Coping With Criticism When You Have ADD

Coping With Criticism When You Have ADD ADHD Adult ADD/ADHD Print Coping With Criticism When You Have ADD Your ADD shouldnt stop you from managing criticism effectively By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Updated on July 21, 2019 Westend61/Getty Images More in ADHD Adult ADD/ADHD Diagnosis Treatment Symptoms Living With ADD/ADHD School Parenting As an adult with ADD, you may have received a lifetime of negative feedback around behaviors. It is no wonder a person would feel sensitive! Add to this a difficulty in managing emotions and perhaps at times a tendency to overreact because you feel things so deeply. All of these factors make criticism especially difficult. Handling Criticism With ADD While you can’t control what others will do or say, you can work to control how you react. What are some ways to handle criticism so that it doesn’t lead to angry outbursts, injury to your personal or work relationships, or further damage to your own self-esteem? Develop an awareness of your reactions. How do you tend to respond to criticism?  Do you respond differently to different people? Are you likely to react defensively even when the criticism is earned? For example, do you get angry when youre asked to account for a careless error?  Be aware of the situation and your relationship to the person delivering the criticism. If this is a work situation â€" and the critical individual is your supervisor â€"  you will need to be very careful about managing your feelings. Often, asking for time to respond is the best strategy (counting to ten before responding is also helpful when possible!).When faced with a situation in which you are receiving negative feedback from another person, try to step back and explore your feelings. Use self-talk. “I am hurt and angry. Is this an overreaction?”If you know there will be an interaction that is difficult, practice your responses beforehand. Rehearse in front of a mirror or even in front of a friend or adult family member. Seek their feedback and advice.If you slip up and find that you have overreacted to a situation, calmly leave and return to the conversation when you are feeling in better control.Be kind to yourself. Try not to turn the negative feedback inward or dwell on it to the point it is hurtful to your self-esteem. Learn from whatever is helpful feedback and disregard the rest.If you are unsure whether your feelings about interaction are appropriate or exaggerated, talk with a trusted friend or adult family member to get feedback.Be very careful when responding to email, texting, and social media. It is tempting to type and send an immediate response, but you may regret it seconds later. Often, the best response is to do nothing at all for at least a few minutes while you take the  time to think through the best answer to the critical message youve received.When responding to email, read and reread what youve written. Edit out any content that seems to be inappropria te or too strongly worded. Then â€"  check to be sure you are sending your response ONLY to the person who should read it, and NOT to any ccd individuals.

Dimmesdale Is The Worst Sinner In The Scarlet Letter

The Scarlet Letter by Nathaniel Hawthorne, it is about a young woman named Hester Prynne, who has committed adultery and gave birth to a daughter named Pearl. As a punishment, Hester has to wear a cloth with a scarlet letter ‘A’ on her chest that stands for ‘Adulteress’ for all her lifetime. Meanwhile, Hester’s husband, Roger Chillingworth, who has been missing for two years come back and decides to take a revenge on Hester’s lover. Throughout the novel, Chillingworth has discovered that a young minister named Dimmesdale is a Hester’s lover. Dimmesdale is the worst sinner than Chillingworth because Dimmesdale doesn’t have moral, he is a coward that decides to keep his secret, and he doesn’t have responsibility. The first example†¦show more content†¦There is a time Hester asks him for help when the old minister tries to take Pearl away from her, she says â€Å"Thou wast my pastor, and hadst charge of my soul, and knows me better than these men can. I will not lose my child! Speak for me! Thou knows,—for thou hast sympathies which these men lack!—thou knows what is in my heart, and what are a mother’s rights, and how much the stronger there are when that mother has but her child and the scarlet letter! Look thou to it! I will not lose the child! Look to it!† (105). At that time there’s an opportunity that he could tell everyone the truth and stand up for them, but he chooses to hide it instead to admit what he has done and allow everyone to learn from his imperfection. He is the worst sinner because he is a coward that he decides not to confess to everyone even though he has so many opportunities. The third example of Dimmesdale is the worst sinner than Chillingworth is because he doesn’t have responsibility for what he has done. After Hester is out of prison, she is punished and she takes all the blame and their shared sin while Dimmesdale chooses to hide behind her. Dimmesdale let Hester and Pearl go through hash criticizing, disparaging, and insulting from everyone in the towns. People disparaging Hester by saying â€Å"This woman has brought shame upon us all, and ought to die. Is there not lawShow MoreRelatedThe Worst Sinner in the Scarlet Letter1444 Words   |  6 PagesThe Worst Sinner in The Scarlet Letter In The Scarlet Letter there are three main sinners presented to the reader. Hester Prynne, Arthur Dimmesdale and Roger Chillingworth are all written with their own forms of sin, and each has a unique coping mechanism for their sins and guilt. Sin, at this time, was a hugely important part of daily life, and punishment for one’s sins was universally seen as not only a positive thing, but a necessary action to keep the people of the colony pure. Both HesterRead MoreDimmesdale Is The Worst Sinner964 Words   |  4 Pages The worst sinner The Scarlet Letter by Nathaniel Hawthorne, it is about a young woman named Hester Prynne, who has committed adultery and gave birth to a daughter named Pearl. As a punishment, Hester has to wear a cloth with a scarlet letter ‘A’ on her chest that stands for ‘Adulteress’ for all her lifetime. Meanwhile, Hester’s husband, Roger Chillingworth, who has been missing for two years come back and knows about his wife cheating on him. He tells Hester to keep his true identityRead MoreDimmesdale Is The Worst Sinner914 Words   |  4 PagesThe worst sinner In the novel The Scarlet letter by Nathaniel Hawthorne, it is about a young woman named Hester Prynne, who has committed adultery and gave birth to a daughter named Pearl. As a punishment, Hester has to wear a cloth with a scarlet letter ‘A’ on her chest that stands for ‘Adulteress’ for all her lifetime. Meanwhile, Hester’s husband, Roger Chillingworth, who has been missing for two years come back and decides to take a revenge on Hester’s lover. Throughout the novel, ChillingworthRead More Greatest Sinner in Nathaniel Hawthornes The Scarlet Letter Essay1267 Words   |  6 PagesThe Greatest Sinner in The Scarlet Letter      Ã‚  Ã‚  Ã‚  Ã‚   Mankind is prone to some degree of sin. A question that has always plagued mankind is how one can achieve redemption from sin. Any sin becomes compounded when the perpetrator does not take responsibility for it. In the book The Scarlet Letter by Nathaniel Hawthorne, perhaps the greatest sinner was Reverend Arthur Dimmesdale.    Many of Hawthornes works center around what is right or wrong, and the consequences of breaking the basicRead MoreThe Gift of Evil in The Scarlett Letter by Nathaniel Hawthorne764 Words   |  4 PagesGifts Of Evil In the book The Scarlet Letter by Nathaniel Hawthorne there are many characters who have committed sins. In Puritan community they followed the word of god and banned all sins. These sins in The Scarlet Letter were look as The Black Mans work meaning satans work. The sins committed were harmful and hurtful to people and their souls. Hester and Mr. Dimmesdale committed adultery with bearing a child named Pearl. But Roger Chillingworth committed the worst sin by using his gifts for evilRead MoreSymbolism From The Scarlet Letter867 Words   |  4 Pages21 December 2016 Symbolism in The Scarlet Letter There are many forms of symbolism found in The Scarlet Letter. Hawthorne, the author uses his many forms of symbolism to project a lesson or moral created throughout the story. Even each of the main characters has a different moral representation. Guilt, repentance, purity, and strength each are shown through the eyes of a different character. Pear, Hester Prynne, Chillingworth, and Reverend Dimmesdale are main characters that are used to showRead MoreAnalysis Of The Scarlet Letter By Nathaniel Hawthorne Essay1037 Words   |  5 Pagesbook The Scarlet Letter by Nathaniel Hawthorne a puritan society is plagued by hypocrisy and sin. The three main characters Hester Prynne, Roger Chillingworth, and Arthur Dimmesdale are all endowed with a deep underlying sin. Out of the three Dimmesdale is the worst sinner in the town because he is a coward for not admitting his sin. Dimmesdale is not only the most complex character in the book but his way of self pity and guilt give a sense of conf usion among the other characters. Dimmesdale displaysRead MoreThe Scarlet Letter By Nathaniel Hawthorne1716 Words   |  7 Pagesdetermining whether or not The Scarlet Letter by Nathaniel Hawthorne should still be including in high school curriculum. 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She seems as though sheRead MoreThe Puritan Community in The Scarlet Letter by Nathaniel Hawthorne687 Words   |  3 PagesThe Puritan Community in The Scarlet Letter by Nathaniel Hawthorne The Scarlet Letter, a novel by Nathaniel Hawthorn takes place in Boston of 1640 of Puritan community. It shows a dark, gray, violently moral society found as a kind of Puritan Utopia. The main characters in the story are Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth. This novel illustrates the effects of sin on the heart and minds, how a persons downfall may be caused by the destructive human emotions of hidden

The Bullies And Victims Article Focus On The Problems Of...

The Bullies and victims article focus on the problems of bullying in the United Kingdom. Bullying is not just a problem in the United Kingdom; it’s a serious issue throughout the world. When analyzing the incidences that occurred with Mark, Sarah, Theresa, Simon, and Debbie, these attacks were alarming since they were vicious where some of the victims suffered an injury from being physically assaulted. The brutality of these attacks deserves punishment since the bullies used physical aggression and verbal aggression to harass and torment their victims. Unfortunately, these acts went unpunished since the victims were afraid to report the incidents in fear of retaliation and school administration refused to take further action. The extent of bullying can have a psychological and emotional effect where victims can struggle academically due to the repeated abuse. In addition, victims may become truants and not attend school to avoid the constant harassment and torment of bullies. Furthermore, when victims are abused repeatedly, they may feel hopeless and helpless, which can lead to depression. Faculty and staff will encounter many challenges trying to eradicate bullying, which is a major problem in society. Bullying is a form of unwanted aggressive behavior towards victims who are vulnerable and unable to defend themselves from bullies. Bullies who are bigger and stronger can use physical aggression to impose their size and intimidate their victims. Moreover, they can useShow MoreRelatedA Research Study On Bullies And Victims1301 Words   |  6 PagesThis research paper entails of three different studies of bullies and victims. The three researches are quantitative research, qualitative research and meta-analysis study. Quantitative research was conducted by Pister (2004) with seventh and eighth grades students. Pister (2004) try to find an understanding the process of bullying by speaking with the youth. Qualitative research was done by Haggas (2006). Haggas (2006) created Bully Prevention Challenge Course Curriculum (BPCCC) which was usedRead MoreBully 101: Kids Edition783 Words   |  3 PagesPsychological Association, â€Å"Bullying is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort. Bullying can take the form of physical contact, words or more subtle actions† (Bullying, 2013). People bully each other for several reasons and there are different outcomes that are a result of those reasons. People can be bullied physically, emotionally, or verbally. Bullying can take place at school or online. Bullying should be a consideredRead MoreThe Effects Of Bullying On Children By Dr. Terry Ehiorobo1021 Words   |  5 PagesThe article Bullying in School: The Traumatic Effects of Bullying on Children was written by Dr. Terry Ehiorobo. Dr. Ehiorobo has the following qualifications to address these issues, because he has worked as a school teacher and princip al. Currently, Dr. Ehiorobo is employed as a school principal at an alternative school in Kenosha, WI. The main idea of the article is to focus on how these acts of bullying can cause long-lasting effects for the victims. Basically, bullying has a real emotionalRead MoreWhy Bullying Is Bad Or Bad?1391 Words   |  6 Pages Why people Bully All around the world, many people today are bullied, and mistreated by others. There is not much of a definite reasoning to why one bullies, and puts other people down, but there are speculations to this problem. Many causes to why people bully one another is because the bully has insecurities of their own, they are jealous of their victim, family problems arise, and they like having the power that bullying has on others. Not only does bullying affect many throughout theRead MoreBullying: Have Schools Really Found A Solution? 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Bullying can also result in lifelong consequences for both the students who are being bullied, and the students are bullying them. According to the ERIC development team, bullying is comprised of direct behaviorsRead MoreWho Is The Real Bully?1712 Words   |  7 PagesDaniel Mora November 20, 2014 WRTG 101s Who is the real bully? Bullying has one of the most deadly outcomes in the world; it can corrupt futures and lives. There are roughly 4,400 suicide deaths per year that are related or in results of bullying. You can save lives on a daily basis by staying aware and having an understanding of bullying and how to prevent the dangers of it. Bullying is a commonly understood topic around the world, but there are many unknown facts and situations that people aren’tRead MoreThe Effects of Bullying, Especially on LGBT Youth927 Words   |  4 PagesIn America there are a lot of problems that don’t get full attention from people in power. One of the problems that are affecting the youth as well as adults is bullying. To find out more about this issue I will be looking into six articles that explain what bullying is, who is affected by bullying, the effect on LGBT children and what can be done to solve the problem of bullying. On this paper first, I will talk about what bullying is and the history of it. Second, I will talk about policies thatRead MoreWhy Some Schools Don t Have Bullies Article Essay1329 Words   |  6 Pagessome schools don’t have bullies article focus on finding solutions to eradicate bullying. Bullying is repeated acts of unwanted aggression and abuse of power that take a wide variety of forms. Some of the forms of bullying are physical and verbal aggression which can be categorized as direct or indirect behavior. When direct physical bullying occurs, it will involve someone being attacked physically through punching, kicking and stomping, whereas when indirect physically bullying occurs, it will involveRead MoreBullying Is A Common Practice On School Grounds954 Words   |  4 Pages As a mother of two kids, bullying in schools is very important and personal subject to me. The problem is so extensive, lately it has been all over the media .According to research; bullying is when a person demonstrates an aggressive behavior and or constant toward ano ther person. These behaviors are intended to hurt and intimidate the person physically, mentally and emotionally (stopbullying.gov 2015). Although many schools have been struggling to prevent bullying, data shows that is it a common

Nature of logic and perception Free Essays

Introduction/Thesis Statement This paper entitled â€Å"Nature of Logic and Perception† intends to carry out the following: First of all, to reintroduce the following psychological concepts or terminologies by explaining the nature of logic as it relates to critical thinking and how I personally understood it.  Second is to outline my own perceptual process.  Third is to describe the types of perceptual blocks that influence my views. We will write a custom essay sample on Nature of logic and perception or any similar topic only for you Order Now   The fourth is to explain the critical thinking process and how it is altered by perception. Last but not least is to: recognize an instance in my life where my perception of the reality situation was far from the actual reality; to tell what I believe is actually occurring; to state what is really happening; to indicate the difference of the two; the occurrences after; the things I have learned; and finally how the process of my critical thinking changed. Perceptual Process Defined â€Å"Perceptual Process† is technically defined as â€Å"the order of steps that commence with the surroundings or atmosphere and directs to our perception of a stimulus and an action as a reaction to the stimulus† (The.., n.d.). Perceptual Blocks Defined â€Å"Perceptual Blocks†, however, include the following: 1) difficulty in isolating the problem; 2) inclination or possibility to draw up the boundaries of the dilemma too closely; 3) failure to see the predicament from an assortment of perspectives; 4) seeing or bearing in mind what you look forward to to see (stereotyping); 5) saturation; and last but not least 6) failure to make the most of all sensory contributions (Perceptual.., n.d.). Critical Thinking Defined Last but not least, â€Å"Critical Thinking† is defined as â€Å"the mental procedure of analyzing, scrutinizing, or evaluating statements or propositions that people have offered as true† (Wikipedia, 2007). It also entails â€Å"reflecting on the denotation of assertions, exploration of reasoning, as well as, developing judgments based on the truth† (Wikipedia, 2007). Instance in My Life Where My Perception of the Reality Situation was Far From the Actual Reality There was a time when I was torn between two jobs that I believe I would love to make a career of or focus on. It actually began when, fortunately, I have been accepted to become a part of a certain research/consultancy firm. I extremely wanted to do research but I have also been promoted at my mother’s bakeshop, from just being one of the helpers running errands for her, I was given the opportunity to become one of the cake designers. This has been exceedingly agonizing and excruciating on my part. So what I primarily did was to request for the Human Resources Department of the bakeshop, as well as, that of the consultancy firm, if I may be given a week more before I finally sign the contract. This move of mine would buy me some time to rethink things over, sort everything out, and finally come up with a sound decision. Auspiciously for me, both the representatives of the Human Resources Department agreed to what I have asked. I took advantage of the time provided to me and thought of a decision-making model that I could bring into play to be able to guide me through (Perceptual.., n.d.). Since critical thinking should be involved in the crucial decision that I have to make, I resorted to the four-step sequence decision-making model technically referred to as the rational model (Decision.., n.d.). The four steps referred to include the following: 1) Recognition and identification of the quandary, wherein I had to accept and recognize that in spite of the happiness I felt when I was picked by the consultancy firm, as well as, when I was promoted as a cake designer in the bakeshop, it is not at all easy to sacrifice or relinquish one for the other (Decision.., n.d.).   I cannot just leave my responsibilities at the bakeshop, where I have worked for seven years already (Decision.., n.d.).   I cannot just repudiate the promotion that I am worthy of for the perseverance, dedication, and passion that I exhibited (Decision.., n.d.). On the other hand, I cannot just say no to the consultancy firm, which I passed an excruciating interview, as well as, examination from and which I am so grateful of (Decision.., n.d.). 2) Bringing into being alternative solutions, for instance, when I contemplated that maybe it is achievable or doable to keep both jobs and that it is possible not to pick one over the other (Decision.., n.d.). 3) Selection of solution, wherein I considered that since consultancy may actually be taken home, and the bakeshop is very near my home and that I can be on-call, I chose to accept the promotion and took the job offered by the consultancy firm, as well (Decision.., n.d.). 4) Execution and assessment of the solution, wherein, immediately after such critical thinking, I made up my mind, I signed the contract the consultancy firm gave (Decision.., n.d.). Then I also assumed the cake designer position in the bakeshop (Decision.., n.d.). Etcetera Coming from the personal occurrence detailed above, the instance in my life where my perception of the reality situation was far from the actual reality is the fact that I optimistically saw that I could manage two full-time jobs at the same time (Perceptual.., n.d.). I am extremely hopeful and confident during that time that I actually thought or focused only on the opportunities that were presented to me, all ready to be taken hold of (Perceptual.., n.d.). The setback is that things turned out not the way they seemed, those opportunities were not just chances; they are also challenges and excruciating choices that I have to think about before making any decision, much less taking on both jobs (Perceptual.., n.d.). This is the part where some of the â€Å"perceptual blocks† presented itself (Perceptual.., n.d.).   First of all, I had difficulty in isolating the problem (Perceptual.., n.d.). Secondly, I also was not able to see the problem from certain viewpoints, in fact I just saw the good side of it, and I did not entertain the other aspects or the negative side (Perceptual.., n.d.). Last but not least, I also experienced stereotyping, I only saw what I anticipated or expected to see and this is the fact that those two jobs are opportunities (big ones) to me (Perceptual.., n.d.). There was a difference between what I saw and what was really going on because of the â€Å"perceptual blocks† (Perceptual.., n.d.).   Unfortunately, what happened to me was I ended up making the incorrect assessment and decision even if I thought I already applied the best critical thinking model there is (Perceptual.., n.d.). It is fortunate, however, that I learned: more about critical thinking; that it is imperative to evaluate logically everything before making a decision since things are not really the way they seemed to be; that there are perceptual blocks that needed to be considered before finalizing any notion and position that I have; and last but not least, that it altered the critical thinking process that I usually carry out because of the perceptions that presented itself in the personal experience that I went through (Perceptual.., n.d.). References The Perceptual Process. (n.d.). Retrieved April 24, 2007 from http://www.csun.edu/~vcoao0el/de361/de361s101_folder/tsld003.htm Wikipedia. (2007). Critical Thinking. Retrieved April 24, 2007 from https://en.wikipedia.org/wiki/Critical_thinking How to cite Nature of logic and perception, Essay examples Nature of logic and perception Free Essays This paper entitled â€Å"Nature of Logic and Perception† intends to carry out the following: First of all, to reintroduce the following psychological concepts or terminologies by explaining the nature of logic as it relates to critical thinking and how I personally understood it. Second is to outline my own perceptual process. Third is to describe the types of perceptual blocks that influence my views. We will write a custom essay sample on Nature of logic and perception or any similar topic only for you Order Now The fourth is to explain the critical thinking process and how it is altered by perception. Last but not least is to: recognize an instance in my life where my perception of the reality situation was far from the actual reality; to tell what I believe is actually occurring; to state what is really happening; to indicate the difference of the two; the occurrences after; the things I have learned; and finally how the process of my critical thinking changed. Perceptual Process Defined â€Å"Perceptual Process† is technically defined as â€Å"the order of steps that commence with the surroundings or atmosphere and directs to our perception of a stimulus and an action as a reaction to the stimulus† (The.., n.d.). Perceptual Blocks Defined   Ã¢â‚¬Å"Perceptual Blocks†, however, include the following: 1) difficulty in isolating the problem; 2) inclination or possibility to draw up the boundaries of the dilemma too closely; 3) failure to see the predicament from an assortment of perspectives; 4) seeing or bearing in mind what you look forward to to see (stereotyping); 5) saturation; and last but not least 6) failure to make the most of all sensory contributions (Perceptual.., n.d.). Critical Thinking Defined Last but not least, â€Å"Critical Thinking† is defined as â€Å"the mental procedure of analyzing, scrutinizing, or evaluating statements or propositions that people have offered as true† (Wikipedia, 2007). It also entails â€Å"reflecting on the denotation of assertions, exploration of reasoning, as well as, developing judgments based on the truth† (Wikipedia, 2007). Instance in My Life Where My Perception of the Reality Situation was Far From the Actual Reality There was a time when I was torn between two jobs that I believe I would love to make a career of or focus on. It actually began when, fortunately, I have been accepted to become a part of a certain research/consultancy firm. I extremely wanted to do research but I have also been promoted at my mother’s bakeshop, from just being one of the helpers running errands for her, I was given the opportunity to become one of the cake designers. This has been exceedingly agonizing and excruciating on my part. So what I primarily did was to request for the Human Resources Department of the bakeshop, as well as, that of the consultancy firm, if I may be given a week more before I finally sign the contract. This move of mine would buy me some time to rethink things over, sort everything out, and finally come up with a sound decision. Auspiciously for me, both the representatives of the Human Resources Department agreed to what I have asked I took advantage of the time provided to me and thought of a decision-making model that I could bring into play to be able to guide me through (Perceptual.., n.d.). Since critical thinking should be involved in the crucial decision that I have to make, I resorted to the four-step sequence decision-making model technically referred to as the rational model (Decision.., n.d.). The four steps referred to include the following: 1) Recognition and identification of the quandary, wherein I had to accept and recognize that in spite of the happiness I felt when I was picked by the consultancy firm, as well as, when I was promoted as a cake designer in the bakeshop, it is not at all easy to sacrifice or relinquish one for the other (Decision.., n.d.).   I cannot just leave my responsibilities at the bakeshop, where I have worked for seven years already (Decision.., n.d.).   I cannot just repudiate the promotion that I am worthy of for the perseverance, dedication, and passion that I exhibited (Decision.., n.d.). On the other hand, I cannot just say no to the consultancy firm, which I passed an excruciating interview, as well as, examination from and which I am so grateful of (Decision.., n.d.). 2) Bringing into being alternative solutions, for instance, when I contemplated that maybe it is achievable or doable to keep both jobs and that it is possible not to pick one over the other (Decision.., n.d.). 3) Selection of solution, wherein I considered that since consultancy may actually be taken home, and the bakeshop is very near my home and that I can be on-call, I chose to accept the promotion and took the job offered by the consultancy firm, as well (Decision.., n.d.). 4) Execution and assessment of the solution, wherein, immediately after such critical thinking, I made up my mind, I signed the contract the consultancy firm gave (Decision.., n.d.). Then I also assumed the cake designer position in the bakeshop (Decision.., n.d.). Etcetera Coming from the personal occurrence detailed above, the instance in my life where my perception of the reality situation was far from the actual reality is the fact that I optimistically saw that I could manage two full-time jobs at the same time (Perceptual.., n.d.). I am extremely hopeful and confident during that time that I actually thought or focused only on the opportunities that were presented to me, all ready to be taken hold of (Perceptual.., n.d.). The setback is that things turned out not the way they seemed, those opportunities were not just chances; they are also challenges and excruciating choices that I have to think about before making any decision, much less taking on both jobs (Perceptual.., n.d.). This is the part where some of the â€Å"perceptual blocks† presented itself (Perceptual.., n.d.).   First of all, I had difficulty in isolating the problem (Perceptual.., n.d.). Secondly, I also was not able to see the problem from certain viewpoints, in fact I just saw the good side of it, and I did not entertain the other aspects or the negative side (Perceptual.., n.d.). Last but not least, I also experienced stereotyping, I only saw what I anticipated or expected to see and this is the fact that those two jobs are opportunities (big ones) to me (Perceptual.., n.d.). There was a difference between what I saw and what was really going on because of the â€Å"perceptual blocks† (Perceptual.., n.d.).   Unfortunately, what happened to me was I ended up making the incorrect assessment and decision even if I thought I already applied the best critical thinking model there is (Perceptual.., n.d.). It is fortunate, however, that I learned: more about critical thinking; that it is imperative to evaluate logically everything before making a decision since things are not really the way they seemed to be; that there are perceptual blocks that needed to be considered before finalizing any notion and position that I have; and last but not least, that it altered the critical thinking process that I usually carry out because of the perceptions that presented itself in the personal experience that I went through (Perceptual.., n.d.). References Perceptual Blocks. (n.d.). Retrieved April 24, 2007 from http://www.ojp.usdoj.gov/nij/rest-just/ch4/culdiv.html The Perceptual Process. (n.d.). Retrieved April 24, 2007 from http://www.csun.edu/~vcoao0el/de361/de361s101_folder/tsld003.htm Wikipedia. (2007). Critical Thinking. Retrieved April 24, 2007 from http://en.wikipedia.org/wiki/Critical_thinking How to cite Nature of logic and perception, Essay examples

Systems Analysis And Systems Development Overview - Free Solution

Question: Compare the use of SDLC and agile development approaches and Justify your choice of your selected approach to systems development.What are the primary functional requirements for the system in the case study and What are the non-functional requirements for the system in the case study.Discuss your Project Cost Benefit Analysis and Provide an excel spread sheet with details in a Project Cost Benefit Analysis.Show a work breakdown structure and a project schedule (as a Gantt Chart). Explain each of them and discuss how they relate.Explanation of your chosen 3 most useful investigation techniques. Answer: Introduction Rapidly changing business environment has forced organisations to rethink about their business strategy. One important aspect related to present strategy is related to use of information technology. In this regard, organisation mentioned in the case study Professional and Scientific Staff Management (PSSM) has specific requirements related to streamlining its end-to-end process of recruitment of a temporary staff for its client (Ashrafi et al, 2012). However, in order to meet such requirement, there is need to develop specific IT system, which can not only cater to its end-to-end processes/requirements, but can also provide a view of entire business processes existing within the organisation. Aim of this report is to understand the approach to an information system development which can be used by PSSM and can help it in improving its efficiency (Satzinger et al, 2012). Secondly, important objective of this report is to identify functional and non-functional requirements which will be part of the system. Overall, by end of this report, reader should be able to envision the kind of information system that will be developed for PSSM, and what all functionalities it will have to fulfil requirements of PSSM, also this report will help PSSM management to understand the project cost benefit analysis, and the expected timeline which will be required to complete and implement the project (Vlter et al, 2013). Approach to Systems Development For a software solution development today there are several approaches available which can be used for system development (Coplien Bjrnvig, 2011). However, every development approach has its advantages and disadvantages depending on the circumstances in which these methodologies are being used. Two potential system development approaches are SDLC and agile development approaches. Their comparison is as follows: SDLC Agile SDLC (Software Development Life-Cycle) contains a series of sequential phases. Agile development methodology consists of iterative development Sequential phases of SDLC model do not overlap with each other. In agile methodology, two different iterations might overlap each other. Hence in SDLC each phase of development begins only when previous phase is finished and signed-off by the stakeholders In agile methodology, development is iterative in nature. Hence release of certain functionality is done after each iteration is completed Following are the phases in SDLC methodology: Initiation Phase System Concept Phase Requirement Collection Phase Functional Requirement Analysis (Functional Design) Phase Technical Design Phase Development Phase Integration and Testing Phase Release Phase Maintenance Phase In agile methodology every iterations has following stages: Scope Planning Initiation Construction iterations Release iterations Production Retirement In SDLC methodologies focus is more on system development as compared to the financial aspects or factors such as return on investments (ROI) In Agile methodology focus is more on return on investment for the business. More prone to errors and defects, and design change might lead to delay in the project Less prone to error, since after every iteration is completed, original requirements are revisited to ensure its completion As compared to SDLC method, it is suggested that PSSM opts for agile methodology for development of system (Highsmith, 2013). Considering the fact that PSSM is a relatively small organisation, hence it becomes important for it to select an approach which offers best ROI, and helps in delivering the functionalities in expected timelines. Also, agile methodology is relatively less error prone, which will ensure that there, will less effort wasted on defect resolution and more focus will be there on functionality implementation (Bischofberger Pomberger, 2011) Systems Requirements Functional requirement for the system mentioned in the case study are as follows: Functionality for client to raise a staffing request through a centralised system. Capability required for the system, to receive the staffing request from the client, register it in a centralised database of customer. Capability for system to cross checks the current contract validity of the client who has raised the staffing request. Capability for system, to send an acknowledgement receipt via e-mail about the staffing request. Informing client about acceptance or rejection of the staffing request. Capability for system, to provide real-time update on all the open, closed, terminated or abandoned staffing requestion in the system. Based on the access rights provided to employees of PSSM, they will be able to access the staffing request. However, if one staffing request is opened by a user to edit, then it will be locked for all other users of systems for editing, however users will be able to view it concurrently. Capability for system to update the status of the staffing request, and further capability to ensure that every time a staffing request is valid, then automatic trigger should take place, where the PSSM placement department should get automated e-mail for further action to be taken. Capability to block/reserve a potential candidate who fulfils the clients resource requirements. Capability to search about all the clients/any particular staffing request #/all registered human manpower with the organisation. Non-functional requirements for the system are as follows: Non-functional requirements cover all the remaining requirements which are not covered by the functional requirements. They specify criteria that judge the operation of a system, rather than specific behaviours (Dingsyr et al, 2012). Usability: More than one user can use the system concurrently Performance: The system should be capable of performing searches on complex criteria. Interoperability: System to be implemented should be capable of getting seamlessly integrated with other systems such as database etc. Automatic data backup: System to be implemented should be capable of triggering automatic data back from time to time. This application is secure for every kind of its users, because here is facility of session management. If any user logout from any session then nobody will be able to access his profile without knowing his confidential password. Project Cost Benefit Analysis Project cost benefit analysis (CBA) is a critical element of the project, as it is always required before a decision is taken to initiate or continue any specific development of a software/IT project (Kruchten, 2013). Ideally, CBA should be performed before the project for PSSM will be initiated. Thus, cost element table which will be referred for PSSM is displayed below. Figure 1: Cost element table Hence, for PSSM following table represents the system life cycle cost matrix (Davis, 2013). Figure 2: System lifecycle cost matrix Estimated overall, activity cost matrix is as follows (Basili et al, 2013): Figure 3: Activity cost matrix Project Schedule Project schedule is the most important element of the project. It helps in setting a specific timeline, in which the project has to be development. In case of PSSM, total duration of project will be of 85 days, which will initiate from 01/January/2015 and will end on 20/March/2015. Thus below figure displays the Gantt chart which identifies the activities which will be part of the project, and number of days which will be required to fulfil each of the activity (Osterweil et al, 2011). Figure 4: Gantt chart Based on the Gantt chart displayed above, following will be the work breakdown structure for the proposed project. A WBS can be defined as a hierarchical and incremental breakdown of the project into phases, deliverables and work packages (Eckstein, 2013). WBS Is mainly represented in a tree structure, which further has subdivision of efforts as displayed below. Figure 5: WBS for PSSM Project System Information Requirement Investigation Techniques Following stakeholders will be involved in the project: Project Manager Client Technical resources Financial representative from client and development company Employees of PSSM, since they will be the primary user of the system 3 most useful investigation techniques are: Face-to-Face interviews: As a functional person, it is important to have face to face interviews with the client to understand its core pain areas in terms of business processes. Similarly, face to face interviews are also important with technical resources, so that, they can easily translate business requirement in technical form and implement it (Clarke OConnor, 2012). Questionnaires: this is another important investigation technique. It provides more comprehensive answers to important questions related to functional or non-functional requirement of the system. This is useful because, questionnaire helps in recording the responses to various system critical questions formally, and helps in creation of information related to system which can be used later on (Petersen Wohlin, 2011). Paper trail: Following information from the point that has been entered in the system and observing the output is also one of the efficient ways of investigation technique. This investigation is useful, because it helps in maintaining the record during the time of information gathering. Once the development initiates, such paper trails can be then used for purpose of auditing and checking back about the process of development. Reflections and Conclusions As part of this project, one major achievement I had, was consolidation of the business processes of the client. Initially there was lot of redundancy in the business processes, due to which at times, critical hiring was impacted due to several issues. However, with this project and implementation of the application at PSSM, a more consolidated view of the business processes existing at various levels can be seen. One major constraint as a consultant, was mapping of business processes with the functional requirements. This was a critical task/process of the project, especially since this mapping helps in future implementation of the project (Vijayasarathy Turk, 2012). References Hoffer Ashrafi et al. 2012, COIT11226 Systems analysis and COIS20025 systems development overview, 1st edn, Sydney NSW Australia, Pearson Australia Satzinger, JW, Jackson RB, Burd SD 2012, Systems analysis and design in a changing world, 6th edn, Boston USA, Course Technology Cengage Learning. Vlter, M., Stahl, T., Bettin, J., Haase, A., Helsen, S. 2013.Model-driven software development: technology, engineering, management. John Wiley Sons. Highsmith, J. 2013.Adaptive software development: a collaborative approach to managing complex systems. Addison-Wesley. Bischofberger, W. R., Pomberger, G. 2011.Prototyping-oriented software development: Concepts and tools. Springer Publishing Company, Incorporated. Dingsyr, T., Nerur, S., Balijepally, V., Moe, N. B. 2012. A decade of agile methodologies: Towards explaining agile software development.Journal of Systems and Software,85(6), 1213-1221. Davis, A. 2013.Just enough requirements management: where software development meets marketing. Addison-Wesley. Basili, V. R., Heidrich, J., Lindvall, M., Mnch, J., Regardie, M., Rombach, D., ... Trendowicz, A. 2013. Linking software development and business strategy through measurement.arXiv preprint arXiv:1311.6224. Osterweil, L. J. 2011. ToolpackAn experimental software development environment research project. InEngineering of Software(pp. 179-206). Springer Berlin Heidelberg. Eckstein, J. 2013.Agile software development in the large: Diving into the deep. Addison-Wesley. Clarke, P., OConnor, R. V. 2012. The situational factors that affect the software development process: Towards a comprehensive reference framework.Information and Software Technology,54(5), 433-447. Petersen, K., Wohlin, C. 2011. Measuring the flow in lean software development.Software: Practice and experience,41(9), 975-996. Vijayasarathy, L., Turk, D. 2012. Drivers of agile software development use: Dialectic interplay between benefits and hindrances.Information and Software Technology,54(2), 137-148. Coplien, J. O., Bjrnvig, G. 2011.Lean architecture: for agile software development. John Wiley Sons. Kruchten, P. 2013. Contextualizing agile software development.Journal of Software: Evolution and Process,25(4), 351-361.

Inquiry Skills an Example by

Inquiry Skills by Expert Lilliana | 21 Dec 2016 The nature of scientific enquiry skills and their role in the childrens learning in science Jean Piaget is the noted researcher that has advocated cognitive constructivism. Constructivism is a popular method of instruction that educators use in helping children increase knowledge and learning. The learning process is very effective for children because it is through Piagets studies in child psychology that he discovered the constructivist concept in learning. Need essay sample on "Inquiry Skills" topic? We will write a custom essay sample specifically for you Proceed Constructivism is simply defined as a method of instruction where students change their beliefs, upgrade their knowledge or incorporate new ideas and principles through their own cognitive processes (Zahorik, 1997; Brooks Doolittle, 1997). In the constructivism, teachers are not the source of knowledge. Teachers are mere facilitators and guides. Their role is to facilitate students develop and broaden their insights and perceptions by getting students go through experiences and discoveries incorporated in the exercises. Exercises and experiences help the child gain sense of the many processes around him. From these sense, the child is able to gain beliefs and ideas. Once the child begins to have beliefs and ideas, he then begins to interact with his environment. As the child continue his interactions, his experiences add up and his beliefs may change or deepen or widen thus learning becomes a continuous cycle of discovery or inquiry. The constructivist concept of learning is very apt to teaching children the foundations to scientific inquiry. The scientific method is very much supported by the constructivists point of view. With scientific inquiry, the child gains knowledge and understanding of the world where he is part of. For example, in understanding the concept of air, a child needs first to understand the concept of the senses that he has such as smell and touch. Knowing his sense of touch, he will be able to feel the wind. Knowledge of his sense of smell, he can use this in understanding whats happening when the room is sprayed with perfume. To further his knowledge on the subject matter, he also needs to learn how to further his inquiry skills so that he can explore the experience that the teacher has prepared. Using the constructivist processes, science is learned by the child using inquiry skills developed. The seven skills are raising questions, developing a hypothesis, predicting, gathering evidence, making observations, interpreting and making conclusions, communicating and reflecting. (Harlen, W. 2000) Raising questions is an important part of the learning process. Raising questions is not only part of the scientific process but it is what sets man apart from other animals. A rat by rote learning will learn how to push the lever that brings him his food. If one day, the master of the rat forgets to replenish the food in the bin, the rat will not ask why food did not come out when he pushed the lever. A child emptying a box of cornflakes will one day peek into the box of cornflakes when it becomes empty. Sometimes, he will cry and at times he will throw away the box and then cry. The mere asking of the question why is important to all field of science. Its important therefore for the teacher to prepare different variables and problem situations so that the child can increase his experience and develop his inquiry skills. The National Curriculum supports inquisitive thinking by suggesting to teachers to continue to ask the children questions such as How? Why? And What will happen if? And observe how the children might decide to find answers. First hand experience is a simple information source to answer questions. The National Curriculum also believes that learning like the constructivists advocate is done through building blocks called stages. During key stage 1 pupils observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables. (NC, 1999) The next six scientific skills will then transpire until the process of inquiry becomes complex, simultaneous and evolving. All these skills abide by the guidelines set by the National Curriculum that state that teaching should ensure that scientific enquiry is taught through contexts the following sections; life processes and living things, materials and their properties, and physical processes. (NC, 1999). Since the constructivist concept needs the teacher as facilitator and the environment where experience is acquired, science teaching through the constructivist curriculum supports the learning of ideas through gathering evidence with investigative skills. Planning, obtaining and presenting evidence, considering evidence and evaluating evidence are actually part of the seven skills of scientific inquiry.And these processes can be very well being founded when looking into the environments of living things, material processes and physical properties. Childrens learning of science doesnt start only in school. Children learn basic skills and knowledge in science even at home. A simple going to the zoo brings much impact to the childs learning of living things and its persities. When children reads his first picture books and he sees animals drawn there, he will be able to develop inquisitive skills of asking why a giraffe has long necks while lions do not. The child based on the amount of knowledge he has will help him predict and hypothesize why a giraffe has long necks while his pet cat has short ones. If the child finally gets to see how giraffes eat, then he may conclude that the giraffe needs to eat leaves from tall trees thats why he needs a longer neck. From an inquiry, and observation skills, realizations will be gathered. If the childs realization, well assisted by the instructor fully equipped with constructivist concepts, furthers, the child may realize that giraffes eat. They may further their observations, questions and insights towards the importance of trees to giraffes. Bottomline, there is a process to take in understanding the world. And that is the scientific process. They learn skills necessary to this area of learning by using a range of tools, for example, computers, magnifiers, gardening tools, scissors, hole punches and screwdrivers. They learn effectively by doing things, for example by using pulleys to raise heavy objects or observing the effect of increasing the incline of a slope on how fast a vehicle travels. (QCA, 2000: 83) Without these scientific skills the child will be left behind in the evolution of the species. Science is referred to as Knowledge and understanding of the world. According to the Foundation Stage Profile, children should show curiosity and interest by exploring their surroundings. Playing with sand, water or dough helps him feel materials around his world. When a child handles or takes his toy apart, he is able to practice how to nurture his curiosity. The child while exploring the objects of his home like the telephone that rings is introduced to technology and its values. As the child goes through his daily routine, he realizes the fact of time. When he goes to the supermarket, the day care or a relatives place, the child will learn basic concepts of place which is foundation for the concept of geography. While the child goes through these materials, people and places, the child learns skills that become his tools that will help him develop his scientific inquiry. When the child collects fallen leaves and groups together the leaves by size, he learns the skill of differentiation. When the child sees himself in the mirror, he is able to practice the skill of recognition. The seven scientific inquiry skills are important to scientific literacy that the child needs to be able to understand life. He needs to understand the many processes of life because for one, he is very much a part of it and for another; he is steward of the life on this planet. Educational institutions work on this premise and continually strive to better and master it especially at younger levels. It is essential that instruction focus on student understanding and demonstration of important relationships, processes, mechanisms, and applications of concepts. Students, in attaining scientific literacy, will be able to demonstrate these explanations, in their own words, exhibiting creative problem solving, reasoning, and informed decision making. (NYS Ed. Dept. 2000) Constructivism and the scientific method go hand in hand in teaching children science. Both concepts are essential and effective methods in helping the child understanding the world around him. Besides the cognitive impact of both processes, there is an affective dimension that the child gains through the constructivist paradigm. Once the child learns what science is through the scientific method instead of simply memorizing all those concept and ideas, the technology of learning science will stay with him. The beauty of constructivism is in its foundation as builder of understanding knowledge through skills of inquiry. If the children are able to acquire these abilities while they are children, they will proceed in being adults with inquisitive minds observing the world and gathering insights from it instead of being part of the process where living things get destroyed. REFERENCES: NYS Ed. Dept. 2000. Physical Setting/Earth Science Core Curriculum http://www.nysed.gov Zahorik, J. 1997. Encouraging and Challenging Students Understandings. Educational Leadership: How Children Learn. Vol. 54, No. 6, March 1997 (ASCD Online) http://www.ascd.org/otb/frame1.html QCA, 2000. Curriculum Guidance for the Foundation Stage. QCA

Word Choice Lay vs. Lie - Proofread My Papers Academic Blog

Word Choice Lay vs. Lie - Proofread My Papers Academic Blog Word Choice: Lay vs. Lie Are there any two words more commonly confused than â€Å"lay† and â€Å"lie†? It’s hard to think of many others where mistakes are so easy to understand, since â€Å"lay† and â€Å"lie† are distinct terms with different meanings, yet the simple past tense of â€Å"lie† is also â€Å"lay.† Confused yet? We dont blame you. Nevertheless, by the end of this blog post, using our proofreading experience, we fully intend to have explained the difference between â€Å"lay† and â€Å"lie† in clear and simple terms. Wish us luck. Lie (Recline) The sense of â€Å"lie† that causes most confusion is its use as a verb meaning â€Å"to recline or be in a horizontal position†: Trying to understand this word is tiring, so I will lie down on the couch. This is why we had a fainting couch installed. An important factor is that â€Å"lie† is an intransitive verb, so never takes an object. This particular use of â€Å"lie† is an irregular verb, moreover, so the simple past tense is â€Å"lay†: I felt refreshed immediately after I lay down. Meanwhile, the past participle (used in the present and past perfect tenses) of â€Å"lie† is â€Å"lain†: The couch was so soft, I could have lain there forever. Lay (Put Down) As a present tense verb in its own right, â€Å"lay† means â€Å"to put something down or place it horizontally†: Joan lay down her sword; she could take on this chump barehanded. Dont mess with Joan. The simple past tense and past participle of â€Å"lay† are both â€Å"laid†: The next day, Joan laid out a map and planned her next campaign. The examples above also demonstrate how â€Å"lay† always takes an object (i.e., the subject is always putting something else down). Another Type of Lie (Speak an Untruth) It’s worth noting that â€Å"lie† has another common definition, meaning â€Å"to say something untrue†: He couldn’t let her know the truth, so he lied and blamed the zookeeper. As you can see above, the past tense of â€Å"lie† is â€Å"lied.† As well as a verb, â€Å"lie† can be used as a noun meaning â€Å"an untruth.† Lie or Lay? The key thing is to remember that â€Å"lie† does not take an object, whereas â€Å"lay† always does. If the subject of your sentence is reclining or horizontal, the correct term is â€Å"lie†: e.g., â€Å"The wrecked ship lies on the seabed.† This becomes â€Å"lay† in the simple past tense or â€Å"lain† as a past participle. However, if the subject of your sentence is putting something else down, the correct term will be â€Å"lay†: e.g., â€Å"The new policies require laying many miles of pipeline.† The past tense is always â€Å"laid.† Variations of â€Å"lie,† â€Å"lay† and â€Å"lie† (the other kind) can be found in the table below. Present Tense Lie (Recline) Lay (Put Down) Lie (Speak an Untruth) Past Simple Lay Laid Lied Past Participle Lain Laid Lied