Week 5 individual Essay Example | Topics and Well Written Essays - 250 words

Week 5 individual - Essay Example Quality management International, Inc is a full service consulting, management, and professional service firm that aims at helping organizations successfully attain their objectives. As registered auditors, certified trainers, and accomplished advisors, the company helps organizations achieve health, safety, quality, integrity, sustainability, and security (Quality Management International Inc., 2014). This company helps leaders and their teams in organizations to apply process-based management systems in order to add value and to also prevent loss. The Texas Department of State Health Services is a local institution that has a quality management branch which aims at assuring that contractors who are funded by the Texas Department of State Health Services (DSHS) comply with the requirements and standards of the department (Texas Department of State Health Services, 2012). This branch also assists contractors to identify avenues and opportunities that will help improve services. The participation of this branch helps in maintaining high quality in services while ensuring that services are delivered in a cost effective manner. The participation of these organizations is crucial in the quality performance of organizations because the trainings offered by these organizations results in continual capacity development and quality improvement. In the long term, these organizations help their clients to

Earthquake Research Paper Example | Topics and Well Written Essays - 2000 words

Earthquake - Research Paper Example Importance of the research topic Earthquake is one of the most significant risks to the safety of structures as well as of the occupants. Every year, millions of people around the world lose their lives and property in the earthquakes. Considering the gravity of the problem, there is dire need to make the structures resistant against earthquakes as well as to have an effective disaster management system in place to counter the effects of earthquakes. Contents of the paper This paper does a detailed analysis of the research topic i.e. earthquake and explores its various aspects. The aspects discussed in the paper include but are not limited to discussion of the engineering problem, its importance, its relation with geology and engineering, impacts of the engineering problem on the society, challenges associated with it, geological analysis of the problem, and strategies that may be employed to deal with this engineering problem. In addition to that, a case study is discussed in detail . The case study is about a real life earthquake incident that occurred within the last ten years, and that had huge implications on the society. The paper discusses ways in which effects of the earthquake were dealt with, and the potential strategies to avoid the effects of such incidents in the future. Relation between earthquakes and geology Earthquakes are fundamentally related to geology because they happen as a result of movement of the tectonic plates. There are four layers of earth, that include the inner core, the outer core, the mantle and the crust when arranged in an inside out fashion. Although the crust and the mantle constitute a thin layer on the earth’s surface, that is fragmented into different pieces that may slide past each other. An earthquake occurs when two blocks of earth slip across each other. The surface across which the slip happens is known as the fault plane. Earthquake starts at the hypocenter that is directly below the surface of earth where ea rthquake happens, known as the epicenter. Relation between earthquakes and engineering Earthquakes are related to engineering because their occurrence imparts the need to engineer the structures in such a way that they can resist the effects of earthquakes. Every structure has a different foundation design that is engineered in such a way that it can effectively transfer the load of the structure to the earth and can help the building withstand all external shocks and risk factors including heavy winds and earthquakes. Foundation designs of buildings if modified appropriately, make the buildings earthquake-resistant. Impacts of earthquake on the society There are numerous impacts of earthquake on the society that include but are not limited to disrupted normal life, loss of life, loss of property, loss of housing, breakdown of the social order, damaged infrastructure, loss of business, disrupted communication channels, loss of the industrial output, and disrupted marketing systems. â€Å"The effects of an earthquake can also cause dangerous landslides, fires, gas line and electric explosions, and floodwaters from collapsing dams† (Pollard). Earthquakes have numerous short term and long term effects. Many children get kidnapped during the earthquakes. Long term effects of earthquakes include decline in the socioeconomic system of the country. â€Å"Evidence points to elevated rates of posttraumatic stress disorder (PTSD), depression, and earthquake-related fears in children

Research paper Example | Topics and Well Written Essays - 750 words - 3

Research Paper Example Whatever a child learns in his/her tender age leaves an indelible expression on his mind for the entire life. Socializing agents thus play an important role in establishing one’s persona and making him/her a better citizen. Parents, Media, Peers and School are the major socializing agents. The mass media are impersonal communication aimed at a wider audience. Television, Radio, Internet, Cinemas are various examples of mass media. Mass media, in general influences every man of every age. It spreads information at wider scale therefore it strongly influences one’s opinions, views and thus changing and affecting our attitudes about many things. Television is a main source of entertainment and a major agent of socialization. Mass media influences our political views, views on women, people of color, our taste in popular culture, what to buy and various other beliefs and practices. Through the portrayal of imaginary characters in different programs and advertisements media helps in projecting gender, political, religious, perceptions. Some programs effect people’s orientation towards life and society as well. It also serves as a platform to present their ideas to the world when required. Writer 2 After his parents and caregivers, within the comforts of his home, a child gets the exposure to mass media in the form of radio, listening to the nursery rhymes and then watching them on television in the form of various adaptations and characters. Some studies indicate that the children learn to work together, do group activities, value each other’s presence by means of character description or story adaptations. Some programs for kids like Noggin promote healthy eating and exercise. Wiggles promote education on nutrition and activity. Sesame Street teaches healthy life style and new numbers and alphabets in a playful way. There are meaningful and informative programs for school going children and adults. Thus right programs serve as educating and learning tools. No doubt, Television and media in general serves as educational and informational tool but it has negative influences on children. Studies indicate it shortens attention span, distorts body image and in conjunction with other factors leads to obesity. â€Å".. the mass media socialize children, adolescents, and even adults; a key question is the extent to which media violence causes violence in our society† (Surette, 2011). Some programs showing excessive violence and anti social activities influence children behavior thus spreading violence in the society. Certain advertisements target kids and affect their thinking. Models, famous movie stars and popular sports man who are the role models are shown smoking which appears as an acceptable norm to the children. Another example is presentation of women image on television as sexual object or as a passive home maker leaves a negative impression on kids mind. Models and movie stars endorse beauty products and cosmetic uplift which encourages young girls to experiment with it. Anorexia, bulimia, depression and low self esteem are the outcome of these influences. Another controversy that surrounds mass media is the Writer 3 behavior troubles among youth. By the time the kids reach their adolescence, these influences become prominent on their thought processes. Drugs, violence, petty crimes to satisfy their urges and requirement as they have been watching on the television or in cinemas become acceptable norm for them. Some programs sho

Article Analysis Essay Example for Free

Article Analysis Essay The article entitled â€Å"The Last Frontier† is a discussion of China in the past decades that had been known as a Communist country wherein all the people must follow the rule of the government so that wealth is equally divided to all, which the Capitalists have no voice to the economic stand of the government. That is why people had no right to criticize the rule which freedom of expression is limited only to those who are in authority. Only those who are in position are the ones who have the access on government transactions. If you were caught opposing an issue about a transaction in the government, they will be caught and put into jail without a fair trial. That is how they perceive justice during those days. However, Chinese people today can do what ever they want from choosing what they wish for themselves like finding the right job, to even do marry-making on wherever they wanted and even having an organization to which they can look after their environment. There was also an instance that where in a group of people decides to take its ground against the ruling power but failed because their stand does not have a favor for the government. Even though thousands of protesters flocked the streets of China, the government still did not let anyone use this as a tool to overthrow their government. The very example on the futile rule happened during the massacre in Tiananmen Square wherein thousand of protesters where they call for democracy and stop to corruption had made paid for their lives. Thus, the government made a deal with its people â€Å"we will give you freedom to make money, but politics is off limits (67),† giving them a little access to whatever transaction that the government is into. Reference Author. Date. The Last Frontier. Publisher

What We Talk About When We Talk About Love Essay -- Raymond Carver Tru

What We Talk About When We Talk About Love After analyzing Raymond Carver’s â€Å"What We Talk About When We Talk About Love,† it is easy to see that there are several different ideas concerning true love that the characters in the story are in dispute over. Terri’s idea of real love is the most valid out of the group at the table. All of the members of the group are rather confused as to what real love is. Terri is included as one of the confused. However, I believe that she is the closest to understanding what love is. A key piece of evidence demonstrating her understanding of love is her remark to Laura and Nick. She scolds the couple for basing their relationship on physical aspects, rather than emotion or passion. Terri, like the rest of the party, is on her second marriage. Her first husband was an abusive man that beat her, and even dragged her by her ankles around their living room. Terri’s current husband, Mel, is a cardiologist that believes in spiritual love, and that between spouses, pe ople are barren and hollow inside, and that he could be married to any other empty person without difference. Mel is rather shielded from emotion between spouses. His only real love lies with his children, unfortunately Mel allows his conflict with his ex wife to block him from calling his them. Terri does love Mel, but she reminisces about her time with Ed. Terri realizes that Ed was full of emotion, and that he was just befuddled and chaotic in his methods of sharing his feelings.... What We Talk About When We Talk About Love Essay -- Raymond Carver Tru What We Talk About When We Talk About Love After analyzing Raymond Carver’s â€Å"What We Talk About When We Talk About Love,† it is easy to see that there are several different ideas concerning true love that the characters in the story are in dispute over. Terri’s idea of real love is the most valid out of the group at the table. All of the members of the group are rather confused as to what real love is. Terri is included as one of the confused. However, I believe that she is the closest to understanding what love is. A key piece of evidence demonstrating her understanding of love is her remark to Laura and Nick. She scolds the couple for basing their relationship on physical aspects, rather than emotion or passion. Terri, like the rest of the party, is on her second marriage. Her first husband was an abusive man that beat her, and even dragged her by her ankles around their living room. Terri’s current husband, Mel, is a cardiologist that believes in spiritual love, and that between spouses, pe ople are barren and hollow inside, and that he could be married to any other empty person without difference. Mel is rather shielded from emotion between spouses. His only real love lies with his children, unfortunately Mel allows his conflict with his ex wife to block him from calling his them. Terri does love Mel, but she reminisces about her time with Ed. Terri realizes that Ed was full of emotion, and that he was just befuddled and chaotic in his methods of sharing his feelings....

Milgram study

The world came to know about the kind of research that Stanley Milgram had just started to explore in 1963 when he started to make his experiments known to the public. One of the major consequences of his studies was the development and establishment of ethics in research especially those involving human subjects. However, that became more like a serendipitous outcome of an entirely different pursuit in studying behavior.What Milgram set out to study was the issue of obedience in retrospect of the holocaust and the probable reasons that many people then under the Nazi regime followed orders that were inhuman or barbaric. It was approximately around the investigation of Adolf Eichmann who manned the Gestapo persecutions during the said Holocaust; this person had to face charges of genocide which was held in Jerusalem (Milgram, 1963).The experiment involved what Milgram called the learner, the teacher and the experimenter who authorized the course and duration of the study. The learner is the person who actually was employed to help the experiment (assumingly with the consent and guidance of Milgram). The â€Å"naà ¯ve† or innocent person (the learner) will work with the same group of people but one who was actually a good actor. The teachers will conduct the tasks assigned to him about the memory exercise he was to supervise which was the learner will be able to accomplish; later an evaluation takes place of what that person (the learner) may have retained. If the learner commits mistakes, varied or graduated shocks were to be applied with matching painful and agonizing sounds that can be heard (Morris & Maisto, 1999).The experiment showed that despite attempts by the learner to communicate to the teacher/volunteer that the painful shocks should be stopped, whenever the experimenter (e.g. Milgram) was asked about stopping the treatment and the latter affirming that this was a part of the experiment, an overwhelming approximately 65% continued administeri ng the shocks. What was even astounding was that when the person playacting as if in sheer agony and even almost dying or breathless, the teacher continued to administer these shocks which were increasing in intensity (Morris & Maisto, 1999).What were the implications of the study? An important lesson could be gaining insight as to people’s reasons why they may subject other people who were innocent to these painful episodes. Like the SS men of Eichmann during the captivity of the Jews in the early 40s, men who were deeply religious to a large degree, obey the orders despite what have been obvious clashes of understanding (Morris & Maisto, 1999). Authority figures cannot be denied as people who ought to be listened. Factors for a brief view on the implications point to people’s previous upbringing or how they were inculcated on by caregivers and figures who acted as people in authority and the value of obedience.Works cited:Milgram, Stanley. Behavioral study of obedien ce. Journal of Abnormal and Social Psychology, (1963). 67, 371-378.Morris, Charles & Albert A. Maisto. Understanding    psychology, 4th ed. Prentice hall, Inc. USA. (1999).

Explore the Stages of Producing a Good Essay Essay

In this essay I will be discussing the different stages involved in producing a good college essay from start to finish. I will describe exactly what an essay is, how to break down and understand an essay title, how to prepare to write an essay, the key stages in essay development and the role of self reflection on the development of your essay writing skills. An essay is a major part of formal education and is used to access a student’s performance and show that they have researched and understood a particular subject or issue. It is a piece of writing with a particular structure and layout. â€Å"A short piece of writing on a particular subject, especially one done by students as part of the work for a course† (Cambridge Dictionary, 2009). â€Å"Usually it is written in a formal, academic style: the language is different from the way you speak†¦.it is not conversational† (Cottrell 2008:175). An essay title is given and this is used as a ‘question’ which must be ultimately answered throughout the essay. You are expected to stick to exactly what the essay title is asking for. Before starting an essay you need to make sure that you understand what it is asking you to do. â€Å"Every question has key words, and identifying them will help you decide what the assignment is about and what you have to doâ €  (The Open University 2007). Once you have a clear idea of what the essay title is asking for you can then look more closely at the resources available to you, such as books, articles, class notes, the internet, television and newspapers. You need to weigh up the relevance of the information you find and be selective. You need to ask yourself ‘Do I need the information?’ and ‘How will I use this information?’ (Cottrell 2008:176). It is important to record which recourses you found your information in to avoid plagiarism. All recourses used in the essay needs to be listed in a reference list at the end of the essay and allows the reader to refer back to these sources for themselves. Next you need to organise and plan your essay. â€Å"The Structure and organisation of your work is just as important as the content. What matters is not just what you know but the way that you organise it† (Cottrell 2008:182). The hard part is getting the information and ideas that you have gathered i nto a well organised and coherent state and then start the actual writing. Arrange the information that you have already sourced into topics, a spider diagram can be handy for this. Make a plan for the main parts of your essay, and note down the key ideas and information for each part. An action plan is good way of preparing your ideas and will help you map out your essay. A good essay flows logically from one point to another, preparing an action plan can aid this. It gives you the chance to plan out what you may put in your introduction and conclusion, what your main points will be and what you will focus on in each paragraph in the main body of your essay. An action plan can help you to develop your argument but also keeps you on track. â€Å"If you simply start writing, with your pile of notes at your side, and you haven’t given any thought to the organisation of the ideas and information, then you are very likely to end up with an essay that rambles and has no clear sense of direction† (Edinburgh Napier University, 2009). A first draft is a chance to quickly jot down your ideas using your plan. This is not a final version of your essay. â€Å"Don’t expect to write perfect text at the first go, you will need to spend time going back over and rewriting or reorganising your paragraphs† (The Open University 2007). Don’t worry about spelling or punctuation at this stage; this is just a chance to get your ideas down on paper. Sometimes after writing your first draft your ideas may have developed from those which you put in your initial action plan. This means that you would have to revise your action plan â€Å"If necessary, rework your outline plan as you proceed. You may rework your plan several times as your thinking becomes more sophisticated. This is part of the process of understanding a subject† (Cottrell 2008:186). At this point you should have a good picture of what you want in your final essay. You should check that the information you have is grouped and in a good logical order, then begin to write your final draft. You need to make sure that your final draft makes sense, reading it aloud can help with this. Ensure that you have used enough evidence and examples to back up your argument and make certain that your references are written correctly and that the source of your information is made clear. Check for punctuation, spelling and grammar mistakes, getting this right can help improve your marks. Finally check that it is neat and well presented. It is important as a student to be able to reflect on how you learn best; this can help you improve your essay writing skills. Cottrell believes that you should make constructive use of the feedback that you receive from your tutors but it is also of great benefit to be able to work out for yourself what is it you do well and what you need to improve. This is also called self-reflection. Your performance as a student is likely to improve if you set time aside to reflect on how you learn. In conclusion, to produce a good college essay you must always keep focused on what the essay title is asking for, present your ideas and information in a well structured, coherent way, ensuring that it flows logically from the introduction to the conclusion. Support your ideas or arguments with good relevant evidence and make sure that this is properly referenced. Lastly always present your essays appropriately in good written English.

Spanish Progressive Verb Forms

Spanish Progressive Verb Forms The progressive tenses in Spanish are formed by using a conjugated form of estar, a verb usually translated as to be, followed by a present participle, the form of the verb that ends in -ando or -iendo. In English, the progressive verbs are formed by using a form of to be followed by the present participle or -ing verb form. Although the progressive verb form (also called the continuous verb form) is used much less in Spanish than it is in English, the various tenses of the Spanish progressive verb forms are the rough equivalent of the same forms in English. Present Progressive In the present progressive tense, for example, Estoy estudiando is roughly the equivalent of I am studying. Note, however, that you also could say I am studying as Estudio. In Spanish, the progressive forms put additional emphasis on the continuing nature of the action, although the distinction isnt readily translatable. Although the present progressive can be used in English for future events (as in The train is leaving soon), that cant be done in Spanish. Te estoy mirando.(I am looking at you.)Finalmente estamos comprendiendo la importancia de la comunicacià ³n.(Finally we are understanding the importance of communication.)En este momento estamos mejorando nuestro sitio web para poder servirles mejor.(At this moment we are improving our website in order to serve you better.) Imperfect Progressive This tense is the more common past progressive tense. It places emphasis on the continuing nature of the action, although again in many contexts there would be little translatable difference between, for example, Yo estaba hablando con mi madre and Yo hablaba con mi madre, both of which can be understood to mean I was talking with my mother. Un conejito estaba corriendo por la jungla cuando ve a una jirafa.(A bunny was running through the jungle when he saw a giraffe.) ¿En quà © estaban pensando?(What were they thinking of?)No se estaban oyendo el uno al otro.(They werent listening to each other.) Preterite Progressive This tense is used less often than the imperfect progressive to refer to past actions. It is not used to explain the background of an event (as in the first example in the preceding section). Use of this form suggests there was a clear end to the activity. Hoy estuve oyendo la mà ºsica de Santana.(Today I was listening to the music of Santana.)La actriz estuvo comprando ropa para su hija.(The actress was buying clothes for her daughter.)Seis equipos estuvieron jugando desde las 12 pm hasta las 9 pm para decidir quien serà ­a el campeà ³n.(Six teams were playing from noon until 9 p.m. to decide who would be the champion.) Future Progressive This tense can be used to refer to events that will be happening. And, as with the simple future tense, it can be used to say that something is likely in the present. En sà ³lo cuatro horas estarà © viajando a Palenque.(In only four hours I will be traveling to Palenque.)Tarde o temprano estaremos sufriendo.(Sooner or later we will be suffering.)Estarn estudiando ahora.(Theyre probably studying now.)Estar gastando mucho dinero en Cancà ºn.(She must be spending a lot of money in Cancun.) Conditional Progressive This tense is commonly used as the equivalent of verb constructions such as would be doing. Si hubiera nacido en Estados Unidos estarà ­a comiendo una hamburguesa.(If I had been born in the United States I would be eating a hamburger.)Si fuera tà º no estarà ­a trabajando tanto.(If I were you, I wouldnt be working so much.)Nunca pensà © que estarà ­a diciendo ahora estas cosas.(I never thought I would be saying these things.)Obviamente estamos interesados; si no, no estarà ­amos conversando.(Obviously, were interested; if not, we wouldnt be talking.) Perfect Progressive The present participle or gerund also can follow a conjugated form of haber followed by  estado  to form perfect progressive tenses, much as can be done in English with have or had and been. Such tenses carry the ideas of both continuous action and completion. These tenses arent particularly common. Dijeron los padres que el nià ±o habà ­a estado gozando de completa salud hasta el 8 de noviembre.(The parents said that the boy had been enjoying excellent health until Nov. 8.)Los estudiantes habrn estado utilizando los ordenadores.(The students will have been using the computers.)Habrà ­an estado comprando el pan en calle Serrano a la hora de la explosià ³n.(They would have been buying bread on Serrano Street at the time of the explosion.) Progressive Tenses in the Subjunctive Mood If the sentence of the structure requires it, you can also use the progressive forms in the subjunctive mood. No creo que estemos viviendo hoy en una democracia.(I dont believe we today are living in a democracy.)Es posible que està © pensando en comprar una casa.(It is possible that she is thinking about buying a house.)Es casi como si estuvieran nadando.(It is almost as if they were swimming.)No es posible que haya estado durmiendo.(It is not possible that I have been sleeping.)

Badger by John Clare essays

Badger by John Clare essays John Clare was born in the village of Helpstone, Northamptonshire, England in 1793. He was the son of an agricultural laborer and he himself was a hedge setter, day laborer and was gardener at Burghley House from 1810 to 1811. He had no schooling so instead he studied James Thompson's Seasons and began verse writing. His poetic gift came from his parents - his father, a flail thresher, could recite over a hundred ballads and songs and his mother also sang ballads and told traditional stories. He enjoyed a brief celebrity as a 'peasant-poet'. (Peasant poet: one who is steeped in tradition of oral culture, regional dialect, and non-standard grammar. Characterized by innocence, not formally educated, interested in the landscape, class conscious, controlled and celebrated by superiors/publishers, simple language. Peasant poets usually end up losing innocence to formal diction in an effort to conform; Clare resists this.) This term represents many of the things that Clare wrote about in his works and explains why he used the grammar and style that he used. In 1837, as a result of his long disappointment of having to move away from his love, he had a mental breakdown and was admitted to an asylum in Epping Forest. Four years later, he took himself out and walked the 80 miles home in three and a half days, living on grass he ate by the side of the road. Towards the end of the year of 1841, he was certified insane and was committed to the Northampton Asylum. He lived there until his death in 1864 writing occasionally. The Badger was a very interesting poem. By taking the first step in analyzing and using the objective approach which means a study of the literary work done without reference to the mimetic, affective, or expressive possibilities of interpretation. It also regards the literary work as an object, having an independent existence and capable of allowing and supporting inquiry wi ...

Social Emotional Learning Competencies

Social Emotional Learning Competencies There are many different ways students experience stress in schools, from standardized or high stakes testing to bullying. In order to better  equip students with the emotional skills they will need while they are schools, once they leave school and enter the work force. Many schools are adopting programs to help support  Social-Emotional Learning (SEL).  Ã‚  The definition of  Social-Emotional Learning or SEL is:   (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.   In education, SEL has become the way schools and districts have coordinated activities  and programs in character education, violence prevention, anti-bullying, drug prevention and school discipline. Under this organizational umbrella, the primary goals of SEL are to reduce these problems enhancing the school climate, and improve students’ academic performance. FIVE COMPETENCIES FOR SOCIAL EMOTIONAL LEARNING: Research shows that in order for students to develop the knowledge, attitudes, and skills described in SEL, students need to be  competent,  or have  abilities, in five areas: self-awareness, self-management, social awareness, relationship skills, responsible decision making. The following criteria for these skills could serve as an inventory for students to self-evaluate as well: Collaborative for Academic,  Social, and Emotional Learning (CASEL)  defines these areas of ability as: Self-awareness:   This is the students ability to accurately recognize emotions and thoughts and the influence   of emotions and thoughts on behavior. Self-awareness means that a student can accurately assessing his or her own strengths as well as limitations. Students who are self-aware possess a sense of confidence and optimism.  Self-management:  This is the ability for a student to regulate emotions, thoughts, and behaviors effectively in different situations. The ability to self-manage includes how well the student manages stress, controls impulses,and   motivates himself or herself. The student who can self-manage can set and work toward achieving personal and academic goals.Social awareness:  This is the ability for a student to use another lens or another persons point of view. Students who are socially aware can empathize with others from diverse backgrounds and cultures. These students can understand diverse social and ethical norms for behavior. Students who ar e socially aware can recognize and know where to find family, school, and community resources and supports.   Relationship skills:  This is the ability for a student to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Students who have strong relationship skills  Ã‚  listening actively and  can communicate clearly. These students are cooperative while resisting inappropriate social pressure. These students have the ability to negotiate conflict constructively. Students with strong relationship skills can seek and offer help when needed.Responsible decision making:  This is the ability for a student to make constructive and respectful choices about his or her own personal behavior and social interactions. These choices are based on consideration of ethical standards, safety concerns, and social norms. They respect the realistic evaluations of situations. Students who exhibit responsible decision making respect the consequences of various actions, the well-being of themselves, and the well-being of others. CONCLUSION The research  shows that  these competencies are taught most effectively within caring, supportive, and well-managed learning environments.   Incorporating social emotional learning programs (SEL) in school curriculum is considerably different than offering programs for math and reading test achievement. The goal of SEL programs is to develop students to be healthy, safe, engaged, challenged, and supported beyond school, well into college or career. The consequence, however, of good SEL programming,  is that the research shows that it results in a general improvement in academic achievement. Finally, the students who participate in social emotional learning programs offered through schools learn identify their individual strengths and weaknesses in dealing with stress. Knowing individual   strength or weaknesses can help student develop the social emotional skills they need to be successful in college and/or career.

Future of Electronic Commerce Technology Essay Example | Topics and Well Written Essays - 1000 words

Future of Electronic Commerce Technology - Essay Example It allows manufacturers to buy at a low cost worldwide, and it offers enterprises the chance to sell at a global market right from the start. The major change it has gone through since the past 5 years is the growing market opportunity it has provided to the developing countries. E-commerce has helped them enter the prosperous global market place, and so it has helped reduce the gap between rich and poor countries. In the upcoming era the B2B e-commerce would create new and better job opportunities and placements and would be expected to grow at double the rate it is growing today. B2C (Business to Consumer) e-commerce, despite of all the benefits of new technology along with a lot of media attention, is still in its early stages. The reason behind the slow growth of B2C e-commerce is those threats and vulnerabilities that lead to critical security measures in this respect and are creating new risks and hypes for consumers as well as retailers. There is a need to secure online services along with the factor of "availability" as most shoppers prefer to travel umpteen distances rather than to do discounted shopping online, just because of the threat of security issues like hacking, stealing or losing their credit card numbers. This means there is a desperate need to update the security measures of e-commerce and if the issue resolves to some extent, there would be a drastic change in the slow performance of B2C e-commerce in the next 5-10 years. In this respect the upcoming technology would focus more on the client side security than on ordinary security measures. The information would be more protected and secured between the customer's system and the server, which would be seen as an outcome in the form of enhanced retailing and wholesaling. The security issues would be resolved and the threat to hack would be minimized resulting in the benefits of new technology not limited to only e-commerce companies. Consumers would also be empowered with the ability to counter many of the current micro-marketing tools. If the success of online dynamic pricing rests on the asymmetry of information between consumers and retailers, new technology may hold the promise of "blowing" such asymmetries to "bits" (Philip & Thomas, 2000). The explosion of shopping comparison Web sites and the prevalence of "shopping bots" used by consumers to track competitive prices are just two examples of how technology can be used by consumers to combat the potentially exploitive practices of dynamic pricing. (Jason, 2000) The Internet has already revolutionized the world of Investment and finance. E-commerce has enabled online stock trading to be done online by just logging on to the website and making a few key strokes along with few clicks of mouse to identify the stock and number of shares involved in the transaction, one can buy and sell securities in seconds. Several trading platforms has been built in order to revolutionize the concept of stocks and trading, e-commerce has enabled a common man to engage in any type of online business which in the other case had not been possible. However the major issue to be considered behind the spectrum of online trading is

A Modern Generation - Who are They Essay Example | Topics and Well Written Essays - 750 words

A Modern Generation - Who are They - Essay Example The novel unveils that the decline of traditional culture has encouraged a narcissistic individualism which places the self at the centre of our concerns. Increasing cultural diversity has led to a general relativism, not just in matters of taste or morals but even in matters of fact. This novel so popular because it no longer expect there to be one single authoritative truth; instead there is what works for you and what works for me. The main character of the novel, Winter Santiago, is a prototype of a modern girl struggling for independence and personal identity. She describes: "Every teenage girl wants to cut loose and get close to the fire, but I was like a pot of boiling milk with the lid on" (Sister Souljah, 2000, p. 5). Success for Winter Santiago means fight in whatever direction. To the attainment of any end worth living for, a symmetrical sacrifice of her nature is compulsory upon her. But adult life persuades her to change her mind, and the novel records the changes of her wild nature caused by the death of her mother and imprisonment of her father. Typical for modern youth, the self of Winter and self-identity of her family is constructed in relation to the other, i.e. significant outsider, who thereby defines the self. Though the author attempts to incorporate the totality of being and hence the other. She describes: "Everybody understood that our family had the neighborhood locked down, it wasn't worth the trouble" (Sister Souljah, 2000, p. 6). Racial difference is irreducible, and it reveals the ambivalence and hybrid nature of modernity in every character: Ricky Santiaga, Porsche, Mercedes and Lexus, Midnight and Lauren. This novel can be seen as a kind of awakening of the main character, Winter, faced with harsh realities of life. These developments have put into question traditional assumptions about the unity and supposed homogeneity of a person. On the other hand, Winter Santiago becomes a symbol of imagination continually struggling and contrasted with crude reality. Her changing views and self-identity help to repres ents the eternal warfare between virtue and sin, good and evil. This book appeals so much to young adults, because it creates the eternal inconsistency between the aspirations and the occupations of a human being and his dreams. Most characters of the novel (including Mercedes and Lexus) have approved loosing hopes not on the ground that they made people go on crazy movements, but because they were idealistically poor. The contrast between rich and poor, morality and guilt is on the one hand idealism, but on the other hand realities of modern culture. Construction of the novel divided into different frames appeals to readers and their perception of the book. The plot is based on polar opposites who often aspired to realize the ideal of reality: poor vs rich people. This novel unveils how a life can treat a person, Ricky Santiaga and Winter Santiaga, when they make the wrong steps. In their doctrine, human beings have an instinct or a drive toward what is real which is impeded by the barriers of nature and custom. This novel appeals to young adults and graduate students through its simplicity. Colloquialisms and slang words appeal to emotions of readers reflecting modern culture and language. The psychological impact of sin is heated by morals and traditions existing in modern society and preached by members of our society. The physiological value is

Viewpoints of Judaism by Abraham Geiger and Samuel Raphael Hirsch Essay

Viewpoints of Judaism by Abraham Geiger and Samuel Raphael Hirsch - Essay Example Abraham was terrified by tremendous loss of European Jewry embarrassing secular nationalism. He saw the solution to this was to modernize Judaism. He looked at Judaism as more of a religion than a culture. Samson Raphael Hirsch was born on June 20, 1808 in Hamburg, Germany. He schooled in public schools and was influenced strongly by Schiller and Hegel. He acquired his Jewish education at home. He grew up in a strong Jew foundation, his father who was Staunch Jew and his grandfather founded Talmud Torah in Hamburg. He grew to become a Rabbi in Oldenburg, Emden who had an enormous influence on Orthodox Judaism. In his studies, he went to Bonn University, and coincidentally Abraham was one of his classmates. He was an author of several prominent books and published Jeschurun, a monthly journal. He viewed Judaism as a teaching or lore and not as a law. A teaching expressed in ceremonies that are symbolic and change with development in history Orthodox Judaism is extremely strict in it b elief in torahs, bible, and concept of messiah (coming of a savior). They believe the torah is verbal communication between Moses and God on Mount Sinai, in 1312 BC. Orthodox Judaism was then formed on this basis, communication (Falcon & Blatner, 3). Orthodox customs and traditions are founded on torahs. These traditions have been passed down successive generations as God’s own sacred word. However, Reform Judaism does not believe in Torah divinity. They view the â€Å"oral law† as a Judaism historic development reflection, and God’s encounter with each successive generation. They believe in God working through agents (human). In addition, that each successive generation has brought up a competent and religiously motivated teachers. In addition, that some individuals of a certain generation may succeed those in the past. Reformists do not believe sacred texts to be revered and devalued them. In addition, Mesorah is rejected in Reform Judaism. It views Torah divi nity as infallible (Neusner, 5) Function and status of women differs in both branches of Judaism. In Orthodox Judaism, Both women and men are separated in worship. Women segregation in worship differs in two ways. Men and women during Reformed service are not separated. However, instead of isolating women who are currently experiencing their menstrual period, they segregate all women from men. In the orthodox sitting is strongly interlinked with the belief that women are ritually impure/ unclean during menstruation. Another reason for segregation is that women can be a disruption to men in time of worship. Reform Judaism does not acknowledge this kind of belief. They view them as shallow reasons for separation during worship. For them, they all worship together despite neither gender nor female biological condition (Berlin& Grossman, 527). Another difference in both branches involves status functions of women and their functions in the community. Reformists have been open-minded to having women as cantors, rabbis and as educators for a long time. They treasury and value highly existence of these women in their congregation. They also see it as enrichment of their worship experience by having these women play these central functions. In orthodox tradition, having women in this position is seen as an act of disrespect/ insult to

Career Planning assignment Essay Example | Topics and Well Written Essays - 500 words

Career Planning assignment - Essay Example From here, one gets to the final stage of career planning which is designing their professional development plan. At this stage, an individual states the improvements they need to make in order to qualify for the requirements which are supposed to take them up towards their career goal (Fuller 2011, p. 410). The following text is my elaborated career plan as I aim at owning a top-of-the-range lingerie selling store in the U.K. I have always aspired to go into self-employment as opposed to being employed by anyone else. Specifically, I have always promised myself that I would start and run an executive lingerie selling store in the United Kingdom. This career appeals to me because I have a good taste of fashion, and I am sure what I will have to offer will be irresistible. Additionally, I am good at convincing people, and this is a good sign that I will always attract clients. Commercial skills to enable them to plan promotions, pricing, and product presentation, to achieve budget forecasts and targets, to devise the best store layout, and to advise retail managers on matters such as competition and marketing initiatives. Lingerie business also requires high standards so that compliance with procedures and policies is observed, excellence in customer service is instilled, and finally safety, repairs, and housekeeping is maintained. Presently, the skills I possess are aligned towards my career, but they are inadequate. First, I have people management and financial management skills that I have acquired from my major. These are however not sufficient in the event that I had to apply for such a lingerie store management job. The skills I have in commercial management are only on product pricing, presentation and promotion. However, the career demands that I should be able to achieve budget forecasts and targets. Additionally, my communication skills which I am quite satisfied with still need to be sharpened so that I

Human Resource Management Essay Example | Topics and Well Written Essays - 2500 words - 16

Human Resource Management - Essay Example Given the significant changes in the demand of a company’s goods and services, the number of required employees also changes. Human resource management plays a crucial role over the success of implementing organizational downsizing. In the absence of human resource management, it would be difficult on the part of the human resource managers to effectively handle employees when organization change becomes inevitable. As part of the study of human resource management, human resource managers are encouraged to have competitive leadership and communication skills. Aside from providing the readers a list of recommended solutions on how to minimize and prevent the lost of business opportunities associated with the negative consequences of implementing organizational downsizing strategy, this study will discuss the importance of using transformational and authentic leadership style which are suitable when implementing organizational downsizing. As an end result of globalization, many businesses today are restructuring their organizational and business approach in order to keep the local firms competitive in the local and global market. (Business Week, 1997) One of the most common restructuring strategies that aim to increase the efficiency of a company is organizational downsizing. Although many firms have enjoyed the benefits from organizational downsizing in terms of increasing the profitability of the company by reducing its operational cost and making its operational process more efficient, it remains inevitable that most encounter internal problems related to its existing employees. Each organizational downsizing event could result to predictable outcomes in terms of having similar issues related to the feelings of betrayal, loss of trust in the management of the company, and experiencing internal conflicts between the corporate management and employees in line with retaining and losing their job. (Strom, 2008) As a result, the lack

Career Planning assignment Essay Example | Topics and Well Written Essays - 500 words

Career Planning assignment - Essay Example From here, one gets to the final stage of career planning which is designing their professional development plan. At this stage, an individual states the improvements they need to make in order to qualify for the requirements which are supposed to take them up towards their career goal (Fuller 2011, p. 410). The following text is my elaborated career plan as I aim at owning a top-of-the-range lingerie selling store in the U.K. I have always aspired to go into self-employment as opposed to being employed by anyone else. Specifically, I have always promised myself that I would start and run an executive lingerie selling store in the United Kingdom. This career appeals to me because I have a good taste of fashion, and I am sure what I will have to offer will be irresistible. Additionally, I am good at convincing people, and this is a good sign that I will always attract clients. Commercial skills to enable them to plan promotions, pricing, and product presentation, to achieve budget forecasts and targets, to devise the best store layout, and to advise retail managers on matters such as competition and marketing initiatives. Lingerie business also requires high standards so that compliance with procedures and policies is observed, excellence in customer service is instilled, and finally safety, repairs, and housekeeping is maintained. Presently, the skills I possess are aligned towards my career, but they are inadequate. First, I have people management and financial management skills that I have acquired from my major. These are however not sufficient in the event that I had to apply for such a lingerie store management job. The skills I have in commercial management are only on product pricing, presentation and promotion. However, the career demands that I should be able to achieve budget forecasts and targets. Additionally, my communication skills which I am quite satisfied with still need to be sharpened so that I

Implementing Strategic Sourcing Essay Example | Topics and Well Written Essays - 250 words

Implementing Strategic Sourcing - Essay Example hat provides organizations with the right kind of assistance, enabling them to conduct business within their competency level, while not having to handle issues related with employee incompetence. Cisco, a renowned leader in ensuring a high level of global connectivity, collaboration and augmenting communication channels has grown to a level of 73000 employees, and the organization operates on a global front. The company has registered remarkable progress in its bid to use innovation to transform the means of communication and internet connectivity. The company resolved to focus on reinventing its corporate culture, and overview of its financial services. Considering its global operations, it encountered challenges in ensuring that the cultural and financial aspects of its venture were well addressed, especially because of the pertinent diversity. Therefore, Cisco opted to outsource chief accountants, who would focus on the management of the taxation, statutory requirements and accounting roles (Kling, 2012). As the company diversified into many more nations, it adopted the entity support model, and established a partnership that handled accounting responsibilities and took charge of global operations. The company has registered smooth running of its operations and effective finance managements as well as successful global operations. In 2007, the company settled for an outsourcing venture by signing an agreement with Accenture with the service provider handling accounts, procurement, and management of the documents (Krishna, 2011). This served to solve the challenges that Microsoft was facing, and it has extended the agreement to 2018. Controller workspace and governance workspace are the tools that have served to ensure that Microsoft is satisfied with the efforts of Accenture. In 2012, the clientele of Sprint Nextel soared immensely. At first, the company relied on internal solutions to offer al the required services. However, the need for services became

Plato and the Concept of Knowledge Essay Example for Free

Plato and the Concept of Knowledge Essay Plato’s Theaetetus is a dialogue that discusses and attempts to find a definition of knowledge. The two characters, Socrates and Theaetetus, approach the argument with the initial idea that knowledge is the addition of a true judgment and an account. However, Socrates raises some concerns regarding the fundamental aspects that make the definition true. Ultimately, the two characters find that their original definition of knowledge is not as accurate, nor as simple as they once believed. The article opens with Theaetetus recalling a definition of knowledge he once heard, which stated â€Å"true judgment with an account is knowledge [and is therefore knowable], and the kind without an account falls outside the sphere of knowledge [and is therefore unknowable]† (126). Socrates begins to question one’s ability to determine whether something is or is not knowable, and he demonstrates the concept using the relationship between elements and complexes. In doing so, he explains a recent dream of his, which, in turn, is actually an explanation of Dream Theory. Dream Theory states that â€Å"the primary elements, of which we and everything else are composed, have no account. Each of them itself, by itself, can only be named† (126). In other words, as elements cannot be broken down further, elements cannot have an account because that would require the determining of whether or not the said elements exist. The addition of that information onto the original element itself results in something that is no longer in its simplest form. Therefore, no elements can have accounts, nor can they be knowable; elements can only be perceived. Consequently, this poses the question as to whether or not complexes are knowable given that their elements are not. When complexes are viewed as the sum of all their elements, it is safe to conclude that the complexes are unknowable, as their elements are unknowable. This idea allowed Socrates to then consider whether complexes were mere sums or if they should instead be viewed as wholes that cannot be dissected into parts. However, the problem with this idea is that, when viewed as a whole that cannot be separated, the complex is then no different than an element, and therefore cannot have an account. After failing to determine what does and does not have an account, Socrates decides to turn his attention to determining what constitutes an account. First, he defines it as stating one’s judgment through speech. Immediately, this manifests flaws in the sense that any true statement could then be considered an account. If this were the case, there would be no differentiation between an account and a true judgment. Next, he defines an account as listing the elements of the things known. Again, this must be incorrect because the possibility exists that one could simply memorize the elements without actually understanding them. Without understanding, one cannot have knowledge. Finally, he defines an account as differentiating the known thing from everything else. This would require knowledge of the differences, and ultimately would again be a reiteration of the true judgment. Additionally, one would be defining knowledge as true judgment plus knowledge, which would be considered a fallacy. This marks the final turning point in Socrates’s and Theaetetus’s overall definition of knowledge, where the two characters decide that their initial definition could not be considered correct. Through their attempts to dissect the supposed explanation of knowledge, Socrates and Theaetetus finally reach the conclusion that knowledge is â€Å"neither perception, nor true judgment, nor an account added to true judgment† (133).

Chinas Cultural Revolution: Reforms in the Education System

Chinas Cultural Revolution: Reforms in the Education System The period of the Cultural Revolution in China (1966-1969) witnessed a massive effort by the Maoist leadership to engineer the socialist transformation of Chinese society, one of the area most radically affected by the Cultural Revolution was the Chinese educational system. The Great Leap Forward has brought about much economic instability and lack of agricultural production, leading to the great famine. The goals and policies imposed by the government during the Cultural Revolution greatly decentralized the educational system and shifted focus from an industrial intensive production to an agricultural production. Although many rural schools continued to function throughout this period, formal education virtually ceased in the urban areas. In this paper, we will first take a look at the three main objectives in the educational reforms. With this general background description of the program, we hope to explain some of the goals that the Communist partied hoped to achieve. The second section of this paper will discuss the means that China employed to carry out the three main objectives, analyzing the decentralized manner in the implementation process and the structural impact it had on the educational system. Finally, we will evaluate the repercussion and critiques these reforms had on students and the society as a whole. Educational Reforms The Cultural Revolution had three basic objectives in reforming the educational system. In terms of the content of education, the first objective was to intensify ideological education so as to raise the political consciousness of the students. The second objective was to integrate theory and practice in the educational process in order to make education more responsive to the immediate production needs of the country. In terms of the scope of the educational system, the third objective was to popularize education, especially in the rural areas of China.[1] Prior to the Cultural Revolution, it seems that there was a tendency in Chinese education to emphasize technological and professional training often at the expense of the socialist revolution as envisioned by Chairman Mao. In 1956, with the exception of the third year of senior middle school in which a section of the constitution class was held each week, it was reported that political classes were entirely cancelled. This trend was further reinforced after the Great Leap Forward when educational policy emphasized more study and less work and politics. This general educational policy seems to have led to the consolidation of an elite technocracy drawn largely from the educated bourgeois elements of the past. Thus, the most important goal of educational reform in the Cultural Revolution was to mobilize the students and raise to a higher level their awareness of class contradictions still existing in Chinese society. As Mao made clear, all work in school is for changing the thinking of the student.[2] This educational objective was part of the massive effort of the Cultural Revolution as a whole to revitalize the commitment of the country to the socialist transformation of society. The economic objectives of the educational reforms of the Cultural Revolution should be seen within the context of the overall strategy for economic development. The emphasis on integrating theory with practice, or education with production, was not new in itself. The Ministry of Education stated explicitly in 1950 that the purpose of institutions of higher learning in the Peoples Republic of China is to train high level specialists for national reconstruction in accordance with the principles of the Cultural and Educational policy included in the Common Program of the Peoples Political Consultative Conference of China, and using a method which combines theory and practice. These specialists will have advanced standards of culture, will master modern science and technology, and will have total dedication to serving the people.[3] However, the way in which theory was linked to practice was quite different from that which Mao had in mind for the Cultural Revolution. And the problem her e was not simply one of implementation but of basically different concepts of economic development. From 1949 to 1958, Chinas strategy for economic development essentially followed that of the Soviet model, which stressed the growth of heavy industry at the expense of light industry and agriculture. As bottlenecks began to form, China began searching for alternative developmental strategies. Thus, the Great Leap Forward was an attempt to mobilize the masses on a large and intensive scale to break the bottlenecks in the economy. While this strategy as a whole failed, it marked the point at which China changed from its previous strategy to one placing relatively more emphasis on rural development. This change in developmental strategy brought a basic change in the definition of what practice constituted in the educational process. In one case, it meant working in the industrial sector primarily in a technological capacity, while in the other, it meant working in the fields to increase rural production. Thus, in the former case, linking theory and practice meant training more highly s killed specialists to advance the technology for Chinas heavy industry, while in the latter, it meant training less-highly skilled generalists in less time to meet the local production needs of the rural sector. Thus, the economic objectives of the educational reforms were oriented primarily to the development of agriculture and light industry. Up until 1966, educational opportunities, particularly at the higher levels, remained unduly concentrated in the big cities. The rural areas, despite some improvements since 1949, did not benefit from educational expansion to nearly the same degree as the urban areas.[4] In fact, according to a Russian source, after initial success at popularization of educational opportunities between 1950 and 1958, the number of students at all levels of education decreased markedly from 1960 to 1965. It was also said that Liu Shaoqi admitted that in the 1965-66 school year approximately 30% of the children in China were not covered by a system of primary education.[5] This bleak picture was partially confirmed by the Peoples Daily report that in 1965, 30 million school-aged children were not in school, most of them being rural children.[6] Thus, one of the major objectives of the educational reforms was to correct this situation by increasing the number of schools in the rural areas and initiating a large scale recruitment of peasants and workers into the existing educational system. Means of the Reforms The implementation of educational reforms was carried out via a decentralized process, as most schools were placed under local management. In fact, it was reported in 1973 that each school had its own Revolution in Education Committee responsible not only for implementing reforms but also for part of the planning process within its own institution.[7] So it would seem that local experimentation within the general framework of the new educational policies was encouraged. Experimentation was seen as necessary primarily because of the emphasis on adopting flexible methods to meet the diverse needs of different schools and regions. We will identify below the major guidelines regarding the implementation of the educational reforms, as well as describe some of the different ways the reforms were implemented. In order to elevate the political consciousness of the students, the curriculum was heavily stocked with political education courses. The major texts used were drawn from the works of Mao. Aside from increasing the number of political course, other courses also drew upon Maos thoughts to explain various approaches to the analysis of whatever phenomenon was involved.[8] This reliance on Maos thoughts was essentially the concept of putting politics in command of knowledge. At the same time, revolutionary mass criticism and class struggles were actively promoted to bring into sharp relief the various contradictions in society from a more personal perspective. The principal means of linking theory and practice in the educational process were to make production labor a major part of the students curriculum and to direct research to meet local needs. These methods were based on the concept of practical training, although their implementation in China seems to have gone far beyond that prac ticed by other countries. In the rural areas, students would spend much of their time working in the fields and learning from the peasants. The training of the students included clearing marginal lands, planting and harvesting, working on the construction of water conservation projects and irrigation systems and so on. [9]Research in turn was directed towards increasing the crop yield and the mechanization of the local production units. What the specific tasks would be depended on the particular needs of a given locality. As for the urban sector, secondary and higher learning institutions were reported to have set up local factories within the schools not only to train students in practical work, but also to engage in significant production work. In other cases, factories and schools established ties with one another so as to direct the research of the latter to the needs of the former, making possible the immediate application of new findings. At the same time, veteran workers were often brought to the schoo ls to teach in certain areas and students worked at the factories for practical training. Some factories even established schools of their own, although this method seems to have more or less faded out. In brief, the educational reforms designed to attain the economic objectives basically gave the students more practical training and actual work in production than did the previous educational system. It was said that prior to the Cultural Revolution, peasants and workers had much difficulty attending schools because of such obstacles as high entrance examination standards (primarily for colleges and universities), high costs and expenses, inaccessibility since most schools were located in the cities, conflict of class schedules with local production time tables, and the lack of direct and immediate relevance of the courses offered to local production needs. As a result, educational opportunities were still not extended to many in the country living in the rural areas. During the Cultural Revolution, many of the reforms were implemented specifically to erase such barriers to education. Some of the broad guidelines for popularizing education were: 1) lowering educational standards, thus making possible the large scale recruitment of peasants and workers into the existing educational system, and especially to higher learning institutions; 2) lowering educational fees and expenses; 3) shortening the number of years for a basic education, usually from a 6-3-3 to a 5-2-2 system, while higher education was usually reduced from four or five years to two or three years (this allowed more to enter the educational system since less time would be taken off needed production work and the school population would be reduced for a given amount of students going through); 4) promoting popularly-sponsored schools-this expansion occurred mainly in the rural areas and was limited basically to the primary school level; 5) adapting curriculum and schedules to local req uirements; and 6) simplifying teaching materials.[10] Within these reform guidelines, however, schools at all levels could experiment with different ways of implementing the reforms. For example, Peking University with its more carefully selected students continued to have higher standards of education than many other colleges and universities. However, an attempt was made to lessen the gap.[11] Or with regard to popularly sponsored schools, there arose mobile schools, spare-time schools, half-work, half-study schools and so on. Furthermore, the specific curriculum of each school, except perhaps for the political education courses, varied according to the needs of the particular region. Thus, the popularization of education was carried out under a flexible and decentralized educational system. Repercussion of the Reforms While the drastic educational reform measures have given peasants opportunities to attain basic education in rural areas, as well as agricultural production and political gains, it naturally came with lasting negative impacts that promoted many post-modernists critiques. In the beginning of the Cultural Revolution, values like collaboration, diligence, modesty, and respect for elders and teachers were discarded as a result of the purge of the old Chinese cultures and traditions. Many have failed to retain the virtues during the revolution. Second, due to political struggle and line drawn between working classes and intellectuals, as well as political and violent nature of the social revolution, substantial innocent teachers and professionals were subjected to personal attacks and humiliation, some even executed. Third, specific strategies of the reformed curriculum and examination system proved to be misguided and wasted the schooling of many young people. The disconnection between a cademic achievement and students future career, the emphasis on political correctness over academic achievement, and the neglecting of theory learning and over-emphasis on hands-on experiences were all examples of poor decisions. Fourth, the Cultural Revolution both liberated students and dominated them. It liberated students and people because it opened their eyes to the inequality existing in education and society; However, it imposed political control and dominated them because it did not allow real democratic, independent and critical thinking ability.[12] As Freire (1970) put it, If teachers help students from oppressed communities to read the word but do not also teach them to read the world, students might become literate in a technical sense but will remain passive objects of history rather than active subjects.[13] Conclusion The Cultural Revolution opened peoples eyes but imposed the governments intentions on the people and dictated their thinking. Thus, people were forced to follow the governments ideology. In accordance with the three objectives set forth by the Communist Party, strategies were carried out in a decentralized manner that placed significant amount of decision making on local management. To raise political awareness, much of the curriculum were inspired by Maos thinking. His principles such as practice training were also preached to the students, which compliments well with the second objective; to integrate theory and practice while increasing agricultural production. At the time, schools and factories were tightly assimilated, as much of the students from urban areas were organized to work in rural areas, in order to experience the real China and raise consciousness on the large class segregation that existed. Lastly, with adjustments to the curriculum schedules, time commitment, academ ic and financial requirements, the barriers to entry were significantly reduced for many rural youths. Basic education was finally attainable by peasants and popularized in the rural area. However, this caused a reduction of higher education and development of specialized skilled workers in the urban area, in accordance with the focus on agricultural production rather than industrial production. The extremist nature of the reforms achieved by China was unlike what other countries could have accomplish. While political agendas and production goals were met, it came at a great cost to students that lasted through the generation. Connections to their ancestors culture and virtues were cut in favor of Maos thinking and the way of the new China. This led to activities that post-modernists could consider contradictive to the development of humanity, which was evident in the case of innocent individuals who retained the old culture or decided against Maos thinking were humiliated or executed. Students freedom of critical thinking was taken away, replaced by political correctness and over-emphasis on hand-on experiences, ultimately hindering their theoretical knowledge and future career development. Bibliography Seybolt, Peter. Editors Introduction, 1971 Huey, Alison B. The Revolutionary Committee of Peking Middle School #31, 1970 Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973 Klepikoy, V. Z. The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, translated by J.ÂÂ   Barry Eliot, CE 1 Peoples Daily, Chinas Educational Revolution, 1965 McCormick, Robert. Revolution in Education Committees, The China Quarterly #57, 1974 Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968 Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. https://eric.ed.gov/?id=ED427419 Lankshear, C. and Mclaren, P.L. Critical Literacy, New York: State University of New York Press, 1993 Shor, I. Empowering Education, Chicago: The University of Chicago Press, 1992. [1] Peter Seybolt, Editors Introduction, 1971, p. 4. [2] Alison B. Huey, The Revolutionary Committee of Peking Middle School #31, 1970, p. 206. [3] Seybolt, p. 4. [4] Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973, p. 257 [5] V. Z. Klepikoy, The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, trans, J. Barry Eliot, CE 1, p. 42. [6] Peoples Daily, Chinas Educational Revolution, 1965, p. 258. [7] Robert McCormick, Revolution in Education Committees, The China Quarterly #57,1974, p. 133. [8] Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968, p. 24-31 [9] Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, p. 40-45 [10] Gardner and Idema, p. 279-280. [11] Ibid., p. 286. [12] Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. [13] Lankshear, C. and Mclaren, P.L., Critical Literacy, New York: State University of New York Press., 1993

Two Brands of Nihilism Essay -- Nietzsche Nihilism Philosophy Essays

Two Brands of Nihilism As philosopher and poet Nietzsche's work is not easily conformable to the traditional schools of thought within philosophy. However, an unmistakable concern with the role of religion and values penetrates much of his work. Contrary to the tradition before him, Nietzsche launches vicious diatribes against Christianity and the dualistic philosophies he finds essentially life denying. Despite his early tutelage under the influence of Schopenhauer's philosophy, Nietzsche later philosophy indicates a refusal to cast existence as embroiled in pessimism but, instead, as that which should be affirmed, even in the face of bad fortune. This essay will study in further detail Nietzsche view of Schopenhauer and Christianity as essentially nihilistic. Nihilism Throughout his work Nietzsche makes extensive use of the term â€Å"nihilism†. In texts from the tradition prior to Nietzsche, the term connotes a necessary connection between atheism and the subsequent disbelief in values. It was held the atheist regarded the moral norms of society as merely conventional, without any justification by rational argument. Furthermore, without a divine authority prohibiting any immoral conduct, all appeals to morality by authority become hollow. By the atheists reckoning then, all acts are permissible. With Nietzsche's appearance on the scene, however, arrives the most potent arguments denying the necessary link between atheism and nihilism. It will be demonstrated that Nietzsche, in fact, will argue it is in the appeal to divine proscriptions that the most virulent nihilism will attain. There is a second sense of nihilism that appears as an outgrowth of the first that Nietzsche appeals to in his critique of values. It contends that not only does an active, pious, acknowledgment of a divinity foster nihilism, but also, the disingenuous worship of a deity that has been replaced in the life man by science, too, breeds a passive nihilism. Christianity Nietzsche conceives the first variety of nihilism, that fostered through active worship, as pernicious due to its reinforcement of a fundamental attitude that denies life. Throughout his life Nietzsche argued the contemporary metaphysical basis for belief in a deity were merely negations of, or tried to deny, the uncertainties of what is necessarily a situated human existen... ...if a man is sincere and in full possession of his faculties, he will never wish to have it over again, but rather than this, he will much prefer absolute annihilation† (WWI 589). Schopenhauer's pessimism has some roots in our inability to adequately satisfy our wants. A casual reading might have one to believe both philosophers took the will to be the same oject or process, but that where one celebrates it the other denigrates it. A more careful reading will reveal, however, that, Nietzsche though initially impressed with the Schopenhauer conception of the will, he will later reject it. Schopenhauer concieves the will to be a primal metaphysical reality. The mileage the two philosophers get from investigating â€Å"will†, the term is no coordinate in their use, nor are we surorised at the disparity of their mature philosophies. For Nietzsche, the resignation of the will is a forlorn denial of life. Similarly, the appeal to a transcendent deity also indicts the indivuals as resentful in the face of those who can affirm life. Nietzsche proposes one should affirm life even in the midst of tragedy, thus the passive nihilism that embraces the ascetic ideals are overcome.

Cultural background Essay

1. How do cultures shape minds? The cultural ancestry of a certain individual often makes an impression on the individual itself. However, if the individual is more often exposed to a certain culture that is totally different from their ancestry, there is a greater chance of adapting to the said culture in order for them to â€Å"fit-in† with the population. 2. What cultures affect middle and high school students? The Hispanic/Mexican and Asian cultures have more effect on middle and high school students since they make sure that the next generation realize the importance of having their own distinct culture regardless of their ability to adapt to the cultural conditions of the country where they reside. 3. What literacies influence student’s thinking and behavior in and out of school? Literacy in the English language is the major influence followed by literacy in cultural heritage. 4. Where is our adolescent literacy crisis rooted? It lies in the ability of the adolescent to adjust to both the family and social environment in relation to their quest for knowledge during their formative years. 5. How can teachers respond to literacy and learning challenges in their content area classrooms? The teachers can set the learning pace that would put the students, regardless of intellect or cultural background, at ease in the classrooms making them eager to learn more.

Report on Talent Planning in Organisations

Human Resources Management Resourcing Talent Activity 1 † Report on Talent Planning in Organisations â€Å"Factors that affect an organizations approach to attracting talent Companies are offering attractive packages for educated and talented people who have interest it the role with in the company for example: * Pension – private pensions schames with in the company , retirement programs * Flexi time of work – where employee can chose when he is able to work once the work load is done by dead line time, giving opportunity for work life balance * Learning opportunities- the company gives ability to learn and develop skills PDP plan and also offering courses, or finance degree programs for employees in order to develop company * Attractive and fair solary- employees are working at different levels of performance also at different grades within the company, the knowledge that the hard work is going to be rewarded Three organizations benefits of attracting and retai ning o diverse workforce Trzy organizacje korzysci z przyciagniecia i utrzymania o. roznorodnych pracownikow) * The company can gather huge amount of talent from all around the world, which might not find it the country of origin of the company. * Different people different approaches from all around the world can help company to expand to different markets * Many organizations recognise that a diverse workforce helps the organization understand and respond to the needs of an increasingly diverse client baseThree factors that affect an organizations approach to recruitment and selection Trzy czynniki wplywajace na podejscie do organizacji rekrutacji i selekcji The factors can be internal and external the example of internal approach is: * Recruitment policy- which include : general recruitment policies and terms of the organisation, recruitment services of consultants, recruitment of temporary employee, unique recruitment situations, selection process, job descriptions, terms and co nditions of the employment. * Cost of recruitment process- who is recruiting do they have skills needed is it agency . External factor could be: * Unemployment rate – where employer is setting the recruitment process at very high level and is looking for high qualified and skilled people because of amount of candidates more or less suitable for the role, to choose the best one, also salary offered can be lower because of economic situation. * Image of company- is company the employer of choice Recruitment methods Internal recruitment – Where company is preparing job specification and skills desirable and is looking for employee within the company who can take position offering promotion or transfer to different department * External recruitment – outsourcing where empoyer is advertising externally in newspapers, online the position he is seeking for with full job description and skills needed * Agancy recruitment- where employer is handing the recruitment proces to the recruitment agency paying fee for finding right candidate. Selection methods * Interwiew- the most popular technique,the interview is great for information exchange between applicant and interviewer regarding an applicant's suitability and interest in a job the employer seeks to fill.Since interviews can be rather flexible, any missing pieces of information about an applicant can be collected at this time. * Test – If this is an important part of the role, it may be worth using a test, for example if some IT skills are needed for the posts, such as Access database skills, using test you can quickly eliminate candidates which wouldn’t know the answer to the questions asked. * Presentation- In assessing presentations, it is important to have decided on the criteria against which each candidate will be marked. How the person communicates with the panel and gets their points across, as well as how they interact with the members of the panel.Purpose of induction and how they benefit individuals and organisations It is process of bringing, introducing, familiarising a new recruit into the oraginsation. This program familiarises the new employee about the culture, accepted practices and performance standards of the organization. Induction training is very essential for any company because it helps an individual or new recruit to grow within a company and motivates him. New employee is more confidence. During induction new recruit gets to know about the organisation's employment philosophy, physical work environment, employee's rights, employee's responsibilities, organisation, culture and values and also with key business processes.Induction program should include all the aspects of the organisation and present for the awareness of the new employee. Like emergency procedures, facilities, safety issues, right's of the employee, what to be paid, no harassment, equal opportunity, grievance procedures, employee responsibilities, times, conduct stand ards, job function, dress requirements, organisational structure, what it does, how they fit in, who is their Manager, the functions of different departments, how the employee will be managed, what the performance management process will involve, and his role in that process. The benefits for the organisation is also visible as they get to push forward the way they wish their new employees to act and to tell them exactly what is expected of them.A successful workforce is one that everyone knows what their role is and how to complete the tasks assigned to them. Therefore, without an induction day, time and money can be lost further down the line when the staff member doesn't meet the required standard due to not being told exactly what is expected of them. Induction Plan that identifies areas to be covered, timelines and those involved in the process It is very important for all staff and company to have induction plan in place it standardise the information that staff members are ge tting when joining the organisation or being transferred from another department. * Show location of food, drink and bathrooms as a top priority, so the person could move around the building comfortably. Tell existing employees about the new person, and encourage them to stop by and say hello, visit and show around the facility the new person will be based in that will let new employee to be introduce to most of the staff * We can provide chart and office/building seating plan, to help make sense of of people, names and departments. * Have all security and passes ready and waiting. * Have a trusted team member explain the unwritten rules and subtleties of office politics. * emergency procedures should be discus while inducting * explaining one more time duties, responsibilities and introduce person to report to Staff induction plans set the tone of the relationship between employee and employer. With thought and a small amount of prior organisation, you can get the relationship off to a flying start by using an effective staff induction plan. .

Atomic Energy: Good and Bad Essay

The use of nuclear energy is controversial because it can be used to wreak havoc upon mankind. Fission, or the splitting of atoms, can be used to release extreme heat and radiation. During World War II, the United States decided that this would be a powerful weapon, so they dropped two fission bombs over Hiroshima and Nagasaki, Japan to end the war. Many buildings were desotryed and thousands of innocent civilians were killed. After that, the world viewed nuclear bombs as dangerous new weapons that could devestate entire cities. Also, the radiation released from nuclear fission is harmful to living organisms. In 1986, a steam buildup in a nuclear reactor in Chornobyl, Ukraine caused an explosion that released tons of radiation into contact with people and animals. Thirty-one deaths resulted from the accident. Traces of the radiation were found in areas far away from the reactor because they traveled by wind. After the accident, the radiation still affects people in the contaminated areas; thyroid cancer in people has been increased due to the radiation. I think the benefits of nuclear power definitely outweigh the potentional dangers. Nuclear power is a very efficient source of energy. For example, it can be used to provide electricity for cities. Nuclear reactors would split radioactive elements to form heat, which would produce steam to turn turbines. Then electricity would be created to power major towns and cities. We do not need to worry about nuclear meltdowns because of the safety measures in nuclear reactors. The Chernobyl accident would be a thing of the past. Nuclear energy is also abundant, unlike fossil fuels (coal and oil). We don’t have to worry about running out of radioactive elements. However, fossil fuels are the complete opposite; gasoline prices have skyrocketed over the past thirty years, and scientists predict that gas would become a rarity in the year 2075 or so. I do not think all countries should agree to limit atomic weapons. Even if a country has only 200 atomic weapons, they can still easily threaten other  nations. Leaders should be able to buy what they desire with their nation’s money without having to worry about breaking any agreements. Perhaps a better solution is to ban atomic weapons altogether; that way, the world don’t have to worry about nuclear war anymore. If a country is suspected of possessing nuclear weapons, then that country would probably be wiped off the map (courtesy of the United Nations, they are the sheriff of the world.) Or maybe we should allow all countries to stockpile only ONE nuclear warhead for every country on earth. So if there are 200 countries in the world, your country could only stockpile 200 nuclear warheads. That way, if you bombed every country on earth, you would only have one warhead left to defend yourself with. I think it would be a pretty wicked awesome system. Atomic energy was used to cause death and destruction, but now it is being used to help light up the world. When the responsible are in charge of nuclear power, then everyone benefits! Atomic power is a great example of wonderful technology.

Strategic Choice and Evaluation Essay Example | Topics and Well Written Essays - 750 words

Strategic Choice and Evaluation - Essay Example This paper will look at alternatives Medtronic’s should consider to realize growth. The paper will assess the best value discipline, generic strategy, and grand strategy for the organization. The paper will conclude by recommending a combination of strategies the organization should put into practice. The best value discipline Medtronic’s should consider to realize growth is customer intimacy. This means that Medtronic’s will concentrate on providing services and products required by a particular client and not what is required by the whole market. Organizations, which are customer-intimate, develop relationships with their clients and are not after one time dealings. They dedicate their selves in satisfying distinctive needs, which frequently only they, by virtue of their profound knowledge, and intimate relationship with clients acknowledge (Grant, 2008). Therefore, for Medtronic’s to realize growth, their suggestion to the clients should be to provide t he best solution for them and offer all the assistance necessary so as to realize the best outcomes and at total minimal cost. The best generic strategy to be employed by Medtronic’s should be the cost leadership strategy. Generic strategies illustrate the techniques of attaining competitive advantage. This explains the techniques employed to establish the upper hand that gets the organization the sale and takes it away from rivals in the sector. There are two ways Medtronic’s may realize this by utilizing the cost leadership strategy. One, Medtronic’s may enhance earnings by minimizing expenses while utilizing industry-average costs. Two, Medtronic’s may augment market share by imposing reduced costs, while at the same time making a realistic profit on every services offered and of product sold because Medtronic’s will have decreased costs. One should bear in mind that cost leadership concerns lessening the cost to the organization of providing se rvices and products. Also, it should be noted that the price or cost paid by the client is a distinct matter. The cost leadership strategy entails being the leader with regard to cost in the market or industry. Being among the lowest-cost producers is simply not sufficient as Medtronic’s will leave itself wide open to competition by other organizations who offer services and products at a lower cost and, consequently, may emasculate Medtronic’s prices and, therefore, hinder its capacity to realize growth. Therefore, Medtronic’s needs to have confidence in attaining and retaining the leaders position prior to selecting the cost leadership strategy. Nonetheless, organizations that successfully realize the cost leadership strategy typically contain extremely adequate logistics, access to the funds required to invest in technology which will help lessen costs, and a reduced cost base, and a strategy of efficiently reducing costs beneath those of its rivals (Olsen, 2 012). The grand strategy that Medtronic’s should consider to realize growth is product development. Product development entails investing immensely in research and development so as to fashion innovative and new product offerings. Product development is fundamentally the reverse of market development. Pro

Mystical Traditions between Christianity and Judaism Essay

Mystical Traditions between Christianity and Judaism - Essay Example Similarly, Judaism too relies heavily on the mystical side along with a hard core of established creed handed down through generations. The presence of an omnipotent and omnipresent superpower, high up somewhere, directing all activities of its followers, is the focal point of Judaist traditions. The general belief of all Jews regarding their holy texts, centers on the historical tradition that the laws of living were handed down to them from god directly to Moses. This idea continues to be applied in the belief that a particular geographical area was allocated to them, which constitutes the 'state of Israel'. The monotheistic belief on which the religion of Judaism is built has ensured the strict adherence of all its followers to the laws laid down in the holy scriptures of the Jews. One of the common examples of Judaist traditions that have been studied in great depth, is the golem, which is explained as the transference of power from God (above) to a human-like creature (below) that is brought into being though a series of ritualistic practices. There is an allusion to the transcendental function of spiritual power that flows from the top, to the believers below. Knapp (1979) speaks in detail about the contradictions of good and evil in the golem belief. Judaist traditions, over the years, have undergone a lot of change, understandably so, with the upheavals in history. The daily observances with regard to eating habits, bodily functions, spiritual rites and interpersonal relations have morphed with the influences of not just other religions but also due to the geo-political and economic pressures that have been felt in the recent past. The laws of living or the indigenous traditions that are internalized in Judaism have no doubt adapted to the changing scenario, in the last century. Traditions in Christianity: The traditional belief in the existence of the Trinity (the Father, Son and the Holy Spirit) indicates a foundation of the triumvirate, which is the cornerstone of Christianity. Talking about the traditional practices of this religion, brings us once again to the code of living enshrined in the Old and New Testaments. While the former spoke about the origin of the race of man and his subsequent exile from paradise (caused by temptations),the latter focuses on one of the most important doctrines of the Christian church - that God became man. The belief that Jesus Christ (the son of God) was born on earth as a man, in order to save the world from annihilation is the premise on which the Bible (the New Testament) is written. The belief is that the world was full of sinners who could be saved only if a savior could give up his life. (1977 edition) Whether it is the religious observances of festivals or other occasions, such as the birth, marriage or death of individuals, the Christian religion lays down a set of universally accepted rules provided the demarcations of the various sects are well drawn and noted. In other words, different sects have different traditions that are also impacted with the geographical and ethnic factors that vary with time and place. A comparison and a conclusion: Similarities in the religious traditional practices of Judaism and Christianity are strongly evident. This may be due to the fact that they have distinctly similar origins. The belief about Yahweh or Jehovah