Case analysis paper Essay Example | Topics and Well Written Essays - 1500 words

Case analysis paper - Essay Example Howard was of a humble background and little was known about him in his early years. He studied in a poor school and his life had financial challenges that at one point he was even selling blood and bartending just to make ends meet (Schultz 25). He later grew to become a great salesman and switched from his career as vice president of a Swedish kitchen equipment firm to help the Starbucks stores grow their business. He worked on expanding this business, which he successfully did until the owners sold the whole Starbucks Company to him. Howard has been a true inspiration of how hard work and determination are necessary requirements for the growth and expansion of any business (Schultz 30). He has endured threats and trying times but his company is still among the best to this day. Many critics opposed his expansion plans to cities such as Chicago and Los Angeles but his sheer determination and persistence saw him become a top brand countrywide in a few years. We see that this man was not only making a difference in his life but was also focused on improving the lives of all around him (Schultz 40). Howard Schultz has devoted much of his time to corporate responsibility and has been very keen on making sure that his employees are happy at the work place. To evaluate the performance of this highly successful company, we are going to use the SWOT analysis on Starbucks. Among its strengths is the fact that Starbucks has built its name to be a brand name in the coffee business in the United States and globally. This is due to its specialty in the coffee sector (Schultz 50). The company CEO Howard Schultz is also a barista. This is important due to the fact that this implies he has expert knowledge of the services he is providing to his customers. He is able to relate with his employees as well. Among the other strengths is the huge customer loyalty base the Starbucks has attracted. These customers are willing to

Performance management in the U.A.E (advantages and disadvantages) Assignment

Performance management in the U.A.E (advantages and disadvantages) - Assignment Example (web US Office of personal management) Following are the details of each step in the cycle followed in USA (web - US Office of personal management):- Planning. In an effective organization, work is planned out in advance. Planning means setting performance expectations and goals for groups and individuals to channel their efforts toward achieving organizational objectives. Getting employees involved in the planning process will help them understand the goals of the organization, what needs to be done, why it needs to be done, and how well it should be done. The regulatory requirements for planning employees' performance include establishing the elements and standards of their performance appraisal plans. Performance elements and standards should be measurable, understandable, verifiable, equitable, and achievable. Through critical elements, employees are held accountable as individuals for work assignments or responsibilities. Employee performance plans should be flexible so that the y can be adjusted for changing program objectives and work requirements. When used effectively, these plans can be beneficial working documents that are discussed often, and not merely paperwork that is filed in a drawer and seen only when ratings of record are required. Monitoring In an effective organization, assignments and projects are monitored continually. Monitoring well means consistently measuring performance and providing ongoing feedback to employees and work groups on their progress toward reaching their goals.Regulatory requirements for monitoring performance include conducting progress reviews with employees where their performance is compared against their elements and standards. Ongoing monitoring provides the opportunity to check how well employees are meeting predetermined standards and to make changes to unrealistic or problematic standards. And by monitoring continually, unacceptable performance can be identified at any time during the appraisal period and assist ance provided to address such performance rather than wait until the end of the period when summary rating levels are assigned. Developing In an effective organization, employee developmental needs are evaluated and addressed. Developing in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods. Providing employees with training and developmental opportunities encourages good performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace, such as the introduction of new technology. Carrying out the processes of performance management provides an excellent opportunity to identify developmental needs. During planning and monitoring of work, deficiencies in performance become evident and can be addressed. Areas for improving good performance also stand out, and action can be taken to help s uccessful employees improve even further. Rating From time to time, organizations find it useful to summarize employee performance. This can be helpful for looking at and comparing performance over time or among various employees. Organizations need to know who their best performers are within the context of formal performance appraisal requirements, rating means evaluating employee or group performance against the elements and stan

Physical Activity Among School Age Children

Physical Activity Among School Age Children I am looking at physical activity among school ages children K-12. Physical Education programs and recess are being cut across the country, so that more time and can be spent on increasing test scores. It is no secret that, todays kids are much less active than in past generations and their health is suffering due to their lack of activity. I want to create a survey, or try to combine ones that already have been used, to assess how kids feel towards physical activity. I also am interested in their opinions on what types of activities they would like to be doing in physical education classes. Research questions: I think that if kids were given the ability to choose the activities offered in Physical Education class, they will be more actively involved in the activity since they picked it. I think that if given the choice, kids will pick lifestyle activities as opposed to team sports, which is the current popular focus of physical education. There will be no difference in the amount of physical activity between inner city kids and rural kids. Abstract There is an epidemic brewing in this country now, with the lack of physical activity among children and adults. This lack of activity has lead to an exponential increase in obesity related diseases. The lack of physical activity is being confounded by school districts that are cutting recess and physical education programs. At this point nearly 40% of American elementary schools either eliminated or were considering eliminating recess [1]. It has been documented many times that lack of physical activity leads to a decrease in the quality of life for the individual not partaking in any physical activity. The CDC found that the amount of TV that children watch directly correlates with the measures of their body fat [1]. I think that children should be given a voice in what types of physical activity they would like to do in school since it is to their benefit to exercise. Introduction It is no secret that there is a major problem with obesity in America today. One of the biggest contributing factors to this epidemic is the lack of physical activity in children. I consider myself more active than most of my peers however; even I struggled to do all the requirements for the presidential fitness test in primary school gym class. Today, two thirds of American children cant pass a basic physical: 40 percent of boys and 70 percent of girls ages six to seventeen cant manage more than one-pull-up; and 40% show early signs of heart and circulation problems, according to a recent report by the Presidents Council on Physical Fitness and Sports [1]. More than just a lack of overall physical activity, children today are much more likely to be found inside. When fourth graders were asked why they play indoors rather than outdoors, one responded by saying I like to play indoors better cause thats where all the electrical outlets are [1]. Although it may have always been the case, today it seems politicians are the ones who are deciding what is really important in schools and what should be left out. There is an obsession going on right now about improving math and science test scores. To increase class time for these subjects the schools are cutting out recess and physical education classes. This emphasis has led to many schools dropping their recess programs and reducing their Physical education time to a minimal. A teacher was asked about the Physical Education of her students at the school where she worked, in which she responded that with all the testing in schools there is no time for physical education, let alone exploring the outdoors. In one of my kindergarten classes, the kids get to run to a fence and then run back. Thats their PE [1]. I have been unable to locate any evidence that show scores on math and science tests have increased due to more time spent in the class. I have come across multiple papers cl aiming students that are more physical active have higher test scores than students who do not, but I have not found any scientific evidence to prove these claims. Without scientific proof I can only predict that students that are physical active will have higher test scores based on personal experience. I know that the more physically active I am the better I feel dealing with the stresses of school life. The point of this study is to find out how we as a society can increase physical activity levels in children. It is extremely frustrating to me to think of how kids today do not have the ability to have recess and blow of some stress that has built up over the course of the day. I know from personal experience that recess was a very fun time for me and I was excited about what type of non-structured activity my friends and I were going to do that do at recess. I do not know why it does not shock more people but I cannot believe that more is not being done over the fact that todays children are going to have a shorter lifespan than their parents generation. If my study finds that kids are more inclined to choose lifestyle activities in PE class as opposed to team sports, I feel that should be taken into account on a national level. Physical activity levels need to be increased regardless of the location of the school (inner city vs. rural). Three research questions of particular inter est to me are; 1) I think that if kids were given the ability to choose the activities offered to them during Physical education class, they will be more actively involved in the activity since they had a role in selecting it. 2) I think that if given the choice, kids will pick lifestyle activities as opposed to team sports, which seems to be the focus of physical education today. 3) I also think there will be no difference in the amount of physical activity between inner city kids and rural kids. I will select schools from Northeastern Pennsylvania. I want to select schools that represent all types of income levels. To select the schools I will simple draw a quadrant over the state of Pennsylvania, if the school district falls in the Northeast section, a survey will be sent to that school. I will then take into account the location of that school by zip code and make sure that I have a balanced ratio of rural and inner city schools. I am doing this to determine what relationship th e area in which the children live has on their levels of physical activity. Review of the Literature Authors Jan Fenczyn and Czeslaw Szmigiel conducted a study to determine attitudes towards physical activity among girls and boys with simple obesity. Their study found that the attitudes of the young people towards compulsory physical exercises and active movement outside of school were tested by means of an original questionnaire developed by the authors. The results of the research show that overweight young people of both sexes attempt more often to avoid physical activity (movement) than their non-obese peers, both during physical education classes and outside school. Sex turned out to be a factor that differentiated attitudes towards physical activity. Almost total avoidance of physical activity by obese girls as compared with obese boys was observed. The boys to a greater extent than the girls did engage in physical exercise. The results of the research show the necessity for increased interaction to strengthen motivation to take up physical activities by obese pupils, particul arly girls. What is also worth considering is ones potential for physical fitness amongst young people when choosing activities, which becomes limited due to existing obesity [2]. It has been determined from literature reviews of peer-reviewed literature that interventions focusing on increasing activity performed during physical education were more effective than those targeting overall levels of physical activity. Strategies to promote activity during adolescence are needed to combat the decline in activity during the transition from school to work [3]. The amount of time students participate varies, depending on the school district. There is also a variation among grade levels, on the amount of time required in Physical Education. A study published in the SportsMed Journal found that, PE times range widely from 30 minutes to 5 hours/week in the lower school grades, but in many high schools, PE is not required during of the final 2-3 years of education. Minor adjustments to current PE and/or school based PA programmes have yielded a variety of potential short-term benefits. Relative to traditional PE, it has been observed in grade 9 girls that PE classes that were oriented toward personal fitness instruction (conceptual PE) resulted in a decrease of sedentary behaviour 1 year later. Other programmes resulted in an enhancement of school spirit, increased participant self-esteem, greater academic progress, alleviation of learning disabilities, short-term amelioration in various components of physical fitness, improved fundamental moto r skills and a reduced risk of juvenile delinquency. School PE interventions have also been used to control blood pressure, and cardiovascular risk factors, and to increase bone mass in both pre-pubescent children and early pubertal girls. However, not all of the benefits claimed are documented by well designed experimental studies. Furthermore, a number of controlled investigations of PE programmes have found little difference in body fat between experimental and control groups. One study showed that one additional weekly hour of PE during kindergarten was associated with a decrease of body mass index (BMI) the following school year in a sample of American overweight and borderline schools overweight girls. However, in girls with adequate BMI or in boys, no such effect was measured [4]. An important study that was reviewed by Francois Trudeau and Roy. Shephard was The Trois-Rivieres Growth and Development study. For this growth and development study, A total of 546 primary school students, both boys and girls, were recruited for their study. Approximately equal numbers of students were allocated to experimental and control programmes, based simply on their year of enrollment in school. Immediately preceding and succeeding years served as controls for the experimental cohort. The experimental students received 1 hour/day of a quality, specialist taught PE programme in grades 1 through 6. In the first 2 years, emphasis was placed on the learning of motor skills, and in subsequent years, a wide variety of indoor and outdoor activities were practiced with a view to developing both aerobic and muscular endurance. The primary objective of the intervention was to keep all students as active as possible throughout the nominal class hour of PE. The intensity of activity was checked by telemetry and further proof of an effective intervention was seen in significant increases of physical fitness. The experimental intervention was terminated when the children left primary school for high school, at an age of 11-12 years, but participants were recalled when they had reached the age of 30-35 years. At this later stage in their life course the authors examined perceived PA, lifestyle, attitudes towards PA and selected physical fitness variables in a sub sample of participants and controls. The long term effects of the intervention were assessed by two types of comparison: (i) between members of the original experimental and control cohorts; and (ii) between experimental subjects and a matched cohort of controls from other parts of Quebec who had participated in a province wide survey of PA and health. The latter comparison was intended to check for potential cross contamination between experimental and control subjects. Such contamination was minimal during the intervention phase of the study, but remained a distinct possibility in subsequent years particularly for the rural cohort. Although >20 years had elapsed since the intervention, 76.8% of experimental subjects were able to recall the name of their PE teacher in primary school and 71.4% remembered that they had received five PE classes per week. Among women from the experimental group, the percentage currently participating in at least three sessions of strenuous activity per week was substantially higher in the experimental than in the control sample (42.1% vs. 25.9%). However, no such difference was observed among men. One question asked of the subjects was: do you exercise or perform physical work at least three times a week? In females only, a positive answer to this question (i.e. a higher frequency of current weekly PA) was significantly associated with previous participation in the enhanced primary-school PE programme. Females exercising more than three times per week had previously also been more involved in intense, organized intense, non-organized intense and recreational intense PA as well as in PE instruction. The association between enhanced primary school PE and an exercise frequency higher than three times per week as an adult confirmed previously reported findings [4]. Trudeau and Shephard also found a survey of retrospective questions of adults in Dallas, Texas. This revealed a surprising prevalence of negative attitudes towards exercise imposed at school. Adult PA was lower when the frequency of being forced to exercise before adolescence was higher. However, it was unclear if PE was considered as much an imposed PA as organized sports [4]. There are many different types of interventions that have tried to increase Physical activity. It was found that among children, studies that focused on increasing physical activity during physical education lessons, as well as incorporating curriculum and/or environmental changes, were more effective than curriculum only interventions. Previous research suggests that children may compensate for higher levels of PA during school by reducing their PA outside school. Interventions that utilized activity breaks and those that made simple environmental changes in the school setting also showed promise. Although not always reported, such strategies are likely to be sustainable, little training is required, and they are likely to promote less structured types of physical activity that can be performed any time with little equipment [5]. Although PA decline among boys is becoming smaller, among girls it seems to be increasing. PA decline was basically the same 21% between self reported (questionnaire) and objective (accelerometry) measure in an analysis of a sub sample of adolescents from 11-12 to 13-14 years old. The decrease in PA may be positively associated with its baseline level, although a possible effect of regression to the mean phenomenon may not be ruled out. That is, those with high levels of baseline PA can potentially present a large decrease in PA levels, compared with those who start with lower PA levels. The decline seems to be higher in adolescents of low socio-economic level and lower in adolescents with more social friend support. It was presumed that physical activity level declined during the lifespan, particularly in adolescence. However, there were no studies quantifying this change or pooling results for a common interpretation. Having conducted a systematic review of the international litera ture, we found consistent evidence showing that physical activity declines over adolescence. On average, the mean percentage physical activity decline per year, across all studies reviewed, was 7.0% (95% CI: 8.8 to _5.2). Although earlier studies revealed a higher physical activity decline among boys, the decline has been greater among girls in more recent studies. Moreover, although the decline among girls was greater at younger ages (9-12 years old), among boys it was greater at older ages (13-16 years old). Interventions that attempt to attenuate the physical activity decline, even without an increase in physical activity levels, could be considered as effective [6]. Purpose and Rationale The purpose of this study is to find out why kids are not as physical active today as kids of previous generations. Some barriers as to why they do not like to do physical activity are listed as lack of facilities, such as playgrounds, gyms, sporting grounds, swimming pools, green spaces or cycle lanes, as well as safety issues that include too much traffic, the presence of teenage gangs, no or unclear traffic signs and bad condition of cycle lanes and footpaths. Conditions at school are often not optimal either, due to too short breaks and lack of space to play. Lack of organized activities for younger children and lack of sports organizations contribute to children doing little physical activity. Low-income families regarded the price of doing sports in a sports club as a major obstacle, although they would see the participation of their children in organized activities as a way to keep them in a safe environment [7]. It is very important that this epidemic be understood and fixed in todays society. The independent variables for my study will be gender, age and zip code of the school districts involved in the study. The dependent variables of my study are how much physical activity do they participate in daily, if the children do any physical activity, and what types of physical activity do they choose to do. If it comes back that students would rather play team sports, more research needs to be done to figure out why then do students have such low physical activity levels if they are most interested in team sports. Perhaps liability issues have discouraged schools from allowing students to play pick-up basketball and football games on school grounds, so kids have nowhere to play their team sports that interest them the most. I do not really understand why common sense cannot be employed by people today. If my kid(s) were playing pick-up basketball and broke an arm or were injured some other way, I would not even think of it being anyones fault. Things someti mes happen when kids are being kids and it should not be the schools fault. Without threat of legal action, kids may be provided use of school grounds during time off from school, thus being able to play teams sports with their friends. However if my hypotheses do come true it is extremely important to implement this studys findings. Children today need to be given the opportunity to be physical active and start reversing the health complications that they may have started by being so inactive. Methods A search of relevant peer reviewed literature was conducted by using EBSCOhost. Academic Search Complete, Alt HealthWatch, CINAHL, Education Research Complete, Health Source, MEDLINE, SocINDEX, SPORTDiscuss were selected for use on this topic. Physical activity in youth, attitudes towards physical activity, effectiveness of physical activity interventions, effectiveness of physical activity campaigns, youth and outdoor education were all different searches I did in order to find relevant sources. Sources were used if the seemed to provide information specifically on physical activity in youth or they provided insight on the barriers between youth and physical activity. I am interested in increasing physical activity in all children grades K-12. I had to piece together different studies because the ones I was able to find were very specific on ages. For example, ages 9-11 or ages 6-10 or high school students only were what some studies were focused on. Physical activity levels are a p roblem for all ages of children today and it needs to be increased for all ages of people infant to adult. I would like to sample schools from varying economic backgrounds. I do not believe there will be a difference in the amount of Physical activity between inner city children and rural children, however the activities they might wish to do, may differ. I will provide students K-12 with a survey so that their attitudes, what they would like to have offered, and what they would like to change can be accessed. I will select 250 schools, equally representing inner city, rural, and suburbs schools. They will be put into groups based on the median salaries for each town that the schools are located in. I think that rural schools will choose activities that are less expensive and more outdoors in nature, such as hiking, fishing, camping etc. I predict that inner city kids may choose activities such as wall-ball, or playing in the park. I predict that children going to schools in the sub urbs will choose to do activities that tend to cost more money, such as skiing or snowboarding, indoor rock climbing gyms and fitness centers. I also am predicting that regardless of the area each student lives, they will pick one of these lifestyle activities as opposed to organized team sports where it can be more embarrassing for students that do not possess the skill level needed to do team activities, like football, volleyball and baseball to name a few. At this point I am gathering data to show that there is a need to provide alternatives to the current curriculum in physical education. Kids should have the choice on which physical activities they wish to pursue so that they are more likely to find activities that they continue to do for the rest of their lives. It is highly unlikely that team sports, such as football and volleyball, will be played by anyone once they get out of high school and college. People at that point in their life are much more likely to run, bike, or hike, and if they have prior experience doing these activities they will be much more comfortable doing that by themselves when they are out of grade school. I will not manipulate the experiment in any way. I wish to find out what students with ranging demographics, want to do for physical activity and why they do not do any now. I am looking to provide participants with the ability to have input on what they would like to see being taught to them. I think that students know that it is not healthy to not exercise, but that they are not interested in what they are being provided with as options for physical activity. Once information is collected on what types of activities they wish to be given the opportunity to do, I believe that their opinions should be taken seriously and be given significant consideration by the teachers when creating their lesson plans. The information from my research will be more for the benefit of the teachers and other physical activity instructors, so that they can see how to best provide others with the information that they need to be the most physically active that they can be in their daily lives. Statistical Tools to be Employed Data gathered from my survey comparing grade level vs. grade level, ordinal data, and the amount of physical activity ( ratio data, min/day), will need to use a T-test independent samples to analyze this data. Data from my survey set it up comparing gender, nominal data, and the amount of physical activity (ratio data, min/day), a T-test independent sample like above to analyze the data. Information comparing zip code (inner city vs. rural, nominal) and amount of physical activity (ratio data, min/day), will also need to use a T-test independent sample. I will create a survey, Likert type scale, and then look at how those scores ranked when comparing gender and zip code with the type and amount of physical activity. A Mann-Whitney U test will need to be preformed when looking at the data generated from my likert scale when comparing zip code and gender with this scale. The data collected will help determine what factors impact Physical Activity levels in kids in relation to their difference in gender or zip code. I also will be able to draw conclusions on what type of Physical Activities that kids would prefer to do if given complete control over what activities they were offered at school. From this, it can be recommended what could possibly be done in order to increase the levels of PA among children. Summary of data If my data confirms my predictions, I will be able to see what some of the reasons are as to why kids are not active today like they used to be in previous generations. I think that the increase in availability of technology has a role in why kids would rather be inside than outside. I also think parents are showing a lack of interest in spending time doing physical activity as a family now-a-days. If parents do not wish to increase physical activity levels then it must be left to the school to increase the amount of activity. In addition to physical education, schools can promote physical activity in a variety of other ways. For example, physical education teachers might provide ideas for fitness breaks to classroom teachers, where 5-minute aerobic activities could be used to break up the school day. Extracurricular physical activity programs may also be employed, which could coordinate physical activities with community agencies and provide physical and social environments that enc ourage and enable physical activity. If there is a difference between kids living in different areas, more opportunities could be offered to expose kids from each area to more activities that they previously had no experience with. I also think more unstructured physical activity time during school or after school would go a long way in promoting physical activity for fun rather than for a specific sport or reason.

Flying Tigers :: American America History

Flying Tigers Flying Tigers is the name of a mercenary group of American pilots that helped defend China and the Burma Road from the bombing of the Japanese during World War II. The name of their planes was Tomahawks, but the Chinese called them Fei Hu for the sharks teeth painted on their planes. Flying Tigers were known as the American Volunteer Group of the Chinese Air Force. The Flying Tigers did not see combat until December 1941 when the Japanese started bombing China. Jim Gordon, the leader of the Flying Tigers, was running short on pilots after the war had started so he began searching for new pilots. Blackie, one of the volunteers, wanted to be part of the Flying Tigers, but Jim didn't want Blackie. So his wife begged Jim to let Blackie into his group. One day during the Japanese bombing, Blackie's plane caught on fire. He jumped out attached to his parachute, but one of the Japanese planes saw him and shot him. Another volunteer, Woody, joined the Flying Tigers, he wanted to prove to Jim Gordon that he was an expert at flying planes. During the first attack, Jim wouldn't let Woody fly, but Woody flew anyway. When he was aiming for a soldier, he noticed that his plane didn't have bullets and was nearly killed. After that happened, Jim thought Woody would one day be a good pilot because he was brave enough to take on three Japanese planes all by himself with no bullets. When the day of December 7, 1941 hit, President Franklin Delano Roosevelt ann ounced on the radio that Pearl Harbor was bombed which was, "A Day of Infamy," and when Jim heard on the radio he was very disappointed. The next day he decided to bomb Japan to help defend his country by himself, but Woody pretended to be the pilot flying the plane because he wanted to help Jim. When they got to Japan, they were aiming for a train full of Japanese soldiers. They started firing at them and when their plane caught fire, Jim and Woody decided to jump out. Then, all of a sudden, Woody pushed Jim out of the plane and flew the plane directly into the train and sacrificed his life to help Jim and his country.

Energy needs Essay

Whether the energy needs of a society depend on wood to provide the basic cooking and heating requirements of village life, or on the immensely varied fuel mix of the industrialized nations with their highly complex production and distribution systems, civilization is impossible without an adequate energy supply. In industrialized societies the situation is further complicated by the competition between the use of fossil fuel as an energy source and their vital role as raw materials for the pertochemical industries, which produce plastics, fertilizers, animal feedstocks, pharmaceuticals, and industrial gases. Thus the so-called energy problem has implications for the whole structure of modern societies. Renewable resources are those which will replenish themselves naturaly in a relatively short time and will therefore always be avialable. They include: Geothermal Energy – which arises through the leakage of heat from the Earth’s interior to the surface. Turbine generator worked through the heat of water coming from underneath the earth. While the turbine is working, mechanical energy produces electricity. Hydroelectric Power – the energy coming from water. Dams are built and when water pass through here, the mechanical energy from the turbines produces electricity. ] Solar Energy – the energy coming from the heat of sun, can be used to produce electricity by means of solar cells or panels. Wind Power – the windmills produced mechanical energy when blown by wind. The mechanical energy produced here is the one that produces electric energy, like other sources of energy. Biomass Energy – energy from bio fuels such as: cultivated crops crop residue natural waste vegetation wood domestic and industrial refuses Malaking tulong ang yamang enerhiya sa mga tao para sa ikagagaan at ikauunlad ng pamumuhay nito. Halimbawa ng yamang enerhiya ay ang kuryente o elektrisidad. Ito ay ginagamit natin sa pang-araw. Sa pagluluto, nandyan ang rice cooker, sa paglalaba, ang gamit natin ay washing machine para hindi tayo mapagod masyado sa paglalaba, ang gamit nating ilaw sa gabi para maliwanag ang ating bahay at kapaligiran. Halos lahat ng gamit natin ngayon ay nangangailangan ng kuryente. Sa mga negosyo, kasama sa pag-unlad nito ay ang paggamit ng yamang enerhiya. Geothermal energy is the heat from the Earth. It’s clean and sustainable. Resources of geothermal energy range from the shallow ground to hot water and hot rock found a few miles beneath the Earth’s surface, and down even deeper to the extremely high temperatures of molten rock called magma. Hydroelectricity is the term referring to electricity generated by hydropower; the production of electrical power through the use of the gravitational force of falling or flowing water. It is the most widely used form of renewable energy, accounting for 16 percent of global electricity generation – 3,427 terawatt-hours of electricity production in 2010,[1] and is expected to increase about 3. 1% each year for the next 25 years. Ang langis ay isang sustansyang kimikal na nasa katayuang malapot na likido (â€Å"malangis†) sa temperaturang pang-silid o mas mainit ng kaunti, at parehong hidropobiko (inmissible o hindi mahalo sa tubig) at lipopiliko (missible o nahahalo sa ibang mga langis, sa literal). Kabilang sa pangkalahatang kahulugan na ito ang mga kompuwestong uri na may ibang hindi kaugnay na mga kimikal na kayarian, katangian at gamit, kabilang ang langis ng gulay, petrokimikang mga langis, at pabagu-bagong mga mahahalagang langis. Hindi polar na sustansya ang langis. Sa kolokyal na gamit, maaaring tumukoy din ang katawagang langis sa petrolyo. arbon o karbono (Kastila: carbono, Ingles: Carbon) ay isang elementong kimikal sa talaang peryodiko na may simbolo na C at bilang atomiko na 6. Matatagpuan ang karbon sa lahat ng organikong buhay at ang batayan ng organikong kimika. May interesadong katangiang kimikal ang hindi metal na elementong ito na maaaring ikawi sa sarili nito at sa malawak na iba’t ibang mga elemento, binubuo ang halos 10 milyong mga kompuwesto. Kapag sinama sa oksihena, binubuo ang dioksido karbono (carbon dioxide) na napakahalaga para sa paglago ng isang halaman. Kapag sinama sa idroheno, binubuo ito ng mga iba’t ibang mga kompuwesto na tinatawag na mga idrokarburo (hydrocarbons) na mahalaga para sa industriya sa anyo ng mga fossil fuel (panggatong fossil). Kapag pinagsama sa parehong oksihena at idroheno, bumubuo ito ng mga iba’t ibang mga kompuwesto kabilang ang mga matatabang asido, na mahalaga sa buhay, at mga ester, na nabigigay lasa sa maraming mga prutas. Karaniwang ginagamit sa radyoaktibong pagtataya ang karbon-14 na isotope. Wind power is the conversion of wind energy into a useful form of energy, such as using wind turbines to make electrical power, windmills for mechanical power, wind pumps for water pumping or drainage, or sails to propel ships. Solar energy, radiant light and heat from the sun, has been harnessed by humans since ancient times using a range of ever-evolving technologies. Solar energy technologies include solar heating, solar photovoltaics, solar thermal electricity, solar architecture and artificial photosynthesis, which can make considerable contributions to solving some of the most urgent energy problems the world now faces Biogas typically refers to a gas produced by the breakdown of organic matter in the absence of oxygen. It is a renewable energy source, like solar and wind energy. Furthermore, biogas can be produced from regionally available raw materials and recycled waste and is environmentally friendly. Biogas is produced by the anaerobic digestion with anaerobic bacteria or fermentation of biodegradable materials such as manure, sewage, municipal waste, green waste, plant material, and crops. [1] Biogas comprises primarily methane (CH 4) and carbon dioxide (CO2) and may have small amounts of hydrogen sulphide (H 2S), moisture and siloxanes. Ang enerhiyang nukleyar ay galing sa paghihiwalay o paghahati ng mga atomo ng uranyo sa isang proseso ng tinatawag na nukleyar fission. Sa isang planta ng kuryente ang proseso ng fission ay ginagamit upang makagawa ng init, ang init na ito ay gagamitin para makagawa ng mainit na singaw para gamitin sa turbina para makagawa ng kuryente. Ang enerhiyang nukleyar kasulukyang nagbibigay ng halos labing lima (15) porsyento ng kuryente sa buong mundo. Sa kasalukuyan ay merong apat na raan at tatlumput siyam (439) na nukleyar reactor na umaandar sa tatlumpu’t isang bansa (31) ngayon sa mundo. Marami ang tumututol sa paggamit ng enerhiyang nukleyar dahil sa mga aksidente sa nakaraan katulad ng Chernobyl Disaster sa Rusya, ang Three Mile Island Disaster sa Estados Unidos at ang Fukushima 1 sa Hapon. Kung masusing pagaaralan ang presyo per kilowatthour sa enerhiyang nukleyar ay mas mura kesa sa mga nakasanayang coal o diesel na powerplants. Ang nukleyar na enerhiya ay ang pinakamagandang sa mga alternatibo ang dapat lamang ay tamang pagpaplano at ang pagpapatakbo nito ng maayos at ligtas. AEROGAS is a supplier of rare and specialty gases.

The Importance of Doing and Turning Your Work in on Time

Browne 1 Patrick Browne 9-29-12 Mr. Slade Boondocks Driven Satire Sunday nights on Cartoon Network has become fertile ground for some of the most side-spitting, razor-sharp humor on this side of a cable box. The show concepts that constitute the â€Å"Adult Swim† block of programming on CN has drawn its fair share of rave reviews and harsh criticism from anybody willing to offer an opinion. For Afro-American viewers, no show represents that aforementioned razor's edge quite like Aaron McGruder's comic strip creation, â€Å"The Boondocks†.The first season of the weekly series found every way possible to poke humor at many of the events, individuals, and situations we see around ourselves on a daily basis. In some cases, the biting satire that's become this shows trademark may have opened up some ‘wounds' that some folk in and among Black America would prefer to have left stitched up. From the would-be Revolutionary Huey, to the saggy pants wearing, â€Å"thuggedâ €  out Riley, to the blatantly Uncle Tom-like Uncle Ruckus, the characters and situations are cleverly designed to force us to look at ourselves through a very revealing lens.No person, topic, or issue has been too ‘taboo' to examine within the show, which has drawn the ire of some of the more ‘prominent' faces within the African-American community. Al Sharpton, Jesse Jackson, Oprah Winfrey, and Bill Cosby have been among the more outspoken detractors of the show, harping Browne 2 on the use of the dreaded â€Å"N† word among other things. The second season of the show may prove to be just as funny and potentially inflammatory as the previous one.The scrutiny has been pretty intense, drawing criticism from multiple sources in the black community, as well as some pretty severe rebukes from the aforementioned likes of Sharpton and Jackson. In fact, the pointed criticism that has come from these sources saying are we not supposed to talk about such things? Are we supposed to ignore some of the more embarrassing fads and unhealthy stereotypes that have come with this generation among black folk? I mean, we can talk about the war, how the government is ‘shafting' the black man and woman out of our ightful piece of the American Dream. We can talk about all these things, but there's a big stink about one person taking an assessment of our own house through his own prism. Maybe the real reason some folks are getting so uptight about what they see is because some of the material hits really close to home. As much as I respect the Cosby's and the Jackson's of the world, there method isn't the only means to get the message across. Sometimes the finesse and subtle nature of satire and humor can deliver the same powerful, heartfelt message.Sometimes, we as black folk need to be shocked and ‘awed' into seeing a particular reality. That's what this show is; A strong smack in the mouth†¦ A wake-up call†¦ Humor is a pretty revealing thing; If we can take the time out to laugh at some of our own shortcomings, we can take the same type of time out to correct those issues and set about the task of strengthening our communities. Will we hear the occasional curse word, sure†¦ We might even hear the foul Browne 3 and dreaded â€Å"N† word a few more times before the show leaves syndication.So what is more important? Listening and acting on the message delivered to correct said problems, or whining about a character that portrays something that practically all of us have seen at some point during our lifetime? I don’t know about the next viewer, but this show represents solid with most Afro-Americans, which is why I’ll be tuned in for season four†¦I may indeed get a good laugh out of the over-the-top ‘pimp’ behavior of â€Å"A Pimp Named Slick Back†, or the numerous references to some of the out-of-control aspects of hip-hop culture.Through that laughter I and others tend to see a bit more of the reality that some of Black America seems too apathetic or too afraid, to confront the satire that this particular show represents. I can’t think of a better way to start that process than speaking on this issue through our own prism. Since 2005, Aaron McGruder has brought the previously unexposed taboos of Black American culture in its most raw and comedic form to the forefront of this country’s conscience through our TV screens.The tales of Huey, Riley, and Granddad Freeman’s migration from the Southside of Chicago to the lily white suburb of Woodcrest has endured its share of controversy. From public condemnation by Rev. Al Sharpton to threats of legal action by BET, The Boondocks, one of the most watched shows to be broadcast on Adult Swim, goes straight for the jugular of many of the most famous and infamous figures of our generation.As the main character on the show, Huey’s neo-Black nationalist views have been the cente rpiece of some of The Boondocks’ most memorable moments. From blasting MLK for Browne 4 repeatedly saying ‘nigga’ on the â€Å"Return of the King† episode to calling Ronald Reagan a devil, Huey and his militant antics made way for more serious issues to be addressed. The way he schooled Granddad about the origins of Christmas and dropped knowledge about the negative and nostalgic images shown on cable giant Black Entertainment Television were classic and unprecedented.His less informed and gangster inclined little brother Riley barked ‘Ain’t nothin’ wrong with BET’, while he punctuated every sentence with an unapologetic ‘nigga’. Other episodes like â€Å"The Hunger Strike† and â€Å"The Uncle Ruckus Reality Show† ridiculed BET to the point where they pressured Sony to ban the shows. One of the funniest and ironically most criticized characters is Uncle Ruckus, a self-hating older black man and brother of Granddad Freeman creates a climate for one of the shows more controversial episodes, â€Å"Jimmy Rebel†.In this particular instance, Ruckus wrote music for a racist country singer, made mention to every known racial epithet to Black people, and called our president, ‘that baboon ‘Bama’. Other creative minds were not spared by McGruder’s satire, like Tyler Perry who was extremely roasted on the â€Å"Pause† episode, where they focused on Perry’s overzealous religious POV and used his cross-dressing and homosexual innuendos as fuel for the fire.It was a point in the episode where Granddad, whose voice is that of actor John Witherspoon, was forced by Perry’s character to say, ‘I renounce Ice Cube and all his works†¦even Friday! ’ Actor Kadeem Hardison was even clowned when his lack of persistent work in the film industry was mentioned as he auditioned for one of Perry’s plays turned films. Whitney and Bob by, Lil’ Browne 5 Wayne, and even fictional musical artists like Thugnificent are used to manifest negative, yet accurate portrayals of Black performers.There’s always talk about white television shows that ought to have black faces, but many of these same critics tend to overlook the reality that programming in general could stand to diversify, too. Diversity comes in many shades – most of which go beyond color. To that end, while it’s lovely to see so many shows strive to show the more â€Å"positive† aspects of black life, more often than not it appears to come at the expense of offering our perspective as it relates to race, class, and pop culture on the airwaves.There are plenty who confirm the satire found in the social and political commentary on the show, and other instances of the kind of acute humor found in shows like The Boondocks and Chappelle’s Show. That kind of humor, for the most part, can only be found in shows largely scri pted and conceived by whites like The Daily Show, or even Family Guy and The Cleveland Show. Those shows are great, but still come from a separate point of view.The Boondocks has been known to be brought up in conversations as a point of reference to show how much driven satire entertainment that is enjoyed by Black people is a step backwards toward the days of the minstrel shows, but you have to be able to keep laughing, even if it’s at your own shortcomings. Browne 6 Works Cited Allah, Shabe. â€Å"The Boondocks†. The Best of Boondocks. Source Magazine 24 June 2010. Seward III, Herbert. â€Å"The Boondocks†. The Boondocks: Offensive show or stinging reality. Yahoo article 16 November 2007. Arceneaux, Michael. â€Å"The Boondocks†. Black Satire. Thegrio 18 May 2012

Diary Writing An Unforgettable Experience Essay Example

Diary Writing An Unforgettable Experience Essay Example Diary Writing An Unforgettable Experience Paper Diary Writing An Unforgettable Experience Paper Diary Writing An unforgettable Experience Dear diary, Summer holiday is always a wonderful time for everyone, especially for me. Yesterday was a good day because of the bright sunshine, the lovely sleeping and eating. My life (was so) ;perfect during this Summer vacation. While I was having tasty sandwiches for lunch, my best friend, Tummy, called. How sweet it is for a friend to call you when you really need her! But she just called to ask me about the HOMEWORK! Was shocked at once. I havent done any of it! Oh my God! How could finish all of it in only 2 days? I quickly went back to my room and threw out all the things from my schoolbag. There were tons Of homework, including Chinese, English, Maths and 28 days diaries(that I needed to I looked at the clock again and again. It was already 9 p. M. So, I took all of it down to my grandfathers room and hoped that he could help me. Grandpa, I know you are handsome and strong! So, please Can you help me to do my homework? I know my grandpa well. He is too soft- hearted. He always helps me and teaches me a lot of things about my tough homework. He has never said no! I thought he could say yes this time as well. He smiled at me and at last said This was all because of my mum. ) As she walked by and heard our conversation, she looked up at grandpa and me with a scowl, we were so scared that we finally gave up. What an unforgettable day! Need to do all of the homework by myself in 2 days!? After I had done all of them, I got a cold and fever.

Red Tsar Essays

Red Tsar Essays Red Tsar Paper Red Tsar Paper When Stalin rose to power in 1929 he claimed to the Russian public that he was a devote follower of Leninism; his slogan Lenin is always with us1 meant that Stalin wanted to show how similar he was to Lenin. However Stalin asserted his power at the head of government much like the Tsars by employing tactics of fear and propaganda. Stalins personal dictatorship meant he had strong elements of being Red Tsar as he established unquestionable rule, this idea of being a Red Tsar came from the belief that Stalin wasnt committed to communism, as his traditional ideas were reminiscent of Tsarist autocratic rule, so effectively he was a fusion between the two ruling styles. As Stalin wished to portray himself as a God-like figure; this made him an isolated leader who tolerated no criticism, similar to the style of ruling under the Tsars, as both leaders dismissed ministers at their own will and chose to act on their own personal feelings, for example like the Russification policy of employed by all the Tsars, but in particular Alexander II and the nationalistic policies of Stalin. Stalins government was top-down2, and unlike Lenin and Khrushchev, Stalin was very wary of how much his fellow party members knew. Therefore he employed a clear hierarchy, where information was withheld from lower members. The Tsars relied on loyalty of elites to strengthen government, in particular the nobility and the Russian Orthodox Church, who helped to keep firm control over the Russian people. Although it is true that both Lenin and Stalin surrounded themselves with loyal i lites called nomenklatura, these elites became more important under Stalin, as the influence of the wider CCP was reduced he descended into his personal dictatorship. The growth under Stalin of the Party Secretariat, which was created under Lenin, meant there was a growth in bureaucracy, something which communist ideology disapproved of. As the General Secretary of the CCP Stalin had influence over all areas of the party, whilst the Politburo became the most influential body, as it controlled the actions of all government departments. Therefore the party became more centralised, as the influence of the grass-roots became less significant. Hence historians such as Richard Pipes claim that Leninism caused Stalinism, as Lenins party resembled a more secret order than a party in the normally accepted sense3, this led to an elitist structure, meaning that Stalins dictatorship was unavoidable. Although some disagree with this view as they understand we could never have predicted the extent to which Stalin employed a personal dictatorship. The democracy strived for during the revolution4 and declined into a dictatorship laced with censorship and nationalism reminiscent of Tsarist autocracy, as only views complementary of the regime were allowed and media from outside Russia were prohibited for fear of radicalisation. Therefore concerning the type and running of government Stalin appears more similar to his Tsarist predecessors than any of his Communist comrades, as he relied on elites, bureaucracy, elitism and a tightly controlled government, therefore this makes him a Red Tsar. Both Lenin and Stalin believed in a strong internal state, in which the party had complete control in the running of government. However Lenin did not believe in a creation of a cult of personality as Stalin did, as Stalin established himself as the fount of all wisdom5, this glorification as the Fa ther of Russia6 never appeared in such extreme force under Lenin nor Khrushchev. Therefore historian Moshe Lewin argues that Stalins system of government was a hybrid of Marxism and Tsarism7, as a creation of a cult of personality contains few Marxist-Leninist roots, but harkens back to the Russian tradition of leader worship. However Stalin and Khrushchev can be seen as similar as both leaders employed cunning8 and spin-doctoring. But there are clear differences, as Khrushchev lacked the temperamental nature of Stalin and the Tsars. He claimed Stalin was a litsedi meaning a man of many faces9, therefore there is a parallel between Stalin and the Tsars, as both made rash decisions out of spite, in particular the weak Tsar Nicholas II, who left his wife Alexandrina in charge of Russia in 1915 when he took direct charge of the army. Moreover Khrushchev denounced Stalin and his methods of Terror in his de-Stalinisation speech when he rose to power in 1956. Similarities between the Tsars and Stalin can also be drawn between the bad temper and brutal natures of both rulers. This is illustrated by when servants discovered Stalins wifes death they were reluctant to tell him, these Little People had a reasonable aversion to breaking bad news to the Tsars and Stalin, and they fell faint with fear10. Therefore both rulers commanded and frightened the Russian people with their tempers, making Stalin a Red Tsar. The fear that Stalin implemented was reinforced by his use of use of ideology, which was reminiscent of the religious attitudes under the Tsars, as his use of glorification kept a tight reign on the Russian people. This use of ideology led to his unquestionable rule like that experience under the Tsars, but Stalin emphasized separation of the state from the Church, unlike The Tsarist autocratic rule was strengthened by the support from the Russian Orthodox Church. The Tsars and the Church supported each other for mutual interest, and the teachings of the Church favoured autocracy11, since the majority of the population was religious, opposition to the government was seen as a direct challenge to God and the Divine Right of the Tsar, this made any opposition unpopular. Although this makes Stalin different from the Tsars, it does not make him like the other communist leaders, as Stalin embraced a marginal increase in religious tolerance, and did not campaign against religion nor advocate atheism like Lenin or Khrushchev. Stalins repressive methods align him with the Tsars, particularly Alexander III, whose rule was known as The Reaction, he favoured modernisation and the belief that education was dangerous12. Like Stalin, Alexander III believed that education should be strict and formal, whereas Marxist-Leninism which showed less regard for formal education. Even though Lenin and Stalin were very similar in some of their beliefs such as the belief in a monopolistic party, a strong state, the need for dramatic transformations within society13 to make Russia a socialist state. However unlike Lenin, Stalin did not believe that the communist movement should spread into the West outside the USSR. Despite this Stalin did export communism during the Cold War, encouraging the spread of communism to the East in countries like China and Korea. This also continued into Khrushchevs rule, when he showed support for the development of communism in Cuba. But at first Stalins policy of Socialism in one country set him aside from the majority of communists and showed a complete betrayal of Marxist beliefs. As Marxism was a international movement empowering all the workers of the world, and a movement which denounced nationalism. But Stalins nationalism in form, socialist in content14, harkened back to the Great Russian Empire under rulers such as Peter the Great and Ivan the Terrible15, this nationalism forced the Russian population into patriotism, like that experienced under the Tsars, which was never experienced to the same extent under Lenin or Khrushchev. This is an explanation for Stains belief that non-Russians should be moulded into Russians. Whereas Marxist-Leninism stated that non-Russians should remain in Russia un-disturbed, Lenin enforced this through his Decree of Nationalities in 1917. Therefore Stalins nationalism aligns him with the Tsars policy of Russification16, which forced all those nationalities living in Russia to speak Russian. Despite Stalins nationalist beliefs, Stalinism was still derived from Leninism, and they had some similarities such as distrust of bureaucracy, the belief the achievement of a utopian Russia and both having had a hatred of adulation at close quarters 17 . Although Lenin and Stalin had some similar values, as their core beliefs were derived from the teachings of Marx. However Lenin never attempted to build a cult of personality and disliked the term Leninism, as he thought of himself as a Marxist unlike Stalin, who wanted to develop the personalities of the population under his own glorification. Therefore McCauley argues that Stalin manipulated Marxism and Leninism for his own means18 as McCauley believes Stalin was not a true communist as he did not properly embrace the ideology. Moreover his focus on traditional beliefs such as family values, the importance of marriage, and the implementation of policies such as making divorce difficult and outlawing abortion. These beliefs made Stalin more traditional in his values than Khrushchev and Lenin who both believed conventions such as marriage were outdated in society. While the style and ceremonies of High Stalinism in 1930s seemed less Leninist and more a reversion to the past, as Stalins semi-religious imagery, crude nationalism and parables with the great state of building Tsars like Ivan the terrible19 make him seemingly Tsariest. Therefore although Stalin may have shared some ideologies in common with the communists, many of his key values made him very different, as although Marxism initiated most of their beliefs Stalin had many traditional beliefs that neither Lenin nor Khrushchev held. Stalins outright brutality, not only surpassed the Tsars but also his communist comrades, as E. H Carr claims Stalin revived and outdid the brutalities of earlier Tsars20, showing a difference between Stalins methods of repression and the methods used by the Tsars. Consequently some historians claim that Stalins brutalities must have stemmed from a source, as Simon Hartfree claims that High Stalinism appears as the logical and inevitable outcome of Leninism21 as he argues that Lenins actions such as the use of Terror and purges, paved the way for the brutalities of Stalinism. This is reinforced by R Medevev, who argues that although there was little continuity between Lenin and Stalin, as Stalin abolished the NEP, forced collectivisation, employed mass-terror and administrative rather than economic methods for industrialisation, Stalin saw himself as a disciple of Lenin22. Stalin implemented much of Lenins domestic and foreign policy, as he rid the party of factions, removed the intelligentsia, collectivised agriculture and created a Red Army. All these were all Leninist policies; however the implementation of these polices may have not been to Lenins taste. This shows that Stalinism was built on the foundations of the Leninist state, although it may have taken a shape Lenin would not have approved of. However historians such as Robert Service argue that the passage from Leninism to the worse horrors of Stalinism was neither smooth nor inevitable23. Although Service claims that Lenin was more ruthless than originally percieved, particularly as he crushed his enemies, waged class warfare and had unpleasant attitudes towards peasants and the Church. However Service also claims that Lenin ultimately wanted to abolish the secret police, the army and eventually the whole state. Therefore Lenins oppressive methods are dwarfed by the High Stalinism of the 1930s, when Stalin implemented methods of totalitarianism. Stalin used a regime of Terror to stay in power much like the Tsars, but his creation of a highly centralised state means that historians such as Schapiro hold Stalin personally responsible for high levels of human suffering24 during his rule. Furthermore Robert Conquest claims that the Great terror emanated from the top, he claims that Stalin planned the purges, directed the NKVD and organised the apparatus of terror, to control his own party as much as the country. 25 Whereas J. Arch Getty claims the Cold War distorted the western view of the Soviet Union and we must distance Stalin from sole responsibility26 for the horrors of the Great Terror. Getty claims that Stalin had no plans the Terror experienced in the Soviet Union at this time, and despite his position of power his personality faults do not help to explain what happened, in fact Stalin may have not even known what was going on. Getty also claims that officers in the NKVD acted on their own will, due to chaos of the Soviet Union and fear of Stalins temper. Getty claims that the randomness of attacks and irrational fear within the population, shows that there was a lack of tight central control. Gettys view is extreme, because although the scale of the terror, thoroughness of targeting and executions can be partly put down to a tumult within the Soviet Union at this time, Stalin must still be regarded as a deeply suspicious character, who saw enemies everywhere, therefore he must be more than partially responsible. Consequently the most convincing view is that Stalin was not solely responsible for the Terror experienced, but that his position within the country meant he knew the majority of what was happening and exercised significant power over the NKVD. The atrocities experienced did not happen without a great deal of central orchestration because the sheer scale, cannot simply be put down to civil unrest. The repressive methods of Stalins regime such as show trials, secret police and labour camps can seem out of character in context of this 100 year period, but these methods were used during the rule of the Tsars and were used under both Lenin and Khrushchev. However George Leggett claims27 these methods were never used to the same extent by other rulers, although Lenin, and Khrushchev seem similar concerning their repression of opposition. However Stalin was set aside from other communist leaders by the killing of his own communist comrades, as Lenin would have never have that gone as far, Khrushchev denounced this shortly after Stalins death in his de-Stalinisation speech. Leggetts view is particularly convincing as Stalins brutalities can not be compared to anybody in Russian history. Moreover the sheer scale of Stalins terror particularly during the Purges of 1928 to 1934 and show trials used throughout his rule surpass Lenin and Khrushchev and his brutality demonstrates his Red Tsar nature. Stalins killing of Lenins i lite, his brutal secret police (NKVD) and the rise in fascism led to High Stalinism, where Stalin resorted to extraordinary measures28 to control his party and the population. Although some of these methods continued under Khrushchev, they were comparatively less horrific. Even though grain seizures were common to all communist leaders, it is important to recognise that all communist leaders were against the forced collectivisation experienced under Stalin, which led to widespread famine in Russia. Although it is unfair to say there was no famine was suffered under Lenin or Khurschev, especially as millions died during the Civil War. Around 20 million Russians died during Stalins rule, 1. 5 million executed, 2 million died in camps, and 7 million died in famine29. This sheer scale of death came from use of terror methods such as slave labour camps in which at least 30 million may have served in. These huge totals surpass any under both Lenin and Khrushchev, even despite Lenins harsh treatment of opposition. Lenin also lacked the understanding of political pluralism and a multi-party system30, which led to his banning of factions in 1921 and his latter use of purges. However Lenin did not have the same distrust of members of his own party as Stalin did, as Stalin executed 98/139 members of the Seventeenth Party Congress, whilst 1,100 out 1,96631 party delegates were arrested. Although there is much evidence of violence under the Tsars, such as the repression of opposition after the assassination of Alexander II, Stalin is not like a Red Tsar, as Stalins brutalities surpass and dwarf any under the Tsars. However the truly autocratic natures of the Tsars, particularly Alexander III allow some similarities between Stalin and the Tsars. For example both Stalin and Alexander III had a distrust of giving others power, thus they both made the function of local government very difficult32. Both also of increased censorship and government control over universities. Stalin also enforced totalitarianism in all areas of life such as education, youth movements, culture, media, information, armed forced, government and administration33. This lead to a period known as Socialist Realism, an artistic style depicting happy workers, which was reminiscent of old Russian exclusiveness 34experienced under the Tsars. This was a highly censored period, in which the image of Stalin and the party was carefully arranged to show the country and the leader in their best light. Although both Lenin and Stalin had elements of vanity, Stalins image appeared everywhere portraying him as a heroic saviour and towering leader. This idea of exclusiveness was rejected by Marxism and Leninism, meaning Stalins portrayal of himself through the censored media allows basis to claims of him being a Red Tsar. The original literary and artistic freedom allowed by the Provisional Government following the revolution, came to a bitter end under Stalin, but had a limited revival under Khrushchev. This censorship extended to education, as the whole system became dominated by industrialisation, meaning foreign influence was limited, whilst strict government attitude towards workers meant social benefits were cut and education fees increased35. Also history books were re-written to suit Stalins taste, meaning that Stalins people may have been better educated than under the Tsars, but they naively regarded Stalin as their knight in shining armour, holding like an icon in their homes, much like the old Tsars, allowing Stalin to appear a Red Tsar. Moreover Stalin waged war on the Kulaks; a class of wealthy peasants created by Lenin and Stolypin in a hope that at some point in the future social class would be eradicated. However Stalin sought to eliminate this class by waging class warfare and controlling discontent through purges of the population, the Kulaks were denounced and wiped out by Stalin. As anger in the provinces over wages, working conditions, long hours, forced collectivisation and the brutality of the NKVD, led to distress, Stalin crushed any unrest and able farmers, ruling strata and old intelligentsia were also removed. Although this distrust of the masses and strict government control was reminiscent of the Tsars, Stalin out-did their autocratic control and his forced industrialisation led to a decline in living standards, which then rose after his death. This shows his Red Tsar nature, as both the Tsars and Stalin maintained a poor standard of living throughout their ruling. Stalins central control of the economy during his reign was based on traditional Marxist principals, making him unlike a Red Tsar as the planning he enforced was unlike any of the Tsars. However economically during this 100 year period Russia made dramatic progress. The key economic comparison is between the rulers, is the Great Spurt under Sergi Witte during Alexander III reign, versus the Great Turn under Stalin. Stalins Great Turn brought many changes both economically, politically and culturally, and his forced industrialisation36 and focus on heavy industry was driven by the need to catch up with the rest of the world, particularly the West and America. This need was also a feature of Tsarist rule, in particular Alexander III who favoured modernisation and industrialisation to make Russia a world power37. However the core ideologies of the Tsars were different to Stalins, as his communist beliefs favoured rapid industrialisation which appealed to Marxists as it showed a commitment to modernisation. In particular for Lenin who employed the NEP, and Stalin and Khrushchev who supported a socialist planned economy38, as the idea of planned improvement was a key part of Marxist ideology, therefore commitment to modernisation was a theme across the whole period but for different motives. Stalins command economy makes him unlike a Red Tsar, as it was more state lead than the economy under the Tsars. Moreover Lenins refusal to pay any foreign debts, meant that Stalins economy had to survive without any foreign loans, expertise and investment, which during the Great Spurt allowed the Tsars to make tremendous economic progress39. The creation of the Soviet Union as a world power was both important to Stalin, and the Tsars such as Nicholas II, who believed economic modernisation would strengthen Russias position in the world. The deliberate modernisation40 experienced under these leaders was an attempt to reform Russias backward economy, although it still remained just as insufficient and wasteful41 under Stalins rule. Stalins centralised economy was concentrated on his 5 year plans, although economic planning was important in all soviet economies these plans were a landmark in soviet history42. However these plans were harsh on the peasants, and like many economic policies of the Tsars. Stalin and the Tsars exploited the peasants for their own economic gain, the seizure of grain and limited rights put the rulers at an economic advantage, while both Lenin and Khrushchev refrained from exploiting the peasants to the extent which Stalin did and Lenin in particular believed that peasants should not be forced into collective farms. Therefore in theory Stalins planning aligns him with both Lenin and Khrushchev, but his practices such as the recognition for the need of wage differentials and exploitation of the peasants show a betrayal of Marxism, although there is some exploitation of the peasants under during NEP, but not as extreme. As a result, in practice Stalin may have appeared economically a Red Tsar, but in theory and policy he is similar to the other communist leaders. To conclude, whilst on the surface many of Stalins similarities with the other communist leaders appear only to be ideological, it is important to note that Lenin laid the foundations for the development of Stalinism through his use of purges and class warfare. It must be clearly recognised that features such as economic planning, reliance on i lites and grain requisitioning were common to all three of the communist leaders in this period. However despite this, Stalins image as a Red Tsar is particularly apt with relation to due to his traditional beliefs, his creation of a cult of personality and harsh treatment of peasants. Although there was an atmosphere of fear within the population of Little People under both Stalin and the Tsars, it is unreasonable to compare the brutalities of Stalins regime to those committed by the Tsars. Therefore whilst Stalin has many elements to show how similar he was to the Tsars, Lenins state allowed for these to form, distancing Stalin from his title of Red Tsar. Hence concluding that autocracy was inevitable in Russia during this period due to the situation in Russia and that Stalinism was effectively a fusion of communism and Tsarism.

Profile of Emilio Jacinto of the Philippines

Profile of Emilio Jacinto of the Philippines   Whether their skin be dark or white, all human persons are equal; one may be superior in knowledge, in wealth, in beauty, but not in being more human. - Emilio Jacinto, Kartilya ng Katipunan. Emilio Jacinto was an eloquent and brave young man, known as both the soul and the brain of the Katipunan, Andres Bonifacios revolutionary organization.  In his short life, Jacinto helped to lead the fight for Filipino independence from Spain.  He laid out principles for the new government envisioned by Bonifacio; in the end, however, neither man would survive to see the Spanish overthrown. Early Life Not much is known about Emilio Jacintos early life.  We do know that he was born in Manila on December 15, 1875, the son of a prominent merchant.  Emilio received a good education, and was fluent in both Tagalog and Spanish.  He went to the San Juan de Letran College briefly. Deciding to study law, he transferred to the University of Santo Tomas, where a future president of the Philippines, Manuel Quezon, was among his classmates. Jacinto was just 19 years old when news arrived that the Spanish had arrested his hero, Jose Rizal.  Galvanized, the young man left school and joined with Andres Bonifacio and others to form the Katipunan, or Highest and Most Respected Society of the Children of the Country.  When the Spanish executed Rizal on trumped-up charges in December of 1896, the Katipunan rallied its followers to war. Revolution Emilio Jacinto served as the spokesperson for the Katipunan, as well as handling its finances.  Andres Bonifacio was not well-educated, so he deferred to his younger comrade on such matters.  Jacinto wrote for the official Katipunan newspaper, the Kalayaan.  He also penned the official handbook of the movement, called the Kartilya ng Katipunan.  Despite his young age of just 21, Jacinto became a general in the groups guerrilla army, taking an active role in the fight against the Spanish near Manila. Unfortunately, Jacintos friend and sponsor, Andres Bonifacio, had gotten into a heated rivalry with a Katipunan leader from a wealthy family called Emilio Aguinaldo.  Aguinaldo, who led the Magdalo faction of Katipunan, rigged an election to have himself named president of the revolutionary government.  He then had Bonifacio arrested for treason.  Aguinaldo ordered the May 10, 1897 execution of Bonifacio and his brother.  The self-proclaimed president then approached Emilio Jacinto, trying to recruit him to his branch of the organization, but Jacinto refused. Emilio Jacinto lived and fought the Spanish in Magdalena, Laguna.  He was seriously injured in a battle at the Maimpis River in February of 1898, but found refuge in the Santa Maria Magdalena Parish Church, which now boasts a marker noting the event. Although he survived this wound, the young revolutionary would not live for much longer.  He died on April 16, 1898, of malaria.  General Emilio Jacinto was just 23 years old. His life was marked with tragedy and loss, but Emilio Jacintos enlightened ideas helped to shape the Philippine Revolution.  His eloquent words and humanist touch served as a counter-balance to the blunt ruthlessness of revolutionaries such as Emilio Aguinaldo, who would go on to become the first president of the new Republic of the Philippines. As Jacinto himself put it in the Kartilya, The worth of a person is not in being a king, not in the shape of his nose or the whiteness of his face, nor in being a priest, representative of God, nor in the loftiness of the position he holds on this earth.  That person is pure and truly noble, even though he was born in the forest and knows no language but his own, who is possessed of good character, is true to his word, has dignity and honor, who does not oppress others nor help their oppressors, who knows how to feel for and care for his native land.

CHANGE MANAGEMENT ON AN UNDERPERFOMING VDP Essay

CHANGE MANAGEMENT ON AN UNDERPERFOMING VDP - Essay Example es and frameworks, in their efforts to bring about the necessary changes by the VDPs to increase the performance levels and thereby patient satisfaction. The practise of dentistry in the United Kingdom requires all dentists to be registered with the General Dental Council (GDC). The GDC is the monitoring body for the dentistry practice and in its perspective the register of dentists â€Å"is not simply a list of those who call themselves a dentist. It is a list of professionals, who are recognised under the Law to be properly trained, qualified and fit for current practise and subject to regulations†. (1) Vocational Training (VT) has become mandatory for dentists to retain their own contract with a PCT. VT in general dental practice originates from the generic term ‘on-the-job-training’ (OJT). OJT for long has been acknowledged, as the preferred means for developing practical and other workplace skills. Trainers with adequate teaching and assessment skills are responsible for the work of VDPs. Through weekly tutorials; trainers supply their VDPs with help on demand and adequate supervision. Development of peer and self-review and the need for enhanced professional education, training and audit, as a lifelong continuous process are encouraged throughout the VT. (2). R Rattan Curbing unsatisfactory performance has become necessary. To this end the GDC utilises the assistance of the National Clinical Assessment Service (NCAS), to provide the assessment service. The GDC has effected this assessment through the new powers it received since July2006, to strengthen its procedures in taking decisions on the fitness of a registrant to practise, in case of misconduct, ill health, and in establishing new procedures to check unsatisfactory performance. I faced such a challenge in my dental practice last year, when several factors including an increase in patient complaints identified trainee performing unsatisfactorily. For improvement change initiatives were proposed,

The Jainist And Carvaka Approach Ethics Are They Compatible Essay

The Jainist And Carvaka Approach Ethics Are They Compatible - Essay Example An individual who consistently becomes upset, discontent with the world, egotistic, and selfish towards the people around them grows into an individual with no peace of mind and the desire to accept the worldly situations as they are. The Jainist approach to ethics loathes fear of the legal system or individuals of the higher authority as this demonstrates the karmic bondage of such a person according to the karma philosophy. Jainists discourage actions that are associated with hypocritical practices aimed at enhancing exploitation of the weak and the vulnerable for material gains only (Kalghatgi 236). All individuals in the Jainist approach should aim at the achievement of happiness and peace of mind due to the fact such individuals possess the power to understand that commitment and equanimity begets happiness and personal satisfaction. The desire to revenge due to anger and resentment fuels violence and provides no room for peaceful solutions to available crises. For example, issu ing threatening remarks towards a terrorist as a way of controlling their actions has no impact at all, as it increases the resolve of the terrorist to continue with their activities. When the United States of America decided to enter the Gulf region to retaliate the attacks by terrorists, the solution to terrorism was sent to a mirage position as the criminals’ resolve was doubled (Koller 157). The Carvaka philosophy also traces its roots to the Indian philosophical development, and it assumes forms that go to materialism, philosophical skepticism, and indifference to religion. The development of the Carvaka philosophy arose from the orthodox Hindu and the Nastika philosophical developments in the early 17th century in India. The development of Indian philosophical work has... This essay stresses that the Carvakans skeptical analysis strengthens the resolve that there is no hell that possesses an excessive pain as that experienced by the current form of life in the world. It, however, agrees on the presence of a supreme who is the monarch of the earthly materials and whose actions and influence are both visible and can be felt in different ways. In their preposition, it is evident that the Carvakans committed a fallacy when they insisted that the fact that an event or object which is not known to exist cannot exist in any form. This paper makes a conclusion that the religious conceptions as explained in Jainist are rejected by the Carvakans philosophies. The Pianist advances the belief in the presence of animate and inanimate entities whose souls do not interact at any level. It, thus, believes in the presence of another form of life, a sort of reincarnation after the physical death on earth. This is against the ideals of Carvakans, which rejects the ability of an individual to escape the power of death and emerge in another form. This position placed the Carvakans philosopher at a collision course with the Veda proponents who also subscribed to a theoretical reference to reincarnation (Koller 159). To the Carvakans, any individual attributes that were used to represent an individual resided solely in the body and could not be replicated in another form after death in a process similar to reincarnation.

Genetics and Cancer Assignment Example | Topics and Well Written Essays - 500 words

Genetics and Cancer - Assignment Example Fever and headache reveal that the leukemia cells have spread up to the spinal cord. According to McCance & Huether (2014) chemotherapy and drug administration are the most appropriate treatment for this patient (p. 392-401). The commencement of modern cancer treatment revealed that pediatric and adult cancers have a considerable degree of variation. A chief variation is the higher 5-year survival rate for common pediatric cancers, when compared to common adult cancers. Current therapy of pediatric cancer cases, for instance acute lymphoblastic leukemia, have revealed a 5 year survival rate of children; as compared to adults who have the same condition to have a lower than 5 years survival rate. Childhood leukemia was viewed as a fatal condition 50 years ago, but currently approximately 70% of children with this condition have been cured (Agabegi & Ring, 2013 p. 355). Medical improvements have been made in the treatment of childhood cancers; however, little advancement has been made in adult cancer. This explains why adult cancer victims’ survival rate has remained constant during the years. Thus, due to the improvements done on pediatric cancer, there is a survival divergence with adult cancer; m aking adult cancer a public health concern (McCance & Huether, 2014 p. 442- 446). Adult and childhood cancers differ by phenotype and genotype. In addition, the physiologic anatomy and co-morbid medical conditions varies between adults and children. A biological difference between adult and pediatric cancers is via the microscopic observation of the cells. On observation, adult cancers are carcinomas originating from epithelial tissue. This includes breast, lung, ovarian, prostate, colo-rectal, and uterine. Childhood cancers are sarcomas originating from non- ectodermal embryonal tissue; this includes nerve tissue, lymph glands, bone marrow, muscle, and bone. In addition, the dichotomies of adults are mature, and that of children are embryonic (Brashers, 2006 p.

Final Case Study Example | Topics and Well Written Essays - 500 words

Final - Case Study Example The three main functions of this system are closely interrelated as seen from recent designs of commercial buildings (David 12). The system provides ventilation, maintains pressure between occupied spaces and reduces air permeation. The process through which air moves to and fro the spaces is known as room air distribution (David 14). It is quite prevalent that modern building designs integrate the installation and control systems into heating, ventilating and air conditioning systems. In commercial buildings, engineers analyze the design of the building, and they specify heating, ventilation and air conditioning systems to be used in the premises. As for small buildings, the system can be purchased and installed. This is because code-conformity inspections and building permits regarding the system installation are mandatory for all building sizes. Therefore, the heating, ventilation and air conditioning industry has become a global enterprise (David 5). Some of the basic roles of the industry include system construction and design, maintenance, operation, manufacture of the equipment and sales. Also, the industry is used as a research and educational centre. In this system, heating is easily achieved through heating equipments or via radiation. Ventilation is also beneficial in this system. This is because ventilation sustains adequate mixture of breathable gases, hence; eradicating odor and contaminants from the occupied space (David 20). This ensures that the occupants of the space are productive and healthy. In this case, ventilation can be achieved through mechanical distribution systems which are powered by fans and natural ventilation. Lastly, air conditioning is enhanced through heat removal. This is normally achieved through radiation and convection which is achieved through the heat pump systems (David 29). As analyzed above, the

English literature on Educating Rita Essay Example | Topics and Well Written Essays - 1750 words

English literature on Educating Rita - Essay Example The system failed to tame me. However, it certainly turned me into a failed poet, a frustrated teacher and an unreliable husband, carrying on with life from one drink to the next. In that context, the entering of Rita in the scheme of things was like the gushing in of a waft of fresh air into a room that had been sealed and locked for centuries. Rita reminds me of something that had been since ages considered being patently British and which the current education system badly needs- ‘COMMONSENSE’! The system is still carrying on with the moth eaten and anachronistic canons and way of doing things set in concrete by the prophets of the yore. In Rita I found the flickering remnants of the essential British spirit of challenging the old norms, the raw courage of our hearty and robust, seafaring and blasphemous ancestors. Her referring to ‘assonance’ as â€Å"getting the rhyme wrong†, her irreverent aversion for Forster, her street smart solution to the s taging problems marring Ibsen’s Peer Gynt, her delight at connecting with the essentially universal appeal and humanness of Macbeth, her sense of stifling abhorrence for and a congenital allegiance to the British working class culture, her innocent fascination with Rubyfruit Jungle, her differences with Denny, her uninformed feminism, her inferiority infested sense of inability to fit in with my so called cultured guests and above all her deep ingrained belief in her ability to become something more and better than what she is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.., raw, yes, common, yes, unrefined, yes, unsophisticated, yes, upstart, yes, but, certainly not devoid of ingenuity, gumption and hope. The system needs more Ritas. Second Dairy Entry Rita fascinates me†¦, or is it something else. My feelings towards Rita are getting confused, jumbled up and rather intense with each passing day. I dejectedly wait for her in my office, and the minute she enters the room, my heart starts beating with the intensity of a herd of buffalos thundering across some plane. Am I in love with her or is it just an attraction between the opposites? By Jove†¦, I am confused like some bleeding idiot! What do I want from her? What do I intend her to do? Why do I have a feeling of intense guilt, lurking behind my mind? When I first met Rita, she wanted to get cultured†¦, get cultured as the world understands culture. The bumbling idiot simply had no idea of her innate originality, appeal and charm. Then I decided to educate her so as to give her a voice, not to make her somebody, but to make her realize that she was already somebody. I wanted to teach her a way of expressing herself that the world could understand, a way of conveying ideas that could make people appreciate and understand her effortless humour and wit. I wanted her to be a woman in her own right. I wanted her to be able to make choices for herself. I think I have succeeded beyond my wildest expectations. Rita is now moving in the world with confidence and poise. She is meeting people and making friends. She has changed her job, though without telling me. She has moved into a flat with a flat mate. And, yes, I think boys find her attractive. They want to be with her. Why this makes me angry and drink profusely. Did I want her to make choices so as to eventually be her inevitable choice? IS IT SO? NO, NO, NO†¦

Educational achievement and attainment Essay Example | Topics and Well Written Essays - 2250 words

Educational achievement and attainment - Essay Example The relationship between gender and educational achievement/attainment is a complex and controversial one, especially at the vital early level of primary education (Richards, 1998). This analysis will consider the definition of gender, how it has changed over time with specific concentration on educational assumptions, the current policy developments which are underway that are attempting to alleviate concerns and an overall view of how gender actually does effect educational achievement. Some questions that will be considered are whether there are indeed innate differences in raw potential between the genders, whether differences are culturally/socially constructed and whether (and if) differences should be alleviated.First, the importance of primary education must be stressed. As Richards (1997) suggests, "the foundations in learning, thinking and feeling which it provides are essential for what comes later not only in schooling but also in life". This undeniable argument will unde rpin much of the discussion of gender. Second, what is gender The Oxford English Dictionary defines gender as "sexual identity, especially in relation to society or culture" and also "the condition of being female or male" (Oxford, 2007). The difference between a person's "sex" and their "gender" is an important one. Whether one is born male or female in a physical sense relates to "sex", whereas "gender" is a much wider - it is a construct of society in which especially when young, people are socialized into various norms for what it means to be 'male' or 'female', a 'boy' or a 'girl'. The distinction between gender and sex is vital, because while the vast majority of people naturally fall into the various biological imperatives of the sex that they are born into (the trans-gendered apart), gender roles are constructed by society and are more fluid/changeable (Sleeter, 2006). The traditional view of gender within British primary education fell into the constructs which were regarded as received truths so obvious that they need hardly be stated. Thus boys were regarded as 'good' at subjects such as Maths/Science, were expected to be the loudest socially, were more likely to get into fights and would be more likely to push themselves forward in class (Archer, 2003). Girls would be better at subjects such as English and languages. They were more likely to work cooperatively and in teams. They were less likely to get into fights (Archer, 2003). Before rejecting these stereotypes out of hand, they should be considered against actual evidence. Male human beings do tend to be more aggressive than females and are more likely to engage in violence at every age, including when primary children (Diamond, 2005). Males also tend to perform better on Maths/Science standardized tests than females (Baron-Cohen, 2003). Conversely, females have long been observed as being more cooperative and less prone to aggression than males within a variety of cultural contexts (Diamond, 2005). They also tend to score better on verbal tests than males (Baron-Cohen, 2003). As Baron-Cohen suggests, "the female brain is predominantly wired for empathy . . . the male brain is predominantly hard-wired for understanding and building systems" (2003). This is of course a highly controversial point of view, but one that seems to be based upon the overwhelming weight of empirical evidence. The words hard-wired are perhaps most important here. If the sex differences are indeed "hard-wired", leading to the various gender differences in both treatment within primary education and attainment/achievement, then little can be done to change them. But if, to stretch the computer metaphor, the differences between male and female are a form of software that can be adapted or even outright changed, then gender differences in educational outcomes may be more malleable. As human beings are mammals, and as all mammals exhibit clear differences in

English literature on Educating Rita Essay Example | Topics and Well Written Essays - 1750 words

English literature on Educating Rita - Essay Example The system failed to tame me. However, it certainly turned me into a failed poet, a frustrated teacher and an unreliable husband, carrying on with life from one drink to the next. In that context, the entering of Rita in the scheme of things was like the gushing in of a waft of fresh air into a room that had been sealed and locked for centuries. Rita reminds me of something that had been since ages considered being patently British and which the current education system badly needs- ‘COMMONSENSE’! The system is still carrying on with the moth eaten and anachronistic canons and way of doing things set in concrete by the prophets of the yore. In Rita I found the flickering remnants of the essential British spirit of challenging the old norms, the raw courage of our hearty and robust, seafaring and blasphemous ancestors. Her referring to ‘assonance’ as â€Å"getting the rhyme wrong†, her irreverent aversion for Forster, her street smart solution to the s taging problems marring Ibsen’s Peer Gynt, her delight at connecting with the essentially universal appeal and humanness of Macbeth, her sense of stifling abhorrence for and a congenital allegiance to the British working class culture, her innocent fascination with Rubyfruit Jungle, her differences with Denny, her uninformed feminism, her inferiority infested sense of inability to fit in with my so called cultured guests and above all her deep ingrained belief in her ability to become something more and better than what she is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.., raw, yes, common, yes, unrefined, yes, unsophisticated, yes, upstart, yes, but, certainly not devoid of ingenuity, gumption and hope. The system needs more Ritas. Second Dairy Entry Rita fascinates me†¦, or is it something else. My feelings towards Rita are getting confused, jumbled up and rather intense with each passing day. I dejectedly wait for her in my office, and the minute she enters the room, my heart starts beating with the intensity of a herd of buffalos thundering across some plane. Am I in love with her or is it just an attraction between the opposites? By Jove†¦, I am confused like some bleeding idiot! What do I want from her? What do I intend her to do? Why do I have a feeling of intense guilt, lurking behind my mind? When I first met Rita, she wanted to get cultured†¦, get cultured as the world understands culture. The bumbling idiot simply had no idea of her innate originality, appeal and charm. Then I decided to educate her so as to give her a voice, not to make her somebody, but to make her realize that she was already somebody. I wanted to teach her a way of expressing herself that the world could understand, a way of conveying ideas that could make people appreciate and understand her effortless humour and wit. I wanted her to be a woman in her own right. I wanted her to be able to make choices for herself. I think I have succeeded beyond my wildest expectations. Rita is now moving in the world with confidence and poise. She is meeting people and making friends. She has changed her job, though without telling me. She has moved into a flat with a flat mate. And, yes, I think boys find her attractive. They want to be with her. Why this makes me angry and drink profusely. Did I want her to make choices so as to eventually be her inevitable choice? IS IT SO? NO, NO, NO†¦

Work Teams Essay Example for Free

Work Teams Essay One of the most important things to keep in mind when assembling work teams is team efficacy. Team efficacy is basically where effective teams have confidence in them and each other in the ability to succeed. Everyone that will be a part of this developmental team will have to come together and agree on what is best for the subject at hand. You will have to come in agreement with one another to work effectively as a team. Working as a team will create positive synergy that will allow an increase in performance. Having the correct work team established will also allow an easier and more organized work environment. When members know their role and what is expected of them, their job becomes easier. To create an effective team, you will need to be able to function and work together while displaying certain characteristics. Those characteristics are as follows: Adequate resources – must have adequate amounts of resources outside of the group to sustain it. You must have support on a variety of levels. In this case your support would be from the different jobs each of you holds in your development group. Those of you from the school system can provide classrooms, teachers and first hand encounters with students. Those of you with NCPIE can provide outside eyes looking in. Diversity, racial, ethnic, gender and disability issues are your main concerns. Lastly, those with The Woodson Foundation can provide logistical support, program development and measurement of the staff. The next characteristic you must show would be leadership and structure. You must be able to agree on who can perform what duties to the best of their abilities. Your team’s performance depends on the knowledge and skills of its members. From the list of possible candidates, those I feel that would be able to adapt to the thoughts and ideas of others with the outcome being that of a successful program are listed in no particular order. I would appoint Victoria Adams (Superintendent of Washington, DC schools) as part of the team. Miss Adams made the initial contact with The Woodson Foundation. She knows that the school system, communities and families should be involved, but believes that the school system should be playing the largest role. Being the superintendent of all area schools can also provide adequate esources in classrooms and with the teaching staff. I would also appoint Community Organizer Mason Dupree. Having so much contact with the community would provide the outside voices a way in. Communities are an important part of a successful school system, so you will need someone the community trusts and is comfortable with. Lastly, from The Woodson Foundation, I would select Meredith Watson to the team. Miss Watson has both experiences working as a teacher and with the foundation. She will be able to relate to both sides as well as providing the resources the Foundation has to offer. I would also consider having Victor Martinez from The Woodson Foundation as well. Mr. Martinez seems to have an open mind frame and welcome change when and if needed. He could serve as a possible mediator for the team. For the other candidates that were not chosen, I would say to open up to all sides of the equation. If you are deadest on your ways and have no room for change, the chances are your way will not work. You have to be willing to give a little as well as lose a little. Having a mind frame of only things that you agree and believe in will only satisfy you. To finish up characteristics, you will also need a climate of trust among team members. If you can’t trust those you are working with then how are those you are working to support going to trust you. With all this being said, it will be a long bumpy ride. With twists and turns and bumps along the way conflicts are sure to arise. Conflicts that may occur might not all be necessarily bad. Task conflicts happen often within teams. Many only wish to be able to form a team and agree instantly on everything, but in reality there will be a lot of conflicts and disagreements along the way. When these conflicts do arise, and they will, the best thing to do will be to talk the issue out. Debate it if you have to, discuss the pros and cons, and get outside opinions as well as the opinions of those involved. Do not get angry or irritated which in the end will only make the problem worse. Using interactive negotiating strategies will also benefit the team. Throwing out a variety of ideas is a perfect start. Once you have a set of ideas, you can start to determine ones with the perfect fit. Being able to successfully demonstrate and following through with negotiations shows you are willing to come to an agreement for the issues at hand. You must be able to find within your group those that excel in certain areas and appoint them that category. When you begin making decisions as a team, you will see how easy it is to work together for the best. Program Team: To be a good leader, you must be able to understand and work with those on all levels of the project. You have to be open to change as well as being able to handle a diverse group of people. The school district, NCPIE and The Woodson Foundation all revolve around different varieties of people. You must be willing to step in the shoes of others to fully understand the issues at hand. All groups must show certain characteristics of organizational culture such as: innovation and risk taking, attention to detail, outcome orientation, people orientation, team orientation, aggressiveness and stability. All three groups have their own organizational culture, but they all are looking for job satisfaction. Culture creates distinctions between organizations. To get all members to agree despite their different organizational cultures, members must come together as one. Setting aside difference will lead to productivity, commitment and overall better expected outcomes. In order for you as leaders to succeed with the parents and employees, you much be willing to incorporate their ideas and opinions into your own. You have to think about the team as a whole. Including members in your work team as well as the audience surrounding you (the parents). Making sure you are the best fit as a leader as well will determine the success of the situation. Leaders should earn the trust of the students and parents as well as the teachers, if you can’t earn trust you won’t be able to fully succeed. Once you have established trust you will want to provide chances for interaction. You will also want to establish a vision. Leaders should work towards capturing individualized consideration, intellectual stimulation, and inspirational motivation and idealized influence. Working towards the satisfaction of all involved should be of main concern. If problems do happen to arise, thing about the conflicts and use communication to work them out accordingly.