Business Management practice Essay Example | Topics and Well Written Essays - 1500 words

Business Management practice - Essay Example Managing the workforce’ behavior and attitude in today’s modern times still reflects the influence of at least six major schools of management thought. These are the influences of Frederick Taylor’s Scientific Management, Henri Fayol’s Management Process School, the Human Relations School by Mayo, the Quantitative Sciences School, the General Systems Theory, and the more modern Management and Culture school of thought (Rodriguez, 2001). But the growing complexities of the modern organizations, even becoming global in character, have necessarily required the evolution and development of other perspectives to deal with people. In one article over the internet, one management consultant even declared that â€Å"classic management theory dies† (Joffinza, 2007). Modern times have brought the classic management theory into a challenge. New perspectives which emerge from the growing multi-cultural nature of organizations are borne, thus new paradigms are d eveloped either to complement or replace the classic management theory. Since an organization is composed of individuals with varying personalities converging together to achieve organizational goals, it is inevitable that conflicting interests and clashing personalities will slow down organizational momentum in achieving previously set goals. This is due to the fact that individuals have their own personal agenda that may be different from other co-workers. It is thus necessary to manage such varied behavior and attitude in the workplace in order to promote a harmonious inter-personal relationships in the workplace, thus minimizing any disruptive behavior that can affect the operations of the business. Managing the behavior and attitude of the workforce is so important in every organization that its study has already evolved as a formal discipline. Organizational behavior,

Christian Counseling Ethics Code Analysis Paper Essay

Christian Counseling Ethics Code Analysis Paper - Essay Example Competences, confidentiality and informed consent are the three sections of the codes that are examined for differences and similarities. This code has nine points under the heading competence which include honoring the call to competent Christian counseling, duties to consult and refer, consultation practice, referral practice, seeking Christian help, avoiding counsel against professional treatment, duties to study and maintain expertise, maintaining integrity to work, reports and relations, and protective action when personal problems interfere. The AACC Code of Ethics stresses that Christian counselors make only realistic statements about their identity, education, experience and the counseling goals (AACC 2004, ES1-200). Moreover, the professional counseling (such as medical or psychiatric treatment) is not avoided or advised against even if the providers may not be a Christian. ACA Code of Ethics has eight key points which include: boundaries of competence, new specialty areas of practice, qualified for employment, monitor effectiveness, consultation on ethical obligations, continuing education, impairment, and counselor incapacitation or termination of practice. The emphasis is made on the high competence of counselors who gain knowledge and skills pertinent to working with the diverse client population (ACA 2005, Section C). Counselors are able to practice in specialty areas which is new to them only after the appropriate education is gained and the experience monitored. Consulting with other specialists is highly encouraged however within the ethical boundaries. Differences and Similarities Despite the fact that both Codes are talking about competence issues, it appears that the issue is being discussed from completely different standpoints. AACC Code of Ethics is based on the statement that all of the information about the counselors' competence corresponds to the real facts, while ACA Code of Ethics is based on the statement that every counselor occupies the position he is eligible for, in other words according to the education and experience. One of the similarities is that both codes talk about the boundaries of competence and assistance from other specialists - such counseling is encouraged and supported by both codes for the higher benefit of the client. One of the differences is that AACC Code of Ethics makes a point that the professional help of non-Christian professionals is not avoided and advised whenever the client seems to need it. ACA Code of Ethics does not have such a point under "Competence" section. The reason for this difference is obvious: AACC supp orts the counseling based on the Christian moral values and similar institutions often avoid advising outside help from non-Christian institutions. There is no need to make any statement about this in ACA Code of Ethics because it is not based on Christian principles. In addition, both Codes are talking about the monitoring of effectiveness and cases of counselor's impairment. These points need to be addressed in both codes because these processes are impacting the quality of service provided to the clients. Informed Consent AACC Code of Ethics "Christian counselors secure client

Mass Object Affect Falling Speed Liquid Environmental Sciences Essay

Mass Object Affect Falling Speed Liquid Environmental Sciences Essay The purpose of this experiment was to determine how a mass of an object would affect its speed when sinking through glycerin or water. I became interested in this idea when watching a movie on submarines which are designed to be able to travel through water at high speeds. I knew before I started my investigation that glycerin is heavier than water, thus glycerin will slow down the speed of a falling object. I also knew that the heaviest object falls faster than the light objects due to my knowledge and observation of a falling stone which is obviously faster than a falling bird feather. Why the investigation is important? The problem was important to investigate because when I was watching a movie about submarine, I wondered about submarine as being a heavy object and how it travels through water so smoothly with very high speed. I was trying to see if objects mass affects the speed it travels through water. The speed of falling weights through water and glycerin is tested in this research. I think that the heaviest weight will be the first to fall. The materials used in my experiment are cylinder, 3 different weights, stopwatch, water and glycerin. The results turned out to be that the heaviest weight reached the bottom of the cylinder first, while the second was the middle weight and the lightest weight was the last. Thus my hypothesis turned out to be correct as the heaviest weight fell in the shortest time. I have also observed that it is really difficult to maintain the same amount of force on each weight, as a workaround the same dropper dropped the 3 weights from the same distance. For further research enhancement, I suggest that weight should have been hanged on U shape wood board freely and use scissors to release the weights to ensure that no external force was added to the weight. Also tested weights need to be of the same shape and size to eliminate any additional variables. I have really gained lots of information about gravity, weights and fluid friction. Background Information Aristotle theorized that heavy objects accelerate faster than lighter ones. Galileo observed the dropping of varies masses from the Leaning Tower of Pisa. He noticed that the acceleration is independent of their mass which leads him to a conclusion that a falling or rolling objects appeared to accelerate at the same rate independently of their mass. Aristotles theory was based on the philosophy of logic in that it seemed obvious that heavier objects would fall faster than light objects, while Galileos theory was based on actual observation and experimentation. Galileo Italian physicist, mathematician and philosopher Aristotle Greek philosopher (384 BC 322 BC) (15 February 1564Â   8 January 1642) Summarizing Aristotles View and Galileos experiment Aristotle held that there are two kinds of motion for objects, natural and unnatural. Unnatural (or violent) motion is when something is being pushed, and in this case the speed of motion is proportional to the force of the push. Natural motion is when something is seeking its natural place in the universe, such as a stone fall. For the natural motion of heavy objects falling to earth, Aristotle stated that the speed of fall was directly proportional to the weight, and indirectly proportional to the density of the medium the body was falling through. Galileo has done multiple experiments to answer the question that heavy objects fall at practically the same rate. Observation wont only answer this question as all objects fall too fast. To make any kind of measurement of the speed, the motion must somehow be slowed down. Thats why I have selected Glycerin instead of water to slow down the speed of a falling object!!!!! Mass and Weight The mass of an object is measure of the amount of matter in the object. While the weight of an object is defined as the force of gravity on the object and may be considered as the mass times the acceleration of gravity, w= mg. While the real weight of a human is determined by his mass and the acceleration of gravity. Falling objects holds a force thats much high than its weight. Weightlessness While the real weight of a human is determined by his mass and the acceleration of gravity, ones real or effective weight comes from the fact that he is supported by other objects like floor, chair and table. If all the supported objects are removed all of a sudden the person will begin to fall freely and he feels weightless Thus weightlessness refers to a state of being in free fall. The state of weightlessness can be reached in quite a lot of ways, all of which involve significant physical principles as seen in below figures. What is Friction? A friction is the wicked force of all motions. Regardless if you throw an object to the right the friction switches the direction of the falling object so we call it the opposite wicked force. Friction is actually a force that appears whenever two things are rubbed against each other. Although two objects might look smooth, microscopically, theyre very rough and jagged, as seen in below picture: As objects slide against each other, a crush and drag force against each other is produced. This is where friction comes from. Friction is useful as it has a lot to do with our daily life. Without it, we wouldnt be able to walk, sit in a chair, climb stairs, or use a mouse to surf the web. Everything would just keep slipping and falling all over the place. Fluid friction Fluid friction is what happens with liquids and gases (In Physics, liquids and gases are both called fluids) Fluid friction depends on how thick the fluid is (its viscosity), objects shape and objects speed. Aircraft and car designers want to reduce drag, so that they can go fast without having to waste too much fuel. To reduce friction, we need a shape that the fluid can flow past easily and smoothly. This tends to mean using long, pointed, streamlined shapes. Speed, Acceleration and Forces Speed is how fast an objects position changes with time at any given moment. A car traveling 70 KM per hour is traveling faster than a car with a speed of 40 KM per hour. Average Speed is the total distance traveled by the amount of time. The description of both speed and direction of a moving object is its velocity. Two objects can have the same speed but different velocities if they are moving in different directions. When a moving objects velocity increases with time, the object is accelerating. The acceleration of an object falling freely near Earths surface due to gravity is called a G. A force is a push or pull exerted by one object on another. Forces change the motion of objects. Friction is a force that opposes the motion of an object sliding over another. Friction acts any time the surfaces of objects are in contact. When an object moves through a gas, such as air, or any liquid, there is forces that resist motion. This force is called drag force. As an object moves through the air, the air molecules hit into it (a drag force) and cause the object to slow down. Drag force depends on speed. The faster the speed, the greater the drag force. Gravity is a force of attraction that exists between all objects with mass. The force of gravity between two objects depends on the masses of the two objects and the distance between the objects. The closer the objects are to each other, the stronger the force of gravity exerted on each other. The force of gravity between Earth and any other object is called the weight of the object. Sources of Error: The sources of error in this project were mainly human error; the dropper can not exactly maintain the same external force on dropping the weight, the stopwatch holder could waste some seconds before stopping the watch. I have encountered and taken care of another error by changing the research topic slightly as I wanted to test the speed of falling balls with different weights (ping pong, Squash and Golf) in glycerin, but the ping pong and the squash ball float in the glycerin. That is why I used 3 different weights instead of the 3 balls. Applications of investigations: I think that engineers creating submarines or any under water traveling objects will greatly benefit from my research. Further Research: Next time I will try to be more accurate in my experiment by using different weights with same size and shape and try to get rid of human error as much as possible.

The Duchess of Malfi Essay examples -- Duchess of Malfi Webster Papers

The principal characters and their roles We follow after bubbles, blown in th'air. Pleasure of life, what is't? Only the good hours of an ague The Jacobean age was one of questioning and uncertainty about many issues, such as religion, politics and law. At the same time it was rediscovering the potency of Classical texts of Rome and Greece, and reinterpreting tragic form to suit its own ends. The Duchess of Malfi is a revenge tragedy, but Webster has used the form for much more than just its entertainment value; he has used it as a vehicle for the exploration of some themes relevant to the society of his time. Webster based his plot on a true story set in Italy, and kept the Italian setting because like Shakespeare and other playwrights of his day, he had to use politically-acceptable foreign settings in which to explore ideas such as those presented in The Duchess of Malfi, (which were really commentaries on the England of their own era), to do with inequality, injustice, and corruption, without causing outrage in response to his work. Antonio and The Duchess The fact that Antonio can never have an equal relationship with the Duchess has prompted some readers to feel that his importance as a character in the play is limited, while others suggest that his main role is as a mouthpiece for Webster's own judgements and opinions. To assess the importance of his role we need to consider it relation to the Duchess, and in the context of the play as a whole. Inequalities of power associated with gender and social status are highlighted in the relationship between The Duchess and Antonio, and the reactions of others towards their relationship. In Antonio's self-deprecating dying speech, Antonio: We follow afte... ... been pointed out that The Duchess of Malfi is a flawed play. For example Ferdinand reveals to Bosola a possible motive for wanting his sister to be murdered: Ferdinand: To have gain'd an infinite mass of treasure by her death. [Act 5, Scene ii] But this sounds unconvincing, as Malfi is little more than a poor fishing village. Moments such as these in the play have led it to be criticised for its plot, and it has other flaws. For example is it plausible that the Duchess could marry Antonio and have children in secret? Webster tends to neglect the importance of The Duchess' sons, and in Act 5 we see Delio apparently with a false heir. But in spite of these flaws The Duchess of Malfi has lasted and remained popular, not just for its potent entertainment value and Webster's masterful use of language, but also for the insights it gives us into Jacobean society.

Gmat -Awa

Guide to Perfect 6. 0 AWA GMAT Score 1. General Structure 1. 1 Argument Intro – Restate argument, point out flaws or state intention to discuss them below 1st Para – First,†¦ 2nd Para – Second/In addition,†¦ 3rd Para – Third/Finally,†¦ Conclusion – The argument is flawed/weak/unconvincing because of the above -mentioned†¦ Ultimately, the argument can be strengthened if/by†¦ 1. 2 Issue Intro – Restate issue, take a position 1st Para – First/One reason†¦ 2nd Para – Second/Another reason†¦ 3rd Para – Third/Perhaps the best reason†¦Conclusion – Acknowledge the other position but re-affirm yours and conclude that it is the stronger. 2. Structural Word (should be all over the essays) Supporting examples – for example, to illustrate, for instance, because, specifically Additional support – furthermore, in addition, similarly, just as, also, as a result, moreover Import ance – surely, truly, undoubtedly, clearly, in fact, most importantly Contrast – on the contrary, yet, despite, rather, instead, however, although, while Decide against – one cannot deny that, it could be argued that, granted, admittedly Ying-yang – on the one hand/on the other handConcluding – therefore, in summary, consequently, hence, in conclusion, ultimately, in closing 3. Templates 3. 1 Argument Intro: The argument claims that †¦. (restate) Stated in this way the argument: a) manipulates facts and conveys a distorted view of the situation b) reveals examples of leap of faith, poor reasoning and ill-defined terminology c) fails to mention several key factors, on the basis of which it could be evaluated The conclusion of the argument relies on assumptions for which there is no clear evidence. Hence, the argument is weak/unconvincing and has several flaws. 1st Para:First, the argument readily assumes that†¦Ã¢â‚¬ ¦ This statement is a s tretch†¦. For example,†¦ Clearly,†¦ The argument could have been much clearer if it explicitly stated that†¦ 2nd Para: Second, the argument claims that†¦. This is again a very weak and unsupported claim as the argument does not demonstrate any correlation between†¦. and†¦ To illustrate,†¦ While,†¦ However,†¦. indeed†¦. In fact, it is not at all clear†¦ rather†¦. If the argument had provided evidence that†¦.. then the argument would have been a lot more convincing. 3rd Para: Finally,†¦ (pose some questions for the argument)†¦..Without convincing answers to these questions, one is left with the impression that the claim is more of a wishful thinking rather than substantive evidence. Conclusion: In conclusion, the argument is flawed for the above-mentioned reasons and is therefore unconvincing. It could be considerably strengthened if the author clearly mentioned all the relevant facts†¦. In order to a ssess the merits of a certain situation/decision, it is essential to have full knowledge of all contributing factors. In this particular case†¦. Without this information, the argument remains unsubstantiated and open to debate. . 2 Issue Intro: Many/some people think that†¦. Others†¦.. (restate) The issue is a controversial one but a closer examination reveals that†¦. (take a position)†¦ for several reasons. 1st Para: One reason is that/for†¦ For example,†¦ Furthermore,†¦ Clearly,†¦ 2nd Para: Another reason is that/for†¦ To illustrate,†¦ As a result,†¦ 3rd Para: Perhaps the best reason is (that)†¦. Specifically,†¦ Moreover/In addition†¦. In fact,†¦. Therefore,†¦. Conclusion: In summary, while there are arguments to be made for both sides, it is clear that there are greater advantages to†¦. repeat the reasons). Certainly,†¦.. outweigh†¦Ã¢â‚¬ ¦. Hence,†¦. (re-affirm your position) 4. Going from the templates to full-fledged essays 4. 1 Argument ESSAY QUESTION: The following appeared in the editorial section of a national news magazine: â€Å"The rating system for electronic games is similar to the movie rating system in that it provides consumers with a quick reference so that they can determine if the subject matter and contents are appropriate. This electronic game rating system is not working because it is self regulated and the fines for violating the rating system are nominal.As a result an independent body should oversee the game industry and companies that knowingly violate the rating system should be prohibited from releasing a game for two years. † Discuss how well reasoned you find this argument. Point out flaws in the argument's logic and analyze the argument's underlying assumptions. In addition, evaluate how supporting evidence is used and what evidence might counter the argument's conclusion. You may also discuss what additional evidence could be used to strengthen the argument or what changes would make the argument more logically sound.YOUR RESPONSE: Quote: The argument claims that the electronic games rating system, although similar to the movie rating system, is not working because it is self regulated and violation fines are nominal, Hence, the gaming rating system should be overseen by an independent body. Stated in this way the argument fails to mention several key factors, on the basis of which it could be evaluated. The conclusion relies on assumptions, for which there is no clear evidence. Therefore, the argument is rather weak, unconvincing, and has several flaws.First, the argument readily assumes that because the electronic game rating system is self regulated, it is not working well. This statement is a stretch and not substantiated in any way. There are numerous examples in other areas of business or commerce, where the entities are self regulated and rather successful. For instance, FIA, the Formula1 racing organization is self regulated. Yet, the sport is very popular and successful, drawing millions of spectators around the world each year. Tickets are rather expensive, races are shown on pay-per-view, and nearly all drivers are paid very well.Another example is the paralleled movie rating system that the argument mentions. The author fails to clarify whether it is working well, but it is clear that the movie rating system is pretty well received by people, who often base their decisions to go see a movie with kids or not on the movie rating. It has never been a case when someone would feel cheated by the movie rating and express disappointment afterwards. Since the movie rating system is also self regulated, it follows that this regulatory method is working pretty well and it is not obvious how it can be the reason for the poor electronic game rating system.The argument would have been much clearer if it explicitly gave examples of how the self regulatory system led to bad r atings and customer dissatisfaction. Second, the argument claims that any violation fees for bad electronic game ratings are nominal. It thus suggests that this is yet another reason for the rating system not working. This is again a very weak and unsupported claim as the argument does not demonstrate any correlation between the monetary amount of the fines and the quality of the electronic game rating system. In fact, the argument does not even draw a parallel with the mentioned movie rating system and its violation fines.If any such correlation had been shown for the movie rating system, which supposedly works well, then the author would have sounded a bit more convincing. In addition, if the argument provided evidence that low violation fines lead to electronic game manufacturers to ignore any regulations with respect to the game rating system, the argument could have been strengthened even further. Finally, the argument concludes that an independent body should oversee the game industry and companies that violate the rating system, should be punished.From this statement again, it is not at all clear how an independent regulatory body can do a better job than a self regulated one. Without supporting evidence and examples from other businesses where independent regulatory bodies have done a great job, one is left with the impression that the claim is more of a wishful thinking rather than substantive evidence. As a result, this conclusion has no legs to stand on. In summary, the argument is flawed and therefore unconvincing. It could be considerably strengthened if the author clearly mentioned all the relevant facts.In order to assess the merits of a certain situation, it is essential to have full knowledge of all contributing factors. 4. 2 Issue ESSAY QUESTION: â€Å"Poor health and high stress levels diminish the productivity of today’s office workers. In order to maximize profits, companies need to provide white-collar employees with free exercise facilities and free wellness classes. † In your opinion, how accurate is the view expressed above? Use reasons and/or examples from your own experience, observations, or reading to develop your position. YOUR RESPONSE: Quote:Some people think that productivity at work could be increased if workers are provided with free exercise facilities and wellness classes, as this will improve the workers health and diminish the level of stress in the office. Other people support the claim that people should manage their own health and stress level outside the work space. The issue is a controversial one but a closer examination reveals that companies that promote healthy living among their employees are indeed more productive. One reason is that people often do not find the motivation or the energy to o to a wellness class and exercise outside of work. Most people are usually very tired by the end of the work day and have other family duties or priorities to worry about. For example, do ing grocery shopping, cooking, picking up the kids from practice, etc. Therefore, it is very difficult for such people to make time for exercising and maintain healthy habits. As a result, the stress from a long day of work at the office gets carried over to the next day and the pattern repeats. Eventually, the health of those people worsens and their productivity on the job diminishes.Another reason is that people often find it attractive to do what their friends or colleagues do. For instance, if five colleagues of a worker join a pilates class and are happy about it, they then tend to recommend it to the worker in question and she will eventually join the class. Contagious behavior such as this can be very easily achieved on the job if pilates classes are offered, because then the discovery of the opportunity and the motivation to join are easily found. Hence, exercising at work becomes a very comfortable activity easily fit into a schedule and promotes the health and happiness o f the employees.They not only feel better heath-wise after exercise, but also strengthen relationships with co-workers by doing activities together. In a way, this whole experience can be viewed as team building. Consequently, workers are more energized, alert and therefore productive in their jobs. Perhaps the best reason is that by providing free exercise facilities and wellness classes companies improve their image and become attractive places to be at for future employees. Not only can such companies attract more viable candidates for new openings, but they can also retain longer the employees they already have.To illustrate this point, let us take Google for example. The company was recently ranked as the best one to work at. One of the main criteria for achieving this rank was the fact that the company takes very good care of its employees in terms of encouraging healthy living. There are numerous sports facilities on the Google campus which people are encouraged to use. Those include gyms, swimming pools, volleyball courts, massage chairs, etc. Personal trainers are also available for free for anyone that needs them. There is also a health center facility on site.With that kind of environment it is difficult to not take advantage and live a healthy living, resulting in better productivity on the job. In summary, while there are arguments to be made for both sides of the issue, it is clear that there are much greater advantages for companies to provide their workers with free health facilities and classes. Workers find it not only much easier to take advantage of such opportunities on site, but also are much more motivated to do so there. Participating in sports activities improves the workers' mood, desire to work hard, keeps them healthy, and creates a bond among workers.As a result, this translates to a better productivity of the workers and ultimately to maximized profits for the company. 5. Final tips During the tutorial type in a few sentences in t he mock essay window to get used to the keyboard. Again during the tutorial, jot down on your notebook the basic structure of your essays or the opening sentences in case you get too nervous and forget them when the clock starts ticking. Write as much as you can. Try to write at least 500 words per essay. Always have the e-rater in mind as your potential reviewer.Remember that the human rater will make every effort to grade just like the e-rater. In that sense, keep your structure and volume in mind over actual quality/content. Be careful of spelling mistakes. Double check words that you normally know you misspell (e. g. exercise). Try to finish 2-3 minutes before time is up so you can slowly re-read your essay for the purposes of spell checking. Do not reorganize/delete sentences/paragraphs with less than 2 min left. No matter how great you thought your essays went, try to stay humble and focused – remember this was just a warm-up and the real stuff hasn't started yet!Good l uck! —————————- Here is an essay I wrote for a PR Test – Graded a 6. 0 (normally they grade harder than real thing) Prompt: â€Å"The autonomy of any country is based on the strength of its borders; if the number of illegal immigrants entering a country cannot be checked, both its economy and national identity are endangered. Because illegal immigrants pose such threats, every effort must be made to return them to their country of origin. † Assignment: Discuss how well-reasoned you find this argument.In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative explanations or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in the argument would make it more logicall y sound, and what, if anything, would help you better evaluate its conclusion. â€Å"This argument relies heavily on unverified assumptions and has a very extreme conclusion.The author fails to make logical connections between the evidence provided and the conclusion that all illegal aliens must be returned to their country of origin. The first problem with the argument is that it suffers from multiple unsubstantiated claims. The first evidence that is given to support the extreme conclusion is that the autonomy of any country is based on the strength of its borders. This statement is also extreme because it infers that every countries autonomy could be ranked by the strength of its borders. There are many European countries that have very little strength exerted at the borders, but still maintain autonomy.The author should clarify this statement by grouping countries together or using a more vague statement that would include most countries but not all. The next statement in the a rgument is conditional phrase stating that the more illegal immigrants that enter a country the worse off the economy and national identity will be. While this statement might be true for some countries it is certainly not true for all countries. The very foundation of early US society was based on immigrant labor and culture that brought from over the sea. There are still many countries whose economy is heavily dependent on immigrant labor.Even though many economist feel this statement is true in the US today, most would disagree that this statement is true of all countries. The final portion of the author's argument is the conclusion. The conclusion states that the because of disadvantages mentioned earlier all illegal immigrants must be returned to their country of origin. Although this statement might appear to be a logical conclusion of this extreme argument it fails to take extra information into account. The author doesn't give any indication on how extreme these problems wil l be or how costly it will be to return the amount of illegal aliens to their home country.What if the cost to the economy was half the amount that it would cost to send all of the immigrants back to their country of origin? The author could use some monetary figures to prove that some savings would be incurred if all illegal immigrants were deported. In conclusion, the argument suffers from logical flaws and makes an extreme conclusion based on unproven assumptions. The addition of hard examples and connections between the statements would prove to strengthen the argument. † *This just shows you how you don't have to write great to get a good score*

Learning style Essay

There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one’s teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one’s teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone’s education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One can’t hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve one’s learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students’ cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myth’s perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners’ abilities. And adjusting a lesson not just to be appropriately pitched at the students’ level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students’ attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldn’t congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Don’t Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine – September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. 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