Guess Who s Coming At Dinner Directed By Stanley Kramer

Guess Who’s Coming to Dinner directed by Stanley Kramer is a controversial movie from the late 1960’s. The premise of the film is a young white woman named Joey Drayton (Katharine Houghton); who falls in love with an older African American Doctor John Prentice, (Sidney Poitier). The new loving couple meets in Hawaii and after ten days of knowing each other are engaged. Joanna Drayton sees no difference between her and John, she is in love and ready to marry her new fiancà ©, She insist he meet her parents, who come to find out are not as thrilled about the news of their White daughter marrying a Negro. To make matters worse Joey invites John’s parents to dinner who are equally as shocked about their African American son marrying a white woman. Interracial marriage was legalized in the United States on June 12th 1967 by the Supreme Court, the film Guess Who’s Coming to Dinner was released December 11th 1967, only 6 months after the ruling was made, meanin g this film was in production before interracial marriage was legal in the entire United States. This film was the first of its kind and opened a window to an unexplored world of marriage between blacks and whites. Joanna is from an upper-class white family in San Francisco; her dad Matt Drayton is a successful newspaper publisher, where John is from a middle class black family scraping to get him through school. John made a name for himself as a Doctor, and became very successful helping others, but the two families are fromShow MoreRelatedAmericas Reaction to a Mixed Race Couple517 Words   |  2 Pagesinto its own. The 1967 film, Guess Who’s Coming to Dinner, produced by Columbia Pictures and directed by Stanley Kramer, depicts Joey Drayton (Katharine Houghton) and Dr. John Wade Prentice (Sidney Poitier) as a mixed race couple who leave Hawaii to go back to her family’s home to surprise her parents, Mr. Matt Drayton (Spencer Tracy) and Mrs. Christina Drayton (Katharine Hepburn) in San Francisco, California. Joey later invites Dr. Prentice’s parents to dinner who then fly in from Los Angeles.Read MoreThe Civil Rights And Black Power Movement2608 Words   |  11 Pages The topic of my paper concerns how particular movies reflected the views and progress of the Civil Rights/Black Power movement of the 60s. The two films that are being examined are Guess Who’s Coming to Dinner (1967) and Nothing But A Man (1964). Both films feature African-American characters as more than subservient supporting cast members such as maids, and servants. It reflects America’s progressing social attitudes as a result of the Civil Rights and Black Power movements. Throughout this paperRead MoreInterracial Marriage Should Be Permitted Or Rejected1300 Words   |  6 Pagesalways go smoothly. Similarly, Richard Loving and Mildred Jeter were obligated to leave their home in Virginia and move to Washington D.C in 1958 in order to wed. At their arrival in Virginia they were arrested and charged for violating the Virginia s anti-miscegenation laws. For the love that they shared for each other, they pled guilty and were both sentenced to one year in incarceration. In 1958, interracial relationships and marriages were not only against the laws in many States, they were almostRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul SingaporeRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreDamodaran Book on Investment Valuation, 2nd Edition398423 Words   |  1594 PagesINVESTMENT VALUATION: SECOND EDITION I will be putting my entire second edition online, while the book goes through the printing process - it will be available at the end of the year. This may seem like a bit of a free lunch, and I guess it is. I hope, though, that you can do me a favor as you go through the manuscript. If you find any mistakes - mathematical or grammatical - could you please let me know? It would help me ensure that the typos do not find their way into the final version. ChapterRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesMacintosh are registered trademarks of Apple Computer, Inc. Used herein under license. Library of Congress Control Number: 2006933904 Student Edition: ISBN-13: 978-0-495-11873-2 ISBN-10: 0-495-11873-7 ââ€"   To my nephews, Jesse and Luke Smidt, who bet I wouldn’t put their names in this book. R. P. ââ€"   To my wife, Sally, and my daughter, Anna C. O. ââ€"   To Carol, Allie, and Teri. J. D. ââ€"   About the Authors puter Teacher of the Year award in 1988 and received the Siemens Award for

Essay on Fundamentalism and Religion - 785 Words

Fundamentalism and Religion For a vast majority, the term â€Å"fundamentalism† evokes images of hostage crises, embassies under siege, hijackings, and suicide bombers. But these images hardly present a comprehensive picture. People in the west associate fundamentalism with Islam, this is indeed a mistaken belief. Fundamentalism is defined as the affirmation of religious authority as holistic and absolute, admitting of neither criticism nor reduction; it is expressed through the collective demand that specific creedal and ethical dictates derived from scripture be publicly recognized and legally enforced . (Lawrence) Therefore the essence of fundamentalist belief is doctrinal confirmity, of†¦show more content†¦Furthermore, Zionists mark yet another episode of Jewish Fundamentalism. Zionism ( sect of Judaism) is based heavily upon religious tradition linking the Jewish people to the Land of Israel (their promised land), and for that reason they seek massive deportation of Arabs by force. The most daunting example of fundamentalism is found in Christianity. Nicolas Copernicus and Galileo Galilei were famous astronomers who led to a breakthrough in astronomy by promulgating the heliocentric model of the Solar System (the Earth goes round the Sun, rather than the Sun going round the Earth)[2]. Though has model was logically coherent and later accepted to be valid, they were persecuted by the Catholic Church because their system was in conflict with the Bible. In addition, crusades epitomize Christian fundamentalism. Crusades were a series of military campaigns, sanctioned by the Catholic church that took place during the 11th through 13th centuries. Originally, they were Roman Catholic endeavors to capture the Holy Land from the Muslims, but some were directed against other Europeans, such as the Fourth Crusade against Constantinople, the Albigensian Crusade against the Cathars of southern France and the Northern Crusades. People were forced to convert to Christianit y, if they refused, they were put to death[3].Thus Crusades were in part an outlet for an intense religious pietyShow MoreRelatedHow Mormon Fundamentalism And Provide A Brief History Of Tenets And Practices Of The Religion1030 Words   |  5 PagesThis essay will discuss Mormon fundamentalism and provide a brief history of the tenets and practices of the religion. The term Mormon fundamentalist refers to a religious group, sect, or individual who believes the teachings of the Mormon scriptures, and follows the teachings of early Mormon leaders. In Western New York in 1830, Joseph Smith Jr. organized the Church of Jesus Christ of Latter-day Saints, or LDS Church. Other early leaders of the church include Brigham Young and John Taylor, who alongRead MoreWhy Religion is Still such a Strong Force in Contemporary Society1464 Words   |  6 Pageswould be a decline in religion. It seems though that the opposite has happened. Religion is now on the rise in both Western and Eastern countr ies. It can be said that Religion is still very strong force in today’s society (Landmark Digital Limited 2005). This essay will respond to the question of why Religion is still such a strong force in contemporary society. The essay will look at the idea of modernity and fundamentalism and then present three arguments to why religion is still such a force despiteRead MoreThe Birth Of Islam And Islam1129 Words   |  5 Pagesdeclaration of Islam as the state religion in replaced of secularism (8th amendment 1988). The failure of the state to provide basic need to the people, increasing violence in Economy and political sector growing discrimination in society, upraising youth employment, Shortage of confidence on democratic government, Internal and external socio- Economic and political environment all these facts are responsible to growth of Islamic extremist in Bangladesh. The religion fundamentalism is the process, has gainedRead MoreHow Does Fundamentalism Affect Our Mod ern Day Society?1402 Words   |  6 PagesFundamentalism was first talked about during the debate by the Fundamentalist-Modernist in the 1920’s. Fundamentalism is defined as a type of religion that upholds very strict beliefs from the scripture they worship. There are several people and groups such as John Nelson Darby, William Bell Riley, and one group that, been in the news a lot lately, Westboro Baptist Church. The members of Westboro Baptist Church are known in modern day as a group of people known for hate speeches against homosexualRead MoreThe Idea Of Secularization As A Concept Of Society1590 Words   |  7 Pagesstudies and developed theories that have been countlessly cited and critiqued. He believed that, in the face of modernity, people would move further towards scientific reasoning and the rational and thus, there would be a corresponding decline in religion. Berger (As cited in Juergensmeyer 2013) stated in one of his journals that by ‘The 21st century, religious believers are likely to be found only in small sects, huddled together to resist a worldwide secular culture.’ Berger judged that modernityRead MoreReligious Repression And Its Effects On Religion879 Words   |  4 Pagesaccording to pew researchers (Johnson, 2013). Religious repression worldwide can be attributed to mob violence against minority religions, sacrilege of holy sites, detentions of religious enemies, and many more crimes against humanity (Johnson, 2013). The nature of Fundamentalism is called into question, as extremist religious figures lead intolerance of other religions, resulting to violence and ethnic cleansing to make their interpretation the only interpretation (Johnson, 2013). Questions areRead MoreNew Atheism : A Non Religious Fundamentalist Group1367 Words   |  6 Pagesnon-religious fundamentalist group with some definitions while with over definitions of fundamentalism making new atheism, not a fundamentalist group. Intro New Atheism is becoming more popular every year with more people openly joining the movement. The term new atheist refers to the activist atheist organizations that are having recent growth around the world. As well as people who argue that religion is dangerous and needs to come to a halt (Cuthbertson, lecture 1, week 11). To some newRead MoreHow Great Was the Impact of the Rise of Religious Fundamentalism in the Middle East on Regional Security from 1970 to 2000?1011 Words   |  5 PagesThe rise of religious fundamentalism in the Middle East mostly had a negative impact on regional security from 1970 to 2000. There were many reasons for the rise and it was mainly due to the Islamic fundamentalism as they were described as a turning point. Regional security refers to the security concerns and well being of the regional states in the Middle East. Religious fundamentalism was initially caused by the desire to recreate the golden age of the religion and improving the present, yetRead MoreAssociations Between Religious Personality Dimensions And Implicit Homosexual Prejudice847 Words   |  4 Pagesobservation that in most religions, it is encouraged to demonstrate unconditional love towards others; however, there are individuals who carry prejudices and behave in a discriminatory manner towards others that are contradictory with their religious teachings (Rowatt et al., 2006, 399). The authors of this journal article hypothesized that: they would find more examples of explicit and implicit prejudice towards gay men and lesbians than towards heterosexuals; religious fundamentalism correlated more withRead MorePaper 2 - the Rise of Fundamentalism1726 Words   |  7 PagesPAPER 2 – THE RISE OF FUNDAMENTALISM PRESENTED TO PROFESSOR MARK NICKENS FOR CHHI 302 – DO1 BY REV. JOSEPH T. WHITAKER, III LU23755920 LIBERTY UNIVERSITY LYNCHBURG VIRGINIA NOVEMBER 19, 2014 1 TABLE OF CONTENTS INTRODUCTION--------------------------------------------------------------------------------------------2 THE

HRD Sample Free Essays

Drawing from theories and models that inform adults and organisational learning, critically evaluate an HRD program or intervention that you deliver or have personally experienced. Introduction This essay looks into a learning program which was personally delivered. It aims to critically evaluate the effectiveness of the program by drawing upon relevant theories and models revolving around adult and organisational learning. We will write a custom essay sample on HRD Sample or any similar topic only for you Order Now Theories are used to substantiate the step by step processes undertaken in the program as well as to critique the areas which could have been performed better or were carried out uccessfully by the program coordinators. This essay is told from the perspective of a facilitator’s role in which I was primarily involved in. At the end of this essay, we hope to understand how a successful HRD learning program should be run and what factors significantly influence its success. Learning Program The selected program used throughout this essay as a case study is the ‘Combat Medical NSmen Ops Refresher Training. The program involved me as one of the key facilitators which was conducted during my national service time. The objective was to ensure the competence of the National Service (NS) men in carrying out their edical responsibilities and performing up to expectations when the time arises for them to do so in future. This was carried out by first refreshing the NSmen’s theoretical knowledge of specific medical subject matter, i. . various emergency surgical procedures, that was taught during their NS days. Typically conducted annually, the refresher training would see the NSmen undergoing classroom learning followed by a practical hands-on session of role playing, after which they would be tested under a controlled, simulated setting as a form of learning assessment. The refresher training was a one-day program carried out in the compounds of t he Singapore Armed Forces Medical Training Institute (SMTI). The facilitators comprised of regular senior medical officers and fulltime national servicemen (NSFs), of whom I was one of them. The seniors acted as supervisors while the NSFs were more primarily involved in running the program on the ground. Teaching and demonstrations were conducted by NSFs while assessment was done by the senior officers. The age group of the NSmen participants ranged from 30 to 40 years old, thus the target audience was specific to older adult learners who were most likely married or some even fathers. The program was catered to a batch group of 20 NSmen with 2 facilitators assigned. The four stages of HRD HRD is an ongoing learning process involving training and development activities which seek to groom individuals’ skills for the purpose of enhancing organisational productivity (Swanson Holton 2 ) Adult learning talls within the HRD learning process. Knowles (1998) mentioned that adults tend to follow andragogical assumptions of learning such that firstly, the learning should have practical value for applying in real-life situations and problems. Next is for the learning to utilise the knowledge inherent in the adult and lastly it should actively engage him/her. All hese are reflected in the medical refresher program and will be explained through a series of four step by step stages namely the needs investigation, design, implementation and evaluation stages. HRD Needs Investigation (HRDNI) HRDNI refers to the process of identifying how much is known by the participants prior to the program against what is expected of them to know based on the learning objectives set out (Tovey Lawlor 2008; Rothwell Kazanas 1989). It represents an organized way to determine if a HRD solution is needed in the first place. It helps identify the content and learning objectives, the population, resources required, as ell as context and organisational politics. Behind every successful HRD learning program is a good HRDNI carried out in the beginning. The refresher program showed that HRDNI was conducted successfully as clear learning objectives, competencies and learning outcomes were established (Delahaye 2011). The needs were determined through the two levels of HRDNI: surveillance and investigation (Delahaye 2011). Program coordinators had long been monitoring how competent NSmen were in carrying out their medical duties upon completion of their NS time. Through the observation of several past reservists’ in-camp trainings where these NSmen were required to demonstrate their medical proficiency in a simulated battlefield environment, their quality and competencies were analysed. Data was gathered through the means of organisational records and observations (Delahaye 2011). It was found that most NSmen were unable to remember much of what they had learnt during their NS days and thus, lacked in several key competencies. One of which was the ability to remember the medical apparatus to be used in assisting the surgeon in the surgical procedures. Thus, as a result of HRDNI, the ‘Combat Medical NSmen Ops Refresher Training learning program came about as form of HRD ntervention. Its aim was to keep NSmen constantly up to date with their medical roles so that when a real emergency breaks out in Singapore, they would be ready for it. Although the need for refresher training was correctly identified by program coordinators, the HRDNI could have been more specific to seek the opinions of the participants as well. Conducting such a program meant that more time, be it for work or family, had to be sacrificed by the working adults so that they could attend. Moreover, not all might feel the need for the refresher as they might be confident of their own knowledge. Thus one investigatory method to gather their opinions would be through holding an online survey questionnaire weeks before the commencement of the program. The questionnaire could ask them for their current level of knowledge and ask if the refresher would be effectively catering to their needs, also for their level of interest in participation. Curriculum Design This is the second stage once HRDNI nas been completed Curriculum represents tn systematic process of putting the learner through action (Smith Lovat 2003). This stage involves matching the learning structure to the characteristics of the adult learners (Delahaye 2011). To do this, constructive alignment needs to take place. This means that the expected actions the learner has to emulate based on the learning objectives must be coherent with the teaching and assessment style (Biggs Tang 2007). The refresher program was successful in achieving constructive alignment as the objective to instil confidence in the NSmen to showcase their medical proficiency in carrying out the surgical procedures was well reflected by the practical role- playing sessions demonstrated and taught by the facilitators. The design structure of the refresher program followed closely to Delahaye’s (2011) Hierarchy of Learning Outcomes (HLO) model. The model emphasizes the progression from explicit to tacit knowledge and this was seen in the program as facilitators made use of instrumental to communicative learning. The program outlined movements from basic to intermediate to complex, Just as how HLO mentions in its five categories of programmed knowledge, task, relationship, critical thinking and meta-abilities. The refresher program started off with programmed knowledge which was in the form of classroom-based learning to provide the factual and theoretical knowledge to the NSmen. It then moved into task where they were required to be analytical in a role- laying scenario. That involved a linear, diagnostic and complex analysis which in short, refers to using simple information-processing, interpretation, problem solving and decision making skills. The role-playing session incorporated discussions and effective team play as well, which in turn worked on a relationship level of interpersonal communication between participants. The program ended off with action learning where participants were encouraged to use mental agility under the meta-abilities category to be able to think clearly under pressure, when performing their learning assessment in a controlled environmental setting. The HLO progression was mapped in accordance to the learning characteristics of the NSmen participants. Facilitators took into consideration that because the participants were older learners, the learning environment created was a similar aged batch of between 30 and 40 years old so that they would feel more comfortable and safe (Delahaye ; Ehrich 2008). Older learners tend to be involved in complex learning, occasionally switching from being dependent to independent learners and thus passively seeking and actively seeking knowledge, respectively. Hence, the design of the refresher program ensured a combination of various learning trategies to meet to these adult learners’ characteristics. These strategies will be covered under the implementation stage later. It was indeed a good initiative by the facilitators to find out the basic characteristics of their adult learners and thus used HLO as a step by step process to teach them. However, there is room for improvement. All adult learners have different learning styles and so a good HR designer would pay close attention to finding out what styles their participants fall under. This can be done by issuing out a learning style questionnaire which will seek o determine if a participant is a reflector, theorist, pragmatist or activist (Honey Mumford 1992). Each learning style will differently influence the way an individual learns, and so will impact the design ot a learning program. However, an individual may also have at times a combination of both styles. Thus, a good designer should strive to integrate all four styles in any learning program. Implementation This third stage of the HRD process covers the skills required of a HR developer who is also known as the facilitator. In other words, this section analyses how effective or killed the facilitators are in conducting the learning program, based on the participants’ level of engagement. It also covers the various learning strategies used. As one of the facilitators of the refresher program, I exhibited strong micro-skills of questioning and responding, and a high level of enthusiasm, channelling the energy positively to the participants. Delahaye (2011) pointed out that such skills are important in the delivery of a learning program, but are often overlooked by HR developers. Feldman (2007) agrees that with greater enthusiasm demonstrated, the higher are the chances of learner accomplishment. As for the learning strategy, a structured style was used in the beginning stage of the refresher program. This took the form of lecture-style learning. Delahaye (2011) regards lecture as structured due to the teacher-student controlled form where the teacher assumes full responsibility over the learning of the student and controls what and how the student will learn. Facilitators conducting the lecture used PowerPoint presentation to recap the relevant theoretical knowledge of the emergency surgical procedures. The slides included detailed photographs showing how each procedure was to be carried out step by step. This was complemented with a set of the hardcopy handout slides so that the NSmen could write notes throughout. On top of that, the whiteboard was used simultaneously by the facilitator to Jot down the key points of the presentation. This ensured an appropriate usage of visual aids to appeal to the adult learners (Delahaye 2011). The lecture-style teaching made use of instrumental learning, one of the three transformational adult learning domains (Mezirow 2009). Instrumental allows learning to be controlled and can manoeuvre the environment. Under it is the knowledge generation process of combination which sees a transfer of explicit to ven more complex explicit knowledge (Nonaka ; von Krogh 2009). The PowerPoint presentation, for instance, got the NSmen to combine the explicit knowledge they were looking at and listening to with their own explicit knowledge, thus leading into a process of re-sorting and re-understanding of their inherent knowledge. Another point to make was that sufficient breaks were given throughout the lecture presentation so as to space out the learning and carry out part learning so that participants could digest the information better, especially since older learners dislike having big chunks of information (Grattan 1955; Miller 1956). These were some of the principles of learning highlighted during the structured strategy. Subsequently, in the refresher program, the learning strategy shifted from structured to semi-structured. After the theoretical bit was covered, facilitators proceeded onto the practical, hands-on session. The knowledge Just learnt or recapped was to be applied on mannequins which acted as causalities. Here, the actual whole tray of medical apparatus needed for the surgical procedures is introduced to the NSmen participants, after seeing pictures of them in the PowerPoint slides and the hardcopy andouts. Participants were divided into 4 groups ot 5 in which each group nad a mannequin and a set of tools to work with. Each facilitator was assigned to 2 groups to firstly demonstrate the correct techniques and steps to perform the emergency surgical procedures, using the apparatus provided. Participants observed carefully to learn the steps that they would later be tested, in what was actually known as modelling, one of the 3 basic types of learning. Modelling refers to copying an action after observing how it is done (Bandura 1977; Gardner et al. 1981). Facilitators of the efresher program aimed to see an exchange of tacit to tacit knowledge between the participants and themselves in a socialisation process. This was achieved through the modelling learning behaviour. The semi-structured strategy using the mannequins was a form of role-playing as within each group, participants took turns to role play as surgeons and assistants to the surgeons. This role-playing also helped to strengthen the HLO in areas of forging better interpersonal relationships and the use of group processes, Just to name a few (Delahaye 2011). On a separate point, ole-playing illustrates that the NSmen participants also underwent communicative learning, which is known to be a learner’s effort to relate to another to understand each other’s viewpoints (Mezirow 2000). Evaluation This last stage of the HRD process signifies the importance for proper assessment methods. The evaluation technique that was used for the ‘Combat Medical NSmen Ops Refresher Training program was the assessment of learning. This assessment, as stressed by Delahaye (201 1), paves the way for measuring the effectiveness of the learning program, allowing the examiners to gauge how useful the program had een for the participants as well as to see if the learning objectives set out from the start had been met in the end. In addition, assessment offers feedback for both the adult learner and HR developer. Through it, they can identify their strengths and weaknesses so that they can make necessary amendments to make their learning processes more effective in future. Out of the six types of assessment of learning methods available, the refresher program used performance tests, which proved to be the most suitable form of evaluation due to the complex nature of the program (Delahaye 2011). Following on after the role-playing session of using the mannequins and medical tools, the NSmen participants were made to undergo a performance test in the outdoors open field which simulated an actual situation of what it would likely be in an actual war zone battlefield environment where the NSmen would encounter multiple casualties suffering from different kinds of wounds and war injuries. They would be required to think on their feet using mental agility, under a stressful environment, of which of the following emergency surgical procedures learnt would be best used for treatments. As said by Delahaye (201 1), performance tests need to be conducted by highly skilled trainers whose evaluation makes use of their tacit knowledge. Thus, the assessment of the program was a success as it brought in the senior medical officers, who have years of experience in the field, to evaluate the performances of the NSmen. This also served to be a non-biased evaluation as the seniors were not involved in running the on ground training. In evaluation, a pre- designed evaluation criteria form was used by the senior officers so as to quantify the observed results (Thorndike 2007). The results were then snowed to the NSmen articipants during the program debrief. The outcome of the performance test showed a match to the adult learners’ HLO, identified in the curriculum design stage, in the categories of programmed knowledge; and task and relationship. It also successfully tested the learners’ action learning process of critical thinking and meta- abilities. Conclusion This essay has looked at the ‘Combat Medical NSmen Ops Refresher Training’ as a learning program which served as an HRD intervention based on the needs investigation conducted. It found that a refresher program would be beneficial to the NSmen in helping them to familiarise with the medical proficiency knowledge they are required to demonstrate in their annual reservist in-camp trainings. This essay thus went on to elaborate the four stages involved in influencing this successful HRD learning program using theories primarily from adult learning. Following on from a thorough HRDNI, the design of the program saw that a necessary constructive alignment was made between the teaching style and the characteristics of the adult learners. The HLO model was used in this stage. As for the implementation, the acilitators of the program demonstrated strong micro-skills as well as using structured and semi-structured learning strategies through a PowerPoint presentation and role-playing session which reflected on instrumental and communicative learning for the adult learners, respectively. The final stage was the evaluation of the program in which a performance test was carried out as a specific assessment of learning method. Word Count: 2566 Reference List Bandura, A 1977, Social learning theory, Prentice Hall, New Jersey. Biggs, JB Tang, C 2007, Teaching for quality learning at university: what the student does, 3rd edn, Open University Press, Maidenhead. Delahaye, B Ehrich, L 2008, ‘Complex learning preferences and strategies of older adults’, Educational Gerontology, vol. 34, pp. 649- 662, viewed 30 August 2012, Emerald Database. Delahaye, B 2011, Human resource development: managing learning and knowledge capital, 3rd edn, Tilde University Press, Prahran Australia. Feldman, KA 2007, ‘Identifying exemplary teachers and teaching: evidence from students’ ratings’, Perry, RP ; Smart, JC (eds. ), The scholarship of teaching and learning in higher education: an evidence-based perspective, Springer, AA Dordrecht, Netherlands. Gardner, G, Innes, JM, Forgas, JP, O’Driscoll, M, Pearce, PL Newton, JW 1981, Social psychology, Prentice Hall, Sydney. Grattan, CH 1995, In quest of knowledge: a historical perspective on adult education, Association Press, New York. Honey, P Mumford, A 1992, The manual of learning styles, Peter Honey, Maidenhead, I-JK. Knowles, MS 1998, The adult learner: a neglected species, 5th edn, Gulf, Houston. Long, HB 2002, Teaching for learning, Malabar, Florida, Krieger. Mezirow,J 2000, ‘Learning to think like an adult: core concepts of adult learning theory, in Mezirow, J (ed. ), Learning as transformation: ritical perspectives on a theory in progress, Jossey-Bass, San Francisco. Mezirow,J 2009, ‘Transformative learning theory, in Mezirow, J Taylor, EW (eds. ), Transformational learning in practice: insights from community, workplace and higher education, Jossey-Bass, San Francisco. M GA 1956, ‘The magical number seven plus or minus two: some limits on our capacity for processing information’, Psychological Review, vol. 63, pp. 81-97, viewed 30 August 2012, Emerald Database. Nonaka, I von Krogh, G 2009, ‘Tacit knowledge and knowledge conversion: controversy and advancement in organizational knowledge creation’, Organization Science, vol. 0, no. 3, pp. 35-652, viewed 28 August 2012, Proquest Database. Rothwell, W] Kazanas, HC 1989, Strategic human resource development, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey. Smith, DL Lovat, TJ 2003, Curriculum: action on reflection, 4th edn, Social Science Press, Tuggerah, NSW. Swanson, RA Holton, EF 2001 , Foundations of Human Resource Development, Berrett-koehler, San Franc isco. Thorndike, RM 2007, Measurement and evaluation in psychology and education, 7th edn, Prentice-Hall, Upper Saddle River, New Jersey. Tovey, MD Lawlor, DR 2008, Training in Australia, 3rd edn, Pearson Education, Frenchs Forest, NSW. How to cite HRD Sample, Papers

Essay about Comparsion of TV Shows Family Guy and South Park Essay Example For Students

Essay about Comparsion of TV Shows Family Guy and South Park Essay It seems today, that all we see is violence in movies, and sex on TV. But where are those good old fashion values, on which we use to rely? The lyrics to the opening of Family Guy gives an overview of the popular shows and movies that are seen today and how they no longer have stories or morals. The creators of Family Guy and South Park have created shows that have morals and stories that come in humorous and creative ways. By doing this both shows have found a way to be somewhat educational and impactful in society by using specific character development, episode structure and critics/ controversies to their advantage. This is something that the average viewer may not notice but is hidden within episodes and is a major element of the success of their shows. Despite the controversy both shows have had, they are still some of the most popular among both kids and adults. Between the humor and easy going cartoon like style both shows are remarkably successful, but if they were to combine some of their elements they would create the perfect show. The character development of a show has is extremely important to its success. Viewers like to see people like them in similar situations and how others react to them. (This is a reason why reality TV is so popular today.) This character development is important for both the main characters and the side characters and having character diversity is ideal. Diversity within the characters gives the viewer the chance to connect and match characters in the show, even if its just one person. South Park follows the story of four fourth grade friends that live in a small boring town of South Park, Colorado. Within these four boys, South Park provides character diversity which gives the storie. .ce can understand the jokes and puns, whereas in Family Guy it may be more difficult to understand jokes, songs and cutaways if you dont have common knowledge on a subject. The way South Park can create an episode that explains and mirrors pop culture and current events is fantastic with its up to date weekly episodes. Whereas Family Guys episodes are current but not up to date because of their slow production time. However Family Guy and its ability to turn its criticism into jokes that later benefit them and increase their number of viewers is incredible and extremely important to its success. Over all I think South Park is the stronger show but, the perfect show would be created if the strengths from South Park and Family Guy were combine. It would be the ultimate Adult Animated Sitcom on television that kept up with currents events yet had morals and stories.