Managing and leading people Essay Example | Topics and Well Written Essays - 2750 words - 1

Managing and leading people - Essay Example Failure to examine the wellbeing of the employees impacts directly on the profitability and profitability of the organisation. Also, failure by the management to support the wellbeing of the employees has various effects on the business such as increased operation costs and poor public relations (Rees and French, 2013). There are different descriptions of well being of employees in various employment contexts. According to research, the workers’ wellbeing should balance their needs with those of the company. In this case, the concept of wellbeing refers to the creation of an environment for the promotion of a state of satisfaction among the workers as well as achieves their maximum potential for personal and organization’s benefit (Anjum, 2010). The wellbeing of the workers entails more than the aspect of preventing sickness at the workplace. It involves a wider bio-psycho-social structure that includes mental, physical and social health. Normally, employees are mentally and physically capable of contributing at the workplace and become more engaged to their work under good working conditions. Well-being at the workplace, therefore, does not involve the management of the cultural and physical environment with the aim of safeguarding workers from harm. However, it requires corporations to assist individuals to maximise their mental and physical health. The approach for wellbeing benefits individuals both inside and outside the work environment (Jibeen, 2013). In addition, it promotes various aspects of the workplace such as productivity, morale and commitment. Positive wellbeing at the workplace can also benefit the community that is essential for enhancing the public relations of the organisation. It is important for the ma nagement and leadership of various organisations to support the wellbeing of the employees because of various reasons such as promotion of employees’ morale, commitment, transparency, productivity, public relations and efficiency

Abortion Issue Essay Example for Free

Abortion Issue Essay Abortion is a controversial issue but it should be discussed because it is happening, and is more widespread than we care to admit. If we truly care about life, then we must understand what is going on. Ideally, pregnancy is a wanted and happy event for women, their partners and their families. Unfortunately, this is not always so. Around the world, millions of women every year become pregnant unintentionally. In the Philippines, as in other countries, some of these women are faced with a difficult choice: to give birth to a child that they are not prepared or able to care for, or to obtain an illegal, and often unsafe, abortion. As a Filipino citizen abortion is a crime. According to Articles 256-259 of our Revised Penal Code, whether youre the woman getting the abortion, the abortionist, or someone assisting or encouraging the abortion, if you commit the act on purpose, you could get sent to jail for one month, to twenty years. No exceptions. For us, the consensus in abortion is strongly anti. Almost all of my classmates insisted that intentional abortion of any kind; was murder, regardless of whether or not it was done to save the mother’s life. Out of the forty-four students in our section, only about six said that abortion, if regulated, could be made legal. While I myself would prefer to avoid having to get an abortion as far as reasonably possible, I believe that this issue should be looked at through a more critical lens. Why? Because it is the attitude that most Filipinos adopt in relation to abortion is frequently more emotional than practical. Much of it can be traced back to a knee-jerk, culture-based reaction to anything involving babies and death. The lines on matters involving religion, culture, and tradition are quite blurred, and the results are all the same: a default outcry against abortion, or any sort of regulation concerning sexual health. See more:  Masters of Satire: John Dryden and Jonathan Swift Essay OBJECTIVES * Be able to understand and to be aware to the effects of abortion. * To enlighten the Filipino citizen not to agree to the so called â€Å"abortion bill†. * For us to share the learning’s to the teenagers what does abortion really do to our human life. SIGNIFICANCE OF THE STUDY Abortion and Philippines Laws Abortion is illegal in the Philippines and is not permitted under any circumstance. The act is criminalized by the Revised Penal Code of the Philippines, which was enacted in 1930 but remains in effect today. Articles 256, 258 and 259 of the Code mandate imprisonment for the woman who undergoes the abortion, as well as for any person who assists in the procedure, even if they be the womans parents, a physician or midwife. Article 258 further imposes a higher prison term on the woman or her parents if the abortion is undertaken in order to conceal [the womans] dishonour (Tan 2008 and Wikipedia 2008).The 1987 Constitution of the Philippines effectively any amendments to the Penal Code’s provisions on abortion because of Article II, Section 12, which states: â€Å"The State recognizes the sanctity of family life and shall protect and strengthen the family as a basic autonomous social institution. It shall equally protect the life of the mother and the life of the unborn from con ception. The natural and primary right and duty of parents in the rearing of the youth for civic efficiency and the development of moral character shall receive the support of the Government.† In the principle, legalizing abortion would require a referendum to amend the constitution, although the enactment of a more definitive provision sanctioning the ban was not successful. In 1999, Congressman Roy Padilla Jr. of Camarines Norte filed House Bill 6343seeking to allow abortion in special cases (e.g., rape, congenital defects in the fetus or cases where the mother’s life is endangered). It is unlikely that the bill will be passed but it has stimulated discussion on abortion. The passage of HB 6343 will require amendment because the Bill as it presently stands is inherently unconstitutional (Wikipedia 2008 and Tan 2008).The United Nations recognizes that abortion in the Philippines is permitted only in instances in which the pregnant womans life is endangered. However, there is no law in the Philippines that expressly authorizes abortions in order to save the womans life; and the general provisions which do penalize abortion make no qualifications if the womans life is endangered. It may be argued that an abortion to save the mothers life could be classified as a justifying circumstance (duress as opposed to self-defence) that would bar criminal prosecution under the Revised Penal Code. However, this position has yet to be adopted or debunked by the Philippine Supreme Court. Proposals to liberalize Philippine abortion laws have been opposed by the Catholic Church, and its opposition has considerable influence in the predominantly Catholic country. STATISTICAL RESEARCHES Philippines is the only Catholic country in Asia and contrary to that statistical data reported that there were some 400,000 to 500,000 abortion in 2005. The Department of Health added that nearly 100,000 women who have unsafe abortions every year end up in the hospital. About 4 in 5 abortions in the Philippines are for economic reasons, according to a survey by the University of the Philippines. In many cases, said Jocelyn Pacete, a spokeswoman for Likhaan, a womens health group based in Manila, the mother cant afford another child, so ends up choosing her five living children over the fetus in her womb. (Source: Legal_Updates) STATISTICAL FACTS, QUALITATIVE FACTS Prevalence of Abortion in the Philippines Accurate measurement of induced abortion levels has proven difficult in many parts of the world. Health care workers and policymakers need information on the incidence of both legal and illegal induced abortion to provide the needed services and to reduce the negative impact of unsafe abortion on womens health. Information on the current level of unintended pregnancy and abortion is essential for understanding the extent to which women face barriers in planning pregnancies and preventing unintended ones. Evidence on recent trends in these important indicators is also crucial in assessing whether changes in policies and programs are necessary. Abortions cut across class, age, and marital status, and occur in both urban and rural areas. The UP Population Institute (UPPI) 1994 study estimates that between 300,000 and500, 000 women obtain induced abortions annually in the Philippines. Put another way, there may be 16 induced abortions for every 100 pregnancies. According to Singh et al. (2006), induced abortion in the Philippines is widespread and practice takes many forms. Nearly half of pregnancies each year end in an induced abortion or an unplanned birth. Unintended pregnancy is the root cause of abortion. Some 3.1 million pregnancies occur each year in the Philippines. Of these, 15% result in induced abortions, 31% in unplanned births, 39% in planned births and 15% in spontaneous abortions. An estimated 473,000 abortions occur annually. One-third of women who experience an unintended pregnancy end it in abortion. Thus, about 1.43 million pregnancies each year—nearly half of all pregnancies— are unintended. The annual rate of unintended pregnancy is 81 per 1,000 women of reproductive age, meaning that about 8% of Filipino women aged 15–44 conceive every year without intending to do so. Women from all segments of society experience abortion . Women who have had an abortion resemble average Filipino women: The majority are married, Catholic and poor. They have some high school education and have already had several children. METHODOLOGY Surveying students, friends and all the people around us that is willing to answer our questionnaire. We’ve made a questionnaire instead of direct interview to the respondents. We are estimating around 50 respondents and from there we can assume a certain percent for the â€Å"Pro-Life† and â€Å"Anti†. REFERENCES: (Source: Legal_Updates) http://www.chanrobles.com/revisedpenalcodeofthephilippinesbook2.htm: 1. Ã…hman E and Shah I, Unsafe abortion: worldwide estimates for 2000, Reproductive Health Matters, 2002, No. 19, pp. 13–17. 2. Ã…hman E and Shah I, Unsafe Abortion: Global and Regional Estimates of the Incidence of Unsafe Abortion and Associated Mortality in 2000, fourth ed., Geneva: World Health Organization, 2004. 3. United Nations Department of Economic and Social Development, Abortion Policies: A Global Review, Vol. III, New York: United Nations, 1995. 4. Singh S et al., Estimating the level of abortion in the Philippines and Bangladesh, International Family Planning Perspectives, 1997, 23(3):100– 107 144. 5. Shire A and Pesso L, Changing policies and attitudes: postabortion care in the Philippines, Compass, 2003, N

I have studied poems of World War II. I found that the poems fell into :: English Literature

I have studied poems of World War II. I found that the poems fell into two categories, Recruiting Poems and Reality Poems. World War II Poetry I have studied poems of World War II. I found that the poems fell into two categories, Recruiting Poems and Reality Poems. Recruiting poems were those which were written by poets who have never encountered war but were paid to convince the reader, usually in their twenties, to sign up with the army. Reality poems tragic and effective story of what war was really like. They were written after war by a person who has suffered the consequences of the battleground. Dulce Et Decorum Est, a reality poem written by Wilfred Owen describes the struggle of a group of people who have to fight through the extraordinary events of war day in day out. Wilfred Owen frequently uses highly emotive language throughout the poem for example "haunting", "limped" and "guttering, choking, drowning". These help the reader imagine the terrible pain the soldiers suffered. Owen uses rhetorical devices such as "you too could pace behind the wagon that we flung him in" The title, in English means It Is Sweet And Honourable To Die For Ones Country. Which at first suggests that the poem represents the army in a good way. However this is far from the truth. In a way I think that Owen was mocking the saying but I don't think he was mocking the army as a whole. Owen says "Till on the haunting flares we turned our backs" which means the soldiers are so tired that even when the flares go off behind them they don't have the energy to turn around to see them. He also says "Drunk with fatigue" which is saying that the soldiers are so tired that it is as though they are drunk. Owen says these to ethicise the tiredness of the soldiers. The pace changes in the second stanza. The soldiers are woken by a gas attack. This changes the mood that Owen has set in the opening stanza. The soldiers are now woken by the fact that their lives are in extreme danger and they now have to be fully aware of all their surroundings, which will be difficult because of their tiredness. "Dim through the misty panes and thick green light, as under a green sea, I saw him drowning" The green light is the view through the soldier's gas masks. This is a simile saying that the man is drowning in a green sea. But really he is drowning in a sea of toxic blood.

Merchant of Venice Essay Outline Essay

I. INTRODUCTION: A. Is Shylock a man â€Å"more sinned against than sinning,† or does he take his revenge too far in the pursuit of his pound of flesh? B. The wrongs against Shylock climax in the courtroom scene. He has lost his ducats, daughter, and now his religion. C. Thesis: The absolute epitome of selfishness can be described from within Shylock’s character; that selfishness is what prevents any would-be sympathizers from being able to fully commit themselves to Shylock’s case. II. BODY PARAGRAPH 1: A. Topic Sentence: Being the antagonist and villain throughout the play Shylock must be the antithesis to the general characteristics of the protagonist and supporting cast. B. Shylock was a Jew, a not very admirable quality during the late 16th century in Venice. C. â€Å"Shylock, albeit I neither lend nor borrow/ by taking nor by giving of excess† (Act 1, Scene 3, Lines 61-62) D. He is a usurer, something that Antonia literally despises and spits upon. E. This shows the hypocrisy of Antonio’s actions F. The daughter of his, Jessica, wishes to be free of him while he cloisters her and denies her liberties in order to keep her for himself. G. Shylocks character is what fuels him, but the treatment he has had to endure has affected the way the reacts to people. III. BODY PARAGRAPH II: * A. Transition/Topic Sentence: The power Shylock has to be a constant obstacle is abused often and with no guilt, he is fueled from only the intense urge of revenge. * B. The bond, from which Antonio is tied to, has no loophole from the pound of flesh, even when Bassanio wishes to not be tied to it. * C. â€Å"You’ll ask me, why I rather choose to have/ A weight of carrion flesh than to receive/ Three thousand ducats. I’ll not answer that,/ but say it is my humour†¦Ã¢â‚¬  (Act IV, Scene I, lines 40-43) D.Shylock will not allow a counteroffer to his pound of flesh, even though it was offered threefold. * E. Shylock is a direct obstacle to Lancelet’s happiness and has kept him for too long. * G. Having to go live in the ghetto has given Shylock a home where he can nurture his despisement of Christians. IV. BODY PARAGRAPH III: * A. Transition/Opening   * Sentence: Anti-Semitism debates are a central theme, and the hypocrisies that stem from it are defined in Shylocks views of Christians. * B. He is portrayed as more consumed by the fear his ducats are gone than his own daughter. * C. â€Å"My daughter, O my ducats, O my daughter!/ Fled with a Christian! O my Christian ducats!† (Act II, Scene 8, lines 15-16) * D. â€Å"If you wrong us,/ shall we not revenge?/ If we are like you in the rest,/ we will resemble you in that†¦Ã¢â‚¬  (Act III, Scene I, Lines 54-62) * E. When he is taunted by Solania and Salerio he points out the differences between Jews and Christians and claims that the evil he has been taught he will execute even better. * F. He does not believe that they can co exist and refuses to dine with them or pray with them, only conduct business. * G. â€Å"I will buy with you, sell with you, talk with you†¦Ã¢â‚¬  (Act I, Scene III, lines 32-34) V. BODY PARAGRAPH IV: * A. Transition/Opening Sentence: The entire court scene is the showcase of how all the wrongs committed upon Shylocks Jewish soul will now come back to haunt his wrongdoer. * B. tries to bargain himself out of his punishment even when he has lost * C. â€Å"Shall I not barely have my principal?† (Act IV, Scene1, lines 356) VI. CONCLUSION: * * A. In determining whether or not it is right to sympathize with the plight of Shylock, it is necessary to forgive him for his revenge. But why is he forgiven when he could not forgive Antonio; for if he had then the character of Shylock would not be in question. * B. Reconfirmed Thesis: In his refusal of mercy and forgiveness, Shylock sets himself up for failure, and fails without grace leaving as a broken man without money, religion, or his precious ducats. * C. The debate of the humanness of Shylock has withstood the hardy hands of time because of his relatableness as a villain. It is harder to hate the villain when you have reasons to hate the hero.

Reusability of Code Essay

Designing a code can often take a lot of time, depending on the complexity of the coding. This is why code reusability has become a standard when it comes to computer programming. But to understand why you would reuse code, you need to understand what goes into creating code. This essay will compare and contrast procedural programming modules and objects. Also, it discuss the security terms in hiding code, passing of data versus data encapsulation, code reuse in more than one program, and how object-oriented methods are similar to procedural modules. According to Gaddis (2010) there are two methods of programming that are primarily used: Object-oriented and Procedural. Procedural programming is more focused on creating procedures; object-oriented programming is focused on creating objects. When dealing with procedures, the data items are separate from the procedures. Gaddis (2010) says this can cause problems, but at the same time it will help the program become larger and more complex. But where procedural programming separates code and data, object-oriented programming handles it through encapsulation and data hiding. Encapsulation takes an object and combines data and code into it. Data hiding makes it possible to hide code in the inside of an object from the code outside of the object. An object normally hides its data, but leaves the methods available for access. Gaddis (2010) states, â€Å"When an object’s internal data is hidden from outside code and access to that data is restricted to the object’s methods, the data is protected from accidental corruption.† There is also no reason to worry about formatting of the code inside the object, just the methods of the object. If you want to reuse codes, the best way to do it is to create modules. They let you duplicate code in a program so that you can execute whenever you  need the service. The Microsoft website (What Is Reusable Code?, 2013) says that code reusability can be used if the code doesn’t have to modified, and can perform a specific service regardless of what the application uses it. It just can be too complex of a code. Just as we use standards in everyday life, there are standard code that is used with computer programs. Venit and Drake say (2011) that inheritance goes along with code reusability. Inheritance takes the methods and attributes from old classes and uses them in new ones. In conclusion, there are different aspects between object-oriented programming and procedural programming. These two methods have different ways of functioning within a program. And as long as a code isn’t to complex, code reuse is very possible. References Gaddis, T. (2010). Starting Out with Programming Logic & Design (Second Edition ed.). Addison-Wesley. Microsoft. (2013). What Is Reusable Code? Retrieved from msdn.microsoft.com: http://msdn.microsoft.com/en-us/library/office/aa189112(v=office.10).aspx Venit, S., & Drake, E. (2011). Prelude Programming Concepts and Design (Fifth Edition ed.). Addison-Wesley.

Free Essays on Causes Of Salem Witch Trials

The Causes of the Salem Witchcraft Trials Page 1 Introduction The Salem Witchcraft trials took place in a Puritan devoted community of Massachusetts in 1692. The trials resulted in the execution of nineteen men and women, and one man who was pressed to death with stones. The theories of what caused the accusations are numerous but I will attempt to explore a few of them. The most widely known theory is that misogyny, the prejudice of women, was to blame for the witchcraft trials. The Puritans were raised with strict religious views on morality and generally oppressed females based on their religious beliefs. Puritans believed that women were more at risk at becoming cohorts with the devil. Another possible explanation for the strange behavior is that is has a physiological origin. Ergotism is a disorder caused by ingesting contaminated grains of rye or other grasses. Symptoms of ergotism include vomiting, hallucinations, and a burning sensation in the extremities, Volk, T. (1999). The accounts of the girls’ behavior suggest the possibility of ergot poisoning. Another physiological theory is that the girls were suffering from encephalitis lethargica. Some of the symptoms of this form of encephalitis include double vision, abnormal eye movements, and behavioral changes including psychosis, Wikipedia Encyclopedia. Many historians also believe that quarrels among the families were a major cause of the disturbing events that occurred in Salem Village. The town was divided into two Page 2 prominent factions; each of which wanted a different leader of the church. There were also many disputes over land between members of the Village and members of the Town. It is possible that members of these families used the trials and accusations as a mean to gain the land of their enemies. The last theory that I am going to look into is psychological in origin. There are two possibilities that fall under the category of psychological: ma... Free Essays on Causes Of Salem Witch Trials Free Essays on Causes Of Salem Witch Trials The Causes of the Salem Witchcraft Trials Page 1 Introduction The Salem Witchcraft trials took place in a Puritan devoted community of Massachusetts in 1692. The trials resulted in the execution of nineteen men and women, and one man who was pressed to death with stones. The theories of what caused the accusations are numerous but I will attempt to explore a few of them. The most widely known theory is that misogyny, the prejudice of women, was to blame for the witchcraft trials. The Puritans were raised with strict religious views on morality and generally oppressed females based on their religious beliefs. Puritans believed that women were more at risk at becoming cohorts with the devil. Another possible explanation for the strange behavior is that is has a physiological origin. Ergotism is a disorder caused by ingesting contaminated grains of rye or other grasses. Symptoms of ergotism include vomiting, hallucinations, and a burning sensation in the extremities, Volk, T. (1999). The accounts of the girls’ behavior suggest the possibility of ergot poisoning. Another physiological theory is that the girls were suffering from encephalitis lethargica. Some of the symptoms of this form of encephalitis include double vision, abnormal eye movements, and behavioral changes including psychosis, Wikipedia Encyclopedia. Many historians also believe that quarrels among the families were a major cause of the disturbing events that occurred in Salem Village. The town was divided into two Page 2 prominent factions; each of which wanted a different leader of the church. There were also many disputes over land between members of the Village and members of the Town. It is possible that members of these families used the trials and accusations as a mean to gain the land of their enemies. The last theory that I am going to look into is psychological in origin. There are two possibilities that fall under the category of psychological: ma...

Stress and Anxiety Essay

Stress and Anxiety Essay Stress and Anxiety Essay Final Project I believe that I understand what self-regulation means and how it relates to my life. Self- regulation is the ability to monitor and regulate our own behaviors, cognitions and emotions (Self-Regulation 185). Self-regulation impacts everyone because is the key to becoming a successful student and person. Self-regulation helps in our daily decisions and long-term and short-term goals. Without self-regulation people usually make poor choices when it comes to health, work, school and relationships. During this semester I have be working on my self-regulation. Because this class I did not really think about self-regulation. This I had to really sit and think about what went wrong for me last semester. I think that last semester I was trying to figure out how to juggle living on my own and school. I was so use to my parents doing everything for me that when I got to college it opened my eyes. I had to realize that my parents are not going to be there to help me with my proble ms. I have to have the will and motivation to become the best student and person that I can be. That means that I have to balance between delayed and immediate gratification. I had to set some key routines that will help me balance my life. Key routines are those five or six behaviors that will keep me from chaos and move me toward mastery. I had to make a plan so that I know what I need to each day. Another thing that I have to work on is procrastination because I always wait to the last second to do something. Before I took this course I did not really understand why I and other students procrastinate. But in fact procrastination is a common problem that most students in college encounter during their college years. Most students get caught up in with all the drama that comes with living on campus. Last semester I had a lot of trouble when it came to procrastination but I was not thinking about when my homework was due. All I was thinking about is when the next party was and play ing video games with my friends. Also I was so use to my mom telling me to do my homework. Since my mom wasn’t here to tell me to do it I choose to do something else. Usually I would watch television or be on Facebook and Twitter. This I think that I have gotten a lot better at not waiting to the last second to do my homework. I think that I’m less stressful now then I was last semester. Because now I know what I need to do to get my GPA up. I also think that I did not have the will and motivation last semester to be successful in college. I was just glad to be on my own and not having anyone there to tell me what to do. But now that this semester is almost over I have realized that I have become more active in my studies. I have set rules for me to follow that will keep me on track to becoming a successful person. I also make sure when I’m studying I put everything that I know will distract me out of site. I either go to the library of to the top of Adams tower which is the twelve floor. Where I can get piece quiz and away from all the loud people on my floor. Because with all the loud noise that goes on every day on my floor it makes it kind of hard to study. So I end up getting very stressed out and I start having anxiety attack. Anxiety is a feeling of worry, nervousness or unease, typically about an imminent event or something with an uncertain outcome. In other words, anxiety is the emotional response to the pressure of stress (315). Some anxiety keeps us alert and productive, but too much anxiety, especially over an extended period of time, can ruin your physical health, our ability to concentrate and create, and your relationships (315). I would get really stressed out and have really bad anxiety attacks. But now I have learned had to control it. When I feel that I’m about to have anxiety

How to Grow Color Change Crystals

How to Grow Color Change Crystals If you enjoy growing crystals, try this simple project that produces large crystals that change color from yellow to green to blue depending on light and temperature.   The crystals grow over a few hours to overnight and are sure to amaze! Color Change Crystal Materials Two chemicals react to produce the color change in the crystals: 10 grams potassium alum (potassium aluminum sulfate)3 grams red prussiate [potassium hexacyanoferrate(III)]50 milliliters hot water Alum is easy to find, but youll likely need to order red prussiate online. Another option is to simply order a color change crystal kit. The one by Thames and Kosmos is reliable and includes a total of three experiments. Prepare the Solution and Grow Crystals In a small clear container, simply dissolve the potassium alum and red prussiate in 50 milliliters of hot water. It make take a few minutes for the salts to fully dissolve. If you still have undissolved material after a couple of minutes, you can carefully set your container inside another larger container of very hot water, to act as a hot water bath and help the salts dissolve.Once the chemicals are dissolved, set your container of chemicals in a location where the crystals can grow without being disturbed.Youll start to see tiny crystals after 30 minutes to a couple of hours. Crystal growth should be complete overnight to a couple of days, depending mostly on temperature and the humidity of the air. At this point, the crystals will be yellowish green or green, depending on the temperature at which they grew.When you are satisfied with the crystal growth, use a spoon to remove the crystals from the container. You can set them on a saucer to dry. Dispose of the chemical solution by pouring it down the drain and rinsing with water. The easiest way to observe the color change is to divide the crystals between two containers. Place one container in a dark cabinet or closet and put the other container on a sunny window sill.Check on your crystals each day. Over time, the crystals in the sunlight will change color from yellow to green to blue. The crystals in the dark will remain yellow. The color change could take a couple of days, but in my experience, you see it within an hour or two. When I took the photo, the crystal on the left was canary yellow, but darkened to yellowish green under the bright lights How Color Changes Crystals Work Light and heat supply the energy to cause  a chemical reaction between the alum and red prussiate to produce Prussian blue or Berlin blue. This is an iron-based dye still in use today for blue ink cartridges and paints. Make Prussian Blue InkUse Prussian Blue in a Crystal Garden Safety Information The chemicals used in this project are safe to use, but you should wash your hands after handling the crystals, because the red prussiate and your crystals contain iron, which can be toxic if you get too much. Keep the chemicals and crystals out of reach of pets and young children for this reason. The kitchen is a perfect place to mix the solution and grow crystals, but be careful you dont get burned by the hot water and be sure to keep the chemicals and crystals away from food. Rinse any kitchen cookware you use so it doesnt have chemical residue. More Chemicals That Grow Crystals

Theory for Film Practice Essay Example | Topics and Well Written Essays - 1500 words

Theory for Film Practice - Essay Example Film form is thought to be the overall system of particular relations that can be found among the film’s elements. While all of them are classified either as narrative or stylistic, in this paper I will focus on the latter. To stylistic elements, mise en scene, editing, cinematography, and sound are referred (Keuthan). When the sound was introduced to the silent cinema back in 1927, its integration became the subject of hot debate ranging from passionate approval to criticism expressed by film critics of the time. Indeed, as Dale observes, â€Å"sound invasion in the cinema brought about many crises†, so that the techniques used to produce silent films were subject to complete revision (Dale 637). In the centre of the continuous debate was the role and necessity of sound, if it was thought necessary at all. While the public immediately fell in love with the sound film, a lot of film directors, aestheticians and many film critics argued that integration of sound in the f ilm â€Å"was a disaster that would destroy the cinema as a unique art form† (Fabe 59). Opposing the views expressed by the early sound theorists that sound creates obstacles to better conveying the film’s message, this paper contends that sound is crucial to conveying the film’s message through imagery. Let us first discuss the arguments by the early sound theorists against the integration of the spoken word into the cinema. In particular, the aesthetic disadvantages of the new technology need to be observed. Having done this, I will focus on pro-sound arguments developed by another set of film theorists at that time, as well as make references to the contemporary theory of film sound. One of the most passionate anti-sound theorists was Bela Balasz. He contended that the primacy of image ensures deep communicative force of the film. Since speech is far less expressive than the body language that accompanies it, the integration of the spoken word into the cinema would lead to audience’s desensitizing. To illustrate, Balasz said, â€Å"The silent film is free of the isolating walls of language difference. If we look at and understand each other’s faces and gestures, we not only understand, we also learn to feel each other’s emotions† (Balasz as quoted in Fabe 60). Similarly, the film theoretician and historian of art Rudolph Arnheim argued against the inclusion of literal voices into film supporting his argument with the claim that images themselves speak. Moreover, Arhnheim not only advocated the anti-sound position, he called for the silent film’s return. Close analysis of Arnheim’s views helps to understand the essence of most radical anti-sound views in the film theory. In his well-known essay â€Å"A New Laocoon: Artistic Composites and the Talking Film† written back in 1938, Arhneim discusses the irrelevance of spoken word in a film. One of his arguments is that the use of sound at the then level of technological development created to the feeling of uneasiness caused by the fact the attention of the audience was torn in two opposite directions. Specifically, Arnheim contends that in a film two different media are struggling with each other to express one thing rather than exerting a united effort and capture the message. The coincidence of these fighting voices results in violation of aesthetic laws by films with sound, as Arnheim posits it (Arnheim 164). Partially sharing Arnheim’s critical views on the use of spoken word in

Rational Choice Theory Term Paper Example | Topics and Well Written Essays - 1250 words

Rational Choice Theory - Term Paper Example In criminology, it is employed to explain the criminal behavior. It assumes that the state is responsible for the maintenance of order and for preserving the common good through legislation. The laws control human behavior through swiftness, severity, and certainty of punishments (Phillips, 2011,7). The theory consists of 3 core elements: a reasoning criminal, crime-specific focus and separate analysis of criminal involvement and criminal event (Phillips, 2011, 4). The reasoning criminal element postulates that criminals commit crimes in order to benefit themselves. The element proposes that criminals have specific goals and alternative ways to achieve these goals. In addition, they hold information that assists them in choosing the best alternative to implement their goals. The element on crime specific focus assumes that decision making differs with the nature of a crime, that is, decision making is different for each crime. For instance, the decision making to commit a robbery differs with the decision making to commit burglaries, while the decision making by a burglar to target wealthy neighborhood, differs with the one to target middle class and public housing. The last element addresses three issues: deciding to get involved in a crime, continuing to get involved once one has decided to get involved, and the decision to withdraw from the commission of the crime. On the other hand, criminal event implies the decision to get involved with a specific crime.  

European Law essay Example | Topics and Well Written Essays - 2000 words

European Law - Essay Example It is agreeable that legal cooperation and integration is the most important premise for political and economic integration. There should be horizontal and vertical legal cooperation and integration; that is, among member states themselves, as well as between the Union and its member states. This means that such integration should be in such a way that, despite the fusion of legal processes, each state do not lose their individual legal characteristics.1 It is in the light of this that a question arises of how supreme law can be established while each state still maintains their inherent laws. In practice and theory, this question point at two most crucial European Law doctrines: the doctrines of â€Å"supremacy† and â€Å"subsidiarity†.2 So, how is the doctrine of â€Å"supremacy† and â€Å"subsidiarity† developing and how can it address the question of enforceability of directives by individuals? The Doctrine of â€Å"Supremacy† The doctrine of â €Å"supremacy† is one of the basic principles of EU law that was developed by the European Court of Justice (ECJ) in the Costa v Enel [1964]3 to ensure supremacy of EU laws over individual member states law. The development of this doctrine was based on the pacta sunt servanda principle that the EU laws should not be prejudiced by national laws. Since the EU laws respect the fundamental rights, the ECJ is of the opinion that member states should not prejudice EU laws under the excuse of protecting human rights. The ECJ’s ruling followed the principle that the courts of individual member states must not apply national laws that are not consistent to EU Laws. The EU Treaty provides the EU laws with supremacy over individual states laws.4 It should be noted that the doctrine of supremacy of the EU law is a debatable concept that is still evolving. Since the ruling in Costa v Enel, there have been various reactions to the opinion held therein. The ruling has been challenge d in the members’ states constitutional courts, as noted in German Constitutional Courts in the case of Spa Granital v. Amministrazione delle Finanze dello Stato5. In the case, it was held that Community law should be given precedence because of its competence over any relationship aspect between national law and Community law. Also, the Treaty of the European Union has been challenged through a series of Maastricht cases. The enforceability of the doctrine of supremacy directives by individuals is very possible. However, such enforceability is only within the ECJ’s conditional jurisdiction; in some cases, EU laws do not have direct effects to the national Acts hence implying that its provisions cannot be enforced in such circumstances.6 The Doctrine of â€Å"Subsidiarity† The Maastricht Treaty on European Union (TEU) sets out that the doctrine of subsidiarity enjoins the European Community to act in areas where there is concurrent competence. The doctrine requi res the EU institutions to refrain from acting in situations where their objectives can be served effectively at member state level. This doctrine is informed by the need to ensure that the EU laws do not trample on the principles of cultural diversity and democratic self- governance, needlessly. This doctrine implies that the EU will only act when the individual members states action are deemed to

Design of Desire Research Paper Example | Topics and Well Written Essays - 1500 words

Design of Desire - Research Paper Example Most of the people take a little step further than required in purchasing things which they hardly need or require. They basically buy material they do not have use of, but is just a treat for their eyes and mind. The most of the buying or shopping is based on emotional and feelings of a person, rather than on requirement and need. This kind of consuming behavior is not only a financial loss but also can turn out be an uncontrollable habit which they can get addicted to. â€Å"In today’s consumer- driven society ,satisfying consumer needs has less to with the practical meeting of physical needs and everything to do with gratifying desire based upon emotions†(Danziger 11).This kind of frivolous buying behavior is seen among people who are spontaneous and impulsive and they give more importance to their emotional satisfaction rather than real needs. But this is not the case with all, there are the value of the money, and spend it on things which are more essential to them. However, for the spend thrift behavior of the people can be very well blamed upon the marketing strategy of the manufactures, international companies and designer brand producers. The advertising agenda of these product lines is to capture the mind of the buyer and trap them in buying the product no matter what the situation is. The market in every way advertise products taking in to consideration people who are spend thrifts and extravagant .They promote their product to lure them and motivate them to buy the product as if they are necessary commodity for their household use. Since there is a huge competition in the market the companies indulge in various techniques and tactics to attract the buyers and sell out their products. â€Å"The buying process in influenced by buyer’s mood and psychological factor, social surrounding, time, situational factors, social class culture and so forth†(Steiner 59-62). People are more drawn to buy luxury brand also in a way to remain in

Law website Essay Example | Topics and Well Written Essays - 250 words

Law website - Essay Example (American Bar Association et al., 2010) of the American laws, where a person is regarded to have had no professional relationship to the injury. It is never permissible for any attorney to list his or her famous client or his or her well known case. These regulations are provided for under America bar rule 7.2 (c) (15) that spells the communications concerning the services of lawyers (American Bar Association et al., 2010). No. attorney is never allowed to pay their former clients especially to quote how well they were presented by the attorney and this is defined in the American bar rule 7.2 (c) (1) (J); the precludes testimonials (American Bar Association et al., 2010). 5. The attorney would like to include a link in the website for web surfers to â€Å"chat with an attorney.† You, the paralegal, may be required to respond to chat calls if the attorney is out of the office. Is this permitted by the rules? Yes. Attorney is never hindered by any regulation; thus, they can include website links for web suffers to chat with them. Nonetheless, paralegal may never respond to these kinds of web chat calls since such are hindered by the America bar rule 7.4 (a) that defines direct contact with prospective client (American Bar Association et al.,

Edgar Allan Poes Essay Example | Topics and Well Written Essays - 750 words

Edgar Allan Poes - Essay Example Both the stories are written using the same technique by Edgar Allan Poe. He has used the narrator as a tool to describe the events in both the stories. This essay would further revolve around the two stories and present the differences and similarities found in both the stories. Edgar Allan Poe has explicably written both the works to show the madness that is prevalent in the world. He uses the technique of a narrative to describe both the stories along with the justice that is served in the ending of both stories (Poe 375). Poe uses the first person experience to narrate both the stories so that the readers can take an insight in the scenes of the horror fiction. Poe gives a detailed explanation of the lives of the two narrators in the stories aforementioned in the beginning so that the readers can grasp the scenes of the story. Both the stories follow the genre of horror and fear as the author shows psychological trauma and fear in the characters that are being played by the narra tors. These themes can be clearly seen in the quote taken from the story ‘The Tell Tale Heart’ which says ‘I cut off the head and the arms and the legs’(Poe 7). ... â€Å"The Tell Tale Heart† and â€Å"The Black Cat† depict the extent to which a human being can go and the narrative serves to explain the reader that the narrators are not as mentally sound as they argues that they are. The mental state of both the narrators can clearly be said to be inappropriate even though they argue that they are sane enough. In both the stories the narrators are the killers and they kill for reasons that are only known to them. It can be seen that both the works have quite a lot of similarities but upon close analysis it can also be seen that the works have a difference. In the ‘The Black Cat’ the narrator kills the cat and his wife unintentionally whereas in â€Å"The Tell Tale† the narrator plans out to kill the old man as he fears his eye. Poe places the factor of anger differently in both the stories as it is seen that the narrator in â€Å"The Black Cat† takes out his anger on a living thing that can possibly not r esist. However in â€Å"The Tell Tale† it is seen that the narrator takes out anger on a person who can resist. It is also seen that the beginning in both the stories is different as in ‘The Tell Tale’ the narrator gives out the ending in the opening paragraphs whereas in ‘The Black Cat’ the narrator gives the whole account at the end of the story. The plot of the stories is shown differently to the readers by Poe to but in the end both the narrators are caught for the crime that they commit. In conclusion it can be said that Poe has written two classical works in the genre of horror to present the insanity of individuals in a different perspective. He has used the object of fear as a tool to describe the scenes in the stories so that the readers

Law website Essay Example | Topics and Well Written Essays - 250 words

Law website - Essay Example (American Bar Association et al., 2010) of the American laws, where a person is regarded to have had no professional relationship to the injury. It is never permissible for any attorney to list his or her famous client or his or her well known case. These regulations are provided for under America bar rule 7.2 (c) (15) that spells the communications concerning the services of lawyers (American Bar Association et al., 2010). No. attorney is never allowed to pay their former clients especially to quote how well they were presented by the attorney and this is defined in the American bar rule 7.2 (c) (1) (J); the precludes testimonials (American Bar Association et al., 2010). 5. The attorney would like to include a link in the website for web surfers to â€Å"chat with an attorney.† You, the paralegal, may be required to respond to chat calls if the attorney is out of the office. Is this permitted by the rules? Yes. Attorney is never hindered by any regulation; thus, they can include website links for web suffers to chat with them. Nonetheless, paralegal may never respond to these kinds of web chat calls since such are hindered by the America bar rule 7.4 (a) that defines direct contact with prospective client (American Bar Association et al.,

English Academic Study Essay Example | Topics and Well Written Essays - 250 words

English Academic Study - Essay Example The Universal Declaration of Human Rights states that all people are entitled to their privacy and that of their families, properties, and their communications. People further have a right to legal protection of their privacy that extends to their geographical space and information on a person or a person’s communication (Wellman 2005, p. 138). Even though the press has its freedom that is considered a right, as human right to privacy, its misuse infringed the right to privacy and would therefore not only be immoral but would also be illegal. While the courts’ interpretation of freedom of press and its conflict with right to privacy has sometimes undermined the privacy right, it focuses on the informative role of the press and involved public interest in the breach of privacy. These are then balanced with the right to privacy to determine whether a breach is legal or not. Only a reasonable breach of privacy of a celebrity who is not a public figure and breach of privacy of a public figure, if it is incidental to public interest, would therefore be allowed (British Institute of International and Comparative Law 2013, p. 1). The right to privacy and freedom of press identifies conflict of law and unless there is public interest or justifiable need for information among a population segment, privacy is supreme and the celebrities deserve a life without constant press scrutiny. British Institute of International and Comparative Law 2013, The right to privacy and the freedom of the press: From the European domestic perspective and back, British Institute of International and Comparative Law, Retrieved 3 March, 2014, < http://www.biicl.org/events/view/-/id/739/

Electric circuit Essay Example for Free

Electric circuit Essay Every time a charged atom hits the net it loses some of its charge, therefore the longer the wire the larger the chance of the charged electrons colliding with the net and losing some of their charge therefore increasing the resistance. Width of wire: The width of a wire will affect the resistance because the wider a wire the more space in the net for the charged electrons to get through without colliding with the net and therefore decreasing the resistance. It is like letting a lot of water out of a small hole; it would go slowly, whereas with a bigger hole it flows out faster. Temperature of wire: The temperature of the wire would affect the resistance because as the wire gets hotter the net begins to vibrate because they are given more energy; this therefore makes it harder for the charged electrons to get through the net without colliding with it and causing resistance. Therefore the higher the temperature the higher the resistance. Material of wire: The material of a wire would affect it resistance because different materials have different resistivity because the have different nets. Some of the nets may have smaller holes that others and this would increase the resistance because there would be a larger chance of the atoms colliding. Similarly some materials may have larger nets, which would mean that there would be a lesser chance of the atoms colliding. The variable that I am going to change is going to be the resistance because I think it will be the easiest to change with the apparatus I have available to me and I think it will give fair results. Research So far I have taken a lot of information from my G. C. S. E.textbook but some of my work has come from the Internet. I used many different search engines but the two main engines, which I used, were www. ask. com and www. google. com and here is some of the information, which I got by using these engines: Resistance alloy data Material Nominal Resistivity Microhm. cm Maximum Operating Temp i C Density g/cm3 Nominal Temp Coeffic. of Resistance. This information was very useful because the type of wire I am going to use is Nickel Chrome and it has a lot of information on it and it tells me its resistivity. Prediction I predict that as the length increases the resistance will also increase in proportion to it. I think this because the longer the wire the longer the net of atoms and therefore the larger the chance of the electrons colliding with the net and losing some of their charge. Therefore if the length is doubled the resistance should also double, because the length of the wire has doubled therefore the amount of atoms will have doubled so the amount of collisions should double. When I draw a graph it should hopefully show that the length is directly proportional to the resistance. The diagram below should show this more clearly: Apparatus Meter rule to measure out the length of the wire. 1-meter length of nickel chrome wire to test its resistivity. Ohmmeter to measure the resistance of the wire. Crocodile clips to connect the ohmmeter to the wire. Wires to connect the ohmmeter to the crocodile clips. Masking tape to stick the wire to the ruler. Preliminary Work I did some tests to see what distance I needed to space my readings at and this is what I got: Length (mm) Resistance (ohms) My preliminary results have shown that altering the length by 10mm is too little because the resistance gain is too uneven, but if I change the length by too much i. e. 500mm the gap is too large. Therefore I am going to take my results every 50mm. I also found that the wires connecting the ohmmeter to the wire had a resistance of 0. 3mm so I will have to To make it a fair test I need to make sure that I keep all of the other variables the same. I will use the same wire every time and in I will use it again in my repeat experiment, so that the width and material of the wire will remain the same. The temperature of the wire will be very hard to keep constant because each time an electron collides with the net its energy change from electrical to heat therefore every time the atoms collide with the electrons the wire will heat up. Hopefully this will not affect my experiment too much because I am only going up to a meter in length therefore it should not heat up too much. Diagram My apparatus will be set up like so: Method 1. First I will gather up all the needed apparatus and set it up as above. 2. Then making sure that one of the crocodile clips is on exactly 0mm and that the other is on exactly 100mm I would take a reading. 3. Before I record the reading I would make sure that the ohmmeter had come to a complete stop and was not flashing. 4. I would the repeat this every 50mm until my I got to 1000mm making sure that the first crocodile clip was always on 0mm. 5. Then I would repeat the whole experiment making sure that I used the same wires so that the width and material of the wire were kept constant. 6. Whilst repeating the experiment I would make sure that I did it in the same place as before because if I repeated it next to a radiator the resistance would go up. Results Length Of Wire (mm) Results 1 (Ohms) Results 2 (Ohms) Average (1dp) (Ohms). Explanation Of Results My first set of results has an anomalous result, which is circled on the first graph. This could be because I did not wait for the ohmmeter to settle and I took the reading too quickly. My second and average set of results are good with no anomalous results and they show a definite relation between the resistance and the length of the wir they show that as the length goes up so does the resistance. In my prediction said that if the length doubles so should the resistance and my first set of results show that at a length of 250mm the resistance was 5. 2W and at a length of 500mm the resistance was 10. 1W which is very close to my predicted answer. Conclusion I think that my experiment went quite well because all my graphs had straight lines showing a strong relationship between the length and the resistance. But I could have improved this method in a couple of ways. For example I should have used pointers instead of crocodile clips because they are far more accurate, this is because they have a far smaller tip than crocodile clips and they would give a more accurate measurement of the wire. Also pointers would not have compressed the wire like crocodile clips. Crocodile clips have a spring in the to keep them shut and this could have compressed the wire therefore increasing the resistance. I also should have been more careful about making sure the wire was taught when I took the readings because if it was loose it would have been a longer length that the one I thought I was reading. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Philosophical Justifications for Physical Education

Philosophical Justifications for Physical Education Issues in Physical Education Examine the implications of the various philosophical justifications for Physical Education for the teaching of the subject. The philosophies of the philosophers Within a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE can be placed within the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country. Education is essentially associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of theoretical and intellectual attainment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as ‘orthodox’ education which arguably excludes PE. Reid (1998) supports this view stating that education must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reid’s perspective, it follows that (it can be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject matter. (Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a ‘new orthodoxy’ construct within PE, (developed from attempts) which developed from a perceived need to justify PE’s intellectual properties. These include the increase in academic PE through examinations and the establishment of PE degrees and Sports Science degrees. Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop ‘knowing how’. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This point made in Hoberman, J. (1992). Add the quote if you wish Reid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to ‘simple’ ability, where a student is able to strike a ball for example. â€Å"It is not the status of PE which is problematic then, but rather the academic view of education† (Reid, 1997, page 21), which is perhaps a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status. Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This hedonistic approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one individual may not necessarily be enjoyable (for) by another. This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the pleasure extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reid’s (1997) concept. Carr (1997) however states that as much as Reid’s (1997) work challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a concurrence with all of Reid’s (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as ‘non-sporty’ rather than educat ionally deficient. These differing view points again further obscures the boundaries of PE’s educational worth. This point is made in Andy Clark (1996), I suggest that you put in the reference! Carr’s (1997) opinions differ in that his paper raises the prospect of a distinction between education and teaching of ‘life skills’ (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also aim to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life after school and beyond. These abilities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for ‘valued’ knowledge but is coupled with enhancement of personal virtue due to â€Å"philosophical anthropology and the promotion of Olympian ideas† (Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is â€Å"the initiation into a range of cultural practices that have the capacity to open up the possibilities of living a full and worthwhile life†. (Yet) Again the implication of this viewpoint is that it supports the notion that PE can help provide and establi sh ‘life skills’, thus supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their â€Å"traditional liberal distinctions† even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs. McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I don’t think that Reid’s paper was specifically about PE as such, it was about education in general although certainly it featured PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reid’s hedonistic (standing) view point that simply pleasure alone is justification for PE’s place on the NC is not entirely plausible. A point made in: Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference? In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education. People â€Å"have the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitments† (McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a sporting context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are key to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of â€Å"cultural rituals† should ensure that â€Å"the values PE has and gives, are kept in good health†. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches ‘life skills’. (So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate between schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally noteworthy as it contains ‘valued’ principles. These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PE’s justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) As a reference on this point The philosophies of the Physical Education teachers. The ‘philosophies’ of PE teachers are generally considered to come about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is ‘sport for all’, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons. According to Green (2000), enjoyment and pleasure formed the basis for PE teacher’s lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a ‘release’ of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000 In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000). In Green’s (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teacher’s slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a ‘traditional’ sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable. Another justification for inclusion on the NC from a PE teacher’s perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a student’s fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy lifestyle (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later). The principal difference between teacher’s philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more ‘orthodox’ educational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001). Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individual’s (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that â€Å"It is somewhat unsurprising to find that PE teachers’ philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions.† However, Green (2000) does argue that some relationship is present, connecting both philosophers’ and PE teachers’ opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers. The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more ‘lifestyle activities’). As it stands, PE lessons are dominated by more ‘traditional’ sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these spor ts. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears ‘carry over’ of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more ‘lifestyle activities’, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restrict the ability to run them. Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is â€Å"more of the same†. This is being of reference again to ‘traditional games’ PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the importance of ‘carry over’ into life after school as (this is) being best achieved through more ‘lifestyle’ activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statement So, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reid’s argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their ‘comfort zone’ in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, ‘lifestyle’ option. By remaining within their ‘comfort zone’, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more ‘traditional’ PE. (Moreover, their (the teachers)). Teachers may co nsider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity. In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I don’t agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it! This applies whether the argument is for or against NC inclusion. References Carr, J. (1997) Physical Education and Value Diversity: A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205. Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84. Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2). Green, K. (2001) Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday ‘Philosophies’, Sport, Education and Society, 6(2). Green, K. (2003) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies. Chester: Chester Academic Press. Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Activity: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43. Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and Paul Hirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28. Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994. McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education: Essential Issues, page 1-20. London: Sage. Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 36-68. Meyer and Meyer: Verlag. Penny, D. and Harris, J. (1997) Extra-curricular Physical Education: More of the Same for the More Able. Sport, Education and Society, 2(!), page 41-54. Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin. Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20 Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 17-35. Meyer and Meyer: Verlag. Sport England (2003) Young People and Sport in England: Trends in Participation 1994-2002. Sport England: London. Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbs!!! In commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to â€Å"the implications† of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question. You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and I’m not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point. The references that I have suggested that you include are:- Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128. Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65: New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187. Savolainen J Elo P 2000 Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry Bulletin of the Russian Philosophical Society (2000) Hoberman, J. (1992) Mortal Engines: The Science of Performance and the Dehumanization of Sport, New York: The Free Press Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) Values in Sport: Elitism, Nationalism, Gender Equality and the Scientific Manufacture of Winners, London: Routledge. I think you should do well with this as it is certainly well above the standard of many that I have seen. If you wanted to expand the arguments further you could move into the area of virtue theory as a philosophy and the implications for teaching which are huge Here is an extract from Lumpkin, A.; Stoll, S.K.; Beller, J.M. (1999) Sport Ethics: Applications for Fair Play, (second edition) Boston: McGraw Hill. In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotle’s work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on. Sport’s traditional function as role modeller for youth is premised upon virtue theory. Russell Gough’s (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as chastise players who deceive the officials Ref: Gough, R. (1997) Character is everything: promoting ethical excellence in sports, Orlando: Harcourt Brace.

The Comparisons Of Charles Manson To Transcendental Philosophy :: essays research papers

The Comparisons of Charles Manson to Transcendental Philosophy   Ã‚  Ã‚  Ã‚  Ã‚  Charles Manson and various members of his â€Å"family† brutally killed several people from the Tate and LaBianca family on two seperate ocassions. The purposes of these killings are misunderstood by today's society, when ignoring Manson's philosophy. Although Manson never killed anyone, he went to prison in 1969 for masterminding the operation. Today's society has labeled Charles Manson as a mass-murderer who had no purpose through his cause. However, society overlooks the goal of Manson's plan, which included creating a better society. Manson continues to preach his cause through repeated parole attempts, behind the walls of a California prison where he resides currently. His cause remains unknown to many, but several of Manson's underlying themes coincide with earlier transcendental views.   Ã‚  Ã‚  Ã‚  Ã‚  Many of Charles Manson's beliefs include creating a better society by reducing the size of the government, and preserving the role of an individual in society. This explains why Manson refused counsel at his trial, he represented himself until the judge found many of his motions â€Å"ludicrous† and appointed him an attorney. Manson preached that only he could represent himself, because no one could preserve his individuality. Mr. Manson lost his sixth amendment right to self-representation, and he uses this example now to prove that the individual rights of people are controlled and manipulated by the government.   Ã‚  Ã‚  Ã‚  Ã‚  The story of the â€Å"Manson Family† goes beyond the Tate/LaBianca murders, to years before the murders took place. Manson and his â€Å"family† would gather together in a house, when generally they would sit contently and listen to Charles preach. Usually the sermon would last for an hour or two and include stories and prophecies about the â€Å"revolution† that Manson felt was coming. Manson called this revolution helter skelter, after a Beatles song, which he felt told about the future of our society. Manson believed that the African- American members of our society were troublesome and would over-through the white race. Therefore, Manson began to prepare for helter skelter by informing his family. Instead of waiting for helter skelter, Manson wanted to prevent it by creating a utopian society that excluded the African-American race.   Ã‚  Ã‚  Ã‚  Ã‚  Above and beyond individuality, Manson felt that four important things needed preserved: air, water, trees, and animals. Mr. Manson commonly refers to these things as AWTA, and claims that his â€Å"family gave their lives to unite the brothers and sisters of the world† with these standards. The use of euphorics by Manson and his followers, provided an enhanced sense of individuality in an environment interacting with nature. Manson commonly used music to get his message out to other people, and generally, he would end a session with songs

Case Study †Cooperating and Communicating Across Cultures Essay

Cooperating and communicating across cultures are the key issues in this case study. Jim, an American employee, joined the German team well prepared with the knowledge of German culture and their language; however, he wasn’t expecting the length and details the meeting session went. He became increasingly impatient, and consequently lost the respect of his fellow team members by â€Å"hardly paying attention† to the process. The Germans used a three-day meeting as a way to lay the foundation for the structure of the entire product launch. By not understanding the importance of the initial meetings in the process, Jim never truly understood the way the team was working, that is by analyzing the problem, and addressing the issues then dividing the work and moving forward with the team leader checking and controlling the outcome. The German team had worked together for at least 10 years and so they knew the company procedures very well, but Jim clearly did not. A key organizational issue Jim exhibited is not showing respect for the Germans’ methods and failing to align himself with the culture more rather than removing himself from the process and complaining. Fundamentally, Jim wanted to outline the problem, adjust and confer during the process but the Germans had different ideas. This was a result of different culture for doing things. Each side saw the others’ method of operating as wrong rather than as a possible new and different way to address a product launch. Klaus, a German employee, had similar issues arriving in America and learning that the project would be put together as a work in progress rather than carefully thought out prior to execution of a plan. This is a cultural difference both sides experienced, which could have been prevented by an introduction to work methods before Jim/Klaus started with their new team. Outlining the process and roles of each person would help the visitor learn the culture. The interests of both the Germans and Americans were aligned; however, there was an unwillingness to review the possibility of adapting the best methods from each culture to work together for the benefit of all. References: Hitt, Miller & Colella (2011). Organizational Behavior, 3rd Edition: John Wiley & Sons Alston, Jon (June, 2005). Japanese Business Culture and Practices: A Guide to Twenty -First Century Japanese Business. Bloomington, IN: iUniverse, Inc. http://en.articlesgratuits.com/what-is-organizational-culture-id1515.php

The Speech Given by Romano Prodi

Evaluation of the speech given by Romano Prodi, the president of the European Commission 2000-2005 in Europarliament, Strasbourg, 15 February 2000. After a quick glance at the speech we can see a positive inspiration of an ex-prime minister of Italy, to a stronger, healthier Europe thorough a better management of scare resources (money) and optimization (review our priorities and focus on our core business). To focus on its real priorities†¦ to shed low-priority activities and thus free up resources†. Prodi wants to revive the lost faith in the European institutions. Enlargement, progress, lower unemployment. Strengthen Europe's capacity for prosperity and progress. This â€Å"vision† then, is for an all-round project enabling the construction of a Europe capable of upholding its own responsibilities towards future candidates for accession. Enlargement, approached on a basis of such a broad design, adds a number of considerable advantages: politically, it strengthens the role of democracy in Eastern Europe; conomically, it offers the prospect of a vaster, more competitive market; from the security viewpoint, it can represent the starting point for a new all-European system of guarantees, thus playing a complementary role with the enlargement of NATO, offering Russia reasons for integrating and cooperating with the West. However, usual debates about vigorous and sustained growth, security, sense of meaning and purpose and projecting its model into a wider world have a strong political motive. Not only Prodi wants to satisfy his personal ambitions, but also want to steer the entire process of establishment of new Europe. Relation to the in-house administrative reform of the Commission. Renewed understanding of the tasks and â€Å"core business† of the Commission that are enshrined in the Treaty, given the new context of interdependence and interactions between various levels of government. Despite denying of thinking imperialistically, the aims are to establish a control over large territories, to impose European principles. â€Å"We must aim to become a global civil power†. European interests mentioned by the president of the Commission are nothing else but a wish for Europe to be a superpower. Prodi paints a picture of a European Union increasingly at ease with itself as it grows in both political and economic stature. Take economics first: Romano Prodi's five-year statement, published a week in advance of his appearance at the European Parliament, is a blend of Thatcherite economic rectitude and Clinton†s high-tech infospeak. His objectives are clear. To push for continued, if painful, reform of Europe's welfare systems and labour markets. To enforce the euro-inspired disciplines on public spending. To promote the case for further international trade liberalisation. To point Europe towards a high-value service economy, based on high universal educational standards and widespread access to information technology, to rival that of the US. To clamp down on state subsidies and provide space for private initiative. What Romano Prodi does not say is perhaps even more significant: no more corporatism, no more inflated public spending projects, and no more false promises. His approach will be reinforced at a special summit of European leaders in Lisbon at the end of March. The political will finally seems to be in place to transform the rhetoric of economic reform into practice across Europe. Among new priorities, Prodi said the commission needs to improve the delivery of its external aid: the EU is the world's largest donor but its work is often slowed and hampered by â€Å"top-heavy internal systems† and lack of staff where they are needed. It will focus on the Balkans, notably aiming to liberalise trade, build infrastructure and support political and civil reforms to bring those countries closer to the EU, he said. The commission will also â€Å"vigorously conduct† EU enlargement negotiations and develop cooperation with Russia and the Mediterranean countries. EU enlargement, aimed at bringing many of those countries into the European family of nations, â€Å"will be a hard road to travel,† Prodi warned. â€Å"We will have to win over public opinion. We will be open, but also frank and tough in negotiations. † Even as Prodi addressed parliament, EU foreign ministers meeting in Brussels were formally opening membership talks with the second wave of six applicant countries – Malta, Romania, Slovakia, Latvia, Lithuania and Bulgaria. Six others – Cyprus, Hungary, Poland, Estonia, the Czech Republic and Slovenia – have been in talks for two years. â€Å"Enlargement is necessary,† said Prodi, â€Å"if we are to spread peace, stability and shared values throughout the continent. We must reassure the public that enlargement is not just an awkward necessity, it is an historical opportunity in our joint political and economic interests. The challenge of enlargement involves break with the past. The prospect of enlargement automatically gives the Union a continent wide posture, which requires a redefinition of its internal policies and makes it a benchmark player for the Russian Federation and Mediterranean area. It also increases the Union†s responsibility as a power in the context of globalisation. Institutional and democratic challenges are also inevitable. The priority now needs to be changing the methods to ensure that objectives can be understood and acted on successfully. Encourage discussion amongst citizens of European values, issues and decisions. Reform the process for preparing and implementing Community rules and policies to ensure that they are pertinent and coherent. The commission will overhaul its own functioning concentrating on â€Å"core business† and â€Å"shedding activities†. â€Å"This will be our response to one of the key criticisms made by the Committee of Independent Experts – the mismatch between resources and tasks. We will demonstrate that we can help them match by shedding activities. † He confirmed the commission's proposal to decentralise its exclusive powers in competition policy to national competition authorities and courts, allowing it better â€Å"to develop and interpret the rules and deal with competition cases that have a real Community impact. † Governance will be taken to encompass rules, processes and behaviour that affect the way in which powers are exercised at European level, particularly as regards accountability, clarity, transparency, coherence efficiency and effectiveness. Does the Commission act in democratic way? Does the actions achieve their objectives? What should be done to improve situations? The speech, as I see, has a strong political tone. It is not just about optimizing European management, it is to re-inforce the Commission. None of the European institutions are untouchable. Many of them will be forced to decrease thier power. Shift from a procedure-oriented organisation to a policy-oriented one. And Commission is going to be that one. â€Å"The Commission must become a political driving force to shape the new Europe, that inspires and manages, acting always in European interest,†¦ moving away from the more traditional tasks†. His global ambitions demand some attention too. He wants to take a real participation in regulating world class questions such as wars, genocides. In my opinion, his intention is to counterbalance NATO and US trough establishing own European seurity and intervention into at least European conflicts. The concept of governance is aimed at a common political system of the European Union. Construction of a Community that respects the identity of each of its Member States. Reformation of European modes of governance is all about improving democracy in Europe. Prodi's speech to parliament did not draw general praise. Some called it â€Å"a scientific treatise but not a real political strategy. † Others told â€Å"There is nothing new at all in working program, lots of prose, not much optismism. † â€Å"There are still significant disparities among the countries of Europe and you fail to address these. † Prodi said that actions speaks louder than words. Even if a small part of what he intends to do will occur, we shall see a quite different Europe in terms of strength, political behaviour and a strong institute, the Commission.

The Importance of Education

Probably no single movement so greatly affected colonial America as the Protestant Reformation. Most of the Europeans who came to America were Protestants, but there were many denominations. Lutherans from Germany and Scandinavia settled in the middle colonies along with Puritans and Presbyterians. The Reformation was centered upon efforts to capture the minds of men, therefore great emphasis was placed on the written word. Obviously schools were needed to promote the growth of each denomination. Luther†s doctrines made it necessary for boys and girls to learn to read the Scriptures. While the schools that the colonists established in the 17th century in the New England, southern and middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion. Learning consisted of memorizing, which was stimulated by whipping. The first â€Å"basic textbook†, the New England Primer, was America†s own contribution to education(Pulliam, Van Patten 86). Used from 1609 until the beginning of the 19th century, its purpose was to teach both religion and reading. The child learning the letter a, for example, also learned that â€Å"In Adam†s fall, We sinned all. † As in Europe, then, schools in the colonies were strongly influenced by religion. This was particularly true of schools in the New England area, which had been settled by Puritans and other English religious dissenters. The school in colonial New England was not a pleasant place either, physically or psychologically. Great emphasis was placed on the shortness of life and the torments of hell. Like the Protestants of the Reformation, who established vernacular elementary schools in Germany in the 16th century, the Puritans sought to make education universal. They took the first steps toward government-supported universal education in the colonies. In 1647, Puritan Massachusetts passed a law requiring that every child be taught to read. [It being the chief object of that old deluder, Satan, to keep men from the knowledge of the scriptures,†¦ it is therefore ordered, that every township†¦ fter the Lord hath increased them to the number of fifty householders,†¦ shall†¦ appoint one within their town to teach all children as shall resort him to read and write. It is further ordered, that where any town shall increase to the number of one hundred families†¦ they shall set up a grammar school, the master thereof being able to instruct youth so far as they may be fitted for the university. Old Deluder Satan Act. -Massachusetts Laws of 1647(Pulliam, Van Patten 51)] Puritan or not, virtually all of the of the colonial schools had a clear-cut moral purposes. Skills and knowledge were considered important to the degree that they served religious ends and â€Å"trained† the mind(Gutmann 180). Early schools supplied the students with moral lessons, not just reading, writing and arithmetic. Obviously, the founders saw it necessary to apply these techniques, feeling that in was necessary that the students learn these particular values. As the spirit of science, commercialism, secularism, and individualism quickened in the Western world, education in the colonies was called upon to satisfy the practical needs of seamen, merchants, artisans, and frontiersmen. The effect of these new developments on the curriculum in American schools was more immediate and widespread than its effect in European schools. Practical content was soon in competition with religious concerns. Vocational education was more significant in the Middle colonies than elsewhere in colonial America. The academy that Benjamin Franklin helped found in 1751 was the first of a growing number of secondary schools that sprang up in competition with the Latin schools. Franklin†s academy continued to offer the humanist-religious curriculum, but it also brought education closer to the needs of everyday life. Teaching such courses as history, geography, merchant accounts, geometry, algebra. These subjects were more practical, seeing as how industry and business were driving forces in the creation of the United States, while religious classes could not support a family or pay the debts. By the 1880s the United States was absorbing several million immigrants a year, a human flood that created new problems for the common school. The question confronting educators was what to teach to educate and prepare them for the work force. Religion was still an important part of their lives but with so varied a population it was impossible to teach any one and families kept their members involved in the church and children learned about religion through Sunday school and by being active in church social gatherings. By the mid-19th century the diversification in the curriculum characterized virtually all American secondary education. America came into its own, educationally, with the movement toward state-supported, secular free schools for all children, which began with the common (elementary) school. Religious denominational or parochial schools remained common in the middle colonies until the country became independent, but such sectarian schools were weakened by the withdrawal of English financial support and by the separation of church and state. The revolutionary period saw academies, with their emphasis on practical subjects such as bookkeeping, navigation, and surveying, increase in popularity. After the common school had been accepted, people began to urge that higher education, too be tax supported(Gutmann 201). By the end of the century, such secondary schools had begun to outnumber the private academies. The original purpose of the American high school was to allow children to extend and enrich their common school education (Diane 56). Schools now needed to ready the students for college-an even higher form of education instead of preparing them to immediately enter the work force. America†s educational ladder was unique. Where public school systems existed in European countries such as France and Germany, they were dual systems. When a child of the lower and middle class finished his elementary schooling, he could go on to a vocational school. The upper-class child did not attend the elementary school and was instead tutored until the age of nine and could enter a secondary Latin school. The purpose of the Latin school was to prepare him for the university, from which he might well emerge as a potential leader of his country. With the independence of America came freedom of religion in the Bill of Rights. Freedom of Religion was included in the first amendment which prevented Congress from making any law respecting the establishment of religion or prohibiting religious practice. Some states had provisions for tax-supported religion, but were abolished by 1833. Although the long range effects of disestablishment and religious freedom were beneficial to public schools, the immediate result was to take away public funds that had been used to support church-related schools. Separation of church and state also contributed to the educational problems of today, such as the issue over prayer and bible readings in public schools. Nevertheless, sectarian control over public education was broken by the provision for religious freedom. The Industrial Revolution began in Europe and spread to America a few decades later. One effect of the change from an agricultural to an industrial economy was the demand for schools to train students for the workforce. Vocational and industrial education better supplied students with the knowledge to enter a career rather than religious studies. The vocational value of shop work was considered part of general education. The need for skilled workers and the desire for high school education for those not college bound caused the manual training to gain speed. Religion was the major subject in colonial schools, but with the separation of church and state, public schools could only teach non-sectarian religious principals. Still, the curriculum remained heavily influenced by religious writings, prayer, and Christian morality. Bible reading was considered nonsectarian in most communities. The fact that a Protestant bible was not acceptable to Catholics carried little weight, and Jews were also discriminated against in school prayers. Before the twentieth century, minority groups often chose not to make an issue of religion in the public schools. If Catholic, Jewish, or other minority religious groups were unable to support their own schools, they normally accepted the rules of the public schools even when the requirements contradicted their own beliefs. In recent times however, there have been a great number of court cases over the religious requirements or practices in public schools. Although a majority of the cases have decided against the inclusion of religious practices, a large number of Americans are of the opinion that schools are responsible for moral training of America†s youth. The questions arise over and over whether this is a valid requirement or responsibility of the educational system. How does one teach moral values and respect for teachers, students and the community without including the basic philosophy of religion and the worth of prayer. Religious liberals and non-believers have attacked beginning the school day with prayer. With the removal of the Pledge of Allegiance from the daily rite of school curriculum America had made a drastic statement to element any reference to any God, any religion and this sent a message to every household in America that receiving an education would not include any word or association with any God. However, our society will always have a multitude of beliefs and opinions on whether or not it is a responsibility of the educational system to teach respect, honor and morale standards to our children. What responsibilities do parents have to teach religion to their offspring? Do children need to know the beliefs of more than one religion, do children have a right to practice religion in school? A hundred questions could be asked regarding this subject and because we are such a diverse society I do not believe it would be possible to teach religion in school. Which is why I think it is better to live religion out of the schools as to not offend anyone of believing in another religion or does not believe in religion at all. Personally I believe that parents should have the responsibility of teaching children right from wrong. The reason why society is so bad isn†t the fault of the school system, but the lack of good upbringing by parents. The Importance of Education The importance of education has become apparent to many families across the globe. Entering a University has become progressively easier over the past decades. Even though the entrances have become easier, it doesn't mean that actually graduating college is any easier. Education is the essential part of every minor's life, if they aren't subject to a good education or they are but they fail to take advantage, they will most likely end up on the â€Å"losing end† of the race to make money once they graduate from either college or high school. As a whole, getting into a college and graduating provides the student with a â€Å"fast pass† in life. For example, if someone were to drop out of high school, they would most likely never get the spot that requires a college degree because they have to know what they are doing in order to actually complete the job. The college graduate on the other hand, could easily take the position of any person that has not completed college or especially high school. But thanks to the opportunity provided to the children in the United States, they have a chance at getting into college as long as they don't have bad grades or are students who often misbehave and acquire a large array of referrals. Children that do not behave and/or have bad grades have a much lower chance of actually getting into college, let alone actually graduating from it. Education is most likely the most important aspect of a child's life, whether they know it or not. An education not only provides students with the tools they need to survive a normal day in the life of a normal working adult, but it provides them with the knowledge to solve problems some have never seen and/or heard of. Even one of our founding fathers clearly understood the importance of an education. George Washington knew that an education was important, especially to a democracy because they need people to understand the issues, discuss them, and be able to solve them. Without an educated population, there could easily be criminals who could oversee the non-educated and use their knowledge to loop around laws and commit crimes easily considered some of the worst by today's standards. Due to this, it is clear that an education isn't only important to the individual and their lifetime income, but it is also very important to major departments of society and law. As a whole, Education gives us knowledge of the world around us. It develops in us a perspective of looking at life as well as helping us build opinions and POV's in our lives. Education helps us develop a world that could function and what is right and what is wrong. Considering the fact that in today's society everything is about business, the students who have studied the most and have the most desirable degrees become necessities to the companies recruiting them. No matter how important it may seem to someone, it is most likely the most important aspect of their life.