Should Minors Be Punished - 864 Words

In today s society, the crime rate is increasing daily. Not only has it increased by adults committing crimes, it has also increased by minors committing violent crimes. The issue of this situation is punishing minors appropriately. Many believe that minors should never be tried as adults while others believe that minors should most definitely be left to be punished for their actions. I believe that minors should be punished as adults according to the crime reasons being, any criminal should have to suffer for the crime, learn from their mistakes, and keep every criminal off the streets. The Juvenile Justice System has become very outdated. Teens have become more advanced. Teens have also become more exposed to criminal activity. There are many kids of have seen many things that the eyes of a child should never have to see. Mary Onelia Estudillo says, â€Å"The juvenile justice system was originally created to provide individualized rehabilitation to offenders of minor crimes such as truancy, shoplifting, and vandalism. But youth today are taking advantage of this lenient and outdated system and are committing violent crimes because they believe they will get off easy.† Most teens are starting to actually believe they’re too young to be punished as adults. These beliefs are causing teens to try anything, no matter how bad of a crime. Teens have started to take advantage of the leniency of the justice system. No criminal should be left in the streets to only continue committingShow MoreRelatedParents And Guardians Responsibility For Their Children’S1729 Words   |  7 Pagesknowledgeable enough to know the price of breaking the law, but still does it either way. Parents or guardians should never be responsible for the crimes committed by their children in any way, unless the parent or guardian is involved or influenced the child to commit the given crime. In 2007, Know Your World Extra, property of Weekly Reader Corporation had a debate if parents should be punished for the crime of their children or not. They stated some pros and cons in both arguments to make people decideRead MoreArgumentative Essay On The Death Penalty989 Words   |  4 Pagesof the death penalty (Gallup). We use this punishment to serve justice for the life of the victim that has been taken. I am in favor of the death penalty and it should be issued in all states for people who commit heinous crimes. The death penalty is constitutional in that it does not violate the Eighth Amendment and an eye for an eye should be deserved. The Supreme Court ruled that the death penalty is not a violation of the 8th Amendment. Criminals do not want to face the consequences for what theyRead MorePutting Juveniles in Juvenile Detention: Does It Help?1082 Words   |  4 PagesIf a ruthless fifteen-year old killed your mother, how would you want the inhumane murderer to be punished? How would you feel if you never got to see your mother alive again while her killer served only a short sentence before being released from jail? Clearly, one would want the worst violent punishment for that murderer to experience. We have to have a system where juveniles, even young juveniles, who commit extremely sophisticated violent criminalities, are not beyond the reach of the law. TrulyRead MoreThe Crime Of The Justice System1482 Words   |  6 Pageswho have done the same crime. A criminal is a criminal that must be punished as no difference between adult and youths if the crimes committed are heinous crimes such as murder and rape. A bullet wound hurts just as much when a child as fires the gun as when an adult fires the gun. Therefore, regardless to age, the youths who commit heinous crimes like murder and rape should be charged as adults and get the punishment as adults should receive. The difference between juvenile court and adult court hasRead MoreFlaws Of The Laws Against Sex Offenders1616 Words   |  7 Pagespreventing the sexual offenses. The main problem with the laws against sex offenders, are the sex offender registries, the registries fail to act as a deterrent for sexual offenses and they encourage vigilante justice. Also, people convicted of a minor sexual offense face harsh punishments and sex offenders face many restrictions. In order to understand why the United States sex offender laws are the way they are, we need to know the story behind on why they were created. In 1993, the Jacob WetterlingRead More old enough to commit crime, too young to do time. Essay1043 Words   |  5 Pages16 and 18 who commit adult crimes should be tried and sentenced as adults. After researching information and cases of minors being tried as adults, I have concluded that if minor offenders were punished in the same degree as adult offenders are, the number of minors committing crimes might be reduced significantly. nbsp;nbsp;nbsp;nbsp;nbsp;While it is not appropriate for these individuals to be placed in the same facilities as adult offenders, they should receive the same degree of punishmentRead MoreHuman Trafficking : The Second Largest Organized Crime980 Words   |  4 Pagesof the sex trafficking of minors (Eccleston). This can take several forms, including: trafficking, prostitution, sex tourism, mail-order-bride trade, involvement in pornography, stripping, battering, incest, rape, and sexual harassment† (Chase, Elaine and Statham, June). Some of the person(s) involved say that the trafficking of minors helps the economy of the country. Even if this could be proven as true, the fact would be quite disagreeable. The selling of a minor for whatever the purpose orRead MorePros And Cons Of Juvenile Offenders1024 Words   |  5 PagesAdult Criminals? The act of participating in a crime by a minor is considered juvenile delinquency. This criminal act may be punished by many different means, designed specifically to deal with those who are under the statutory age of majority, which is the threshold of adulthood in law. However, many people argue that the severity of the juvenile prosecution system isnt high enough to order proper punishment. Therefore, juvenile offenders should be tried under adult laws. In 1899, the Juvenile CourtRead MoreSchools Should Eliminate the Use of Zero-Tolerance Policies Essay969 Words   |  4 Pagesschool shootings or evidence of increased drug use among teenagers, this stance may seem rational. However, because they often force schools to make unjust decisions and are at the same time ineffective in increasing school discipline, public schools should eliminate the use of policies of zero-tolerance. By definition, zero-tolerance policies are restrictive programs in which a thing is not tolerated in any form or at any level. For example, zero-tolerance programs against violence in schools haveRead MoreJuvenile Delinquency in the United States1585 Words   |  6 PagesUnited States is thoroughly examined. Approximately 1.5 million minors (those are citizens who are under the age of 18) are arrested for criminal activity each year in the US. These juveniles are arrested for a variety of crimes; everything from petty vandalism and loitering to prostitution, drug dealing, and even murder. Of these, 70% of offenders will be tried and sentenced in juvenile courts, but the other 30% will be tried and then punished as though they were adults. A great number of these youths

Understanding Finance and the Current Crisis Free Essays

string(309) " the US and UK was due to relatively easily available credit conditions that allowed a wide variety of individuals to purchase properties that were stretching their financial position to such an extent that, when fundamental factors changed, such as employment, the asset price could no longer be maintained\." Abstract The recent financial crisis has raised several different questions as to how the crisis emerged, in the first place, and whether there were any aspects of financial management that would have increased the extent of the crisis, or could be used to assist during the recovery period. Although the two primary areas that have been explored in the existing literature, namely the housing bubble and the slack credit criteria, it would appear that the real value of the existing literature came from the analysis of how the two factors interact, in terms of mitigating the ongoing economic crisis. Further research is required in this area, in order to gain a greater understanding of normal business cycles and how policy decisions can be used to influence behaviours, rather than being entirely reactive to external changes. We will write a custom essay sample on Understanding Finance and the Current Crisis or any similar topic only for you Order Now Introduction The current financial crisis which has been seen to be at the heart of the economic difficulties began in 2007 and has produced multiple questions as to how the basic principles of finance interacted with the crisis and the way that this could be used as a means of identifying potential crises, before they happen, thus potentially offering a means of assisting in the economic recovery. By looking at the way in which the recent financial crisis has spread across the globe, a great deal of insight can be gained as to how finance operates and how potential this can create a dramatic knock-on effect which will ultimately impact on the global economic position. The aim of the literature review is to analyse the various different research papers which have emerged as a result of the current crisis, with a view to gaining a much deeper understanding of the various financial issues. More specifically, behavioural finance will be explored, as a means of identifying any gaps in understanding, as well as potentially offering explanations as to the behaviours which either mitigate or exacerbate the depth of the current economic crisis. The literature review will look at issues associated with asset fluctuations and financial behaviours associated with credit which are seen to be the two key factors before considering how both of these have impacted on the overall economic behaviours and the implications that this has for both the current economic crisis and future research in this area. Asset Fluctuations Although there have been several different factors which have links to the recent economic crisis, with much research looking at the way in which the financial market moves, when various different analytical information reaches the market (Keynes 1930), it is suggested, in this case, that where there has been a dramatic increase in asset prices which cannot necessarily be explained by financial fundamentals, there are likely to be situations that result in a boom followed by a bust (Garber, 2000). Research in this area has indicated that, where asset prices deviate from what would be expected, based on fundamental financial factors, there is some form of inefficiency within the market which, at some point, will need to be redressed. Further research goes on to look at the situation where the price of the asset extends itself to such an extent that it goes outside of what would be considered to be normal boundaries and a bubble is formed. This is commonly referred to in the press as the housing price bubble, with reference to housing assets and the way in which they increased, at an unreasonable rate, over a relatively short period of time (Zheng, 2005). A great deal of effort has been put into attempting to explain asset price bubbles and why these bubbles arise, with a variety of different explanations being put forward. One particular theory which has emerged as to why an asset bubble may arise is that individuals behave in an irrational manner when making investment decisions. Despite this, some models have developed which allow for rational behaviour, but which also allow for an asset bubble to arise, for example, where investors may have expectations about how the assets are likely to change in value, in the future (Brunnermeier, 2001). This was put forward by Blanchard and Watson, back in 1982, where it was argued that there is no need for the asset price to always be equal to the fundamental underlying value of the assets and a bubble could be established based on rational expectation. This suggests that asset movements, such as that experienced in the housing market immediately prior to the financial crisis, would not necessarily be linked to irrationality and there may be other factors which ensure that these extreme bubbles will arise. Analysis has also taken place in terms of what causes the bubbles ultimately to disappear and whether there are aspects of behavioural finance which can be used to explain this trigger point, which is seen to be fundamental to the economic crisis, during the last few years (Marazzi, 2010). It is argued that the slightest shock can create a bust situation, for example, where there is a slight change in fundamental values or the beliefs of the investors. As investors change their approach, the slightest shift can ultimately create vision turmoil to establish a bust. Consider, for example, in the housing crisis where a slight change in how mortgage holders were able to repay the amount owed immediately created a liquidity problem within the lenders. It can be seen, therefore, that even a slight change in the circumstances of the borrowers can create an asset pricing situation where the fundamental value of these assets drop and the likelihood of repayment reduces (Gorton and Ordonez, 2012). Credit Booms The other area of relevance is seen to be the areas of credit and how the credit markets influenced the financial behaviours leading up to and during the financial crisis (Brusco and Castiglionesi 2007). To a large extent, it can be argued that the increase in the asset price of housing across the US and UK was due to relatively easily available credit conditions that allowed a wide variety of individuals to purchase properties that were stretching their financial position to such an extent that, when fundamental factors changed, such as employment, the asset price could no longer be maintained. You read "Understanding Finance and the Current Crisis" in category "Essay examples" Based on the research, it has been suggested that the recent economic crisis was, in fact, down to a credit situation within the financial markets and not necessarily the asset itself, namely houses. Immediately prior to financial crises, there is indication that there was also a rapid increase in the amount of credit being made available, and during the recent financial crisis, the focus has been on credit availability for the purposes of purchasing property. However, similar issues have also emerged in short-term credit, such as personal loans and credit cards allowing individuals to gain access to credit streams that their income would not necessarily suggest should be available to the rational lender (Calomiris and Kahn, 1991). Interestingly, research has indicated that a credit boom will often happen as a result of a prolonged period of positive economic shock or following from a particular, economic growth in a region or market. This will suggest that where there was a great deal of growth and buoyancy within the housing market, this was a precursor to the credit boom (Claessens et al., 2010). It is also argued that monetary policies are also seen to be linked to the credit crisis, and that an understanding of the financial decision-making within the financial market can have a detrimental effect on whether or not the credit boom takes place. For example, it is suggested that low interest rates encouraged the US housing market and that more people were able to borrow money, at this lower interest rate. This shows an indication that a monetary policy decision, namely to reduce interest rates can have a knock-on effect on asset prices and credit availability, all of which has been arguably fundamental when it came to the recent economic crisis (Lansing, 2008). This type of activity has been referred to as financial liberalisation, whereby investors of every kind are more inclined to take financial risks and to pursue new financial opportunities, such as purchasing property. This type of liberalisation could also be seen as inherently linked to the willingness of banks to lend to customers and to have less stringent lending criteria which would appear to be linked to the volatility within the housing market, as having such financial flexibility within the banking sector allowed for the housing assets to boom, at an irrational level. This again suggests the notion that external factors and policies can ultimately change behaviours of agents within the financial markets and the decisions that they make, in terms of their own investments and their own decision-making (Dell’Ariccia, Igan and Laeven, 2012) Combined Impact on Financial Markets Having identified that there are the two factors in the unnaturally high price of assets, namely housing assets and the lenient credit conditions which were placed on the market through policy decisions such as low interest rates and low interference with banking regulations that have been deemed to be inherently linked to the recent credit crisis, it is unsurprising that a wide amount of research has been undertaken to look at how these factors came together to create the shift in the financial markets that have occurred, in recent years. By looking at the combined movement within the credit markets and within the housing market, it was established that there were substantial differences between the movements experienced as a result of external factors during a period of economic crisis and the reactions of similar changes during periods of stability. This suggests that the financial markets behave differently during a crisis, something which may be very relevant to how policymakers should behave when looking to navigate their way out of the financial crisis period. It has been identified that one of the key factors linked to a bust which is likely to result in a credit crisis can be seen in the volatility of the movement within the financial markets. Having identified that the two issues of available credit and the increasing house prices are inherently linked and that both factors led to the credit crisis, the researchers largely moved on to identifying how these factors have created the behaviours seen within the economy, in the last few years. Banking institutions have been perceived to be central to this, as these were the institution that lent the money and made credit available in the first place and also the first institution to suffer when the asset price dropped from the exceptionally high level and borrowers began to default. Research has looked at the way in which the banking institutions operate under these conditions, as it is perceived to be a particularly important means of determining the impact that the financial market is having on the credit crisis and the potential recovery. An argument has been presented which suggests that, where borrowing and lending is collateralised in some way and the market price of that collateral changes for the negative, the organisation simply cannot rely on this collateral, in order to continue its operations (Schleifer, 2000). In this case, collateral is deemed to be housing assets, although many of the financial institutions use complex arrangements in order to bundle the deb ts and sell them on to third parties, although fundamentally they were linked to the housing assets which were dropping as a result of changes in monetary policies and increasing concerns over the sustainability of house prices. Crucially, it is therefore argued according to rational behaviours where investors (in this case house buyers) opinions on the likely future for the assets and their own ability to sustain the assets change, so do the financial markets surrounding these assets, something which is particularly exacerbated when policy decisions result in an increase in interest rates and fears relating to employment levels, all of which creates a spiralling situation and potentially volatile reactions from investors. Implications of the crisis A large portion of the research and the literature in this area looks at the causes of the economic crisis and attempts to identify patterns that could offer explanatory value as to why the crisis happened in the way that it did. However, it is contended in this literature review that the real value comes from identifying the implications of the asset and credit crisis, in terms of the reactions of financial institutions and how this can potentially be used as a means of recovery for the future. Specific research looking at the reasons for the financial bubble indicated that banking institutions were central to the crisis, in terms of encouraging excess lending and therefore also encouraging the unnaturally high house prices, which became unsustainable, in the long run. Some of the literature has focused almost entirely on the economic crisis and the impact that this has had on longer-term economic activity (Claessens, Kose, and Terrones, 2012). Research has indicated that, whilst the economic crisis itself created problems in the housing market, it also ultimately led to greater widespread recession than would normally be expected in the typical cycle associated with the performance of the economy. Various different research approaches have been taken in order to compute the precise impact that the recent economic crisis has had on financial markets and how this can ultimately be used to pave the way forwards. The approach taken by Claessens, Kose, and Terrones, 2012, used traditional methodology of analysis the business cycles, in order to identify whether or not a recessionary period is being entered into. This theoretical approach argued that recessionary periods, which are associated with a form of asset crisis, in this case a credit and housing would cost more to the economy overall than any drop associated simply with equity prices, e.g. as part of the traditional business cycle. Of perhaps more interest regarding this topic, going forward, is the way in which the financial markets are likely to recover from the period of recession, with research suggesting that recovery will typically be low and weak in comparison with the volatility of the drop, in the first place (Kannan, Scott, and Terrones 2013). This body of research is deemed to be highly relevant, as it not only looks towards linking the concept of credit crisis with the way in which the financial markets are behaving, but also explores how these two factors can interact, in order to deal with the recovery, in the most appropriate way, something which is likely to be of interest to policymakers and those within financial markets, for the future. Future possible research and conclusions Despite the myriad of different research papers which focus on different aspects of the credit crisis and have looked at the interaction between credit and housing, as well as external monetary factors, the real value comes from understanding the reactions and behaviours of an economic crisis, as a means of improving recovery prospects. One particular area of research that would be beneficial in this regard is the way in which the financial markets fluctuate, even where there is no ultimate crisis. This is deemed to be important, as there is a cycle that emerges within the financial markets which must necessarily be understood, if the true measure of a crisis is to be established, in the future. Without understanding what is perceived to be ‘normal’, it is simply impractical to appreciate the cause and effect of abnormal periods within the economic cycle and how these can be reduced or mitigated, in the long run. References Blanchard, O. J., and M. W. Watson, (1982), â€Å"Bubbles, Rational Expectations and Speculative Markets,† in Crisis in Economic and Financial Structure: Bubbles, Bursts, and Shocks, P. Wachtel, ed. Lexington Books: Lexington Brunnermeier, M. (2001). Asset Pricing under Asymmetric Information: Bubbles, Crashes, Technical Analysis and Herding, Oxford: Oxford University Press. Brusco S. and F. Castiglionesi (2007). â€Å"Liquidity Coinsurance, Moral Hazard and Financial Contagion,† Journal of Finance 62, 2275-2302. Calomiris, C. and C. Kahn (1991). â€Å"The Role of Demandable Debt in Structuring Optimal Banking Arrangements,† American Economic Review 81, 497-513. Claessens, S., G. Dell’Ariccia, D. Igan, and L. Laeven, (2010), â€Å"Cross-Country Experience and Policy Implications from the Global Financial Crisis,† Economic Policy. A European Forum, April 2010, Vol. 62. PP. 269-93 Claessens, S., M. A. Kose, and M. Terrones, (2012), â€Å"How do Business and Financial Cycles Interact?† Journal of International Economics, Vol. 87, pp. 178-90. Dell’Ariccia, G., D. Igan, and L. Laeven, 2012, â€Å"Credit Booms and Lending Standards: Evidence from the U.S. Subprime Mortgage Market,† Journal of Money, Credit and Banking, Vol. 44, pages 367-84. Garber, P. M., (2000), Famous First Bubbles: The Fundamentals of Early Manias, Cambridge, MA: MIT Press Gorton G. and G. Ordonez, (2012), â€Å"Collateral Crises,† NBER Working Papers, No. 17771, National Bureau of Economic Research, Inc. Kannan, P., A. Scott, and M. E. Terrones, (2013), â€Å"From Recession to Recovery: How Soon and How Strong,† in S. Claessens, M. A. Kose, L. Laeven, and F. Valencia, eds., Financial Crises, Consequences, and Policy Responses, forthcoming. Keynes, J. M., (1930) The Great Slump of 1930. London: The Nation Athen?um. Lansing, K. J., 2008, â€Å"Speculative Growth and Overreaction to Technology Shocks,† Working Paper Series 2008-08, Federal Reserve Bank of San Francisco. Marazzi, C. (2010) The Violence of Financial Capitalism, NY: Schleifer, A., (2000), Inefficient Markets: An Introduction to Behavioral Finance, Oxford University Press, Oxford Zheng, Z., (2005) From Rationality to Bounded Rationality, Australian Economic Papers, December, 455-474. How to cite Understanding Finance and the Current Crisis, Essay examples

Educational Philosophies free essay sample

The five main philosophies of education are Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. Many heated and widely controversial debates have been discussed with famous historical representations on just which of these philosophies best serve our students. All philosophies, like many debated subjects, have their pros and cons when implemented towards student’s curriculum, teaching and assessment. To fully evaluate which of these philosophies provide the quintessence of education one must first discern the implications of each philosophy, and compare at least one to a real-world environment to compare if book descriptions of these philosophies create true representations. Although a future educator may not agree to one or more of these philosophies, it is important to anyone entering the education field to fully understand the consequences of each philosophy in order to make a well-rounded decision on which they believe will best serve the needs of the students. Essentialism is a method of teaching implemented in the TISD (Tyler Independent School District). (Encyclopedia Britannica Vol. -viii, p. 951) Education is recognized as the mirror of society and educational institutions as society in miniature. Education is a significant and most potent activity to bring about desired changes in the society. Every country develops its own system of education for the promotion and expression of the socio cultural identity and to meet the challenges of time. Education is considered as necessary equipment for the social and political development of the country. Education not only provides knowledge and skills but also inculcate values, training instincts, fostering right attitudes and habits. Philosophy is the study of general and fundamental problems, such as those connected with reality, existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. It is derived from two Greek words i. e. phileo (love) and Sophia (wisdom), which literally means love of wisdom. Philosophy is a search for a general understanding of values and reality by chiefly speculative rather than observational means. It signifies a natural and necessary urge in human beings to know themselves and the world in which they live and move and have their being. Education and philosophy are related like flower and fragrance, Skelton and flesh and blood, shadow and substance. Educational philosophy provides original ideas regarding all aspect of education and society. Education philosophy helps to preserve the cultural, social, national traditions of country through educational programs. It harmonizes the old and new aspects in education. Education philosophy guides the student through social, cultural and mental complexities, it establish a co-ordination between different branches of the subject of education. All Education activities aims, curriculum, discipline, techniques of instruction and organization helped by educational philosophy. Education develops a sense of discrimination between good and bad. This discrimination based on values, are tested in schools. Values of education are the same as of life. These educational values are individual as well as social. True value orientation cherished values into:- Satya Dharma Prem Shanti Ahimsa In Vedas, there are four personal values- Dharma Artha Kam Moksha Besides these there are three impersonal values are- Truth Goodness Beauty (Satyam)(Shivam) (Sundram) India has produced many great men and earnest seekers of Truth. They developed many noble educational ideas and contributed to educational ideas and practices. True education is the acquisition of knowledge followed by action. Tagore (1861-1941) , the writer of famous hymn ‘Jana Gana Mana ‘ which is our National Anthem ,is popularly known as Gurudev, the respected teacher. His various educational experiments – The Bholpur school, The Institute of Rural Construction, Shiksha Satra and Vishwa Bharti represent all crystallize his various aims and objects of education, on which the foundation of super structure has been built. He made unique contribution in the renaissance of modern India and achievements in field of literature, philosophy art and education. â€Å"The fundamental purpose of education is not merely to enrich ourselves through the fullness of knowledge, but also to establish the bond of love and friendship between man and man. R. N. Tagore Educational philosophy of Rabindra Nath Tagore Tagore realized that education system of India suffered from the loss of contact with the environment and education. He made unique contribution in the renaissance of modern India and achievements in the field of literature, philosophy, art and education. He tried to make educational experiments and innovations on the basis of intellectual, moral and s piritual values of ancient India and worked for an understanding between Eastern and western culture. Tagore was a poet and a Saint too; who had through his imagination and insight realized the universal soul in him and in nature. He believed that this realization was the goal of education. Because the universal soul is the root of our soul; man’s aim in life is to reach that universal soul of which all human beings are parts. Principle of self – education based on self- realization, and the process of self realization is as permanent as that of education. Education must make individuals to have faith in self and in the universal self, underlying his own individual soul is most important. Education in its aim must have, Integrated Development, Moral Development, Physical fitness, Harmony with environment, National and International understanding, Earning livelihood and multifaceted aims. He believed in dynamic and activity methods of teaching by emphasizing aesthetic subjects like dancing, music, art, dramatization an one hand and socially useful productive works like book binding, gardening and other crafts. He had liberal and progressive outlook and he strongly advocated woman education. In this way R. N. Tagore has contributed in education for human re-generation, to prevent defects. Mahatma Gandhi (1869 to1948) is considered as supreme practical philosopher who believed not in theorizing education but in putting into action. He was a revolutionary educational thinker of modern India. Like Socrates, Rousseau, Tolstoy, he made a remarkable contribution to education in India. Gandhi ji may be ranked as one of the most prominent educators of the world has ever known. He is regarded as a practical philosopher and experimenter on education to the core. Whole of his life was spent in experimentation with truth. His educational philosophy has been rightly considered as dynamic side of his philosophy of life. His contribution for ‘Nai- Talim’ is an instrument for realizing his ideals of life. The Wardha Scheme prepared under the direction of Mahatma Gandhi attempts to replace the traditional system by dynamic and human system which helps to bring into existence a new era of planning and co-operation of India. According to Gandhi ji, education is an activity, which is necessary not only for social progress, but also for the moral, political and economic development. Basic education considered as an effort to make knowledge easier. Educational Philosophies of Mahatma Gandhi Mahatma Gandhi emphasized Aims and Ideals of education as drawing out the best in child and man, body, mind and spirit, Livelihood, character formation, cultural development, Self reliance, and complete living aim. He wanted to bring about a silent revolution, through a balanced curriculum. He introduced craft as an essential part of curriculum and methods like Learning by doing, Project method, Co-operation, Learning through craft. Gandhi ji stressed upon Satyagraha ,True national education, National Higher Education ,National institutions ,Salt Satyagraha ,The spinning wheel message, Self supporting education ,Nayee Tailem, Education through Crafts, Basic education ,Intellectual development ,Manual labour, Nursery education ,Primary education, Secondary education, Rural education, Woman Education, Co-Education, Education for different sections of the society, Education centers of learning. He was in favour of taking a lesson from the west and save souls by turning the face against consumer society with its ever-proliferating needs and vulgar competition. He said that in the true democracy of India, the unit is the village. His message was above all freedom of individual. Comparison of Educational philosophies of R. N. Tagore and Mahatma Gandhi Both R. N Tagore and Mahatma Gandhi regarded as master of the man kind and the great teachers of the human society. Their educational thoughts are relevant to the life, needs and aspirations of the ever growing Indian society. They believed in the total development of personality through education and holds that education does not mean literacy alone but the literacy of personality. Rabindra Nath Tagore and Mahatma Gandhi all felt that a sound theory of education with spiritual basis could not raise the consciousness of the individual and enable them to see objects in the external world clearly. Lack of spiritual will plug the world into chaos and disorder. The fundamental difference in their attitude to life gets reflected in Educational Writings of Gandhi and Tagore. If Tagore’s artistic bent of mind prompted him to conceive the leisure time as core of meaningful life, Gandhi’s value of manual labour made him emphasize work as fruitful way of harnessing energies. Aims of education determined the prevailing philosophy and always change with the change in philosophy of life. The entire education process is meaningless without aims. Philosophy is the best guide for formulating aims. Tagore and Gandhi believed in the vocational efficiency as one of the aims of education. Gandhi emphasized the craft centered education. He felt that true education is calls for a proper exercise and training of the body organs and mental faculty. They also held that such training of mind and body will take the child a long way in awakening their soul. The Important aim of Gandhian education is spiritual development may be called the ultimate goal of education. Tagore was very much concerned with poor health of students in India. Therefore he gave a great importance to improvement of health. He holds that various powers of the child should be properly attained to bring about a harmonious development of personality. Tagore established ‘Shantiniketan’ with the motive of spiritual culture. Both laid great stress on moral and spiritual development for maintenance of personality and preparation for life and self realization. They believed that service to man is service to God. Like Idealists, they advocated the spiritual aim of education. According to Gandhi ji, the chief aim of education should be character formation, as it was the chief aim of education in Vedic and Brahamnic period. Tagore and Gandhi considered that culture is the development or improvement of mind. Curriculum is used as synonyms for courses of study. The curriculum should be reformulated in a way to realize the aims and values. Tagore and Gandhi believed that the subject provide there in must touch all aspects of the child’s life. Tagore did not make any rigid, hard and fast scheme of subjects for this purpose. Gandhi ji emphasized the traditional subjects like History, Geography, Science, and Literature along with new subjects like drawing, dramatics, excursion, music and dancing which was also supported by Tagore later on. Science was being taught in various classes at ‘Shantiniketan’ with well equipped library. Their curriculum was activity based and experience based. Both of them introduced many crafts in their educational institutions. Both advised religious education. Tagore like a staunch idealist says that a teacher can never truly teach unless he is still learning himself. Teacher should understand the relationship between their subjects and human life. Gandhi ji insist that teacher must possess the virtue that he wants to inculcate in the students. Tagore emphasized association of teacher with their student should be a fine training in the fundamental virtues. Both found that boys more imbibe from teachers. So the teach should try to establish heart to heart contact with students. Both of them criticized the bookish and examination oriented teaching and stressed various learning, constructive and creative activities. They introduced many crafts. No rigid methods were prevalent. Tagore insisted that during crafts teaching, stress should be laid on principal of cooperative activity, planning, accuracy and individual responsibility in learning. Gandhi ji also believed in dynamic and activity methods of teaching. Both of them consider educational institutions as an open house, in which students and teachers are at one. Tagore never liked to say ‘Don’t do this’. They boys were encouraged to manage their affairs in their own way. Gandhi ji believed that freedom comes from discipline. Discipline and freedom must co-relate. Freedom has become an important and integral part of subjects like drawing, dramatics, excursion, music, and dancing. But self imposed discipline should be there. Teacher should take a check of all activities of students. In their educational institutions mother tongue has been used ‘as a medium of instruction in their experimental schools. Mother tongue was an instrument for the expression. Both of them called for great courage, foresight and love for mother tongue. Tagore and Gandhi both strongly advocated woman education. Tagore had a liberal and progressive outlook towards women education. Gandhi ji wanted to provide such education to woman as coincided their particular attitude and life demands. He regarded woman as the noblest creation of God. Both of them tried for social reforms and built the image of woman in her perspective. They stressed woman education to teach the whole family and expressed their views that the greatest hope is in woman. Tagore and Gandhi were in favor of co-education. Tagore started school for boys, but in his ‘Vishwa Bharti’, all boys and girls in all standards studied in the same class. Gandhi ji advised that co-education should be adopted with open mind. Boys and girls should be educated in same class up to 14 years together for better understanding in life. They treated boys and girls on equal footing by giving them full freedom to select the subjects of their own choices in different classes. Tagore and Gandhi did not make any distinction in different sections of society on the basis of caste, creed, colour or sex in their schemes of education. Though Tagore stated school for boys but he was not against woman education. In their educational institutions, boys and girls could select same subjects of their own choice, which included learning by doing. Vishwa Bharti’ means world culture, where East and West culture would meet at one place. ‘Shantiniketan –The Abode of peace’ imparted education in the lap of natural surroundings. It became International University with freedom, love, peace and sympathy. In Gandhi’s Sabarmati ashram, education has been provided to all people, irrespective of caste, colour creed or sex. All these educational institutions established a relationship between East and West, to promote intercultural and inter-society amity and understanding and fulfill the highest mission of the present age-the unification of mankind. Both of them deserve credits for having retrieved the ancient Indian ideals and values of education in the modern times even under the foreign regime. They are known as apostle of international brotherhood, modern humanism and natural libertarianism. Tagore’s Vishwa-Bharti and Gandhi’s Sabarmati Ashram wanted to achieve National and international understanding by opening its doors for all persons of the world. In these institutions, cultures of different regions could be presented in such a way to be accessible to all nations, to find a practical interest in the cultural synthesis and to promote international understanding and co operation in world’s history. It may be true that those who have dealt with the subject so far emphasized more on similarities between the two than on their differences. Gandhi, however, was a quite radical in this respect. He was categorical in his opposition to English as medium or as a compulsory subject. Tagore wrote more than 100 pieces on education. Besides, there are other writings where reflections on education may also be found. His wrings may be classified into three groups. He was in favors of introducing mother tongue as a medium up to the highest level of Education. Both advised not to prescribe too many books for a child in schools. In his book â€Å"Shiksher Swangikaran’ Tagore said, â€Å"In Education mother tongue is like the breast milk. † Tagore advised to introduce English after a child became somewhat proficient in mother tongue. Tagore himself was introduced to English when he was 12 years old and had already made good progress in Bengali. Tagore wanted to learn from the west the knowledge of modern science and technology while enriching the west with spiritual wisdom and sacrificial attitude of the east. Gandhi perhaps was the only Indian leader who apprehended the eventuality of a course on which we would not have any control. Tagore also wanted the emancipation of villages and to rouse the villagers with ‘Atamsakti’. In fact, he gave much importance to constructive work and village welfare and emphasized self-confidence and self sufficiency. To my mind, cult of play and adventure was an important component of Tagore’s concept of education while Gandhi adheres to the cult of productive work. Tagore wanted to turn work into play with Gandhi found the spirit of work. Tagore, true to his temperament, extolled the culture of leisure while Gandhi, true to its nature upheld the culture of work.

TAYO NGA BA Essays - , Term Papers, Research Papers

TAYO NGA BA? Sabi nga ni Dr . Jose P. Rizal " ang kabataan ang pag- asa ng bayan " . Ngunit sa panahon ngayon marami na ang mga kabataang nalululong sa masamang bisyo at madalas na silang makita na nakatambay sa kung saan saang lugar , papaano na tayong matatawag na pag-asa ng bayan kung ang pinag gagawa natin ay mga walang kwenta at walang naitutulong sa ekonomiya Balikan natin ang nakaraan , hindi ba't ang mga kabataan noon ay nasa loob na nang bahay kapag sapit ng ika-anim ng gabi ? Hindi ba't kapag manliligaw ka ng isang dalaga ay kakailanganin mo pang mang harana at mag igib ng tubig sa bahay ng babae para mag pakitang gilas sa mga magulang ng babae ? Ngunit ngayon saan mo na sila makikita ? Kung hindi sa mga bar ay andoon sila sa isang madilim na sulok , mayroon pa nga sa text lang nagkakatuluyan na . mayroon ding mga kabataan na nasa kanto nakaupo at nakayuko humihithit ng ipinag babawal na gamot . Matatawag pa ba natin silang pag-asa ng bayan? Marami ng hadlang sa pag unlad ng kabataan , ngunit mayroon pa din namang mga kabataan na nasa tamang direksyon , mayroon pa rin sakanila na maaari nating tawagin na pag-asa ng bayan . Ngunit sino nga ba talaga ang pag-asa ng bayan ? Kabataan nga ba talaga ?

Profile of Logical Mathematical Intelligence

Profile of Logical Mathematical Intelligence Logical-mathematical intelligence, one of Howard Gardners nine multiple intelligences, involves the ability to analyze problems and issues logically, excel at mathematical operations and carry out scientific investigations. This can include the ability to use formal and informal reasoning skills such as deductive reasoning and to detect patterns. Scientists, mathematicians, computer programmers, and inventors are among those that Gardner sees as having high logical-mathematical intelligence. Background Barbara McClintock, a noted microbiologist and the 1983 Nobel Prize winner in medicine or physiology, is Gardners example of a person with high logical-mathematical intelligence. When McLintock was a researcher at Cornell in the 1920s,  she was faced one day with a problem involving sterility rates in corn, a major issue in the agriculture industry, Gardner, a professor at Harvard Universitys Graduate School of Education, explains  in his 2006 book,  Multiple  Intelligences: New Horizons in Theory and Practice. Researchers were finding that corn plants were sterile only about half as often as scientific theory predicted, and no one could figure out why. McClintock left the cornfield, where the research was being conducted,  went back to her office and just sat and thought for a while. She did not write anything on paper. Suddenly I jumped up and ran back to the (corn) field. ... I shouted Eureka, I have it! McClintock recalled. The other researchers asked McClintock to prove it. She did. McClintock sat down in the middle of that cornfield with a pencil and paper and quickly showed how she had solved a mathematical problem that had been vexing researchers for months. Now, why did I know without having done it on paper? Why was I so sure? Gardner knows: He says McClintocks brilliance was logical-mathematical intelligence. Famous People With Logical-Mathematical Intelligence There are plenty of other examples of well-known scientists, inventors, and mathematicians who have displayed logical-mathematical intelligence: Thomas Edison: Americas greatest inventor, the Wizard of Menlo Park is credited with inventing the light bulb, phonograph and motion the picture camera.Albert Einstein: Arguably historys greatest scientist, Einstein created the theory of relativity, a major step in explaining how the universe works.Bill Gates: A Harvard University dropout, Gates founded Microsoft, a company that brought to the market an operating system that powers 90 percent of the worlds personal computers.Warren Buffet: The Wizard of Omaha became a multibillionaire  through his shrewd ability to invest in the stock market.Stephen Hawking: Considered the worlds greatest  cosmologist, Hawking explained the workings of the universe to millions, through such books as A Brief History of Time, despite being confined to a wheelchair and unable to speak due to his amyotrophic lateral sclerosis.  Ã‚   Enhancing Logical-Mathematical Intelligence Those with high logical-mathematical intelligence like to work on math problems, excel at strategy games, look for rational explanations and like to categorize. As a teacher, you can help students enhance and strengthen their logical-mathematical intelligence by having them: Organize a collectionFigure out different ways to answer a math problemLook for patterns in poetryCome up with a hypothesis and then prove itWork out logic puzzlesCount to 100 or 1,000 by 2s, 3s, 4s, etc. Any opportunity you can give students to answer math and logic problems, look for patterns, organize items and solve even simple science problems can help them boost their logical-mathematical intelligence.

British Management Theory and Practice the Impact of Fayol

British management theory and practice: the impact of Fayol, Management Decision, Vol. 43 Iss: 10 pp. 1317 – 1334 This paper re-examines the impact of Fayol’s work on theory and practice of management in Britain, first, in the interwar period and second, in the post-war period of 1945 to the late 1960s. Lyndall Urwick, a respected British management thinker and writer described Fayol as â€Å"the most distinguished figure which Europe contributed to the management movement up to the end of the first half of the present century†(Smith I, Boyns T, 2005) in Urwick’s publishes and translated speeches. Urwick supported Fayol’s general principles of management ensuring an influence on post-war British management theories known as the neoclassical school during the 1950s. Fayol’s principles took place among theories within scientific management bundle which offered an intelligent inputs coupled to a genuine belief in industrial efficiency. Further research into British management practice during that era, Fayol’s influence proved problematic due to the emphasis of British management on pragmatism and narrow focus on control which allowed little, if any, accommodation for Fayol’s model. Twenty years or so after Second World War, Fayol’s impact, especially after Urwick’s intervention, was on management theory however not management practice. Since 1970, the focus of management thinking had turned away from the functions of management towards to understanding management and managing through an examination of what managers do. This article concludes whether Henri Fayol’s contribution is relevant today. This suggests that the history academics realized his work had significantly contributed to the study in management today, and Fayol’s ideas continued to be more influential in the realm of theory than practice in Britain.

IT Decision Paper Essay Example | Topics and Well Written Essays - 750 words

IT Decision Paper - Essay Example The project is in line with WW’s goals of achieving growth of up to 5 per cent per year and minimizing costs to free up funds for other key projects. The IT project enables WW to excel in a competitive environment. The IT project allows the Management Team to execute its tasks with ease as they check and rectify stagnant departments (ZarateÃŒ  2012). The staff also finds an easy time with keeping the company’s data and assigning duties. In addition, the IT project enables the staff to respond to concerns by customers thus improving customer care and service delivery (Davenport and Morison 2010).3. IT Portfolio Alignment The IT project is urgent and needs the immediate implementation to realize both the short and long-term targets of the company. Therefore, the project should be implemented ahead of any other project in the IT Portfolio. The project supports the management and transport sectors of the company. The IT project enables quick decision making by the company' s management team and staff.4. IT Architecture The IT project represents an overhaul of the IT infrastructure at WW. The project supports and augments the pre-existing IT infrastructure at WW. The IT project is in a way an upgrade of the IT infrastructure at WW. The project should interface with other systems in place and those in development. The system shall use the pre-existing GPS devices on trucks to send data of the location of the trucks and their loading status to the control room run by the Management Team.

Empowering People through Education Essay Example | Topics and Well Written Essays - 750 words

Empowering People through Education - Essay Example Universal education has been on the global agenda since the 1948 Declaration of Human Rights proclaimed free and compulsory education to be a basic human right. The 1990 Convention on the Rights of the Child, signed by all but two of the world's governments, reaffirmed this right as a legally binding obligation. Since then, there have been many high-level international commitments to education for all (Bloom & Cohen, 2002). Indeed, education is a tool for human beings to push them to advance their goals in life. This is the reason why education was inculcated in the Declaration of Human Rights. This is also why, of all American institutions, the educational system has perhaps the greatest impact on the lives of ordinary people. Children gain knowledge about a standard range of subjects from English and history to mathematics and science. They also learn social skills and are exposed to different people and ideas. Educational achievement is the single largest influence on an individual's future earning power. More than anything else, in fact, it is education that shapes a person's future. Professor Stephen Heyneman of Vanderbilt University, in his article "Are We Our Brothers' Keeper", pointed out that that economic development depends on educational progress. The evidence supporting this claim emerged from multiple sources and common intuitive judgment: nations with an educated population are economically adaptable, healthy, and innovative. But the challenges to providing education in low-income countries are daunting. Generally, they can be divided into three categories: schooling's access, quality, and purpose. This is why world leaders are thinking how greater educational opportunity can be provided to low-income countries, how the quality of that opportunity can be improved, and how the international community should guide these schools to reduce extremist nationalist and religious curricula (The World and I, 2003, p. 18). So if "ignorance is bliss", why do we still pursue to educate ourselves and our children It may be true, but no individual wants to become ignorant. If a person is not educated, he or she is susceptible to being taken advantage of. Holmes (1981) offered a more viable answer to this question by expounding the aims of education. According to Holmes (1981), these aims are often expressed in general terms in order to induce widespread public appeal. Aims such as the holistic development of children and the acquisition of skills and knowledge deemed desirable for societal well-being are often palatable to a variety of stakeholders, including governments, businesses, parents, educators, and students (Holmes, 1981). Thus, the intentions of education, as Holmes has argued, are often described in terms of their intrinsic value (knowledge for knowledge's sake), their social value (process of initiation into acceptable social standards), and their intended outcomes (all-around individual devel opment). The aims of education, therefore, represent a society's idealized hopes and visions for its citizens: In so far as aims are statements of what "ought to be the case" and represent man's hopes and aspirations not only for himself but for future generations, they are part of our socially constructed world and can be accepted or rejected according to taste. (p. 114) Thus, the aims of educa

Flat organization Group Essay Example for Free

Flat organization Group Essay Organizational structures developed from the ancient times of hunters and collectors in tribal organizations through highly royal and clerical power structures to industrial structures and todays post-industrial structures. The typical hierarchical arrangement for lines of authorities, communications, rights and duties of an organization. Organizational structure determines how the roles, power and responsibilities are assigned, controlled, and coordinated, and how information flows between the different levels of management. A structure depends on the organizations objectives and strategy. In a centralized structure, the top layer of management has most of the decision making power and has tight control over departments and divisions. In a decentralized structure, the decision making power is distributed and the departments and divisions may have different degrees of independence. A company such as Proctor Gamble that sells multiple products may organize their structure so that groups are divided according to each product and depending on geographical area as well. The Importance of Organization Structure A number of writers have pointed out the importance of an organization’s structure and the relationship between it and an organization’s size, strategy, technology, environment and culture. Mintzberg (1989) has written extensively and significantly on the importance of organizational structure. Miller (1989) has explored the importance of configurations of strategy and structure. Burns and Stalker (1961) concluded that if an organization is to achieve maximum performance then its structure must fit with or match the rate of change in its environments. Handy (1990, 1993) has discussed the importance of culture in relation to organizational design and structure and the need for new organizational forms. Pascale, Milleman and Gioja (2000, p.197) consider ‘design is the invisible hand that brings organizations to life and life to organizations.’ Further, organizational structure and design are closely entwined (Mabey, Salaman Storey, 2001) with many aspects of human resource management. Thus structure has a key role in the all important human dimension of an organization. Too often the importance of Organization structure is overlooked and Miller (1989) points to a gap in the literature whereby the content of corporate or business strategies has not been widely considered in relation to structure. One of the most important aspects of a manager’s role is the design of Organizational structures, yet this is often a neglected responsibility (Senge, 1994). McMaster (1996) argues that Organizational design is not well understood and traditional management education does not include the development of any understanding of the principles of corporate design. The impact of the floury of corporate restructures that took place in the 1980s and 1990s, discussed later in this paper, supports this view. I would suggest that this lack of genuine understanding is a serious shortcoming. Definition of Structure Mullins (1993) and Mabey, Salaman Storey (2001) describe the structure of an Organization as the pattern of relationships between roles in an Organization and its different parts. They see the purpose of this structure as serving to allocate work and responsibilities in order to direct activities and achieve the Organization’s goals. Structure enables managers to plan, direct, organize and control the activities of the organization (Mullins, 1993, Mabey, Salaman Storey, 2001). Here is a traditional view of Organizational design that uses principles derived from classical and scientific Management. A non traditional approach is taken by Pascale, Milleman and Gioja (2000, p.197). They consider the role of architects and the principles they use to create buildings that provide ‘(1) structural integrity (sound buildings), (2) functionality (space appropriate for its intended use), and (3) aesthetic appeal.’ Using these principles an architect is able to work with the client in order to create a structure that is an integral and facilitating aspect of the life of the people who move in and around it. Thus architectural approaches can offer us a good model with which to consider Organization design principles. I would define an Organization’s structure as the architecture both visible and invisible which connects and weaves together all aspects of an Organization’s activities so that it functions as a complete dynamic entity. One simple approach is to consider how an Organization’s structure is described when represented diagrammatically, which most is often shown in the Organization chart. This provides useful insights into the underlying design principles. It will not show informal structures, but this is not the focus of this paper, except where they are an integral part of the design, as in for example, design Principles derived from complexity. The 20th Century –Traditional way Henri Fayol is credited by many as being the founder of modern management theory and practice. Writing at the beginning of the 20th century he advocated an Organization structure that was centralized, functionally specialized and hierarchical, in which everything had its specific place. Management was viewed as being all about planning, organizing, forecasting, co-coordinating and controlling. Others built on Fayol’s work, which Morgan (1986) claims provided the foundation of management theory in the first half of the last century, and which is still much in use up to the present day. Also in the early 20th century Frederick Taylor drawing on his understanding of traditional science and scientific method devised a theory of management – scientific management. He advocated the use of ‘scientific’ methods of measurement and analysis and broke all tasks down into small repetitive components. This was considered the most effective way of operating a production process and his methods achieved their apogee in the Ford motor car production line process. Thus the basic structure of many large Organizations in the 20th century was founded on linear, segmented, hierarchical design principles as typified by Figure 1. The larger the Organization the larger the structure and the more sub divisions. It was an approach to Organization design that reflected the classical scientific worldview as did the early management theorists Figure 1. Traditional Organization Chart / Structure During the mid 20th century there was a trend for Organizations to create huge corporate structures, often composed of many varied and different businesses, for example, the Hanson Trust, Trafalgar House, Unilever, and GKN in the UK and General Electric in the USA (Mabey, Salaman Storey, 2001). In the public sector too, huge bureaucracies were created with the nationalization of the public utilities after World War II and the creation of the NHS in 1948. The management of these huge Organizations required a complex multilayered structure with many sub divisions. ‘Tall structures were created with as many as 20 plus levels between the chief Executive and the shopfloor operative. Managerial control of employees at all the Multiple levels was based on a mixture of direct command and budgetary Responsibility. Hierarchy, command and control were the governing principles of Employee management.’ But by the last decades of the 20th century, however, the trend for larger and larger structures was over. Almost every Organization experimented with some kind of structural change process (Ashkenas et al, 1995). Large conglomerates were broken up and large bureaucracies slimmed down as Organizations sought to become more effective and flexible (Mabey, Salaman Storey, 2001). Companies merged and demerged, made acquisitions or sold them off and experimented with a range of approaches designed to make them more effective and responsive to a rapidly changing world. During this period Organizations were awash with notions of delayering, right / downsizing and business process re-engineering and for a time returns to shareholders were at record levels (Willis,2001). Downsizing was used by many companies as a way of adjusting their structures in order to be fitter and more effective. Large Organizations with many bureaucratic aspects like Kodak, IBM and General Motors restructured in this way (Mabey, Salaman Storey, 2001). This and the often accompanying trend for outsourcing resulted in a wave of new problems particularly with employee insecurity and loss of expert knowledge. Coulson- Thomas and Coe (1991) report that in many of these slimmer Organizations there were issues of work overload, increased work stress, lack of vision, poor decision making, corporate in fighting and so on. Further, this approach proved to be an unsatisfactory one, not only because of the immediate social costs and the loss of experience and valuable skills, but because many Organizations failed to capitalize on the restructuring and implement new supportive systems (Mabey, Salaman Storey, 2001). They changed the structure of the Organization but not in such a way as to improve its overall long term effectiveness. This apparent lack of insight concerning the importance of the relationship between structure and internal and external systems and human behaviours displays a restricted understanding of the principles of Organization design. Business process re-engineering was another approach which many adopted during this period as an effective way of improving efficiency and removing bureaucratic structures. But, Mumford and Hendricks (1996) point out, many companies became obsessed with cost cutting and associated staffing reductions and did not consider how best to reorganize and restructure. Also some chief executives used the process to rid themselves of cumbersome bureaucratic chains of command but failed to cede control Mabey, Salaman Storey (2001, p.158) describe this period as one of ‘apparent chaos’ as Organizations also tried out approaches based on networking, outsourcing and notions of virtual forms of Organization. However, they provide an analytical framework which I shall use to describe the different types of structure that still redominate. It offers four main types of structure: bureaucracy, divisionalized structures, strategic business units and ‘de-structured’ forms. Organizational – 21st Century At the end of the 20th century some less traditional forms of organization structure beganto emerge as evidenced by the ‘de-structured’ forms described by Mabey, Salaman Storey (2001). Handy (1990) observes that the old mechanistic systems are everywhere breaking down. Mabey, Salaman Storey (2001) talk of the emergence of a new paradigm for organizational form which seeks to replace the rigidity and cumbersome nature of the traditional form. Ashkenas et al (1995) report on a change in design principles that amounts to a major shift.

Another Napoleon :: essays research papers

Most historians portray Napoleon's return to France as an example of his disregard for hundreds of thousands of lives in order to satisfy his outsized ambition. We at Napoleon on the Net, however, view the `Hundred Days' as an example of the Emperor's superior charisma and the love for him that it inspired. The support of the common people of France was the basis of Napoleonic rule. The generals and the politicians did not rush to support Napoleon's new adventure, but, as we will show, the front-line soldiers and the common people were determined to uphold the basic principle the Revolution: that it is the people's right to decide the form of their government. Vincent Cronin, in his acclaimed biography of Napoleon, entitled Napoleon Bonaparte: An Intimate Biography (William Morrow & Company, 1972, pp. 391-392), describes Napoleon's first major confrontation with French troops sent by the Bourbon regime to kill or capture him. "Napoleon had 1,100 men against about 700. But he did not want bloodshed. The abhorrence of civil war he had felt twenty years before in Provence remained as strong as ever and, on landing, he had given Cambronne strict orders that not a shot was to be fired. What he did now ws to order his hundred Polish lancers to advance slowly. At this Delessart withdrew his men, in good order, to new positions. The Polish lancers were told to wheel and come back. Napoleon then had the tricolour unfolded and told the Guards' band to play the Marseillaise, which he had described in Elba as `the greatest general of the Revolution'. Forbidden since the return of the Bourbons, the stirring tune had the effect, said one observor, of `electrifying' the Grenoble soldiers. Napoleon started riding towards the men of the 5th. At pistol-shot range he dismounted and walked towards the 700 loaded muskets. He was wearing his grey campaigning overcoat, familiar to every Frenchman. Captain Randon, twenty years old, of Grenoble, called to his men, `There he is! Fire!' After taking a few steps, Napoleon stopped and drew apart the lapels of his overcoat, exposing his white waistcoat. `If you want to kill your Emperor,' he called in loud voice, `here I am!' Back came a tremendous shout of `Long live the Emperor!' The men of the 5th, waving their shakos on bayonets, rushed cheering towards him. `Just see if we want to kill you,' shouted one soldier, rattling his ramrod up and down the barrel of his empty musket. In a matter of minutes the soldiers had whipped from their haversacks the old tricolour

How was Macbeth’s fall from grace a tragedy? Essay

Shakespeare presents an image of Macbeth originally as a hero, a role model of courage and bravery. However his indiscernible fascination with darker forces, portrayed by the witches, and whilst he is aware of the treachery in his subsequent actions throughout the play, his ambition engulfs his better judgement, where he contributes to his downfall from such greatness, and thus his character is human, enhancing such a tragedy. Macbeth experiences a sudden disastrous reversal in fortune where his material wealth rapidly multiplies and his personal values swiftly decrease, leaving him loveless, as well as childless, and eventually lifeless, factors which are remnant of Shakespearean tragedies. Even as he retains comprehension of his fate, approaching the play’s finale the audience experiences a certain catharsis, in which they feel pity for his misfortune, even if this character has behaved appallingly, in that his ambition and Lady Macbeth had pressure him to transform someone he himself did not like. Originally, Macbeth is portrayed as an image of prominence, and his relentless enthrallment with supernatural forces results in circumstances whirling out of his control. ‘Brave Macbeth†¦like Valour’s minion carved out his passage†¦Ã¢â‚¬â„¢ and thus assisted significantly in the victory which ensued, earning him a multitude of respect from not only the people, but King Duncan. In fact, the worthy King does see to it that as an added prestige and a gift of gratitude to such a noble gentleman, the title of Thane of Cawdor which has been retrieved from a most ‘disloyal traitor,’ and somewhat ironically considering Macbeth’s fate, ‘what he has lost, Macbeth has won.’ It appears, that upon the meeting of the three witches, who do deliver the three prophecies that indicate such a prosperous future for Macbeth, he is fuelled by his own ambition. It could be argued that this is beyond his own control, a mere circumstance often viewed in tragedies, where other characters and conditions are unrestrained by the protagonist, as it is realized that the witches have arranged to ‘meet with Macbeth’ and tempt him, yet he is aware of the possibility of their lies as ‘imperfect speakers’ and thus, his ‘rapt’ removes the possibility of his providence being unpreventable. The reader forms an impression of Macbeth prior to his personal introduction into the play, and thus Shakespeare employs a clever technique in placing Macbeth on a pedestal from our perspective prior to his  arrival. Unexpectedly, Macbeth experiences a sudden reversal in fortune, where he is forced to maintain criminal conflict in order to preserve his status which he has come to rely upon, and in doing so, manages to lose all that was initially dear to him. In what seems like moments, Macbeth achieves the Thane of Cawdor alongside the King of Scotland, but eludes the intimacy he once shared with his wife, and once such a conspirator, leaves her an innocent spectator to ‘applaud the deed.’ The gradual separation of Macbeth and his Lady is strangely sardonic, especially subsequent to the death of Lady Macbeth, where his perspective offers that ‘she should have died hereafter’ resignedly, similar to his manner upon achieving realization that his death is impending, thus presenting a double meaning in referral to himself and his deceased beloved. Shakespeare displays a sharp contrast in which Macbeth seems to have at one instant everything a man could desire including a kin gdom and pregnant wife, afterwards he is found to be truly alone, ‘abhorred tyrant, stripped of his love, child and eventually life. Such abrupt affluence exchanges in which a protagonist moves from happiness to misery, perhaps even death is often a result of dramatic conflict, typical in an Elizabethan tragedy. Disasters which are to follow Macbeth’s foremost crime are inevitable, and his awareness of this increases his humanity, as he has a flaw of pride which eventually is fatal. His evident ignorance of the many signs which do indicate to him to discontinue this murderous work are either for his own personal objectives as he has ‘no spur†¦but only vaulting ambition which o’erleaps itself’ or for that of Lady Macbeth’s taunts which stimulate him as she insults his manhood in her opinion of him as a ‘coward in thine own esteem.’ Early in the play, he does establish the distrustfulness of the witches, as ‘the instruments of darkness’ and with knowledge of their ‘imperfect’ speech he still allows their words to effect him greatly, so much as to he ‘is in blood, Stepped in so far that †¦should wade no more, returning were as tedious as go’er.’ Upon knowledge of Macduff’s flight, Macbe th’s overruling passion for his prominence engulfs his better judgement, and he does order to murder of ‘his wife, his babes, and all  unfortunate souls that trace him in his line.’ Macbeth’s judgment is so weakened by worship for the position he holds that barbarian acts of murder to innocent women and children is no longer beneath him, and Shakespeare presents this in such little light that it appears to be of no importance to Macbeth at all. Prior to Macbeth’s death, the audience experiences a purgation of emotions, almost a catharsis in which empathy is felt for the protagonist, due to the fate dominated by supernatural forces which he appeared to never have true influence over. For his fate was partly predetermined, and his eventual loss followed by a release from such a suffered life is partly relieving, and partly saddening, as his eventual outcomes differ so greatly from his intentions. This misfortune he experiences may be larger than he deserves. Macbeth was once ‘valour’s minion’ and now communicates and consorts with ‘black and midnight hags,’ a procedure used to represent his obvious downfall. Formerly, upon the initial assassinations Macbeth does commit, we see glimmer of conscience when he ‘could not say Amen.’ His discarding of God’s ways in the Elizabethan era would have caused uproar from certain people, yet others would be moved to pity with empa thy for somebody who could lose such faith in God. In fact, Macbeth pities himself, when he realizes that to ‘know my deed, ’twere best not know myself’ and thus the reader commiserates with Macbeth in his regret. Finally, the reader experiences such compassion as Macbeth admits he has ‘lived long enough’ and cares not about his lack of army, and only wishes to die fighting, a soldier, the way he did begin, and agrees to ‘let them fly all.’ In termination, Macbeth’s fall from grace is a tragedy in the way in entails many such factors, involving elements of catharsis, as well as a sudden reversal in fortune for the protagonist. The circumstances beyond Macbeth’s control also contribute to his collapse, thus his disgrace was premeditated, and the pity exploited amongst the audience for Macbeth allows for a purgation of emotion, leading to the belief that the tragedy’s conflicts were a result of human flaws and perhaps his death was whilst deserved for his actions, perhaps not his beliefs.

Archimedes’ Autobiobraphy

our site – CUSTOM ESSAY WRITING – DISSRTATION EXAMPLES & FREE ESSAYS Abstract The invention of mathematical formulas used in physical and chemical sciences has played a crucial role in technological advancement exhibited in the contemporary society. Many of these inventions were made in the early and the late 1800’s, while some made as early as 200 BC’s. Many scholars in the contemporary generation have shown increased interest in studying the motivation of these ancient inventors and how they managed to develop their ideas (Netz & Noel, 2007). This paper will document the autobiography of Archimedes of Syracuse, who has been considered a pioneer through inventing mathematical formulas. â€Å"Archimedes of Syracuse† Archimedes was born to Phidias, a mathematician and an astronomer in 287 BC in Syracuse, a city in Sicily (Zannos, 2005). There is no clear information about his early life and his family, but some people claim that his nobility was of Syracuse and that he was related to the King of Syracuse, Hiero II. During this period, Syracuse was considered a centre of commercial activities and as a young person growing in this busy city Archimedes developed an interest in solving complex mathematical problems facing the people of Sicily (Anderson, 2009). After acquiring much information from the local schools he attended in Syracuse, he travelled to Egypt for further learning in Alexandria University. Upon completion of his education, Archimedes travelled back to Syracuse where he lived a life of innovative thinking and solving problems through critical thinking as well as application of mathematical formulas (Geymonat, 2010). King Hiero II was impressed by Archimedes’ inventions which o ffered solutions to various challenges (Neal, 2011). One of Archimedes’s inventions that impressed King Hiero II was Archimedes’ screw that enabled the King to empty water from a hull of his ship. Archimedes was also asked by the king to find out how he could determine the amount of gold on his crown without destroying it. Archimedes addressed this by immersing it in water and determining the volume of the water it displaced, then determining the weight of the crown, thus its density (Dijksterhuis, 2009). This information enabled him to determine the purity of the crown. Apart from his innovations, Archimedes participated in the defense of Sicily from the Romans. Sicily was considered a centre of political and geological activities, as an Island located between Carthage and Rome, Sicily was faced by the challenge of ally issues. That is, the King did not know whether to form an ally with either Rome or Carthage: This is because, forming an ally with i.e. Rome, could have led to enmity between Sicily and Carthage (Gow, 2005). Archimedes was given the responsibility of constructing walls to protect the city from Carthaginian or Roman attacks. He also developed war machines that could be used during attacks. In geometry, Archimedes contributed significantly towards the development of the basic principles of pivot as well as pulley system. He also contributed significantly towards the understanding of the principle of buoyancy, defined as the power of liquid to exert an upward force on an object placed in it (Paipetis, 2010). Archimedes died when Rome at tacked Syracuse, he was attacked by an enraged soldier, who had demanded that he accompany him to King Marcellus’ tent (Jaeger, 2008). In conclusion, Archimedes had a significant contribution to in mathematics and physics. His ideas regarding the calculation of density of objects immersed in water as well as the idea of buoyancy are currently used in various learning systems and in practical circumstances. Archimedes can also be considered a patriot owing to the fact that he defended his nation fearlessly from the cruel Roman Soldiers, an act that led to his death at 75 years (Archimedes, Netz &Eutocius, 2004). Bibliography Archimedes., Netz, R. and Eutocius, (2004). The works of Archimedes. Cambridge: Cambridge University Press. Dijksterhuis, E. (2009). Archimedes. Princeton, N.J.: Princeton University Press. Netz, R. and Noel, W. (2007). The Archimedes Codex. Philadelphia, PA: Da Capo Press. Zannos, S. (2005). The life and times of Archimedes. Hockessin, Del.: Mitchell Lane.Geymonat, M. (2010). The Great Archimedes. Waco, Tex.: Baylor University Press. Anderson, M. (2009). Archimedes of Syracuse: The chest of ideas : A historical novel. Faifield, Iowa: 1st World Publishing. Gow, M. (2005). Archimedes: Mathematical Genius of the Ancient World. Berkeley Heights, NJ: Enslow. Paipetis, S. (2010). Archimedes’ Contribution in Physics and Mathematics. Dordrecht: Springer. Neal, C. (2011). Archimedes. New York: McGrawHill. Jaeger, M. (2008). Archimedes and the Roman imagination. Ann Arbor: University of Michigan Press.

5 Sentences Requiring Hyphenated Phrasal Adjectives

5 Sentences Requiring Hyphenated Phrasal Adjectives 5 Sentences Requiring Hyphenated Phrasal Adjectives 5 Sentences Requiring Hyphenated Phrasal Adjectives By Mark Nichol When two or more words team up to describe something, they’re usually hyphenated to make their symbiotic relationship clear. Each of the following sentences contains a phrasal adjective that should be linked with one or more hyphens; each example is followed by a brief discussion and a revision. 1. Their affair wasn’t exactly the best kept secret. This sentence refers to a secret that is the best kept, not a kept secret that is better than any other, so link the phrasal adjective together: â€Å"Their affair wasn’t exactly the best-kept secret.† 2. The company conducted an information security risk assessment earlier this year. What type of assessment occurred? A risk assessment about information security, or an assessment about information-security risk? Either analysis is correct, but at least one hyphen is required, no matter which interpretation is favored: â€Å"The company conducted an information-security risk assessment earlier this year† and â€Å"The company conducted an information-security-risk assessment earlier this year.† (Both work, but the former alternative is simpler.) 3. Smith is widely revered for being the most high profile member of the Mormon faith in America. This sentence seems to imply that of all the profile members of the Mormon church, Smith is the one most intoxicated by drugs. A hyphen linking high and profile eliminates any confusion about the meaning of the statement: â€Å"Smith is widely revered for being the most high-profile member of the Mormon faith in America.† 4. The rare book dealer has been in business for as long as I can remember. Does this sentence refer to one of the few book dealers or to a dealer in rare books? The latter reading is more likely, but eliminate doubt by hyphenating rare and book: â€Å"The rare-book dealer has been in business for as long as I can remember.† 5. We analyzed the entire play on a scene by scene basis. The phrasal adjective â€Å"scene by scene† should be hyphenated: â€Å"We analyzed the entire play on a scene-by-scene basis.† (Alternatively, simplify the sentence to â€Å"We analyzed the entire play scene by scene†; try this approach for time frames, too, as by replacing â€Å"on an annual basis† with annually.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Math or Maths?15 Types of DocumentsThe "Pied" in The Pied Piper

Neuroleptic Malignant Syndrome Essay Example | Topics and Well Written Essays - 500 words

Neuroleptic Malignant Syndrome - Essay Example Agranulocytosis is hard to detect and is only visible once the symptoms of the infection start to appear. The symptoms include: mucosal ulcers, sore throat and rising temperatures. Nurses should be aware of these signs and should stop administering of Clozapine at the onset of these symptoms. (Keogh & Doyle 2008) Neuroleptic malignant syndrome is another side effect of psychopharmacology. It is ‘an idiosyncratic reaction to neuroleptic medications’ that may be life threatening (Keogh & Doyle 2008). Though it may occur from using any neuroleptic medication, the main culprit is haloperidol. Many clients start developing symptoms of NMS within a two week time frame. The symptoms include: muscular/lead pipe rigidity, changed autonomic functions like blood pressure, increase in white blood cell count, hyperthermia, tremor and change in the mental status of patients. The nurses should be aware of these signs and immediately stop the medication. Intervention of NMS include: use of dopamine to relax muscles, electroconvulsive therapy to reduce NMS and antipyretics like paracetamol to relax the fever. (Keogh & Doyle 2008) Special nursing care is also very important for NMS patients aside from the interventions named above. NMS patients are to be closely monitored to evaluate their mental and physical states, so that in case of a symptom breakout, early intervention is done at the initial stages of the attack. There should be routine checkups and documentations and all forms of anomalies should also be recorded and reported to relevant medical practitioners. Serotonin syndrome is also a side effect. It is a life threatening reaction to excess serotonin, although it occurs rarely. This happens when serotonin is administered with other drugs that affect the serotonergic system, for instance the tricyclic medication. Symptoms include:

Manage Innovation and Continuous Improvement Essay

Manage Innovation and Continuous Improvement - Essay Example It is often believed that the management is responsible for implementing and sustaining changes but it also requires help and support from other stakeholders to make it a mutual process offering mutual benefits and success. There is no denying that the strategic approach of the organization often defines its innovation and development approach. Changes are inevitable that are often criticized by individuals having problems in accepting changes. It needs to be understood that innovation and continuous development is based on changes that require support and acceptance of every stakeholder. The assignment assesses and analyzes the scope for opportunities and threats along with evaluating risks and other parameters associated with the innovation and development strategic of the organization. The underpinning would further help in understanding the key intricacies of innovation and development management. Continuous Improvement and Innovative Processes Jims Cleaning is a household name i n Australia with more than 200 families embracing its franchise model. The organization boasts on its innovative cleaning ideas helping others to understand the value of cleanliness along with saving the environment by using environment friendly products and services. There is no denying that the organization’s journey started with a clear vision and mission that picked pace because of stupendous understanding of the environment and society embedded with invaluable support and cooperation of hundreds. Some of the innovative ideas leading to continuous development include: The organization is passionate and honest about the job that most individuals hate The organization uses its own products that offer freedom of mind along with eliminating a hassle to arrange the right gear Most products are made from natural and biodegradable agents that that shows care and affection for the society and families The organization is quite wise in terms of accepting new trends and challenges. The green movement has been widely accepted and Jims Cleaning is one of the leading cleaning organizations taking initiatives in saving water and respecting the environment in every possible manner Most professionals hired by the organization are well trained that makes the whole process easy and simple for the customer and also for the management The organization has stretched its presence through a number of franchise that can be considered as a wide move based on gaining attention all across the world along with doing the good work Continuous development in every functional department Reviewing Current Processes Currently, Jims Cleaning offers wide arrays of cleaning services that include blind cleaning, car’s cleaning, pressure cleaning, general cleaning, carpet cleaning and window cleaning. The business model is based on Franchise system that often helps in extending reach and influence in different parts of the country. The current business process can be considered as of great value operated in a modern and ethical manner. The acceptance of green movement further consolidates organizations image as one of the leading cleaning services organizations in the country. Options for Continuous Improvement There is very little doubt over the