Wednesday, October 30, 2019

How improvements in technology have assisted Mormon missionary work in Essay

How improvements in technology have assisted Mormon missionary work in Africa - Essay Example One of these particular missionary work is concentrated in Africa where missions in the past slowly progressed but is now gaining fruit due to the painstaking efforts and even martyrdom of some of its members. Missions were sent to the different parts of the world, to the so-called Third World, and Africa. President Brigham Young, Joseph Smith’s successor right after the prophet’s death, sent missions to Africa, and the first of these missionaries were Jesse Haven, William H. Walker and Leonard I. Smith, who arrived in Africa in 1853. They immediately started their missionary labor, set up branches and congregations and converted those who wanted to hear the Word of God and the doctrines of the church. At present, there are numerous temples, offices, training centers, and thousands of LDS members in Africa, and the number is still growing because of the fact that each member has to perform mission in the course of membership. All over the world, this church is growing, in size and faith, and overcoming the test of time including persecution. Like any other organization, the LDS church uses the latest technology in the propagation of the faith. They use computers with corresponding Information Technology and software in communicating to their members, databases for use by the different branches worldwide, and the Worldwide Web accessible to the members anywhere in the globe. There are various websites that provide news and information on the LDS church, some of them are listed in the â€Å"Works Cited Page†, which have provided us help in the formulation of this paper. Peoples of different faiths go on missions to preach and propagate their faith. They are no ordinary people because they risk their lives for the sake of their faith. And they have the least idea of what would happen to them in their destination. When the Taliban ruled in Afghanistan, converting to Christianity, preaching the gospel and proselytizing

Monday, October 28, 2019

History of Cooperative Learning

History of Cooperative Learning 2.0 Introduction The review of the literature is organized in seven themes. The first theme aims to provide an overall overview on the history and previous studies made on Cooperative Learning. The second theme addresses the importance of Cooperative Learning. Then, the third and fourth themes focus on Group Work and its benefits. Followed by, are the fifth and sixth themes base on the positive perceptions and experiences from students using group work and use of Group work in accounting class. The seveseventh section which is the last one of the literature review enumerates some of the criticisms of using group work as a teaching and learning strategy. 2.1 History of Cooperative learning The origin of the Cooperative Learning dated back at least 100 years ago, and even thousands of years ago, but little research was made until the 1960s (Jacobs et al., 2002:2). Since then, it has awakened much attention and has constantly been a hot topic in education. From 1960s till today great importance has been attached to the term Cooperative Learning. For instance, in the mid 1960s Johnson and Johnson contributed much for cooperative learning in the training of teachers at the University of Minnesota. Then, it progressed till the early 1970s where researchers like David DeVries and Keith Edwards at Johns Hopkins University built up Teams-Games-Tournaments and other researchers like Sholmo and Yael Sharan in Israel developed the group investigation procedure for the Cooperative Learning groups. In the late 1970s Robert Slavin extended DeVries and Edwards work at Johns Hopkins into Student Teams-Achievement Divisions and modifying computer-assisted instruction into Team-assisted Instruction. At the same time, Spencer Kagan created the Co-op co-op procedure. Followed by, in the 1980s Donald Dansereau widened a number of cooperative scripts, and many other individuals worked out further cooperative procedures (Johnson, Johnson Smith, 1991).The Cooperative Learning has also been found as an effective epitome of communicative language teaching. As affirmed by Putnam (1995) that The Cooperative Learning is embraced within a communicative language teaching framework He also pointed out that the cooperative learning activities are often used in communicative language teaching Cooperative learning has become so common that it is no more considered as a new idea in education. This can be viewed in the mid of 20th century where applications of cooperative learning drew its development to sociology and social psychology specifically to Gordon Allports Social Contact Theory and Morton Deutschs studies of group dynamics. This continues on, as Cooperative Learning is believed to make educational magic in a uniquely 21st century way. 2.2 Definitions of Cooperative learning It is believed that the use of cooperative learning in the classroom as an instructional strategy had been a subject matter for many years. Jenkins and OConnor (1996) suggested that cooperative learning in the classroom is amongst the best strategies for teaching students with and without disabilities in the classroom. As a result, the success of teaching using cooperative learning was conclusive in almost all studies. To begin with, it can be noted that many scholars and researchers have attempted to investigate into the concept of Cooperative Learning. In view of that different definitions have been given to Cooperative learning. According to Slavin (1983) Cooperative learning has been defined as a teaching strategy that encourages students to work in small, heterogeneous learning groups in order to promote individual learning. The fact that learning groups should be mixed or diverse is significant to ensure that learners can learn from each other, and provide encouragement and support to each other in different aspects and at different levels of the curriculum. Likewise, cooperative learning has generally avowed to be the best option for all students since it emphasizes active interaction between students of diverse abilities and backgrounds (Nelson, Gallagher, Coleman, 1993; Tsai, 1998; Wei, 1997; Yu, 1995). The accepted idea proposed in these different definitions by different authors is that Cooperative learning should be taken as a learning approach in which student are grouped together in order to ensure that they help each other in learning an academic subject in the scope of a common goal and also where they are actively participating in the teaching-learning process 2.3 Importance of Cooperative Learning Today cooperative learning is a matter-of-fact in almost all school content areas and, progressively more, in college and university contexts all over the world (Johnson Johnson, 1989; Kessler, 1992). This could be found in the results of several studies of the cooperative learning literature where Springer, Stanne, and Donovan (1997) acknowledged that there is the need for a shift in importance from teaching to learning. At the very first glance, it might seem that cooperative learning is merely the splitting up of students with varying levels in small groups in order to attain common goals. Things; though, are not always what they appear to be. In reality, cooperative learning goes beyond organizing students. For example, as stated by Crandall (1999) Cooperative learning is more than just small group activity. In a well-structured cooperative task, there is a genuine information gap, requiring learners to both listen and contribute to the development of an oral, written or other product which represents the groups efforts, knowledge and perspectives. Many studies have been conducted vis-Ã  -vis the effectiveness of such cooperative learning approaches. Cooperative learning is group learning activity planned so that learning is reliant on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen Kagan, 1992). In addition Barbara Leigh Smith and Jean T. MacGregor (1992) mentioned collaborative learning as an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Drawing from this quotation, it can be said that to some extent together with cooperative learning, collaborative learning activities also cover a broad territory of approaches such as classroom discussions intersperse with short lectures, peer teaching, students put together around group work in the amount of in-class or out-of-class time and others. Nunan (1992), for instance, uses the terms cooperative learning and collaborative learning interchangeably and quotes the following definition: Collaborative learning entails students working together to achieve common learning goals.(Slavin, 1983; Sharan et al. 1984). But for this study our prime focus is on group work. 2.4 Definition of Group Work Toseland and Rivas (1984) described group work as a goal directed activity with small groups of people aimed at achieving socio-emotional needs and completing tasks. Normally, this activity is aimed at individual members of a group and to the group as a whole within a system of service delivery. The use of group work has been broadly accepted as an effective teaching and learning tool (Conway, Kember, Sivan, Wu, 1993; Freeman, 1995). More precisely, there is a substantial body of literature advocates that the use of group work as a cooperative learning approach has positively contributes to student learning (James, 2005; Mahenthiran Rouse, 2000; Roberts, 2004; Rossin Hyland, 2003). Furthermore, as stated by Lundgren (2008) cooperative learning was considered as a relationship in a group of students that requires positive interdependence, individual accountability, interpersonal skills, face-to-face positive interaction, and processing. Infrequently, random or special interest teams could be formed to maximize student talents or meet a specific student need (Kagan, 1994). 2.5 Benefits of Group work 2.5.1 Group Work enhance Learning To start with, it is recognized that engaging students in Cooperative learning make them learn best when they are actively involved in the process (Gross Davis, B 1993) and also Cooperative learning involves groups of students working to complete a common task together (Siegel, 2005). It has also been viewed by Vygotsky (1978) that students perform at higher levels when they work in diverse groups, as opposed to working individually. Furthermore, as asserted by Johnson and Johnson (1987) huge majority of the research comparing student-student interaction patterns indicated that students learn more effectively when they work cooperatively. Other investigators like Cotterill and Mills (1994), in Australia at Wollongong University, stated that all three benefits of group work in their assessment policy, Group work, under proper conditions, encourages peer learning and peer support and many studies validate the efficacy of peer learning. It is said that teachers also get satisfaction with the integration of cooperative learning groups (Linchevski Kutscher, 1998). It is so because the use of small groups requires fundamental changes not only in the organization of the classroom but also in ways of learning (Kramarski Mevarech, 2003). Likewise, cooperative learning facilitate individuals to develop their own understanding as cooperative learning approaches force learners to actively relate their own experiences and perceptions to those of others. Consequently, while interacting in cooperative learning activities individual understandings are verbalized and discussed and in the process of discussion new meanings are created as learners help each other to better understand the learning matter. (e.g. Akan, 2005; Anderson et al, 1996; Kalliath et al, 2006). It is at this point interesting to note that Anderson et al (1996) put forward that group learning has become more important, as institutions of higher learning consist of increasing numbers of mature learners who bring life and work experience into the classrooms. Therefore, these mature learners return to formal education because rapid social, economic and technological changes require them to be lifelong learners with transferable skills. 2.5.2 Group Work and its 21st Century Skills Using Group work as a teaching and learning strategy does not only promote cognitive development but also plays an important role in the development of personal and social skills which will help students in future. As per Bermejo (2005) Group work is becoming more and more imperative with the demand for higher order thinking skills in the 21st century job market. The field of collaborative learning broadens beyond the classroom walls and then cooperative learning may be observed as a component of collaborative learning. This has been clearly discussed by Wiersma (2002) who believed that collaborative learning has a wider application outside the classroom and is rather a philosophy of life that involves working together, building together, learning together, changing together, improving together. Its a philosophy that fits todays globalized world. Moreover, it has been seen that in a literature there is a strong support that a successful cooperative work environment will lead to greater effort to achieve, more positive interpersonal relationships, and greater psychological health when compared to a competitive work environment (Johnson Johnson, 1989). As argued by Gibbs (2001) the requirements for students to enter todays work force with the ability to identify and organize information and resources, communicate well with others, and understand social and organizational systems. Therefore, it will be true to say that Collaborative learning does enhance leadership skills by developing and strengthening team members abilities to reflect, respect, converse, and resolve conflict. 2.6 Positive perceptions and experiences from students using Group Work According to Walker (2001) little research has been published to date reporting on student perceptions of group work. Despite the fact that focus of her study is on student perceptions of group work associated to peer assessment, her findings suggest that students in general had a positive attitude towards group work. The facts that most students are usually positive about group work have been echoed by additional researchers. To start with, Chapman et al (2006) in a study found that the overall attitude generally positive [and] degree of conflict was moderate. As a result, it can be said that most group experiences can be categorized as a positive one. The question which needs to be answered is: What are these positive experiences? At first, it will be true to say that students appear to enjoy working cooperatively and are willing to cooperate with others in the group (Krol, Janssen, Veenman, van der Linden, 2004). The reason behind which is the fact that it encourages various styles in which learning takes place. Normally, learning in groups is experienced as fun and more active. This can be found in a study by Yazici (2004) entitled as Student Perceptions of Collaborative Learning in Operations Management Classes provided evidence that the students agreed that they had a better understanding of Operations Management in a collaborative instruction environment. As said by Colbeck et al (2000) students who experienced to group learning approaches in education learn to value the skills which they are acquired for their future careers, like for instance, the ability to listen to other perspectives with an open mind, to suspend judgments, and to search for solutions in a democratic and inclusive manner. Moreover, in a study made by De Vita (2001) students found group work to be demanding, but on the other hand they felt that they learned a lot about themselves and felt better prepared to work in diverse teams in the future. As a result, it can be said that group work has lead to positive impact on students. 2.7 Use of group work in Accounting Class Many studies have focused on cooperative learning as teaching strategy in accounting field. For instance, Norman, Rose Lehmann (2004) in their broad review of literature between 1990 and 2003 agreed on the terms collaboration and cooperative learning were used interchangeably in many international accounting journals and elsewhere. In a study by B.J Farrell and H.M Farrell (2009) called Student satisfaction with cooperative learning in an Accounting curriculum showed that team work has been as an instructional strategy. As a result, it can be viewed that the used of cooperative learning is common in tertiary sector. Thus, teachers in secondary schools must ensure that cooperative strategies are being used. In Mauritius, either it is in Primary or Secondary schools; more focus is paid on teacher-centered classroom rather than student-centered. Therefore, for accounting students who will opt for further studies in Universities or will join the world market, they should possess the knowledge, quality and skill to work in groups. It is because team work is required in almost every universities and work place. Hence, in every classroom, especially in accounting teachers must structure lessons so that students work co operatively in small groups, ensuring that all members master the assigned material. Restructuring the classroom using one of the many cooperative learning models represents a major departure from the traditional classroom setting. In Mauritius it can be clearly noted that there are a competitive situations in classroom. Students only aim is to compete with each other for grades, they work against each other to attain a goal that is getting the highest mark. Therefore this lead to a competitive or individualistic classroom environment, but studies have shown that working in groups lead to significant positive effects on the learning of the students ( Johnson Johnson, 1989; Johnson, Johnson and Smith, 1981, 1991; Johnson et. al. 1981; Qin, Johnson, Johnson, 1995). 2.8 Criticism of Group Work It is believed that to avoid drawbacks of this particular teaching strategy, it is of the essence to recognize what has been said against it. Many researchers have proved that cooperative elements alone do not ensure maximal productivity from a learning group; there has to be both cooperation and conflict (Iganaki Hatano, 1986, Tjosvold Johnson, 1978, Worchel McCormick, 1963). To be more precise, group work practices have been criticized as being ineffective (Alexander, Rose Woodhead, 1992). It is because many problems like conflicts of ideas, disagreements, misunderstanding and free riders can be found during the processes of the strategy. On the word of D.Johnson, R.Johnson and A.Smith (1990), it has been viewed that when students interact conflicts among their ideas, conclusions, theories, information, views, opinions and preferences are obvious. Furthermore, Cohen (1996) stressed upon the fact that, Disagreements about ideas is a healthy sign during group work as long as intellectual disagreement does not degenerate into sharp interpersonal conflict. As said by Ames (1984) when cooperative groups fail, there is the tendency to fix blame on others and the weaker group members become the scapegoat. Therefore, misunderstanding might rise up. There are still some cases where pupils, even in small groups, tend to be silent participants and depend on the thinking of other students. Previous studies by Galton et al. (1980) and Bennet (1987) have shown that, whilst children in classrooms may be seen sitting in groups; closer observation proves that their mode of working is rarely collaborative. Free-rider is a familiar problem in group work. In a study by Per Ola BÃ ¶rjesson et al. named Free-riding in Group Work Mechanisms and Countermeasures, free-riding in group work has been described when one or several members of a group contribute so little to a group project that if the same grade is given to all members of the group, the grade would be misleading and unfair. Hence, this is ascertained that such problem is inevitable. Although many studies have shown that both low and high ability students tend to benefit from cooperative learning, the question of whether the experience of working in group will be of value in terms of creating a pleasant environment which will lead students in achieving academically is remained to be answered. Occasionally, random or special interest teams could be formed to maximize student talents or meet a specific student need (Kagan, 1994). It was certainly understandable Jerome Bruner wrote The single most characteristic thing about human beings is that they learn (1967: 113). The review of the cooperative learning literature is structured around six themes. The first theme aims to provide a theoretical frame of learning underpinning the use of group work as learning and teaching strategy in education in general. The second theme focuses on the rationale for the use of group work in Accounting. Vital in a discussion about group work in accounting education are the group work experiences and views of learners and educators as discussed in studies about group work these make up the third and fourth theme respectively. The review then examines suggestions put forward in the literature regarding ways to overcome some of the challenges associated with group work. The last theme focuses on the influence of task design on group work and suggests that good design can contribute to addressing a number of group work challenges. Use of collaborative learning in general collaborative learning Use of group work in accounting Group work experiences and views of learners as discussed in previous studies Overcome some challenges Task to design group work There have also been criticisms of this pedagogic approach, Holt et al (1997) council against its indiscriminate use. They note the complex relationship between individual, competitive and collaborative behaviours. Holt also stresses that all costs and benefits, particularly to the students, must be weighed. Further noting that time, in particular, is a very scarce resource for students. Evaluation has been carried out on the effectiveness of group work in accounting education for meeting the desired learning outcomes (Caldwell et al 1996; Ravenscroft et al 1997, Berry, 1993). Berry expresses concerns similar to those above about theconflict between individual and collaborative behaviours in this context. The effect of cooperative learning has been measured using student examination performance Ciccotello et al (1997). observed that students exposed to cooperative learning outperformed students taught by individual problem solving sessions on a managerial accounting course. Several papers report on the implementation and operational issues arising from the use of group work in accounting (Cottell et al, 1992; Cottell et al 1993; Peek et al, 1995). Referring back to the Group work in accouting that cooperative learning as a student-focussed pedagogical approach provides educational satisfaction (Norman et al., 2004) in creating a positive learning engagement for most students studying International Accounting and in developing their interpersonal, professional and written communication skills. Norman, Rose Lehmann (2004) in their extensive review of literature between 1990 and 2003 found the terms collaboration and cooperative learning were used interchangeably in many international accounting journals and elsewhere.

Friday, October 25, 2019

Reverse Discrimination and Affirmative Action Essay -- Papers Quota Ra

Reverse Discrimination and Affirmative Action Discrimination in employment has been an issue that has plagued our society throughout history. At the turn of this century it was acceptable to advertise job openings and specifically state that people of a certain race, color, religion, gender, or national origin "need not apply". A lot has changed over the last 100 years. The proverbial "pendulum" has swung in the direction of federal protection of certain people, but the problem now is that it has swung too far. Title VII of the 1964 Civil Rights Act states that it is unlawful for an employer "to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin†¦" 42 U.S.C. 2000e-2(a)(1). This law was enacted in an effort to set right the wrongs of the past and instill equity in the workplace; yet a new set of wrongs and social injustices have been created. This newly created set of wrongs and injustices are referred to as reverse discrimination. Reverse discrimination is discrimination against a majority class, and is ever increasing in public-sector employment. Social Equity and Affirmative Action Affirmative action was instituted to redress the social inequities of past discrimination in employment against what became known as a 'protected class' (women and minorities). The goals of affirmative action plans are to increase the representation of historically disadvantaged people in the workplace equal to their representation in the corresponding community and relevant labor market. This formula is how affirmati... ...regardless of skin color or gender, feel the same effects: a brick wall placed between them and their constitutional right of prosperity and equality. Over the last hundred years our societal values (in employment) have swung from an anything goes mentality to the other end of the spectrum, the era of "political correctness" where you are damned if you do and damned if you don't. Uncertainty prevails. It is apparent, though, that the proverbial "pendulum" is in an evening-out process and trying to find middle ground. Discrimination is discrimination regardless of what type of form it takes. There is truly only one kind if discrimination and that is where an individual's rights are infringed upon due to traits in which they have no power to control. Each and every one of us deserves to have the right to freedom and equality given to us by our forefather's.

Thursday, October 24, 2019

Displaced traditional penal practice

To what extent has actuarial Justice displaced traditional penal practice In contemporary societies? The displacement of traditional methods of penal practice within contemporary societies in favor of the more risk orientated model of actuarial justice has proved a contentious issue amongst academic and political discourse and still remains an arena of vigorous debate.The discussion surrounding the progressive area of actuarial Justice may be seen to provide opposing arguments of equal weight and pertinence within modern structures of national criminal Justice systems throughout the globe; however the construction and application f this theoretical model of criminal Justice may differ amongst societies and have heterogeneous effects In combination with differential cultural, economic and Ideological conditions.The concept and practice of actuarial Justice will first be considered and the way it subsequently departs from more traditional procedures of penal practice, primarily analyzi ng western society, with a particular focus upon the British model of criminal Justice. The arguments suggesting that contemporary isosceles are Indeed transposing conventional offender) towards an acknowledgment of potential risky and dangerous populations as a whole ND the consequential strategies of management will subsequently be discussed.Case representations of the way in which differential executions of the same model of actuarial Justice may vary between societies and the disparate consequences they deliver will additionally be considered to highlight the divergent viewpoints and debates encompassing actuarial Justice.Drawing upon the various outcomes actuarial Justice may be argued to impose, with specific reference to the implementation of the indeterminate sentence for public protection (IPP), the debate accentuating the harms and inequalities which are promoted within reticular models of actuarial Justice and thus the argument that on the whole many traditional methods h ave not been displaced in favor of this new risk penology shall be assessed.The concept of actuarial Justice is the process whereby future threats and risks posed by offenders to society are calculated and as such play a dominant role in contributing to prevention techniques and policing which endeavourer to respond to such perceived risk accordingly. Actuarial Justice assumes that deviance within society is habitual and will remain as normalization, viewed as directly resultant of modern society.By this standard, it adopts the position of crime prevention through risk assessment, with a focus upon larger populations deemed dangerous to society opposed to the established approach of criminal Justice which places the individual and their specific offence as preeminent. It is through the depart of individualistic to generalization which has shaped the management techniques associated with actuarial Justice. It can be argued that this model of Justice is consequently unconcerned with t he reformation of offenders, instead seeks to filter particular groups through thaws within the Justice system dependent upon their risk profile.As such it is possible to deduce that actuarial Justice is primarily concerned with the existing and future threat posed upon society by offenders, making the paramount concern crime prevention and constraining lawbreaking activity contrary to providing a suitable response and the comprehension factors contributing to individual criminality. The debate and evidence promoting the implication that actuarial Justice is indeed displacing traditional penal methods is one which is widely and comprehensively presented within both academic and political discourse.Giddiness (1994) proffers the suggestion that societies are to a greater extent preoccupied with the notion of future risk, which may be seen as a by-product of the increased threat posed within the post modern world. Giddiness and Beck (date) refer to this focus upon sustained safety and prevention of future threat the ‘risk society, in which social allegiance to the nation state is dissolved marked by a lack of reverence in traditional institutions and an ascendancy of global forces. Reflexive modernization, described as the possibility of a creative (self-)destruction for an entire epoch: that of industrial society.The ‘subject' of this creative destruction is not the revolution, not the crisis, but the victory of Western modernization' (Beck, date, pop). Concept which undercuts the formations of, for example, class, gender and occupation within the social hierarchy, imposing self-confrontation with the consequences of risk society which may no longer be managed under the practices of industrial societies ‘institutionalized standards'. The paradigm presented by risk society therefore is the split from the protection f the nation state to one of constructing individuals as responsible for their own safety and risk management.The term ‘advanc ed liberal' is deployed by Rose (1996) to further emphasis this social shift, away from the explicit power of the nation state to one which governance is achieved ‘at arm's length', promoting greater independence and need for increased individual responsibilities. This sporadic governance of society is one which is still primarily concerned with the notion of risk and the probability of its subsequent effect, exposing the aggregate populations which are identified as presenting danger society.The focus shifted to an increased managerial approach to crime, aimed at reducing the rate of potential offences and eliminating the presence of ‘carcinogenic situations' (Garland, 1996). This is argued to have marked a divergence from rehabilitative responses targeted at individual offenders, to the generalizes management to particular sections of the population (Simon and Feely, 1992). No longer viewing offenders in a manner akin traditional criminal Justice responses, understandi ng their motives and experiences consequently in need of reformation and treatment but as universal group of potential harm.

Wednesday, October 23, 2019

Miranda Priestly OB

Locus of control: It can be observed throughout the movie how Miranda tried to control ever thing around her. Every decision taken by her was considered to be final. There is a dialogue â€Å"Her opinion is the only opinion that matters†, it show how she controlled everything around her. Self Esteem: (Tendency to rate one very high) Miranda rated herself above everyone. She likes to believe that, if it's for her then anything is possible. She never allows anyone to ever ride lift with her. A person leaves lift as soon as Miranda enters lift for her and waits for the other en to arrive.Lack of emotional Intelligence: Miranda lacks emotional intelligence. During many of the incidences she tends to ignore the emotions of the people around her. For instance when her assistant fails to book flight for her, she makes her feel very bad even though it was not her mistake. In one of the incidences even though she knew her first assistant was looking forward for the trip to Paris, and h as been dieting and planning for over months, even though she neglects her and takes a new assistant with her. She never cared to learn the name of her employee and called by any name she felt .Job Fit: She is the most job fit for her job. She has knowledge of her domain and she makes sure job is done at all cost. A famous designer displays his designs before Paris show to Miranda. He thinks it was his best work but Miranda directly rejects the collection and the designer changes his collection to receive applaud during the main show. Pygmalion Effect: The process of bringing the best out of others. Miranda always expected the best out of each and every of her employee. When a new assistant joins, Miranda pushes her to extreme always expecting the result out of her.She sometimes gave impossible task to her employee like booking flight during storm or procuring an unpublished Harry potter book. Due to her constant supervision she always brings out the best in people. Andrea â€Å"An dy' Cash land an interview with an fashion industry magazine which is names as a job â€Å"a million girls would kill for†. The job is as junior personal assistant for editor of Runway fashion magazine. Andrea is a fresh out of college and is looking for a job to jump start her career, even though he dislikes fashion industry, she accepts the job.