Luther s Address For The Christian Nobility Of The German...

Luther’s Address: Address to the Christian Nobility of the German Nation (1520) Using the Ninety-Five Theses, Martin Luther almost single handedly lead the reformation of the Protestants in 1520. Although his father was strict, Luther followed his own path by questioning the limits of the church. Because of this, the church shunned Luther and punished him accordingly. Luther spent most of his time studying writings by Augustine which he used these ideas to influence the way Christianity is practiced today. Creating Lutheranism as well as the basic concepts for many branches of religions today. Martin Luther was a German professor of theology at Wittensberg. He later left his studies to peruse monkhood. In doing this, Luther had a lot of time to think about his relationship with God and realize the flaws in the church. Luther disagreed with many teachings/ ideas of the Roman Church, which he than acted upon. He strongly disputed the idea that one can obtain freedom from God s punishment for committing sin by purchasing an expensive piece of paper from the church called an Indulgence. He wrote all about the usefulness of indulgences in community in a very sarcastic tone in Theses Ninety-Five in 1517. Although demanded, Luther refused to rid of his writings at the request of Pope Charles V. In addition to indulgences, Luther also wrote about â€Å"St. Peter’s Scandal.† He states, â€Å"Why does not the pope, whose wealth today is greater than the wealth of the richest Crassus, build theShow MoreRelatedEssay on The German Reformation764 Words   |  4 PagesThe German Reformation The Reformation of the Catholic Church was always going to happen; it was just a question of when? For centuries the Church had been fighting off herises. In Germany between 1513 and 1530, it just so happened that a number of key factors for the Reformation co-insided. The clearly corrupted church and papacy; the development of printing; the arrival and actions of Martin Luther and public opinion; the absence of the Emperor in the 1520’s and theRead MoreThe Protestant Revolution1335 Words   |  6 Pagesclassical sources in the glorification of human nature and loyalty to traditional religion, being impressed more with human potential of doing evil over good. --Second decade of the sixteenth century; conflict existed during this time from emerging nation-states of Europe --Saxony, Germany (spread through N Europe quickly) --The members were literate and sophisticated about the world in a rapidly growing industry that was economically ambitious, they had an economic stake in fanning religious conflictRead MoreMartin Luther and Phillip Melanchthons Contributions in Educational Reform in the Protestant Reformation2406 Words   |  10 PagesMartin Luther and Phillip Melanchthons Contributions in Educational Reform in the Protestant Reformation The life of Martin Luther is frequently studied and his ideas are widely known. Accounts of the nailing of his Ninety-Five theses on the door of the Castle Church in Wittenberg and his condemnation at the Diet of Worms are considered by many in the western world to be common knowledge. What is less frequently explored; however, are his vast achievements outside of his

Children With Multicultural And Diverse Experiences

Introduction Early childhood providers do many difficult tasks. The hardest task is to provide the children with multicultural and diverse experiences. Since the beginning of time, the extended families, clans, and the communities raised the young children. Even today, many early childhood programs and family child care institutions tend to be similar and homogeneous to the children’s home backgrounds. The common criteria parents use to choose the early childhood programs, and the child care facilities are programs and providers who match the parents’ view of discipline and education and prefer teachers who speak a similar language and are of the same religion. Therefore, most the family child care, religious programs, and public schools are traditional reflections of a community’s race, religion, socioeconomic status, and language. Still, parents expect such traditional programs to provide their children with experiences and opportunities outside their group that could teach them to accept, tolerate, and respect the differences. The developmentally inappropriate approaches that guide the teachers make the task even more difficult than envisaged. For instance, the discussions of bias, power, inequality, privilege, past injustices and oppression make the task difficult. Not only are the approaches sophisticated socio-political constructs that are entirely beyond the capacity of a preoperational child, but also concepts that the children could never put into practice if theyShow MoreRelatedFor The Past Two Decades, Canadian Population Is Increasingly1439 Words   |  6 Pages For the past two decades, Canadian population is increasingly diverse and multicultural by the huge wave of newcomers who will adopt and immerse different â€Å"cultural practices† in contributing to the national development (Parent Clydesdale, 2016). Canada is also one of the first countries in the world that has issued multicultural official policy since 1971. The concept of multiculturalism is referred to academic views about the equality and respect for variant cultures, religions, races and behavioursRead MoreA Learning Diverse Environment : A Multicultural Education1383 Words   |  6 PagesA Learning Diverse Environment A multicultural education is a form of education that incorporates a diverse cultural background into learning. Having a multicultural education is beneficial in an abundance of ways especially for the younger generation. American schools should implement multicultural education in classrooms to promote positive attitudes toward one own’s culture and others. The US Census Bureau claimed that America consists of six different races (excluding Whites or Americans): AmericanRead MoreEssay about Multiculturalism in Education1255 Words   |  6 Pages Multiculturalism is not just a concept, it is an important term for teachers to integrate into their daily classroom instruction. Nowhere is the need for the inclusion of a culturally diverse education more evident than in our state. Currently, 30% of students in the U.S. are ethnic minorities. Our states public schools educate a student population that is 42% ethnic minority (35% African American, 4% Asian, 3% Hispanic, .5% Native American). Over 100 nations and 130 languages and dialectsRead MoreEssay about Improving Education through Cultural Diversity1087 Words   |  5 Pagesspecific unit. In order, for America to be successful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. This thesis is â€Å"changing the way America, sees education through cultural diversity, has been co existing in many countries across the world. These changes begin in any learning environment; where our fam ilies, friends, children and students would learn how to appreciate different cultures and use it wiselyRead MoreMulticultural Education And Multicultural Schools1210 Words   |  5 PagesIntroduction There have been multiple definitions for Multicultural definition which has become so imperative. Multicultural education alludes to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds (Bank).America is considered to be a â€Å"melting pot† because of the many people who have immigrated in search of a better life. Immigrants have brought with them their own unique cultures. Different gendersRead MoreStudents Are Not Entering The Classroom With The Knowledge And Understanding Of Multicultural Education762 Words   |  4 Pagesclassroom with the knowledge and understanding of the importance of multicultural literature. The students are suffering due to the lack of diverse readi ng literature incorporated into units of reading study. There is a need for staff developments and in-services to help educate teachers on ways to provide multicultural literacy awareness in primary schools. Objectives †¢ To heightening the awareness of the importance of multicultural literature in early grades. †¢ To prepare educators for diversityRead MoreThe Importance Of Multicultural Education901 Words   |  4 Pagescurriculum is critical to achieving a multicultural school setting for students. The implications of my findings for teaching and learning are that educators need to better evaluate their texts and curriculum that they use with their students. In Becoming a Multicultural Educator, author James Banks explains that every student should receive an education of high quality and with that they should attain skills that will help them to flourish in a multicultural world (196). Also on page 196, authorRead MoreThe Importance Of A Culturally Competent Educator1163 Words   |  5 Pagesknowledge of the cultures in my school’s community through participating in volunteer work in the designated area. Additionally, I can expand the understanding of the proper approach for teaching students in communities with diverse cultures though reading books with similar experiences . Finally, my plan should consists of observing children’s behavior and interests throughout the school day to develop a curriculum which correlates to student’s personal interests and personalities. Additionally, my planRead MoreReasons For Asian High School Students782 Words   |  4 Pageslower-income students to afford for college through merit-based financial aid in comparison to students who comes from middle to higher-income families. The second reason is because of their ethnicity. Which is why it is vital for school counselor to be multicultural competence and promote higher education for the Asian community. Within the Asian community, Hmong students are â€Å"among the poorest students, poorer than other immigrant and refugee students in the American educational system (Vang, 2005; as citedRead MoreIntegrating Multiculturalism Into A School Curriculum1142 Words   |  5 Pagescouple of main goals that every school should try to achieve. One of those goals should be for the school to teach children to recognize the differences and similarities among different cultures. By allowing students the opportunity to explore the uniqueness of different cultures, schools ar e also exposing those students to common traits shared by cultures as well. When children recognize and accept the many different cultures present in the classroom, it often relates to acceptance and tolerance

Resource Management Affects Work Behavior †Myassignmenthelp.Com

Question: Discuss About The Resource Management Affects Work Behavior? Answer: Introducation Yes, there is ethical dilemma that is faced by Mr. Brockley who is also the executive head of the organization, initially he fired Harry from the organization for developing a software. He did not consider even to investigate the entire issue before even deciding to fire Harry. His action was biased and based on the complaint made by Jill who is the manager of the organization. It is evident from the case study that Brockley favored Jill and hence the fired Harry without even looking at the software of even trying it, or else it would have known about the software and not been told by his senior. In the case study it is found that Brockley considers Harry as Loose Cannon which is also the proof that Brockley has some preconceived notion about Harry. He did not like him much. The owner of the organization has now asked to hire Locksmith. Locksmith is Harry. So ethical dilemma here is that whether he should be hired or not. A leader should not be biased towards its employees, he should not favor one employee more than the others. Here Brockley was not fair because he did not see all his employees equally or else he would have not reacted instantly to the complaint of Jill rather he would have acted wisely and would have given a chance to Harry to keep hi point and have a look at the software which he developed. Leaders should be fair they should act wisely and resolve the conflicts without being judgmental. Here the executive head holding a very dignified position was judgmental and fired Harry but he was proved wrong when one of his superiors asked him to hire Harry again (Armstrong and Taylor, 2014). Jill should have seen the software designed by Harry, but she insulted Harry, the leaders should motivate and encourage the innovative ideas of their employees rather than insulting them. Her actions made Brockley fire Harry, when she noticed that Harry was Locksmith and released the software. Even Jill did not motivate or appreciated the program designed by Harry and later decided to fire Harry and her decision got full support from Harry. Both Jill and her boss Brockley have not followed the ethics and encouraged a situation that led Harry to be Locksmith and release his software on the internet using his own resources and time. In every organization it is the duty of the managers to motivate their employees and encourage new ideas and innovation (Shapiro, Stefkovich and Gutierrez 2014). Employees should be given chance to prove their point, termination should not be based on judgments rather the policies of organization regarding termination should be followed. A proper investigat ion was required to be done but none was followed and the decision, which could have been handled in a wiser way, was simply based on preconceived ideas and personal differences (Aswathappa 2013). There are few issues in the case study that had increased the ethical concerns Jill did not motivate his subordinate and insulted Harry. She did not even consider to looking at the software that was designed by Harry. She did not motivate or encouraged his employees it is clear from this case. Brockley was a biased man, he took decision based on the complaint made by Jill. He did not do his investigation. The process of termination within an organization involves a procedure to that is required to be followed by the managers of the organization. Firing Harry without any investigation and not encouraging his ideas raises ethical concerns, the resulting harm of this particular action was that later the superior of Brockley asked him to hire Locksmith. The superior does not know that Locksmith was one of the employees of the organization, if he comes to know it then both Jill and Brockley would be in trouble for firing a valuable asset of the organization. Even their jobs might be at risk for their action (Marchington et al. 2016). The stakeholders involved here are Step II The major ethical dilemma in this particular case study is the termination of Harry which was not followed by any procedures of the organization and was based on the biasness of Brockley, the Executive head of the organization. The harm was caused to the organization because they lost a very valuable asset. If the firing was not done then no one would have been harmed rather they would have gained profit and the issues with the network of the organization would have been resolved. Not firing Harry and hiring him once again would be the most ethical thing for Brockley to do at this point of time. If Harry is hired once again the organization will benefit. If Harry is hired then there will be problem for Jill and Brockley, both of them might even lose their jobs. The option of hiring Harry once again would be beneficial for the organization and might happen that if Brockley admits his mistakes he is hired once again in the organization. It is the right of the employee to know his mistake before he is fired. The employees have the right to present their ideas in the organization. The neglected duties in the whole case were that Harry was not him encouraged to provide his ideas to the organization and was fired without any reason explained to him. If Harry were hired then Brockley and Jill would be treated with disrespect (Shen and Benson 2016). If Harry is not hired it would be disrespect for him and Brockley would also be treated with disrespect by his superior because he had been commanded to hire Harry. Hiring Harry should be preferred because it would be beneficial for the organization. If Harry is hired Brockley and Jill would be treated like others. If Harry is not hired Brockley and Jill perhaps might be appreciated with respect and treated unlike others (Friedman and Kahn 2013). The alternative to choose Harry once again is beneficial. The whole organization will be benefitted if Harry is hired once again in FABIO. Yes, Brockley and Jill will be benefitted because their unethical action of firing Harry would not be known but it might happen that later if the owner puts too much emphasis on hiring Harry (Durkheim, 2013). The final decision should be to hire Harry once again in the organization so that there are minimum the organization benefits, if Brockley and Jill accepts their mistakes now they will face very less penalties. Steps for making defensible ethical decision References Armstrong, M. and Taylor, S., 2014.Armstrong's handbook of human resource management practice. Kogan Page Publishers. Aswathappa, K., 2013.Human resource management: Text and cases. Tata McGraw-Hill Education. Durkheim, E., 2013.Professional ethics and civic morals. Routledge. Friedman, B. and Kahn Jr, P.H., 2013. Human values, ethics, and design.The human-computer interaction handbook, pp.1177-1201. Marchington, M., Wilkinson, A., Donnelly, R. and Kynighou, A., 2016.Human resource management at work. Kogan Page Publishers. Shapiro, J.P., Stefkovich, J.A. and Gutierrez, K.J., 2014. Ethical decision making.Handbook of ethical educational leadership, pp.210-228. Shen, J. and Benson, J., 2016. When CSR is a social norm: How socially responsible human resource management affects employee work behavior.Journal of Management,42(6), pp.1723-1746.

Sharon Olds And William Shakespeare Essay Example For Students

Sharon Olds And William Shakespeare Essay From the Present to the Future through the Eyes of LovePlato once said, At the touch of love everyone becomes a poet. What is Love? Love is an attraction based on sexual desires: affection and tenderness felt by lovers. (Merriam Websters Dictionary) We see a lot of love, marriage, broken-hearts, lust, and sex in today society but also in poetry we read by great authors. A poem such as Sharon Olds, Sex Without Love. Also from the past that knew the meaning of love through his plays, poems, and especially from his sonnets, William Shakespeare, Sonnet 116 Let me not the marriage of true minds. I will analyze each poem and sonnet and show my own point of view and show the similarities and differences. We will write a custom essay on Sharon Olds And William Shakespeare specifically for you for only $16.38 $13.9/page Order now In Sharon Olds, Sex Without Love, she passionately describes the authors disgust for casual sex. She vividly animates the immortality of lustful sex through her language variety. Olds clever use of imagery makes this poem come to life. Her frequently uses of similes to make the audience imagine actual events. For example, Olds describes making love as Beautiful as dancers. (Sharon Olds, Line #2) In this line, she questions how one can do such a beautiful act with a person whom one is not in love with. Olds also describes sex as gliding over each other like ice skaters over the ice.(Sharon Olds, Line #3,4) She is referring to sex as a performance. Imagine an ice-skating performance, each ice skater is performing for judges and an audience to win an award. Olds uses this simile to relate people performing for one another. When two people truly are in love, there is no need for any special show or performance. Another simile the author uses is As wet as the children at birth whose mothe rs are going to give them away, (Sharon Olds, Line #6,7,8) to simulate a sweaty lovemaking scene. The simile light rising slowly as steam off their joined skin (Sharon Olds, Line #11,12,13) can also be used to perceive the same image of a hot, sweaty, and passionate love making scene. The author repeatedly questions how two people who are not in love can perform such a spiritual act. The simile As wet as the children at birth whose mothers are going to give them away, can also be used to represent the outcome of lustful copulation. When two people engage in sexual activities, a large percent of the mothers choose to ignore the outcome and either abort or give their children up for adoption. Olds compares the lovers with great runners. (Sharon Olds, Line #18) In this simile, she implies that lovers are alone with their own pleasures. Olds questions this selfishness throughout the poem. How can two people be alone in pleasure, when sex is supposed to be both physically and emotionally shared between lovers? Olds uses hyperbole to describe her belief that sex and God are entwined. These are the true religions, the priest, the pros, the one who will not accept a false Messiah, love the priest instead of the God. (Sharon Olds, Lines #13-17) In these lines she says that sex is more than pleasure, and if one is merely using sex for pleasure they are accepting a false God. She describes people as hypocrites who claim to love the lord, yet engage in immoral sex. In the lines, How do they come to the / come to the / come to the / God / come to the / still waters, and not love / the one who came there with them, (Sharon Olds, Lines #8-11) Olds describes two people climaxing. The choice of words wet, come, still waters, and came add to the suggestion of this climax. Olds uses the sexual imagery to address her subject as well as to convey a sense of intimacy. Olds perceives sex as spiritual, and wonders how people can bring a person with whom they are not in love with befo re God. Olds uses hyperbole to share her disgust of casual sex with her audience. Sharon Olds clearly despises people who engage in sex without being in love. She is able to emphasize her view in a tasteful manner by using imagery throughout her poem. Olds is able to express her disgust by using imagery to portray her objection to casual sex. .u412876de1820bba9339e39c0973285c2 , .u412876de1820bba9339e39c0973285c2 .postImageUrl , .u412876de1820bba9339e39c0973285c2 .centered-text-area { min-height: 80px; position: relative; } .u412876de1820bba9339e39c0973285c2 , .u412876de1820bba9339e39c0973285c2:hover , .u412876de1820bba9339e39c0973285c2:visited , .u412876de1820bba9339e39c0973285c2:active { border:0!important; } .u412876de1820bba9339e39c0973285c2 .clearfix:after { content: ""; display: table; clear: both; } .u412876de1820bba9339e39c0973285c2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u412876de1820bba9339e39c0973285c2:active , .u412876de1820bba9339e39c0973285c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u412876de1820bba9339e39c0973285c2 .centered-text-area { width: 100%; position: relative ; } .u412876de1820bba9339e39c0973285c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u412876de1820bba9339e39c0973285c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u412876de1820bba9339e39c0973285c2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u412876de1820bba9339e39c0973285c2:hover .ctaButton { background-color: #34495E!important; } .u412876de1820bba9339e39c0973285c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u412876de1820bba9339e39c0973285c2 .u412876de1820bba9339e39c0973285c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u412876de1820bba9339e39c0973285c2:after { content: ""; display: block; clear: both; } READ: The Benetton Group EssayUnlike Sharon Olds, Sex Without Love, William Shakespeare takes a different point of view on love. Sonnet 116 Let me not to the marriage of true minds, Shakespeare attempts to define love; by telling both what it is and is not. In the first quatrain, the speaker says that love the marriage of true minds (William Shakespeare, Line 1) is perfect and unchanging; it does not admit impediments, and it does not change when it find changes in the loved one. In the second quatrain, the speaker tells what love is through a metaphor: a guiding star to lost ships (wand ring barks (William Shakespeare, Line 7)) that are not susceptible to storms (that looks on tempests and is never shaken (William Shakespeare, Line 6)). In the third quatrain, the speaker again describes what love is not: it is not susceptible to time. Though beauty fades in time as rosy lips and cheeks come within his bending sickles compass, (William Shakespeare, Line 10) love does not change with hours and weeks: instead, it bears it out evn to the edge of doom. (William Shakespeare, Line 12) In the couplet, the speaker attests to his certainty that love is as he says: if his statements can be proved to be error, he declares, he must never have written a word, and no man can ever have been in love. The language of Sonnet 116 is not remarkable for its imagery or metaphoric range. In fact, its imagery, particularly in the third quatrain (time wielding a sickle that ravages beautys rosy lips and cheeks), is rather standard within the sonnets, and its major metaphor (love as a guiding star) is hardly startling in its originality. But the language is extraordinary in that it frames its discussion of the passion of love within a very restrained, very intensely disciplined rhetorical structure. With a masterful control of rhythm and variation of tonethe heavy balance of Loves not times fool (William Shakespeare, Line 9) to open the third quatrain; the declamatory O no (William Shakespeare, Line 5) to begin the secondthe speaker makes an almost legalistic argument for the eternal passion of love, and the result is that the passion seems stronger and more urgent for the restraint in the speakers tone. William Shakespeare and Sharon Olds both have a lot of similarities and differences. One of the similarities is they both talk about love in there own point of view. They also both use many key literary terms such as, similes and metaphors. There differences are shown from what they have to say about love. Olds talks about love in a way it is full of lust and Shakespeare attempts to define the meaning of love through marriage and time. Both authors are known for their great understanding and views of love in today society. In today society, love and sex are synonymous. This meaning love is sex and sex is love. Society is confusing the sexual act of love with lust. Sex is pleasure and love is moral. Citation Page1. Merriam Webster Dictionary, http://www.merriam-webster.com/, Copyright 2001 by Merriam-Webster Inc. 2. Sharon Olds, Sex Without Love, print out, Copyright 19423. John Schilb John Clifford, Making Literature Matter: An Anthology for Readers and Writers, (William Shakespeare Let me not the marriage of true minds page 716), Copyright 2000 bye Bedford/St. Martins Poetry Essays

Young Thomas Edison Essays - Thomas Edison, Phonograph, Edison

Young Thomas Edison I read the book Young Thomas Edison , by Sterling North. The book tells about Edison's Young life and how he greatly succeeded through out the years. It tells about his greatest inventions and Edisons Historic sites and how her became the greatest inventor of all times. Thomas Alva Edison was born of February of 1847, in Milan Ohio. He was the seventh and last child of Nancy Edison and Samuel Edison. Thomas Alva Edison inherited much of his intelligence from Nancy Elliot Edison. Nancy Edison would read books to Thomas Edison about scientists. That's when Edison got interested in experiments. When Thomas Alva Edison was ten, he and his family moved to a small town in Purt, Hacon. There he had his own laboratory in the basement. At the age of eleven Edison and his friend would raise ten acces of vegetables. Then they would plant them and they would sell them around town. They wanted to earn money so they could give it to the family. They wanted to do this because they had financial problems. When Thomas Alva Edison was older he worked as a trainboy and would sell candies and newspapers. One day Thomas Edison's father realized that Edison was deaf from one ear. Thomas Edison became deaf from working on the locomotive. When Edison was working as a trainboy he got the idea of inventing a telegraph. When Edison was in his twenties he earned many patents by inventing the lightball, telegram, telegraph and many more inventions. Edison's second wife was Mrs. Mina Miller Edison. Edison had many chemical laboratories in his life. On 1931, Thomas Alva died when he collapsed. By this his inventions we have are street lights, phonographs and many other things. I would really recommend this book to any one because Thomas Alva Edison is one of the greatest inventors.

Ali M. Ansaris Confronting Iran essays

Ali M. Ansaris Confronting Iran essays Ali M. Ansaris book Confronting Iran (2006) is especially timely given the current discussion of Iran and its future and concerns about what the U.S. may do to prevent Iran from getting a nuclear weapon and becoming a much greater threat. Of course, also in the news is the recent National Intelligence Estimate (NIE) stating that Iran is not the immediate threat President Bush has been implying it is and that Iran ended its nuclear program several years ago. None of this means that Iran is not a threat or that a confrontation with Iran would not be the sort of devastating action critics believe it might be. Ansari considers the nature of Western diplomacy in the region primarily form 1953 to the present and suggests a number of reasons for the failure he discusses. For the first two decades or so, relations were good enough because the country was under the rule of the Shah, rule that was largely imposed by the West. This rule also created great resentment among the population and would contribute to the angry reaction once the Shah was deposed. The taking of the American hostages at the embassy in Tehran was one of the consequences of the failure of diplomacy in the first period, while the subsequent history has been largely more failure to make any inroads into the country, usually based on an American refusal to speak to Iran for one reason or another, as if not talking at all would produce the best outcome, which clearly it has not. American involvement with Iran actually extends back into the nineteenth century, and as Ansari notes, the failure to recognize the nature of the society in that region and to find a way to accommodate it and communicate with its leaders began at the same time and has continued ever since. Essentially, a pattern was set with the first relationships, as Ansari notes when he writes, These formative experiences were crucial in shaping Iranian attitudes to the West. It was increasi...

The main factor that contributed to the hospital infrastructure Research Proposal

The main factor that contributed to the hospital infrastructure projects in the Kingdom of Saudi Arabia (KSA) running over the budget and delivered late during the last decade - Research Proposal Example 259). It also assumes the referral system which provides curative care to all the members of the society from the general practitioners level that operate at the local health centres to the advanced technology specialist curative services through a wide foundation of general and specialist hospitals (Knapp, Madden and Fowler-Kerry, 2012, p. 162). The Ministry of health is the chief agency as far as planning, financing and controlling the healthcare centres is concerned (Kimberly, Pouvourville and Daunno, 2008, p. 128). It is also mandated with conducting overall supervision and the follow up of activities that are related to healthcare which are implemented by the private sector, which makes it a national health service that serves that whole population of the Kingdom of Saudi Arabia (Chai, 2005, p. 178). The healthcare industry in the Gulf is an industry that is growing very fast as the government in this region continually seek to make improvements to what has been a low standard of service which forced many nationals to go overseas when they need specialized medical attention (Kloep, 2012, p. 107). This industry has also attracted foreign investors who are keen on taking advantage of the rapid expansion that it is experiencing. Investment that is directed at the health sector in the United Arab Emirates has increased considerably, tripling in the last five years and ii is expected that it will rise from USD3.2billion to USD11.9billion in 2015, which will be a contribution of more than 6 percent of gross domestic product that will not be associated with oil. Saudi Arabia also started a countrywide healthcare plan intended to give services to the whole kingdom. This includes more than 420 health projects and over 127 health facilities that are worth more than USD3.2billion. The projects include 19 medical complexes and hospitals intended to have a capacity of more

Flash mob Essay Example | Topics and Well Written Essays - 250 words

Flash mob - Essay Example Therefore, the characters involved in actions are seen making calls and later on engaging in a group dance that begins with a single person. The film shows a group of people in different age sets getting amused by the dancers and eventually joining the group (Life’s for Sharing). Since the dancing style is similar amongst all the members, the Life’s for Sharing video evokes an understanding that everybody has importance; thus, the society should seek to relate with them happily. Another entertaining flash mob video that communicates its effect as desired to the society is the BouncE Streetdance Co. video, which is shot in Stockholm. The video- â€Å"Michael Jackson Dance Tribute† draws the attention of the Stockholm community as it involves many youths from different races. The message drawn from the flash mob film is that the legendary singer was a social icon and his life in the entertainment revolved around ethical communication to suit every group of

Assignment 5 Essay Example | Topics and Well Written Essays - 1750 words

Assignment 5 - Essay Example These terms are known to be objective and not subjective. From this, what it means is that the doctor knows more about what the patient is feeling than the patient themselves (Norman, 2004). According to Norman, the world today needs to consider the subjective points of view and not depend so much on the expert opinions. This is ironical since most of the subjective views always come from those affected. E.g. a computer scientist would not know the kind of interface that various groups of people may want without getting their opinion on such. We have to get a more subjective point of view so as to adapt to the explorations that are available today in terms of usability. For example, computer scientist cannot completely ignore user’s subjective views as they are the final people who will use their product. For example if a computer engineer wants to come up with a new hardware, they have to study the needs of the common man and understand what they need. If computer engineers n ever thought subjectively then they would end up building products that are complex and few users would be able to use the products (Norman, 2004). Norman also believes that we have different points of observation. Every user has a way in which they see different things; a professional might see something in a more complicated way as opposed to the non technical manner that a less experienced user might see it. It is for this reason that people can have their own observation and opinions on different matters. Scientist therefore needs to leave the positivism idea and learn to accept some of the subjective opinions. From this observation, it is evident that even though scientist only believe in the objective tone, much of the subjective tone is necessary if they want to understand what people want. Otherwise they would be making products for themselves. 2 Philosophy is described as the study of reality, knowledge and existence. Most people tend to associate philosophy with books and theories that try to explain fundamental laws in physics and nothing that touch our daily lives. Philosophy has been there for thousands of years and various philosophers have existed and have been able to explain the various things that touch our lives. Just like philosophy has touched and influenced a lot of people and life, the IPod has been a great tool in influencing the lives of millions of people. The iPod is transforming the lives of millions of people every day and making them get new ideas within a click. People are listening to music of their taste and others reading social links and contributing a lot to the economy. However, have we ever taken time t o try and link philosophy with an iPod? An iPod can define an individual, the contents of a person determines the kind of things that the person likes as well as the information that is useful to their lives. Since philosophy is concerned with the social lives of people as well, it is ironic that most people would try to ev ade this important field yet it touches them in almost every angle. Most scholars have tried to link various current cultures with philosophy; computer science has however brought this even closer linking people with most philosophical issues such as graphical user interface. It is due to philosophy that a computer scientist is able to determine the type of service that people need. With the right study and understanding of people’

Soft skills using in public universities in Malaysia

Soft skills using in public universities in Malaysia Malaysians, especially the institutes of higher learning, begin to realize the importance of soft skills after the Higher Education Ministry introduced the Soft Skills Module to all public universities in August 2006. With the emphasis on soft skills, it has then become a necessity to integrate soft skills into the undergraduate programmes. Such remedial action is taken due to the increased of graduates unemployment rate in Malaysia, as well as the rapid expand of job market through the globalization. The graduates in education play a great role in the human capital development one of the utmost crucial aspects in developing our country. The power of our human capital is highly connected with the graduates mentality and intellectual capacity. Producing graduates in education with the essential elements of soft skills would heighten the countrys capability to compete with the rest of the world. This is a must if Malaysia aims to realize the vision of the New Economic Model, the Government Transformation Programme, and the 10th Malaysia Plan (2011 2015). Indeed, institutes of higher learning around the world indisputably are working their best to mould graduates with skills that are highly regarded by employers and able to contribute to the countrys prosperity and social capital. Even more important is, the society would generally expected that besides the solid theoretical knowledge (hard skills), a quality education graduate should acquire additional soft skills. This balance is what gives one graduate competitive edge over another. The term soft skills, which can also be referred as process skills, generic attributes or transferable skills, has no single definition on a particular set of skills. The general common descriptions of these skills include communication skills, life-long learning, team work, leadership, creative and critical thinking skills. All these qualities can be obtained beyond the classroom and of course, the textbooks. Thus, book education alone will no longer suffice in building successful educators. Besides equipping themselves with knowledge, it is also important that the graduates must acquire practical skills and good values. According to Chapman (2006), Blooms Taxonomy of Educational Objectives comes with three learning domains: Cognitive, Affective and Psychomotor Domains. The Cognitive Domain involves intellectual capability such as knowledge, whilst the Affective Domain involves feelings, emotions and behaviour just like attitude, and Psychomotor Domain involves manual and physical skills. Hence, the measurement of TESL undergraduates knowledge, skills, and attitude require appropriate tools, which are certainly more than just the traditional pen and paper. In Malaysian context, institutes of higher education are perceived as having a very important role in instilling soft skills to students. No doubt, it would be challenging in the attempts to offer an optimum learning environment. Still, it is crucial to get our students ready to compete with the rest in todays rapidly changing world. Students should be well-rounded academically and personally. In other words, besides knowing-what, students must know-how. Statement of the Problem The system and focus of education in Malaysia has witnessed immense changes over the past two decades. The nature of universities is changing in seeking to meet the new demands and needs of the industry from time to time. Furthermore, through the reinterpretation of the universitys purpose and role in the face of societys changing aspirations, universities have attempted to clarify the nature of the education which they offer to their students. This is crucial in order to extend their graduates potential of contribution to the society (Barnett 1990). The most evident attempt in which universities have sought to articulate their role and purpose is through the description of their graduates qualities, in another word, soft skills. The acquirement of soft skills is pivotal in terms of improving the nations development and curbing the latest issues in society, such as the increased rate of unemployment and complaints about graduates performances which are way below expectations. In 2005, the Malaysian government declared that there were 67,000 unemployed graduates, where most of them had graduated between 2000 and 2004. About 92.6% of these unemployed graduates were from public universities; in contrary, only 5.3% from private institutions. Even before the nation received this alarming news, the Malaysian Institute of Economic Research (MIER 2004) had announced the results of a survey on the employability and marketability of university graduates, showing that 46.2% of public university graduates were unemployed in 2003. The reasons cited for the low unemployment prospects of public university graduates are that they are inadequately prepared for the job market, lack linguistic (English proficiency, both oral and written) (Lim and Normizan 2004; Chiam 2005; Norizan et al. 2006; EPU 2007; Marina 2007) and technical skills, plus cognitive abilities (analytical thinking, problem-solving, reasoning). Many other countries have also recognized that higher education has not met the expectations of employers (Leckey and McGuigan 1997; Bennett et al. 1999; Kember et al. 2006). The issue of graduate employability seems to be associated with the quality and relevance of programmes offered by public universities (World Bank 2007). Apparently, the formal syllabus structure of public universities has inadequate focus on the integration of soft skills in the curriculum (see also Quek 2005; Quah et al. 2009). Not only that, the teaching approaches has also been mainly didactic, where the students are so used to receive inputs rather than discovering themselves. Studies, researches and employers have suggested it is important for the public universities to incorporate additional soft skills into their curriculum (communication, critical thinking, and problem-solving). By bridging the gaps between universities and the demands of current industry, it creates opportunity for students to be exposed with workplace experience in different sectors (World Bank 2007). Purpose of the Study The main objective of this research is to examine the perspective of TESL undergraduates on the most important soft skills for professional development. Secondly, the study also aimed to investigate the TESL undergraduates perception on the soft skills developed by University of Malaya. The last purpose is to identify if difference exists in the level of importance and competency in soft skills. Significance of the Study It is crucial for the government and public universities to improve the quality and employability of graduates. This study reviews the infusion-acquisition of the soft skills in the curriculum of TESL the undergraduates perspective. Hence, it provides the society a clearer picture on the current achievement of the university in bridging the gaps between soft skills and the formal curriculum. The study would show whether the graduates that the university produced possess a right balance of diverse abilities. Besides that, this study helps to gain wider attention on the importance of soft skills among the undergraduates. They would obtain greater realization that students are now both inputs and outputs (see also Newman et al. 2004), under the broad dimension of quality in higher education. Furthermore, it also increases recognition where student learning must be enhanced beyond the mastery of content. This is important as it ensures the graduates to succeed in the local labour market. Therefore, this paper aims to shed light on the importance of soft skills as perceived by TESL undergraduates on the role and values of these skills in educating the future educators, in an attempt to understand what value they attribute to this set of skills. Research Questions The research questions for this study are as follows: 1. What are the most important soft skills as perceived by TESL undergraduates? 2. How do TESL undergraduates perceive the soft skills development by University of Malaya? 3. What is the relationship between the importance of soft skills and the levels of soft skills developed? Background Literature Review What are soft skills? There are no specific skills that are listed as soft skills; it is being defined differently around the world. In the context of Malaysia, the Malaysian Institute of Higher Learning interprets soft skills as incorporating aspects of generic skills. It includes non-academic skills such as leadership, teamwork, communication, and lifelong learning. The seven traits of soft skills that are introduced for the institutes of higher learning in Malaysia are communication skills, critical thinking, problem-solving, lifelong learning and information management skills, leadership, entrepreneurship skill, team work, ethnics and morals. First, from the aspect of communication, students are required to achieve fluency while conversing in Bahasa Malaysia and English language. As graduates, they should be able to express their ideas with clarity and confidence both in written and oral forms. Aside from that, they are expected to be active listeners where while providing the necessary response. Graduates should also be capable of using technology during presentations confidently (Ministry of Higher Education Malaysia 2006). The following trait, critical thinking and problem solving skills, allows graduates to reflect in a critical, creative, innovative, and analytical way. Not only that we want the graduates to obtain higher level of knowledge, we also want them to be capable in applying the knowledge. Elements that graduates must possess under this aspect are the ability to identify and analyze complex situation as well as making evaluations that are reasonable. In addition, they should have the ability to expand and improve thinking skills, to provide ideas, and alternative solutions (Ministry of Higher Education Malaysia 2006). Apart from that, the skills of team work are also being integrated to the curriculum. Such skills involve the ability to work and cooperate with people from various social and cultural backgrounds in order to accomplish a shared goal. Forming a good working relationship with the peers is essential. Graduates are inculcated with sense of respect towards others attitude, behaviour, and belief. From time to time, graduates are also expected to undertake the role of a leader and a group member interchangeably (Ministry of Higher Education Malaysia 2006). In addition to that, from the aspect of lifelong learning and information management, graduates are nurtured to acquire skills and knowledge in practicing self-directed learning independently. They should have the skills to look for relevant information from diverse sources and able to organize them efficiently. Moreover, they should be responsive to new ideas and able to develop an inquiry mind (Ministry of Higher Education Malaysia 2006). Entrepreneurship skill, also one the traits of soft skills, involves the ability to venture into business and work-related opportunities while creating risk awareness. This skill includes the ability to identify business opportunities and be able to prepare, build, and explore business plans which eventually leads to self-employment (Ministry of Higher Education Malaysia 2006). Aside from that, ethics and professional moral is significant in moulding quality graduates as well. With the above skill, graduates are able to practice high moral standards in their respective professional fields. Graduates should own the capability to understand the effects of economy, environment, and socio-cultural factors of their professional practice. In relation to ethical issues, graduates should have the capacity to analyze and make decisions in matters concerning ethics. Beyond the working environment, graduates should be able to practice good ethics while being responsible towards the society (Ministry of Higher Education Malaysia 2006). Last but not least, the Malaysian Institute of Higher Learning also seeks to develop leadership skill Leadership skill entails the ability to lead in various activities. Graduates should have the knowledge on basic leadership theories which will enable the graduates to lead a project. It is also essential that graduates are able to understand the role of a leader and a group member and be able to carry out those roles interchangeably (Ministry of Higher Education Malaysia 2006). The Pre-Employment Programme of the University Malaya Soon after the Malaysian Institute of Higher Learning has launched the Soft Skills Module for Malaysian Public Universities, in 2007, University of Malaya has introduced Pre-Employment Programme for graduates who scored below CGPA 3.0. The objective of this programme is to encourage the use of English in and beyond the classrooms setting. It is also strive to develop communication skills in English but also to motivate cooperative learning. The aims of the curriculum and activities designed for this programme are to assist students to write effective letters of application, to conduct themselves favourably at interviews, and to improve their fluency and accuracy in English. Furthermore, it aims to prepare the students to be more confident and train them as active communicators at the workplace. In the pre-employment programme, communication skills are being improved by the reading of advertisements as well as to learn and using social greetings. The graduates would practice telephone conversations, role playing, make speeches, and express their opinions and suggestions. Plus, they would learn the use of discourse markers and persuasive skills in interpersonal communication, grammar and vocabulary as well as writing cover letters and resumes. The graduates would also have to participate in public speaking and stage presentation. Apart from that, this programme promotes cooperative learning among the graduates. They are divided into small groups with different gender, ethnics and backgrounds. Being in smaller groups enables the graduates realize that each group members efforts are required and indispensable for group success; they should know everyone has a unique contribution to make. Critical thinking and problem solving skills are also learnt through the group activities. Friendly competitions are created between groups to identify the group with the best solution. Groups with the best solution and with the most critical ideas would be announced as winners. Such competition between the groups helped to develop not only the communication and negotiation skills in English, but also the inter-personal and small group skills, where social skills such as leadership skills, decision making, trust building, communication, and conflict management skills are learnt and developed as well. Teaching Practicum Teacher training or teaching practicum can assist in bridging the gap that exists between education and employment. It has become a recognized method for developing the carrier potential of students and making education more relevant (Hymon-Parker Smith, 1998). Teaching practicum presents the student with an opportunity to gain invaluable experience. Classroom learning alone is no longer sufficient to adequately prepare students for the demands of our education field. The right training can be the key to a great job success because it gives the student a change to take on real responsibilities while working side-by-side with professionals. According to Dennis (1996, as cited in Verney, Holoviak, Winter, 2009), internships can help expand upon immediate skills that can improve course performance, such as better time management and communication skills, better self-discipline, heightened initiative and an overall better self-concept. These skills cannot be properly developed if it is just from classroom learning. In University of Malaya, TESL undergraduates will have the opportunity to personally experience the real working culture during the final year for 12 weeks. Mihail (2006) asserted that job training can instill the real work values, gain direct access to job sources, impress potential employers and assist in making wise career choices, all of which can help to improve future job opportunities. Hence, in order to compete and survive in the challenging and competitive working environment, students must develop their work skills, both hard and soft through real work experience. This real work experience has been employed by the education system in developing soft skills in students. The real job setting is expected to enhance students soft skills effectively. Research also suggested that the development of any skill is best facilitated by giving students practice and not by simply talking about it or demonstrating how to do it (D.R. Woods, et al., 1997 as cited in Kamsah, 2006). A study by Cook, Parker and Pettijohn (2004) has shown that job training has improved the general ability to get along with people in work situations, increased confidence level and influenced the future career of the graduates. Furthermore, collective feedback obtained from the evaluations can also be used to revise the curriculum in order to improve student performance and meet employers needs and expectations in the future. Issues such as the lack of practical application as commented by the employers can be minimized and the students can develop various applied workplace skills for transition from the classroom to the world of work. Therefore, with the teaching practicum, development of soft skills among TESL graduates is projected to be more effective. Perception of graduates towards soft skills According to the study of Devadason, Subramaniam, and Daniel (2010), the general perspectives of final undergraduates in University of Malaya shows that the skills embedded in both coursework and training has not met the needs of the students, with the exception for a few skills. This implies that these skills are not adequately infused or acquired either by coursework or training. Plus, their perception also shows that there is insufficient of infusion and acquisition on lifelong learning and information management skills. This reveals a lack of dynamism in the existing programmes of public universities. Courses should be structured to cultivate lifelong learning through active reading and research beyond textbook learning. The result also shows that there is insufficient of integration of leadership skills in the formal curriculum. In fact, this skill is perceived as a critical weakness of local graduates (Quah et al. 2009). In total, the perceived low and selective appreciation of skills by students implies that graduates are still ill-equipped with the necessary competencies. It reflects that there is indeed a need to readdress the existing strategies within the teaching-learning process to ensure a better integration of soft skills. The findings of selective acquisition of certain soft skills in Malaysian universities correspond to the study by Aida et al. (2006). The current situation that happens to Malaysia is many students are equipped with the latest technical certifications and solid work experience; yet lacking the non-technical skills (Kamsah, 2006). While graduating, students may enhance their employability by obtaining an extra degree or certificates, they may not realize on the payoff in acquiring soft skills until after graduating (Brown, Hesketh, Williams, 2003). Another research by Kamsah (2007) indicates that the graduates of University Technology Malaysia believe that each of the soft skills is developed moderately. Therefore, more effort should be put in to empower soft skills among the students through co curricular activities or even during the teaching and learning processes. The university graduates happen to realize that critical thinking and problem solving skills as well as the team working skills are essential to survive the working field. Both domains are viewed as equally important for professional development. Aside from that, from a graduate perspective, soft skills are seen as being deficient in graduates relative to hard skills (Arnold Davey, 1994; Mullen, 1997) although Strebler (1997) notes that technical or hard skill are perceived by graduates as being relatively more critical for getting a job. Similarly, soft skills are generally viewed as less important by academics in comparison with workplace professionals (Page, Wilson, Kolb, 1993). Whereas, Arnold and Davey (1994) note that as graduates spend longer in industry, they rate themselves as more competent in their hard skills but not soft skills. Methodology The main objective of this research is to examine the perspective of TESL undergraduates on the most important soft skills for professional development. Secondly, the study also aimed to investigate the TESL undergraduates perception on the soft skills developed by University of Malaya. The last purpose is to identify if difference exists in the level of importance and competency in soft skills. These objectives led to the following research questions: 1. What are the most important soft skills as perceived by TESL undergraduates? 2. How do TESL undergraduates perceive the soft skills development by University of Malaya? 3. What is the relationship between the importance of soft skills and the levels of soft skills developed? Population and Sampling The population for this research is defined as the TESL undergraduates in University of Malaya. The undergraduates participation in the study would be of voluntary. Selecting TESL undergraduates as the participants creates rich authenticity data for this research. The future teachers of English play significant role in nation building; therefore, their perspectives on soft skills are very much appreciated and valuable. The selected site for this research is University of Malaya. Choosing the oldest and one of the most established universities in Malaysia enhances the research data by reflecting the perspectives of the undergraduates from the university. At the same time, the suitable location and comfortable setting of University of Malaya greatly allows the research to progress smoothly.

Interpersonal Communication in an Intercultural Setting :: essays papers

Interpersonal Communication in an Intercultural Setting Cultural growth in the twenty-first century has heightened the emphasis on interpersonal communication in an intercultural setting. As our world grows, expands and becomes increasingly more interconnected by various technological advances, the need for effective interpersonal communication among differing cultures has become quite clear. Due to the advancement of technology in today's world, a world in which some businesspeople are involved in transactions with other businesspeople in faraway countries, the call for knowledge of intercultural communication within this setting has become a reality. Interpersonal communication is a form of communication that involves a small number of people who can interact exclusively with one another and who therefore have the ability to both adapt their messages specifically for those others and to obtain immediate interpretations from them (Lustig et al, 1993). Although interpersonal communication is usually thought of as being perf! ormed in small, centralized groups, a need to broaden these groups and bring about a general feeling of cultural awareness has become apparent. To a certain degree, all communication could be called interpersonal, as it occurs between two or more people. However, it is useful and practical to restrict the definition to distinguish those relationships that involve a relatively small group of people, such as couples, families, friends, workgroups, and even classroom groups from those involving much larger numbers of people, as would occur in public rallies or among massive television audiences. Unlike other forms of communication, interpersonal communication involves person-to-person interactions. Additionally, the perception that a social bond has developed between the interactants, however tenuous and temporary it may seem, is also much more likely. Intercultural communication is a symbolic, interpretive, transactional, contextual processing tool with which people from different cultures create shared meanings (Berko et al, 1998). When we speak to someone with whom we share little or no cultural bond, it is referred to as intercultural communication. Our need to communicate across culture can be very beneficial personally and professionally. Within an intercultural setting, nonverbal and verbal communication are both prevalent in emphasizing the differences in cultures. The way we act and the things we say determine whether or not we belong in a certain culture. Nonverbal communication systems provide information about the meaning associated with the use of space, time, touch and gestures. They help to define the boundaries between the members and nonmembers of a culture (Koester at al, 1993). In order to fully enjoy and benefit from interpersonal communication in an intercultural setting, one must first gain a fu! ll, comprehensive knowledge of the determining factors of culture.

Child Labor as a crime

Childhood is a vital and powerful experience in each individual's lifetime. It is the most important and impressionable period of learning. Throughout all of the highs and the lows, childhood is remembered forever. Although children have many rights, in some developing countries these rights are not always protected. Older, manipulative adults are taking advantage of children to make a profit for themselves. This is known as child labour, and it happens much more than many people realize. Child labour is corrupt and there is no place for it in our modern world today. Child labour happens in many countries. There are many reasons why children are being exploited. First of all, nothing much seems to be happening to prevent it. Child labour must be eliminated as quickly as possible, before many more children get trapped, like the millions who already have in the past. Secondly, many children are too young to realize that what is happening to them is wrong and illegal. Children under the legal age to work in these developing countries, have more important things they should be involved with than labour. Each child deserves a good education, as well as the opportunity to enjoy life, learn new things, and most importantly have fun. Hard labour at an early age can really affect a person's outcome in the future. This terrible scam does not give children a fair chance in life; the chance for them to achieve their full potential. Child labour involves children working at a very young age. The majority of children are between the ages of five to fourteen years. Children at this age in many developing countries work hard each and everyday with very low pay. Millions of youth are forced to work without any real choice whatsoever. The work absorbs so much of their time that school attendance is impossible. School is a very important period in life. School is where humans learn almost all the information they need to know and to use in the future. Education is a must and children should attend school; they should not be forced to work. One out of every four children in developing countries work. This is a sad statistic. Millions of children work and none of them should have to. The children get paid so very little. Some children at this age, do not know how little they are getting paid. It's not okay that the children are working under these conditions and it is not okay that they are getting underpaid. On average, children will earn less then half the pay of a wage-earning adult with seven years of education. This is happening because of many reasons. Children are more malleable; they will do what they are told without asking any questions. They are much more powerless. They are also more unlikely to organize against oppression and they can be physically abused without striking back. Some customs in developing countries are much different then in Canada. For instance, in some developing countries, some people think that low-caste children should work rather than go to school. They believe this is their only option and that they don't need an education. In these countries, children are forced to mature much too quickly and they are not allowed to be ‘a kid' for very long. Some children are forced to work to support their family. The parents of these youths are mostly not employed and can't find work or are very poorly paid. The child's parents look upon them to bring in some money for the family. The roles of parent and child have been reversed. It should not be allowed. The adults have more experience, more time, usually a better education, and a lot more knowledge. The children should definitely not have to suffer and to be forced to work. Employers get away with paying children a whole lot less. It is mainly because there is no one to stop this from happening. Children become relied on and it is just not fair. Many countries have different laws for a minimum working age. In some countries there are no minimum age for working; the average is fifteen years old. In some countries, the age is between sixteen and eighteen. Any age below fifteen is much too young to be given that much responsibility. The work that is demanded of children is long, and performed in dangerous conditions. This is unacceptable, and would not come close to today's standards in Canada. Children are forced to work long days with little or no food, no breaks, and they sometimes have to work up to six days a week. This is more than the average Canadian has to work, and these employees are only five to twelve years of age. The majority of the employers take no account of the children's legal rights. They are deprived of schooling, play, and social activity. They are also denied the emotional support of friends and family. The children are also vulnerable to physical and sexual abuse. These conditions would be very hard to accept and live with for the average adult, much less a child as young as five. Children in these countries are taught at an early age to accept the conditions of their jobs, and not to challenge them. Most parents of these children are surprisingly not against this. In fact, in some developing countries, the parents of a less wealthy family will often sign over their off-spring to factory owners, or their agents for small loans. The culture is in fact, a lot different in these countries then most cultures in North America, but this should not take place under any conditions. Parents are forced to sell their own children. Most people would think that this is unheard of, but it occurs everyday. This is wrong and should not take place. Children belong to their parents and nothing should have to come between them. The children don't have a choice; they are powerless and they usually don't even know what is going on. Some factory owners have kept the children in captivity, tortured them and forced them to work for twenty hours straight without a break. In some jobs, where a child is forced to do hard labour work, life expectancy has been reduced to twenty-five years or younger. This is almost like murder, and if not murder, certainly an extreme case of child abuse. Child labour is not allowing these children to live a full life. This slavery has to be stopped before it claims the lives of others. Nobody in this world, especially children, are capable of working so hard for so many hours. Recently, many people from the US and Canada have brought this terrible situation to the attention of others. Petitions are now being signed to try to stop what is going on in these poor, developing countries. Craig Kielburger, a young boy from Toronto, is making a name for himself, as child labour activist. At age thirteen, Craig went to Asia for seven weeks, and found out the truth about child labour. He has informed many people about child slavery, and now he has an organization under way, throughout North America. Everybody in this world can really make a big impact on this issue. Since Craig told the world about child labour, thousands of people have pitched in to help solve the problem. UNICEF has done a lot in the last couple years to stop child labour. Slavery was thought to be ended hundreds of years ago, but yet little does the world know, it still takes place today. Abusing power has to be stopped. Taking advantage of innocent little boys and girls, is not right. All children should receive an education so that they can live a better life when they grow up, and feel good about themselves as people. There are a few more key steps that will have to take place to fix this disastrous situation. First, the immediate elimination of hazardous and exploitative child labour is necessary. This means governments must take strong action against anything that hampers the child's physical, social, cognitive, emotional, or moral development. They must also provide free and compulsory education. Birth registration of all children is a must. Registration is essential to ensure the child's rights, such as access to education, health care and other services, as well as, to provide employers and labour inspectors with evidence of every child's age. If these important steps are followed, child labour will go down, and quickly. Child labour is cruel and in appropriate. It infringes on children's rights, and it is just simply not fair. Child labour has been happening for a long time, but the majority of people tend to ignore it and shrug it off. Actions are now being taken to stop child labour. These deeds will slow down, and hopefully end child labour for good. The world will be a richer, happier place for all if child labour is stopped.

How far can the legislation introduced by the UK government be considered as the most influential factor in the decline of trade union membership The WritePass Journal

How far can the legislation introduced by the UK government be considered as the most influential factor in the decline of trade union membership Introduction How far can the legislation introduced by the UK government be considered as the most influential factor in the decline of trade union membership IntroductionREFERENCES:Related Introduction In the past years and in recent times there have been several factors influencing the decline of trade unions, these are ;Business trends, structural changes to industry and labour market changes which involved a change from   manufacturing sector to service sector, increase in self employment and more people taking up part-time jobs and temporary jobs. Other factors include individualism and HRM practices where employee management, development and training becomes the responsibility of HRM, employees having more performance related pay, and appraisal related to pay. The state however has been the most influential factor amongst those stated above in the decline of Trade unions in the UK.This is made evident by the high rate of Trade Union decline   between 1979 and 1997 during the conservative Government leadership of which legislation was introduced. Basically the conservative government, Magaret Thatcher being the prime minister at that time introduced legislation between 1979 and 1983 which involved a series of changes and events that resulted to a very high decline in trade union membership. One of the objectives of the conservative government was to exclude trade unions from any role in national policy making and this was achieved in 1979 and after 1979 was the regulation of the union’s decision making and electoral procedures (Henry 1989). During this period tactics such as secondary picketing which was used by miners (BBC NEWS) was made unlawful shown in the employment act of 1980 and 1982.   Furthermore, there was abolition of statutory recognition procedure in 1980.Employment act of 1988 and 1990 ensured removal of immunities protecting closed shop. The abandonment of political commitment to full employment leading to unemployment rate decreasing from 5.2% in 1979 to 11.2% in 1983 and thus a decline in trade unio n membership. In conclusion looking at the above stated factors and how they affect the decline of trade union. Government legislation has been proven to be the most comprising factor in the decline, however it is important to note that government intervention by way of legislation was only a reaction to the adverse effects which was perceived by the government. REFERENCES: Paul,E.(ed) 2003.   Industrial Relations Theory and Practice (2nd ed), Blackwell. Lee,W. and Rooner,J.(2005).The Rise and Fall of Unionised Labour Market. Hoque, K. and Bacon, N. (2008) Trade unions, union learning representatives and employer-provided training in Britain.  British Journal of Industrial Relations. Vol 46, No 4, December. pp702-731. Blanchflower, D.G. and Bryson, A. (2008)  Union decline in Britain. CEP discussion paper. no 864. London: Centre for Economic Performance.

Dolch Sight Words for Kindergarten to Third Grade

Dolch Sight Words for Kindergarten to Third Grade The Dolch Word Lists were developed by Edward W. Dolch. He researched English text he found published in the United States and found those words that show up the most in text. Some of those words are decodable, because they follow general phonemic and spelling rules for English. Many, however, are not decodable but instead are irregular, meaning they do not follow the rules of English. Over 50 - 75% of the most commonly used words are found in the Dolch List below. The Dolch Lists are among the most highly respected tools in the field of reading instruction, and are critical for creating meaning in text- using those common verbs, articles, and conjunctions to make words into language.   The Dolch lists are also valuable for word walls. Word walls provide a dictionary for emerging writers as well as readers, as they look to find the words they need to write. Dolch created a spiraling list of sight words that builds from grades to grades. You can add words from the lists to your word wall as you expand your students skills through appropriate pre-primer or primer decodable books, which will have many of the sight words. Then, you can encourage your students to use the word wall words in writing samples. Still, the goal should be to write to communicate, not write to meet some teachers requirements. Students with reading and language difficulties often dislike writing tasks- make them fun and make them about communicating their meaning and they will flex their writing muscles! How to Use the Dolch Words: Play games with them, cut the cards out and use them as flash cards.Use oral reading activities with the cards. Hold up the word, and use a sentence with a blank prompting the child to state the word. For instance: I liked that movie so much that I watched it _________ (again).Use and oral cloze activity, placing three cards, one that fills the cloze. You can have the child point to the correct word. This is especially good for children with reading skills but apraxia. i.e. John went to the park to (swim, and, the.)Shuffle the Dolch cards, turn them over one at a time and use them in a sentence.Have students go back and highlight (and correct, when necessary) the word wall words in their journal entries or free writing.   Daily routine use of the words will build reading confidence. For students with learning disabilities, these words can be learned developmentally, beginning with the pre-primer list.  There are five lists offering appropriate words for the  Pre-Primer,  Primer, 1st Grade, 2nd Grade, and  3rd Grade  reading levels. Word cards for all 44 spelling sounds  are available and can be great additions to your spelling program and word walls.

UNITED STATES V. MONTGOMERY Essay Example | Topics and Well Written Essays - 250 words

UNITED STATES V. MONTGOMERY - Essay Example These buys ranged from one to seven ounces of crack cocaine, which was significant under existing Texas statute. After a Grand Jury indictment, Montgomery was tried and convicted of several of the charges levied against him and sentenced to 160 months imprisonment. The appeal that was lodged was based on the following five premises: Sufficiency of evidence, Jencks Act, Evidentiary Matters, the Batson Challenge, and prosecutorial misconduct. In the end, all of the facts pertaining to the case lead to the Appellate court upholding the conviction. In the case of prosecutorial misconduct, for example, the defense contended that several remarked were made the prosecutor that were improper. One of these occasions had the prosecutor issuing an opinion that alleged guilt on the part of the defendant. In the end, however, the court found that Montgomery failed to adequately demonstrate that the closing arguments issued by the prosecutorial team did not violate his substantive rights and that nothing improper was

Public Health Leadership Research Paper Example | Topics and Well Written Essays - 750 words

Public Health Leadership - Research Paper Example New paradigms should be considered when those in use seem to lose effectiveness and requires certain competencies and skills on the part of the leadership in public health. Public leaders must effectively organize and apply available resources to achieve the best outcomes for the community. Considering the resource constraints and difficult working environments for public health workers especially in the developing world, managers provide effective leadership for optimum results. A sense of mission is therefore particularly important as a skill for healthcare leaders to direct service delivery. They should purpose to strengthen the infrastructures and systems with the core functions and essential services of public health in mind. The leaders therefore must be able to examine the population’s health care status as well as the community’s ability to meet its priority healthcare needs and implement interventions that reduce if not avid occurrence of crises of public health. They should be able to implement service delivery with a view of the future, ground their views in present realities and also build on past experiences to inform directi on in service delivery policies (Rowitz, 2009). Change management and continuous learning are of great importance to public healthcare leadership. Delivery of health services as well as patient situations change constantly and therefore leaders must continually learn & adapt new skills and capabilities so as to keep up with the changes. Leadership significantly involves providing motivation to other staff, constant communication and negotiation with the stakeholders as well as promoting desirable behaviors which increase discipline and ultimately improve the achievement of good outcomes. it is there imperative for the leaders foster creation of working environments where every person is learning on a constant basis. They must be able to identify those challenges facing service, and the necessary knowledge and

Information Systems in Business and Organizations Coursework

Information Systems in Business and Organizations - Coursework Example Because this employee expertise is so important to them, the first step businesses must take to improve their capability of creating knowledge out of information is to understand its 'deep smarts'- what they are, how they are built and how they can be transferred to be made useful (Leonard & Swap, 2008). Once a business understands what its knowledge assets are, it can capture and convert that knowledge each time they fear losing it. For example, consider an employee who is retiring soon. It will be useful for a firm to know what all knowledge assets he contributes to the business and how it must capture these, tacit and explicit, before this employee retires and leaves. An option given by Leonard and Swap is to adopt 'coaching'. An employee of an organization builds up its knowledge in the shape of experience, wisdom and intuition over the years. This knowledge may be explicit, that is, things that can be easily captured, unfolded and passed around and are more open like who to call when something goes wrong. Or this knowledge can be tacit, things that cannot be captured and communicated and are silent, for example, an employee's ability to judge colleagues based on gut feeling and intuition. This employee's knowledge, tacit or explicit, must be captured as much as it can so that when he leaves, the new employee can be trained with it. The person who will train this employee will be the coach. This process of transferring knowledge from one employee to another with the help of a coach is called knowledge 'coaching'. The transfer will never take place without a skillful coach and an able receptor (Leonard & Swap, 2008). Another option that technology-driven businesses have to use their information as knowledge is to create encyclopedias or databases of lessons learned. They could also make templates out of it to further facilitate transfer of information (that is, to create knowledge) (Stewart, T.A., 2003). This is all very valuable for any organization. But at the end of the day, it must realize that all of the information in the database is gathered about explicit assets. What about tacit knowledge These silent assets are extremely important to get comprehensive knowledge but are also extremely difficult to capture. Therefore, the shortcoming of this technology approach is that knowledge cannot be captured comprehensively. But can it ever I don't think so. Until now, most of the focus has been on explicit knowledge; how firms use coaches to coaches to transfer knowledge (explicit) from one employee to another, how firms use technology to capture knowledge (explicit again). Now we will look at the tacit side of knowledge. The Japanese are jack of all trades. Why so The secret to their success is that they focus on tacit knowledge rather than explicit knowledge. One way to create tacit knowledge in an organization is by adopting a 'middle-up-down' management style, rather than a top-down or a bottom-up style. The authors argue that these traditional styles leave little room for effective knowledge creation. The top-down model aligns the outcome of a top few managers with the outcome of the firm. In the bottom-up model, knowledge creation takes much time because of the

Corporal Punishment Essay Example for Free

Corporal Punishment Essay Corporal punishment is a subject that has a lot of emotional opinions for me. The Collins English Dictionary describes corporal punishment as punishment of a physical nature, such as caning, flogging, or beating. The description of caning, flogging or beating should be enough to indicate that it is not needed for children. Corporal punishment has a tone that is too close to child abuse to be comfortable with any form of it. I suppose the clarity should be to try to define the line between discipline and abuse. Corporal punishment in my mind is abuse, not discipline. Discipline should not leave marks, bruises or cause lasting physical or emotional pain. It should be something that gets the child’s attention and offers correction, but too many parents or adults simply just don’t know where the line is and when they have so clearly crossed it. I realize that psychological marks or bruises maybe difficult to read but I believe that there can be some tell-tale signals that indicate how effective it was in a child’s upbringing or how ineffective it was in the same measure. Corporal punishment in families is a controversial practice in the United States and worldwide. (Zolotor, A. J. , Puzia, M. E. (2010). 229-247) Zolotor indicates that advocates of corporal punishment deem it to be a necessary practice for well-behaved children. He further states that it harms children psychologically and interferes with development. Ask any parent, â€Å"do you spank your children? † and, many will quickly admit that they do. However their definition of spanking and the reality of corporal punishment are often too close to each other to separate discipline from abuse. I grew up in a family that discipline meant instant harsh responses to someone’s disfavor of your actions. In my family, discipline could be dealt out by anyone your senior including aunts, uncles, grandparents, older siblings, older cousins, or just about anybody who would have a reaction to a child being a child and investigating their limitations and curiosities. When I think about whether or not corporal punishment is effective or not, I have to admit that I have a severely tainted view and opinion. It is not easy to see clearly how punishing a child for discipline sake and having hem scream, â€Å"I am scared† when they are about to be disciplined can possibly mean the same thing. As I sit here preparing to provide opinions or belief systems in my life that do not support corporal punishment, I think of the moments in my childhood that I remember most. I remember a sad day in my mother’s life when she, for some reason, asked me what I remember most about my childhood and I said, â€Å"The beatings, mom, I remember the beatings most†. I saw the pain in her eyes and it provided no consolation for me or peace for me. I realized in that moment, I probably hurt my mother emotionally more than she ever hurt me physically. I wasn’t trying to be dramatic or even trying to punish her for the life I led as a child. It was just the truth as it stood that day. I am almost fifty years old and I must admit that I still flinch when I am walking through a door and happen to have a woman walk in at the same time or behind me. My father used to smack the boys in the back of the head if we did not remember our manners and hold the door for women. He would scream some unusable obscenity and tell us to be a man of respect and manners and just about knock us to the ground in the process. The argument might be that it was effective because I will almost break my arm to hold a door open for a woman entering a room or a building regardless of the situation. I just think that chivalry is not dead and just do what is expected of a man who provides appropriate respect to women. Twenty-four countries have passed legislative bans on corporal punishment since the passage of the Convention on the Rights of the Child. Coleman, D. , Dodge, K. A. , Campbell, S. (2010). This would seem to be sufficient information to indicate that there is strong evidence to prove that it is not a practice that can be tolerated or supported. If the leadership of twenty-four countries have agreed that this is not a proper way to take care of discipline issues with children, someone must have decided that there was enough evidence that proved children need to be protected from the ignorance of their parents. This statement holds a lot of credence for me because this had to be a subject that drew national and international attention at some time in the recent past. Someone brought up the subject of corporal punishment to the leadership of twenty four countries who all agreed that it was an ineffective form of discipline. I remember when I was a child in school at a small school in Arkansas, the principal, Mrs. Hewey, would have a conversation with my brother and me at least twice a week. The conversation was usually followed by the use of a two and a half foot long board that was about five inches wide and had holes drilled in it. Depending on our offense that day we would see anywhere from one to three good solid swats from that board and I swear that she would lean back all the way into the hallway to get a running start at the swing before it viciously collided with your backside. I don’t think this was really that effective but it usually took less than two days for my brother and me to be right back in her office for another try at that board. The only real problem was that every day we had this interaction, we were sure to get some more when we got home from one parent or the other and possibly both if the offense in school was strong enough. Children whose parents approved of and used corporal punishment were more likely to endorse hitting as a strategy for resolving interpersonal conflicts with peers and siblings. (Simons, D. A. , Wurtele, S. K. (2010) Reading this statement alone provides insight on the problems with relationships today. Whether it is factual or just opinion, it would seem that this is reason for other relationship issues that deal with conflict and conflict resolution. It would seem that we could easily expect to hear someone say, â€Å"if he hits you, hit him back† and this would be the fantastic wisdom they provide their children as they also are swift to find reason to administer swift punishment for simply being a child. I was once in a grocery store and overheard an overzealous father telling his son, â€Å"If he hits you again, you hit him back and if you have to do it when he is not watching, but you hit him and hit him again and again. He will certainly leave you alone if you do. † I immediately thought how awful this child’s youth and teenage years were going to be if he followed his father’s misguided advice. I must admit that in hearing just thirty seconds of a conversation, I felt sadness for the boy and disappointment and pity for the father. I thought that someday he is going to be one of those fathers who receives a phone call that says his son is in the hospital or worse because he followed his advice. He will never associate the situation with the advice he gave his son in his most impressionable years. He will just think evil of the people who harmed his son. HE will then respond in the only way he knows how, he will strike back too. Proving again that the discipline he received and the discipline he provided lacked wisdom and only invited sadness and loss in it. According to an article written by Hicks-Pass in 2009 entitled, â€Å"Corporal Punishment in America Today: Spare the Rod, Spoil the Child? † Hicks-Pass described findings that supported an intergenerational cycle of violence; parents who experienced frequent corporal punishment during childhood perceived its use as acceptable and frequently spanked their children. Basically, this means that whatever environment you are raised in will more than likely become a part of your belief system up to and including your approval of the use of corporal punishment. I have often that the exact opposite about some things as I look back on my youth and early parenthood, I found myself saying, â€Å"As a father, I refuse to repeat this behavior with my children† and worked very hard to recognize the responses in me that would have or could have led to the use of corporal punishment. I am a long way from perfect but there are a lot of ways that I have separated myself from the intergenerational beliefs systems that could have overpowered my desire to be different and in some cases better. Some of the ways that I believe a parent can discipline a child that are far removed from corporal punishment are: a) Communicating with them on their level and at a tone of instruction. Yelling is not allowed. This takes patience recognizing that a child doesn’t understand at the same pace or academic level as an adult. So it is one that requires parents to sit down and talk things out with the child explaining the right and wrong behavior and the expected behavior from the parent’s standpoint and then enforcing the change through limitations. b) Time outs that separate them from the situation completely and give them time to calm down and for the parent to do so as well. My children have a five-minute egg timer that we use when they need some time to stop and regroup. We have a place in their room where they have a chair and the egg timer. Once seated there, they cannot move until the ding of the egg-timer goes â€Å"bing†. Then they have to bring the egg timer and the explanation of the situation. Then as a parent, I explain to them the difference between what is expected and what they were doing and then ask for their confirmation of understanding. With five year olds, this takes patience because their attention span is so much shorter. ) Take aways – When my twins begin to argue about something it is usually because one of them has something the other wants and they both begin to fight for it. It is funny that they do not want it until it is firmly in the grasp of the other twin and then they begin to fight for position or possession. Here I just simply take away whatever it is they are arguing about until they can calm down and realize that it is not appropriate or fair to be jealous of someone else especially when they were doin g something that you had no interest in until they began it. This is usually over the use of the I-Pad, Computer, or some form of their homework or books in their room. Through it all, the idea is simple. If twenty-four countries have made corporal punishment illegal, then it would only make sense that we have to begin to educate those families caught up in the circle of violence that it more often than not follows. We have to also educate them with alternatives and coach them through it as they learn alternatives methods of providing discipline and guidance. I can’t remember how many times, my father was providing his discipline and was saying something like, â€Å"I told you not to do this and you are going to get it even if I have to beat it into you! † The fact is I don’t think I ever really got it and therefore have spent most of my adult life separating myself from it. If we start with ourselves and help educate others, we can make a difference but it will take generations to do so. It will not come quickly enough and many children with suffer the wrath of parents who have become their parents.

God Defines Gender Roles in American Society :: Exploratory Essays Research Papers

God Defines Gender Roles in American Society What are men's and women's roles in society? Are men and women equal in ability and opportunity? Should they be equal or do they have distinct roles they should play? In this day and age, people like to be "politically correct" by attempting to make both sexes equal. Most people feel that it is unfair to say that men can do certain activities better than women and women can do other activities better than men, but is it actually unfair, or has God actually made men and women differently and given them different roles in life and society? As was stated, most people like to consider males and females equal in ability and in what their roles should be in society, but I don't think that is actually the case. God has made men and women differently - HE has made them to fit certain roles HE has defined. The Bible talks a lot about God's roles for men and women. Genesis, the first book of the Bible, talks about Creation and how sin (disobedience to God) entered the world. When God created everything, it was perfect and good. Right after Adam and Eve (the first man and woman) disobeyed God, God kicked them out of the perfect place he had made for them called the Garden of Eden. Genesis 3:16-19 says: "To the woman He said, 'I will greatly multiply your pain in childbirth, in pain you shall bring forth children; yet your desire shall be for your husband, and he shall rule over you.' Then to Adam He said, '... Cursed is the ground because of you; in toil you shall eat of it all the days of your life. Both thorns and thistles it shall grow for you; and you shall eat the plants of the field; by the sweat of your face you shall eat bread...'" This is the first example of God's giving roles to men and women. He said that women would give birth to children (and, obviously, raise them), while men will take care of the land and work it for food. Many people today believe that since the Bible was written quite a long time ago that it doesn't apply to the world now and that the roles God has given men and women are changing, but that's not true. Just because something is old doesn't mean it's irrelevant to the world today.

Globalisation and trade liberalization are worldwide phenomena that hav

Globalisation and trade liberalization are worldwide phenomena that have significantly changed Australia's trading relationships over the past decades. Globalisation and trade liberalization are worldwide phenomena that have significantly changed Australia's trading relationships over the past decades. Traditionally , Australia is a highly protected country against foreign competitors by using methods of protection such as tariffs and subsidies. However, since the 1980s Aust and many of the world economies has faced substantial reductions in trade barriers in order to promote what we known as Free Trade. Australia gradually reduced its trade protections, which can be any actions by national governments that will give an artificial competitive advantage to domestic producers over foreign producers. The changes to the free trade and protection policies has caused a significant improvement in the number of Free Trade Agreements (FTA) and a shift in Australia's trading relationships, which in turn has affected firms, individuals and also the Australian government. Since the mid 1970s, Australia has started to reduce protection by cutting tariffs, tax on imports, from average tariff levels of 23% in 1968 -69 to 4.4% in 2001. Traditionally, the highly subsidized industries (any form of support to keep domestic industries competitive) are sectors such as motor vehicle and textile, clothing and footwear (TCF). These industries have a fixed low tariff level between 2000 - 2005, to allow them to restructure and become more internationally competitive. Australia's tariff reduction levels have gone way below those required by international trade agreement such as WTO agreement and the APEC. Australia in the last ... ...d this would affect the voting ratios for the government as benefits of tariff reductions and free trade promotion would take a much longer period to arrive. Through the significant change of Australia's protection levels and the promotion of free trade, it is obvious that Australia's major trading partners is shifting from European countries to the high trading potential Asian countries. This is due the enormous demand in many developing countries, which results in a greater market for export. This has brought a positive impact on Australia's primary base industries such as minerals, therefore increasing the amount of export revenue for Australia. Free trade and the reduction in Protection result in the better performance of export as it generates Australia's economic growth, which in turn benefits firms, individuals and the government sectors overall.