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Ethical Issues Of An Organization - 1595 Words

Definition - Ethical issues Situations in which, on moral grounds, persons ought both to do and not to do something. Such a definition implies that issues of conflict and choice are central to moral dilemmas. Definition - Legal issues To promulgate or send out. In a lawsuit, a disputed point of law or Question of Fact, set forth in the pleadings, that is alleged by one party and denied by the other. Definition - shared information The exchange of data between various organizations, people and technologies. Definition – organisation An organized group of people with a particular purpose, such as a business or government department. Definition - procedures and conventions A meeting or formal assembly, as of representatives or delegates, for discussion of and action on particular matters of common concern. Definition – privacy A state in which one is not observed or disturbed by other people. Definition – permission The action of officially allowing someone to do a particular thing; consent or authorization. Definition – information Facts provided or learned about something or someone. Definition – laws The system of rules which a particular country or community recognizes as regulating the actions of its members and which it may enforce by the imposition of penalties. Definition - intellectual property Intangible property that is the result of creativity, such as patents, copyrights, etc. Definition - social implications The effect of an activity on theShow MoreRelatedThe Ethical Issues Of Business Organizations2096 Words   |  9 PagesLeaders of business organizations should consider the fact that ethical issues are always a part of any organizational progress. Hence, to be able to understand the issue better, it is essential to know what ethics really pertain to. According Wesley Cragg, â€Å"ethics pertain to values and attitudes of people†. 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We wont let go of these so, we are just learning to get along together, and insteadRead MoreInternational Business Ethics And Ethical Issues Within International Organizations1113 Words   |  5 Pagesinternational business encourage firms and organisations to become socially responsible and ethical global citizens? What I am here to tell you today is that with the correct organisational procedures, internationally renowned businesses are able to become socially responsible and ethically recognised. However when international organisations have unseemly and immoral behavioural standards, generating ethical global citizens is out of the question. Today international business ethics have a numberRead MoreEthical And Legal Issues Related With Shared Information Within An Organization Essay1026 Words   |  5 Pages4A: Describe ethical and legal issues related to shared information within an organisation, and the related procedures and conventions for privacy and permission. Within an organisation, there are numerous procedures and conventions put into place that ensure the privacy of the user and their content. The ownership of information created by or made available to the user in an organisation is often a subject of controversy. An organisation has the undisputed right to manage and monitor informationRead MoreThe Responsibility Project Essay951 Words   |  4 Pages Ethical principles contribute and can be utilized to address the organizational issues. This paper will discuss the way ethical principles get used for addressing the issues. This paper includes the information of a short film which is retrieved from the Responsibility Project web site. The paper includes several discussions which are; why are the issues in film are important? What role do external social pressures have in influencing organizational ethics? How might these issues be relevantRead MoreIndividual Rights and the Business Organization1543 Words   |  6 PagesRunning Head: Individual Rights and the Business Organization Individual Rights and the Business Organization Introduction In todays highly uncertain business environment, businesses and individuals face a number of ethical issues which arise due to different internal and external environmental factors and impact the individuals within and outside the organizations. The ethical issues which negatively impact the privacy, morale, and societal values of individuals include fraudulent businessRead MoreThe Responsibility Project Essay940 Words   |  4 Pages Instructor The Responsibility Project Ethical principles are something that can address any organizations issues. How to use these ethical principles are what we will address in this article. From the website â€Å"The Responsibility Project†, we will see how ethical principles are important in any organization, and how they can shape and change them. From the website, we will be reviewing the film â€Å"Good Vibrations†. Why are the issues in the film important? Good Vibrations is an animated

Critical Introduction To Curriculum Theory - Myassignmenthelp.Com

Question: What is your vision for children leaving school after 10 years of schooling in terms of what they should know, their values and attitudes, and skills they should gain? Answer: Introduction According to Thomas (2015), life after school is one of the most important phrases for an individual. The teachings and discipline that are provided in school need to be applied in every aspect of life after leaving the school. The essay discusses the vision of students after ten years of leaving school along with the knowledge that they need to apply. The manner in which they can adjust in the modern world is best expressed in the essay by analysing the curriculum that is taught in schools. For this reason, the school curriculum activity of Maldives is analysed. A critical evaluation of the Maldivian situation is analysed and the manner in which students can apply the skills and knowledge of the curriculums in future is presented in the essay. Discussion The life of an individual during the school period is one of the most important phrases. As stated by Doll Jr (2015) the early exposure to education and a disciplined life starts from the experiences that occur in school. School life helps an individual to interact with different other individuals belonging to different class and culture. These interactions can help the individuals to understand the meaning of life and gain more insights into the way one can shape its life. According to Beane (2016), early exposure to a community or a particular type of behaviour tends to remain with an individual for life. Without such exposure, it can be difficult for individuals to shape their lives by providing a proper direction. To do so successfully, it is necessary that the teachers in the school provide the guidance required. It is also the responsibility of the school management to provide a set of proper and relevant curriculum for bringing up the youth. The normal expectations from school are to build up a character of an individual. It is said that the seeds of taking a particular turn in life need to be sowed in the early years to avoid any type of odd situation in the future (Van Lier, 2014). The knowledge gained from attending school can be used at any point in the life of an individual. Ten years after leaving school, it is expected that the education and the exposure to life received during the educational days, can help individuals choose a right career for themselves. The vision needs to be honouring the school and any other educational institute that they have been a part of throughout their lives. Hence, a discussion can be made about the knowledge that is required to be given to the individuals, along with the values and skills that the individuals need to be exposed to. The values, attitudes and skills of the individuals can be derived from the curriculum provided by the schools. According to Sleeter and Carmona (2016), it is the responsibility of the managerial staff of the schools and the education department to decide upon the best curriculum that suits the requirements of the individuals. These decisions are made based on the analysis of the current situation in the education system along with the economic stature of a country. For example, in a country like the Maldives, the economy is said to provide support to the middle-class people. Unlike countries like China or UK, Maldives is more of a middle economy country with a population of more than 427,756. The majority of the income comes from the tourism sectors as the Maldives is considered a place meant for tourist attraction. Hence, the curriculum activity of the country needs to focus on the improvement of life of the people. To do so it is important that theoretical as well practical skills knowledge is provided to the students attending the schools. As observed by Glatthorn, Jailall and Jailall (2016) the values provided in schools are important as it directs the life of an individual. Children spend most of their time at school by interacting with other children. The advice provided to them by their teachers is more effective than that advice provided to them by their parents. However, Ross (2014) is of the opinion that family members and teachers play an equal part in developing the values of children. The two elements that are important in the development of a child need to work simultaneously to ensure that proper value is provided to the children. The value of education, as well as discipline, need to be taught from the primary level. This can help the children to understand and gain the required exposure towards life. Interest in the curriculum needs to be provided to the children to ensure that the correct practice is being preached (Parkay, 2017). In this regard, it can be said that the attitude of the children also needs to be developed. Most of the times it has been seen that attitude problem plays an important role in setting up a career of an individual. Individuals need to be aware of the people around them along with the situation around the area so that they can be presentable to other people (Winder et al., 2016). It is important for every individual to maintain their attitudes and vary them according to the situation. For example, the behaviour required with a boss of an organisation cannot be the same as the behaviour required with a friend. The difference in attitudes and respect need to be taught to the children in the school itself so that they can apply it in the future. However, Barrow (2015) stated that values and attitudes of an individual are related to one another. This is mainly because of the fact that the attitudes of an individual development through its value. The duty of the teachers at school is to ensure that proper value is taught to the children so that the attitude remains calm and respectable. Hunkins and Ornstein (2016) said that having a negative attitude could deter a person from achieving great results in the future. At the same time person having a bad attitude, mainly behaving rudely with other people can also have a negative impact on their career. Hence, it is important to ensure that the attitude of an individual remain neutral and varies with the situation. Such thoughts can come only after a proper value has been taught at the school level. Hence, it is important for the schools to provide the required education so that proper attitude can be formed. Flook et al. (2015) stated that a good attitude could be maintained if the individual has a proper skill set. The skill set of the children needs to be developed via theoretical as well as practical experience. It is important for the teachers as well as the education department to maintain a curriculum that encourages both types of learning. Most of the times it is believed that education is the only thing that can be included in the curriculum of children. However, Nespor (2014) is of the opinion that a proper time needs to be allocated for playing and creativity of the children. This can help in developing their skills of innovation and teamwork. Both these factors are important for gaining success in the modern business world. The skills provided need to be such that it is of immense value in the future of the children. Thus, it is important that along with values and attitude, development of skills be also encouraged by the schools (Keating, 2014). After analysing the importance of school, it can be said that the vision of the children after leaving school needs to make full utilisation of the activities taught in school. The values, attitudes and skills that the school have helped to develop include the manner in which individuals can implement it successfully in future. In the words of Little-Wienert et al. (2017), every school needs to maintain the necessities that are required for developing a good future for the children. These necessities range from a good curriculum activity that comprises of an equal balance of education as well as playing opportunities. Opportunities regarding creativity are another important aspect that schools need to provide to the children. In light of this statement, the curriculum activity of the schools established in the Maldives can be analysed. It is to be noted that the schools in the Maldives consist of both public as well private undertakings (Halpern, 2014). Hence, it is important to keep in mind that the curriculum may vary from one school to another. The Maldives educational system gets its roots from the policies and procedures that have been set up by the ancestors and the founders of the land. The current educational system in the country defines the tradition of the country and ensures that fair opportunity is provided to every individual willing to pursue education. Some of the traditional schools like madhrasa, makthab and edhuruge are privately owned schools that have existed in the country since the early civilisation (Null, 2016). Until 1960, the educational system of Maldives consisted of the curriculums prescribed in the traditional schools. For example, in edhuruge, the curriculum includes providing private tuition to children. These tuitions were given based on various topics that included reading the Quran, writing in the mother tongue of the country and solving some arithmetic problems. The traditional style of curriculum provided the basic education to the children that can be enough for them to earn a living in t he future (Noriea et al., 2017). However, even after 1960, the Western style of education was not introduced in every school of the region. Some of the private and English-medium schools received the Western culture of education in the hopes that it can be used as an experiment to record the reactions of the people. As stated by West, Loftin and Snyder (2017), the experiment was a huge success among the children as well as the parents. However, one of the biggest challenges that were faced by the people was to recruit teachers that had the skills of delivering lectures in English. For this, a training method was established that provided opportunities for individuals to receive training for meeting the requirements of the curriculum. According to Norcross et al. (2016), this gave rise to the public sector schools. These schools were made as per the British system so that an organised curriculum can be maintained along with proper instructions. Having analysed the historical development of the education sector in the Maldives, Pinar (2014) stated that the most important policy relating to education in the country is the National Curriculum Framework. This policy is outlined to support and ensure that the best quality of education is provided to the people in the country. The aim of the policy is to encourage children to think in a contemporary manner that can help them to gain success in future. In this regard, it can be said that the duty of the schools also plays a major role in the formation of the policy. Jiang et al. (2015) are of the opinion that the schools need to elaborate the learning experience of the students. A description is provided to the schools stating each stage of development and understanding capability of the students. The vision of the policy guides the principles that set up its design. The importance of Maldives society is taken into account and it is important that the children be given proper oppo rtunities to continue living their dreams. In this regard, certain examples of schools can be taken into consideration while addressing the curriculum activities in the Maldives. One of the most popular schools in the country is the Ghiyasuddin International School (GIS). This school was established in 1999 and is one of the examples of public-owned schools. The motto of the school denotes LEARN AND LEAD, which indicates the level of future development that the school undertakes. The vision of the school includes the excellence of students as well as the staff to develop a conscience towards the environment, culture and society. The challenges that students may face in the modern world are addressed in the school (Gis.edu.mv, 2018). It is the most important curriculum activities that the Government sector of Maldives have undertaken to address the recurring problem in the society. According to Sleeter and Carmona (2016), this school takes on the modern challenges of the society and ensures that children remain up-to-date in a technical field as well as other areas that may threaten their growth in future. Another example of a school that may be taken is the Billabong High International School. This is the first international school to be set up in Male and has continued to function for over six years. As was the aim of the traditional schools in the country, recruiting foreign members to teach the children is maintained in this school. The BHIS recruits people from foreign lands so that they can teach the curriculum to the children. BHIS is a highly developed school that encourages the children to be developed from the pre-school age (Billabonghigh.mv, 2018). The vision and mission of the school are to provide dynamic education to the children and ensure that every individual recognises and develop their potential so that they can have a better future. This provides an opportunity for the students to be creative at an early age (Brauer Ferguson, 2015). In this regard, it can be said that the curriculum activities of Maldives are based on the choices made at the central, regional and school level. The Central level consists of the Ministry of Education (MOE), Educational Development Centre (EDC) and the Institute of Teacher Education (ITE). The aim of the Central level is to set up policies that can be applied at the national level. For example, the MOE sets up codes for the behaviour of the students. At the same time, the teachers are trained as per the goals of the nation that are set up by the ITE. Parkay, Anctil and Hass (2014) stated that the methods and approaches of the teachers while teaching in the educational sector is modern and consist of training teachers with certain methodologies. Textbooks for secondary schools are provided so that the syllabus can be developed from the textbook. However, Noriea et al. (2017) countered this by stating that syllabus from the textbooks cannot ensure the creativity of the students. In this regard, examinations are set and evaluated that expect the students to meet the standards set by the Central level. The Regional level consists of the Island Offices, Atoll Education Centres (ATE) and Atoll Primary Schools (APS). The aim of the Regional level is to interpret the roles of the teachers and ensure that the behavioural codes that have been set at the Central level are interpreted to the students. At the same time, local rules are also set up so that the local authorities governing the schools can maintain command over the schools. The curriculum plan at this level includes the national syllabus and the schools tend to follow the national timetable set up at the Central. Robotin, Shaheen and Ismail (2016) observed that the approach at the Regional level is more or less similar to the approach at the Central level. However, one of the opportunities that the Regional level provides is the fact that it conducts field trip for the student. Such establishments help in developing the interactions between the teachers and the students and allow the students to be exposed to the reality of lif e. In this regard, an example can be provided that highlights the importance of field trip. The Central for Higher Secondary Education (CHE) or the Science Education Centre is a famous Government school that carters level A students. This school is recognised for producing the most talented individuals of the country and is considered as one of the best educational institutions in the country. The aim of the school is to encourage students to develop a proper career path that can help them to be enrolled in a proper university (Chse.edu.mv, 2018). One of the biggest opportunities that the school provides to the students is the opportunity to go on field trips. This helps in the improving the creativity of the students and ensures that the practical experience they receive help in the development of a good career in the future. Thus, the curriculum activities of the school are aligned with the stated activities of the Central level (Gupta, 2017). Another example that can be provided is the Ahmadhiyya International School. This is a private school set up in 1979. Over the years, the school have developed modern education system and is currently one of the best private schools in the country. The school is run at the regional level that helps the students to remain disciplined in within the premises. The vision of the school is to drive the creativity interests of the students so that they can achieve excellence in the academic field. The development of a child in every challenging factor in life is the value that is inserted by the school (Ahmadhiyya.edu.mv, 2018). It has been observed that the school provides an environment for stimulating a feeling of empathy among the students. A balanced curriculum structure provides opportunities for the students so that they can fulfil their individual need based on self-potential. As stated by Munsi and Guha (2014) one of the biggest factors of the school is that it provides equal oppor tunities to all students irrespective of gender, culture and race to excel in the academic department. The examples provided highlight the school curriculum practised that are stated in the Central and Regional level. However, a third level exists that provide an equal emphasis on the curriculum activities and the academic education for the students. In the words of Atai (2018), the School level consists of supervisors, teachers, community and the Parent/Teacher Association (PTA). The aim of this level is to interpret the objectives of the pupils and ensure that the behavioural regulations set up the Central level are followed. The curriculum activity is to ensure that the syllabus of the national level is followed. However, the timetable is set as per the discretion of the supervisors and the teachers. Norcross et al. (2016) stated that one of the most beneficial factors that the school level provide is the interaction between the parents and the teachers. As stated earlier, the development of a child depends upon the nourishment provided by the parents as well as the teachers. Hence, it can be said that the Parents/Teachers Association provide an opportunity to the parents as well as the teachers to understand the child and based on it, future plans can make for their development. At the school level, the methods are related to the needs of the students. Teachers have the freedom to teach the local community for the development of the society (Hunkins Ornstein, 2016). The importance provided at the school level consists of the textbooks that help an individual to gain theoretical knowledge. Other advantages that the school level curriculum provides are the continuous evaluation of the students by indulging them in various examinations. These examinations are an internal evaluation of the students based on which marks are given. Thus, it can be said that this level, every aspect of the achievement of the students are evaluated and the foundation of values and skills required for future development. Hence, another example can be given that highlights the manner in which the school level curriculum is implemented. Ishkander School is one of the oldest schools set up in the country for promoting education. The primary aim of the school is to develop children for the primary grades and sent them off to Amimiya and Majeediyya schools. These schools can be considered as madhrasas as the school focus on developing the basic education among the students. It can be said that the aim of the Ishkander School is to develop the base of the children so that they can earn a living as an honest citizen. However, one of the biggest advantages of the schools is the fact that it encourages extracurricular activities (Iskandhar.edu.mv, 2018). The school develop students in grades 1 to 7. It can be considered as the prime time in which children can decide on a career path that they need to focus on. Therefore, it can be said that the school is one of the best while developing the roots for career p rogress in a child. Another example that can be provided is that of the Majeediya School. It is the first school that has been set up by the Government of Maldives and take in students from other schools after their initial growth. It started off a single-gender school, but with time and growing demand for equal opportunities, this school was opened to both genders. The aim of the school is to establish itself in the Maldives as the best school by working hard and providing the required development for the students. The aim of the institution is to ensure that the students are encouraged to pursue their dreams and develop potential based on the success of their excellence (Majeediyya.edu.mv/web, 2018). The school teaches three core values that are important for maintaining success in the competitive world. These include respect, learning and leading. According to Parkay, Anctil and Hass (2014), these three values are essential for individuals to be respectable in a community. Hence, based on the separate analysis of the levels of curriculum activities in the Maldives it can be said that the aim of all the levels are directed towards the betterment of the children and securing a future for not only the country but also the country. As observed by Winder et al. (2016) the Maldives is one of the developed countries in the world. Hence, it is not surprising that the country has a magnitude of talented individuals that can bring about more improvement in the country. It is the duty of the schools to ensure the children from an early age address such talents so that they can develop themselves in the future. Keeping this in mind it can be said that the educational goals are aimed at developing capable individuals so that dedication may be provided to preserve the rich heritage of the nation (Robotin, Shaheen Ismail, 2016). However, there have been certain changes in the curriculum activities in the recent time that have accounted for changes in the policies an d procedures of schools. Despite the fact that the aim is to develop a better future for the children, the focus mostly has been on the improvement of environment and social standards of the country. The curriculum activities of many of the schools have diverted attention towards the development of the environment. This includes addressing issues such as greenhouse effect, global warming and rise of sea level. Apart from these social evils such as overpopulation, a standard of living and unemployment are some of the issues that have been incorporated into the curriculum of the schools. According to Doll Jr (2015), the changes form the rationale of modern society and Maldives need to address these issues mostly because it is one of the best travelling destinations for tourists. The change in curriculum started since 1990 as countries gained freedom to visit one another for business, trade or pleasure. In the words of Sleeter and Carmona (2016), the introduction of these social concepts presented the curriculu m activities with a new perspective. Hence, an entire change in syllabus needed to be incorporated so that new chapters can be addressed for the betterment of the children as well as the country. Despite the success of the curriculum activities, there were certain challenges that were faced by the developers of the curriculum. According to Thomas (2015), each curriculum developer is in-charge of a particular subject. The development of the curriculum is a complicated process as the curriculum needs to be designed based on the level of the students. The appropriateness of the content and the textbooks that provide guidance to the teachers also need to be managed. Hence, as observed by Beane (2016) the issues arise in a three-fold basis. These levels include the designing level, implementation level and at the evaluation level. It has been seen that some of the curriculum developers need further training as they remain unaware of the recent progress that has been made in the curriculum activities. Apart from this lack of regular feedback from the teachers regarding the effectiveness of the curriculum activities, become a major factor for the developers. This is because the deve lopers remain unaware of the performances of the students until an examination is conducted. Conclusion There have also been instances when the curriculum activities have not aligned with the examination taken at the school level. This makes it difficult to access the performance of the students and ensure that a proper framework is developed for the students. Thus, it can be concluded that at the implementation stage it is necessary that the developers maintain contact with the teachers. One of the most consistent curriculums that every school in the Maldives preach is the love and belief towards their religion. This consistency needs to be maintained in every subject so that it becomes possible to access the students and their development. Teaching values, norms, skills and attitudes to the children at an early stage provide assurance that a bright career can be developed. The introduction of various reforms and contents in the national curriculum can ensure that the goals and objectives set out at the various levels of curriculum development are achieved. Reference Ahmadhiyya.edu.mv. (2018).Ahmadhiyya.edu.mv. Retrieved 20 February 2018, from https://www.ahmadhiyya.edu.mv/ Atai, M. R. (2018). National Curriculum.The TESOL Encyclopedia of English Language Teaching. Barrow, R. (2015).Giving teaching back to teachers: A criticalmanagement introduction to curriculum theory. Routledge. Beane, J. A. (2016).Curriculum integration: Designing the core of democratic education. Teachers College Press. Billabonghigh.mv (2018).Billabong High International School Maldives. Retrieved 20 February 2018, from https://www.billabonghigh.mv/ Brauer, D. G., Ferguson, K. J. (2015). The integrated curriculum in medicalmanagement education: AMEE Guide No. 96.Medical teacher,37(4), 312-322. Chse.edu.mv. (2018).Chse.edu.mv. Retrieved 20 February 2018, from https://chse.edu.mv/ Doll Jr, W. E. (2015).A post-modern perspective on curriculum. Teachers College Press. Flook, L., Goldberg, S. B., Pinger, L., Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum.Developmental psychology,51(1), 44. Gis.edu.mv. (2018).Gis.edu.mv. Retrieved 20 February 2018, from https://www.gis.edu.mv/ Glatthorn, A. A., Jailall, J. M., Jailall, J. K. (2016).The principal as curriculum leader: Shaping what is taught and tested. Corwin Press. Gupta, A. (2017). How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka and the Maldives.Policy Futures in Education, 147. Halpern, D. F. (2014).Critical thinking across the curriculum: A brief edition of thought knowledge. Routledge. Hunkins, F. P., Ornstein, A. C. (2016). Curriculum: Foundations, principles, and issues. Iskandhar.edu.mv. (2018).Iskandhar.edu. Retrieved 20 February 2018, from https://Iskandhar.edu.mv/ Jiang, L., Meng, D., Zhao, Q., Shan, S., Hauptmann, A. G. (2015). Self-Paced Curriculum Learning. InAAAI(Vol. 2, No. 5.4, p. 6). Keating, S. B. (2014).Curriculum development and evaluation in nursing. Springer Publishing Company. Little-Wienert, K., Hsu, D., Torrey, S., Lemke, D., Patel, B., Turner, T., Doughty, C. (2017). Pediatric Emergency Medicine Online Curriculum Improves Resident Knowledge Scores, But Will They Use It?.Pediatric emergency care,33(11), 713-717. Majeediyya.edu.mv/web. (2018).Majeediyya.edu.mv. Retrieved 20 February 2018, from https://majeediyya.edu.mv/web/ Munsi, K., Guha, D. (2014). Status of Life Skill Education in Teacher Education Curriculum of SAARC Countries: A Comparative Evaluation.Journal of Education Social Policy,1(1), 93-99. Nespor, J. (2014).Knowledge in motion: Space, time and curriculum in undergraduate physics and management. Routledge. Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment.American Psychologist,71(2), 89. Noriea, A. H., Redmond, N., Weil, R. A., Curry, W. A., Peek, M. E., Willett, L. L. (2017). Development of a Multifaceted Health Disparities Curriculum for Medical Residents.Family medicine,49(10), 796-802. Null, W. (2016).Curriculum: From theory to practice. Rowman Littlefield. Parkay, F. W., Anctil, E. J., Hass, G. (2014).Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. Parkay, F.W. (2017).Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. Pinar, W. (2014).Curriculum: Toward new identities. Routledge. Robotin, M. C., Shaheem, M., Ismail, A. S. (2016). Using consensus methods to develop a country-specific Master of Public Health curriculum for the Republic of Maldives.Advances in medical education and practice,7, 73. Ross, E. W. (Ed.). (2014).Social Studies Curriculum, The: Purposes, Problems, and Possibilities. Suny Press. Sleeter, C., Carmona, J. F. (2016).Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. Teachers College Press. Thomas, P. A. (2015).Curriculum development for medical education: a six-step approach. JHU Press. Van Lier, L. (2014).Interaction in the language curriculum: Awareness, autonomy and authenticity. Routledge. West, E., Loftin, C. T., Snyder, C. L. (2017). Curriculum design.Position Paper,6. Winder, J. S., Juza, R. M., Sasaki, J., Rogers, A. M., Pauli, E. M., Haluck, R. S., ... Lyn-Sue, J. R. (2016). Implementing a robotics curriculum at an academic general surgery training program: our initial experience.Journal of robotic surgery,10(3), 209-213.

William Bradfords personality

William Bradford was born to an influential and wealthy English family in 1590. In his childhood, Bradford had to endure the loss of several of his close family members. His father died when he was barely a year old and his mother died when he was seven years of age. Advertising We will write a custom essay sample on William Bradford’s personality specifically for you for only $16.05 $11/page Learn More It is claimed that his lack of close family bonds may have led to the development of his determined personality later in life. For example, his joining the nonconformist religious group, which would later be referred to as the Pilgrims, may have resulted from this. Throughout his life, Bradford exhibited a resolute personality in what he believed in. Since both his parents had passed away, Bradford went to stay with his uncles who had the intention of him helping them on their farm. However, because of his sickness he was unable to work and turned to reading spiritual books. This also played a critical role in the development of his intellectual inquisitiveness and his ultimate liking of the Separatist congregation. When Bradford was twelve years old, a friend introduced him to a separatist congregation who believed that the Church of England needed strict reforms so as to do away with every vestige practice of the Catholic church. Consequently, in search of religious freedom, the group, together with Bradford, relocated to Holland in August 1608 (Doherty, 26). After living there for about eleven years, the Separatists, with the assistance of Bradford, planned for the Mayflower’s voyage to America in 1620. In order to restructure the movement into a political body, he assisted in the formulation of the Mayflower Compact en route to the New World. Upon arrival, he assisted in choosing the best site for the establishment of the colony. One year after arrival, he was unanimously given the responsibility of serving as th e colony’s governor (Bradford and Davis, 10). He held that position for thirty years between 1621 and 1656. â€Å"His remarkable tact, honesty, and political ability proved indispensable in assuring the colony’s survival, and he helped avert numerous potential disasters. He was instrumental in establishing and fostering the principles of self-government and religious freedom that characterized later American colonial government† (â€Å"Mayflower Compact,† para. 2). The success he had in the leadership position was largely due to his resolute personality.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even though Bradford did not have adequate training in formal education, he had a native literary capability that made him write a number of books. His most renowned literary work is Of Plymouth Plantation, which was an elaborate description in manuscript form of the events that took place in the early years of the establishment of the Colony. The book was published in 1865, two hundred years after his death. Received well by his contemporaries, the book demonstrates his determined confidence in the Pilgrim Mission (Bradford and Morison, 3). Besides this, he also wrote poems, which mostly criticized the self-interest of the new generation. Bradford’s Dialogues, written in the form of conversations between the old and the young people, are a dramatization of his thoughts concerning the differences between the old and the new generation. In conclusion, Bradford demonstrated a resolute personality throughout his life. He was part of the persecuted separatist congregation who fought for religious freedom. His position as one of the longest serving Plymouth governors was successful because of his unwavering character traits. In addition, his literary works also testify of this. Works Cited Bradford, William, and Davis, William T. Bradford’s history of Plymouth Plantation, 1606-1646. Chestnut Hill, Mass. :Elibron Classics, 2005. Print. Bradford, William, and Morison, Samuel E. Of Plymouth Plantation, 1620-1647. New York : Knopf, 2006. Print. Doherty, Kieran, William Bradford: rock of Plymouth. Brookfield, Conn. : Twenty-First Century Books, 1999. Print.Advertising We will write a custom essay sample on William Bradford’s personality specifically for you for only $16.05 $11/page Learn More â€Å"Mayflower Compact.† C-Span. American Writers. 2010. Web. This essay on William Bradford’s personality was written and submitted by user Carmelo Y. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comparing and Contrasting the Significant Aspects of Machiavellis Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu

Comparing and Contrasting the Significant Aspects of Machiavellis Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu Introduction Niccolo Machiavelli was born in Florence, Italy, on May 3, 1469. He was a political philosopher and diplomat during the Renaissance period, who became famous for his political discourse â€Å"The Prince† published in 1513 that is a keystone to modern political philosophy. It is this piece of work that made him be aptly referred to as the father of modern political theory.Advertising We will write a custom essay sample on Comparing and Contrasting the Significant Aspects of Machiavelli’s Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu specifically for you for only $16.05 $11/page Learn More This essay aims at bringing out the similarities and contrasts of Niccolo Machiavelli’s viewpoint with those of Hobbes, Rousseau and Montesquieu, who are also meant to be renowned philosophers. This will in turn vary the significance of their contributions towards the development of the study of political theory. T o achieve this end, I will systematically divide this paper in three sections. Firstly, I will endeavor to highlight the significant aspects of the political philosophy advocated by each of the four philosophers. Secondly, I will attempt to bring out the shared similarities and divergent perspectives between them and lastly buttress the importance of their efforts in the advancement of the field of political philosophy. Starting with Machiavelli, it is clearly evident in his manuscripts that he favored policies that would encourage self preservation tendencies of the ruling elite. He came up with strategies that would distract the subjects into focusing entirely on self advancement and aggrandizement thereby, warding off mass political activism (Machiavelli, 35-56). The Renaissance period in Italy when political standoffs were intense and violent pitting dominant states, like the Papacy, Florence, Naples, Milan and Venice, against each other inspired him to develop his theories most ly captured in The Prince. Machiavelli also believed that for any survival of a state, a virtuous and patriotic spirit should be engendered in its citizenry, especially in the politically active ones, and that a government is made strong by tussles triggered by open debate and participation. The adjective â€Å"Machiavellian† has been used in a derogatory way since that time as a fitting description of a cunning and a self serving politician. Thomas Hobbes Thomas Hobbes is also widely regarded as one of the greatest political philosophers of all time. The complete expression of Hobbess philosophy found in his leading works ‘Lethiavan’ begins with a clearly materialistic description of human nature and knowledge. It gives a firm deterministic account of human preference and a cynical vision of the consequently natural state of human beings in the unending struggle with each other.Advertising Looking for essay on philosophy? Let's see if we can help you! Ge t your first paper with 15% OFF Learn More According to Hobbes, it is an attempt to break off from this state of affairs, thus we should form the commonwealth and surrender our own powers to the authority of supreme sovereignty. That is why as far as Hobbes was concerned, individual obedience to whatever form of government with the reigns of power was necessary in order to forestall the greater evil of war (Hobbes, 48-104). Jean-Jacques Rousseau Jean Jacques -Rousseau was born in Geneva on June 28, 1712. Rousseaus most dominant work is â€Å"The Social contract† that describes the relationship of man with society. In the work, he describes the state of nature as that which lacks for morality and that is lawless. According to this philosopher, morality and politics go hand in hand, and none can be separated from the other. In this case, the lack of morality within a state results into the virtuous malfunction of that state making it loose its right to genuinely rule over the public. Another key principle brought out by Rousseau is that of freedom and which he believes the state must preserve (Rousseau, 98). Rousseau also argues that the growth of science and art did not benefit man in any way. On the contrary, he believed that the advancement of such knowledge would only reduce the liberty of man and lead to the rise of a powerful government. According to this philosopher, such advancement brought about fear, suspicion and jealousy (Rousseau, 170). Charles de Secondat Montesquieu Another great political philosopher of high standing was Montesquieu who was regarded as the philosopher of Enlightenment. He saw autocracy and particularly despotism as a time bomb for any government exhibiting such dispositions. He was of the argument that this could be prevented only through the formation of a system whereby the various bodies practiced judicial, executive as well as the legislative power, and where these were also placed under the law. Montes quieu was also of the view that most laws in many countries could be made less oppressive, and in such a way, they would be not only liberal but also humane. He called for the eradication of slavery and religious discrimination which he believed should be replaced with commerce and trade (Montesquieu Lowenthal, 68). Comparison between the philosophers Having had an insight of the kind of philosophies that Machiavelli, Hobbes, Rousseau and Montesquieu advanced, we can, therefore, concur that all of them were of the same view in the establishment of a government and the maxim that should be attained by power as well as authority. In other words, each of them thought they had a remedy on how to run a successful government.Advertising We will write a custom essay sample on Comparing and Contrasting the Significant Aspects of Machiavelli’s Political Philosophy Vis a Vis Those of Hobbes, Rousseau and Montesquieu specifically for you for only $16.05 $11/page Learn More The philosophers agreed in the nature of man and in the desire to exist in a society that was ordered and dependent. Additionally, they held the same view of man as a conniving, evil and self-centered being whose greed and individualism had to be exploited to the advantage of the ruling class. Any stark contrasts in their theories can be attributed to the different periods, ideologies and circumstances each of them was finding during the time of their existence. In the case of Niccolo Machiavelli, for example, his life was mostly based on a period of upheaval in Italy. The upheaval can be attributed and described by the unrest, failed loyalties and many battles. On the other hand, Hobbes philosophy was mainly influenced by the civil war in England. This war had more influence than any other factors to the extent that most of his famous works were war based and intended to draw a correlation between the scientific revolution of that era and the development of politics. The three men can be seen to have far fetched influence ranging from the thirteenth century down to the eighteenth century. This has been recorded through their various highly noted vocations. Machiavelli, Hobbes, and Rousseau Montesquieu had many things in common though the word politics acted as the bridge between them. The men had differing ideas in the political arena. According to Machiavelli’s ideas, authoritarianism was the order of the day, the factor that could not merge with democracy. From their ideas, I can assert that the perfect view of a prosperous society falls amid Hobbes’s cynicism as well as Montesquieu optimism. Nowadays, it is a fact that Machiavelli, Hobbes, Rousseau and Montesquieu did not only influence, but shaped modern political theories by their views. Hobbes,Thomas. The Leviathan. Indianapolis: Hackett Pub, 1968. Print. Machiavelli,Niccolo. The Discourses on the First Ten Books of Livy. NY: Penguin Pub, 1984. Print.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Montesquieu, Charles de Secondat, Lowenthal, David. Considerations on the Causes of the Greatness of the Romans Their Decline. Indianapolis: Hackett, 1999. Print. Rousseau, Jean-Jacques. On The Social Contract. Indianapolis: Hackett, 1987. Print.

MLA Referencing †Citing Ebooks

MLA Referencing – Citing Ebooks MLA Referencing – Citing Ebooks The days when â€Å"book† immediately implied a physical, papery object are now behind us. Many students, for example, now use ebooks in research. After all, they’re easy to access, and you can carry around an entire library without suffering any risk of a broken back! Once upon a time, it would have taken an entire building to store all the books on here. But referencing ebooks in MLA can be complicated, since it depends on whether you’re talking about an ebook accessed via an e-reader or found online. In this post, we look at how to do both. In-Text Citations Thankfully, the actual citations for an ebook are the same no matter where you found it, requiring only that you give the author’s surname and the page number(s) of the section being cited: The rise of the ebook has resulted in an increase in self-published works (Falco 44). Of course, not all ebooks feature page numbers. In such cases, you can use a chapter, section and/or paragraph number instead: Falco claims that self-published writing often â€Å"suffers from a lack of editing† (ch. 4, par. 2). However, this only applies when the book contains chapter and/or paragraph numbers. If none are available, simply leave them out of citations. (Ebooks Accessed Via an e-Reader) When an ebook is only accessible via an e-reader or software on your computer, MLA referencing treats it as a specific edition of a print book. As such, the format to use in the â€Å"† list is as follows: Author Surname, First Name. Title. Ebook. Publisher, year of publication. In practice, a full reference for an ebook would look something like this: Falco, Andrew. The Death of Print. Ebook. PMP Publications, 2013. While â€Å"ebook† is acceptable if the source isn’t in a specific format, usually you’ll want to include more detail about the version consulted here. You should also include any other information about the edition here. For example, the second edition of the Kindle version of a book would be listed as: Falco, Andrew. The Death of Print. 2nd ed., Kindle. PMP Publications, 2015. (Ebooks Accessed Online) For online editions of a book (i.e., books accessible via the internet rather than an e-reader), the format is a little different. The key thing to remember is that references for online books require a database and DOI or URL through which they can be accessed: Author Surname, First Name. Title. Publisher, year of publication. Database, DOI/URL. As such, the reference for an online book would be more like the following: Morris, William. The Art of Printing. H. M. O’Kane, 1902. Project Gutenberg, www.gutenberg.org/files/31596/31596-h/31596-h.htm. But will ebooks ever be this pretty?

Edgar Allan Poe Research Paper Example | Topics and Well Written Essays - 2750 words

Edgar Allan Poe - Research Paper Example In the year 1827, two of his works ‘Oh! That my young life were a lasting dream’ and ‘Tamerlane and the Other poems’ got published. His second book ‘Al Aaraaf, Tamerlane and Minor Poems’ was published in 1829. In the year 1831 ‘Poems’ was published. He started his career as a critic and author after being appointed as an editor in 1835. As an editor his other works were ‘Burton’s Gentleman’s Magazine’ (1839-1840), ‘Graham’s Magazine’ (1841-1842), ‘Evening Mirror’ and ‘Godey’s Lady’s Book’. Poe had an obsession with madness, horror and decay that was a result of his phobia of death, and this fear loomed in most of his short stories and poems. ‘The Masque of the Red Death’, an allegory written by Edgar Allan Poe, was published in 1942. Edgar Allan Poe was known for his obsession with the elements of madness, horror, decay and death, esp ecially in his Gothic fiction. ‘The Masque of the Red Death’ is one such example. Death has been personified as Red Death, ‘red’ to symbolize blood, the ‘Avatar’ of ‘Death’. The tale depicts and conveys the message that death is an inevitable occurrence of life. No matter how much one tries to evade it, the messenger of death will surely get to the person and thus reign over all. Yet people like Prince Prospero may often take it in their ego to evade death with all possible means in their power (Poe). Yet, the hand of death is long enough to reach all mortals. A significant side of the story is the depiction of the attitudes of human being towards death and the ultimate consequence. Edgar Allan Poe’s work incorporates a blend of myth, allegory or fairy tale and themes of death, sin, madness and the doomsday. A strong vivid imagery and a haunting narrative voice – all lead to a clear insight into human nature and their condition. The imageries used here have also overlapped with his other works. The Red Death is used to personify death and here it may represent a kind of epidemic that had taken over the entire country. The ebony clock has a similar effect as the ebony bird of his poem ‘Raven’, both signifying the prophet of death – â€Å"thing of evil! - prophet still, if bird or devil!† like any allegory the story has a symbolic meaning besides the literature version (Harmon, 436). The seven rooms with different colors may signify the stages of life, the last room, being black in color symbolize death. This story can thus be read as the broader philosophical concept of life and death and the powerlessness of human beings to escape death. The courage of the prince indicates his pride and courage to fight death. He faces death upfront while Death enters the castle like a thief and quietly engulfs everyone who dared to try to escape the grasp of Red Death. The luxury and revel, the light hearted entertainments are all but a matter of moment and illusion– the only lasting reality is death. The story also demonstrates how death can prove all the arrogant people who want to escape it to be wrong. Prospero’s belief of using his wealth to keep away the plague turned out to be wrong. All the material pleasures of life shall turn into dry sand with the coming of death. Here the prince’s attitude symbolizes that of the unwise people who thinks riches can be used for self defense and can even buy death as they can buy all worldly things. They want to use money as a means of self defense as well as self indulgence. Ironically the

Principles Of War Assignment Example | Topics and Well Written Essays - 500 words

Principles Of War - Assignment Example This made the Washington leave their advancement and come back to reinforce Knyphausen at Chadds Ford. In this respect, the Washington command was fooled making them abandon their position. The leadership of Washington made a big mistake by believing whatever statement they received. The statement made them recall their attacking troops back to east hence placing all their eggs in one basket. Therefore, Washington did not apply the principles of taking the advantage and positioning to defeat the enemy. Instead, they were deceived to advantage the enemy because they got the chance to march toward the south hence enabling them to strip the American defenses.Secondly, it is interesting how the British applied the principles that place the enemy in a position of disadvantage through the flexible application of combat power and this made them achieve what they wanted leading to their victory. For instance, the British penetrated the American center that caused panic on the two. The Britis h panicked because of the distance that separated them from the Americans. On the other hand, the Americans were defending their territory but could not do so for the long time since the British troops injured many of their men and suffered casualties. The Americans soldiers were wounded as well as their horses making them fall back to Birmingham meeting house. Because of the advantage that the British had gained against the Americans, Americans were forced to retreat and formed new lines in a half mile southeast

Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Is there such thing as secret of finding meaning in life? That might some what answers me base on certain articles that I just read and as well as the video that amazed me while viewing. This first article defines life and it’s meaning which is â€Å"Meaning in Life [live the life that you want]† by Albert S. Wang, written on November 19, 1997. This article, questions you if you are really contented and happy of what you have and if this is really the life that you wanted. It is said in here that to be able to live a life that you want and to put a meaning on it; you must first know yourself from within because this makes you know of who you are, second is know where you want to go for it gives you direction in finding your happiness. These things are beginning of having a meaningful life. To find the meaning of your life, you must find it with action not just by waiting for it to come and you can also find this meaning in life not just in distant place but mostly it is found near you. Putting a meaning in your life is all about the choices and decisions that you made on where you want to go. Just live your will and you’ll see that each day you will grow in having a meaningful life. The second article that touches me is entitled â€Å"So What Will Matter? † sent by Leandro G. Cruz and shared by Joe Gatuslao of Bacolod City, Philippines. Its original title is A Life That Matters. This article is so inspiring because it stresses that all that you have got starting from yourself just like beauty, fame, wealth and all other things that you have are just in vain because these things are not forever yours, these are just passing things and you cannot bring these things when you leave earth but what really matters are the thing that you made that others will remember you of your goodness, the things that you gave not just in material aspects but in all, living your life with significance, teaching others and set yourself as an example to them. All of these things are living a life that matters. This third article has an unknown author which entitles â€Å"A Purpose†. The article speaks that all of us who are created by God has a unique and significant purpose. Each of us is given a chance to find our designated purposes but you must wait when the right time comes because God has set it for you at a time when you are equipped and ready. Most of the time you’ll experience the roughness of life but don’t be dismayed because there is always a helping hand that will take care of you, which is God who never leaves you. Just stay at the right path and do good deeds for in the end you will find your own way to the pearly white gate. The next article is the one that I liked most which is â€Å"The Journey of Our Life† shared again by Joe Gatuslao from Bacolod City, Philippines. This article actually tells a story about the Emperor who owned a huge land and he told his horseman that if he could ride on his horse and cover as much land area as he likes, then the Emperor would give him the area of land he has covered. The horseman did not stop riding and whipping the horse because he wanted to cover as much area as possible. Came to a point when he had covered a substantial area and he was exhausted and was dying. Then he asked himself, â€Å"Why did I push myself so hard to cover so much land area? Now I am dying and I only need a very small area to bury myself. † This story is really similar with the journey of our life because most of us are always striving for richness, properties, possessions, power etc. So we work harder and harder until we come to realized that all of these things are not necessary for living a happy and meaningful life; we must balance our way of living so that we could not missed something in life that might happen once. The next thing that I am going to share is all about the video clip that I watched; it’s about an old woman at the age of 47 and her name is Susan Boyle who joined in a certain show that searches for extraordinary talents namely Britain’s Got Talent. During her performance, a big shock was made by Susan because at the beginning when she first introduced herself, everybody was against her like they are judging Susan of joining the show where she looks like so ordinary and nothing to show up but when she start on singing all where stunned by her angelic voice and they gave her a standing ovation but most importantly the three big yes from the strict juries. This gives us an insight that we must not judge the person’s appearance because you’ll never know what’s the biggest surprise that comes from within. God created us with equal gifts and we must use this as an inspiration to others. This last article is a prayer entitled as â€Å"Mere Possessions†. It’s all about the prayer of a woman who asked a help from the Lord, asking that she might not put much stock in possessions because things don’t last and you cannot bring all of these things when you leave earth. That we come into the world with nothing, we leave with nothing. Having a meaningful life is about your choices and decisions that were made; just make sure you have chosen the right path because if you do then you’ll end walking along the pearly white gate and that is the fulfillment of having a meaningful life. There is really no such thing as a secret of finding a meaning in life; it’s just you who will make it meaningful by doing what is right and just; live happy and be happy all the time because life is just too short, you might missed something so let’s make the most of it. Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students, is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of social and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be addressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc. , New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd. , South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation? , The New Sociology for Australians. Longman Cheshire Pty. Ltd. , Melbourne. pp 231 256 Webb, J. , Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238.

Xenotransplantation and Human Fetal Tissue Transplantation :: Biology Biological Science Essays

Xenotransplantation and Human Fetal Tissue Transplantation ABSTRACT: The ecofeminist critique of dualism is applied to a consideration of two alternative paths that we might take in transplantation medicine: the utilization of organs and tissues taken from nonhuman animals, and/or further development of techniques for employing human organs and tissues, including human fetal tissue. It is concluded that from an evolutionary perspective, the assumption of a vast value disparity between human and nonhuman life is untenable, and from a moral point of view the establishment of yet another institution based on a dualistic opposition between human life, postulated to be of ultimate value, versus devalued, disposable "other" life is unacceptable. We are urged to forego xenotransplantation and instead take responsibility for whatever manipulations we choose, respectfully, to make with life that is already valued as "self" rather than "other." Technological advances in biomedicine are occurring with increasing rapidity at this time in human history, far more rapidly than most of us have been able to comprehend and evaluate them. Yet it is imperative that we strive to do so, because we are faced with a choice of paths to pursue, paths that may lead in ever more divergent directions with regard to how we conceive of ourselves as humans and our relation to the rest of the natural world. How might ecofeminism, an approach developing within environmental philosophy, be relevant to issues of biomedical ethics, and in particular to the topics of xenotransplantation and the use of human fetal tissue? Precisely because a central strand within the ethical controversies surrounding such issues has to do with the way we differentiate between "self" and "other," and ecofeminism directly addresses the linkage that may be established between the self-versus-other distinction and dualistic thinking, the drawing of sharp binary oppositions that carry heavy value disparities, an orientation that is seen to underlie relations of domination, oppression and exploitation that abound within western culture. I have designated my own emerging view an evolutionary ecofeminist position to underscore the importance of contemporary evolutionary biology's affirmation of the continuity between human life and other forms of life, a continuity that is being disregarded when we conceptualize the self-versus-other distinction according to a dualistic pattern of thought. Xenotransplantation, the transplantation of tissues and organs from other animal species into human beings, is conceived by some as the answer to the "organ shortage" problem: currently more than 45,000 persons are on the waiting list for organ transplantation within the U.

Finance and Leverage Buyout

Restructuring Firms & Industries, Fall 2011 Prof Harvey Poniachek Questions for Harvard Case Studies CASES SHOULD BE DONE BY TEAMS OF UP TO FOUR STUDENTS. EACH CASE WOULD BE PRESENTED AND DEFENDED IN CLASS BY TWO TEAMS. I EXPECT MANY OF YOU TO MAKE CLASS PRESENTATIONS BY UTILIZING POWERPOINT AND/OR OTHER MEANS. THE QUESTIONS BELOW WERE SUGGESETD BY THE AUTHORS AND ADDRESS MAIN THE ISSUES IN EACH CASE, BUT YOU MAY EDIT / CONSOLIDATE THEM IF YOU FIND IT NECESSARY / CONVENIENT IN WRITING UP YOUR CASE. Cooper industries 1. If you were Mr. Cizik of Cooper Industries, would you try to gain control of Nicholson File Co in May 1972? 2. What is the maximum price that Cooper can afford to pay for Nicholson and still keep the acquisition attractive from the standpoint of Cooper? 3. What are the concerns and what are the bargaining position of each group of Nicholson stockholders? What must Copper offer each group in order to acquire its shares? 4. On the assumption that Cooper’s management wants to acquire at least 80% of the outstanding shares of Nicholson and to make the same offer to all stockholders, what offer must Cooper management make in terms of the dollar value and the form of payments? 5. What should Mr. Cizik recommend that the Cooper management do? CONGOLEUM CORP 1. WHAT CHARACTERISTICS OF CONGOLEUM MAKE IT A LIKELY CANDIDATE FOR A LEVERAGE BUYOUT? 2. WHY WOULD INSTITUTIONAL INVESTORS BE WILLING TO FINANCE A LEVERAGE BUYOUT WITH THE CAPITAL STRUCTURE PROPOSED? 3. WHAT RETURN WOULD BE APPROPRIATE FOR THE INSTITUTIONAL INVESTORS ON AN INVESTMENT WITH THIS RISK LEVEL? WHAT RETURN WILL THE INSTITUTIONAL INVESTORS REALIZE IF THEIR TIME HORIZON FOR THE INVESTMENT IS 5 YEARS AND THE PROJECTIONS OF EX. #13 ARE REALIZED? 4. WHERE WILL THE VALUE FOR THE 50% ACQUISITION PREMIUM COME FROM IN THE PROPOSED BUYOUT? 5. WHAT IS THE SIZE OF THE POTENTIAL REWARD FOR THE MANAGEMENT OF THE CONGOLEUM IN THE LEVERAGE BUYOUT? 6. WHAT ARE THE BENEFITS AND DISADVANTAGES ASSOCIATED WITH THE SURGE IN THE LEVERAGE BUYOUT ACTIVITIES IN THE 1980s?

Final Reflection on Professional Development Progress Essay

Special education over decades poses daunting challenge to practitioners because of the nature of the special need children involved. As a consequence, there has been a need for special education specialists to develop professionally to tackle the challenge of special needs children in order to produce a desired outcome. In this regard, this paper follows on my reflection on the professional development progress in terms of my benefits of the course and impact on my values, knowledge, skills and beliefs. To start with, it is important for me to acknowledge and appreciate that learner with special needs exhibits physical, sensory, learning, emotional, and cognitive inadequacies that hampered them from normal learning (Norlander, 2005). These inadequacies give the field of special education its distinctiveness and uniqueness as a special branch of education that deals with learners with special needs that are considered to be deviate them from the societal norm. I have also discovered that, special needs children have behaviors which fall into the more extreme behavioral categories. The extreme behavior exhibited by the children with special needs call for extended tolerance and understanding from a care giver or teacher than normal children. As a result, the children with special needs as I have learned, require special considerations, patience and more time than there normal counterparts. Therefore, these children at best they need personalized behavioral support from the teachers or instructors due to diversity of their needs. Evident to me is that there are various general changes in the field of special education in relation to attaining quality education for learners with special needs. First, despite existence of established laws since 19th century that aim at protect and guide Special education for students with special needs (McComas, 2007), these legislations have not yet been fully implemented nor have they been accorded required federal government support. Second, the policies and findings available to better educational outcomes for the students with special needs have not been functional because of limited resources needed for implementation due categorical funding accrued to IDEA (Individuals with Disabilities Education Act) loophole to recognize special services provision cost (Norlander, 2005). Third, contrary to IDEA recommendations for Individualized Education Programs (IEP) special learners, proves to be difficult to implement for special education teachers because learners’ needs are several and nature of their disabilities are diverse to be fully met. Fourth, parental involvement in designing and development of evaluation and consent to placement, IEP learning programs and proposed actions is seriously challenged by the fact the parents are ignorant of their rights yet they need to be involved. Fifth, despite learners with special needs desire to transit to normal class settings, the teachers deny them opportunity due to lack of modality to do so. And lastly, the requirement by IEP for the special education teachers to provide for socialization and mental health proves a tough task since instructors might not measure up to the needed know how and competencies required (McComas, 2007). I can sum the challenges that face special education field as those that are caused by constitutional, structural and fundamental issues that I believe can be addressed to improve special education outcomes. Professionally, there are a number of tangible and essential principles that I have gained in relation of instructional approach for learners with special needs. The critical content design and instructional areas of interest that can better education outcome is grounded in the following essential principles such as selection of a wide range of instructional and assessment strategies for special need learners while emphasizing on curriculum based assessment, progress monitoring and early intervention. Secondly, I realize there is need for special education instructors and teachers to differentiate between accommodations and modification in respect to their use in developing IEPs for these needy learners. Thirdly, special education stakeholders ought to understand the IEP process in accordance with IEP Resource Guide of 2004 (Norlander, 2005) in relation to IEP’s development, implementation, reviewing and updating to take into account societal dynamism. This third principle is vital in the sense that the quality outcome of any given program can only be guaranteed and enhanced by quality process denoting that â€Å"process is priori of outcome†. Fourth, since our globe is moving fast technology wise, therefore input of assistive technology in designing instruction to learners with special needs should be employed to improve content cues delivery by the teachers and content mastery by the learners. The above discussed principle are essential component that the professionals ought to use to enhance improved special education standards in regard to achieving resource based and leaner centered approach in teaching and learning of students with special needs. My new dimension of reasoning in regard to content delivery is centered on the use of effective communication as a vital tool of design for teaching students with special needs to attain effective learning. Am now of opinion that the role of effective communication in instructional practices of children with special need should be emphasized because learning is an interactive process that rely on communication utilization between the teacher and the learners. Therefore use of effective communication by professional teacher help to develop unique sense of confidence of students that facilitate classroom adjustment and students’ involvement and participation in the learning process. As a result, the special need students are motivated extrinsically for effective learning. Additionally, effective communication helps to arrest shyness and nervousness, thereby improving self image of special need student as they are to express their feelings expansive and better manner (McComas, 2007). Moreover, social adjustment aspect can too be catered for through effective communication enabling these children develop an impressive personality to be able to understand each other and their peers, be active learners, raise their performance in academics; thus lead them towards success path. Therefore, the essence of effective communication for the children content delivery and classroom interaction I will never ignored in the sense that it assists in elimination of learners’ negative perception that they are stereotyped, stigmatized and discriminated against by society hampering their academic success. Moreover, classroom management by the teachers of children with special need is supposed to be more focused on the diverse needs exhibited by learners to achieve desired educational goals in line with IEPs. However, in the process of catering for the different needs of these students, as a teacher I should acknowledge the fact that children with special needs have extreme behaviors that requires tolerance, patience and understanding, therefore, I should be careful and avoid emotions while employing reason to be able to say no, to be firm, to ignore malicious overtures, to restricting rewards and punish bad behavior, and reinforcing the good behaviors. By doing this, as a teacher I shall have appropriate approach as far as balancing between instilling discipline and child’s cognitive, affective and psychomotor development. In conclusion, the paper has presented my personal reflection on the professional development in relation to special education training. My perception has changed by learning that there are many challenges facing special education. However, I believe that through constitutional and structural approaches, solutions will be found to enhance effective special education programs that carters for vast majority of students with special needs. Above, I have discovered critical aspects as creation of positive learning environment reflecting diversity, organizing class to allow student work independently along with personalized attention and relevance of teaching content and resources to provide for all learners with special needs as secrete and key to effective classroom management. As a consequence of such training, profession wise I have developed key competencies in instructional design and delivery, teaching skills, increased knowledge of other cultures, how to enhance my students’ experiences of other cultures, needed and necessary collaboration with others, language improvement, inter-cultural and diversity teaching and classroom management. Therefore, my professional contribution to improvement of special education means advocating for change accordance with IEPs, utilize learner centered learning (Norlander, 2005) while emphasizing on child’s growth and development, use of effective communication, involving and engaging learners in the learning process as much as possible. By doing this, then I shall be maximizing on the information gathered and skills acquired. Reference Norlander, A. K. (2005). Shifting paradigms in school environments for Learners with disabilities: New York, Routledge McComas, F. J. (2007) â€Å"Barriers and facilitators to inclusive education of Exceptional† Exceptional Children 23(1), 100-109

The A-team and Basic Greeting Essay Example

The A The A-team and Basic Greeting Essay The A-team and Basic Greeting Essay I have been engaged in customer service for 2 years. I know how to treat my customer pleasantly. I know the basic greeting and how to use the cashier. I used to work in a reception in a shopping center. I needed to face different people and know how to confront the customer. I have enriched my communication skills after this 2 years. Furthermore, I am a team player. I am glad to work in team and share my happiness with my teammate. I will be very cooperative and work together to get the good result for the whole team or whole company. Thirdly, I am mentally and physically prepared for manual work. will be able to follow the instruction or instructors indication to work. Hopefully, I will be more careful when I am having manual work. Finally, I can say I am an girl easily adapt to new changes and very independent. As I mention before, have been an Ales program to turkey. I tried to face the new environment and new people around myself. I can easily adapt to it and meet new friends. I can take care of myself and know how to manage my dally life. Independence make me grow faster. I am getting mature now. I have been engaged In customer service for 2 years. I know how to treat my years. Furthermore, I am a team player . 1 am glad to work In team and share my Thirdly, I am mentally and physically prepared for manual work. L will be able to follow the Instruction or Instructors Indication to work. Hopefully, I will be more careful when I am having manual work. Finally, I can say I am an girl easily adapt to new changes and very Independent. As I environment and new people around myself. I can easily adapt to It and meet new friends. I can take care of myself and know how to manage my dally life . The A-team and Basic Greeting By Mahayana mention before, have been an Easies program to turkey. I tried to face the new friends. I can take care of myself and know how to manage my daily life. Years. Furthermore, I am a team player . 1 am glad to work in team and share my friends. I can take care of myself and know how to manage my daily life .

7 Essential Elements to Consider When Writing an International Executive Resume

7 Essential Elements to Consider When Writing an International Executive Resume I had the privilege last Friday of listening to a webinar led by Tim Windhof, an international executive resume/CV writer. Tim explained many of the challenges U.S. and Canadian writers can face when writing these job search documents for an international audience, and how to address those challenges. To write this article, I also leaned on Sandra Ingemansen’s helpful articles posted on CareerDirectors.com on international CV writing. For simplicity’s sake, let’s say for the purposes of this article that â€Å"CV† is just a European term for â€Å"resume.† Don’t worry for now about the academic or scientific CV you might be familiar with in the United States, which might contain a long list of honors, publications, patents, etc. Where should I start when writing an international executive resume? Let’s start with some good news: The basic purpose of a resume or CV is the same everywhere – to sell yourself as a great candidate for the position by highlighting your talents and accomplishments. And the basic elements of an international executive resume are the same no matter where you are. You’ll always have an Experience section, most often in chronological order, and an Education section. Almost all resumes will begin with a Summary section, though as a caveat, I’ve seen many legal professionals who prefer to skip that section. In a multi-cultural world, you could live in one country and want to apply to positions in several others, or in global companies with an American presence. With all these combinations and permutations, you might be called to write a carefully considered â€Å"hybrid† resumes, and you might need an expert to advise you on the best approach. Here are 7 main points to consider if you are applying to a position in a country other than the United States and Canada: 1. Do your research! There is not one binding â€Å"international† resume standard. You can’t safely make any assumptions about what will be appropriate for any given country. For instance, in some countries, such as Germany, a photo, as well as personal details like marital status, number of children, country of citizenship, and birthday, are standard. These details might be included on a cover page. In other countries, including the UK, these personal details should be left out. In Germany there are some very specific requirements for submitting a job application that often comprise 20+ pages of material. And standards are changing rapidly! So make sure you’re up to date before you submit an application. Formats vary between countries, too, trending simpler, with more white space, in countries outside the U.S. The A4 page format is also generally accepted in most non-U.S. countries. CVs tend to be longer than 2 pages in other countries as well, so you don’t need to focus as hard on shortening your resume to 2 pages. In Europe, dates are usually listed down the left-hand column, a practice that is being moved away from in the United States. I repeat: Do your research! Find out what will be accepted, and respected, in the country where you want a job, and follow that standard. 2. C-A-R (Challenge – Action – Results) stories work no matter where you are in the world. But be careful how you write them. While bullets with stories of your executive accomplishments are desirable regardless of country, they should include less detail in other parts of the world than they do in the United States and Canada. This is in part due to confidentiality and non-disclosure regulations, and in part due to cultural differences. Be especially careful not to violate any regulations when sharing specific numbers (dollar amounts and other metrics) in a resume! Furthermore, on international resumes, â€Å"braggy† verbs like â€Å"Propelled,† â€Å"Championed,† and â€Å"Rocketed† work well in the U.S., but would likely be offensive to a reader in Asia or even some areas in Europe. In some countries, you might need to start bullets with nouns instead of verbs, which is also a way to avoid being â€Å"braggy† about your accomplishments. When writing an international executive resume, be sure to emphasize your cross-cultural skills as you share your accomplishments. You absolutely must demonstrate your multi-cultural fluency. 3. Written reference reports might be standard attachments. These reports are regularly provided in some countries and can be up to 2 pages per position. They might be requested to accompany a resume submission. Some of the details of your accomplishments might be covered in these documents, meaning you don’t have to write as much detail in your resume or CV. 4. Language specifics are important! In an international executive resume, it’s essential to be specific – and brutally honest – about your language skills. Are you fluent or proficient? Native speaker? Business or basic level? Written or spoken? Do you have a score on an internationally accepted language exam that you can share? Or, can you use one of the categories in the Common European Framework of References for Languages? Note: If you claim fluency, you will be asked to interview in that language. So don’t stretch the truth. 5. Education – make it universal. Be sure that whatever degree you obtained, you list it in a language equivalent that will be understood in the country you’re applying to work in. You don’t want to undersell or oversell the degree you obtained. Overseas, you will often be served by writing the full span of years in which you attended school, vs. listing only your graduation date. Furthermore, in Europe you will want to include the date of your high school diploma, as recruiters want to see the full timeline of your schooling and whether you took any breaks. 6. Hobbies might be fair game! Don’t be afraid to share hobbies if they are worth noting and good conversation starters. You could find unexpected interest or even commonality with your interviewer! Interests seem especially welcome in international resumes, though they can sometimes be a boon in a U.S. resume as well. I’m pretty sure I once got a job offer because I could recite Dr. Seuss’s â€Å"The Sneetches† from memory. 7. Citizenship and Immigration Status In an international executive resume, your country of citizenship and your ability to work in the country where you’re applying are essential to include on your resume. If you are an executive with a Blue Card, be sure to include that status up front and center. The most important lesson we can learn here (which I am repeating again) is the importance of doing your research! If you’re targeting a position outside of your home country, you need to conform to the proper standards in order to be taken seriously. As Sandra Ingemansen so aptly points out, â€Å"Taking notice of these subtleties lets employers know that if an applicant is the type of person willing to go above and beyond on a job search campaign, then so will she be on the job as well.† Want to look at sample international executive resumes? Check out Brenda Bernstein’s TORI Award Winning International Executive Resume and other TORI Award winning resumes.