Personal Narrative - Flying on the Wings of Love Essay -- Personal Nar

Flying on the Wings of Love The seat rumbled in the window seat of the plane. I looked out across the wing at the tiny men running frantically around in their orange vests. I started thinking about where I was about to go and my palms started to sweat. "Oh no" I thought to myself as I felt my body tensing. I was getting nervous although I had no clue about how my life was about to change. The plane began to move. We were taking off. With each minute, and each thought, I became more and more anxious. I looked out the window. The ground moved faster and faster, soon the gravel began to look like blurry streaks and suddenly the plane lifted. My mind cleared and I just watched... I looked down upon the tiny little towns, my nose pressed up against the cold, plastic window, and my imagination took over... I began to dream of living in foreign lands. A huge mansion on a vineyard property perhaps. The sunshine pouring through my window every morning. I then pictured myself getting up, putting on a silk robe and walking downstairs. The scent of grape blossoms ...

Army Crew Team Case Analysis Essay

Colonel Stas Preczewski, better known as Coach P., was the coach of the Army Crew Team for the United States Military Academy at West Point. He was responsible for managing two teams of rowers for the 2000 meter race. They were the Varsity and Junior Varsity (JV) teams and consisted of eight rowers per crew. The 2000 meter races are considered to be very rigorous and could also be compared to playing two basketball games. Because rowing can be so exhausting, the sport requires a lot of endurance and strength to be successful. It is also important to focus on the psychological aspects of this sport. According to a survey that was done by the U.S. Olympic Committee, coaches with at least four years’ experience felt that psychological aspects should be focused on as part of coaching a successful and winning crew. Teamwork was considered essential for all of the rowers. If a rower only thought about his technique, it could potentially slow the entire boat down because the team wou ld no longer be synchronized. All crew members must also have trust in one another. The Army Crew Team of 2001-2002 had gone through extensive training year-round to prepare for the National Championships that are held in spring. In winter they spend time building strength by lifting weights and perfecting technique by practicing on the Ergometer, or ‘erg,’ which is a measuring tool for rowers to determine individual technique and endurance. In the spring they went on a retreat to Atlanta where ultimately Coach P. would determine the members who would fulfill the Varsity and JV teams. Coach P. determined the teams by using a system referred to as ‘seat racing,’ the same method that is used in selecting rowers for the Olympics. He determined the members of the Varsity team by taking the top eight scores for individual strength, with the exception of two men. One was more self-absorbed and was only concerned with his own success, and the other did not have a strong technique. After he chose the teams, they raced each other and the Varsity team won, which confirmed his evaluation. Immediately when they got back to training on the Hudson River, the Varsity team was unhappy because they did not beat the JV team by a greater margin at the retreat, and Coach P. thought that they were just striving for excellence. However, throughout the spring, the JV team was consistently beating the Varsity team. Coach P. was concerned with this and did more testing, which revealed that the Varsity team was stronger and  had more endurance then the JV team. He could not figure out why this was the case. He, along with his assistant, determined that there were many more team disrupters on the Varsity team, and there were no team disrupters on the JV team. They then brought in members from the Center for Enhanced Performance, who could help with building team and individual performance. The JV team took well to this and employed the techniques for building new attitudes and confidence, but the Varsity did not seem to do this and felt that any positive display towards one another was too ‘touchy feely.’ The JV team continued to beat the Varsity team. After each race the Varsity team would heavily critique one another on an individual level. The JV team only focused on displaying inspirational sayings such as â€Å"we will succeed together, we will fail together.† The Varsity team and Coach P. were looking for answers. Problem The Varsity team was not winning races because they did not know how to work well with each other and work as a team. This is something that the JV team was able to do very effectively. It has been proven through many findings in research that people perform better if they exhibit teamwork (Chieh-Wen, Yi-Fan & MingChia, 2010). When a team works together, it enhances the quality of the work and instills trust and satisfaction in the team members (Chieh-Wen, Yi-Fan & MingChia, 2010). It was very apparent that the Varsity team was not happy with the outcomes of any of their races, including the first race they had against the JV team. Throughout the season the Varsity team was not working well together, which translated into poor performance. Trust is also very important for effective teamwork. Welch and Welch (2011) state in the article â€Å"How to Build a Winning Team† that when a winning team â€Å"is infused with trust, people play to their better angles. They share ideas freely (p. 2).† Clearly the Varsity team had opinions about each other, however, they were not encouraged to state their problems directly to each other, they were to direct the questions to Coach P. Each of the members of the Varsity team were selected because of their strength and endurance, so most of them thought that they were the best, and it almost seems as if they did not trust that any of the other teammates were as good. This could also be explained when Coach P. examined both the JV and Varsity  teams strengths and weaknesses and determined that the Varsity team consisted of many team disrupters, or people that either talk too much or criticize others during practice. The article called â€Å"Nurturing Interpersonal Trust in Knowledge-Sharing Networks† (2003) also talks about two dimensions of trust. One dimension is benevolence, or the idea that people feel that they are being cared about and have an interest in their well-being and the other is competence, which is that the person has relevant expertise and can be depended on to know information (Abrams, Cross, Lesser, and Levin). These are two important aspects to teamwork that are clearly an issue impacting the Varsity team. The Varsity team also felt that at one point in the season Coach P. was trying to create a rivalry between the two teams which is why they had to row against each other in practice so often. A member of the Varsity team felt that it was unnerving that they had to compete against the JV team, almost like making them off of their game. They had no clear direction as to where the team was going, no proper leadership to direct them. â€Å"In groups that had high levels of collaborative behavior, the team leaders clearly made a significant difference (Gratton, Erickson p. 106, 2007).† It is important to have leadership and direction. The Varsity team did not have any members who did this nor did they feel that their coach was always supportive. The problem lies with the lack of teamwork within the Varsity team. They did not have proper leadership or trust to be able to be a winning team. The Varsity team continues to be beaten by the JV team due to the lack of teamwork. Being in synch is what rowing is all about, and they are not able to do this. The dictionary defines teamwork as â€Å"cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interest of a common cause.† Solutions Coach P. must determine what to do with the Varsity team and he is faced with three options. The first option would be to switch the Varsity and JV boats. Second, he could switch individual members from each boat. Finally, he could keep everything as is, and try to increase the Varsity boat’s  performance so that they start to win. Each option will be evaluated based on several criteria. The ultimate goal of Coach P. and all of the team members is to develop a winning team. Each option must be evaluated on whether the chosen team will maximize its performance and win races. Also is there enough time to make the changes necessary to win? Timing is important because there were only four days until the National Championships. Can there be a positive relationship between team members with each option? The important aspect to focus on is whether or not the relationships can maintain or be mended. Having positive relationships are directly related to the importance of teamwork and whether or not positive teamwork will happen at all. The first option to be evaluated is the possibility of switching the Varsity and JV boats. The team members on the JV team were assigned to that boat because their performance, individually, was not as good as the members who were initially chosen for the Varsity team. With the exception of two members on the JV team, they consisted of members who were not nearly as strong, had less endurance and were also technically not as good as the Varsity team. It would be fairly easy to make this adjustment so timing would not be an issue since and could be easily done within four days. Will the relationship between both of the boats change if the boats were switched? There is a possibility that the JV teams relationship would change because they initially thought that they had nothing to lose being on the JV team. If they were to be named the new Varsity team, personalities could change because of the increased stress level since they no longer will have the ‘nothing to lose’ feeling. Even one of the members from the JV team were not chosen for the Varsity team initially because of his focus was on individual performance, and he was also critical of others, and these reactions could be reignited if the switch was made. Coach P. could switch individual team members between boats. Based on documented results, Coach P. specifically chose the Varsity boat due to their strength and endurance. Since there were a few members that were also very strong on the JV team, the switch could still keep the performance at a high level. The rower that struggled with technique could maybe improve on  performance if he were with other members that were just as strong. Being in synch is something that is extremely important in rowing, and if a team is not able to do this, they will not be successful. Timing could be an issue with this option since they only have four days to learn how to work with one another. Trust could be a problem as well since they have not worked with each other on a consistent basis. Because of the short amount of time that they have to work with one another, it can also have a negative effect on the relationship of the team. Psychological factors are important to the success of any rowing team and they could be compromised, especially the original members of the Varsity team. They will feel even more beat down. Coach P. has already tested this option and the JV team members had a difficult time getting along with the Varsity members. Finally, Coach P. could not make any adjustment between the JV and Varsity teams and try to focus on getting the Varsity team to work with one another. The members of the Varsity team were evaluated at the Atlanta retreat by Coach P. and he determined that they were the strongest, had the most endurance, and had the best technique. This is the reason that they were chosen for the Varsity team in the first place, so the performance potential is definitely present in each of the Varsity team members. Timing is something that could be an issue because it might be questioned as to how can the Varsity team learn to work with each other in four days if they were unable to work well as a team up until then? Four days is a very short time frame to develop trust in one another. This is also important in determining whether or not the relationship could be mended. Coach P. has already tried to work on building a more positive relationship that would enhance performance when he brought in a person from the Center for Enhanced Performance to specifically work on building their confidence in one another. When Coach P. initially selected the teams, he did not see that there were ‘team disrupters’ even though he did see that in members that he did not select for the Varsity team and purposely put them on the JV team. This shows that there may be potential in mending the relationships, if Coach P.’s initial analyses were correct. Recommendations and Plan of Action Coach P. should keep the Varsity team as-is and try to build on the  teamwork. The main reason is because in his initial analysis at the Atlanta retreat he had determined that they are in fact the strongest, have the most endurance and technically are the best rowers out of the sixteen men. If he were to switch the boats, it is almost like settling for second best since he knows that they are not the best performers. The relationships are also something that could be of issue in the other two options. It is unknown that the relationship will maintain if the JV team boat were switched, and it was clear that if individual team members were switched that they did not work well with each other through the initial tests that done by Coach P. Coach P. needs to realize that he needs to stand in front of his team to help influence them to perform better and find ways so that they can work well together. â€Å"Research findings demonstrate that perceived team support significantly influenc es teamwork behavior and trust (Cheih-Wen, Yi-Fang &Ming-Cha, 2010).† Since they do not have trust in their coach at all times, based on discussions that they had when they were pinning their failures on their coach, how can they develop trust in one another? Coach P. has put a lot of pressure on them to be a winning team. Along with that pressure, comes more criticism. Coach P. asked that each of the team members only go to him when they have negative things to say about another team member and the Varsity team would email him on a consistent basis. Open and honest communication is extremely important when building trust with one another and if Coach P. is only asking his team to come to him with negative comments, this is not endorsing an open and honest line of communication (Byrne 1999). It does not seem that the Varsity team was able to build any personal connections. Learning what one another has in common on a personal level rather than just a competitive level could help with building that trust (Abrams, Cross, Lesser & Levin 2003). If Coach P. would help with facilitating more personal relationships, they may learn to work well together, even possibly quickly. The process of teamwork â€Å"requires spending time together as a team and making that time enjoyable. By coaching, training together, establishing common goals†¦and having fun together† teams can accomplish a lot together (Byrne, 1999). They need to find something that is fun to do rather than just concentrate on the seriousness of competition. Personal connections  can help develop a care for one another and also more approachable when there are more serious issues that are needed to be discussed (Abrams, Cross, Lesser and Levin, 2003). If the Varsity team is able to laugh together, they will be able to communicate on a more positive level and develop teamwork. In the future, Coach P. should focus developing personal connections with his team earlier on. They will develop trust and positive teamwork that will translate onto the water where they can be more in synch. Conclusion The Varsity Army Crew team did not know how to work well together as a team albeit they were great performers individually. They were not able to beat the JV team, who exhibited a great amount of teamwork even though they were not as strong performers individually. The varsity team was too critical of one another and had no personal connection. After evaluating several options as to what Coach P. should do days before the National Championships, it was determined that he should try to work things out with the Varsity team so that they could work together more cohesively. If they are able to work together as a team, their outstanding strength, endurance and technique should translate to success as a winning team.

Daniel de Lill - ThoughtCo

All About Avoir, a French Super Verb

Avoir is an irregular French verb that means to have. The multitalented verb avoir is omnipresent in the French written and spoken language and appears in a multitude of idiomatic expressions, thanks to its utility and versatility. It  is one of the  most used  French verbs. In fact, of  the thousands of French verbs, it is among the top 10, which also include:  Ãƒ ªtre, faire, dire, aller, voir, savoir, pouvoir, falloir and pouvoir. The Three Functions of Avoir The many forms of  avoir  are busy binding together the French language in three essential ways: 1) as a frequently used transitive verb with a direct object, 2) as the most common auxiliary verb for the languages compound tenses  and 3) as an impersonal verb in the ubiquitous French expression il y a (there is, there are).   Transitive Verb When used alone, avoir is a transitive verb that  takes a direct object.  Avoir  means to have in most senses, including having something in ones possession and currently experiencing something.  Avoir à  Ã‚  can mean to have to, but that expression is more commonly translated by  devoir. Jai deux stylos.   I have two pens.Jai trois frà ¨res.   I have three brothers.Jai mal à   la tà ªte.   I have a headache.Jai une idà ©e.   I have an idea.Jai à ©tà © eu.   Ive been had (tricked).Ils ont  de largent.  Ã‚  They  have money.On a essayà © de tavoir toute la journà ©e.  Ã‚  We tried to get through to you  all day.Elle a de la famille/des amis à   dà ®ner.  Ã‚  Ã‚  She has  relatives/friends over for dinner.Elle a beaucoup de sa mà ¨re.  Ã‚  Ã‚  She really takes after her mother. Auxiliary Verb Avoir is by far the most frequently used auxiliary, or helping, verb in French compound tenses, which include a conjugated form of avoir with the past participle of the primary verb. As an auxiliary verb, it is used to build compound tenses, such as  passà © composà ©.  Verbs that dont use avoir, use  Ãƒ ªtre  as their auxiliary verb. For example: Jai dà ©jà   à ©tudià ©.   I have already studied.Jaurai mangà © avant ton arrivà ©e.   I will have eaten before you arrive.Si javais su, je taurais tà ©là ©phonà ©.   If I had known, I would have called you.Jaurais voulu vous aider.  Ã‚  Ã‚  Id have liked to help you.Il les a jetà ©s dehors. He threw them out.Jai maigri. Ive lost weight.As-tu bien dormi  ? Did you sleep well ?Jai à ©tà © surpris. I was  surprised.Il aurait à ©tà © enchantà ©. He would have been delighted. Impersonal Verb in Il y a One cannot underestimate how essential this function is to the French language, as the equivalent is to English. As an impersonal verb (verbe impersonnel), avoir is the verb in the utilitarian expression il y a. It translates to there is when followed by a singular, and there are when followed by a plural. A few examples: Il y a du soleil.   Its sunny. / The sun is shining.Il y a juste de quoi faire une salade. Theres just enough to make a salad.Il ny a quà   lui dire. We just have to tell him.Il y a 40 ans de à §a.  Ã‚   40 years ago.Il y a une heure que jattends.   Ive been waiting for an hour.Il doit y avoir une raison. There must be some reason. A Word About Pronunciation: FORMAL VS. MODERN   Careful with the pronunciation of avoir. Consult an audiobook to hear correct pronunciations. 1. In more formal French, there are many sound liaisons involved with the pronunciation of  avoir: Nous avons   Nous Z-avonsVous avez Vous Z-avezIls/Elles ont Ils Z-ont (silent t) Students often confuse the pronunciation of  ils ont  (aller, Z sound) and  ils sont  (à ªtre, S sound), which is a major mistake. 2. In informal modern French, there are a lot of glidings (elisions). For example,  tu  as  is pronounced  ta. 3. Glidings are in everyday pronunciations of the common expression  il y a: il y a yail ny a pas (de) yapadil y en a yan na IDIOMATIC EXPRESSIONS WITH AVOIR Avoir is used in a number of idiomatic expressions, many of which are translated by the English verb to be.   Jai 30 ans. I am 30 years oldJai soif / faim. I am thirsty / hungry.Jai froid/chaud. Im cold/ hot.avoir ___ ans  Ã‚  to be ___ years oldavoir besoin de   to needavoir envie de   to wantMerci. Il ny a pas de quoi  ! [OR Pas de quoi.]   Thank you. Dont mention it. /  Youre welcome .Quest-ce quil y a  ? Whats the matter ?(rà ©ponse,  familier) Il y a que jen ai marre  !  Ã‚  Im fed up, thats what!  Il y en a  OR  Il  y a des gens, je vous jure  !  (familier)  Ã‚  Some people, honestly / really ! Conjugations of Avoir Below is the useful present-tense conjugation of avoir. For  all the tenses, both simple and compound, see avoir conjugations. Present tense jaitu asil anous avonsvous avezï » ¿ils ont

The Use of Standardized Testing - 1088 Words

Research shows that the use of standardized testing has spanned centuries, some of the earlier studies include data from the early 1900’s. According to Frazier (2009), â€Å"there is a significant difference in scores on standardized tests when students have completed a technology education program†. This study shows a correlation between the use of technology within the school system and achievement on standardized tests. Students that are exposed to technology education are more likely to do well on standardized tests. The need for assessment or standardized tests according to Dr. Art Costa, the need to give standardized tests is necessary to obtain information regarding how well schools are performing in relationship to other schools in other countries (Harris, 1993). Also, how well students progress over time and are the students achieving in their school experience. Another measure is how do students assess themselves in relation to their educational journey. This study describes the importance of students assessing themselves. If a student’s journey does not conclude with an understanding of their level of independence on adults and without the tools to be able to measure their knowledge level there is a deficiency within the educational system (Harris, 1993). Dr. Costa explains that standardized testing provides a realistic view of what students know (Harris, 1993). In order to determine if a student can interpret and practice the knowledge learned it should be confirmedShow MoreRelatedUse of Standardized Testing1893 Words   |  8 PagesUse of Standardized Testing: In the past several years, standardized testing has been increasingly used as the most meaningful method for evaluating students but is it accurate indicator of student performance? Standardized testing can be described as the use of tests that are managed, scored, and understood in a predetermined, standard way. There are two main kinds of standardized tests that are widely used in schools i.e. standardized aptitude and standardized achievement tests. The aptitudeRead MoreThe Use Of Formal Standardized Testing And Norm Reference Assessments Of Young Children859 Words   |  4 Pagesit comes to assessing the programs. Standardize testing The NAECY believe that the use of formal standardized testing and norm-reference assessments of young children is limited to situations in which such measures are appropriate and potentially beneficial, such as identifying potential disabilities. (National Association for the Education of Young Children. 2003) The DEC believe much of the same they believe that that conventional standardized norm-references assessments materials and tasks areRead MorePros And Cons Of Standardized Testing Essay903 Words   |  4 Pagescons of standardized testing with input from two teachers who use standardized testing in their classrooms. I’m Sarah and I’m Madison. 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Chesapeake School Board should get rid of standardized testing in all grade levels because of different learning styleRead More Problems With Standardized Testing Essay1454 Words   |  6 PagesIn Standardized Testing and Its Victims, an article written for Education Week, Alfie Kohn states: Standardized testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.... Our children are tested to an extent that is unprecedented in our history and unparalleled anywhere else in the world. While previous generations of American students have had to sit through tests, never have the tests been given so frequentlyRead MoreAnnotated Bibliography Essay1319 Words   |  6 PagesAlternatives to Standardized Tests:. (n.d.). Retrieved February 3, 2015, from http://www.rethinkingschools.org/restrict.asp?path=archive/13_03/assess.shtml This article speaks about different approaches at the end of the grading period as opposed to using standardized testing. Other ideas are evaluation of the work the student has done throughout the year, or quarter. This would take the place of using a pen and pencil test like the standardized test we currently use. An alternative to standardized testingRead MoreStandardized Testing1272 Words   |  6 PagesSynthesis Essay on Standardized Testing Standardized testing in the United States started in the mid- 1800’s (Standardized Tests - ProCon.org). This kind of testing was originally created to measure students’ performance and progress in school (Standardized Tests - ProCon.org). In recent years, the public school system has relied heavily on the information this test provides, in doing so creating controversy. Other than being a student myself, and participating in multiple standardized exams such asRead MoreStandardized Testing And Standardized Tests1204 Words   |  5 PagesYou must mark all your answers on this answer sheet. Use only a No. 2 pencil. You may not use a pen.   When you fill in the circles, make heavy black marks.   If you make a mistake, erase it completely.   Make no stray marks. Do not make any marks on the back of the answer sheet. These instructions are something we have all nearly fallen asleep to over our years of standardized tests. I myself can be included with you in that expe rience and I hope to give you a little more information on these all tooRead More The Controversy of Standardized Testing Essay1492 Words   |  6 PagesThe Controversy of Standardized Testing â€Å"No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning† (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, RegentsRead MoreEssay on Standardized Testing a Failure in Education1335 Words   |  6 PagesStandardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. â€Å"High test scores are generally related to things other than the actual quality of education students are receiving† (Kohn 7). â€Å"Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.†(2) Standardized testing is a great travesty imposed upon the American Public School

Multicultural Education Piecing Together the Puzz Essay Example For Students

Multicultural Education: Piecing Together the Puzz Essay le When a child opens his (or her) first puzzle and the pieces fall to the ground, it may seem very confusing. What are they to do with this pile of shapes in front of them? It often takes a parent to explain to them that all the different pieces fit together into one whole picture. Although every piece is different and unique, when they are all put into their place they form one whole picture. In the same way, teachers can teach multiculturalism in the classroom. Although every member of our society is unique, with different cultural backgrounds, we all fit together to form one unit. As stated by Noel (1995), Understanding our own identity and the culture of our community requires knowledge and recognition of our cultures and communities and how they have shaped us (p. 267). By adding a multicultural component to their curriculums, teachers can help students see how each individual fits into the big picture. There are, however, arguments against multicultural education (Banks, 1995). For example, some critics believe that multicultural education is directed toward only minority groups, thus discriminating against middle class, white, heterosexual males. Others believe that multiculturalism is against Western and democratic ideals. A final argument is the claim that multiculturalism will divide our presumably united nation. Although critics of multicultural education may feel they have valid arguments against the issue, I feel that the goals of multicultural education make it an important part of the curriculum that every student should experience. I agree with Wurzel (1988) and Noel (1995) when they stress awareness as a key component to multiculturalism. Students must become aware of their own culture and how they are similar and different from others. Awareness also involves an understanding of issues involving differences in culture and a knowledge of which of these issues are present in their community. After becoming aware of these issues, students often react emotionally. With an awareness of the richness and variety of cultures in their community and a personal emotional reaction, students can take social action, another goal of multicultural education (Noel, 1995). Noel says that students would take action aimed at positive multicultural change(p. 272). I feel that these goals are proof that the arguments against multicultural education are invalid (Banks, 1995). Multiculturalism promotes positive change for persons of all cultures. It involves not only teaching majority groups about minorities, but also teaching minority groups about the majority groups. It has its base in democratic ideals such as equality, freedom, and justice. Multiculturalism will unite our divided nation into one unit which will have no mainstream culture, but many diverse subcultures which will cooperate for the good of everyone, not just the majority or the minority. I feel very strongly that multiculturalism should be included in all curricula. My school experience (until college) didnt include multicultural perspectives and I feel as if I missed out on some important things. I often feel a little clueless when confronted with situations involving people different from me. Without some knowledge of our surroundings, how can we be expected to survive in society? This question reveals one of the purposes of education, survival. Learning about the other people who share our community is an essential part of this survival in modern society. Multiculturalism becomes increasingly important as our society becomes more diverse. In the past (Lynch, 1989), efforts to provide multicultural content to students have, as critics feared, created more diversity and tension among groups. However, more recent methods are aimed at creating relations based on commonalities. Lynch (1989) suggests providing a basis of common knowledge, skills, and insights about the things that all human societies should hold in common (p. 43). The Atomic Bomb Essay Stressing similarities will unify groups with differences. Davidman (1994) defines the goals of multicultural education as: (1) educational equity; (2) empowerment of students and their parents; (3) cultural pluralism in society; (4) understanding and harmony in the classroom, school, and community; (5) an expanded knowledge of various cultural and ethnic groups; and (6) the development of students, parents, and practitioners.. .guided by an informed and inquisitive multicultural perspective (p.2). Just as the goals stated by other crusaders for multiculturalism, Davidsons goals follow a specific order and stress knowledge, understanding, .

Two Problems of Enron Company

Creativity is of essence in every aspect of life. Moreover, a world full of creative minds can go along way in making it a better place. Companies depend on creative minds to achieve their unique and important objectives. In fact, goals are always backed by creative and innovative minds. In essence, originality goes along way in improving a company’s status. Competitive edge is an essential aspect to companies’ sustainability.Advertising We will write a custom report sample on Two Problems of Enron Company specifically for you for only $16.05 $11/page Learn More It is therefore imperative that efforts are made to pursue its goals and mission. Company employees are required to be creative to utilize their abilities for betterment of the company. However, copyright and intellectual property issues are still rampant in companies. This is mainly because some people still consider others’ work as more important than theirs. Moreover, othe rs are lazy and find it difficult to come up with their own works. This paper outlines two problems, one of which includes an employee X, who presented employee Z’s proposal as his/her own. These employees in addition to 98 others were given three weeks to come up with their own proposals. Moreover additional days were granted to those who requested, however, employee X decided to present another person’s work. The second problem outlines how Enron employees falsified accounting information in order to meet impractical expectations. The paper will therefore try to offer possible disciplinary actions for the first problem and evaluate whether the second case can be linked to students who cheat in exams to get good grades (McGraw-Hill Higher Education, 2003, p. 1). Case one involves several elements. For instance, we are told that employee X is normally hard working and reliable. However, he/she decided to use employee Z’s incomplete work by adding a few lines and assume complete ownership. This is not only disrespectful to employee Z, but also cheating with respect to the company. In fact, this can be described as plagiarism, because employee X uses Employee Z’s work and ideas without consent and or acknowledgment. Moreover, each of the 100 employees was to come up with his/her proposal. In this regard, the CEO reserves the right to take a disciplinary action. However, depending on the situation a variety of disciplinary actions may be taken (Whitbeck, 2006, p. 1). Some of which include, penalties, rejection of his/her work, suspension and sacking, followed by assigning the proposal to employee Z. In addition, since employee X is hard working and reliable, it is important that these are put into consideration while deciding on the correct course of disciplinary action.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reasonably, from all the informati on presented, employee X’s proposal should be rejected, followed by suspension and ownership of that paper given to its rightful owner, which is employee Z. This is because employee X plagiarized another person’s work, and suspension comes in place of sacking because he/she has been hard working and reliable. Moreover, the employee is punished to avoid such instances in future (Bruwelheide, 1999, p. 1). It is always important that institutions and organizations make realistic and achievable objectives. This way, they may avoid pressures that come with trying to meet unrealistic expectations. Enron employees’ unrealistic expectations, which forced then to falsify accounting information, can be linked to students who set unrealistic goals and hence cheat to meet them. This is quite similar because they are all under the influence of pressure to succeed. However, this is an offense and if found can draw various repercussions ranging from penalties, suspensions, exp ulsion to jail terms, among others. Students should therefore work towards setting realistic and achievable goals to help in their motivation rather than pressure (Fezler, 2010, p. 1). References Bruwelheide, J.H. (1999). Intellectual Property and Copyright: Protecting Educational Interests and Managing Changing Environments. net.educause.edu. Web. Fezler, D. (2010). The Enron Scandal: Enron Collapse. whatreallyhappened.com. Web. McGraw-Hill Higher Education. (2003). Avoiding Plagiarism Tutorial. highered.mcgraw-hill.com. Web. Whitbeck, C. (2006). Plagiarism in a Grant Proposal. National Academy of Engineering. Web.Advertising We will write a custom report sample on Two Problems of Enron Company specifically for you for only $16.05 $11/page Learn More This report on Two Problems of Enron Company was written and submitted by user Sebulba to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.