Language Skill Activity Plan Context

Contents

Topic
Skill Focus
Objectives

This lesson is geared towards adult language learners who have immigrated to an English-speaking country and possess a basic grasp on the English language with a desire to study the grammatical rules of English to improve their speaking and writing skills. Typically, these students are above the entry ESL classes but below the ENGL 1010 level. Due to the fact grammar is not typically a required class, the expected class size would be small; up to 10 students. Ages vary, from 18-year-old international students to senior citizens.

Topic

The topic that will be addressed in this particular lesson is the usage of prepositions and how students can improve their grammar by recognizing and being able to effectively use them. Because these students read English words on a daily basis due to being in an English-speaking environment, they should be able to recognize incorrect grammar rules regarding prepositions and correct them. After providing some examples, students will be asked to create their own sentence combinations with the new contrastive vocabulary and how to combine certain prepositions to create new meanings.

Skill Focus

The skills this lesson will be focusing on would be writing and speaking with an emphasis on descriptive writing and building a sense of automaticity and fluency.

Objectives

Academic

Students will be able to recognize what a preposition is and how it functions within a sentence.

Language

Students will be able to correctly select appropriate prepositions depending on context and utilize and integrate them in their speech and writing.

Materials

The lesson will be projected via PowerPoint in class, however, lecture notes will be provided online for students who are unable to attend class for whatever reason. Students should bring paper and pencils for personal writing assignments or note-taking if they so choose to write out the information; computers are not required in-class but students must have access to the internet to be successful in class.

Introduction (4 minutes)

List all the prepositions: at, in, on, from, of, to, for, about, under.

Provide a description of what a preposition is and how it functions: A preposition is a word that shows the relationship between a noun or pronoun and the rest of the words in the sentence. Prepositions have many purposes, but they mostly give us information about place, time, and direction. Prepositions are small words and are easy to recognize; however, they are often difficult to use correctly.

Provide and go over examples; encourage students to come up with their own examples based on their own knowledge:

I’ll see you on Monday.
They were both born in August.
He fell in love with the girl next door and has been married to her for 37 years.
I left my phone in the car.
I left my phone on the bus.

Contextualize It (10 minutes)

Provide students with a short, in-class reading and ask them to underline each preposition they recognize while reading the text aloud. Students will take turns reading each section.

Have students recognize that certain words require certain prepositions, e.g., struggle with.

Provide a list of these words which require prepositions then have them create their own sentences: struggle with, look at, distinct from, posted on.

Have students share these sentences with a partner, possibly one with a similar language background so that they may use their L1 skills to help each other relate and understand their sentences.

Finding Errors (5 minutes)

As a class, present a series of sentences with incorrect grammar and pick on individuals to fix each sentence. Allow everyone in the class to participate and help out struggling students.

I want to thank you so much for to call me while I was in hospital. That meant a lot.
My plane arrives in Friday morning at 8 o’clock.
It’s midnight. How long have you been in the internet?
Lisa is married with Jim.
I’m in a hurry. I want to be home on time to see the game.
The classroom was full but I entered in the room anyway.
Going to college is hard, in the other hand, so is working in a crappy job.
I work in Wal-Mart.
She’ll return after an hour.
I play video games in the night.

Discuss Difficult to Distinguish Prepositions (8 minutes)

Explain the differences between at/on/in for place and time.

Special phrases students should know: in the morning, in the afternoon, in the evening, at night.

Have students take turns reading each section; ask for additional examples for a brief assessment to see which individuals understand and which need additional guidance.

Use at for very specific places or times.

Place: He studies at the University of Utah.
Place: I live at 10395 Napoli Way
Time: The class starts at eleven.
Time: The game ends at 2:30.

Use on for medium-sized places or times.

Place: I live on Napoli Way.
Place: The Language Center is on Level 4.
Place: Charleston is on the east coast.
Time: He starts his new job on September 1st.
Time: What did you do on the weekend?

Use in for large places or times.

Place: They live in Arizona.
Place: Nigeria is in Africa.
Place: Paula is in the kitchen.
Time: The weather is hot in July.
Time: The weather is cold in winter.
Time: I was born in 1998.

Problem Prepositions (12 minutes)

Continue the flow of the previous section and lead into the next portion.

Again, have students take turns reading aloud the following grammar rules and have them come up with their own examples and sentences.

For vs. since

We use for with a period of time and to answer the question How long? With for the answer is the period of time.

I’ve lived in Utah for ten years.

We also use since to answer the question of How long? But with since, we indicate when the action began.

I’ve lived in Utah since 2007.

Before vs. ago

We use before when there is a specific point of time.

They need to finish their presentations before the end of the semester.

We use ago to answer the question How long ago in the past did it happen?

F finished our presentation two days ago.

In vs. after

We use in when we refer to a more general period of time and we use after when we refer to a more specific period.

Your new computer will be ready in about 3 to 5 days.

Your new computer will be ready after the fall break.

For vs. during

We use for with a general period of time, to answer the question How long?

They were in California for two weeks.

We use during for a specific period of time, which is often related to a particular event. We use during to answer the question When?

They lived in Turkey during the war.

Lisa and Joe worked on their presentation during lunch.

Verbs of motion: enter, go, return

Typically, we do not use a preposition after enter.

wrong: The students entered in the room at 9 o’clock.

correct: The students entered the room at 9 o’clock.

We use go with to or in.

wrong: They went the party together.

correct: They went to the party together.

We use return with to.

wrong: We’ll return our country next month.

correct: We’ll return to our country next month.

Preposition Combinations (15 minutes)

Go over the different preposition combinations and after learning each combination, have students create their own sentences per combination. (e.g., one sentence with an adjective and a preposition, one with a noun and a preposition, etc.)

At the end of this activity, show students common idioms and see if any of them recognize and say the meaning of each idiom. Having students guess at the meanings could be a humorous, light-hearted way to end the lesson.

Adjective + Preposition:

afraid of: I’m afraid of spiders.

afraid to: She’s afraid to tell him the truth.

confused about: I’m still confused about prepositions.

different from: Islam and Christianity are not that different from each other after all.

Noun + Preposition:

advice on: Can you help me? I need your advice on what classes to take.

excuse for: He played badly today and that’s it. Don’t make any excuses for him.

solution to: Do you have the solution to question number 8?

trouble with: I’m having trouble with my computer.

Preposition + Noun

at home: Sorry, there’s no one at home at that time, so you can’t visit.

by hand: Did you write your entire essay by hand?

in school: We’re in school from 9 am to 4 pm.

on purpose: Did you miss the goal on purpose because we were already winning by 4 goals?

Finally, here are some common idioms we use with prepositions. See how many you recognize.

The test was a piece of cake.

I’m fed up with people complaining about their lives.

We just caught the train by the skin of our teeth.

I’m way over my head in this math class.

This new gym is state of the art.

His coughing is really getting on my nerves.

I’ve a cold and I feel really down in the dumps today.

Oh no! It’s 5:30 already. How did I lose track of time?

Hey! Keep in touch.

Assessment (5 minutes)

Observe student conversations as they interact and share their sentences with one another. Notice students’ correct use of the new grammar point.

At the end of the lesson, collect the students’ papers to grade.

Quiz students on their knowledge at the end of the unit.

Review and Closing (5 minutes)

Give students time to speak at the end of the day and give them an appropriate prompt so they can best utilize the new grammar point. Remind students about homework/quizzes or give them resources to help them better understand the grammar point.

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Language Skill Activity Plan Context . (2021, Dec 30). Retrieved November 4, 2025 , from
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The Battle of Hamburger Hill

The Battle of Hamburger Hill was fought from May 11, 1969 to May 20, 1969. The mountain where this battle occurred has been referred to as multiple different names, Hamburger Hill, Dong Ap Bia, and Hill 937. The name Hill 937 references to the hills height which is 937 meters (3,074 feet). This hill or mountain It is located in the A Shau Valley, in Vietnam. The Battle of Hamburger Hill was the start of the first phase in Operation Apache Snow. The battle was one of the most fierce in the whole Vietnam War. It was a victory for the United States and big turning point of the war for the Americans. The battle was extremely controversial. Just two weeks after gaining control of the mountain on June 5, 1969 it was abandoned. The hill was deemed an insignificant place to have troops stationed because it had no military importance.

At first light on May 10, 1969 the first UH-ID command and control helicopters arrived at the base mountain. Some of the generals aboard were Lieutenant Colonel Weldon Honeycutt, Sergeant Major Bernie Meehan, and Captain James Deleathe. Honeycutt wanted to start the attack on Dong Ap Bia in the early morning. The Alpha Company was ordered to protect the landing zone. The Bravo Company was ordered to lead the main attack. The Charlie Company was ordered to launch a secondary attack on the mountain about 150 meters southeast on Bravo’s attack. The Delta Company was to finish evacuating dead and wounded from a ridge not far from the mountain. Delta’s other order was to launch an attack on the north side of Dong Ap Bia. The goal was to have the three attacking companies launch their assaults at the same time. The purpose of having three different attacks on the mountain was so that the North Vietnamese soldier (NVA) couldn’t target their fire to one location.

Day and night artillery would occasionally lay fire down on Dong Ap Bia. At exactly 0646 ( 6:46 a.m.) on May 10, 1969 Lt. Col. Weldon Honeycutt ordered the artillery to seize fire on the mountain. Honeycutt marked multiple places the he wanted to hit the first day. The fighter bombers used a method called snake and nape. This a combination of napalm strike falled by high drag bombs being dropped. The high drag bombs that were dropped were 250 pounds, 500 pounds, and 1,000 pounds. The mountain was shaken for hours the first day from the high drag bombs and the napalm. At 0800 (8:00 a.m.) the companies left the night defense position (NDP) and started on their orders of the day. Troops left their rucksacks in their NDP to make it easier to travel further and farther faster. They would carry only their weapons and water. In the Bravo company’s sector Lieutenant Edward’s second platoon led the main assault and Lieutenant Broccia’s first platoon followed close behind.

In the Charlie Company Lieutenant James Goff’s 3D led and Lieutenant Sullivan’s 2D followed. At 0810 (8:10 a.m.) Lt. Edward split the Bravo Company into three squads when they started one a trail up the mountain. He sent one squad on the left side of the trail, one the the right of it, and one right down center of the trail. The goal was to get as close as possible to the clearing in the dense forest that was on and around Dong Ap Bia and rush the enemy bunkers. Bravo was only able to make it ten yards into the clearing because the North Vietnamese troops had already set claymores, explosive devices triggered by motion. The claymore were hanging in the trees that faced toward the trail, because they didn't see the claymores they went off and left four people wounded. The squads retreated thinking the NVA would be attacking them after the claymores went off. After waiting a while and no attack coming from the north vietnamese troops Bravo tried to advance again. Just a few feet past where the first claymores were that went off was more claymores hanging from the trees. Again Bravo Company walked under them and three more people were wounded.

The Charlie Company started their attack at around the same time Bravo did. Charlie was moving up the ridge. Charlie Company started their attack on Hill 900 which neighbored Hamburger Hill and then make their to Hill 937. When they were about 150 meters from the mountain edge they started taking fire. The fire was coming from three different enemy bunkers that were about 20 meters away from Charlie. Charlie company’s recoilless rifle squad were able to quickly take out the bunker one by one using flechette rounds. After the encounter was over Charlie quickly advanced toward Hamburger Hill. Just after passing the bunkers they just destroyed, Charlie came to a saddle that was on the western edge of Hill 900. As soon at the Charlie Company started move forward through the saddle the NVA troops opened fire on them. The fire caught the whole Charlie Company off guard.

The shock made all men hit the dirt for about five minutes. The whole Charlie Company grawled on their stomachs from tree to tree. They were being shot at by multiple bunkers. They took out the first rather quietly, but in the time it took to destroy the first bunker six men in 3D Platoon were wounded. The second bunker gave them more difficulty as it took almost 30 minutes for Charlie to overrun and destroy it. When the Charlie Company tried to advance pass the second bunker they were met with heavy sniper fire from the trees. Sp.4 Tyrone Campbell was on the very right of the 3D’s platoon line when the sniper fire started. When it started he dove behind a log for cover. Two other soldier were behind the log with him, when he tried to recognize them he say that they were both shot. After he made this discovery he saw the sniper that killed them. At the exact moment he saw the sniper that fired the shots the sniper targeted him but it ricocheted and missed him. At 0903 Lt. Col. Honeycutt received a call from Captain Johnson saying the Charlie 3D Platoon had moved through the second bunker line and and were pushing told the top of Hill 900.

A few minutes after Captain Johnson made this call NVA troops launched a counter attack on the Charlie Company. They attacked Charlie’s left flank. As a group was attacking their left a group of NVA troops sneaked up behind Charlie and attacked their rear. After 28 minutes of fighting the 3D Platoon suffered 17 casualties, two were killed and fifteen were wounded. General Honeycutt was unaware of the change situation for Charlie Company. He was wanting for a call saying they topped the mountain but instead got a call for Captain Johnson requesting for permission to retreat. Captain Johnson said “I am going to have to pulled back. The Third Platoon has taken a lot of casualties. We got to pull back.” The request to retreat angered General Honeycutt and made him snap. In return to Captain Johnson’s called he said “You can’t pull back. You pull back now and you’ll expose Bravo’s right flank.” Charlie Company was falling apart. Most on the men in it were dead or wounded. Before Charlie Company could retreat Bravo Company had to retreat so that their flank wasn’t exposed. The NVA troops sensed the retreat and went on the attack. They opened fire and threw grenades at the Charlie Company. As the retreat started NVA troops rushed them and shot the wounded with RPGs. Half of the Charlie Company was dead or wounded.

Captain Johnson was holding Donald Sullivan and his 2D Platoon in reserve about 30 meters below the saddle. Johnson told Sullivan about the 3D’s situation and Sullivan and his crew rush over to help the 3D. They formed a skirmish line behind the 3D Platoon and started up the mountain. As Sullivans men tried to advance up the mountain they were hit with heavy fire.

The Charlie Company’s failure was mirired by Delta Company on a smaller scale. Delta repelled in a deep ravine in an attempt to recover seven different bodies that were left near a river. They reached the river at 1354. As they were attempting to recover the bodies a NVA Platoon attacked them. The fighting lasted about 20 minutes. Ten Delta troops were wounded in the fight.

At 1400 Lt. Trautman and the 2D and 3D Platoons were in position to start their retreat. They first dragged the dead and wounded off the hill and the remaining living troops withdrawn for the hill. By 1600 everyone was off the mountain.

On May 15th Honeycutt gave Alpha and Charlie the order to exchange position. At around noon that day after 4 hours of airstrikes hitting the mountain the Alpha and Bravo companies started toward to mountain again. Honeycutt ordered them to take position along the ridge facing the draw. A few minutes later NVA troops came out of the draw and advanced told Alpha and Bravo not knowing they were there. The companies caught the NVA off guard stunning them with gunfire that sent them retreating back into the draw. The companies kept pressure on the NVA and pinned then in the draw. While the NVA were pinned in the draw fighter bombers rained 500 pound bombs down on them along with napalm strikes. By the time the airstrikes were over all the NVA soldiers that were in the draw were dead. Both the Alpha and Bravo Companies moved out of their assault positions at around 1 in the afternoon. The troops moved forward in skirmish lines. They were quickly able to overrun the enemy position around the knolls of the mountain and killed seven or eight more NVA troops. As some as Garza his men tried to advance further they were hit with heavy gunfire. Garza remembered from earlier about the snipers in the trees and ordered his men to spray the treetops. They quickly killed multiple snipers and watched them fall out of the trees all around the 4th Platoon. They were able to advance through the treelines at lot fasted of a pace after they took care of the snipers. Open the opposite side of the lines troops were able to see the top of Dong Ap Bia. The top of the mountain was only about 150 meters away from them.

As Garza and his men broke through the top of the treeline they were met with the heaviest NVA gunfire they have faced so far in the hole Battle of Hamburger Hill so far. The fire was so intense it made every single soldier didn’t fight back at first and just run for a place to hide from the rounds flying past their heads. Then suddenly out of nowhere while the rounds were still flying Garza stood up and started yelling down the line at his men saying “Come on everyone up! Move it! Lets go!” The man did what Garza had ordered and started trying to advance again but it was quickly stopped by an enemy heavy machine gun turret the was set up about 20 meters away from the men. Garza had his pockets filled completely by grenades and started throwing one after another as fast as he could at the NVA troops. Bressina was able to take care of the heavy machine gunner with his M72 LAW and the men were about to start advancing again. The further the men advanced the sleeper the slope on the mountain got. The slope got so steep it was hard to walk the NVA with just rolling grenades down at them.

The 4th Platoon called in an airstrike. The first fighter bomber jet dropped a 1000 pound bomb on the NVA. Body parts of dead NVA troops and debris rained down on the 4th Platoon. The airstrike didn’t get all the enemy bunkers so they called in a gunship. The first gunship did its run in the wrong direction and killed 2 troops in the 4th Platoon and wounded another 15 troops, one of them being Captain Littnam who was in charge. Honeycutt radioed Boccia and ordered him to continue the attack no matter what. After the mishap with the gunship the NVA launched a large counterattack, seeing this Garza pulled his platoon back into the tree line.

While Bravo was being counterattacked the Alpha Company was still fighting their way up the ridge. They were facing heavy sniper fire the whole way. Lt. McGreevy thought any attack he tried to launch would fail but he lead the attack further anyway, and moved rapidly to try and take out the bunkers. The 1st squad was led by Sergeant Michael Lyden and the 2nd squad was led by McGreevy. Lyden and his men layed down cover fire while McGreevy and his men inched slowly up the hill. Lyden was hit in the chest with and RPG and killed. The NVA Pounded both squads with RPG’s and left half of the men wounded or dead. McGreevy ordered a retreat, the NVA troops saw this and tried to follow them. Captain Butch now replaced Captain Littnan.

The next morning at 0734, 1000 pound bombs were dropped on the mountain. After the bombs were done being dropped the artillery hit the mountain with 105mm, 165mm, and 8 inch howitzer rounds in hopes of destroys the remaining enemy bunkers. For this attack, Alpha was order to lead. At 0830 Alpa left their NDP and headed toward their attack position. As they went up the mountain they swept past the first five bunker and found blood splattered everywhere but no bodies. Then soon after that a NVA Platoon came charging out of the jungle toward Alpha. Their charge was easily stopped with recioless rifle fire and grenades and the NVA retreated. No one was wounded by the NVA’s charge.

In the early morning on the 17th artillery started to hit the mountain. At 0918 the first fighter bombers started dropping bombs on Dong Ap Bia. At 0952 Alpha pushed out of their NDP on Hill 800. Their objective was to get to Hill 900, which was 1000 meters away. They were stopped by enemy machine gun fire after a short time of advancing but were easily able to push them back.

The two battalion assault was then postponed yet another day. The next morning both Alpha and Delta started up the ridge. When Alpah got to the saddle, McGreevy split the men into two squads. As they started to advance further NVA troops started coming out of spider holes and binker everywhere, but Lipscomb still ordered his men to keep advancing. The enemies grenaded Lipscomb and hims men wounding 3 people. The Americans then threw grenades back at the enemy lines. Even though the enemies were still shooting and throwing grenades at them the Americans kept advancing. Lipscomb knew his only chance was to rush the NVA. Lipscomb was blown up by a grenade. Then Captain Sanders was shot, leaving Lt. Walden in charge. At 1115 the troops started to receive extremely heavy fire. They called in a napalm strike and it completely destroyed enemy lines. A couple minutes later Walden called Honeycutt and told him they were only about 75 meters from the tops on the mountain. Not long after making the call Walden was wounded by an enemy grenade. Delta had 50% casualties at this point and the troops that were still alive were almost out of ammo.

Charlie Company led by Captain Johnson ran up the mountain at 1230 to help Delta. Then a huge storm ruled in and Honeycutt ordered the men to stop the assault until the rain stopped, but the rain never stopped so the troops had to withdraw.

The next morning the mountain was hit with artillery and 1000 pound bombs. At 1000 all the men from all the Companies started advancing up the mountain. At 1010 the men pushed past the first bunker line finding it abandoned. At 1030 the men were only 100 meters from the military crest of the mountain and almost to the second bunker line. At this point there had been no shots fired from the enemies. At 1040 the NVA started to attack. About 15 of them came out of a trench and fired RPG’s on the Charlie Company. The Americans answered with a grenade shower. Then the NVA started rolling grenades down the steep slope at the them. Captain Johnson ordered his men to keep moving since they were only 75 meters from the top. Soon after they were pinned down from 5 different bunkers. The men were able to use the 90mm and destroy the bunkers and keep advancing. The NVA were still dugg in at the top of the mountain. When the men got to the top they were pinned down by heavy enemy fire. The fire was coming from about 6 different directions.

After 15 minutes of fighting they were able to destroy 10 enemy bunkers. Seeing this most of the remain NVA troops retreated toward toward Laos down the western side of the mountain. Two Bravo Platoons went to cut the retreat NVA off. On the eastern side of the mountain the NVA were trying to start counterattacks on Alpha and Charlie, but their attempts failed. Then the NVA started to charge the men like they have previously done to Bravo. They did this for 15 minutes straight. Every time NVA stepped out of the bunkers they were shredded by M16 fire. After they stopped pouring out, two fighter bomber dropped two cluster bombs and napalm on the bunkers. When Charlie went to sweep the ridge they didn't see any sign of NVA, just 65 dead bodies. NVA tried to run off the mountain in all directions.

By 1655 the fight for Dong Ap Bia was over. In total the NVA lost 663 troops. The Americans had 70 killed and 372 wounded. The mountain was no longer called Dong Ap Bia but now Hamburger Hill. On June 5, Gen. John wright ordered all positions on the mountain to be abandoned because it had no military importance. By June 17 NVA troops were again occupying the mountain.

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The Battle Of Hamburger Hill. (2021, Dec 30). Retrieved November 4, 2025 , from
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Grammar and Spelling Mistakes

If one of my student’s parent came up to me asking why I don’t correct his child’s spelling errors in the draft his daughter took home, I would explain how there is a process for everything. Writing a paper has a total of six steps which are prewriting, drafting, sharing, revising, editing and publishing. And that the drafting step is when students gather their ideas and put them together and that it is very important for the teacher to let the student write as much as they can and want without having to focus on their spelling and grammar.

Checking the students spelling or grammar errors during the draft stage is one of the things that teachers should avoid doing during this step as well as prewriting because they should be considered as a risk-free exploration towards the final essay. Each one of these steps are very important after a child has its ideas straight they must share what they have wrote with another person to get not only their feedback but to recognize what people understand from their essay which will help them in the revising stage. After, comes the editing stage which is where the students correct all of the grammar and spelling mistakes. To finish it off comes the publishing stage where the student may recopy their essay polished and ready to share with their classmates, teachers and parents.

As the book states, technology and education go hand in hand and there are numerous amounts of websites that can help students with their literacy. Teachers, parents and students must take advantage of it especially now that technology is available almost everywhere. As a future teacher, who has nine third graders who are English learners in my third grade classroom I would encourage them to read e-books to write with word processors, practice on their keyboarding skills and to create presentations such as PowerPoint, Sound-slides or Photo Story. Some technology websites that support literacy are Kid Works II, Kidwriter Gold, and MacWrite Pro.

Some examples of formative assessments are anecdotal notes or checklists that teachers create while observing the children during class or specific lessons while summative assessments are tests which present a final grade or raking of where the child stands knowledge wise. The whole point of assessing the children is to check how much they know and in what sections do students need more help consequently both formative and summative assessments are very important. Formative assessment helps the teacher recognize her student’s weak points and will be able to help them day by day and summative assessments check for end of school or semester progress to see if the CCSS are being implemented.

When I think of myself as a teacher and having my own classroom I imagine a room full of color and enthusiastic images around the walls about different things like the alphabet, colors, shapes, vowels, numbers, classroom rules, math signs, motivational quotes, days of the week, the months, and seasons. The components I believe my classroom should contain for a comprehensive literacy program is to definitely have a library station, reading station and writing station where students can go whenever they have free time and practice writing and reading because they want to not because they have to.

For a student to become a successful reader they must first be invited by an adult to the reading world. As many of us know children love to imitate and if they see that adults enjoy reading they probably will give reading a try and try to love to read themselves by exploring different genres until they reach the point where they find the topic of their choice.

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Grammar And Spelling Mistakes. (2021, Dec 30). Retrieved November 4, 2025 , from
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Clarity and Functional Grammar

Over the years communication has changed. In these times we are now able to speak with people who are miles away in a matter of minutes. Digital literacy has also changed with the help of the social network, Twitter. Twitter allows its users to express thoughts, share opinions and gives them a platform to share news. Digital consumers can now do things they have never imagined doing and it helps in many ways. Twitter doesn't allow their users to do certain things, such as editing tweets, this action causes digital consumers to be more understanding with mistakes in what others write. Twitter has certain restrictions that indeed help its users become more digitally forgiving.

Users aren’t allowed to modify their tweets, and mistakes and “text” speaking are meant to be the norm. Research has shown that text type speaking is linked to vigorous writing and reading skills. Evidently, just as languages are things people can be fluent in, digital consumers can be ultimately adapting the language of “text”. As times continue to change, it has become harder and harder for students to learn the traditional way. “Eighty percent of students are bringing devices to school and using social media to create, collaborate, connect, and self-direct their learning (Richardson and Mancabelli; Bender and Waller, 2011).” According to Stacia Beverly Johnson’s research on ‘Reaping the benefits of using Twitter in advanced Language learning’, Twitter does foster an engaging learning environment.

She ongoingly states, “No matter what was assigned on Twitter, students were attaining mastery levels as they wholeheartedly participated in answering questions, checking replies from tweet-pals or adding a line to a collaborative story (Johnson, 2015).” With the constant use of Twitter in many day-to-day lives, “reading and writing skills must be impacted; whether the affect be beneficial or unfavorable (Swan, 2017).” Teachers believe Twitter is either a good learning tool that can be used both in and out of school, or it is a problem that encourages the use of improper grammar and spelling (Swan, 2017). “Of roughly 1200 Tweets collected from these five participants, the overwhelming majority demonstrated a concern for writing clarity and functional grammar. Two participants described a ‘perfectionistic’ attention to creating tweets, including deleting tweets that needed to be edited, tweets with grammatical errors.

Participants claimed they paid more attention to ‘correct’ grammatical forms (Gleason, 2016, p.43).” Adapting to current forms of literacy holds its pros and with this, the tables can be turned to show the face of the cons. Consumers around the ages of twelve and twenty have partaken in the steady decrease of reading and writing skills (Adolescent Literacy, 2009). Consumers are able to adapt to older styles of literacy with newer forms of digital media. Kayla Swan in her findings on ‘Social Media’s Impact on Adolescent Literacy Development’ states, “Due to the increase of multimodal text, students must now develop skills in all areas of literacy, both past and present. Even so, students are engaged with modern literacy exercises more than ever through their personal use of social media (Swan,2017).”

Twitter can be used in an academic setting, but it may also be used outside of academics. Whether the children notice or not they’re in fact learning. Media communications having a negative effect on spelling and grammar has been confirmed to not be the case. “Data suggests that children require thinking about spelling to select appropriate abbreviations, which ultimately enhances phonological skills. Also, students have to spell accurately to make use of the predictive spelling tools on their devices (Alverman & Harris, 2016, p.221)”.

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Clarity And Functional Grammar. (2021, Dec 30). Retrieved November 4, 2025 , from
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Gun Rights & Public Safety

Contents

Introduction
Theoretical Background
- The Fundamental Attribution Error
Belief in a Dangerous World Theory (BDW)
Committing FAE in our cognitive minds due to BDW
Exposure to negative stereotypes leading to FAE
Disucssion on the pros and cons of gun control
Conclusion
Reflection

Introduction

One of the most discussed socio-political issues in past years has been one regarding gun control policies in the United States. It plays a key role in controlling the distribution of firearms, as well as the safety of many people in the United States. In recent years, the debate over the right for Americans to own firearms have increasingly settled in favour of gun rights, with increase in affirmation from public opinion, state level laws along with Supreme Court decisions (Carlson, 2014). The two sides of the arguments contain attitudes from competing individualist and collectivist cultures, and according to a prominent number of sociologists and cultural psychologists, the United States is considered an individualist country, which can be one of the factors in why white Americans support gun ownership (O’Brien, Forrest, Lynott & Daly, 2013). During the civil rights movement back in the 1960s, it was actually the black activists who fought for a right to carry firearms for protection for the police from the extreme white factions; however nowadays, there isn’t a clear violent or dangerous situation displayed in the US where the white Americans have a justifiable reason to own a loaded gun. This is where the issue shows a clear disagreement between white Americans and black Americans: data indicates that 53% of white Americans wanted gun ownership, whereas only 27% of black Americans did (O’Brien et al., 2013).

Now comparing with more recent statistical research from mid-2019, the British Broadcasting Corporation (BBC) found that the United States takes up of 5% of the global population, yet has 42% of the world’s guns; approximately 33,000 people killed by guns in the US each year, with only 0.75% relating to self-defence. There is a clear correlation between how many guns are owned per state to how many gun-caused deaths there are. However, this then raises the question that many claim gun ownership is something required for personal safety, yet statistics clearly indicate gun-related incidents rarely seem to be for so compared to the overwhelming percentage due to suicides. Furthermore, a study was conducted by the Pew Research Centre shortly after a school shooting in 2018, discovering people from the age of 18-29 were the most supporting towards the protection of gun rights in the US. This suggest that the younger generations have already been exposed to the reasons for gun ownership whilst being exposed to situations where they’re forced to question their personal safety. However, personal safety is not always the main reason in influencing someone’s attitude towards gun control. This research essay aims to examine the reasons why people specifically in the United States support or are against gun control from a psychological perspective, whether it’s due to something completely subconscious and therefore uncontrollable, or simply just increasing exposure to a certain aspect of the situation.

Theoretical Background

The Fundamental Attribution Error

Attribution is essentially the set of thought processes people use to assign causes to behaviour. There are two main types of factors in explaining behaviour: situational and dispositional. People seem to have a pervasive need for casual explanations because they make the world more understandable, predictable, and thus safer to navigate (Malle, 2011). But commonly, many people unconsciously commit the Fundamental Attribution Error. The FAE tends to make our behaviour towards others biased because our brain either automatically informs that the other persons’ behaviour corresponds to their dispositions. Though this error is supported by numerous studies, there have been evidence that indicate variations across cultures. The Fundamental Attribution Error (also known as the Correspondence Bias) is arguably rooted in our heads for safety and survival. People have a tendency to attribute behaviours to internal attributions when looking at the behaviours of others. It is very common because it not only may be rooted in our survival instincts, but also because the situation cause of another person’s behaviour is often unknown to us. An experiment conducted related to the Fundamental Attribution Error is A Classic Study by Jones and Harris (Jones & Harris, 1967). They hypothesised that when people saw others behave according to free will, they would attribute the behaviour to disposition. When they could tell that others behaved according to the circumstances of chance, however, observers would attribute behaviour to the situation. Undergrads from Duke University (36 male, 15 female) each read pro/anti-Castro essays by fellow students. Half of the participants were told that the writer chose their viewpoint, and the other half were told the writer was assigned a viewpoint as part of a debating activity. The results turned out to be a mix of what the researchers predicted. The results showed that participants in the ‘choice’ condition attributed essay opinions to the attitudes of writers, where as surprisingly, the participants in the ‘no choice’ condition still made dispositional attributions about the writer despite the fact that those writers were assigned a viewpoint. These results were collected through a questionnaire. Jones and Harris concluded their experiment with their hypothesis unconfirmed. This suggests that this tendency to make dispositional attributions towards others may simply be subconsciously rooted in our survival instincts.

Belief in a Dangerous World Theory (BDW)

Another theory that closely links with why people tend to create dispositional attributions for behaviour is the Belief in a Dangerous World Theory. It suggests that individuals are more prone to intergroup prejudice and are more likely to endorse negative stereotypes when place in a condition where their personal safety is at risk (Cook, Li, Newall, Cottrell & Neel, 2016). Humans are social animals, and because of so our basic social and survival needs are relied upon by others, therefore when there’s potential risks, those instincts rooted inside our cognitive mind begins to influence our thinking for safety purposes. In many studies, participants are asked to complete a BDW scale, which measures one’s chronic beliefs about interpersonal danger. A higher score indicates a greater belief in a dangerous world and the need to protect oneself from potential threats (Miller, 2008). Likewise, it is only rational to be aware that though a group of people may all be impacted by the BDW theory, there are variations in the intensity.

Committing FAE in our cognitive minds due to BDW

When we are put in a situation where we can’t guarantee the reason or intentions behind someone’s behaviour, ultimately when we lack control, our survival instincts are what decrease the likelihood of harm occurring to us, therefore allowing us to take precautions subconsciously (Forsyth, 1980). A market research firm Qualtrics Panels conducted a study in 2016 assessing gun related beliefs of male gun-owners and non-owners (Stroebe, Leander & Kruglanski, 2017). 839 men in the US were recruited for this study, as men were statistically more likely to own a gun than a woman. Participants were given a survey with questions related to gun ownership, and results showed that gun-owners perceived more threats compared to non-owners; self-defence and protection was also a common reason listed, thus higher justification in the right to shoot or kill an intruder or attacker. This research suggested the main reason for the right to own a gun was for protection purposes, yet it was also found that many of the pro-gun ownership participants owned long guns, whereas commonly handguns are associated with self-defence. Stroebe, Leander & Kruglanski (2017) discussed that many people would rather expect the worst situation in order to have a higher chance of reducing perceived risk, as sometimes people’s actions can be unclear and hard to immediately recognize. This directly suggests that people supporting gun ownership may be unconsciously committing the FAE due to the BDW.

A factor that increases the likelihood of someone who may feel unsafe without gun ownership is the relationship between guns and drugs. Ian R Brennan & Simon C. Moore’s discussion on weapons and violence state that “association between guns and drug markets has been cited as a key factor in past increases in ?rearm related homicides in the US. This is known as the “Drug–Gun Diffusion Hypothesis”.” People who were often exposed to or personally are involved with drugs have a much high chance in wanting gun ownership as they frequently come in contact with deals who could potentially be armed, or even need the gun for criminal purposes to obtain cash for said drugs (Brennan & Moore, 2009), though this doesn’t mean the gun is always used for these motives. Alcohol and tobacco are also two substances that can have the equal effect on individuals. Though there are studies conducted relating to this, there isn’t a substantial amount of empirical evidence to prove this is a definite factor, therefore can only be considered as one of the possible factors influencing the general reason for wanting gun ownership, as it’s also unrealistic to assume the American mass all come in contact with drugs, alcohol, or tobacco in such manners.

Exposure to negative stereotypes leading to FAE

The topic of racism can also be linked to the likeliness of someone committing the FAE. Many children from a young age can be exposed to negative stereotypes, especially towards black Americans. They can be portrayed as violent and dangerous, and if they see any person behaving like their stereotype, it can be easily generalised for that entire race (O’Brien et al., 2013). Traditional superiority complexes may also place some white Americans in a state of mind where they believe their higher status is one of normality (Filindra, 2017). Further studies concluded how white opinion and racial resentment directly correspond to gun policy preferences amongst whites (O’Brien et al., 2013). Looking more specifically at statistical research, on average the individual that is most likely to own a firearm would be a white, married, middle-aged male. Likewise, the individual that is least likely to own a firearm would be an African American, middle aged, female (Pederson, Hall, Foster & Coates, 2015).

Disucssion on the pros and cons of gun control

From the two social theories analyzed above, it is evident that a significant part in which why people support gun ownership is due to cognitive processes, something that cannot always be clearly identified and controlled. Due to an increase in crime rates in the United States, many white American gun rights advocates argue that limiting access to guns would directly lead to the lack of protection and increase in being harmed by armed criminals (Orakra et al., 2018).

This makes many feel the need to have a gun in their homes in order to always have the option of using it when put in a situation where they’re at a disadvantage, regardless of the unlikely event that it can happen. Having a gun rather than not creates a sense of relief and comfort.

On the other hand, there can be other prevention methods against these potential unsafe situations that can be initiated. Though stated that many supporting gun ownership can have a belief in a dangerous world, though someone might oppose gun ownership, they may still believe there are harmful factors in the world that could affect them negatively, however they may believe there are other methods and precautions that can be taken and initiated without the use of guns. Many arguments against gun ownership suggest reducing crimes and perhaps enforcing new laws could prevent the dangerous situations from occurring in the first place, which could erase the need to have a gun at home in the first place. This is strictly targets people who purchase or want to purchase guns not living in the countryside, as those people may want it as protection against wildlife creatures, a factor that isn’t necessarily relevant to the majority in the United States.

The BDW theory interestingly can be applied to both those supporting and those opposing gun control. Those supporting use guns as a self-defence mechanism, and keep in in their homes purely as safety precautions, even when the chances of needing to use it are very small. On the other hand, those opposing gun ownership believe that because it is a dangerous world, have guns available to anyone who can afford one would only be increasing threats to the people around them. If people can’t always guarantee responsible use of the guns, or even how to properly use one, then having it in homes and other places on add more risk. There have been many cases where people who have guns didn’t know how to properly handle it, resulting in unintentional damages to people or objects. That just goes to show that perhaps gun control shouldn’t not necessarily be about owning the guns themselves, but about whether or not the owner has the right knowledge and understanding in how to responsibly handle one if ever put in a situation where it is needed.

Conclusion

To conclude the examinations and analysis above, it is evident that many white Americans in the United States who support gun ownership are influenced by their cognitive processes. They commit the Fundamental Attribution Error, which increase the tendency for one to attribute dispositional factors towards one’s behavior. It happens as a result of our rooted survival instincts, which can then lead to further impression of living in a dangerous world (racial prejudice can also be a key influencing factor due to exposure the stereotypes or influence from others, though can’t be easily assessed and proven across all people). However, these factors can also be rebutted as reasons against gun ownership, as allowing the release of more weapons into the world can result in an increase of irresponsible use or simply the lack of understanding in how to operate one safely.

Reflection

In response to this research essay, I think it’s clear that the justification between different people about the issue of gun ownership is largely based on personal opinions of the matter. After extensive research, I further deepened my knowledge on the topic, however not much new information was something I wasn’t aware of, other than specific studies and statistical information. It proved what I had already known about the topic which was that people can all be exposed to the same situation where a gun is the catalyst of a destructive situation, however we cannot always distinguish how someone is affected by it, whether they’ll take it as a sign that they need to take action themselves in preventing the situation from happening in their own lives, or that they need to remove the cause of everything altogether. I personally always opposed gun ownership, because I believe the root of the problem should always be the one resolved. Taking away the guns themselves reduce the risk of irresponsible use, and completely take away the need for people to have one themselves. It we give out more guns to more people who aren’t educated on how to properly use one, it’s essentially allowing more people to become the same as those involved in gun shootings and attacks.

In many cases, the armed gunman in a shooting is a normal civilian who only could have possibly done what he or she did because of having access to that weapon. Another possible solution proposed that I believe to be realistic and executed is enforcing some sort of education for those who do have the access to a gun. This can allow for those who truly believe they need one in their homes for their safety to do so whilst also knowing they’re capable of handling one if in need. Many who own guns actually could be afraid to even operate one, making it purposeless to even have one in the first place. One suggestion that I somewhat support but have doubts for is the idea to improve police forces in the sense that there are more of them easily reachable by someone when in need or simply around the secure a sense of safety. However, the reason why I have hesitations is that there are more and more cases recently of reckless gun use by policemen towards civilians. This is a risk factor that cannot be disregarded, and therefore make it harder to promise the enforcement of safety for the American citizens.

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Gun Rights in Us

The topic of gun rights is currently quite prominent, holding in its realm different views and opinions. In America gun rights become topics of public conversation with every mass shooting that occurs. Throughout 2018, there have been 14,647 deaths related to gun violence in the US. Included in this number are deaths from mass shootings which as stand-alone acts amounted to 340 incidents. Similar numbers have also been reported for previous years1 . In assessing such data Amnesty International published a report that evaluated the scope of gun violence in the US and analyzed the laws and policies governing gun rights in relation to international human rights standards. The report concluded that due to continual gun violence, high rates of firearm ownership and ease of access to guns by those likely to misuse them the US is failing to meet its duty to protect human rights2. Amnesty International is a long-standing organization, a Nobel prize recipient with branches worldwide. A report like this along with data on gun violence showing little change over time makes the debate on gun rights versus gun control a valid one.

The Second Amendment of the United States Constitution gives Americans the right to gun ownership and use3. A right that is embedded in the legal foundations of a country can be difficult to change or modify. Nevertheless, an evaluation of the ethical arguments for and against uncontrolled gun rights is important and will be made in an attempt to evaluate if indeed human rights as they relate to quality of life are affected.

According to the Cambridge dictionary, quality of life is defined as the level of satisfaction and comfort that a person or group enjoys4. Quality of life is a subjective term though and as such is hard to measure and define because it relates to so many aspects like health, disability, educational opportunities, jobs, housing, relationships, expectations, goals, security, and safety to name a few5. However, for the purpose of this discussion the Cambridge definition will be adopted and thus factors that infringe on comfort levels as they relate to health, safety, and security can be said to infringe on quality of life.

Let's begin with the perspective that, “gun rights should not be controlled in order to increase people's quality of life.” proponents of this view, focus on the ethical idea that a right to own a gun is derived from a basic (prima facie) right to protection. According to Michael Huemer, professor of philosophy at the University of Colorado, and author of the articles ‘Is there a right to own a gun?’ and ‘Gun Rights as Deontic Constraints’, people have a right to self-defense. Prohibiting or limiting gun ownership will violate this right causing individuals to suffer from crimes they could have otherwise prevented. He further explains that for controls to be implemented and gun ownership limited, they must be proven to prevent a harm that is greater than the harm to those whose rights were taken away by such controls. Huemer contends that should a gun ban exist, those who legally own their guns for personal defense will comply with surrendering their guns while those with illegal guns will not do so. This will still leave guns in criminal hands since these firearms are unknown and undocumented.

Huemer’s argument is credible, as a PhD researcher of ethics and political philosophy his articles have been published in prominent journals of philosophy and social theory. Upon investigation of his ideas, examples do exist, the Washington Post, a trusted news source, confirms that 80 percent of gun related deaths were caused by illegal firearms and just 18 percent are caused by legally owned guns6.

The strength in Huemer’s argument that gun control and bans violate the right to self-defense lies in the difficulty of proving that this prima facie right is unfounded or can be outweighed by other considerations. Taking away one's right to self-defense in the case of an intrusion or harassment would be an example of such a rights violation. Indeed, this is a strong contention, often used by The National Rifle Association of America (NRA) to fiercely lobby for gun rights, claiming that individual freedoms, particularly the liberty to protect will be taken away should gun rights be violated7.

Notwithstanding, this perspective does have weaknesses. Huemer for example, bases his argument on hypothetical scenarios of a complete gun ban, not leaving room to discuss the effects of controls and if such placements truly affect the right to self-defense. He even states that, there is a social cost to widespread gun ownership and that the state is incapable of identifying in advance individuals who will misuse their weapons, and thus the state's best method to reduce the social cost is to restrict even noncriminal citizens from owning firearms8. Such a statement thus acknowledges the threats associated with gun rights and opens a clear path for proponents of gun control to advocate their case. For example, survey-based studies led by David Hemenway, Professor of Health Policy at the Harvard School of Public Health show that firearms are used more to intimidate than for self-defense9 and that actual self-defense gun use is quite rare and not any better at preventing injury than other defensive actions10.

Now let’s consider the perspective that, “gun rights should be controlled in order to increase people's quality of life.” According to David DeGrazia, professor of philosophy at George Washington University in Washington D.C and author of On the Ethics of American Gun Ownership, when evaluating gun rights, there is another pertinent right beyond the right of self-defense to consider and that is the right to not get shot. There are two rights on this ethical platform, and neither can dominate the other. Gun rights cannot be so un regimented and lax that people's right to safety from firearms is infringed. Placing controls will balance both the right to guns and the right to not get killed or injured by these guns. In his argument, DeGrazia further claims that the current state of gun rights in America does not enhance people's control over their security. In fact, these rights make gun owners lives more endangered. In a book he co-authored with Lester Hunt, ‘Debating Gun Control: How Much Regulation Do We Need?’, DeGrazia lists gun safety loopholes, from lax background checks to absence of consumer safety regulations and lack of funding to public health studies on gun violence. Basic background checks make sure that the consumer is not a convicted felon or suffers from mental illness. He gives the example of guns bought at gun shows where basic checks are not required, allowing anyone to acquire a gun, bypassing even the smallest of checks that may be federally imposed. DeGrazia recommends different controls and stresses that governments should engage in ethical policy that acts on this endangerment of the population.

David DeGrazia’s arguments are also valid. As a professor of philosophy, his research in theoretical and applied ethics has been published both in books and academic journals, making him a credible proponent for a counter perspective. To back his views DeGrazia pulls data from studies, ones which provide evidence that the risk of death by either homicide or suicide is greater in homes with guns than those without. He further shows that states and countries with low gun ownership rates and strong gun control measures have lowers gun fatality rates than those who do not11. Indeed, Amnesty International’s report which was mentioned earlier, offers a list of recommendations akin to those proposed by DeGrazia further substantiating his argument for gun control.

The strengths in Degrazia’s argument prevail in having real data as opposed to hypothetical scenarios in support of his view. Australia for example, implemented stricter gun controls after experiencing one mass shooting in 1996. In the years that followed no mass shooting (defined as 5 or more injured or killed) occurred and there has been a marked decline in homicides and suicides with rates showing 3% annual drops prior to the application of gun laws with an increase to 5% drops for such incidents after the laws came into effect12. Japan with similar strong restrictions also exhibits very low gun violence rates, with annual rate of all gun deaths (per 100,000 population) of less than 0.04 between 2007 and 201413 . America by comparison to Japan on the exact same measurements has annual rates 100 times larger, standing at over 10.3 for those years 14. Lastly, the idea of a right to not get shot is also linked to fear and anxiety from being shot, in defending this right one not only increases sense of safety but also reduces fear which in turn link to quality of life.

Nevertheless, there are weakness associated with the proof DeGrazia uses to advocate for gun control. For one there are very few studies in the United States relating to the effects of widespread gun ownership, relying on such limited data can weaken the argument. Also, in comparing data from other countries one needs to be cautious as some factors can be related to cultural and societal habits that may not exist elsewhere and may have influenced the data. In fact, the Rand Corporation, a nonprofit, nonpartisan research organization has referenced and evaluate most of the existing studies relating to gun policy in the US, finding them to be lacking in methods that identify possible causal effects15.

After evaluating the arguments put forward for and against gun control, I believe that gun rights should be controlled in order to increase people’s quality of life. The main reason comes from the source supporting this perspective and the idea that there isn't one overruling right (that for self-defense) above other rights (that to not get shot and be safe). In controlling gun rights, it is possible to take all rights into account including that of self-defense. Additionally, the real tangible proof of factual statistics provided by this perspective allows for a reliable evaluation of the effects on rights and quality of life. The opposing view only offered hypothetical scenarios which may not be conclusive.

Therefore, after contemplating all points of views and analyzing the ethical motivations behind them I do understand the rationale of both. Taking precautions to ensure all rights are met is integral to a free moral society. I must admit that initially my point of view regarding the topic was not neutral. Infact, while working on this essay, my school had a real-life code red lockdown with police, sirens, helicopters, and hiding in closets or underneath desks for over an hour. I couldn't help thinking that being scared for so long compromised the quality of my school life. With the Stoneman Douglas High School shooting the previous year and the continued incidents of baseless shootings, my anxiety alone calls for ethical legislation soon. Given this, I was worried of reflecting my personal inclinations in this essay. However, it is through this research that I am confident to base my rationale for gun controls on the academic sources presented. The ethical arguments for controls provide solutions that honor a moral society that is still and maybe even more free. Going forward and in order to strengthen the idea that gun control will increase people's quality of life I suggest that leaders and legislators look at the research compiled so far, heed its recommendations and act. Also investing in more research on the health effects of gun violence is essential. I further suggest, legal research into accountability when rights for safety and wellbeing are not met. Over time such analysis can strengthen the claim that gun controls will improve safety and comfort levels which in turn will affect and increase quality of life

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Key Facts about Americans and Guns Rights

Some People in the USA say that gun rights is immoral, but they really are not people choose to make guns Lethal. All through history people used guns for special purposes like war. If you see the history of guns some is bad, and some is good but yes there are some people who act like Neanderthals that shoot each other and kill. But there are some upsides to owning a gun because if someone breaks into your house you can defend your property. And lastly the other upside is that guns protect people if the cops had no guns and someone was shooting at you or any how would the cops stop them? However even though that guns are good but there are downsides to guns and the first article will tell you why.

Guns have killed many people and in some cases people have killed themselves 72% of the people are killed by their own gun which is awful. Kids should never be in position to where they could use a gun without a parent’s permission. And because of that kids get severely injured or even in some cases dead. But there is something far worse people use guns to kill people and even kids almost every year you hear about a school shooting that occurs and some kids get killed those are the people who don’t need guns. Also, once in a while there will be a case where someone breaks into a house armed and shoots the owner. That’s why people who have problems going on such as depression or other mind disorders should not have a gun. However, there are some benefits to owning a gun and the second section will tell you why.

Guns are not always unfortunate they help people to they can be used to be helpful in some cases like war. War is a horrible situation because you have to but the war can lead to peace and freedom the way to win a war is violence, violence doesn't always solve everything but it does solve war we use guns to solve war. Also guns protect you from insane people. This is an example for why you need guns a man was at home and a robber broke in and his whole family was asleep and the robber was armed if he had a gun he could pull it out and shoot him or if he didn't have a gun and he tried to stop him he would risk being shot. That is why we need guns. Also if the police didn't have guns and there was an active shooter the police would not be able to help that is also why we need guns. Guns can help us if we use them right they don't have to always mean kill or Robb they should mean self defense mechanism. All the politics around America ask them selves if we need guns that is there opinion.

In conclusion people all around America should have guns. It protected you when you were robbed and even during world wars or even during the civil war guns have always protected us. They shouldn't take guns away. They always helped people well most of the time. Guns can be dangerous if a kid or a criminal gets a hold of one but they should be fine in the right hands

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Arguments against Gun Rights

In 2018, a shooting accident killed 73 children. The most recent school shooting was in Wisconsin on December 3 at Oshkosh West High School. It's at least the 13th incident in 2019 on a high school or college campus, which has resulted in six deaths. Teenagers our age has experienced a tragedy that no one in this room has experienced before. Firearms shouldn't be present in the hands of everyday citizens. They cause more suicide, woman killed, and more accidental deaths of children.

Following the Pew Research Center, 48 percent of gun owners affirm they own a gun mainly for protection. But researchers attest otherwise, they rarely use guns for self-defense. In an article called “How Often people use Guns in Self- defense, states, “The average person ... has no chance in their lifetime ever to use a gun in self-defense, but... every day, they use guns inappropriately. They have a chance, they get angry. They get scared.' stating that there's no reason a person should pull out a gun to save their lives, odd right, so let me explain. There are other ways to disarm a criminal with a gun. You can grab the gun from the person, remain calm and try to talk it out, or just give the attacker what they want. The phenomenon of scientific research that a gun leads to more aggressive behavior in humans. It's a fact of feeling intimidated and immediately thinking you will die causes people “ready to act” aggressively. This effect was first described by Leonard Berkowitz and Anthony LePage in 1967 in their paper 'Weapons as Aggression-Eliciting Stimuli.”

There have been more than 570,000 gun deaths between 1999 and 2016. Those include 27.0% of homicides, 58.0% suicides, and 2.0% of accidental deaths. Nearly two-thirds of all gun deaths in the US are suicides, an average of 61 deaths a day. And it's only getting more extreme: Firearm suicide rates have increased by 82 percent over the past 10 years. Suicides have historically made up most death by firearms in the US. This mostly includes children and teens. Restricting access to a gun, at least temporarily, during a time of crisis can prevent suicide. Even if one wishing to attempt suicide was to choose a different method, he or she is far more likely to survive that attempt because firearms are the most lethal means available. And the majority of individuals who have attempted suicide once, do not die from suicide later on. There are also ways to get help for the person and prevent it. Homes without firearms have a 78% lower risk of self-inflicted firearm injuries and an 85% lower of accidental deaths.

Women are prime suspects of this assault. Every month, an average of 52 women are shot and killed by an intimate partner. Females every day are reporting to being abused in this way. “The presence of a gun in domestic violence situations increases the risk of homicide for women by 500%,” researchers of firearms and DV claims, “In states that require a background check for every handgun sale, 38% fewer women subsist on death by intimate partners. While the deadly intersection of guns and intimate partner violence affects all women, it has an extreme impact on Black, Hispanic, American Indian, and Native women. Article from EveryTown for Gun Safety states, “Also, segments of the LGBTQ community and people with disabilities are highly vulnerable to severe forms of relationship abuse.”

Perhaps the argument can contend by stating “guns kill people” and “anything can be a weapon.” Why put a lock on a deadly firearm when anyone can be murdered by a piece of paper? But stupid people with guns kill people. You don't even need to be a stable person to buy a gun. You can purchase them from a gun show, a licensed ammunition depot, online, or through a private sale. Which a private sale, they don’t require a background check such as a licensed depot. Anyone can purchase one rather you’re underage or not, all that is needed is cash.

Guns continue to be a powerful weapon and use of control over people. Resulting in death or severe injuries to women, people with disabilities, and school shootings.

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Gun Control Vs Gun Rights

Gun control is a hot topic in today’s world, especially here in the United States. According to the Small Arms Survey, the United States has 120.5 guns per 100 people, or about 393,347,000 guns, which is the highest total and per capita number in the world. There has been some heated debates in Congress on whether they should pass laws to ban semi-automatic rifles. People are going out to the streets to protest mass shootings and demand the government to take action on this by putting more control on guns. And for like everything there is another side to this topic, which in this case is people who are for gun rights or in other words they are for the 2nd Amendment. The 2nd Amendment, is a well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Both sides have pros and cons to their claims, so we are going to explore them.

People who are for gun control believe that it would reduce gun deaths. “Gun licensing laws were associated with a 14% decrease in firearm homicides, while increases in firearm homicides were seen in places with right-to-carry and stand-your ground-laws.” Another thing they believe in is that high-capacity magazines should be banned because they too often turn murder into mass murder. “A Mother Jones investigation found that high-capacity magazines were used in at least 50% of the 62 mass shootings between 1982 and 2012. When high-capacity magazines were used in mass shootings, the death rate rose 63% and the injury rate rose 156%.”

And like most things there are cons to it. One con is that gun control laws do not deter crime; gun ownership deters crime. According to a study in Applied Economics Letters found that 'assault weapons bans did not significantly affect murder rates at the state level' and 'states with restrictions on the carrying of concealed weapons had higher gun-related murders”. While gun ownership doubled in the twentieth century, the murder rate decreased. Proponents of more gun control laws state that the Second Amendment was intended for militias, however, according to the 2008 case District of Columbia v. Heller, the Supreme Court held that the 'Second Amendment protects an individual right to possess a firearm unconnected with service in a militia, and to use that arm for traditionally lawful purposes, such as self-defense within the home.' Another con is that gun control won’t prevent criminals from obtaining guns illegally. One prime example is Chicago which has passed gun control policies making it illegal to own handguns and assault weapons as well as making it illegal to buy or sell firearms within city limits but, in 2014 it had 2,089 shooting victims, 390 of which were murders related to criminal activities such as gangs or drug dealing. This tells me that gun control won’t stop the production and manufacturing of weapons and that it won’t stop criminals from committing unlawful things. Also giving the government too much power over the citizens it may result in government tyranny and the government taking away all guns from citizens which is something scary in many people’s mind. 57% of people surveyed by Pew Research in Feb. 2013 said that gun control laws would 'give too much power to the government over the people.”

The people who are against gun control believe mental health and/or video games are the cause of mass shootings. However this is not at all correct as in a 2018 report on 63 active shooter assailants, the FBI found that 25 percent had been diagnosed with a mental illness. Of those, three had been diagnosed with a psychotic disorder. In a 2015 study that examined 226 men who committed or tried to commit mass killings, 22 percent could be considered mentally ill. So what that tells me is that mental health is not a real cause to mass shootings as well as playing violent video games games is not since a 2004 report conducted by the Secret Service and the Education Department found that 12 percent of perpetrators in more than three dozen school shootings showed an interest in violent video games. Many researches I have read have something in common which is that they are pointing out that other countries have similar rates of mental illness but a small fraction of America's gun deaths. Similarly, video games are widespread in Asia and Europe, yet their rates of gun deaths are much lower than those in the United States. One amazing quote said by Kimball is that, 'Mental illness is not the real issue, because mental illness is something that happens across the globe. Mass shootings? Not so much. The sad truth is that in America, it's easy to get a gun, but it's very difficult to get mental health care.' Factors common among individuals who commit mass murder include extreme feelings of anger and revenge, the lack of an accomplice, feelings of social alienation, and planning well in advance of the offense.

Many mass murderers do not plan to survive their own attacks and intend to commit suicide or to be killed by police after committing their assaults. In a detailed case study of five mass murderers who did survive, a number of common traits and historical factors were found. The subjects had all been bullied or isolated during childhood and subsequently became loners who felt despair over their social alienation. They demonstrated paranoid traits such as suspiciousness and grudge holding. Their worldview suggested a paranoid mind-set; they believed others to be generally rejecting and uncaring. As a result, they spent a great deal of time feeling resentful and ruminating on past humil- iations. The ruminations subsequently evolved into fantasies of violent revenge. Most shooters typically experienced tensions in the year before they attack, like financial pressures, fights with classmates or co-workers, and substance abuse.

Going back to the cons is the one that people can get a gun illegally through other people and the way I know is because the U.S. Secret Service and the U.S. Department of Education conducted a study focused on targeted school violence in the United States from 1974 to 2000. This study involved shootings that had occurred prior to the FBI study’s findings suggesting a trend of increased mass shooting incidents from 2000 to 2013. At the same time the Secret Service researchers analyzed 37 incidents of targeted school violence (most of them involving guns) perpetrated by 41 attackers during this time period and some key findings regarding school shooters included the following: 28 of the perpetrators acquired guns used from their own or a relative’s home, often leaked their intent to peers, engaged in behavior prior to the incident that caused others concern for example weapon seeking and disturbing writings and sometimes had often considered or attempted suicide.

What I got from researching gun control is that the factors contributing to mass murder are broad, and therefore analysis of any single incident should be approached using a model that addresses individual biological, social, and psychological factors. In conclusion I believe we could have more gun control but as well fight the issue of mental health.

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Letter of Intent – Graduate Studies

The reason for seeking graduate education at the University of Reno, Orvis School of Nursing for my graduate studies is because of your school’s mission. The mission to focus on individual, family and different populations across all life spans drew me to your school. The community aspect that your school offers is impeccable to me. Community and your leadership is the greatest purpose for choosing your school. The diverse, urban setting and population you serve gives students many opportunities to advance in their careers. The high standards you hold your students accountable for and core values you employ made my decision to choose you.

The track I wish to pursue is the Family Nurse Practitioner, with a primary care focus. My vision on how I’m going to function in this role is to lead and implement change and improve lives in the community by providing the best holistic care. Focusing on the patient as a whole and improving policies that will provide focused care on a patient need basis. This preparation will provide extensive knowledge to provide education, which will improve clinical outcomes and give the patient a better understanding of their healthcare to make better decisions. Developing a relationship with the interprofessional team will promote trust, communication, and focus on the care delivered to the patient. This is essential for the whole team to function. Leadership is something I take great pride in.

In my professional and personal life, I strive to be a leader in everything I do. In my professional career, I’m confident in my skills to lead a team, which is evident in my actions and attitude to my fellow co-workers. I’m currently a Charge Nurse in the preoperative day surgery unit at Northern Nevada Medical Center. This position has given me patience and appreciation to consider the needs of all staff and patients needs. I also, work in Cardiac pre and post recovery, and Pain Center Unit within surgical services. I welcome all suggestions given by staff and listen to provide the best direction I can. I’m eager to learn new things and always willing to put in the extra work to become a better leader. In 2018, I was nominated for the Northern Nevada Nurses of Achievement Award, by my fellow nurses. This meant a great deal to me because I take pride in what I do every day as a nurse. I provide quality care, help improve patient outcomes, and communicate effectively.

In my life, I have my families support to continue my education. I take my same dedication in work as I do in my life. I volunteer my time with my children’s sports teams, school, and other activities and enjoy doing it. I’m very organized, devoted, and passionate about life and improving the lives of others. In my home life, I push my children to be the best student they can be and encourage them that they can do and be anything they want to be. The reason for choosing graduate education is that I have a passion, or a calling to pursue a degree to better myself as a nurse. I’m the first in my family to even go to college and graduate. This means a great deal to me and I want to show my family that anything is possible if you put your mind to it. I want to gain more knowledge to promote and improve human health, which will better prepare me for the future.

The many mentors I’ve had showed me that my strengths, traits, and strong professional demeanor will give me the ability to further my education. My potential for successfully completing the program is my perseverance and enthusiasm to the nursing profession. I absolutely dedicate myself to nursing every day of my life. The strengths that will help me succeed in the program include; organization, communication, and teamwork. I believe that having a professional attitude and having accountability is what shapes me as a nurse and a person. I understand the commitment and dedication required of the program and that’s what has given me the drive to peruse my nursing career.

The interest I have for my Master’s project includes the effects on the health, nutrition, and physical activity of the school-age obese population. The obese population is growing rapidly, which is further creating challenges and leading to many psychological and emotional needs. It is a passion of mine to help assist the unhealthy school-age population makes lifestyle changes to improve their health. This starts at a young age. If there can be preventive tools at an early age, then we could potentially have a decline in the obese population that would lead to the many health problems we face today. By creating a nutrition education program in the schools that deliver education to not only the students but their parents. Teaching them about their habits that lead to poor health is a big contributor to their overall health.

To find ways to improve access to quality care, including mental health, physical, and spiritual will all play a role in a holistic approach to implement change in their habits. Creating a model that will identify different aspects that contribute to obesity and implement change is key. The different educational and ethnic backgrounds will play a role in developing a nursing plan or program that will promote a healthy lifestyle. The more knowledge I can gain will only strengthen me to help influence patients to form healthy habits.

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The Concept of a Growth Mindset

Historically, psychologists and educators believed errorless learning to be the most effective route to obtaining knowledge and skills. The assumption is that errors committed during learning would remain in memory and hinder any subsequent learning (Guthrie 1952). Research demonstrates that occasionally errors committed on initial tests may reappear on later tests (Roediger and Marsh 2005; Marsh, Roediger and Bjork 2007). In addition, errorless learning may be the best approach to take for people with memory impairments (Clare and Jones 2008; Baddeley and Wilson 1994).

Despite evidence that errors can have a negative effect on learning, there is also a considerable amount of evidence that demonstrates that this concern is misplaced, and that learning can in fact be improved if conditions are arranged so that children make errors. In order to facilitate learning, children should be challenged with tasks that require skills and knowledge just beyond their current level of ability (Vygotsky 1978). When attempting challenging tasks, errors are a common by-product, however these errors can provide powerful learning opportunities (VanLehn 1988).

Metcalfe (2017) provides evidence that children can benefit from making mistakes, developing strategies to correct them, as opposed to avoiding them. Drawing on scientific research, Metcalfe concluded that “errors enhance later memory for and generation of the correct responses, facilitate active learning, stimulate the learner to direct attention appropriately, and inform the teacher of where to focus teaching” (2017: 484). Kornell, Hays and Bjork (2009) demonstrated that tests can potentiate subsequent learning even when the correct answer is difficult or impossible to generate. Further research by Kornell, Hays and Bjork (2013) demonstrated that incorrect responses do not indelibly stain students’ memories. Instead with well-timed feedback, the learning from making errors can in fact provide the opportunity for more powerful learning. This study by Hays, Kornell and Bjork, revealed that memory improves if people are given a test they will inevitably fail. Furthermore, Izawa (1970) determined that multiple unsuccessful tests before receiving feedback could enhance the retention of that feedback. Essentially, trying and failing to achieve the correct answer is beneficial to learning.

Kapur and Bielaczyc (2012) identified the value of ‘productive failure’ in learning. During this study, students were separated into a “direct instruction” group and a “productive failure” group. In the “direct instruction” group, students learned to solve complex math problems with assistance from the teacher. In the “productive failure” group, students were encouraged to use a trial and error approach, struggling and failing until the teacher stepped in to support them in reviewing their failed attempts and developing the correct solution. As a result, the “productive failure” group outscored the “direct instruction” group on both simpler and more complex problems during a final test. In addition, the groups who demonstrated numerous approaches to solving problems were also more successful than those who did not. Further research on productive failure has highlighted the importance of delaying instruction in order to enable reflection on incorrect solutions by students (Westermann and Rummel 2012). Research carried out by Westermann and Rummel (2012) found that metacognitive support during student collaboration focused on complicated learning content and discussions of their wrong solutions led to improved learning outcomes. Additionally, curiosity in finding out the correct answer after committing an error can result in improved retention of knowledge (Berlyne and Normore 1972) and reaching impasses and clarifying errors had more of an effect on the learning achieved than when a teacher models the correct answer (VanLehn et al 2003).

Part of this enquiry will involve the implementation of a series of lessons that will encourage the children to use a trial and error approach with minimal input and guidance. The research and studies discussed show that this is an effective way to teach children to embrace mistakes and develop their understanding of the key role they play in their learning and progression. By providing children with the opportunity to make a mistake, in a safe environment, they can develop their understanding that taking risks and potentially failing are often the essential moves necessary to bring clarity, understanding, and change. Through making a mistake they are led to question themselves as to why the answer was wrong, placing themselves in a position to develop insight and ultimately succeed. However, this approach can only be successful if the children have the emotional resilience to respond to mistakes adaptively and flexibly. A host of different emotional and motivational states arise when a child is faced with making a mistake, which can either impede or facilitate learning engagement (Tullis, Steuer and Dresel 2016). This enquiry will involve the children developing a growth mindset through developing their understanding that mistakes should be embraced as a crucial part of their progression and learning.

The concept of a growth mindset was developed by psychologist Carol Dweck and centres on the distinction between “fixed” and “growth” mindsets (Dweck and Leggett 1988). The type of mindset individuals adopt can have profound implications for how they conceive their learning and personal characteristics (Dweck 2006; Dweck, Chiu and Hong 1995). Individuals with a fixed mindset believe that their abilities and talents are fixed and remain unchanging throughout their life. Conversely, individuals with a growth mindset believe that their abilities are malleable and can be improved through effort and learning. Individuals with fixed mindsets believe that intelligence is dependent on innate ability rather than effort, viewing failure as evidence of their own unchanging lack of ability and consequently disengage from tasks when they make a mistake or face difficulty, whereas students with a growth mindset tend to understand that intelligence and academic skills are changeable and that success relies on the amount of effort used (Dweck, 2006; Robin and Pals 2002).

Growth-minded individuals view failures as potential chances for instructive interpretation and are therefore more likely to learn from their mistakes (Dweck 2006). How students perceive intelligence can significantly impact the way they approach their learning, particularly when it comes to coping with adversity. This is of critical importance because the greatest opportunities for learning and progression customarily involve some degree of challenge and failure (Kaufman and Beghetto 2013). Dweck (1986) states that motivation has a huge factor within growth mindset and by taking more responsibility in their learning, children can become motivated and think positively. Further research by Dweck (2007) has demonstrated that growth mindset can be taught to individuals through intentionally praising a child’s effort, process and perseverance instead of ascribing learning achievement to innate qualities and talents. Through using process praise it is possible to encourage children to persist despite failure by encouraging them to think about learning and the process of learning in an alternative way, helping them to cultivate a growth mindset which can lead to increased motivation and continued learning and growth.

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High School Graduate

Many high school graduates and even adults who have not continued getting a higher education are put into a situation where they have to think about whether or not college is really worth the investment. Many people hold a belief that having a bachelor’s degree is expected and will bring you success. Others will counter argue that college is too expensive and you will be stuck paying off student loans for a majority of your life. Whether or not a college education is worth the money all depends on how much effort the person is willing to put in before, during, and after college. College is a place to explore career paths and develop job skills. Although the idea of paying off student loans for many years after you graduate college are turning away prospective students, having a bachelor’s degree will allow the person to earn more money, have better job opportunities, and receive a high return as an investment, in the long run, makes college education a worthwhile investment.

First, a person with a bachelor’s degree will earn more money than a person who does not have a college degree. This allows the graduate to become apart of the middle class or upper class. This also gives an opportunity of comfortable living and to advance in work and life. According to the Economic Policy Institute, “college graduates… earned 56% more than high school [graduates] in 2015” (Rugaber). This pay had risen 51% from 1999 and will continue to rise in the coming years. In fact, Georgetown University did a study in which college graduates are more likely to earn $1 million more than someone who has not graduated from college.

In addition, the Pew Research Center conducted a study and found that the difference in yearly income between a high school graduate and a college graduate is as much as $17,500. With the higher pay being earned results in lower poverty rates for people with a bachelor’s degree or higher. A report conducted by the Census Bureau showed that the poverty rates among people, aged 25 and older, was at the lowest with those who had a bachelor’s degree or higher. The rate was 5% compared to 14% with only a high school degree and 29% without a high school degree. Although paying for college is a lot to begin with, choosing not to go to college can result in the loss of thousands and millions of dollars. If getting a degree may not sound as important as many people believe, the career field may think otherwise. Second, the number of jobs that are requiring a college degree is increasing.

The reality of it all, when looking for jobs the difference between getting hired and staying unemployed can be factored down to whether you gave a bachelor’s degree or not. Georgetown.edu predicts that “by 2020, 65% of all jobs in the economy will require postsecondary education and training beyond high school” (Georgetown University). Occupations that are growing at an exponential rate involve, STEM and healthcare. Both have a high demand for college education. In addition, “the United States will fall short by 5 million workers with postsecondary education… by 2020” (Georgetown University). One of the reasons is the fact that Baby Boomers are set to retire.

“College is a Waste of Time” by Dale Stephens highlights the convenience people have when going online to display their resumes to potential employers. Websites, such as LinkedIn, connect people with potential employers. This can broaden one’s chances of finding a job. Although one can list several qualities and believe that one can get hired “based on their talents” (Kirszner et al. 44), it simply depends on the job that people are striving for. This will not work when book education is required, such as performing surgery or understanding the difference between a harmless spot on the skin and a dangerous spot when diagnosing a patient. If the job position is competitive, the person with a bachelor’s degree will more likely be chosen over someone who has no degree. It is better to be overqualified for a job than underqualified. This increases the chances of being more likely to get hired for a job position. In addition, “as the economy becomes more technologically complex, the amount of education that people need will rise” (Kirszner et al. 35). Unskilled jobs do not require a college degree.

Unfortunately, those unskilled jobs are being replaced by robots. Cashiers are being replaced by touchscreens. Cars are being built by machines. Machines are getting your online order ready to be shipped from their distribution center. McKinsey, a global management consulting firm, reported in November 2017 that “in 60% of occupations, at least one-third of activities could be automated” (Kak). In the era of artificial intelligence machines performing tasks more efficiently, it is necessary to take into consideration that having a job in an unskilled field is likely to be replaced by a machine. The need for college degrees in the workforce is higher than ever. With this in mind, college holds a high return as an investment. Third, going to college is rewarding, not only because you may earn a bachelor's degree or higher, but because of the return on investment. Business Insider reports that “bachelor’s degree holders earn about $30,000 more per year than high school graduates… [adding] up to a 15% return on investment” (Brothers). As stated before, a bachelor’s degree increases the total amount of earnings in a career.

Equally important, earning a college degree is a major life achievement. Graduating from college and earning a bachelor’s degree holds personal value. It is not just about going to college for four years only to graduate with a piece of paper. That piece of paper carries a sense of accomplishment, validation, success, opportunity, and reward. When reading “What does it mean to be a college grad?” by Jennie Le, I related to her story. I, too, am a first generation American. Being apart of a family of immigrants who came here legally, makes me believe that earning a bachelor’s degree is a sense of accomplishment. I also see the degree as a gift to my parents who made that journey from the Philippines. There, they both grew up very poor. They came to America to give their children a better life, and to provide us with the luxury that they did not have.

Even though they both went to college, they still spent their money on helping me learn my college education. The least I can do is to graduate and get a well-paying job. To Filipinos, graduating from college is seen as a success that is worth celebrating. It means that we have put in the hard work towards our education so we can have a comfortable life, a job that pays well, and not have to worry about financial problems. Even if someone is not a first-generation American or college graduate, the value behind a bachelor’s degree is acknowledged when the degree is being put to use in their career. Setting my arguments aside, a person may not see the benefits of a college degree. With college tuition continuing to rise, a person may not think that continuing on with higher education is worth the investment.

One claim is that student loan debt is a financial burden. The Department of Education reported that “42.2 million Americans were paying a federal student loan at the end of June 2018 for a total sum of nearly $1.5 trillion” (“Student loan debt still crippling burden for millions of Americans”). This debt depends on the “three important factors: the college attended, the field of study, and the cost or debt” (Kirszner et al. 45). If the student was smart to see which colleges offered the most out of their tuition and got into a field of study, such as science and engineering, that debt will be paid off with their yearly earnings. Depending on the job the person works at, the company can assist with student loan forgiveness. With federal student loan forgiveness programs, people can get out of their student loans in a “qualifies teaching or public service position” (Kurfiss). Other people may argue that having a bachelor’s degree does not indicate one’s success. In fact, college graduates are either faced with unemployment or are working in jobs that do not have college degrees as a requirement. Forbes claims that “underemployment is distinct from the related phenomenon of degree inflation” (Cooper). Degree inflation occurs when employers list a college degree as a requirement for jobs that do not require college-level skills. Even though this is a reality to many, the field of study is equally important when considering a college degree. People make the mistake of choosing a field of study with the least career benefits. Going back to the three important factors named, the field of study chosen for the degree can help prevent encountering this problem. Being unemployed while having a bachelor’s degree is insufficient to determine that going to college is not worth the money. Unemployment can happen to anyone. A degree does not make anyone immune to that matter.

The Bureau of Labor Statistics reported as of 2018 states that unemployment rates among college graduates are 2.5% and 5.9% among those without a high school degree. (Bureau of Labor Statistics). This goes to show that even with a degree, unemployment is inevitable. Adding to unemployment, many people are able to succeed in life by being employed in jobs that do not require a college degree. USA Today reported that “many middle-income jobs don't require college, nearly all require some post-high school education or training” (Rugaber). Although these middle-skill jobs seem appealing when it comes to saving thousands of dollars on college; however, “the lack of a properly skilled workforce is hindering the ability of American businesses to compete globally” (Harvard Business School). This negatively affects the average American’s productivity levels. This results in a lower income and decreased quality of living standard.

That being said, what a bachelor’s degree can do for a person, in the long run, outweighs the cons that people need to sacrifice in order to obtain that degree. Overall, many people argue that college results in large student loan debt, unemployment, and a waste of time and investment since there are “middle skill” jobs that do not require a college degree. In addition, many claim that we do not apply the concepts we learned in school into our daily lives. Or do we read long books and explaining the hidden messages that were in those books to people we meet randomly. With this in mind, why do we even have the argument about whether or not college is worth the money?

To go about this issue, we need to think about why education exists. It is not about what we learned in school. We are not learning things in school because we are going to apply them in our daily life once we are out of high school or college. It is more about going through the process of having to learn and apply concepts as a way of building skills that we need to be successful in life. Not only does college give someone the opportunity to earn a degree and develop job skills, but it also increases income, job opportunities, and has a high return on investment. Because of this, a college education is worth the money.

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Graduate Business School

Contents

Introduction
Efficiency of Operations
Access to Information
Effective Communication
Security
Innovation and Creativity
Human Resource Management
Human Error
Ease of Doing Business
Global Business Opportunities
Research
Storage of Information
Expenses
Dependence on Technology
Replacement of Human Resources
Social Networking
Cyber Attacks
Demotivated Workforce
Conclusion
References
Websites

Introduction

Technology and human life cannot be separated. Society has a cyclical co-dependence on technology. We use and depend on technology in our daily lives and our needs and demands for it keep on rising. Humans use technology to travel, to communicate, to learn, to do business and to live in comfort. Technology is the application of scientific knowledge to the practical aims of human life or as it is sometimes phrased, to the change and manipulation of the human environment. It is the collection of techniques, skills, methods and processes used in the production of goods and services. Organisations rely on the use of technology. Organisations are entities comprising multiple people such as an institution or an association that has a particular purpose. The use of technology has impacted on the performance of business in Zimbabwe. The impact has been both positive and negative. The following essay shall discuss these advantages and disadvantages.

Efficiency of Operations

The comparison of what has been actually produced or performed with what can be achieved using the same resources such as time, money and labour is known as efficiency. Technology has improved operations for many Zimbabwean organisations as less time is being spent producing different products or providing a service. There are two types of efficiency that are recognised in different industries which are productive and allocation efficiency.

Production efficiency is measured by the number of outputs produced from given quantities of inputs. For there to be said there is efficiency the products should still be able to satisfy consumers and be of good quality. This is because production is known as the sharp of a business activity meaning that targets have to be met and standards kept. Technology has enabled businesses to increase productivity and even enabling them to increase their product lines. The introduction of faster conveyer belts and machines that helped with packaging enabled United Refineries Limited to widen their soap range to include image, vogue and fresh health joy bath soaps. They even managed to increase their product lines to include production of mayonnaise. Online shopping has helped increase productivity. This is because consumers can now access goods and services in the comfort of their homes and shop at anytime of the day. Citylink has an online booking service which facilitates convenience to the client. So instead of driving all the way from a client’s home to the business office in town or rushing to catch office hours customers will opt for a less cumbersome process of acquiring the service. Because the website is operational at all hours of the day sales are recorded at any time. Innscor has introduced door to door delivery service in certain radius. This means they can cater for their clients even when the customer is lazy to drive to their outlets.

Allocation efficiency refers to the state in which the output of production is as close as possible to the marginal cost. Technological advancement that is used at production processes of various goods increases the allocative efficiency. This gives society a more desired mix of goods and services. Consumers are willing to buy a new product rather than an older one only if the new one increases total utility obtained from the usage of the same quantity. This then means that high economic profit will be gained from the new product which in turn attracts resources away from the older less wanted by community to the production of the new item. In 2015 Newsday reported that Capri had launched a new refrigerator plant worth $12 million to increase the company’s output from 5,000 units per month to 18,000 units. It further explained that this would help them expand to the regional market as 20 - 30% would be for the local market whilst 70 – 80% would be for the regional market. Because of competition from brands such as Samsung and Defy the company had also upgraded its products to include Side by side and the Bar Fridge range.

Access to Information

Technology has become an integral part for any business as it has brought about ease in access to information. Employees are able to access information easily on platforms like the intranet and internet. Some information systems have been adopted by different organisations to share information across the board. Zimbabwe Revenue Authority (ZIMRA) used to have a manual way of filing tax returns. If a client had any queries the revenue officer would have to go to their registry, request for the particular file of the client of which the files where registered under different tax heads meaning that if a client had Pay As You Earn, Income Tax and Sales Tax there would be three individual files for that client in different sections of the registry. After retrieving the needed file, the officer would go back and attend to the client. If the client would raise another query for a different tax head then he would go through the same process. However, with the installation of the Systems Application Program (SAP) a walk in client is served easily as the revenue officer just has to input the client’s business partner number and all accounts that the client is registered for and all payments that the client has made and all assessments that ZIMRA raised will be viewed without having to refer to the manual file at the registry. A well informed employee is satisfied with their work and confident in themselves.

Effective Communication

Benefits of technology in the field of business includes better channels of communication and faster modes. The 21st century has seen the advent of mobile devices, internet, intranet and extranets. Organisation’s human resources can connect with each other at anytime and converse business related issues in real time to get things on track without waiting for hours. Examples include e-mails, skype, video conferencing. Technology also helps organisations communicate with their clients or potential clients. Most businesses have websites that detail what the organisation is all about, where it is coming from, where it is headed and what it offers. Other companies such as NMB bank have a chat line whereby if one logs on to their website an operator assists a client with additional information not provided for on the page. Ministry of Health continuously sends health alert messages on phones to alert the public of safety procedures when there are disease outbreaks.

Security

Technology helps organisations with added security. Over and above human security providers, gadgets such as alarms assist in added security at workplaces. Safeguard offers one of the best alarms in Zimbabwe. Retail stores such as OK stores have added features such as CCTV. These are cameras placed in convenient places to monitor against theft. Other types of technologically savvy security systems include access tags. These help identify who has entered the building, at what time and when they leave. It can be programmed not to allow certain personnel in some areas. This can assist when there have been cases of fraud or theft by staff members. Hackers and thieves steal consumer and company information daily but technology can help in safeguarding it. Digital security is an added technological advantage. Security goes beyond firewall and anti-virus software. Digital security systems protect businesses from destruction and theft. The system not only provides real-time signals, but also provides an interference strategy, such as an alarm signal. In some systems, operators can remotely contact an intruder from remote locations and notify an attacker that a camera is turned on and can identify them.

Innovation and Creativity

Employees can use different business technologies to create innovative business ideas which can be used to grow and expand their organisations. Many companies create technological challenges then they reward employees who come up with creative solutions using technology. Such areas that need these ideas include architectural designs such as those employed on Joina City in Harare amongst many notable buildings. Employees can use internet technology to innovate ways of advertising and promoting a business online. Social networks like LinkedIn can be used by employees to socialise and interact with other creative employees from different organisations, this interaction will stimulate information exchange and also encourages brain storming on various work related issues. There are platforms such as Ownai which assist in buying and selling online. Technological innovation is therefore one of the key factors in a firm’s competitiveness.

Human Resource Management

Technology in the workplace has changed the way human resource managers are doing their job. It has improved processes of screening, recruiting and hiring new employees. Many human resource managers are using internet to advertise job openings through their organisations web pages unlike the traditional newspapers advertisements. Econet places vacancies on their web page and update it regularly. Targeted candidates will be in are able to apply for these positions online by submitting their resumes to the human resource manager. Old mutual provides a link for potential candidates to upload their resumes and if there is an opening they first look at the pool and only advertise for a position if they cannot find anyone suitable. The process saves time and it makes the human resource managers job easier. Before the advent of technology grade seven pupils were required to write application letters to different schools, wait for a response usually taking a long time. The Ministry of Education then introduced a system whereby candidates apply to their desired schools and as soon as the results are out the schools are given the task of looking through the results for their applicants and they accept or decline their applications. It has assisted schools from having hectic examinations in order to screen applicants. Technology can also be used to track performance and productivity of each employee at work. Once employees are aware that they are being monitored, their productivity will generally increase.

Human Error

Technology has assisted in reducing human errors. In the accounting areas of business there are software in computers that help calculate for someone. One just has to ensure that they input the correct figures. At retail shops till operators now simply scan a barcode and the product and price are reflected. The total amount and tax is calculated at once making it easier for accountants to know the amount to remit to government for Value Added Tax(VAT). In the medical field technology has played a huge role in this area. Most hospitals have implemented modern technology in surgical rooms, and this has reduced mistakes made by doctors. X-ray machines, scanners, blood pressure and heart beat monitoring machines have been modernised to give more accurate images and readings. The machines have easy to read interfaces making it easy even for the patient to monitor on their own, equipment such as bp monitors and thermometers come to mind. Humans can easily make mistakes because of work overload and stress factors. Harare Hospital received ultrasound machines and foetal heartbeat detectors among the many state-of-the-art medical equipment distributed in 2015 by the then president Robert Gabriel Mugabe. Additionally, the development community has developed health apps that enable us to monitor our health, weight or fitness. These applications are used on mobile phones, so users have access anytime.

Ease of Doing Business

Organisations have a lot of transactions they conduct in a day. This means for smaller businesses it can become an expense to do day to day transactions like paying tax, paying water bills and even electricity bills. Technology has brought about ease of doing business. Accountants can pay bills, buy insurance, pay suppliers and even pay their tax obligations using online banking methods. Most banks in Zimbabwe provide this facility and many businesses are taking full advantage of it. For their accounting they just use the bank statements that can be also sent via email to do their bank reconciliations. The government tried to interface some ministries systems with the ZIMRA system at the borders. This was done to reduce waiting time for consignments entering and leaving Zimbabwe. When a clearing agent would submit the documentation for clearance, the different organisations with an interest in the product being cleared would be flagged. This would ensure that the state agencies conduct a joint inspection of the goods thereby making the clearing agent’s job easier. For organisations in the logistics industry technology has made their jobs easier. There are tracking devices that are placed in their fleets that enable the owner to know where their vehicles are. For some they can even monitor the speed and tell the driver to slow down or to manipulate the mechanics of the vehicles so that they do not exceed a certain speed.

Global Business Opportunities

Transport and communication technology has impacted positively on businesses in Zimbabwe. Internet plus more reliable transport has assisted in global growth for some organisations. In the 21st century it is easier to purchase goods as far as from China, Italy and Dubai amongst many other countries and sell the wares to those who cannot afford to shop from those countries. We have businesses like those operating from the Gulf Complex in Harare who sell various goods from all over the world. This is due to the ease of accessing the global market and shipping the goods via sea or air. Other businesses have managed to establish in foreign markets and still be linked to their businesses in Zimbabwe. One such businessman is Strive Masiiwa who has managed to penetrate the regional market with products such as Kwese TV. Whilst he is growing regionally he still maintains his Econet empire in Zimbabwe. All thanks to technology, he can be in two places at once.

Research

Many breakthroughs have been assisted with technology. It is now easy to find information on experiences from all over the world due to search engines on the internet. Use of robots to perform tasks too dangerous or dirty for the human hands has aided organisations to have deeper research tapping into a world of technology. Companies dealing with specialised technology such as phone assembling, car manufacturing, food processing use computer aided design and drafting and computer aided manufacturing systems to perform their tasks. We have had medical breakthroughs such as the Ebola vaccination that was discovered in 2017. Other notable breakthroughs include the block chain crypto currency such as the Bitcoin. Block chain is defined as an incorruptible digital ledger of the economic transactions that can be programmed to record not just financial transactions but virtually everything of value, Don & Alex Tapscott (2016). Technology has witnessed a publicly traded company that has over 12000 employees and contractors all over the world, with no office space and the entire business being run and operated from inside an online virtual world. In 2014 a motor mechanic designed a micro-light prototype aircraft. This indicates where our next technology lies for Zimbabwean organisations and the community.

Storage of Information

According to the laws in Zimbabwe, with particular reference to the Customs and Excise Act, the Income Tax Act and the VAT Act, all persons carrying out business should keep their records for a minimum of six years. Failure to do as required by law constitutes an offence where one can be penalised and even prosecuted. With the number of transactions that a business carries out and the various documents that a company can accumulate, keeping records can be a cumbersome task. Paper takes up space, builds up dust and can become unclear over time. However, due to the advent of technology storing information is no longer a nightmare. Companies can use random access memory (RAM) as a temporary storage for data. Portable devices such as hard disks, flash drives, SD cards, CD’s and DVD’s and magnetic tape cartridges can also be used in addition to online cloud storage. Econet is said to use cloud storage amongst its various methods of storing data.

We have seen exciting impacts of technology on business entities in Zimbabwe. It is keeping them up – to – date, helping them overcome competition and inspiring innovations. Technology has become a part of daily routines such as managing inventory, keeping up with customer details and providing speedy communication channels both internally and externally among other things. However, technology has proved that it can be a source of loss of profits for an organisation.

Expenses

Technology is constantly being improved, this requires constant and costly upgrading. And normally each upgrade requires employee training, thereby taking time away from production. The loss of productivity combined with costs of software and implementation can reduce overall profitability. Each upgrade may also lower morale as employees struggle to learn new applications and to meet new performance standards. Once a system upgrade is completed, ongoing maintenance fees add to the overall cost. Since a breakdown of a system can halt the production of an employee, a department, or an entire plant, the cost of technical support or maintenance contracts are no longer optional. Software may become obsolete thereby requiring new products to suit the needs of the organisation. Test runs are needed before a software has been adopted, this may take time whilst at the same time compromising the quality of products or services being offered. When ZIMRA Customs Department migrated from their old system of ASYCUDA++ to ASYCUDA World there was a huge delay in the clearance of goods through the borders. This negatively affected business organisations that were importing or exporting as well as consignments destined to neighbouring countries. This meant that on top of the cost of acquiring the new software revenue was also lost due to the delays experienced.

Dependence on Technology

Because of the integral role that is being played by technology, people often become dependent on it. An organisation may fail to operate if its systems shutdown. During the period of internet shutdown bank processes such as Real Time Gross Settlements(RTGS) also temporarily shutdown. This was because of the link of the system to the internet. Other technological products such as calculators, computers make the users feel inadequate if they are not accessible to them. Such instances can be seen when there is a power outage and if that company does not have a backup such as a generator the business will lose sales until such a time as the electricity is back.

Replacement of Human Resources

The whole reason for technological developments such as robots is to assist in areas where the human has failed. It could be speedy processing, accurate counting or placing of small items such as nails embedded in the screen of a phone. However, the use of specialized technology has seen a reduction in employment of human resources. When Automated Telling Machines(ATM) were introduced in banks it meant that tellers had to be reduced in banks. Most banks retrenched workers who could not be absorbed into other functions. The Daily news live on September 19, 2017 reported that Nestle Zimbabwe had embarked on a retrenchment exercise as part of the company’s business optimisation activities. The cluster manager for Nestle Zimbabwe, Zambia and Malawi informed the reporter that the right sizing exercise had been necessitated largely due to technological and systems upgrades.

Social Networking

Technology has introduced telephones, mobile phones, internet and intranet. Whilst these are good communication tools the price that has been paid is seen by the detachment of employees from one another. The role that social interaction brings is the development of interpersonal skills. Phone calls and emails cause distractions. The ZIMRA client charter provides that a telephone call should be picked up within three rings. This is despite the fact that the recipient is serving a walk in client. When one is being served at the information desk at NMB when the telephone rings the client in the bank at that desk is put on hold whilst the front desk officer attends to the client on the phone. This usually frustrates the client in the bank as they probably would have been waiting in a queue in order to be served. At times due to reduced interpersonal skills the serving officer forgets to excuse themselves in order to attend to the phone client. Ethics in the work place may be violated. An employee may decide to surf the net during office hours thereby reducing productivity. Some people cannot function without going on social media applications such as Facebook and WhatsApp all this being done during the employer’s time.

Cyber Attacks

The prevalence of technology invites the risk of cybercrime. A McAfee sponsored study released statistics that businesses worldwide lost nearly $400 billion annually due to hacking incidents, intellectual property thefts, credit card thefts and other computer crimes. The results were published in June 2014. The Chronicle of June 22, 2017 published an article alleging that The National University of Science and Technology (NUST) and Harare Institute of Technology (HIT) had suffered cyber attacks on June 21, 2017. The hackers were said to have demanded $6 billion to restore information to their websites. Businesses have to spend resources not only for securing their systems as a precautionary measure, but also for recovery in the aftermath of a cybercrime.[image: ] Comment by Guest User: NUST portal during hacking process

Demotivated Workforce

It is said that you cannot teach an old dog new tricks. At times this rings true for many workers. Technology causes some staff to feel demotivated as they fail to grasp the latest trends in the business world. When an employee does not understand the software they are using they tend to find other ways of compensating for it such as absenteeism. They may be rude to clients who come making enquiries that are linked to the new systems. They become frustrated thereby making the organisation an undesirable place to visit. Business can be lost.

Conclusion

Technology has good sides and bad sides. The advantages include efficiency in production leading to increased productivity, access to information, effective communication, increased security, innovation and creativity, improved human resource management, reduced human errors, ease of doing business, globalisation, advanced research methods and better storage for information. The disadvantages are that it is expensive, increases dependency syndrome, it replaces human resources, distractions due to social networking, cyber attacks and promotes demotivation in workers. From the foregoing, it is evident that the benefits of technology outweigh the disadvantages. As a Shona saying implies that better results are achieved through networking and working with others, technology has brought about development in the way Zimbabweans conduct business and there is still more to be improved as we are lagging behind.

References

Bologna, J., & Walsh, A. (1997). The Accountant’s Handbook of Information Technology. New York. John Wiley & Sons.
Galliers, R., and Leidner, D. (2003). Strategic Information Management Challenges and strategies in managing information systems. Oxford. Butterworth – Heinemann.
Klepper, R., & Wendell, J. (1997). Outsourcing Information, Technology, Systems and Services. Upper Saddle River, NJ. Prentice Hall.
Tapscott, D., & Tapscott, A. (2016). Blockchain revolution: How the technology behind bitcoin is changing money, business, and the world.

Websites

https://www.chronicle.co.zw/universities-hit-by-cyber-attacks/
https://www.dailynews.co.zw/articles/2017/09/19/nestl-zim-retrenches
https://www.newsday.co.zw/2015/06/capri-unveils-new-12-million-factory/
http://www.skwirk.com/p-c_s-16_u-185_t-493_c-1813/nsw/geography/global-change/globalisation/the-role-of-technology-in-globalisation
https://www.zimra.co.zw/index.php?option=com_content&view=article&id=1687&Itemid=197

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Graduate Business School. (2021, Dec 30). Retrieved November 4, 2025 , from
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Children’s Mindsets Change from Growth to Fixed as they Mature

Contents

Abstract
Method
Materials
Procedure
Results
Discussion

Abstract

This research report aims to answer the research question of ‘do children’s mindsets change across age?’. The hypothesis that this research report is built on is that a fixed mindset is more common amongst adolescents and a growth mindset is more common for younger children, evidently being that as children age, their mindset changes from growth to fixed. To determine whether or not this hypothesis can be proven correct, one hundred and eighty-seven children and adolescents participated in a study using a mindset vignette adapted from Yeager et al. (2016) and a mindset scale adapted from Dweck (2006). The mindset scale suggested growth mindsets with some fixed ideas decreased with age, while fixed mindsets with some growth ideas increased with age. The mindset vignette indicated that the older participants were more likely to choose the easy task, representing a fixed mindset, whereas younger participants more likely to choose the hard task, representing a growth mindset. Therefore, it was determined that children’s mindsets change across age, they start with a growth mindset but consequently develop a fixed mindset as they mature.

Do Children’s Mindsets Change from Growth to Fixed as They Mature? This research report will address the question of ‘do children’s mindsets change from growth to fixed as they mature?’. The term ‘mindset’ falls under three distinctive categories; cognitive psychology, social psychology and positive psychology. Definitions of the term ‘mindset’ in the cognitive psychology stream deliberate the concept as both tasks and cognitive processes. (French, 2016) Academics in the field of cognitive psychology, Alison Jing Xu and Robert S Wyer, define mindset as being “evidenced by the effect of performing a cognitive or motor activity on the likelihood of performing a similar behaviour in a subsequent unrelated situation […] it reflects the activation and use of a cognitive procedure” (2012). The term mindset in social psychology is described as a certain focus or filter used throughout the entirety of an individual or organisations cognition. (French, 2016) In relation to social psychology, Dr Stephen Rhinesmith states that mindsets are “a predisposition to see the world in a particular way [...] a filter through which we look at the world [...] a predisposition to perceive and reason in certain ways [...] a means of simplifying the environment and bringing to each new experience or event a pre-established frame of reference for understanding it” (1992). Meanings of the term mindset in positive psychology emphasises individual or organisational beliefs. (French, 2016) Psychologist Carol Dweck states that mindsets “are just beliefs” and “frame the running account that’s taking place in people’s heads. They guide the whole interpretation process” (2006). Consequently, after consideration and evaluation of the numerous theories produced by the several scholars previously mentioned, this research report will focus on Dweck’s theory of growth and fixed mindsets.

Dweck (Vali, 2012) further describes mindsets as the perspective of individuals concerning their distinctive characteristics (e.g., abilities and personality traits) as fixed, uncontrollable attributes (fixed mindset) that cannot change through effort or flexible, well- disciplined qualities that could be stimulated through determination and investment (growth mindset). Children can be growth mindset oriented, where they realise their capability as something that can be amplified with time and determination and perceive the experience of school in relation to learning purposes. (Blackwell et al., 2007; Dweck et al., 1988) Moreover, children with the growth mindset are mindful and willing to receive ego threats within their discernment of their distinctive capabilities, so that they can frequently re-examine and assess their learning process and amplify their potential. (Khalkhali, 2018) However, other children can be fixed mindset oriented, where they see their capabilities as stagnant and intransigent, therefore believing that they have only a certain amount of ability and they cannot do anything to change it and perceive schoolwork in relation to performance goals (Dweck, 2000).

Dweck also argues that fixed mindset also generates a perseverance to verify oneself, and the failures encountered by the child might be supposed as an undeviating measure of their capability and self-worth. (Teunissen, 2013) These children are not simply more probable to make deleterious verdicts concerning their intelligence, but they are also more likely to display negative affection and debilitation following failures and let-downs. (Khalkhali, 2018) Evidently, these two mindsets encompass beliefs that shape the way children understand themselves and how they produce distinctive paths for learning. (Plaks et al., 2009). An example of Dweck’s research findings would be her study of how fifth grade children respond to praise and how this impacts their mindset.

Dweck found that children who were praised for their intelligence were more prone to see their intelligence as a fixed trait. (Haimovitz, 2017) Shortly after being praised, Dweck discovered that the children rejected a difficult task that they could learn from in preference of a simpler one that presented no threat to their smartness. (Haimovitz, 2017) In comparison, children who were praised for the process that brought about their achievement (in this case, hard work) saw their intelligence as something they could advance in and consequently continued to remain focused and motivated on learning. (Haimovitz, 2017) They chose the difficult tasks that they might learn from over the simpler tasks. (Haimovitz, 2017) Moreover, Dweck learnt that when children were later given an extremely difficult task, those praised for their progression did not question their capabilities—they persevered more, enjoyed the task more, and did better than the first group that was previously mentioned. (Haimovitz, 2017). Although Dweck’s research findings contribute to the question of ‘do children’s mindsets change from growth to fixed as they mature?’, it does not answer the question. Henceforth, the hypothesis that this research report is established on is that a fixed mindset is more common amongst older children and a growth mindset is more common amongst younger children, evidently being that as children age, their mindset transforms from growth to fixed.

Method

Participants One hundred and eighty-seven children and adolescents participated in the study. Participants were between 5 and 15 years of age (M = 11.58, SD = 1.62), and 116 (62%) were female. The distribution of participants at each age is shown in Figure 1. Figure 1. Distribution of participants across age. All participating children and adolescents were personally known to student-researchers enrolled in a second-year educational psychology class in Sydney, Australia. Participants were asked to provide verbal consent to participate in the study, and parents/guardians provided written consent.

Materials

Mindset vignette. To investigate participants’ willingness to seek or avoid a challenge, they were presented with a vignette adapted from Yeager et al. (2016). In Yeager et al.’s original vignette, students were asked to imagine that they had a choice of two maths assignments. Given the young age of participants in this study, we instead asked them to imagine that they had a choice of two worksheets. We then explained: “One worksheet is easy—it has maths questions you already know how to solve, and you will probably get most of the answers right without having to think very much. It takes 30 minutes. The other worksheet is a hard challenge— it has maths problems you don’t know how to solve, and you will probably get most of the problems wrong, but you might learn something new. It also takes 30 minutes”. Participants were asked to indicate which worksheet they would choose, and why. Mindset scale. The mindset scale (adapted from Dweck, 2006) was used to investigate whether participants had a fixed or growth mindset. The mindset scale contains 8 statements about the nature of intelligence and talent (e.g. “No matter who you are, you can change your intelligence level”). Participants were asked to rate each statement on a four-point scale from “strongly agree” to “strongly disagree”, and each response was then transformed into a score from 0-3. Responses consistent with a growth mindset were given higher scores, and those consistent with a fixed mindset were given lower scores. After summing all scores together, participants were categorized as follows: 0-8 = strong fixed mindset; 9-13 = fixed mindset with some growth ideas, 14-17 = growth with some fixed ideas, 18-24 = strong growth mindset.

Procedure

Each student-researcher (or, student-researcher pair) worked with one participant, at a location chosen by the parent/guardian. Following a period of rapport building, the student- researcher administered the mindset vignette and mindset scale. The student-researcher then thanked the participant for their time and concluded the interview.

Results

To determine whether participant mindsets change across age, we conducted a correlation between participant age and their overall score on the Mindset scale. Before we began, however, we conducted a data screening process. Due to natural variation in our sampling, there were only four participating 5-year-olds, four participating 6-year-olds, and eight participating 7-year-olds (see Participants). Because we could not be confident that these participants would be genuinely representative of others the same age, we excluded these participants and conducted the correlation with participants aged 8 to 15 only. The correlation between age and Mindset score was significant, r = -.21, p < .05, with scores decreasing with age. Given that higher scores represented stronger growth mindsets, this means that participants were more likely to introduce fixed mindset beliefs as they got older. To confirm this finding, we conducted supplementary binary correlations with three mindset categories (strong fixed mindsets were excluded as few fell into this category). Age did not correlate with strong growth mindsets, r = .01, p > .05. As can be seen in Table 1, however, growth mindsets with some fixed ideas decreased with age, while fixed mindsets with some growth ideas increased with age, rs > .19, ps < .05.

Next, we examined participants’ responses to the mindset vignette. This vignette provided a supplementary analysis of how mindset beliefs might influence students’ specific educational choices at different ages. Consistent with a fixed mindset, participants who chose the easy task reported that they wanted to avoid challenge or to get the problem right. Consistent with a growth mindset, participants who chose the hard task reported that they wanted to learn something new or be challenged.

Significant age differences in participants’ preferences were detected, ?² = 14.83, p < .05. As shown in Table 2, older participants were more likely to choose the easy task representing a fixed mindset, whereas younger participants more likely to choose the hard task representing a growth mindset.

Discussion

The key results that were found in the research process significantly support the hypothesis established at the start of this report. The mindset scale suggested growth mindsets with some fixed ideas decreased with age, while fixed mindsets with some growth ideas increased with age. The mindset vignette indicated that the older participants were more likely to choose the easy task, representing a fixed mindset, whereas younger participants were more likely to choose the hard task, representing a growth mindset. The results found distinctly correspond to Dweck’s work regarding growth and fixed mindsets. In regard to Dweck’s philosophies concerning growth and fixed mindsets, the results in this report are consistent as they relay previous notions indicated by Dweck, such as that children with a growth mindset amplify their potential with determination (choosing a harder task). (Khalkhali, 2018) An inconsistency that may be considered in relation to research is that Dweck, in her study, only observed fifth grade children, whilst the research in this report covered children aged five to fifteen. However, this is because Dweck’s research focused on praise, whilst this research report focused on age.

The findings from the research conducted also hold significance in educational context. Students that have a fixed mindset may choose an easier task to undertake, which could lead to the student falling behind, significantly limiting their learning progress. Students with a growth mindset, however, may choose the harder task, further prompting the student to take action in increasing their own learning. Teachers, with this information, should start to promote a growth mindset in their students instead of a fixed mindset to allow them to increase their potential. In answering the question of ‘do children’s mindsets change from growth to fixed as they mature?’, this research report finds that a child’s mindset does in fact change from growth to fixed as they mature. However, limitations of this report include the age range of the participants, the number of participants and the materials used. If a larger number of participants were used and the age of the participants extended to eighteen, a deeper analysis of mindsets in relation to age could have been made and might have led to different or new results. If there were additional materials used rather than just the mindset scale and the mindset vignette, a greater evaluation of growth and fixed mindsets might have also transpired. In conclusion, it can be seen that a fixed mindset is more common amongst older children and a growth mindset is more common amongst younger children, evidently being that as children age, their mindset transforms from growth to fixed.

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Keller Graduate School of Management

After Walmart’s acquisition of Jet, Walmart experienced significant growth in their clientele. On account of Jet’s ability to lower prices, customers added more items to their shopping carts, which helped the world’s largest retailer reach more customers including the millennial shoppers. By Walmart acquiring Jet, it strengthened Walmart’s existing e-commerce infrastructure. Since the acquisition, Walmart.com now sells millions of first and third party items. Sales now are up 10 million than they were a year ago (34 million a quarter ago). The Jet deal follows a five-year e-commerce acquisition spree in which Wal-Mart has bought 15 startups, seeking the talent and technology to make it a dominant player online and narrow the gap with Amazon. Despite Walmart’s success by acquiring Jet.com, the company is still very far behind its largest competitor, Amazon with their online sales being six times greater in the U.S.

There has been a positive impact with Amazon since its acquisition of Whole Foods. The retailer reported sells of $2 billion in groceries in 2017. Before the acquisition, Whole Foods main market offered consumers a variety of local and niche brands that were hard to find anywhere else. After the acquisition, Whole Foods, announced that some smaller vendors would have difficulty getting shelf space in the store. In order to be competitive in the market, Amazon has renewed efforts to deliver fresh food through Whole Foods — a service that has been a struggle in the past. Unlike shampoo or paper towels, fresh food can spoil quickly and it is costly and complicated to deliver. Those challenges plagued its efforts with prior delivery service, Amazon Fresh.

Of the six images, our team selected Director, Coach and Interpreter. These images involve more active, intentional, and directional views of the ability of change managers to produce organizational change. However, these images are used separately in organizations in order to promote a change and therefore achieve success in an organization.

How have the images influenced Walmart and Jet’s acquisition? One example of how all three images impacted the acquisition was when Jet’s employees started complaining that the in-office happy hours would have to stop. The in-office happy hour included one kitchen cupboard full of liquor and the option for employees to consume at their desks. Walmart’s interpreters had the task of creating meaning for others which helped them made sense of events and developments that, in themselves, constituted a changed organization. However, with this case we can conclude that probably interpreters were wrong, since change leaders did not consider how important this transition for Jet’s employees were.

Walmart’s director image has a conservative corporate culture that includes companywide prohibition. After acquiring Jet, Walmart removed all liquor cabinets and shifted happy hours to nearby bars, which was considered a compromise. Conversely, Jet executives complained that fewer employees were attending happy hour after it was moved off-site. In order to avoid conflict and using coaching as a tool, Walmart reversed its stance, allowing happy hour to return to Jet office and loosening similar restriction on other recently-acquired startups.

Regarding Amazons acquisition of Whole Foods, the director image would give oversight in a top-down scenario. The change leader would give direct instructions to the affected offices and scheduled reviews of their progress. By acquiring Whole Foods, Amazon aims at becoming a key player in the food distribution at a worldwide level. Amazon’s focus is on buyer’s data and product development in private branding. The director image is often carried out with an “n-step” model (often 8 steps) which is addressed as a step by step until the change has solidified into the organizational norms. The change manager is advised to follow the steps indicated (the number of steps varies from model to model), in the correct sequence, and regardless of the nature of the change, in order to ensure successful outcomes. (Buchannan, 2017)

Utilizing the Coach image, the change manager is the catalyst that molds the organization into a productive unit as the change is initiated. Amazon combines data on Whole Foods 365 brand while integrating 8 private brand lines of fashion apparel. Creating a customer analytical model database. The change manager will often be challenged with dealing with operational norms which may have to be reevaluated and or readjusted to incorporate the change at hand. These change managers must stress the importance of values such as humanism, democracy, and individual development. Organization development “interventions” are designed to develop appropriate skills, reduce interpersonal and interdivisional conflict, and to structure activities in ways that help the organization’s members better understand, define, and solve their own problems.

The interpreter image has the task of creating meaning for others, helping them to make sense of events and developments that, in themselves, constitute a changed organization. Convey to stake holders that the data mining garnered will establish a productive Analytical Model outlining customer shopping habits. It must provide legitimate arguments and reasons for why their actions fit within the situation and should be viewed as legitimate. Creating an understanding of cultural norms and using stories help galvanize an organization around a defined business goal.

Given the goal of the Amazon and Whole Foods acquisition as a long term endeavor the change image of Director would be best suited to motivate this transition. One of the best known “n-step” models was developed by John Kotter (1995), who advocates a careful planning process, working through the eight steps in his approach in sequence (as best as possible), and not missing or rushing any of them. Even Kotter (1995) acknowledges that change is usually a messy, iterative process.

Nevertheless, he remains confident that, if followed correctly, his “recipe” will increase the probability of a successful outcome (Buchannan, 2017). This will allow Amazon to track the implemented changes and how effectively they were applied. The response from Whole Foods following the acquisition was that their food quality had dropped. During this type of transition, the change manager might incorporate a coach image. There is obviously a flaw that he needs to find and implement the proper training within the logistical path for the food goods which have a limited shelf life. Amazon has a focus on achieving greater understanding of customer spending and buying habits. They believe it will create an effective brand differentiation on the internet which is inundated with a plethora of other e-commerce websites.

When Walmart acquired Jet.com the Coach approach of managing image would be best suited to motivate this transition. The coach image is where the change manager does not have direct control over the outcome but rather shapes the organization to change through specific activities, such as making resources available for change, rather than direct control. When Walmart first acquired Jet, the founder of Jet allowed employees to consume alcohol at work during happy hour and occasionally allow the employees to drink at their desk. Walmart’s conservative corporate culture includes prohibition. Walmart initially tried the directive approach, but it backfired. Walmart reversed its stance, allowing happy hour to return to the Jet office and loosening similar restrictions on other recently-acquired startups. Change managers had to deal with opposing organizational norms. To conclude, Walmart was able to implement a mutually acceptable Standard Operating Procedure for Jet employees.

References

(n.d.). Retrieved January 19, 2019, from https://www.michiganstateuniversityonline.com/resources/supply-chain/amazons-whole-foods-acquisition-impact-on-grocers-supply-chain/
Buchannan, D., Dunford, R., Palmer, I. (2017) Managing Organizational Change: A Multiple Perspectives Approach, Third Edition Retrieved from https://online.vitalsource.com/#/books/1260146235/cfi/6/6!/4/2/2/2/2@0:0
Columbus, L. (2018, April 22). 5 Acquisitions That Will Fuel Amazon's Next Growth Phase. Retrieved January 19, 2019, from https://www.forbes.com/sites/louiscolumbus/2018/04/22/5-acquisitions-that-will-fuel-amazons-next-growth-phase/#1694398e65ba
Cusumano, M. A. (October, 2017). Technology Strategy and Management Amazon and Whole Foods: Follow the Strategy (and the Money) Checking out the recent Amazon acquisition of Whole Foods. Communications of the ACM, Vol 60 (No 10), pages 24-27 http://eds.b.ebscohost.com.proxy.devry.edu:5050/eds/pdfviewer/pdfviewer?vid=5&sid=d26e9872-5d5f-4595-91b1-48ecf4dd00b9%40pdc-v-sessmgr06
Keyes, D. (2018, Feb. 8). Here's where Amazon and Whole Foods stand seven months in. Retrieved January 19, 2019, from https://www.businessinsider.com/amazon-whole-foods-seven-months-2018-2
Morris, D. (2017, June 25). After Walmart Bought Jet, It Eliminated In-Office Drinking. Retrieved from http://fortune.com/2017/06/25/walmart-jet-alcohol/
Petro, G. (2017, August 03). Amazon's Acquisition Of Whole Foods Is About Two Things: Data And Product. Retrieved January 20, 2019, from https://www.forbes.com/sites/gregpetro/2017/08/02/amazons-acquisition-of-whole-foods-is-about-two-things-data-and-product/#42abefb9a808
Wahba, P. (2017, May 18). Walmart's U.S. Online Sales Rise 63%. Retrieved January 19, 2019, from http://fortune.com/2017/05/18/walmart-online/

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Dweck Cognizing Growth Mindset: a Critical Review

Contents

Abstract
Dissecting the Power of Yet
The Shallow Truth
Where There’s Smoke, There’s Fire
An example of how the results of GMT in practice are vaguely presented can be seen
Writing on the Wall
At the End of It All
Works Cited

Abstract

The human mind has historically been the subject of research on cognitive ability and ways to measure intelligence. In the early 1900s and throughout the twentieth century, an increased interest in this field would lead to the development of theories by prominent psychologists such as Jean Piaget, Alfred Binet, Charles Spearman, and William Stern who coined the term “intelligence quotient” or “IQ” as it is commonly known. Recent offerings to this ever-expanding field, are Robert J Sternberg’s Triarchic Theory of Intelligence (1985), Howard Gardner’s Multiple Intelligence Theory (1983) and Growth Mindset Theory, the brainchild of Dr. Carol S Dweck. In Dweck’s book Mindset: The New Psychology of Success, published by Ballantine books in 2006, the author offers a study of intelligence as a malleable trait that all people can develop. Since its inception, the Growth Mindset Theory has been both widely acclaimed and criticized.

A noted researcher, and professor of psychology at such prestigious universities as Stanford, Harvard, and Columbia, Dweck (2006), asserts that the idea behind teaching growth mindset over a fixed mindset is to “give kids greater confidence, give them a path into the future that creates greater persistence.” She presents this growth mindset theory with the intention of training a generation of educators and learners to adopt a new way of thinking. In doing so, Dweck(2006) uses GMT[footnoteRef:1] to help its practitioners push beyond self-imposed limitations which reinforce what she describes as the “tyranny of no” and hinder the “power of yet”.

Dissecting the Power of Yet

While reviewing the TED talk presented by Dr. Dweck, I was initially a proponent of the theory. However, after several views, a few comments made by Dr. Dweck did not sit right with me. The research centers around developing a mindset aligned with positive affirmations of effort. With the “power of yet” or “not yet,” as described by Dweck, viewing problems as challenges to be accepted (growth mindset) opens multiple lanes to success for the practitioner by not associating their successes (or failures), with a grade. This theory seemed akin to motivational speeches I had heard as a teen playing sports but repurposed for the classroom. The study also suggests that one who operates from a “fixed mindset” is more likely to fail because they believe their limitations cannot be improved. According to the TED talk, students who underperformed would “probably cheat the next time instead of studying more if they failed“(Dweck, TED 2014). Per the study, underperforming students admit to making themselves feel better about failing by looking for other students whose performance was worse than theirs.

Dweck’s approach to solving these issues is to correct negative thoughts by steering praise away from achieving perfect grades to praising good effort. Reading the video transcript, however, made me immediately draw comparisons of Dr. Dweck’s theory with that of Rhonda Byrne’s once wildly popular and (often) refuted book The Secret. Byrne, whose “Law of Attraction” theorem proposes one should simply believe in the power of their mind to “manifest their wishes,” treads a similar path to Dweck’s. The problem with both ideas is that, although a person consciously builds a belief in any mindset, it does not mean their brain will comply. Critics in various academic circles, tend to agree.

The Shallow Truth

Further reading on Dweck’s research reveals that the study’s results have not been easily replicated except by Dweck, and her colleagues. In fact, many critics of Dweck’s extensive examination take issue with the fact that the growth mindset theory falls apart if even one parameter diverges from the controls in the original study. In the essay “The growth mindset problem,“[footnoteRef:4] its author, Carl Hendrick concurs. In his critical review of Dweck’s theory, Hendrick writes, “the story of the growth mindset is a cautionary tale about what happens when psychological theories are translated into the reality of the classroom, no matter how well-intentioned”(Hendrick, p.6). This statement seems to support that while Dweck’s research might be applicable to help struggling students with fixed mindsets, the inability to replicate results consistently could potentially set educators up for failure.

While there is no lack of articles supporting Dweck’s theories, the work on its own cannot drown out the cries of its naysayers. Dweck, however, persists presenting her data confidently, even if portions of the academic population simply “don’t buy it.” A search through recent academic journals discussing GMT quickly produced articles that dismiss the psychologist’s theories using traditional research methods and no small amount of empirical data. One such article“To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses” (Victoria F Sisk, et al., 2018), published by the Association for Psychological Science, attempted to identify what factors strengthened or weakened the relationship between mindsets and academic achievement. The research article quantified and qualified its findings to ultimately conclude

“The evidence suggests that the “mindset revolution” might not be the best avenue to reshape our education system.”(Sisk, et al, p.569).

Where There’s Smoke, There’s Fire

In Alfie Kohn’s Salon Magazine article “The perils of 'Growth Mindset' education: Why we're trying to fix our kids when we should be fixing the system” the author wastes no time in outlining a similar position against implementing an “oversimplified idea…coopted by conservative ideology”(Kohn, p.1). This author’s article, while not completely discounting the work of Dweck and her colleagues, deftly addresses factors that are not clearly identified in their research. For example, little attention is given by Dweck on the day to day factors that might influence performance. This is particularly true of inner-city students facing issues they and their parents do not often report. In truth, the data presented by Dweck seems almost sanitized, presenting only the bright and shiny wins over the losses that must undoubtedly exist.

An example of how the results of GMT in practice are vaguely presented can be seen

in Dweck’s TED talk. In a moment highlighting GMT in practical use, she speaks about the accomplishments of Bronx and Harlem students in umbrella terms but never quite reveals her numbers or provides insight into how she measured their achievements. The trope of “underdog” city students outperforming the “Microsoft kids” (Dweck, TED 2014) is unashamedly used and the audience (feeling great about saving inner-city kids) can all but help to nod their approval.

With few ways to gauge true learning other than the system Dweck denounces as tyranny (but selectively uses), teachers are left responsible for a larger systemic issue which can result in failing students and punitive action for themselves. Kohn responds to this plight when stating;

The problem with sweeping, generic claims about the power of attitudes or beliefs isn't just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done? Dweck is a research psychologist, not an educator, so her inattention to the particulars of classroom assignments is understandable. Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they're being taught it).

As Kohn suggests, some teachers are complicit in the problem and contribute to the continued breakdown of a failing system. In light of this fact, school districts and administrators should be wary of how they package and implement GMT. This is not an indictment of the practice as positive attitudes towards learning are clearly important to student motivation, however, the ability of those instructors to hide their own failures within this model should be addressed. To be effective, GMT can work hand in hand with the development of culturally relevant curriculum and wholistic teaching practices that address the needs of students with diverse backgrounds at all levels. In short, the Growth Mindset Theory must be used in conjunction with effective pedagogy to achieve its greatest impact.

Writing on the Wall

The initial draw to theories like the Growth Mindset is understandable. Student motivation plays an important role in learning. At its core, GMT seeks to foster an attitude that will make students successful and resilient learners. However, as students often move between the growth and fixed mindset, how do we provide them with adequate support for when they inevitably fail? For some students, failure can result in inescapable consequences. As many of the researchers referenced in this review have indicated, the system itself is broken. In this system, some students’ failures follow them throughout their entire academic career. Educators, who care about their students, should ask how they are expected to embrace a growth mindset when they are limited by traumas (in and outside of school), labels (learning disabilities and behavioral issues), tracking (regents, honors, and AP course), and standardized testing? Additionally, these educators need to be acknowledged for being on the front lines, often fighting their own administrations, who at times undermine good teaching practice. Carl Hendrick summarizes this sentiment when he writes;

Recent evidence would suggest that growth mindset interventions are not the elixir of student learning that many of its proponents claim it to be. The growth mindset appears to be a viable construct in the lab, which, when administered in the classroom via targeted interventions, doesn’t seem to work at scale. It is hard to dispute that having a self-belief in their own capacity for change is a positive attribute for students. Paradoxically, however, that aspiration is not well served by direct interventions that try to instill it. Yet creating a culture in which students can believe in the possibility of improving their intelligence through their own purposeful effort is something few would disagree with. Perhaps growth mindset works best as a philosophy and not an intervention (Hendrick p.9).

Hendrick’s statements strike accurately at the core of this debate. In plain language, he stresses that the real growth mindset needed must come from within the administration of failing schools. Those that have adopted Dweck’s theories in hopes that the “elixir” will cure their ailing curriculum, must reassess and come back to the drawing board with something more realistic.

At the End of It All

Given arguments against the implementation of GMT into school curriculums across the globe, a return to proven strategies modified for diverse students in a new century appears to be in order. Whatever the path, one thing is certain, a change is needed. If asking the hard questions is the first step, then a united voice rejecting practices that historically underserve the population most in need should follow. Until this united voice presents viable cooperative solutions to decades-old problems, the coming generations of students will find themselves in the same predicaments as their predecessors. The path forward is not an easy one, but seeing successful students achieving their goals without the aid of gimmicky educational fads is in itself a reward. Responsible educators should, therefore, ask themselves if they are willing to keep supporting the status quo or take up the mantle of leadership on behalf of those who need it most.

Works Cited

Byrne, R. (2006). The Secret. New York: Atria Books.
Carol Dweck: A Summary of The Two Mindsets. (2018, September 12). Retrieved October 19, 2019, from, https://fs.blog/2015/03/carol-dweck-mindset/.
Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Ballantine Books.
Dweck, C. S. (2014, December 17). TED Talk: The Power of Believing That You Can Improve. Retrieved October 19, 2019, from https://youtu.be/_X0mgOOSpLU.
Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. Fontana Press.
Hendrick, C. (2019, October 21). Schools love the idea of a growth mindset, but does it work? – Carl Hendrick: Aeon Essays. Retrieved October 19, 2019, https://aeon.co/essays/schools-love-the-idea-of-a-growth-mindset-but-does-it-work.
Kohn, A. (2015, August 16). The perils of 'Growth Mindset' education: Why we're trying to fix our kids when we should be fixing the system. Retrieved October 20, 2019, https://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/.
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549–571. DOI: 10.1177/0956797617739704
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

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Dweck Cognizing Growth Mindset: A Critical Review. (2021, Dec 30). Retrieved November 4, 2025 , from
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Why was the Battle of Gettysburg a Turning Point? – Reflections from “The Killer Angels”

The book “The Killer Angels” is a historic novel wrote by author Michael Shaara back in 1974. It’s about the Battle of Gettysburg that had taken place in the American Civil War which the book takes place about four days during that time. A battle was pursued between the Union and the Confederacy soldiers in a town called Gettysburg around the time of June 29th all the way to July 3rd of 1863. To be honest this book to me is a little if not completely boring. I get it its history and we should really learn about what has happened in our past with some of our greatest battles, wins, losses, and great things that came to be now.

However, with that said this great battle that happened that pushed America apart because of one little (but also majorly terrible) issue having to deal with one side of us not agreeing with the other is just stupid and it should have shown the people back then what they were doing was wrong and it was the worst path we could have taken. It should have bettered them in a way that they realized that what they did is wrong as human beings and the issue should have made us come closer and be better towards all humans no matter who they were. Unfortunately, we deal with these things even today as I write this to me it seems like we never did learn our lesson from history even though it gets taught to us throughout our entire lives.

The civil war ended many souls some good some bad but in general people died when they should not have had to. During this one battle America as a whole lost around 50,000 lives over just a couple of days not months or years, DAYS! That’s insane all because we couldn’t put aside our differences and come up with a plan and solve the problem of slavery and make life better not just for whites but for all living beings. This has repeated through history since probably the start of time because people can’t come to a decision that no matter what people matter, that doesn’t matter who they are either protect each other because this is all we got.

During this battle both leaders start off trying to figure out where the other troops are going to be, and the union leader discovered Confederate troops nearby Gettysburg and comes to the realization that this is where the battle most likely will end up taking place. Now with this info he does the smart thing and try to end up having the high ground with his troops of 2,000 men. Now if you’re an army and you have the high ground you have the tactical advantage because it’s better to have an elevated vantage point to have a view of any enemies that will be coming around you. You can survey the lower ground and see where all the other troops could be coming at you from. In doing this it will offer the army that is on the lower ground no advantage because you can’t tell how many troops there will be or what kind of weapons they might have.

Fighting on equal ground gives an equal chance to both armies but if you get the higher ground you most likely have one the battle. When soldiers are fighting uphill it could make the troops become exhausted quicker than the ones fighting downhill. Because of this decision it gave the union the advantage, along with this General Lee refused to take the advice of Longstreet who wanted to swing around and come between the union army. He wanted to destroy the union violently in a single blow which Longstreet really doesn’t think this is a good idea. To be honest Lee had not listened to Longstreet which probably cost him the victory all throughout the entire battle he didn’t listen to Longstreet ever which it might have made the difference if he had done so.

To me it seems like he had good ideas on how to cut the Union off most of the time and keep them from winning this battle. I am no military person, nor will I ever want to be one, but I do understand strategies and implement them in my life weather its school, work, or personal they help me run my life. Longstreet had some good ideas to help the Confederates win the battle, but he had a general that just didn’t care to listen to his input. Had he done so things may have changed in favor of them. Once again history comes into play though and the General of the Confederates clearly didn’t pay attention in school. If he had he would have figured out the high ground is the place to be in a battle and he had a great leader with him that he ignored each time he came up with a solution. What a great leader.

Not really all I know is this book is a great thing about history and people should read it and learn from the mistakes of our ancestors not just about war but listening to others and making decisions on what our future needs to be. Learning from all of these mistakes our former leaders have made about humanity is something we should all start taking advantage of in our lives. I don’t want people to continue on our current path of destruction ruining others’ lives because they are different or think differently from ourselves. There is a lot in our past to teach us more about how humans should evolve and make this place we live a better place for all but to me I don’t think people will learn from our mistakes of the past. It seems like we will continue on our road of destroying what we have at the moment even though we are taught so much in school. It won’t change a thing in life if we don’t act now and fix our timeline, so we can move on from our past and create a world worth living in.

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Why Was the Battle of Gettysburg a Turning Point? - Reflections from "The Killer Angels". (2021, Dec 30). Retrieved November 4, 2025 , from
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Carol Dweck: a Summary of Growth and Fixed Mindsets

In the book “Mindset”, author and psychologist Carol S Dweck, makes an analyze, based on years of research, about the difference of a fixed mindset and a flexible, growth mindset. This mindset being the one highly responsible for people’s success or failures because it is related to how people think about themselves. I wanted to read this book in order to change my perspective regarding failure and improvement. The book is divided in 3 main parts. The first part: Chapters 1-3 sets out the basic theory and supporting evidence. The second part: Capters 4-7 tests the theory in domains like sports, business, relationship and teaching. The third and last part expires the ways of changing mindset in yourself and others and is made of the last Chapter 8.

In the first chapter of the book Carol explains the difference between fixed and growth mindset. The people with the first one believe that they are born with some amount of qualities like intelligence and talent and they cannot be improved. This is why they fear being seen as stupid or not good enough because they think it is unchangeable. Whereas the second type if persons don’t care about other’s opinion. They know that they can learn and become better at anything they try to do so, so they are not afraid of challenges and even embrace them.

In the second chapter the author emphasis is on the fact that mindsets can be changed, even fixed ones. Just by looking at children pushing themselves to learn talking, walking, we can see that humans have this born appetite towards learning and challenging themselves, yet they loose it with age by overthinking and fearing failure or being seen as stupid if they won’t make it. If people with fixed mindsets would try to act like these children, they might accomplish great things and change their perspective. Unfortunately in adulthood if they fail once, these kind of people just believe that they are not good for the specific task and quit trying.

It happened many times to myself to give up too soon and think that “I’m not good at it”. Now reading these rows I understand that we are not born taught and we have to try until we make it.

An interesting topic in the chapter 3 of the book is about a low-achieving school class. The school teacher treated the children as if they were geniuses and they beginning having confidence, believing they can do more and actually having higher grades. Criticism penetrates children’s mind and teachers and parents who are giving labels to their children can easily just influence how they perceive themselves and as a result, act accordingly.

This a very sensible topic. When I was in high-school I felt that my math teacher believed I am not a good student and when I had to solve exercises in from of the class I was simply blocked, intimidated by him and trying to show that I am not stupid. When I had a private tutor for the baccalaureate, who believed in me and encouraged me I just felt smart and good at math. It was all about perspective, I became how I felt. And I did great in my exam.

In chapter 4 the author is giving examples of both success and failure stories from the life of some well-known athletes and sports people in order to outline the differences in their mindset and character. Dweck definition of character is: “the ability to dig down and find the strength [to carry on] even when things are going against you”. With a combination of both growth mindset and character sports people have a more successful career than those “native talented” ones who play for their ego and easily give up when failing. For example tennis star John McEnroe never played mixed doubles for 20 years after performing bad once). Successful champions perceive their failure as motivating and become more eager to succeed afterwards.

Chapter 5 revises the same concepts, now through the perspective of business and leaders. It is proved that business owners and CEO’s who have a rigid mindset are self-oriented, need to be praised and don’t accept criticism. This factors restrict creativity and employee’s opinion. In this way the company itself becomes a rigid one and instead of being a strong, collaborative team only the leader’s voice is heard and is in fact the only one that matters. Whereas, leaders with a mindset of growth are inclusive with other people, ask for feedback and develop a powerful and eventually successful team. Failure is only an obstacle on the path to success for such teams.

As an entrepreneur and future business owner I can say that I want to develop a growth mindset company where people encourage each other, but also give constructive feedback when needed. In fact this is what a team is about, when you see things wrong you need someone there to open your eyes, this does not mean you are not good enough, or stupid.

Chapter 6, which talks about mindsets in romantic and platonic relationships, was very perspective changing for me at the moment when I read the book. Back then I was very unhappy in a relationship. I bought that fighting is a proof that we are not made for each other, I was putting the blame on my partner sometimes and other times on faith. When I found out that this is the definition of a fixed mindset, I had a paradigm shift. People with growth mindset understand that a good relationship is based on the work of both partners and that it is normal not to have a perfect parter with whom you always agree. Another interesting topic developed in this chapter is that of bullies and victims who believe they are in the way the bully tells them (if they have a fixed mindset). This creates suffering, frustration and sometimes even suicide and terrorism (like the armed attacks in schools in America).

Chapter 7 is illustrating the differences between the two mindsets when it comes to parenting and teaching. Contrary to general beliefs, praising children’s abilities or talent is very negative for their development. Parents, good-willing of course, who want to raise children’s confidence usually do that but what they don’t know is that creates a fixed mindset. The children grow believing that they are smart and talented and it is a risk that they won’t make effort, become egocentric and for sure gain a fixed mindset. Instead, children’s efforts and hard work should be praised. Those are what make the kid good at specific subjects or sports and will make them eventually successful.

In my personal case, my parents were always telling me how intelligent and smart I am. At the age of 4 I was able to read and write with uppercase letters. Then in middle school I had great grades and I was the 69th at the national evaluation at the end of the 8th grade. I knew this makes me smart. In high-school things changed. My grades at math were low, I did not give interest anymore. When I saw that, not only that I felt stupid and that I lost myself, but I did not know who I am anymore. I was down. I’ve putted very much pressure on myself to have maximum grades in baccalaureate exam in order to prove myself and others that I am not stupid. I took 9.95 at math and I was disappointed. Nothing good comes out if you tell your child he/she is smart when having good grades. I know it myself. I am going to praise effort and hard work of course but never put labels regarding inherited qualities when I will have children.

The final chapter revises the author’s suggestions and advices regarding the mindsets. I found this book’s chapter lacking here so I am going to say how I deal with changing my mindset. Firstly I’ve learnt about neuroplasticity and there are evidences that our brain can be trained to become better, bigger, faster. We cam become more intelligent so these facts are supporting the main point of this book. So when my mind whispers: “you are not good enough” I am trying to remember that I can become.

In comparison with the book “The power of positive thinking” and may other books, which, just as the title says, promotes thinking you will make it, you are good and smart and intelligent, this book discourages doing so. Unfortunately, the main idea of the book could be summarized in only 3 chapters. The author repeated herself many times and it became annoying after a few chapters. Besides that, the learnings were really perspective changing.

My main learnings from this book were the fact that there is no such thing like perfect relationship. Without hard work relationships can’t be successful, so it is in our hands. I am neither smart or stupid, I am the sum of efforts I give in a certain direction. I want to create a growth oriented organizations when I am going to be the leader. In my bad days, when things will go wrong I will remember myself that it is in my power to change them and this will fight little depressive moments.

As a conclusion, I believe that “Mindset” is a book which keeps a secret of success. Written in too many pages, this secret can be resumed like this: “ Success is in our hands. We are neither talented or intelligent, we are the result of how hard we work for a goal. Failure is part of the process, not the end.'

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Carol Dweck: A Summary of Growth and Fixed Mindsets. (2021, Dec 30). Retrieved November 4, 2025 , from
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Fixed Vs. Growth: the Two Basic Mindsets that Shape our Lives

Contents

Background
Methodology
Method of Analysis
Data and Analysis
Implications for Teaching Practice
Conclusion

The key insight driving this investigation was based on ‘Mindset.’ Mindset is characterized by a person’s attitude and beliefs that can therefore influence and structure one’s behaviour. Building on Davis, Sumara and Luce-Kapler’s theories, Carol Dweck has identified two types of mindsets; growth and fixed mindset. A growth mindset is where a person’s self-belief is centered around the notion that their most basic abilities can be developed through dedication and hard work (Dweck, 2006). Those with growth mindsets have a greater receptiveness to challenging situations that provide opportunities for learning and thus are more willing to engage in experiences that extend their learning (Vandewalle D). A fixed mindset is where people believe traits such as intelligence or talent are fixed and set at birth (Dweck, 2006). A person with a fixed mindset will often let failure or success define them, often exerting less effort to succeed. Davis, Sumara and Luce-Kapler believe that growth-mindset learners are more likely to continue to improve whereas fixed-mindset learners stall in their development.

Dweck (2006) suggests that a person’s beliefs can lead to more rigid judgements that therefore limit the paths we choose to take. The view we adopt for ourselves profoundly affects the way we lead our lives. It can determine whether we become the person we want to be and whether we accomplish the things we value. By teaching young students how the brain is capable of change when faced with challenges, ultimately will help them to persevere and develop a growth mindset to therefore engage in deeper learning rather than surface learning that is associated with a fixed mindset. Mindset is a topic that I think is relevant to not only the learner but to all human race. It is a topic that I would like to understand further to not only enhance my way of thinking but to ultimately empower and enhance my future students learning and way of thinking.

Background

I completed my secondary education and VCE studies at Loyola College in Watsonia. During my schooling I found a real passion for health and physical education and also a love for hospitality. In my final year at Loyola I was selected as the year 12 College Sports Captain which was one of my most proud moments. After completing my VCE in 2014 I decided to study a three-year bachelor’s degree in Exercise Science at La Trobe University. In my final year of studying Exercise Science I was lucky enough to be one of the small number of students selected for an internship position within Exercise Research Australia where I completed my certificate to become an Allied Health Assistant. Some of my most memorable, enjoyable and educative life experiences include living out of home on my own for two years after secondary school and travelling extensively around Europe for two and a half months in 2018. I am now studying full time in my first year of a Masters of Secondary Teaching Practice at RMIT University.

Methodology

The methodology used to collate the data was by means of a self-interview. Prior to the interview, I created a variety of questions focusing on mindset, more specifically, the influence my own mindset has on my learning and life experiences. Furthermore, I sought to understand what specifically influences my mindset and how these influences can shape the way I learn and live my life. The interview was documented using an audio recording device on my mobile phone. The time allocated for the interview was five minutes. After completing the interview, the answers were then recorded on a Microsoft Word document to reflect back on and annotate.

Method of Analysis

The method chosen to analyse the data was through the use of a thematic analysis. A thematic analysis can be defined as a method for identifying, analyzing, organizing, describing, and reporting themes found within a data set (Braun & Clarke, 2006). It aims to highlight the most relevant and important themes that are presented in the data. Thematic analysis can look at manifest themes as a means of understanding hidden or unspoken content (Joffe, H, 2012).

Data and Analysis

In examining my data, the overall key theme driving my investigation was mindset. It was evident in my responses that although I understand a growth mindset, I find it challenging to implement and practice frequently in my own life. For example, in my response to question two, “I am constantly trying to think more positively and with a growth mindset”, raises the question, how hard should one with a growth mindset have to consciously try and think with a growth mindset? As humans, I think we are forever learning and processing new information however we fall into patterns that we recognize and become easy for us to follow, therefore we become stuck in particular ways of thinking that ultimately affect our learning experiences and learning opportunities.

In response to question three I express the feeling of disengagement due to my lack of confidence and feeling of incompetency in math’s. I used words such as “I suck”, “felt embarrassed”, “never bothered”, “waste of time” that are characteristics of a fixed mindset. These attitudes and behaviors have been learned, most likely from other peers, teachers and potentially my parents. As educators, it is highly important that we are conscious of our own attitudes and behaviors, that we support and give guidance to our students, to help them develop a growth mindset so that they can engage in deep learning.

Learning and motivation to learn was also a theme that presented in the data. It is evident that I value learning that is applicable to my interests, that is hands-on, self-directed and social. This would be the subjects I described “I loved” such as health, physical education (PE) and hospitality. Could it be that my mindset alters depending on the topic or subject of interest? Davis, Sumara and Luce-Kapler established that personal connection to content and view of content where two qualities that heavily influenced engagement in surface or deep learning. Deep learners consciously relate material to past experiences and seek to integrate knowledge, looking for connections and patterns within and across disciplines (Davis, Sumara & Kapler, 2015). Surface learners are inattentive to the importance of content and see material as disconnected knowledge. This suggests that learners who engage in deep learning are more likely to have a growth mindset whereas surface learners are more inclined to having a fixed mindset. Seeing the learner as a whole rather than within discipline’s may help the way we think as teachers and influence our approach to teaching to increase student engagement and performance across curriculum not just within students’ favorite subjects.

Interestingly, I commonly used language such as ‘believe’ and ‘beliefs’ throughout the interview suggesting self-belief and self-efficacy were also common themes. Ones self-efficacy can play a major role in how one approaches goals, tasks and challenges. Students face a wealth of challenges in school, for example a lack of support, sometimes making it difficult to persevere (Hochanadel & Finamore, 2015). Students with a low socioeconomic status and poor upbringing are more likely to have low self-efficacy and self-belief due to this lack of support. As mentioned earlier mindset can be learned behaviors, particularly from parents or guardians. If students have low self-efficacy and are lacking support from their parents and/or teachers, it can negatively influence their self-efficacy thus contributing to a fixed mindset. This suggests that my low self-efficacy in math’s contributed to my fixed mindset. Growth mindsets see ability as variable and experience dependent where as fixed see ability as gifted or pregiven. Ensuring students have high self-efficacy will increase the likelihood of developing a growth mindset. Social media is scarily influential on young people’s self-belief and mindset. In my response to question four, I express the feeling of frustration, particularly with Instagram and the power it holds over young girls/women like myself. I mention being “constantly connected” and “constantly comparing” suggesting that this constant connection to social media and comparisons to people online may be contributing to fixed mindsets. For example, young girls not liking math’s because it’s not seen to be socially acceptable or cool as it’s not seen often online. This constant connection to the internet and social media also raises the question how much sleep are students regularly getting? I mentioned my own energy levels being affected and how I’m more inclined to think negatively when I’m tired. Based on these observations I wonder how significantly it will not only affect my teaching but the learning and mindsets of my students.

Implications for Teaching Practice

Dewey (1986) describes teachers as the agents through which knowledge and skills are communicated. For me as a teacher, it is important that as we evolve from traditional education methods to a more progressive and new style of education, that I am thinking about the 21st century skills students need to learn so they can then be transferred across curriculum. To do this both the teachers and students must adopt a growth mindset. Sumara and Kapler raise the issue of how teachers can be contributors to learner’ mindsets. Ensuring teachers are aware of their mindset and understanding its power, particularly of a growth mindset, is the first step to creating learning spaces that are opportunistic for the whole learner.

Dweck and many others have demonstrated that specific practices in teaching can significantly affect student’s attitude. Attitude can shape a person’s beliefs which can in turn shape mindset. Teacher mindset is extremely influential as it will manifest itself in to teaching either consciously or subconsciously. It is the school’s responsibility also to create an environment where growth mindset is fostered. Focusing on how to challenge students through creative processes and problem solving rather than results focused has been a strategy implemented in some schools to help develop growth mindsets. By choosing to focus on and assess the process rather than the end product or result, enables students to become better thinkers and deeper learners not only in relation to their schooling but about themselves.

It is important for me as a teacher to be mindful of the way I deliver feedback to my students. Studies have shown that the way teachers provide and deliver feedback to their students can influence mindset. People with a growth mindset are more inclined to have a positive relationship with receiving negative feedback, seeing it as useful diagnostic information. Whereas those with a fixed mindset see negative feedback as a judgment about their talent or ability (Vandewalle, 2012). Therefore, I must consider different methods of feedback to ensure students take feedback constructively to further educate and better themselves as learners.

Conclusion

In conclusion, mindset impacts the way people respond to challenges and obstacles. It can either trigger resignation and withdrawal or trigger persistence and increased effort to succeed and do well. Growth mindset can be achieved through changing a student’s thinking that intelligence is not a fixed number (Hochanadel & Finamore, 2015). Teaching students that they are capable of greatness when faced with challenges can help develop a growth mindset and ultimately increase learning experiences. As teachers it is extremely important to be actively aware of our own mindset and how it can manifest into our teaching and the implications of that. Dewey urges that all teachers looking for a new movement in education focus on the deeper and larger issues of education. I believe mindset to be one of these deeper issues.

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The Idea of a Growth Mindset in the Wife of Bath by Geoffrey Chaucer

Geoffrey Chaucer’s, The Canterbury Tales, written during the 14th century, explores the stories told by multiple characters for the prize of a free supper and night stay in the Canterbury Inn. One character in particular, the Wife of Bath, tells a story which object against the current status quos of the 14th century. While The Wife of Bath challenges the social norms of the 14th century, the idea of a growth mindset can also be seen near the end of the story through the discussion between the Knight and the Old Hag. The Wife of Bath makes usage of the character’s situations to oppose the social quos of the 14th century as well as making use of the conversation between the Old Hag and the Knight to showcase the idea of a growth mindset.

Before The Wife of Bath’s story begins, a number of abnormalities in her lifestyle can already be seen. Right away, the Wife of Bath mentions that,”There’ll be no marrying for me this year!”(Chaucer 6) However, during the 14th century, women were usually expected to and pursued marriage at a young age. Although, The Wife of Bath’s decision to not marry again is unusual, since it was highly desired among those who followed Christianity. Secondly, throughout the actual Tale of The Wife of Bath, the notion that women are inferior to men is rejected. Prior to the Knight’s sentencing, the Queen demands that the king shall,”Exercise his grace” (Chaucer 187) and therefore ,”ceaselessly, gave the queen the case”(72) Although during this period of time men usually upheld the most power over others, the queen makes the ultimate decision as to the knight’s fate.

Not only does The Wife of Bath’s Tale object to the social norms of the 14th century, but the idea of a growth mindset can also be seen through the story’s outcome. Near the end of the tale the knight is faced with a decision whether to have his wife remain old and ugly but loyal or, young and beautiful but unfaithful. Again the knight leaves the choice to his wife stating,”I leave the matter to your wise decision.”(Chaucer 407) Not only does the knight’s decision test the status quo of this time, but it also displays a growth mindset as he uses previous experience to base his judgement. Finally, the usage of a growth mindset can be seen during this knight’s sentencing from the queen. The queen grants the knight,”A twelvemonth and a day to seek and learn”(Chaucer 85) However, the knight comes across varying answers but nevertheless continues to seek the ultimate thing women desire. Despite the knight’s frustration from varying answers, his remains on the quest to honor his code of chivalry.

In multiple times throughout, The Wife of Bath’s Tale, it is evident that the status quos or normalities of the era are constantly challenged. Many instances in the story create situations in which the idea of women being inferior to men is broken. The Knight’s sentencing and his decision to give his wife the ultimate choice showcases the social challenges throughout the story. Lastly, The Wife of Bath’s Tale also demonstrates the idea of a growth mindset through the knight’s learning on past decisions. Overall, The Wife of Bath’s Tale makes usage of the situations and choices that the characters must undergo to challenge status quos and show a growth mindset.

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Growth Mindset: how to Develop Growth Mindset

Contents

Recognizing the Growth Mindset
What does it mean for you?

Technology is changing the way we work, and even the work we do. Adaptability has always been a key ingredient to workplace success and even more so with increased automation, AI and globalisation. Companies that focuses on growing and evolving will always have an edge in this competitive environment.

Remember the days when you wind up the dial on a disposable camera before taking a picture? Does the commercial with the song “what a wonderful world” sounds familiar to you? This is the Kodak commercial which captured the attention of many in those days. Kodak was one of the leading player in the photography industry, each photography process was a way of making money. You could photograph the BBQ session using a Kodak Instamatic, Kodak film and Kodak flash cube. And then you would have to processed it at the Kodak shop and get prints made with Kodak chemistry on Kodak paper.

Today, Kodak is no longer around. During the same time, Apple then known as a computer company reinvented their “computers” into a portable music player, and then into a mobile phone, and then started the mobile camera snapping trend we see everywhere now.

Companies that stuck to a fixed status quo lost their competitive edge and have a hard time catching up. What’s true in the global scale is also true at the personal level.

What must we do to ensure we are always growing and evolving? The key is to become a Growth Mindset person.

Key Lines · 3-5 buckets or topics you’ll cover in your story

Recognizing the Growth Mindset

In her book, Mindset: The New Psychology of Success, Dweck describes the simple, yet impactful differences between the two mindsets:

Growth Mindset: People with a growth mindset believe in developing skills through learning and experimenting things and ideas. They take every failure as an opportunity to grow to become better with their abilities such as talent and intelligence.

Fixed Mindset: Those with a fixed mindset believe the opposite. They feel their abilities such as talent and intelligence are fixed from birth. Because of this, they’re more likely to seek out opportunities and situations where these views are affirmed (like doing the same job over and over to receive praise) and believe that talent alone—not effort—is the source of success.

What does it mean for you?

Let’s look at an example to further explain the difference between growth mindset and fixed mindset.

Let’s say you’re running a small team with two engineers on your team, each with a different mindset.

The fixed mindset member will be more likely to stick to “business as usual”. They’ll try to use techniques and languages they know have worked in the past. And will be averse to trying new things because they want to rely on their talents alone.

The growth mindset member, on the other hand, believes that the best work comes from trying new solutions. They’ll be more likely to search out opportunities to test new and forward-looking solutions, without fear that:

1. They won’t be good at it right away (and it will take work)

2. It might not be the right choice, but they’ll learn from it anyways and become a better engineer in the long run

I don’t know about you, but I know who I will want on my team.

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The Impact of Gratitude on Mental Health

Gratitude is important nowadays, and religions teach the significance of it. Despite the importance of gratitude, there has been little research on it. Most research make use of scenarios and self appraisal, which has been discovered to have restriction of social desirability and has low psychological realism (Tsang, 2006). The experiment conducted addresses the restriction by putting together a laboratory induction, behavioural and self appraisal of gratitude.

Gratitude is depicted as a good social sentiment shown to other people or things. Tsang (2006) defines gratitude as 'a positive emotional reaction to the receipt of benefit that is perceived to have resulted from the good intentions of another.' (p. 139) Besides gratitude, indebtedness, a bad sentiment, might also be felt. Both gratitude and indebtedness will alert the person to either mirror the other party's helpfulness, or not do anything in return.

Since most previous research were dependent on the usage of scenarios, they have several restrictions. Gratitude scenario studies may contain low psychological realism (Tsang, 2006). Participants who over think scenarios might not feel grateful, and scenario research might leave studies open to social desirability confounds (Tsang, 2006). To tackle the restrictions, laboratory induced gratitude could form real grateful behaviour.

Past research overlooked comparing voluntary effects of gratitude with the result of good mood on helping. Positivity might cause voluntary behaviour to increase, but gratitude is an other-oriented sentiment, and might increase voluntary behaviour by focusing attention on the need and deservingness of the benefactor (Tsang, 2006).

The experiment creates a laboratory induction of gratitude using a controlled group to differentiate the effects of gratitude with good mood. If gratitude is the motivating factor of voluntary behaviour, participants who obtain favours should experience more gratitude and give more supplies to their partners than those who got the same outcome by chance.

There were 38 female American Psychology undergraduate students who participated in the experiment. The participants were then isolated in an enclosed laboratory cubicle and took part in 4 rounds of supply distribution task with a partner. The only way of communication is through note passing. In actual fact, there were only 3 rounds, and the partner was fake. The participants were told that $10 would be distributed between both parties. In certain rounds, either the participants or their partners will be tasked to give supplies, while the supplies would be given arbitrarily for other rounds. The supplies were 10 green paper worth $1 each, and will be exchanged for cash after completing the experiment. In the first round, everyone received $3 by chance, and their partner $7. In the second round, participants were arbitrarily sorted into favour or chance condition. Those who are in the favour condition were given $9 by their partners, while the others got $9 by chance. In the third round, the participants were tasked to give supplies. Participants in the favour condition gave more supplies to their partners compared to those in the chance condition.

Through manipulation check, everyone knew if their results in the second round were due to their partners or to chance. The participants were more satisfied after the second round (Tsang, 2006). Participants in the chance condition gave a mean of $5.84 to their partners, while the others gave a mean of $7.38 (Tsang, 2006).

The data collected supported the voluntary nature of gratitude as the participants were more motivated by gratitude when they received a favour, compared to those who got the same outcome by chance. Those who were in the favour condition gave more supplies than those who received the outcome by chance. The results are consistent with the prediction that grateful feelings motivate people to act voluntarily towards their benefactor (Tsang, 2006).

A limitation of the current study is since the participants were questioned after their decisions, there is a chance that they gave post hoc explanations of their behaviour. Research on gratitude is still widespread and in its preliminary stage, and experiencing gratitude improve both psychological and physical well-being.

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Man Receives Sincere Gratitude from a Wild Horse that he Rescued from Chains

The unexpected happened after an animal doctor helps a chained horse get off bondage. Driving through Letea region in Romania, Dr Ovidiu Rosu noticed the unstable strides of a wild horse and after he got nearer, he discovered the animal has been bound in chains that cut deep into its hooves.

In Romania, it is common practice to put horses in chains so as to prevent the animals’ escape. Both horses and donkeys are usually fettered as they are the means of transportation and they are also used for farm work. Although, such ideas help the owners keep the animals for their own use, it is however unhealthy and unsafe for horses. As Dr. Rosu drove through the fields where the horse was grazing with other horses, he knew he had to set the bound animal free. Sedating the animal, Ovidiu got on his knees as he made for the horse’s fettered feet. It turned out that the chains were wound so hard that they cut deep into the skin just above its hooves.

The “Four Paw” doctor tried to pry off the chains to no avail but after using a pair of pliers, the chains came off. Although, the horse’s feet were bloodied, fortunately, not much damage was done. It was still able to walk as all the animal needed was healing. After the sedation wore off, Rosu did not envisage what happened next. The horse got on all fours and gave the doctor an emotional nuzzle as a show of gratitude. It could be seen from the horse’s eyes that it very well recognized its helper.

A rare horse breed popularly referred to as the “Medicine hat” horse believed to possess magical powers to protect its owner or rider from danger and impending doom was birthed in Florida right in the “Under Color Ranch.”

The ranch owners, Scott and Jackie Nelson were shocked and amazed at the development. It happened that Poka, a mare in the ranch got pregnant and the Nelsons believed her mate was Chief, a stallion also on the ranch. After 11 months of gestation, Poka gave birth to the special breed which got the attention of all the horses on the ranch. It seemed like the other animals also recognized the rare appearance of the newborn foal. The young horse was covered in white coat while its ears were dark. It’s belly and muzzle had brown patches in accordance to its mother’s coat. In a video released on the internet, the goal named Coconut is seen strutting about the farm while other horses neighed in seeming awe.

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Intentional Enrichment of Subjective Well-being, Self-esteem, Helping Attitude, Optimism and Gratitude Among College Teachers

Contents

Introduction
Significance of the Study

Introduction

A commonly shared goal of life for every individual is to be happy. It comprises seeking pleasure and avoiding negativities. But negativities are the part and parcel of life. In fact our pleasure would lose its very existence in absence of pain. Still excessive long-lasting physical or mental pain leads to negative physiological and psychological consequences. So we try to tip the balance of positive. Since ancient times religious preachers and philosophers are guiding us for the purpose. And from last few decades positive psychologists also have joined the mission. Happiness and life satisfaction are of major interest in the positive psychology field.

Emotions occur in response to internal or external stimuli. They cover broad spectrum taking under its wings overlapping states of affect, emotion, mood, and subjective well-being. Affect is an individual’s immediate physiological response to a stimulus. Emotions occur as person gets aware of painful or pleasurable experiences and associated autonomic arousal. Contrary to affect and emotion, mood is objectless, free floating and long lasting. Thus affect and emotions are stimulus based. As all of us do experience, our psychological reactions to the positive and negative stimulus are not always such stimulus-specific. Though feelings of pleasure or pain are quite situational; unique past events, future expectations and subjective momentary cognitions colour our perception and accordingly structure our longer lasting psychological state i. e. Happiness. Though the term is in wide use in spoken language and literature, in articles of psychology it is synonymously used with the term subjective well-being. For centuries philosophers, prophets and psychologists have been trying to help people to lead happy life. But a single definite solution for one and all is impossible to gain given to the diverse environmental conditions as well as individual differences in people’s concept and requisites of happiness. So the idea surfaced to let people decide what is good for them. The view is truly democratic in a sense that it gives individual total freedom to decide what happiness means to him. This approach justifies the term Subjective well-being. It is individual’s affective and cognitive evaluations of his or her life comprising emotional responses, domain satisfaction and global judgments of life satisfaction.

Rewarding in itself, happiness keeps physiological and psychological health intact by offsetting detrimental impacts of the pain and misery. It also has many personal and societal benefits. Dr. Alice Isen found that people in mild pleasurable state are more likely to help others (Isen, 1987), flexible in thinking (Ashby, Isen, & Turken, 1999) and come up with solution to the problem (Isen, Daubman, & Nowicky, 1987). Interestingly, Barbara Fredrickson has demonstrated that joy broadens our momentary thought action repertoire (Fredrickson, 2000) and increases creative problem solving (Fredrickson, & Thomas Joiner, 2002). Therefore, positive emotions may generate more resources, maintain a sense of vital energy and create even more resources. Fredrickson (2002) referred to it as an “upward spiral” of positive emotions. The spiral is beneficial to the individual as well as society. It is also a major factor in relationship development and satisfaction. Thus happiness is not only advantageous but is an asset to an individual and in its greater sense to humankind. Acknowledging its value, positive psychologists are on a continuous and creative endeavour to know more and more about it.

Significance of the Study

Life bestows us with both joyous and saddening events, gratifying as well as disheartening relationships and more or less of material possessions. These situational factors along with internal qualities and subjective evaluations define our level of happiness. Despite physically and mentally taxing stressors and resulting pain and unhappiness we don’t give up on a search for happiness. With the help of the adaptation process we overcome pain and try to remain happy. Apart from overcoming pain, we also strive for the pleasure. Some manage to remain stable and happy in chronic physical ailments and extremely poor environmental conditions. Some cannot be happy even in normal or affluent circumstances. Most people fall on the middle of the continuum. No matter wherever one stands the search goes on. But still in absence of major crisis, we see “not so happy” people around and many times we also remain so. All of them are not mentally ill but not mentally healthy either. Keyes describes the condition as languishing. Keyes (Keyes and Lopez, 2002) also suggests that complete mental health can be conceptualized via combination of high levels of emotional well-being, psychological well-being and social well-being. Individuals with these high levels are described as flourishing. We dream for flourishing, many of us know how to achieve the fit as we listen to, read and contemplate a lot on the issue. Religious preaching, literature, common sense, personal and indirect experiences tell us what shall be done to avoid misery and be happy. Sometimes we get some success but still stay far away from flourishing. One of the reasons is all these tactics come in scatters and scants to us as a greater focus is on avoiding misery and less on gaining pleasure. Moreover most of the time, we choose to be passive receivers of the information. Unfortunately, busy lifestyle also suppresses our desire to act on. At the same time we lack the well-planned feasible implementation activities to practice and strengthen the skill.

Here is an effort to provide simple tools to gain the much prized outcome i. e. to be happy from within and without superficial support of worldly materials and without relying unduly heavily on others for our happiness. The tactics are designed on the basis of ‘Intentional Enrichment Technique.’ As greater well-being is positively correlated with Self Esteem, Helping Attitude, Optimism and Gratitude, the activities are designed accordingly and effort is to trace the simultaneous augment in them.

Review of previous research-

The present research intends to test the effectiveness of a positive psychology intervention in enhancing happiness. The intervention proposed by the investigator is based on the ‘14 Happiness Fundamentals’ devised by Dr. Michael Fordyce (1977) and Key’s model of Mental Health (Keyes and Lopez, 2002). It is named as ‘Intentional Enrichment of Subjective Wellbeing' as participants are expected to intentionally and actively try to boost their happiness level. The 210 college teachers between the ages of thirty to forty are selected through simple random sampling. It also aims to investigate the simultaneous augment in Self-esteem, Helping Attitude, Optimism and Gratitude of the participants.

The previous research related to the positive psychology interventions and other variables is discussed below.

Happiness Enhancing Interventions

In 1977, Dr. Michael Fordyce founded the science of Happiness-Increase by publishing the world's first comprehensive experiment designed to increase personal happiness. Using the known characteristics of happy individuals as a base, Fordyce developed a program of happiness-increasing techniques (i.e. 14 Fundamentals for Happiness). It was hypothesized that normal community college students (N=338) could become happier if they could modify their behaviours and attitudes and imitate the characteristics of happier people.

Initially Fordyce developed three pilot programs to increase happiness. The study 1, tested two of the three pilot programs that showed a statistically significant boost in happiness. A single program was then developed that combined the best aspects of all the three pilot programs.In the 2nd study, an experimental group receiving this combined program showed significant boosts in happiness compared to a control group. In the 3rd study, the combined program was presented to subjects on a take-it-or-leave-it basis—those applying it showed significant boosts in happiness compared to those who did not. The third study suggests that the resulting self-study program may be helpful to individuals who wish to increase the happiness.

These three classic studies of the experiment demonstrated that individuals could be taught to increase their happiness dramatically (an average of 25 percent) through training lasting only a few weeks.

In 1983, Dr. Fordyce successfully replicated and refined his initial research by conducting four consecutive studies. The collected findings of seven studies indicate that the program has a significant, long lasting effect on the subjects. Averaged together, 81% of the individuals receiving the program claimed happiness. Specific effects ranged from the development of new behaviours and attitudes, changes in life-style, new insights and understandings, better copings with bad moods, enhancement of happy moods, to a better awareness of happiness itself—and virtually all (96%) suggest the program is worthwhile educationally.

Seligman E. P. and Steen T. A. (2005) conducted an internet based intervention on convenient sample between the age of 35 to 54 years (n=577). To capture the week by week upward changes in happiness during the intervention, they developed the Steen Happiness Index (SHI), a new measure sensitive to the changes in happiness. The (CES-D) is also used in the data collection. The five positive exercises (Gratitude visit, Three good thing in life, You at your best, Using Signature strengths in a new way, Identifying Signature Strengths) are tested against one placebo control exercise (early memories). The results showed that three of the seven interventions increased happiness and it sustained up to one month to six months.

According to the positive-activity model proposed by Lyubomirsky S. and Layous K. (2013); features of positive activities (their dosage and variety), features of persons (their motivation and effort) and person-activity fit are the three main factors that influence the success of Positive Activity Intervention. Furthermore, the model posits that those positive activities are positive for an individual only to the extent that they stimulate increases in four mediating variables: positive emotions, positive thoughts, positive behaviours, and need satisfaction.

Even some meta analysis authenticate the effectiveness of Positive Interventions. Sin and Lyubomirsky (2009) reviewed 51 interventions with 4266 individuals and conclusively determined that positive interventions improved well-being (r = 0.29) and helped to reduce depressive symptoms (r = 0.31). Bolier et al (2013) studied 40 articles describing 39 studies done on total 6139 participants. The results of the meta-analysis show that positive psychology interventions can be effective in the enhancement of subjective well-being and psychological well-being, as well as in helping to reduce depressive symptoms.

The studies have shown that well-being can be boosted by engaging in intentional, effortful activities, such as

1. Performing acts of kindness (Boehm, Lyubomirsky, & Sheldon, 2009; Lyubomirsky et al., 2005b),

2. Practicing optimism (Sheldon & Lyubomirsky, 2006)

3. Writing letters of gratitude (Lyubomirsky, Dickerhoof, Boehm, & Sheldon, 2009; Seligman et al., 2005)

4. Counting one’s blessings (Emmons & McCullough, 2003; Froh, Sefick, & Emmons, 2008; Lyubomirsky et al., 2005b)

Helping Attitude

Nelson S. K., Layous K., Cole S. W., Lyubomirsky S. (2016) conducted a 6 weeks longitudinal experiment on 473 (60% female) adult participants. The experiment proves that focusing prosaically on others improves positive emotions considerably than acting kindly towards oneself. Participants volunteered to take part in an online study involving happiness-enhancing activities were randomly assigned to one of four conditions:

1. To perform acts of kindness for others

2. To perform acts of kindness for humanity or the world

3. To perform acts of kindness for themselves

4. To complete a neutral control activity

On pre test, post test and follow up, the subjects completed the Mental Health Continuum-Short Form and Affect Adjective Scale. Participants who practiced prosocial behaviour reported greater positive emotions than control at post test. No differences between the well-being-enhancing effects of performing acts of kindness to improve humanity (i.e., world-kindness) and those of performing acts of kindness to directly benefit another person (i.e., other-kindness). One possibility is that the specific behaviours engaged in by these two groups were not distinct enough. By contrast, engaging in self-focused behaviours (or acts of self kindness) neither improved psychological flourishing nor led to increases in positive emotions or decreases in negative emotions, relative to a control activity.

The research conducted by Borgonovi (2008) as well as by Dunn et al (2014) suggests that donating to charities and volunteering also boost happiness.

Following research also proves that helping others leads to boosts in happiness

Self Esteem

Self esteem is consistently found to be a powerful predictor of happiness and life satisfaction. A major international study of self-esteem and happiness was reported by Diener and Diener (1995). The data came from more than 13,000 college students from 49 different universities, 31 countries, and five continents. High self-esteem emerged as the strongest of several predictors of life satisfaction overall. The simple correlation between self-esteem and happiness was quite significant at .47. In short, self-esteem and happiness are substantially interrelated.

While low self-esteem leads to maladjustment, positive self-esteem, internal standards and aspirations actively seem to contribute to ‘wellbeing’ (Garmezy, 1984; Glick and Zigler, 1992).

Self-esteem has been found to be the most dominant and powerful predictor of happiness and Cheng H and Furnham A. (2000) examined correlations and causes of happiness and depression among adolescents. The 234 participants (mean age=18.23 years) completed the Eysenck Personality Questionnaire, Rosenberg Self Esteem Scale, Positive Affect; Negative Affect; and Affect Balance Scale, Beck Depression Inventory, and Oxford Happiness Inventory. Results indicated that Self-esteem and relationship with parents had a direct predictive power on happiness (?=0.49, P

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The Role of Guidance and Counseling Teachers in Developing Gratitude Character of Students

Mental health is one of the major issues of concern to the world. This is motivated by the overall awareness that happiness is an important factor that must be sought by every country. Economic growth is not enough to be a determining factor for happiness, because the evidence shows that welfare and happiness indexes in many countries have declined. Efforts to promote and prevent mental health continue to be increased in relation to policies, laws, programs and health services to achieve comprehensive mental health. In Indonesia, the prevalence of severe mental disorders nationally is 0.17% (400 thousand people) and the prevalence of emotional disorders is around 6%. Even though it has decreased, it must still be the concern of all parties. Efforts for treatment and prevention must be carried out by all parties; government, society, family as well as the whole community, education, religion, work. As many as 6% of the prevalence of emotional disorders (symptoms of depression and anxiety) are teenagers aged 15 years and over who spend their time in school. Data from the National Alliance on Mental Illness also explain that 50% of permanent mental health problems start at the age of 14 years.

The main problems that make teenagers problematic are, matters relating tosuccess and failure in school, peer and family relationships, and social problems such as the environment, poverty, and unemployment. This shows that adolescents who are at school age are vulnerable to mental disorders, so there must be a massive prevention effort from the environment, especially in educators in schools. Schools become a conducive environment to help youth become healthy and potential personalities. This is in line with the goals of education in Indonesia, that Indonesian education aims to form students who have religious-spiritual characteristics, self-control, personality, intelligence, noble characters, and skills needed by themselves, society, nation, and state. The Ministry of Education and Culture issued a policy called the character strengthening program. This program is expected to be the main foundation for preparing young people who are characterized by 21st century skills. Guidance and counseling as an integral part of the education process has an important role to develop character, especially character gratitude.

Gratitude characters need to be implemented in the school environment, both by the teachers and also students to create a learning environment that does not only focus on the process of knowledge transfer, but also create learning that emphasizes the values of goodness, character, and emotional well-being. Gratitude characters are predicted to be a factor that can support students in learning, which is manifested by feeling calm, comfortable, not stressed and motivated in achieving goals, especially in learning. Experiments conducted by Froh, Sefick, and Emmons (2008) to students who were randomly assigned to three groups and who were asked to write things they were grateful for are more comfortable at schools compared to groups who were asked to write negative things and groups that were not treated at all. Furthermore, several studies also show that being grateful can prevent depressive and pathological conditions. Someone who is grateful has higher control over his environment and personal development, has a purpose in life and self-acceptance. Grateful people also have positive coping in facing challenges in life, seek social support from others, interpret experiences with different perspectives, and have plans to solve problems.

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Self-compassion, Gratitude and Quality of Life in Intensive are Units Nurses

Contents

Introduction
Compassion
Self-compassion

Introduction

With the passage of time the concept self-compassion has become popular among people. (Neff, & Dahm, 2015). The aim of the present study is to examine the relationships between self-compassion, gratitude and quality of life among nurses of Intensive Care Units. This study help to investigate the relationship between self-compassion and quality of life and also help to examine the association between gratitude and quality of life. The present study also help to find out the moderating role of gratitude in relationship between self-compassion and quality of life in nurses of intensive care units. This study investigate that self-compassion and gratitude is likely to be the predictors of quality of life of nurses. The sample of this study is nurses of intensive care units of government, private and semi-government. The quality of life of nurses is a serious matter because they serve a very hard duty for humanity.

Compassion

In Oxford Dictionary the word compassion is derived from a Latin word “compati”. The mean of compati is “to suffer with”. According to literature compassion means to understood others emotions and inspired to help others in troubles and hardships. Compassion is a intellectual, interactive and emotional procedure that include five elements. These following element refer for both compassion and self-compassion. ?. Identifying pains. ii. Realize that all human suffer with pains and it a common thing. iii. Produce empathy for a person who suffer and relate with the pain. iv. Control emotion that motivate in response to the others pains and remain open to and tolerate others hardships. v. always inspire to act in a way that your action can reduce pains.

Compassion means to understood, tolerate and try to alleviate others sorrows and worries. It also means to show empathy and care for others when they are in their hard time (Strauss,et al,2016).

Self-compassion

Self-compassion means to show affection and kindness towards oneself in the time of trouble, pain, tension and tragedy. It is a feeling or condition of a person in which he or she feels that pains and sufferings are not the part of only his or her life rather all people in this world face difficulties and pains in some way. In this condition one feels one’s personal condition as a part of all other humans. It is a positive feature of a person because due to this feature a person can understand not only one’s sufferings but also understands others pain and miseries. Self-compassion help a person to control one’s intense emotions and feelings. It enables a person to maintain his or her feelings during trouble. It increase person self-control. It enables a person to see balance and positive view of situation (Neff, Rude, & Kirkpatrick, 2007).

Self-compassion motivate a person to take steps for better change in his or her life and it produce a craving for self-fitness and a god life. The people who have high self-compassion are more able to accept their faults because they do not criticize themselves for faults. They change their behavior that creates problem for them and they are interested in novel experiments. Self-compassion is not similar with self-esteem and it has a lot of psychological advantages and unlike self-esteem benefits these advantages are not related with negative consequence (Neff, 2009).

Self-compassion means to handle yourself like a good friend that show affection, empathy, care and worry about you. In the time of disaster, tragedy when a person fighting with his or herself insufficiencies and inadequate personality self-compassion help him to deal himself in gentle way rather than take a negative self-perception. Self-compassion help a person realize that he or she is not only one who is imperfect rather nothing in this world is perfect (Neff &Dahm, 2015). Self-compassion play a great role in better quality of life and it is positively correlated with mental wellbeing. It generate positive emotions and feelings in a person (Neff, 2003).

Three important elements of self-compassion. There are three elements of self-compassion that describe below:

Self-kindness vs. Self-judgmen. Self-compassion help a person to take a positive and right view about one’s emotions and show affection and empathy in difficult situation. It means do not criticize oneself and understand feelings. Its means do not suppress pain and thoughts. Self-compassionate people struggle against their difficulties and take right step in difficult situation. They face troubles bravely and do not blame themselves for pains. In this world all people do not live their lives according to their wishes. Those people who admit the realities of their life live a peaceful life and those who do not accept the reality of life and defeat their emotions are always live in tensions.

Common humanity vs. Isolation. In this world some people think that they are not important, their life is meaningless and they always creates problems. They feel that their life is full of worries and tension and they are born for hardships. Self-compassion helps people realize that they are not only some people who suffer with pains rather all people in this world are suffer with different pains. And deal with difficulties is part of all humans’ lives.

Mindfulness vs. Over-identification. Self-compassion means to observe and accept all negative thoughts feelings and emotion in a productive way. Its means not overwhelmed during pains. Self-compassion generates ability to perceive one’s pains and sufferings as a human condition and do not perceive oneself alone who suffer with pains. Mindfulness means to observe oneself in a non-judgmental way and accept the reality of life. Its means not denied or suppress feelings and fight with difficulties like a compassionate person. Its also means not exaggerate emotions (Neff, 2009).

Benefits of self-compassion. There are many importance benefits of self-compassion that describe in many researches:

Self-compassion increase flexibility of feelings and emotional stability (Neff, 2011). It improves human’s health and wellbeing an s practice of self-compassion enables us to regulate one’s feelings emotions (Zuroff, Foa, & Gilbert, 2010). According to Neff, Hsieh and Dejitterat (2005) research high level of self-compassion improve copying of emotions and feelings and help in goal accomplishment. It can bring improvements in mood and research also showed that if self-compassion trainings use in therapy it brings good results (Odou & Brinker,2014).

The research of Smeets, Neff, Alberts, & Peters, (2014) showed that the therapeutically use of self-compassion bring great improvement in person self-compassion, self-acceptance, hope and self-worth. Instead of active control intervention It also produce great decrease in contemplation. Self-compassion along with active control intervention improve life satisfaction and connectedness. This research also suggest that self-compassion bring improvement in student’s resilience and health. Self-compassion can decrease the level of depression and stress and improve quality of life (Pinto?Gouveia, Duarte, Matos, & Fráguas, 2014).

According to Neff, & Beretvas, (2013)people who possess high level of self-compassion have good relations with other and self-compassion is a good predictor of strong relationships. Self-compassion can be observe by others this research also showed that spouses can describe about self-compassion of each other’s. Self-compassion means to behave oneself with love and affection and this thing improve healthy behavior and self-regulation. In self-compassion a person is able to accept the reality and avoid self-criticism this thing leads improvement in self-regulation and submission. It can also help in reducing tension that are generated due to illness and injuries. It can also help to deal with health related problems and help to manage behavior (Terry& Leary, 2011).

According to Breines, & Chen, (2012) self-compassion increase motivation and enables a person to do better for oneself. The research showed that self-compassion serve as a proactive factor for depression and other emotive difficulties (Raes, 2011). Increase in self-compassion can decrease in shame memories and disorder related to eating. As a moderator it can decrease those memories who related with shame and disturbance (Ferreira, Matos, Duarte, & Pinto?Gouveia,2014).

The research results also showed that self-compassion increase the ability to show compassion towards other in hard time .it enhance empathic understandings of others and self. It increase caregivers ability to give respect others and self (Wiklund &Gustin ,2013). According to Przezdziecki,et al, (2013) study self-compassion as a mediator between body image disturbance and psychological distress prevent women from body image stress and decrease the risk of body image disturbance.

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Much Gratitude to you for your ‘Time Everlasting’ Kind of Friendship

You are the partner that has constantly been there for me, paying little respect to what time I call, paying little respect to what degree it's been since we've talked. You are the sidekick that cries with me as we yell the stanzas to our principle tunes on those late-night drives. You are the partner that supports the lion's share I had constantly needed and makes me feel fit for accomplishing them, despite when the vulnerability sneaks in.

You are the sidekick that has turned out to be with me, stayed by me through every partition and every first date. Through graduations and family works. Through each scrappy hairdo and character crisis. In this manner, I just expected to state thankful. Much gratitude to you for making our fellowship a need so we could grow up without getting to be isolated. Thankful to you for attempting to be a bit of my existence, paying little respect to whether we were in different times of our lives.

Thankful to you for understanding that we can regardless be nearest buddies in the midst of involved timetables. Much gratitude to you for your low upkeep, astounding friendship that stays unfaltering through each advancing season. Thankful to you for the endless extended lengths of admonishment. For the jokes when I most expected to hear them and for the shoulder to slant toward following an awful day. Much gratitude to you for neglecting to be reluctant to uncover to me reality, paying little mind to whether it could outrage me. Thankful to you for being certified with me by and large.

Much gratitude to you for being my empowering and shocking friend. I can't imagine where I would be without your comfort energizing me to settle on brave choices with my life. Much gratitude to you for never allowing me to pester my failure and for testing me to create from them. Thankful to you for being my conviction bolster and my severe shock. My reassurance and my extraordinary love.

You are the friend that has stayed through all the chaotic high focuses and depressed spots. You are the buddy who has never allowed time or partition to have any sort of impact in the bond that we share. In addition, you're the friend that I understand will be a bit of my future. You'll be the cool aunt to my kids. You'll be the one my family unwinds with. Notwithstanding you'll be the one that I go on night drives with as we yell the stanzas to our fundamental tunes.

Since, not everything is everlastingly, yet rather our fellowship is. Your partnership has been a wellspring of comfort and advancement as the years advanced. You have continually recognized me with extraordinary eagerness, and I understand that I can be my believable self around you notwithstanding.

You are the partner who reliably lifts me up and acknowledges me better than anything I know myself. Also, I can hope against hope that I have been that kind of partner for you during the time as well. Thankful to you for being my wily associate and my go-to for young women's night. For consistently being beguilement for a glass of wine and a vent session. You, my dear buddy, make life so significantly increasingly awe inspiring.

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Kindle the Virtue of Gratitude Within you for a Career Boost

Contents

Boosts confidence
Makes you happier
Maintains good health
Makes you a better person

Do you remember the time when you wished for something you dearly wanted and you achieved it without any delays? It could have been a dress you had been hunting for. Or, a book you had been yearning to buy and read. Or, a vacation you had been planning for a long time.

Just recall your own smiling face. We know it would have been a pleasant situation for you. Now, please let us ask you. Do you feel thankful for whatever you have in your life? If yes, you sure understand the virtue of gratitude. Gratitude is the quality of being thankful. When you thank someone who offered you help, have you noticed the smile on their face? That is the power of gratitude.

Why is gratitude important for professionals? You might think it is only a personality trait and has no connection whatsoever with your professional life. If you realise that gratitude makes someone feel good, then this is certainly one virtue that needs to be cultivated. All you need to do is to keep reminding yourself about how happy you are for the many things you have. Here are some reasons why every professional must practice gratitude.

Boosts confidence

Your self-esteem will greatly improve if you start practising gratitude. Once you begin to appreciate what you have rather than what is missing in your life, you learn to be more optimistic. You are likely to stop the habit of comparing yourself with others, thus greatly boosting your self-confidence. Also, once you start expressing gratefulness, the effect will surely be visible on others around you, too. Confidence is one trait that is much-needed in professionals who are aiming to achieve great results in their career.

Makes you happier

Gratitude is a quality that can activate the happy hormones in your body. Studies have proved that your overall sense of well-being is linked to your attitude of gratitude. Being thankful and appreciative of the job you have will make you happier and motivated to work even harder. This is a key thing that can take you higher in your career ladder.

Maintains good health

The happy hormones that gratitude generates in your body, will lead you to sound health. Positive thoughts and a feeling of gratitude improves mood, endocrine functions, brain chemistry and other physiological functions of the body. In fact, gratitude has tremendous effects when it comes to improving your energy levels and sleep patterns. Ultimately, you will have all the energy to devote on the workfront and therefore taking you towards success.

Makes you a better person

If you develop an attitude of being grateful for the things you have, you are most likely to come off as a person with a great personality. This trait will take you a long way as far as professional relationships are concerned. On the professional front, your clients, supervisors and coworkers will begin to look at you as a wonderful person and then, there would be nothing that can stop the opportunities coming your way.

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Essay about Freedom Writers and Ms. Gruwell

Dear dairy, 28 march 1994 1st entry from Sidney after her boyfriend’s been shot – how she feels about it and how she feels about Ms Gruwell’s teaching whilst Sidney’s trying to deal with losing her partner entry based on the end of the film and how she feels after Eva spoke up and told the truth in court about Paco shooting Sidney’s boyfriend and how Sidney feels about having Ms Gruwell staying on to teach her for the rest of high school.

I’m Sidney it was my first time that I work through the class 203 I was just a new freshman, and there was this new teacher name Ms Gruwell’s, she was wrecker’s teacher she didn’t even know what she doing or what she was doing at Wilson school. I was thinking to myself why would she be bothered to come to Wilson classical high school, and teacher English with a bunch of pathetic kids that we don’t know anything and the only thing we know is about civil war gang and crime. A bunch of people in our hood are dying we have lost someone close to us friends, family and boyfriends or anyone that we don’t know in our hood are dying through this civil war gang that’s been happening.

I never liked Ms Gruwell, I never liked her teaching skills but I started to realise that Ms Gruwell never gives up she stayed with us not like all the other teachers that use to be with us there gave up apart from Ms Gruwell, Ms Gruwell is the one of the best teacher that you would want to have. Her teaching spirt was deferent compared to all the teacher in Wilson high schools. Ms Gruwell believed in each one of us that we have a gift inside of us we have the power to change and stop all this civil war, Ms Gruwell believed that we can do it and none can stop us and tell us what to do.

Eva Benitez she part of a gang member Eva and I aren’t in a good term right now we hate each other like it aren’t tomorrow. Eva decide to create a school war by inviting her boyfriend and his friend at the school and set alarm so there can create a huge massive figh.t Everyone was fighting each other, Eva and I we were fighting beating each other pulling hair.

Next day later I Sindy went to the shop with my gang and my boyfriend, we went to buy some stuff. After that Eva and her gang and boyfriend driver by the shop Eva got down and went to buy some stuff and until her boyfriend Paco shot my boyfriend for no reason it was like mistake but I didn’t know. When I saw my boyfriend lying down on the ground I was shock and piss, I was crying.

During the court Eva had to testify because of the incident that has just happen, Eva told the truth because she saw the faces of her mother and the face of grant rice mother and sibling Eva felt bad that she decided to tell the truth that Paco shot Sindy boyfriend. Paco was mad very mad that at the end of the court Paco and his friends decided to go after her. But Eva is such a bravo girl Eva have something in her but she also doesn’t like to be told what to do. But I truly understand that Eva went through so much way more than me.

After court the next day at school Eva was in class before anyone else, I saw Eva talking to Ms Gruwell and I decided to walk in and sit next to Eva I felt bad for hating on her we looked at each other and Eva face was full of tears so I decided to give Eva my powder for her to fix her face. Eva and I got along hanged out in class we were chatting dancing together.

Through the time we have Ms Gruwell was one of the best teacher I liked her and I first we thought she won’t teach through the rest of year but she stayed we made her pride and she made as happy, she made as realise what school was and what education was meant for and what the civil war was meant for and how she took us to the excursion and the way we understand how many people lost their lives in a young age and especially little kids age around 2-11 have lost their life it was tragically sad and it made everyone think we were are here to live and be happy, even though we went through so much in life.

Our class room 203 was one of the best class that we have asked. Room 203 is a class of memories and that everyone in that class has become friends, room 203 is class that Ms Gruwell made it become home and she treats us like her own family she stands by us until we die. 203 we love Ms Gruwell she will always be one of us no matter what happen. We graduate we never expect to graduate and we should be very proud of ourselves that room 203 has made it in junior and senior year level and Ms Gruwell will forever be our teacher.

One last thing I forgot say Ms Gruwell gave us a journey and made us writer everything about us and she made us write it in a computer and make into a book Ms Gruwell told us to come with a title but we didn’t have one so she decides to come you with a title for us and called it the freedom writer. The title freedom writer is telling you all about how us kids went through tragically life that we have lost someone important in our life and that we have the right and the privilege to overcome what we are now. Thanks to Ms Gruwell for believing in each of one us and taking care of us and showing us what our life was how we were living in it. Ms Gruwell we thank you very much for you passionate of teaching and showing love to us, and not giving up to each one of us you are our hero and we are hero.

Wilson classical high school we become family to everyone in this class, we are the new future of freedom writers, we have the key to succussed in life and to compilation what we have now. Wilson classical high school doesn’t deserve anyone war like fights drummer shotting we deserve to show love, we have to bullied a new passion to this school and family.

We are family in willson high school.

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The Fortnite Ice Storm Events are Just Plain Horrible

We know all too well by now not to start doubting Epic Games, but after seeing how the Ice Storm challenges for Fortnite: Battle Royale have turned out so far, it’s probably time to start wondering if the developers have run out of creative juice. Kudos to Epic Games, though, the Ice Storm event had a good start. There was a lot of hype surrounding it, and the moment it arrived justified all the hype. We saw a giant Ice King hologram coat the entirety of the in-game map in snow, ice, and fog, and in real-time at that! Not many developers can claim to have done something similar. But, since then, what have we seen? Nothing. Or at least, nothing worth taking about.

Once all of the hype fizzled out and we’re left with the map as it is, it doesn’t take a rocket scientist to tell that Epic Games basically just made it snow everywhere and added fog to lower the map visibility. Even worse, the Ice Legion, which was supposed to be the most interesting part of the event, are essentially just snow versions of the Fortnitemares that released in October, which effectively also makes them just reskinned versions of the zombies from Save the World.

The worst part is that the challenges during the event have all been nothing but a chore. It’s just shooting at Ice Monsters in between games. It’s just like Epic Games rehashed Fortnitemares and slapped a snow theme to it. What’s up with that?

Of course, Epic Games could rectify all of this by ending the event on a big note. Already, there are rumors surfacing about how we’re going to see a giant boss battle where everyone in a single game gets involved and has to work together to shoot it down. That’d be nice, if it did happen. But, at this point, it doesn’t really change the truth regarding majority of the event itself – a proof that Epic Games is starting to sit on their laurels and reskinning previous events. You know how boring an event is when the most interesting bit is checking the Polar Peak dungeon every 12 hours to wait for the melting ice to reveal what’s most likely going to be a Snowfall in-game skin.

Hopefully, Epic Games doesn’t pull off something like this again. They can, but they shouldn’t. There’s far more interesting stuff that they could do in terms of adding more PvE content for Fortnite: Battle Royale and just reskinning previous events and calling it a day just won’t cut it. But, maybe, just maybe, I’m an entitled player who’s just been spoiled by what Epic Games has done so far. Because, really, props to them.

At nearly every turn, Epic Games had one-upped themselves with every decision they’ve made for the game, and it’s probably because of this that I felt like it was worth noting just how disappointing the current event was. Here’s to hoping that this weird week (or event) doesn’t happen again.

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Language Skill Activity Plan Context

Topic

Skill Focus

Objectives

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The Battle of Hamburger Hill

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Grammar and Spelling Mistakes

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Clarity and Functional Grammar

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Gun Rights & Public Safety

Introduction

Theoretical Background

The Fundamental Attribution Error

Belief in a Dangerous World Theory (BDW)

Committing FAE in our cognitive minds due to BDW

Exposure to negative stereotypes leading to FAE

Disucssion on the pros and cons of gun control

Conclusion

Reflection

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Gun Rights in Us

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Key Facts about Americans and Guns Rights

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Arguments against Gun Rights

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Gun Control Vs Gun Rights

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Letter of Intent – Graduate Studies

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The Concept of a Growth Mindset

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High School Graduate

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Graduate Business School

Introduction

Efficiency of Operations

Access to Information

Effective Communication

Security

Innovation and Creativity

Human Resource Management

Human Error

Ease of Doing Business

Global Business Opportunities

Research

Storage of Information

Expenses

Dependence on Technology

Replacement of Human Resources

Social Networking

Cyber Attacks

Demotivated Workforce

Conclusion

References

Websites

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Children’s Mindsets Change from Growth to Fixed as they Mature

Abstract

Method

Materials

Procedure

Results

Discussion

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Keller Graduate School of Management

References

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Dweck Cognizing Growth Mindset: a Critical Review

Abstract

Dissecting the Power of Yet

The Shallow Truth

Where There’s Smoke, There’s Fire

An example of how the results of GMT in practice are vaguely presented can be seen

Writing on the Wall

At the End of It All

Works Cited

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