Rebirth of Art, Religion and Education in Europe

The â€Å"rebirth† of art, religion, and education in Europe is known as the Renaissance. During this time of rebirth, Renaissance thinkers dismissed the medieval period as a dark age of worthlessness. Instead, a style of classical age inspired a respect for order, perspective, proportion, and principles to the artist’s work. The Renaissance also had a time of rebirth in people’s religion and beliefs. The people became closer to God and began to worship Him in their own ways. There was a drastic change in education during this time also. A push for the citizen to become ducated became a big deal. Books were given out, any many libraries were developed in an attempt to educate their people(Bowman 325-330). The Renaissance truly changed the art work, religion, and education throughout Europe. The European art emerged from its medieval precedents during the course of the thirteenth century. Before this time European art work were based on fixed, conventional forms art. This showed figures as stiff and flat; it showed the objects as unrealistic and lifeless. The artwork did not show great detail. Landscapes were decorative but unrealistic. The artist no longer worked only on small paintings but broadened his work to masterpieces. Masterpieces would be a piece of art that sometime would take an artist his whole life to complete. Their masterpieces would be placed in cathedrals, on buildings and would cover entire walls and ceilings. Many of the paintings would tell a story, often from the Bible. The artist would spend years working to finish his masterpieces. Often he would die before completing the paintings all the The status of artists rose as they began to work more for nobility and the wealthy. No longer anonymous, artists developed personal styles and experimented adventurously with new techniques(â€Å"Renaissance† 1989). The use of color also was changed through the Renaissance. Europe was going through a time of dark colors and lifeless paintings. Scholars of this time knew that the color and paintings had to be changed. They knew that the painting had to liven up. They chose to develop new colors, colors that were brighter and full of life. The artist chose colors that would draw attention to their They also knew that they should adopt techniques to ake their work more realistic looking. Techniques such as perspective, proportion, and size was adopted. They would make their paintings appear as you would see them in real life, as if you were looking at the object not a The artwork that was produced took massive amounts of time. The artist would complete very few amounts of large jobs in his life time. Often a job would be to paint a cathedral. This included the ceilings, altar, walls, and the floor. The artist would spend countless years completing his job to perfection(Murray and Murray 12-14). The artwork was spread throughout Europe by paintings, sculptures and buildings. Artist would be well-known for their paintings. A patron would hire an artist and ask him to create a series of paintings or sculptures. The artist would be paid a great deal if he was loyal and worked hard for his patron(Murray and Murray 14). Artwork went trough a great change, but this wouldn’t be the only perspective that would be changed during the Renaissance. Religion also changed a great deal during the Renaissance. During the Dark Ages, which was the time eriod directly before the Renaissance, people began to drift away from Christianity. The Dark Ages sent many people into a time of depression. Artists sought ways to help people in their religious quest. They often would center their work around a religious theme. Their works would tell of Bible stories or pictures from the Bible. Religion became popular throughout Europe, and people began to worship on a regular basis. They would often visit the cathedrals many times a day to pray. People began to have a new respect for religion through artwork, writing, and song(â€Å"Renaissance† 1999). The cathedrals were really important to the people of Europe. The cathedrals were a magnificent sight to the people, and they thought that they cathedrals were a main part of worship. They often had lectures based on the stories that were told on the walls, floors, and ceilings of the cathedrals. The cathedrals were kept open by donations from families, similar to the offertory given in today’s society. Many of the families had a pew in the cathedrals dedicated to their families. The cathedrals were a main part of the worship of the people during this time(â€Å"Renaissance† 1999). Education also changed a great deal during the Renaissance. Books were written by authors during the Dark Ages, but to publish them one had to write the entire book over and over again because there was not a way in which to make copies easily. The Renaissance would change this forever. The scholars knew that to educate people, one had to come up with a way to distribute books. To write them over took too much time, and they needed a quicker and more effective way. The printing press was soon adopted by the people. In printing press, the letters in the book were laced on wooden blocks and a page was laid on the table. After all the letters formed all the words and were in place, the next occurred. Printers would then pour ink onto the blocks and stamp the pages. The words would be printed out on the page. After this was repeated for all the pages, they were gathered and bound together in a book. This made books become more popular and affordable by common people. Through this, libraries were formed, and people could obtain books easier. This allowed people to become more educated and literate(â€Å"Renaissance† 1999). The Renaissance was indeed a remarkable time period throughout Europe. It changed Europe a great deal and will be remembered throughout the future. Europe was suffering before this period and was in desperate need of a reformation. The Renaissance gave Europe just what it needed, a rebirth. Art work, religion, and education thrived through this period. The paintings and sculptures, in particular, were remarkable and illustrate great talent, â€Å"Renaissance is a word which is generally understood, but which few people would care to define very closely† (Murray 7).

Reintroduce death penalty Essay

Death penalty is a legal process through which, as a punishment a person is sentenced to death for a criminal offense by the state. Criminal offenses punishable through death penalty are referred to as capital offenses or capital crimes. The death penalty proponents, pro-capital punishment argues that it is an important aspect for deterring crimes, preserving law and order, and is less expensive compared to life imprisonment. They also claim that it is in the honor of the victim to award the death penalty. This is because it ensures the offenders of the heinous offenses do not get another chance to commit such crime again. In addition, the death penalty consoles the victims grieving families. Those opposed to death penalty, abolitionists argue that there is no deterrent effect on crimes, and government wrongly uses it as power to take life. They claim that it is the death penalty is a means to bring about social injustices through targeting people who cannot afford good attorneys, an d people of color disproportionately. They argue that life imprisonment is less expensive and more severe than the death penalty. With all these arguments, we are left to decide on what course to take, assess the pros and cons of capital punishment and decide to support or oppose it. Questions relating to who deserves the death penalty and who does not have been raised by both the advocates of death penalty and those opposed to the death penalty (Zimring 91-93). Should death penalty be introduced? This is the argument of this paper. Capital punishment, in many countries, cultures and societies, throughout the human history has been applied in the justice system; the question that arises is that is it morally acceptable? Is it justified? Both the advocates for death penalty and the opponents of death penalty have valid arguments to back up their reasons. Those for the death penalty argue that the act of capital punishment is a deterrent to crime. However, those against argue that the death penalty is only a life imprisonment and not a deterrent to crime. It is however evident that the deterrence from the perspec tive of capital punishment is about the murderer’s mind involving the existing psychological processes (Haag 70-71). Not everybody deserves the death penalty. However, some people earn capital punishment. A person who breaks into a grocery store and steals bread definitely does not deserve the death penalty. In addition, people who commit murder for self-defense or during moment of  passion. Such people according to me do not deserve death. On the other hand, a serial killer after the lives of innocent people for fun and personal gains deserves capital punishment. I support the proponents of capital punishment. This stance is informed by a number of facts and reasons. Death penalty is a deterrent to crime. Even though the death penalty is irreversible, convicted persons are often given numerous chances to prove their innocence. Capital punishment assures societal safety through elimination of criminals. A life for a life is a sensible and credible assertion. Deterrence is punishing someone to create fear among people for punishment. Capital punishment is a punishment creates fear, especially in the minds of sane persons. Haag (2003) in his article On Deterrence and Death Penalty, people refrain from dangerous and harmful acts because of inchoate, vague, habitual, and most importantly preconscious fear (Haag 72). Everyone fears death, and most criminals would have a second thought if they were aware their own lives would be on the line. There are not so many justifications and evidence of death penalty to effectively deter crime than the usual long term imprisonment. The countries or states with the capital punishment has no lower rates of crime or rates of murder than those countries and states without those laws. On the other hand, the states or countries that campaign against capital punishment have not shown any significant deviation in the rates of murder or crime. The indicates that capital punishment has no defined deterrent impact. Claims that the executions dissuade particular number of murders have been discredited thoroughly by the researches of social sciences. In fact people do commit murder widely in the heat of passion basically under drug or alcohol influence, or because of mental illness, without thinking about the implications of the act. Those murderers who make plans of their murder crimes expect and intend to escape punishment by avoiding getting caught (Haag 70-73). On the other hand, some social research has found that execution has a significant deterrence to incidents of murder. In addition, the implementation of the capital punishment is related to the increased murder incidences, while those against the death penalty argue that the capital punishment is used unfairly against the African Americans, every extra execution prevents murder of 1.5 African Americans. In moratoria, death row, and commuted sentences removals tend to increase murder  incidences. Americans have emerged to support the capital punishment for reasons such as; the existence of minimal justification that suggest unfair treatment of the minorities, and that the death penalty results into a reduction or deterrent to crimes and saves life. Those for capital punishment believe that the death penalty ultimately deter murderers from killing more innocent people. No concrete evidence justifies this assertion. Therefore the supporters suggest that the capital punishment is a basic reminder to the general public that there is no reward for crimes. It gives people a notion that if you engage in killing innocent people then you are forced to pay a quite high price (Zimring 95-96). Abolitionists, opponents of the death penalty argue that there is no need to take the life of a criminal to deter life, and that imprisonment in itself is a deterrent to criminal activities. Zimring (2004) asserts that deterring crime is only possible by frightening the would-be criminals by arrest, conviction, and punishment. However, imprisonment may not be enough for some criminals to stop committing more crimes. A number of criminals such as serial killers believe that they would never be caught and brought to justice. For these kinds of criminals, the death penalty should be warranted to teach others a lesson and instill fear in them. The advocates of anti the death penalty argue that capital punishment is irreversible, and may lead to making irreversible mistakes. I accept this fact because once someone is awarded the death penalty; there is no reverse even if they only failed to prove their innocence (Haag 77-78 ). However, the probability of making a mistake with the death pe nalty is very minimal, extremely low. Capital punishment is very extreme. Therefore, the judicial system exercises it with a lot of care and caution. Because of the various guaranteed rights protection of people facing capital punishment, guilt must be determined by convincing and clear evidence that leaves no room for alternative justification of facts. The right to appeal is also protected for the convicts, and other privileges that ensure only rightly accused persons are awarded the death penalty. According to Haag, whenever life is at stake, trials are often more likely to be fair, and the death penalty is less often inflicted unjustly than others. Therefore, the abolitionists’ argument of making irreversible mistakes is unjustified. People have argued that the death penalty theory is correct since people are deterred from doing crimes by what they fear most,  that people fear death more than any other punishment, that the death penalty is a deterrent to crimes that any other punishment possible, and that the capital punishment is humane enoug h and the law supports it. They also argue that because those sentenced to death normally do much to have the day postponed, it proves that people fear death and therefore will avoid it (Zimring 97). Others have also said that the televised executions are more effective as people exercise more reaction to what they see than that which they imagine. It is hence hard to threaten murderers with something basically invisible, but in their minds, the death penalty is a major deterrent option. These are justifications that the death penalty is effective. The U.S establishment of the death penalty was due to capital crimes and murder. State or congress legislature may recommend the death penalty for capital crimes. According to the Supreme Court ruling, the death penalty does not violate the Eighth Amendment’s ban per se on unusual and cruel punishment. However, the Eighth Amendment shapes certain aspects of procedures regarding where a jury may prescribe the death penalty and the way it must be conducted. Analyses of Eighth Amendment demand courts to consider the evolution of decency standards. This is important in ascertaining that a particular punishment constitutes an unusual or cruel punishment. It is required that when considering evolving decency standards, objective factors that show a change in standards of the community must be observed and independent evaluations made concerning the reliability and/or essence of the statute in question. Although the death penalty is being considered effective in deterring capital crimes, the Supreme Court ruling discredited capital punishment for juvenile offenders. Majority opinion indicated that juveniles are irresponsible and immature. They have incomplete character development and are greatly vulnerable to negative influences. The Supreme Court deduced that adolescent offenders assume reduced accountability for their crimes. However, social science researchers point out that people do commit murder widely in the heat of passion. The reas on for this may be influence from drug or alcohol, mental illness. This renders little or no thought to the consequences of the act. Those murderers who make plans of their murder crimes expect and intend to escape punishment by avoiding getting caught. Therefore, the death penalty may be appropriate in such cases (Zimring 98-101). In conclusion, I support the arguments given  by the proponents of the death penalty, the pro-capital punishment. I think death penalty should be reintroduced. I take this stance because I believe the death penalty serves a definite purpose of deterring crime and bringing criminals to justice, as well as honoring the victims. For capital punishment to rightly serve this purpose, it must be made efficient and more effective. The system of justice has gone through a drastic transformation to ensure only rightly accused persons are brought to justice. I believe the death penalty ensures societal safety, brings criminals to book, brings justice to the victims, and deter crimes and reduce the number of criminals. From these illustrations, I believe capital punishment should not be abolished. Capital punishment is necessary to maintain public safety and keep justice shining in the society. It also cuts down the number of convicts on death row. The death penalty relieves families and friends who lose their loved ones in the merciless hands of criminals. It also solves the problem of overcrowding through a humane action. From this account, the death penalty aids in resolving a number of societal criminal issues. Therefore, I take the stance of the pro-capital punishment: I support the reintroduction of death penalty. Works Cited Haag, Ernest Van Den. On Deterrence and Death Penalty, Reserved reading for Philosophy, 2(3) 2003; 44-78. Zimring, F. E. The Contradictions of American Capital Punishment, New York: Oxford University Press. 2004. Print.

Setting Up a New Business: Business and Marketing Plan

It ensures a firm to be proactive in anticipating and planning for market changes ahead of time. It ensures a business to be a leading edge and not a following edge. A complete marketing plan must provide answers to questions like; who is the customers, how the product gets to customers and the most effective method of Implementation. A good plan will direct to the expectation and time to get the results (Makeover, 2008). Everyone In the firm an predict what will happen or future company prospects. A company gets prepared for market opportunities and to remain health, always prepared for any rising problems.It keeps a business ready to cope with unexpected events and identify the best market mix. Importance of business plan A business plan is a kind of road map for a company. It gives goals, visions and benchmarking for your business. It gets created with aims of persuading others to assist in achieving the set goals and vision. It should describe all the business concepts, principal s, products, target markets, and also trends in the market amongst any others. It also outlines the financial budgets like sources of funds to start a business.It gives the total cost of the business, the expected level of returns or profits. It provides an opportunity to check on reality of the business and give momentum to the business. A business through a plan can evaluate where the gap are, what is working and future projections of the and guidance to run the business smoothly. Business plan is like a calling card for the business. It should always be able to outline your purpose and your identity. Successes and failures are clearly highlighted in a business plan, therefore, giving mime to acknowledge and organism your work in a better way.The peoples owning a business are made responsible and accountable to all happenings of the business giving flexibility and freedom to business owners. Conclusion While setting up a new business, one has to draw a convincing business and mark eting plan. These two plans play a vital role in ensuring the business thrives to expectations. Business plans give financial planning while the marketing plan gives market strategies to find an excellent market for the products. When these two are put together, possibilities of success are extremely high. References Berry, T. (2004).

Marketing Plan for the Successful Entry of Apple Inc into the Indian Essay

Marketing Plan for the Successful Entry of Apple Inc into the Indian Market - Essay Example According to the essay the marketing mix, which includes the product, price, place, and promotion, is also discussed as a sub topic in the paper used to devise ways of creating strategies to market the Apple products in the forth-coming years. The key findings in the study are that Apple products are of high quality and hence sold at high prices hence attracts mainly wealthy customers. It is therefore recommended that the company strategize ways to reduce their prices to attract many customers. India is a developing nation and Apple Inc will benefit a lot by ensuring the new products they offer in the existing markets are of high quality and long lasting.From this paper it is clear that marketing activities involves promoting the products and services to make people in the community know that they exist and they use strategies such as advertising, marketing communications and public relations to ensure that they reach many people. Marketers design products in a way that that makes th em durable by using pricing and marketing research tools.  The report in this paper is going to define and evaluate the role of marketing in the Apple Inc. responding to launching of new products and services in its existing market in India. The strategic options available for the company together with justifications why the competitive strategy was developed as part of the plan of Apple Inc. in India will be evaluated.

A biographical sketch of Johannes Brahms Research Paper

A biographical sketch of Johannes Brahms - Research Paper Example His education began in 1835 when he enrolled at Heinrich Friedrich, elementary school. In 1844, he joined a private secondary school managed by Johann Friedrich Hoffman where he conducted his studies until 1847. He loved Bach and Beethoven and his audience marveled as they watched him play the piano and even conquered that his playing of the Bach was masterful and came from the heart (Van Camp, Leonard, Ottley, Jerold 156). And by 1846, he was earning money for playing piano in some local entertainment joints. Brahms initially became renowned as a composer in the chamber of music, a fact that has made some of his critics to place him in the conservative German camp of Schumann. However, it was his inclination to write in a chamber music style while stressing on thematic-motive development, and logical forms that earned him fame as an accomplished composer of brain music. Chamber music was critical for Brahms compositional output at every level during his auspicious career (Steib 96). Brahms was self-conscious of his technical abilities and worked effortlessly to improve them (Littlewood 344). He started composing at an early age, but he was so self-critical and did not want to acknowledge his effort by putting his name on his compositions. In 1848, Brahms attended a performance by Joseph Joachim in Hamburg Philharmonic Orchestra of Beethoven’s Violin Concert though he did not meet him until 1853. In the same year, Brahms held his first own concert, where he played music composed by; Theo Dohker, Jacob Rosenhain, Marxen, Bach, and Herz. Other artists who performed at the event included Franziske Cornet-Kiel and her daughter Adele. In 1849, Brahms began to write potpourris for music journalist August Cranz under the alias G.W. Marks. The same year he held his second own concert where he performed music by; Sonata, C. Mayer while Cornet-Kiel and her daughter participate yet again. He

The Study of International Relationships Term Paper

The Study of International Relationships - Term Paper Example Waltz discusses, in answer to some questions about the value of theory, how the use of theory in framing international relations is one of the biggest struggles that students face. He uses the study of economics as a parallel example of how theory is both useful and confusing, in that it requires social scientists to separate the subject from its context. Some say this separation dismisses the relationship of other factors to the subject, yet Waltz insists that it is necessary to use this fantasy separation in order to interpret and classify what is being studied—whether it is economics or politics. He says that international relations really is a struggle with the facts, and that it is hard to create theories because the field is full of complexities. Complexities, however, do not rule out the use of theories, says Waltz. On the contrary, they invite the use of theories to explain this complexity. The necessity of theories is supported by Rosenau and Durfee, who describe it a s something that must be done, but tentatively. They also talk about the use of the question â€Å"what is this an instance of?† This question, they say, helps us go up the rungs of a ladder to classify politics into some larger theory, and thus leads us to some sort of understanding, however temporary it may be. Buzan also discusses some of the challenging facing international relations, and cites one of the greatest of them as the need to connect the field with both history and sociology. Without history, says Buzan, one is stuck in a box of thinking of states as the only actors—a Westphalian idea. Buzan also explains something similar for sociology, which is important because it suggest the idea of an international society that goes beyond a simple group of states. When discussing realism, Buzan cites its flexibility—it allows for change and focuses on the human condition. However, as realism focuses on states, we realize how other theories can collide with i t. International relations, says Buzan, is full of paradigms that we develop as a way of explaining and understanding how the system works at different times. These paradigms include Realism, idealism, Marxism, and even the English school to which Buzan is attracted. Overall, Buzan sees realism as a good starting point for theorizing and observing the system. The English school itself is described more in detail by Linklater. He describes how the English school focuses on international politics as defined by a community of sovereign states with no greater level of authority, and find it amazing that this community exists in an anarchical condition. While in any state level society a lack of government would lead to total chaos, the English school is focused on the fact that this chaos is absent in the international, anarchical system. However, says Linklater, this should not be seen as a form of realism, but rather as a middle ground between realism and idealism. The major founder o f the English school, however, is Grotius. In his discussions he illustrates this school as one that takes a middle way. It recognizes international anarchy, but also gives credit to the play of power in rational, realist thinking. He mentions war often, but also moves toward the idea of an international society that emerges from the international anarchical system, dividing his thoughts from strict realism but definitely refusing to

A Look at Shanghai, Chinas Education System Essay

A Look at Shanghai, Chinas Education System - Essay Example From the discussion it is clear that  Chinese education highly depended on examinations at different levels. There were no formal institutions because only the socio-economically privileged and financially capable can afford such. Because of this system’s openness regardless of family background, the Civil Examination â€Å"drove almost all families...to have high hopes for their children’s future†.  As the paper stresses China’s education system had endured its hard times and struggled for its revival. The Cultural Revolution is traced as the root where China’s educational system was ruined in the country’s effort for so-called egalitarianism, which unfortunately backfired. When the revolution ended, the late 1970s and the 1980s were years of recovery in both economic and educational aspects. Schools started to open in various places, achieving universal primary education. Some cities like Shanghai opened vocational schools, and eventual ly China established a degree system for higher education. From the 1990s up to today, primary schools in China have high enrolment rates, as well as junior secondary schools. One of the noteworthy maneuvers in the system is China’s decentralization of education by providing different textbooks in the regions, but having the same universal primary education. In the 21st century, the system concentrates on higher education by mandating the increase of enrolling population. Confucianism in Chinese Education Confucius, regarded as a great Chinese thinker, was not concerned with man’s relationship to God or the universe, but rather emphasized on the importance of establishing the â€Å"conditions for an ethical society than to seek to answer answerable questions† (Ornstein & Levine, 2008, p.60). He created an educational system that had high regard for ethics and proper behavior, and respect for hierarchical relationships. He associates character education

Global study Essay Example | Topics and Well Written Essays - 1000 words

Global study - Essay Example The whole issue of minors’ crossing the boarders into the US has led to an important question of who should be responsible for these children (Savage, 2013). The issue is such a serious one the governor for Texas Rick Perry has threatened to deploy the National Gourd so as to beef up controls on the porous borders and force immigrants to detention. President Obama held a meeting with the leaders of the three nations in which his take home message was that the countries have to share with Washington in the responsibility of curtailing the escalation of minors crossing the Mexico-U.S.A boarder point. Obama prevailed on the leader to curb the immigration of minors and warned that those children that did not have a proper claim of staying will be sent back home (Neuman, 2014). According to Reuters, the President has proposed that there will be instances where the immigrants can apply to be given refugee status but such would be very few. The President reiterated the need for a shared responsibility with the concerned countries in addressing the problem of immigration as well as that of trafficking drugs. In a Center for Strategic and International Studies hosted in Washington DC, Honduras President Juan Hernandez appealed on Americans to approach the issue as a humanitarian one and that of their neighbors. Guatemala’s Molina on his part opined that immigration situation was a real tragedy requiring the reflection of all humanity. He said through Plan Columbia as well as the Merida Initiative, America assisted Columbia & Mexico push out organized crime but this squeezed the same towards Central America. A unanimous position taken by the leaders is that fresh regional approaches anchored on the Merida Initiative and Plan Columbia which saw billions invested in the fight against organized crime be embraced. The leaders from Central America argue that

Health Care Provision and Poverty Essay Example | Topics and Well Written Essays - 1000 words

Health Care Provision and Poverty - Essay Example This is not the case as the entire blame lies on the government which has for the longest time possible ignored the plights of the poor in relation to health care provision. Matters of insurance and health care heavily impacts on the poor as they are the minority in the nation and, therefore, cannot have access to such services. It is common knowledge that lack of access to proper medical aid at the appropriate time can only lead to more suffering of the patient. According to analysts, healthcare has become unaffordable for businesses and individuals because of varied reasons. The most prominent reasons for lack of health care services are poverty, lack of employment, and employers transfer of healthcare costs to their employees. The burden of health care is not any better for the employed Americans. These employed people have to pay more out of their pockets for medical services and doctor visits. Employed people contribute towards health care in the form of taxes which is deducted from their salaries on a monthly basis. The major reason for lack of health care for the employed is that health care has become too expensive, and families opt to keep the matters of health care on hold. Culturally, the cost of health care services should be on the employing unit and not the worker. An employer should never put more on an employee through health care as these can lead to high employee turnover. In as much as employers may not have adequate funds to support the health care programs, it is their duty to ensure that employees have access to proper medical services. Most Americans give priority to the provision of other basic needs like food, clothing, and home. Healthcare comes in as a secondary need and people will struggle to provide for it in times of need. There is a high death rate for Americans as they fail to have access to medical aid at the appropriate time or when they fall sick, they have no sufficient funds to cater for the medical need. Records of America ns way of spending indicate that their priority bills are mortgage, rent, car payments, and other adulthood obligations. People do not give health care priority because it is expensive to maintain an insurance cover especially for the entire family. With this in mind, it is only fair that the government takes up some responsibilities like provision of free health care to its citizens. Analysts believe that this will be instrumental in maintaining America’s image as one of the wealthiest and industrialized nation (Doug, 2010, pg 12). Health care services become an even extreme case for the unemployed. Insurance is a luxury for Americans with no jobs or who have just lost their jobs recently. Reports on channel 7 news showed the relationship between unemployment and free health care clinics. The rise of unemployment level in America has seen the growth of free health care clinics. The only obstacle in this case is the crowding in these health care clinics as most people are une mployed (Andrews, 2011, pg 40). In addition, the free health care clinics will only serve people who have current insurance cover. This idea cuts out so many people from using their services as most people in America have no cover because of its cost. Another option for the unemployed Americans is cobra subsidy policy, which caters for 65% of the whole bill. This is subject to people accepting to pay more after fifteen

Impact of International Relations on Agricultural Education Dissertation

Impact of International Relations on Agricultural Education - Dissertation Example Successful completion of this research work will come with a lot of significance to a lot of people, especially the politicians as well as the educators. First, data, results and conclusions from this research shall serve as updated literature on the impacts of international relation within the population size targeted for this research work. To a large extent, this research shall help in coming out with new models on the type or kind of challenges of agricultural education as a result of international relations. The new trend of knowledge to be acquired shall indeed lead to a new paradigm shift whereby the knowledge shall be adapted for use and implementation by agricultural educationalists. This is to say that the findings and conclusions from this research work will go a long way to shape the lifestyle, working habit and social structures of teachers, the cultures of a county alongside the learners. This means that the learners and all other people across the agricultural educatio n divide who come across this document will have a renewed commitment towards international relations. In particular, agricultural students will reap a lot of benefits from this research given that it seeks to inform them about how their carriers are shaped by international relation. The agricultural teachers, on the other hand, would not fail to reap these benefits. This study is inclusive in its objective and would explore ways on how developing and encouraging international relations would influence the economy of a country.

Mergers, acquisitions and strategic alliance Essay

Mergers, acquisitions and strategic alliance - Essay Example However, industry and firm specific factors finally govern the reason and the purpose of the mergers and acquisitions and alliances taking place in the global market place. While much has been studied on the reasons of success and failures of M&A, the strategic reasons behind the mergers, acquisitions and alliances are being looked at in this paper. This paper will not focus on the post-merger success or failure but concentrate on the strategic reasons that prompt firms to enter into M&A and alliances. Mergers and acquisitions (M&A) has been described as ‘among the most important strategic decisions companies ever make’ (cited by Duncan & Mtar, 2006). Acquisitions can be based on strategic decisions like market expansion, product diversification or domain expansion. Thus many use it as a mode of entry into a foreign market where it is difficult to start a wholly owned venture. Hence the decision of M&A depends upon the resource-based view or the transaction cost analysis. Agency theory has also been explained as an M&A strategy. The agency theory contends that manager-controlled industrial firms pursue conglomerate diversification. Managers benefit from the increase in firm size and based on the belief that large firms will seldom fail and the executive compensation is linked to the firm size (Lin, Hung & Li, 2006). The resource-based view suggests that while firms have tangible and intangible resources, the resources do not create value unless they interact with othe r resources. If complimentary resources are not under the ownership control, the firms have difficulty in realizing the full potential of the resources. This becomes an incentive to merge with other firms that have complementary resources. M&A strategy can provide external sources of innovative competencies to protect the core business. As the same time,

Security Site Survey Essay Example for Free

Security Site Survey Essay The security survey at the DeVry Corporate Center was conducted on June 10, 2013, by Christian Moreno who was retained by the DeVry University for this purpose. Information set forth in this report was obtained from Gregory Smith, Executive Vice President Chief Financial Officer, and from David Davis, Facilities Manager, and from personal observations of Thomas Brown during the inspection of this facility. This report is intended as a detailed audit of all phases of the DeVry Corporate Center security operations and a review and evaluation of those areas and activities most vulnerable to the theft or safety risks. Neither the DeVry Corporate Center nor the writer of this report is in a position to evaluate the integrity of the employees of DeVry University and this report does not attempt to do so. Summary The DeVry Center is located on a four-acre plot of land in downtown New York City. It is a 30-story corporate tower high-rise, which includes 1,250 underground parking garage spaces and a rooftop garden. Construction of the building was completed in December of 2008, and 27 of the 30 floors are occupied by tenants. Currently, there are 1,800 tenants in the building, which has a maximum capacity of 2,000. THE CAMPUS DeVry occupies five floors in the 24-story building at 180 Madison Avenue. The campuss 48,750 square feet of space provide an outstanding, professionally attractive, high-tech learning environment for students. DeVry has 12 classrooms and seven state-of-the art laboratories. The classrooms have an average seating capacity of 20 students. The campus is equipped with a wireless network to accomodate laptop computers. There are three labs supporting the Electronics programs: averaging 21 seats. There is one Network Lab designed to support individual networks with a capacity of 18 positions. The remaining labs support the Computer Information Systems programs as well as those business and other programs requiring the use of personal computers. Science and Biomed classes are taught in the Physics Lab. The Physics Lab is equipped with networked PCs and scientific testing equipment. The library has over 18,000 paper and electronic titles, 60 paper periodicals, 9 databases and 25 computer workstations for student use. The Academic Support Center provides students with free tutoring, computer-assisted instruction, and workshops on various instructional topics. Physical Security The receptionist desk is staffed from 8 AM until 7 PM even though the company operates 24 hours a day. During other hours the security guard is stationed at the receptionist’s desk. Electronic identification cards are used by employees to gain access to the exterior doors as well as interior doors on a restricted basis. A six-hour emergency backup system is a component of the door control system to ensure security in the event of a power failure. Additionally, there is a lockbox for keys to be used in an emergency and it is located in the Facilities Manager’s office. A security guard patrols the exterior of the building and the parking lot during times when the receptionist is on duty. The security guard escorts the cleaning crew when working in the premises. Campus security personnel patrol the building on a regular basis (Monday through Friday from 7:00 a.m. to 11:00 p.m. and Saturdays from 7:30 a.m. to 7:00 p.m.) and are alert to any suspicious activity. Security personnel report any possible criminal activity to local law enforcement personnel, and any possible code of conduct violation to the Dean of Students. The Dean of Student Services also acts as the New York City Community Affairs Officer to aid in the monitoring of all crimes that occur on or around campus grounds. Campus safety and security is the shared responsibility of both students and staff. To enhance student and staff awareness of their responsibilities for their own safety the following will be provided throughout the year. * Pamphlets on personal safety are posted on bulletin boards and available in Student Services. * Campus security has a copy of the evacuation plan. * The Student Handbook includes emergency phone numbers for students, faculty and staff. * Displays of safety/security information are set up in the Lobby, Student Services Office and/or the Student Commons. * School publications are used as a forum for topics on the necessity of taking control of personal safety. * Procedures for informing appropriate personnel of any emergencies and emergency evacuation procedures are available in each department. Alarm System There is an alarm system installed but since the company operates around the clock there has never been the need to activate it. There are two emergency exits which are alarmed and clearly labeled. Closed Circuit Television [CCTV] There are sixteen closed circuit digital color cameras and the file is maintained for a period of thirty days. The monitors are located in the Facilities Manger’s office and at the receptionist’s desk. Another monitor is located in the vault area to allow employees there to view the lobby outside the shipping/receiving area. Visitors – Visitor Log Visitors are required to sign in a log at the receptionist’s desk and wear a visitor badge while on the premises. Recommendation The implementation of Universal Access Cards would allow an observer to track a person’s movement on site. In the matter of such cards, it is believe that some degree of track ability is acceptable. Naturally, certain sensitive non-facility areas must be treated with care. For example, payroll and human resources some other areas of administration must be accessible to students without requiring them to use their unique access card. Other tracking may possible with the introduction of networked swipe-card locks, even if the actual transmission of data from the lock to the data center is encrypted (as the company requires from its future contractor).

The Change Management Theory Business Essay

The Change Management Theory Business Essay Our current era is experiencing massive global and environmental changes than ever before. Observing alone the technological developments, it becomes clear that the most powerful changes have happened over the past fifty years. Managements practice and theory is that todays business environment is especially challenging for large companies because of the rapid pace at which technologies, business processes and markets are evolving. External changes, such as globalization, workforce, economic shocks, competition, and world politics are some of the vast external environmental forces that trigger change upon organizations. These forces are uncontrolled and unforeseeable and therefore it is vital that an organization has the capabilities to adapt to whatever environment changes might happen. As opposed to external change forces, internal changes forces lie within the organization. Elements such as declining efficiency, the raise of employee expectations in tact with harsh demands of the work environment are all internal forces that trigger a need for organizational change. Some theories[1] suggest that by planning carefully you can manage internal change easily by identifying the need for change, while others argue that change is not something that happens in isolated insidences, thus not something you can plan[2]or control. The changing business environment affects the organizations ability for survival, as their survival tactics are being challenged. Organizations constantly have to reeducate themselves keeping every level or department in the organization equally re-informed. Consequently, more and more organizations direct their attention towards the potential benefits of a corporate merger and acquisition (MA). MAs are often pursued in order to acquire a larger share of an existing market, enter new markets, eliminate competitors, acquire expertise or assets, transfer skills, save costs, increase efficiencies or capitalise on synergies. Unfortunately, most organizational change efforts are poorly conceived and implemented, a fact that causes most change efforts in organizations to fail[3]. Through the last century, companies paid more attention to strategy, economics and finance. However, today many researches[4] argue that a major cause of the high rate of change failures is the fact that managers do not realize that if they do not change their culture to support the changes they are making in strategy, structure, and technology. If not, the desired changes will fail and shift back into a fit with the original culture[5]. Furthermore, MA can change the cultural aspect of an organization due to new working environment. In this view, Hitt et al. (2001) argue that acquisitions or mergers can create unfriendly working atmosphere sometimes due to significant differences between two cultures of the merging firms, which can make working process difficult. However, thisprocess can be quit challanging as Schein[6] ague cultural assessment is usually not possible because the negotiations leading up to the merger/aqcusition have to be kept secret. Thus, the merging parties do not discover important differences until they face them MA is a strategic choice various companies encompases to enter rnew market opportunities and possiblity to increase revenue beyond geographical boundaries. However, new opprtunities have also broad new challanges to the organizations. When a company changes, either by changing its location or grothws this effects its internal and external environment. Researchers agree the critical importance of managing the human perspectives of the process in order to accomplish the MA goals and to achieve the needed integration. That is why this paper has chosen to focus on the cultural and people aspect of change mangement process within MA Change Management theory Change management literature is differentiated between two dominant perspectives with regard to implementing successful change in organization. One meaning refers to the systematic and planned view and the other the chaotic emergent view of organizational change.Carl Weick prominent scholer within change management breaks with the traditional wiev of organizational change and argues that orgnazationas should implement a process of chnage management. That is continous emergent change, when contrasted to the planned view, can be defined as the realization ofa new pattern of organizing in the absence of explicit a priori intentions[7] in this view changing is a continuous activity at local levels where people interact and make sense of their own social reality[8]. Continuous changing is a collaborative approach to change management where employees at the operational level as well as mangers are involved in decesion making processes. It brings a holistic view to the organization focuses on interweaving activities, interrelations, and sensemaking. Change is viwe as a continuous activity internally within the organization where people interact and make sense of their own social reality (Weick, 2000, 2001). People make sense oftheir social reality by sensemaking activities, narratives, practices, and multiple realities may be voiced and contribute to small small-scale changes. These small small-scale changes can be decisive if they occur at the edge of chaos or in a context of rebalancing and unfreezing. Small changes can have large consequences because of self-reinforcing feedback loops and relations in a social network. In interconnected systems small changes emerges through the diversity and interconnectedness of many micro-conversations (Ford Ford, 1995). Micro-level changes provide a platform and a context for transformational change on a macro-level. as in Kotter ´s eight phases or stages a company must successfully complete in order to obtain lasting change (1995) [9]and Lewin ´s Freeze change model(1943)[10]. Thus, the aim is to implement new methods and systems. This also implies that these changes lie within the organizations control although change-triggering events might have come from outside the organization. According to Kotter successful change management is achieved when management carefully plans the change initiative. His theory is based upon the 8 step model which has a very systematic view upon organizations and its environment. The 8 step model is build upon eight actions: create a sense of urgency, recruit powerful change leaders, build a vision and effectively communicate it, remove obstacles, create quick wins, and build on your momentum. If you do these things, you can help make the change part of your organizational culture[11]. Follwing the perspective of Lewin, the change process must contain three central steps; un-freezing, change and freezing[12] . Within un-freezing, inner resistance to change delimits the ability of the individual to move from the present to the desired state. Move seek to take into account all the forces at work and identify and evalutae, on a trial and error bassis, all the available options[13] . The refreezing step establishes ways to make the new level of behavior relatively secure against change (Lewin, 1947, p. 344). This step could include installing a new reward system to reinforce the new, desired behavior or restructuring certain aspects of the organization. An additional meaning refers to the complexity view s as in Ralp Stacy (2003)[14] of organizational change management. His theory is build upon the view of James Gleick. Gleick ´s theory is based on Chaos theory and complexity theory. Later on, Stacey further developed this theory and applied it to human action, as chaos theory originally intended for mathematical deterministic behavior. Chaos theory ´s key message is that our intentional interacting with each other produces intrinsically unpredictable outcomes in the long term, then our planning efforts cannot lead to outcomes we intended; something else will happen[15]. However, Stacey does not imply that then everything is utter chaos. As he states predictably unpredictable, thus a system producing patterns that are recognizable and paradoxical. Complex Responsive Processes (CPR) can give insight for top management on how to become more emergent and respond without knowing long term consequences. However, from a bottom line result, business profit maximizing perspective, this might be hard for managers to switch to instantly. It might cost millions. The strategic problem lays within top management being blind to internal need for change. The existing external commercial strategy is distant even unknown to the employees and there is no existing internal strategy statement. This causes the employees to think of their job as one project at a time, missing focus on the development of the company as a whole. This could lead to employees working without a target or a vision together with the company. CPR approach acknowledges the fact that employees are not machines and if the original strategy doesnt produce what it intended. Thus, introducing a case an acquisition between IBM and DMdata in 2004 where IBM management got surprised by the outcome of employee dissatisfaction and its complexities. This paper adresses IBMs acquisition of DM Data as the key reference in this synopsis. The case study, is used in relation to the acquisition are build upon the experiences the author of this paper had working as a trainee in DMdata both before and after the acquisition. This particular acqusition opened the authors eyes towards the challanges organizations face when implementing new initiatives follwing a merger or acqusition. Why the author find it oparticularly releveant for this course. Introduction of Case study First, I will make a brief introduction of the two companies to get a better understanding of the organizations and why these may have led to some challenges for both companies. Secondlymost relevant reasons that lead interesting to observe the case from the corporate culture point of view, which means concerning the essence of core businesses, these are essentially different enforcing different values and priorities concerning job and goals, reflecting with these important inputs potentially conflictive in the integration process. The conditions mentioned present it as a very appropriate and meaningful selection to develop a case study research. IBM was founded in 1742 and was established in the USA. It is one of the worlds leading companies in IT. historical heritage is very important for the company, in term of know-how but also, in term of marketing IBM has approximately 340.000 employees worldwide and is represented in more than 160 countries[16]. Given IBMs size and origin it brings certain values and norms to the business which is grounded in its culture and identity. On the contrary DM data was one of the biggest software companies in Scandinavia. It was established by two Danish companies; Danske Bank and Maersk Data. The company encompassed 800 employees located in Aarhus and Copenhagen. Even though the company only existed for seven years it managed to create outstanding profits per year.[17] The acquisition between IBM and DM data took place in 2004. After the acquisition, 13% of the employees resigned from their job per year. Many employees mentioned the matrix structure and the American way of doing things as the reason for resigning. [18] The differences of the organizational culture and the way we do thing in each company were fundamentally different. When you attempt to change the core of a companys values and norms its bound to create many challenges[19]. Both companies, are facing changes in their organizational structures through a MA. That is,the processes, politics, values and frame of references. Each participant of this processes either the acquiring IBM or the acquired DMdata; have to face different process and challenges. Clearly, both companies get affected part of their identity and way of doing things. However due to limited access to the IBM employees this paper focuses on the view of Dmdata employees. Analysis of IBM change management initiative IBM managements intended strategy was to incorporate Dmdata as a datterselskab to the main organization of IBM, althoughthey succesed to acquire Dmdata the acqusition broth various unintended changes with it. As mentioned earlier critically positioned employees left the organization and a hostile and confusing environment arised. The unsuccesfull change management of the new initiatives within Dmdata, resulted in inefficient resource utilization, poor products and services[20], and frusttration amon employees and management. IBM management approach to the acqusition can be characterized as a controlling. That is, Some of the DMdata employees reactions came from poor communications such as : IBM CEO Lars Mikkelgaard used the word fusion when he visited us for the first time, when it was in fact a takeover[21]. Other reactions were frustration about changing from national to an international company, from hierarchical to matrix structure and from small to big company. He emphasizes the success they had in DM data on several occasions by saying: Those who sit down and think about it, then DM-data was a success story. Built from 53 men to something IBM would buy for x billions later[22]. He feels overlooked by IBMs management style and does not consider it as suitable for Danish culture: In Denmark, IBM is derived by this American team spirit. The DM-data culture is influenced by the culture of Maersk and Danske Bank, which is very Danish[23]. And I have also been lecturing about quality in life etc. But when you are bought up, you come into an identity crisis. Furthermore, Dmdata employees lacked an incentive to adapt to the changes as they felt they new best as one employee states He stereotypes the Americans There are several States in the US where American Indians are not allowed to walk together more than four at a time. If they do, then you are allowed to shoot them.[24] And he goes on elaborating his indignation of doing things the America way are not allowed to have loaded weapon, so we can laugh a bit of it[25] here he shows that he does not take IBM seriously. The HR Manager talks a lot about how successful the company was, but ridicules of IBM to almost having gone bankrupt. IBM has also been close to going under in 1993. There it was close enough to not exist anymore. And here it is clear that one as a giant company with the ambitions one had, establishes control preparations. These are then some of the procedure which we have to comply to[26]. Follwing Lewin effective change could not tkae place unless there was a felt need be all those concerned[27]. Also in this view, Kotter agues for establishing a sense of urgency. That is people need a good reasontodothingsdifferently, faling this might have created the anxiety and unsecurity Dmdata employees felt. The second step of Kotters 8step model might have easen, having an aly . Short term wins Nadler and Tushman 1995 suggest that there are mainly two types of change that organisations are faced with, namely first- order and second- order changes[28]. . First -Order changes are characterized by small adjustments in system, processes or structures, whereas Second order changes are characterized by transformational which affects the core identity and values of an organization. Nadler and Tushman refer to transformational change as discontinuous change. They further dissects the changes as follows: incremental (tuning and adaptation). Tuning as being anticipatory and adaptation as being reactive. Discontinuous (re-orientation and recreation) change. Re-orientation as being anticipatory and recreation as being reactive. Acquisitions such as IBM/ DMdata are generally regarded as a second- order change. Although IBM and DMdata are in the same industry the size of the two companies together with the cultural heritance of the two are dissimilar. There are national cultural differences, structural differences together with strategic differences which may caused frustration among the employees at DMdata. Furthermore, it is important to into consideration when characterizing whethera change is transfomational or transactional this can be viwed from two sides in mergers and aqcusiotions.remember althought the acqusition can be carachterized as frame bending for DMdata Following Palmer, Dunford and Akin[29] any organizational change usually involves paying attention to organizational culture. That it for IBM management to provide a new vision for the DMdata employees and not simply imposing their own without any involvement from the DMdata employees. The diagnostical tools can be helpful for an organisation to know which changes it is dealing with so that it can inform its strategy selection and organisational configuration to better respond to such changes. It seems like IBM management underestimated some of the challenges it was presented to when they acquired DMdata. The strategic problem lays within top management being blind to internal need for change and adoption within DMdata. Adapting the right diagnostical tools could have helped the management to take the right action in the right context. The lack of information could have been prevented by management taking a nurturer approach. Instead of the top down directors approach. Discussion Change and how people react to it are important features of organisational life. Its vital to remember in times of change, especially transformational change such as mergers and acqusitions, employees are not machines. The way we perceive change and its consecuenses can be different and paradox. As discussed earlier, it can be helpful for management to characterize the scale and scope of the change to better comprehend the impact of a change. However, its important to keep in mind that you will always be confronted with unintended change outcomes. The main problem areas within change implementation in mergers and aquisitions lie within differences in culture, not having a clear communication, and not assigning anyone asresponsible for the change initiatives. The external, managerial and operational level never worked together as one in the IBM/DMdata case study. When merging or acquiring two companies it is critical to consider their corporate culture. The success of a merger/aqusiti on depends as much on culture fit as it does on strategic and financial.Various failed deals can be attributed to corporate culture differences never being considered, or cultural clashes never being addressed. Furthermore, if the people side of MAs are ignored, as in the case study, both companies face not meeting the anticipated purpose of the transaction. [1] Kotter, Lewin [2] Choas theries; Ralp stacey, Car Weick [3] Strategic change management class notes, lecture one [4] Gerry Johnson , the cultural web, Mary Jo Hatch Majen Shultz, identity, Edgar Schein [5] Palmer, Ian, Richard Dunford, and Gib Akin. (2009) Managing Organizational Change p. 163 [6] Schein, E.H. 1990. Organizational Culture and Leadership. San Francisco: Jossey-Bass p.178 [7] Orlowski 1996, p 65 accesed in Weick 2000 p 227 [8] Weick, 2000 p. 225 [9] Kotter 1995, Leading Change: Why Transformation Efforts Fail [10] Palmer, Ian, Richard Dunford, and Gib Akin. (2009) Managing Organizational Change p. 195 [11] [12] Palmer, Ian, Richard Dunford, and Gib Akin. (2009) Managing Organizational Change p. 195 [13] Lewin 1947a accesed through study notes from lecture 2 [14] Stacey, Ralph. (2003) Organizations as Complex Responsive Processes of Relating. Journal of Innovative Management [15] Stacey, Ralph. (2003) Organizations as Complex Responsive Processes of Relating. Journal of Innovative Management p28 [16] IBM Database [17] DM Data Handbook p 16 [18] www.computerworld.com http://www.computerworld.dk/art/40353?cid=4q=dm+datasm=searcha=cidi=4o=5pos=6 [19] Strategic change management class notes [20] As a reslut of many employees leaving many projects didnt get finished with led to many dissatisfied clientsandcostumers. [21] Malike Karatepe [22] Comment 1, Appendix 1 [23] Comment 2, Appendix 1 [24] Comment 6, Appendix 1 [25] Comment 7, Appendix 1 [26] Comment 8, Appendix 1 [27] Class notes lektion 2 by Rex Degnegaard [28] Palmer,Dunford and akin p 87 [29] Palmer, Dunford and Akin p. 9

Consider Two Theories Of Child Development Psychology Essay

Consider Two Theories Of Child Development Psychology Essay There are many theories taken from the disciplines of sociology, biology and psychology that explain human development from the each disciplines perspective. Baltes (1987) cited in Crawford and Walker (2010), states that human development is multidimensional. Human development is approached from several theoretical perspectives which may be classified as psychoanalytic, learning, cognitive, sociological, biological or ecological theories. Broadly, theories of human life course development can be categorised into three disciplines namely; sociological, biological and psychological. Sociological theories emphasise social and environmental factors as having an impact or influence in human development. Biological theories focus on the physical development, genetic influence, human growth stages and instinct. Biological theorists would argue that human behaviour for example, is genetically determined. On the other hand psychological theories focuses on what goes on in the mind, emotional development, personality development and related behaviours. This school of thought describe human development as stages or phases that individuals go through. According to Crawford and Walker (2010), human development theories can contribute our understanding of people and their situations. Different theoretical approaches lead to different approaches to social work practices. It is important that social workers access apply and critically evaluate these theories when working with children and their families. As a social worker, one should understand the origins, underlying assumptions, strengths and limitations of these theories in practice. The following is a discussion of two theories of child development and their usefulness in safeguarding the welfare of children. Bronfenbrenners theory of bioecological development This is a bioecological theory as defined by Boyd and Bee (2009). It explains human development in terms of relationship between people and their environments as illustrated in the diagram below. ` Adapted from http://edwinchartfellow.wordpress.com/research-project-2/ Case Study: John is 14 years of age and lives is a large deprived housing estate with a reputation for anti-social behavior. He does not attend school and spend most of his time with a gang of older teenagers. He has a history of theft and he misuse substances. He has lived most of his life in the care of relatives. His father Paul and grandfather have criminal records. His father is currently in prison. His mother Eve gave birth to John when she was 16 years and she uses drugs and alcohol. Johns aunt and her husband lives a few miles away and have offered to look after John. They are committed Christians and wish to support John and would like to support him to change his behaviour. According to Bronfenbrenner, human development is influenced by biological, socio-economic-political and cultural environment one grows in. Bronfenbrenner. (1979) bioecological theory states that there are four domains that influence child development and these are biological factors within the child, the family, the immediate surrounding such as school and the community, and the socio-economic environment in the wider world. The contexts of development are like circles within circles. It is therefore imperative that social workers understand the environment that the child grows in to be able to safeguard the welfare of children. The inner circle is the biological context which caters for the childs genetic makeup and development. Such factors may include genetic inheritance, sex/gender and healthy all contributing to an extent in the childs development. The next levels encompass the role of nurture. This viewpoint argues the environment, experiences and the way a child is brought up influences the childs development. Social workers have to take this into account in safeguarding the welfare of children. According to Boyd and Bee (2009), the microsystem relates to variables which children are exposed directly, such as their families, schools, churches, and neighbourhoods. The culture in which the child in born and grows is influenced by the immediate environment. The family values which may include religious upbringing and influences, classroom peers, and neighbourhood has a strong impact on the character and values of an individual. In Johns microsystem, we need to consider the influences of his parents and immediate family members. Parents involvement with the school and the response of the school to their involvement are part of the mesosystem. Shaffer and Kipp (2010), refers to mesostystem as the connections and interrelationships among microsystems such as home, school and peer groups. The childs development is likely to be optimized by strong supportive links between microsystems. For example, the childs ability to learn at school depends on the quality of instructions that his teachers provide and also on the extent in which the parents value, support and co-operate with teachers. On the other hand none supportive links between microsystems can spell disaster (Steinberg, Dornbusch and Brown, 1992 cited by Shaffer and Kipp (2010)). The next level is the exosystem (the socioeconomic). This consists of institutions of culture that indirectly affect the development of children. These include the community, school, parents work place, extended family, neighbourhood, and mass media. The exploration of Johns exosystem leads us to look at the local deprived community associated with anti-social behaviours in which John lives. The macrosystem represents the wider cultural context within which all the other systems are located. This includes the economic, social, cultural, history and laws in which a child grows. This wider context may refer to a country or state a child is brought up. For example, education funding exists in the socioeconomic context. A specific country may strongly believe that children should be educated (cultural context), but the ability to provide universal education can be limited by the countrys wealth (socioeconomic context). The macrosystem in which John lives, include social factors such as the economic and political factors in the country that may impact upon John and his family. Social workers must understand and appreciate that the development of the child encompasses biological, the role of the immediate environment like, parents, siblings, classroom peers and in the wider context involves the extended family, neighbours, and also the socio-economic condition in which the child lives. For example, the development of the unborn child may be affected by the impact of drug use of the mother. Crawford and Walker (2010), states that the Bronfenbrenner approach is based on the principle that the development and behaviours of individuals can be fully understood in the context of the environment in which they live. Attachment theory: Bowlby (1969) defines attachment as; A deep and enduring emotional bond that connects one person to another across time and space It does not have to be reciprocal. Furthermore, Bowlby (1969), states that attachment in children is characterised by specific behaviours like seeking to be in touch or proximity with the attachment figure whenever one is threatened or upset. Attachment behaviour in adults is displayed with how they respond to the childs needs. Attachment theory provides understanding to how parent-child relationship emerges and has a bearing in subsequent years. Children need to feel secure in their relationship with adults or care giver. Early relationships are important as they are viewed as having critical role in the childs emotional well-being throughout their life development. Regarding this later life, Payne, 2005 p81 cited by Crawford and Walker (2010), p43 states that; How we are depends on how we experience early relationships. Warmth, mutuality, support, and security are qualities of relationships that tend to produce coherent and well organized later selves. Bowlby believes that child development personality lay in the early years of childhood and that any failure in the early relationships would permanently influence the development of the childs personality. Bowlby (1969) believes that attachment develops through four attachment phases as briefly described below. Pre-attachment phase (birth to 3 months): This is often referred to as indiscriminate attachment phase. A baby can be attached to any care giver. An infant forms attachment to whoever feeds it. Focus on one or more figures (3 to 6 months): Infants learn to distinguish between primary and secondary care givers and would accept care from anyone. Secure based attachment phase (6 to 24 months): True attachment develops in this phase. Infants look to certain care givers for security, protection and comfort. Fears of strangers and unhappiness when separated from attached care giver known as separation anxiety, is a characteristic of this phase. The reciprocal relationship phase (24 months and beyond): In this phase a child becomes increasingly more independent and forms several attachments. These several attachments can include attachments to siblings, grandparents, neighbours and friends. The attachment phases leads to the following types of attachments and social workers need to understand these if they are to effectively work with children and families. Attachment can be described as secure. As long as the care giver is present a securely attached child will play comfortably and react positively to strangers and will become visibly upset when their mothers leave. Attachment can also be described as avoidant. This is for example; a child avoids contact with the mother at reunion after an absence. The child does not show any preference to mother over a stranger. The insecure/ambivalent attachment type is where the child shows little exploration and is wary of strangers. The child gets very upset when separated from the mother. The child may show anger at reunion and resist comfort from the mother and stranger. The last type is the insecure/disorganised attachment which is characterised by confusion, disoriented behaviour. Boyd and Bee (2009), states that social workers should understand that early emotional relationships shape late ones in life. Securely attached children in infancy are later more sociable, positive in their behaviour towards friends and siblings, less dependent on teachers, less aggressive and disruptive, more empathetic and emotionally mature in their interactions in school and outside the home. If attachment is not made between 0-3 years from birth, the child may never form an attachment with anyone. A securely attached child is able to develop resilience, independence, compliance, empathy, control over their feelings, and health self-esteem. Taylor, (2010) argues that for healthy and secure attachment to develop, a child needs to experience both proximity and separation. On the other hand, insecurely attached children tend to have difficulties in establishing relationships, appear indiscriminately friendly to whoever is around, extremely withdrawn and little or no interest in othe r people. Social workers can use attachment theory in assessment of children and families. For example, the social worker can use attachment theory to understand how past experiences relate to present difficulties. Gambie et al (1992) cited by Daniel et al (2010) assumes that a traditional nuclear family provides a superior child rearing environment. The majority emphasis is on a western model of the nuclear family which may not be experienced by children who may be cared for by extended family members who are part of their attachment network. Social workers need to be respectful and sensitive towards varied patterns of care giving and attachments within different communities. The key consideration should be the assessment of whether or not basic needs are being met. The majority of children encountered by social workers working with child safeguarding have difficulties which can be attributed to attachment issues. Attachment theory can therefore offer insight to guide intervention. For childr en in care, attachment theory can help to understand both the impact of separation from important people and the process involved in making new attachments. Conclusion: Dworetzky et al (1989), states that our understanding and knowledge of human development are limited by the fact that no two human beings are ever exactly the same. Because of this, theories of human development will never be 100 per cent or even close to it. Furthermore, Lightfoot et al (2009) states that there is no single theory that can fully explain human development. Social workers work with vulnerable people. Of the two theories described above, each has its own strengths, weaknesses and context in which it is useful. According to Shaffer and Kipp (2010), families are complex social systems that are dynamic. Every family member is constantly developing and their relationships change with time. The complexity nature of family life and its influence on human development can best be described by Bronfenbrenners bioecological theory. Boushel 1994, p.179 cited by Daniel et al (2010) states the following regarding Bronfenbrenners bioecological theory and what social workers need to take into account when safeguarding the welfare of children and families; The framework for assessment of a childs protective environment will need to acknowledge the part played by the state and society in general, the part played by the community within which the child live and the part played by the individual family. The African proverb it takes the whole village to raise a child is true for this theory. This approach recognises that children do not grow up in a vacuum. In the case study above, Johns behaviour has been influenced by the microsystem (family) and also the exosystem (neighbourhood). In assessing Johns needs, the social worker will need to use these aspects of Bronfenbrenners bioecological theory. This approach requires that the child never be assessed in isolation. Daniel et al (2010) argues that the bioecological approach to child development suggests that detailed assessment of all aspects of the childs situation include considerations of all levels that are immediate and of wider impact and is essential to the planning of intervention with children and families by social workers. This theory provides understanding that each lifespan is unique as each individual in influenced by their unique environments. This theory helps in influencing government policies and programs that can b enefit a given community. In the case of Johns environment, resources can be channelled in developing the estate and proving facilities for young people to get busy and occupied. On the other hand, Shaffer and Kipp (2010), argues that bioecological theories are inadequate in giving account of human development. The inner individual level encompasses the role of nature in child development. This viewpoint argues that our genes predetermine who we are and our characteristics are inherited. We have in born biological characteristics that are hereditary from our birth parents at a point of conception. This position suggests that change is not possible and we are what we are and we cannot do anything about it. This argument has the potential to stereotype people which leads to support prejudice and oppressive behaviour and social workers should be aware of this in safeguarding the welfare of children. Despite it being a bioecological theory, it has little to say about specific biological contributions to human development. The emphasis is on the developing person and the constant changing environment. Attachment theory may be important for work with children but its application to adults is less evidenced. Konstantinos and Georgios (2006)s research supports Bowlbys conclusion that cross culturally; attachment has an influence on ones socio-emotional development as well as emotional well-being through life course. There are many limitations that have been cited on attachment theory. Attachment theory does not account for some people who had insecure attachment relationships with their mother but however went on to form secure romantic relationships with their partners in adulthood. Attachment can still occur in adulthood. The attachment approach ignores the temperaments and personalities of individuals. Harris (1998), argues that parents do not shape the personalities and characters of their children. He believes that their peers have more influence in personality and character building than the parents. Take for example, a child whose parents are immigrants. The child can continue to speak the parents native language at home, but at the same time learn new language and speak it without a foreign accent. Harris (1998) argues that children learn these from their peers so as to fit in. Following from above, social workers should understand that parents are not totally responsible for the way the children develop. They can be held responsible to a certain degree, because after all they did give them their genes and therefore do have some influence. However, children rely more on their parents. Another limitation of attachment theory stated by Field (1996) is that the mother is viewed as the primary attachment figure and fails to include the father and siblings who can also be attached to the child at the same time. Another limitation is that attachment is confined to infancy and early childhood as defined by Bowlby. This does not account for attachment that occur in adolescence (first love), adulthood (spouse) and later life. In conclusion, there is no single theory that can fully explain human development. Attachment theory is more suitable for explaining infancy development despite its limitations. On the other hand, Bronfenbrenners bioecological theory is more suitable for explaining child development in their adolescence for they do interact more with the microsystem, exosystem and macrosystem than the infancy do.

The Great C.S. Lewis :: biographies bio biography

C.S. Lewis, the great author, wrote all kinds of reading material: poetry, novels, and even children's fiction. He even wrote at a young age. He would draw his own pictures. People during his time loved his books, and today people still love to read his books. This author was also intelligent, joyful, and charitable. C.S. Lewis was a very intelligent man. He proved this in many ways during his lifetime. The way he lived is a very good example. When Lewis became a Christian, as J.I. Packer and Jerry Root write in their article, "Mind in Motion," His habits of mind also continued unchanged. He was already thinking how he thought a Christian should. He also shows his intelligence during his teen tears at Oxford, when he excelled as a student. He was also intelligent as a tutor. Kenneth Tynan, Lewis’s former pupil, tells in Bruce L. Edwards’s magazine article “Literary Time Travel,” “The great thing about him as a teacher of literature was that he could take you into the medieval mind and the mind of a classical writer. He could make you understand that classicism and medievalism were really vivid and alive-that it was not the business to be ‘relevant’ to us, but our business to be ‘relevant’ to it. It was not a matter of dead books covered in dust on our shelves. He could make you see the world through the eyes of a medieval poet as no other teacher could do. You felt that you had been inside Chaucer’s mind after talking to him.” It is instances like these that show just how intelligent C.S. Lewis really was. C.S. Lewis was a very joyful man, and his joyfulness shone through in all he did. He would assign nicknames to his family members and friends, like Robert E. Havard “the useless Quack” or as he called his walking companion A.C. Harwood, “the Lord of the Walks.” Another glimpse of his joyful spirit is when he finished his first day at Oxford and wrote to his dad, “The place has surpassed my wildest dreams. I never saw anything so beautiful.” Finally, we see his joy when he wrote to one of his friends right after his marriage, “It’s funny having at 59 the sort of happiness most men have at their twenties… ‘Thou hast kept the good wine till now.’” C.S. Lewis was a very joyful man from whom people could learn a lot.

Mac N Cheese :: essays research papers

Stove Top Mac-n-Cheese 1/2 pound elbow macaroni 4 tablespoons butter 2 eggs 6 ounces evaporated milk 1/2 teaspoon hot sauce 1 teaspoon kosher salt Fresh black pepper 3/4 teaspoon dry mustard 10 ounces sharp cheddar, shredded In a large pot of boiling, salted water cook the pasta to al dente and drain. Return to the pot and melt in the butter. Toss to coat. Whisk together the eggs, milk, hot sauce, salt, pepper, and mustard. Stir into the pasta and add the cheese. Over low heat continue to stir for 3 minutes or until creamy. Yield: 6 to 8 servings Prep Time: 10 minutes Cook Time: 25 minutes Difficulty: Easy Thank you for participating in the 2002 RadioShack Official Online All-Star Ballot on MLB.com. We invite you to return to the ballot at http://vote.mlb.com and vote a maximum of twenty-five times. You are the key to help your favorite players get to Milwaukee! And be sure to watch the 73rd All-Star Game on FOX, Tuesday, July 9th on 8 p.m. ET, 5 p.m. PT Thank you, Brian Phillips MLB.com If you have mistakenly received this confirmation, please click http://vote.mlb.com/cgi/mlb_optout.pl?email=MADHANDLES29@AOL.COM I I I I II IIII III I I II I II I II II I I I I I I I I I I I I I I I I I I I I I I I I I I I I IThank you for participating in the 2002 RadioShack Official Online All-Star Ballot on MLB.com. We invite you to return to the ballot at http://vote.mlb.com and vote a maximum of twenty-five times. You are the key to help your favorite players get to Milwaukee! And be sure to watch the 73rd All-Star Game on FOX, Tuesday, July 9th on 8 p.m. ET, 5 p.m. PT Thank you, Brian Phillips MLB.com If you have mistakenly received this confirmation, please click http://vote.mlb.com/cgi/mlb_optout.pl?email=MADHANDLES29@AOL.COM Thank you for participating in the 2002 RadioShack Official Online All-Star Ballot on MLB.com. We invite you to return to the ballot at http://vote.mlb.com and vote a maximum of twenty-five times. You are the key to help your favorite players get to Milwaukee! And be sure to watch the 73rd All-Star Game on FOX, Tuesday, July 9th on 8 p.

Meaning of supervision and my professional life Essay

Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book – Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book – Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal – Leslie’s lament: How can I make teachers’ supervision meaningful? – asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn & Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , & Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): â€Å"Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. † In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , & Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.