Effective Time Management Essay Example for Free

Effective Time Management Essay Through the use of modern technology, businesses have an easier way of collaboration. However, with this easier method of collaboration, this means the potential of being a busier business professional. Within a business management system, there is the constant need of needing to have effective time management within the organization. A key priority to effective time management is to identify and correct time wasters. One type of time wasters is an external environment. External time wasters are interactions that occur between two business professionals. The interactions can be between anyone outside and inside the organization, regardless of who it is within the organization (co-workers, managers, business partners, etc. ). A very common means of communication is the telephone. While telephones can be necessary for communicating, they can lead to distraction of issues that are not part of the core task or completely unnecessary (Cooper, 2000. )A key function of time management, regardless of the communication method is to make sure it affectively addresses the task of getting things done. In the case of inbound phone calls, it is imperative to thing and prioritizes as one speaks. When dealing with complex and time-consuming answers, the receiver of the inbound call should tell the caller about how the answer is complex. It is then important to determine from the caller when the receiver should call he or she back to discuss more of the complex answer. In addition it is imperative to paraphrase and summarize the key points while being on the phone. This serves two functions. One of them is that it keeps someone who either chats or strays away from important points of business communications. The second is that it focuses on establishing the key agenda for a business meeting. Another example of a common external environment distraction is email. For the busy business professional, there can be a time of literally going through hundreds of emails a day. When developing a simple and effective email reference system, it is necessary to understand the difference between reference information and action information. Reference information refers to receiving emails that are not required to complete an action. The purpose of reference information is the storing of emails that can be used later (Sapadin, 2006. ) The stored emails can either be an email folder or somewhere easily accessible (such as a documents folder, intranet site, etc. ) Action information is emails that are necessary for completing a task or project. These types of information are stored in a to-do list or a scheduled calendar. In order to effectively communicate via email, it is fundamental to have an easy method of transferring messages from the email inbox into an email reference system. Once there is a successful way of filing referenced information, emails that has an action item can be concentrated on. In addition to having an effective organizational system for email, it is necessary to schedule an uninterrupted time for processing and organizing email. When processing email, it is valuable to use the â€Å"Four Ds for Decision-Making† model. This tool is valuable for processing email and deciding if it is actionable, reference material, or not necessary. (Allen, 2001. )The 4D’s of the decision making model are deleting, doing, delegating, or defer it. With deleting, it can create the fear of deleting an email for important items. However, it is absolutely necessary to determine if the information is honestly usable for the email receiver. In order to determine if it is usable, the first step is to see if the objective is meaningful. The next step is to determine if the information is not available elsewhere. Then, it is to be determined if the information is to be used within the next six months. Finally, the last step is to determine if there is required information to keep. If the answers to all of these steps are â€Å"no,† the best action is to delete it. With the doing part of the 4D model, it is to be determined if an action can take less than two minutes. If it can, then the email receiver should simply complete the task. Delegating can yield to great help within the decision making model. If the task can take longer than two minutes and someone would be available to complete the task, it would be best to hand the message to the recipient. Let’s suppose that the email can’t involve doing, deleting or delegating it. Then, the next step would be to defer the task. Once deferring a message, it can be turned into either an actionable task or an appointment (which can be handled within an email suite such as Microsoft Outlook. ) Time wasters can also be within an internal environment. These characteristics can include procrastination, poor scheduling, and lack of self-discipline. It can also include failure to plan, set priorities, or delegate. The first step towards the right direction of internal time wasters is to set a goal. That way a destination is set in order to make the best use of time. When setting goals, they should be put in writing and reviewed frequently. From these goals, a daily â€Å"to-do† list should be used within the workplace. By referencing Italian economist Vilfredo Pareto’s 80/20 rule , 80 percent of what happens in the workplace is the result of 20 percent effort. This would mean by incorporating goals, someone can be 80 percent effective, by simply accomplishing completion for 20 percent of goals. In order to be effective, it is necessary to concentrate on the most important items first. When scheduling, a block of time should be reserved without interruption (Sandberg, 2004. ) With the power of habit, it makes accomplishing a to-do list more doable. When facing big projects, it is easier to break them into more manageable sizes. A common overlooked goal setting is to forget scheduling long-term goals. Those are also important as they relate to the health and relationship of individuals. In conclusion, sometimes saying â€Å"no† is needed when someone is overwhelmed to more jobs than he or she is committed to. References Allen, D. (2001). Getting things done: the art of stress-free productivity. New York: Viking. Cooper, C. L. , Rousseau, D. M. (2000). Time in Organizational Behaviour. Chichester: Wiley. Sandberg, Jared Though Time-Consuming, To-Do Lists Are a Way of Life. 2004, September 10) The Wall Street Journal. Sapadin, L. (2006, August 30). Time management. Washingtonpost. com. Retrieved from http://go. galegroup. com. db24. linccweb. org/ps/i. do? id=GALE%7CA150674268 v=2. 1u=lincclin_spjcit=rp=AONEsw=w

Rhyme, Scheme and Meaning in A Poison Tree :: Poison Tree Essays

Rhyme, Scheme and Meaning in A Poison Tree In many cases, poems are very abrupt and awkward sounding when read or spoken aloud.   A simple solution to end a poem’s awkwardness is a rhyme scheme.   Many poems don’t rhyme for reasons of subject matter but to make the poem more interesting and easier to read the poet uses rhyming words.   In many cases, poets use end rhyme, which is using words that rhyme in the end of the phrase or sentence of each sentence.   â€Å"A Poison Tree† by William Blake is a great example of end rhyme used in poetry.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When one looks at the title, â€Å" A Poison Tree† one can assume the poem is going to be about some sort of fauna.   When the reader goes on to read the poem in its entirety, one sees â€Å" A Poison Tree† is simply a symbolic title.   The poem begins with someone telling of his wrath for a friend.   He had once told a friend why he was mad at or angry with him. When he spoke to the friend, the irritation went away.   In another instance, he was also angry with his enemy.   He had never told his enemy basically that he held him with the title of â€Å"enemy† and his angst or hate for him grew.   The poem takes on an â€Å"AA, BB† end rhyme scheme in that a sentence (in a group of two) will rhyme with the next.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The poet continues the poem exclaiming what he had to deal with while trying to hide his hate for his enemy.   He had basically tried to hide his hate or anger for his enemy out of fear. â€Å"And I sunned it with smiles, and with soft deceitful wiles† is a phrase in the poem that shows that the person speaking in the poem also tried to hide his hate for his foe.   The sentences in the poem continue to rhyme one after another in groups of two.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The third part in the poem exclaims what happened to the hate and anger he tried to hide while hiding it from his foe.   His hate â€Å"grew both day and night† which can basically sum up that what the speaker really has is angst towards his enemy.   Finally his angst grew so much that it could not be hidden anymore and his enemy found out about his â€Å"secret†.

Analysis of “Why I Love My Strict Chineses Mom” Essay

The correct way of raising a child? Sophia Chua-Rubenfeld’s essay â€Å"Why I love my strict Chinese mom† is a response to the all the negative feedback her mother had gotten for her essay â€Å"Why Chinese Mothers are Superior†. The intention of this essay is to persuade and inform the reader of why Amy Chua raised her daughter Sophia the correct way. Chua-Rubenfeld’s first argument is that the critics (the outsider) have no clue of what the Chua-Rubenfeld family is like (p. 2, l. 21). The fact that Chua-Rubenfeld is stating that â€Å"you don’t know what you’re talking about, because you don’t know me and/or my family† makes this a classical argument, which in reality is no valid argument. However, her main claim throughout the essay is supported by a strong warrant and ground. Chua-Rubenfeld’s main claim is that Amy Chua’s strict parenting forced her to be more independent and act as an adult. The way her mother did this was by pushing her daughte r to become more successful. Chua-Rubenfeld’s mother taught her that creativity takes effort, which in this case is used as Chua-Rubenfeld’s warrant: One should always work hard and push one’s self to the limit. And according to Chua-Rubenfeld this applies to everyone independent of one’s goals in life. Only by forcing body and mind one can truly achieve anything. Chua-Rubenfeld’s ground is very much connected to her claim and warrant, because she can see how her mother’s upbringing of her has made her independent, and has made her pursue knowledge. This is why Chua-Rubenfeld calls her mother â€Å"Tiger-mom†. The tiger symbolizes a fierce and brave person and the animal itself has a very high status. These are qualities that Sophia Chua-Rubenfeld appreciates, and thanks her mother for having. The Chua-Rubenfeld way of upbringing a child appears to be completely different from what experts believe is the correct way. In Kate Lovey’s article â€Å"Let them eat pizza: Parenting guru’s recipe for bringing up children† the reader is introduced to a different opinion. A parenting guru Dr Bryan Caplan claims that children’s lives are â€Å"shaped mostly by their genes and their own choices.† (p. 5, l. 18). This article is characterized by its great use of argumentative features. Dr Bryan Caplan bases his arguments on biological research and scientifically proved facts. The appeal form used is ethos, since the reader trusts the doctor because he has a certain authority. However, the arguments that he uses do unfortunately not  appear convincing, because he only bases his ground on quantitative data. It is possible to convince someone with statistical material but it involves using an amount of qualitative data, as it explains why statistics tell us what they do. The two previous articles may seem each other’s opposites, concerning the ways of raising a child. In A. S. Neill’s article â€Å"Summerhill – a radical approach to child rearing† he introduces another way of upbringing a child where he focuses on education. He clearly states that the important part of educating is helping the child in becoming better at what the child is good at. He supports his claim by using a lot of topological features. In the beginning of the article he incorporates a story about Nijinsky to demonstrate his point: The world will not develop geniuses if it does not spot and utilize the child’s talent. By incorporating a famous ballet dancer he engages the reader because the reader can hardly disagree on what Neill is saying. The reader is also engaged because education is such an important thing. Through the education one is developed. Therefore it is essential that the educational system is properly functioning. It is important to remember the function of our educational system. The future of the world depends on the teachers and the pupils, and education should prepare the children for the world. But there is a fine line between preparing and dictating. The society does not only need lawyers, doctors, and other jobs associated with high status. It is dependent on and needs cleaning ladies, police officers, engineers as well as an y other jobs. Therefore, in order to provide the world with smart and skilled people the educational system should develop the child’s natural talent and interests. This is also applicable when talking about the upbringing of a child. For example some kids may naturally be better at sport and the parent should thus reward and encourage the child. However, there is something called general education which should be incorporated in the learning process, because the child will probably have some difficulties in the modern society if this is ignored. Furthermore, it is necessary to teach the child how to behave in certain situations and also in general. But a lot of the upbringing of a child depends on the cultural background. Different cultures have different ways of raising children. Depending on the culture the values in the upbringing of a child may vary extremely. However, the parent should acknowledge that we live in a globalized world where the child will meet  different cultures. Ther efore the parent should prepare the child for an open mind.

How Discrete Trial Teaching Works in ABA

Discrete trial training, also known as massed trials, is the basic instructional technique of ABA or Applied Behavior Analysis. It is done one to one with individual students and sessions can last from a few minutes to a couple of hours a day. ABA is based on the pioneering work of B. F. Skinner and developed as an educational technique by O. Ivar Loovas. It has proven to be the most effective and only method of instructing children with autism recommended by the Surgeon General. Discrete trial training involves presenting a stimulus, asking for a response, and rewarding (reinforcing) a response, starting with an approximation of a correct response, and withdrawing prompts or support until the child can give the response correctly. Example Joseph is learning to recognize colors. The teacher/therapist puts three teddy bear counters on the table. The teacher says, Joey, touch the red bear. Joey touches the red bear. The teacher says, Good job, Joey! and tickles him (a reinforcer for Joey). This is a very simplified version of the process. Success requires several different components. Setting Discrete trial training is done one to one. In some ABA clinical settings, therapists sit in small therapy rooms or in carrels. In classrooms, it is often enough for the teacher to place the student across a table with his or her back to the classroom. This, of course, will depend on the student. Young children will need to be reinforced for merely sitting at the table learning to learn skills and the first academic task will be the behaviors that keep them at the table and help them focus, not only sitting but also imitating. (Do this. Now do this! Good job!) Reinforcement Reinforcement is anything that increases the likelihood a behavior will appear again. Reinforcement occurs across a continuum, from very basic, like preferred food to secondary reinforcement, reinforcement that is learned over time. Secondary reinforcement results as a child learns to associate positive outcomes with the teacher, with praise, or with tokens that will be rewarded after accumulating the target number. This should be the goal of any reinforcement plan, since typically developing children and adults often work hard and long for secondary reinforcement, like parental praise, a paycheck at the end of the month, the regard and esteem of peers or their community. A teacher needs to have a full quiver of edible, physical, sensory, and social reinforcers. The best and most powerful reinforcer is the teacher her or himself. When you dish out lots of reinforcement, lots of praise and perhaps a good measure of fun you will find you dont need a lot of rewards and prizes. Reinforcement also needs to be delivered randomly, widening the gap between each reinforcer in what is referred to as a variable schedule. Reinforcement delivered on a regular (say every third probe) is less likely to make the learned behavior permanent. Educational Tasks Successful discrete trial training is based on well designed, measurable IEP goals. Those goals will designate the number of successive successful trials, the correct response (name, indicate, point, etc.) and may, in the case of many children on the spectrum, have progressive benchmarks that go from simple to more complex responses. Example: When presented with pictures of farm animals in a field of four, Rodney will point to the correct animal requested by the teacher 18 out of 20 trials, for 3 consecutive probes. In discrete trial training, the teacher will present four pictures of farm animals and have Rodney point to one of the animals: Rodney, point to the pig. Good Job! Rodney, point to the cow. Good job! Massed or Interspersed Tasks Discrete trials training is also called massed trials, though this is actually a misnomer. Massed trials is when a large number of a single task are repeated in quick succession. In the example above, Rodney would just see pictures of farm animals. The teacher will do massed trials of a single task, and then start massed trials of a second set of tasks. The alternate form of discrete trial training is interspersal of tasks. The teacher or therapist brings several tasks to the table and asks the child to do them alternately. You might ask a child to point to the pig, and then ask the child to touch his nose. Tasks continue to be delivered quickly.