fear as hiding inadequacy is the intention of bullying. Therefore, the factors that lead to bully are mainly because the bully is jealous and want s to hide his inadequacy in doing his work. Hence, the step that can be taken in order to overcome workplace bullying is the victim should stand up for himself. A victim of bully should have enough courage to go and confront the bully. Confronting the bully may seem like the hardest thing to do but everyone is aware that a bully is only brave when he knows that nobody will rise against him. A victim should not be a pushover and let the bully feels like he is in a comfort zone. In fact, the victim should let the bully knows what he has been keeping inside his heart by telling the bully how the bully’s behaviour impacted his work and he wants the bully to stop. According to McCoy (n. d.), the bully should be confronted, being explained the effects of his bullying has on the victim and being ask to stop. Through confrontation, it remarks the strong characteristics and firm decisions of the victim. So, the bully will know that he can no longer underestimate his victim. The next logical step that can be taken by the victim is by bringing this case to the top management. If confrontation does not seem to solve the problem, then it is time to get help from the top management to deal with the bully. The victim can start by documenting things like dates, time, and details of the incident and take note if another employee witnessed the incident before lodging a report to HR department because eye witnessed will make the evidence stronger. According to Rush (n. d.), incidents that make the victim feels agitate should be documented by creating a log of incidents that included day and time, nature of incidents and any person involved and any witnessed to what has occurred. The victim of bully should not just keep quiet and hopes for the bully perpetrator to stop because he will not stop. Not until a proper action is taken on him. â€Å"The victim of bully should voice out and get evidence to show that he or she is being bullied. Bullying issue should be reported to the company’s human resources management to be solved† (Halim, 2013 as cited in Tan, 2013). Thus, the victim should be brave to confront the bully and bring this case to the top management in order to avoid  himself from being bullied. Another solution to the problem is the actions taken by the top management. It has become the employers responsibility to ensure the safety of the workers at the workplace. Employer should monitor things that occur around the workplace especially regarding or the employees’ behaviour. By doing so, employer will be able to identify which of the employees that always cause problems at the workplace. If the rumours of bully start to circulate the workplace, employer should already starts an investigation to find the causes and the culprit. Employer must react quickly to resolve this bully issue if it is proven to be true. A competent employer does not just wait for the complaints files to arrive at his desk because he acknowledges that this bully thing can adversely affect the company’s name and it is not good for business. â€Å"Bullying in the workplace† (n. d.) states that safety of both mentally and physically of the workers must be ensured by the employer and employer must react sensibly in relation to such matter. Apart from that, the top management should make sure all the employees follow the rules of the workplace. Rules are created to be obeyed and without rules, people are nothing but savages. Hence, to make everyone at the workplace abide to the rules, it is important to strengthen the law of the workplace. In order to strengthen the law, the top management can conduct a meeting with all the employees and emphasize on the rules and regulations of the workplace. So, the employees will be clearer on the do’s and don’ts at the workplace. It is also important to let the employees know their rights especially for the bully victim. So, the employees will know how they are protected at work and where to get help when problems arise. Halim (2013, as cited in Tan, 2013) states that induction programme should be conducted to introduce the company’s rules and regulations, working culture, benefits and right for the workers. Besides that, the top management should also have a record on the disciplines performance of each of the employees and any employees performance who is not up to par will be having a disciplinary action taken on them. According to Heatherfield (n. d.), to protect the company’s and employees’ interest, written disciplinary action must be taken after counselling and coaching from manager give no improvement in returns. This is simply to bring awareness to the employee about the mistake he has  committed so that he will not repeat the same mistake again. Therefore, the employer need to take care of the safety of the employees and ensuring them to follow the rules to resolve bullies. In conclusion, negative traits of the bully himself and hiding incompetency in doing work are the two main reasons of why bullying occurs at workplace. Besides that, confronting the bully and bringing the bully case to the top management are the steps that can be taken by the person who is being bullied while top management should guarantee the safety of their employees at the workplace as well as ensuring all the employees to follow the rules of the workplace. Bully is not something that can be left without any proper action being taken to prevent it because it does not only create discomfort and embarrassment but it can also harm the health of the victim. Hence, for the convenience of the employees and employer, workplace bullying must be curbed before it becomes worse and affects the development of the organization. The basic essence of working is tolerance as well as understanding among the colleagues and the employer. If both parties cooperates, then this bully issue will defini tely be resolved. REFERENCES Bullying in the workplace. (n. d.). Retrieved July 19, 2014, from http://www.hsa.ie/eng/Workplace_Health/Bullying_at ­_Work/ Kane, S. (n. d.). Who is workplace bullys target. Retrieved July 20, 2014, from http://legalcareers.about.com./od/careertrends/a/Who-Is-A-Workplace-Bullys- Target.htm King, M. (n. d.). Why do people bully me in the workplace?. Retrieved July 20, 2014, from http://woman.thenest.com/people-bully-workplace-9097.html McCoy, W. (n. d.). Termination for bullying in the workplace. Retrieved July 21, 2014, from http://woman.thenest.com/termination-bullying-workplace-12070.html Olivier, S. (2013). Bullying in the workplace. Retrieved July 21, 2014, from http://www.communicate.co.za/_blog/communicate_blog/post/bullying-in-the-workplace/ Rush, M. (n. d.). How to protect yourself from a workplace bully. Retrieved July 21, 2014, from http://woman.thenest.com/protect-yourself-workplace-bully-8056.html Tan, K. (2013, October 22). Bullying in the workplace. The Star Online. Retrieved July 2, 2014, from www.thestar.com.my/Lifestyle/Features/2013/10/22/Bullying-in-the-workplace/

David Copperfield: The Many Differences Between James Steerforth And T :: essays research papers

David Copperfield: The many differences between James Steerforth and Tommy Traddles In the novel, David Copperfield, Charles Dickens contrasts many different characters. The main two characters that he contrasts are Tommy Traddles and James Steerforth. He displays the contrast between these two characters in many different ways. The only common thing that they share is their close friendship with David. Dickens shows these differences through their looks, personalities, and the final results of their lives. For one thing, Charles Dickens contrasts these two characters through their looks. He tells the readers that James Steerforth is an extremely handsome young person whom everyone seems to adore. In every instance in the book when someone sees him for the first time, they recognize him as being very attractive. He was described as being tall and thin character. On the other hand, Traddles was pictured as being somewhat on the heavy side. He reminds the reader of the fat clumsy kid in their own school. Dickens portrays this when he says, "Poor Traddles! In a tight sky-blue suit that made his arms and legs like German sausages, or roly-poly puddings," (143). Besides being different in appearance, Charles Dickens contrasts these two characters through their personalities. From the beginning, James Steerforth leads people to believe that he is a good person. There are many instances in which he shows off his true colors. The first sign of his deceitful manner occurs when David allows Steerforth to keep his money. Steerforth uses this money to buy food for many of the students. Steerforth displays his selfishness when he insults his schoolmaster, Mr. Mell, and gets him fired. Again, Steerforth shows his stern personality again when David arrives in London, and he is given a very small room over a stable. Steerforth confronts the hotel employee, and David is given a much better room. The greatest example of Steerforth's brute personality is when he runs off with little Em'ly. Dickens tells us that Steerforth and Em'ly fought a lot and finally Steerforth leaves her, and suggests she marries Littimer. On the other hand, Tommy Traddles is a very nice person. Traddles shows his kindness by introducing David to the boys at the Salem House. Charles Dickens shows Traddles' personality when he says of him, "He was very honourable, Traddles was, and held it as a solemn duty in the boys to stand by one another" (143). Traddles is a strong-willed person. Even though he receives more punishment than anyone else at the school, he maintains his honor. Traddles is a very reserved person. He keeps many of his feelings