New Urban Infrastructure Essay Example | Topics and Well Written Essays - 2250 words

New Urban Infrastructure - Essay Example It was industry which caused enormous movements into downtown focuses (urbanization), optional to creating ventures and the abundance of new openings they made. These bustling urban focuses, productive in large scale manufacturing, became monetary center points through which professional interactions with different business places, for example, those found abroad, would happen. This wonder incites globalization, of material capital, however of human capital also. The advantages of the modern age are pervasive. The plenty of accessible purchaser merchandise, efficiencies in transportation, and advances in a wide range of correspondence, offer proof to the dynamic effects that industrialization has had all through the world. Upgrades underway prompting an expansion in the accessibility of occupations gives rises in per capita salary, this thus hoists the general ways of life and personal satisfaction for specific people. A reaction was urbanization. The beneficial outcomes of the circumstance, can and have, began to get ugly for certain individuals, not in a pandemic style, yet in an irregular path all through numerous huge urban areas. The degrees of seriousness might be increasingly endemic to specific regions, or influence certain people groups dependent on the socioeconomics, in accordance with geology. The drawbacks to urbanizations sequela incorporate congestion, natural corruption, and wrongdoing. Financial interruption, joblessness, and vagrancy are happened in the city of each urban focus all through the globe. Adjustments to the numerous issues gave by industrialization, urbanization, and globalization, happen by means of social biology. Social, monetary, and moral disparities don't adjust themselves, for example, atoms over a semi-porous layer. What it comes down to, on occasion, is natural selection. Not of the hereditarily fit, however of the monetarily fit. These statutes depend on the Chicago way of thinking. Dissimilar to the, standard thing, dissemination of assets, as found in nature, social biology forms the social condition by means of unnatural social powers. These concealed powers shape-move the manner in which social milieus are topographically framed and arranged. A model, as called attention to in the content, is that of the arrangement of ghettos. Arrangement of ghettos doesn't occur by a cognizant social decision, of the occupants in that, however by outer social powers directed by the larger part social-rule of a given urban modern territory. Globalization is by all accounts the social powers of industrialization and urbanization for a bigger scope, all through the globe, maybe. Expanding social intelligence between and worldwide urban communities and people's, produce new social universes inside the setting of the mechanical/urban/worldwide condition. This assists with making social builds optional to the mixing of social belief systems and practices. Individuals can receive new ways of thinking about existence and its social cooperations, instead of being categorized into a specific good and social way of thinking. The terms and states of industrialization, urbanization, and globalization might be directed by the world's heads, however the inconspicuous social elements that happen inside the setting of this social worldview will be directed by the communications of people across to all land, unmistakable and impalpable, fringes. Urban Policy takes a gander at methods of recovering

Supply Chain Management for TGA and Alpha-Pharma- myassignmenthelp

Question: Examine about theSupply Chain Management for TGA and Alpha-Pharma. Answer: Presentation In this task, we will examine an article composed by Andrew Brown on the date twelfth March 2018. The paper wherein this article distributed is THE AGE Australia(Brown, 2018). In his article, the writer has talked about the deficiency of EpiPen, a treatment device utilized for treating anaphylactic reaction(Estenson, 2016). By talking about this article we will likewise examine the extent of gracefully chain the board in this article. Gracefully chain the board can be characterized as the administration of guaranteeing, that all the merchandise and enterprises made by a business association are created viably and are provided from the purpose of assembling to the point of utilization. Making and dealing with a sound gracefully foundation is the most significant rule of a sound flexibly chain management(Chopra, 2014). Basic Analysis The article is about the lack of a clinical apparatus that is at present confronting a deficiency in Canberra. The creator has talked about the subject with applying no extraordinary significance on the desperate results of the lack of the EpiPen. The article just comprises of the data in regards to the lack of a clinical device that causes the unfavorably susceptible patient to spare their lives and what they ought to do so as to adapt up to the deficiency. No place in this article, the essayist has referenced or depicted the ineptitude of the TGA and Alpha-Pharma. Anaphylactic is a sort of response that can even place an actual existence in harm's way. The article has no place shows any worry on how the lack can be managed. Or maybe the article proposes the clients of the EpiPen to spare it out just for an exceptionally huge crisis, and in the event that they don't have a substantial EpiPen, at that point they should utilize the unavailable EpiPen infusions. Is that what an article focuses on? The article unmistakably targets controlling the individuals to get ready for the most noticeably awful conditions as opposed to disclosing to them how they can successfully come out of the risk of the anaphylactic responses and how the gracefully can be managed so as to, flexibly the clinical infusions to each patient out there(Grimm, 2013). This article unmistakably shows the poor chain flexibly the board of the TherapeuticGoods Administration and Australian provider Alpha-pharm. Presently on the off chance that we talk about the qualities or the shortcomings of the chain gracefully the executives of the Therapeutic Goods Administration at that point, it wont not be right to state that the accompanying article doesn't show any qualities, rather it just shows the shortcomings of the Helpful Goods Administration of Canberra and these shortcomings are examined below(DIACONU, 2014): The absolute first shortcoming is the poor chain gracefully the executives that has driven the circumstance to much more dreadful. The subsequent shortcoming is the no power over the storing of the EpiPen. The significant shortcoming and an incredible explanation behind this circumstance are not permitting some other pharmaceutical organization to sell the infusions. Another shortcoming and the explanation of upsurge of this circumstance are not to discover the fundamental driver that is making the lack issue of the EpiPen infusion. How This Situation Can be Handled This circumstance can be taken care of through powerful gracefully chain the executives. The main explanation, why Canberra is confronting such a lack issue is a direct result of the nonappearance of a powerful chain gracefully the executives. Flexibly chain the executives is the administration of guaranteeing that the items are viably created and are provided to the endpoint for example utilization. The prime target of a very much kept up flexibly fasten the executives is to help and upgrade the surge of merchandise and enterprises, data, and funding to the association, permitting an association to procure better and to make best(Hugos, 2013). Presently by utilizing powerful gracefully chain the executives the Therapeutic Good Administration can dispense with the lack of EpiPen infusions from its center, after are the focuses that TGA and Alpha-Pharm must follow(Myerson, 2015): TGA and Alpha-Pharm ought to re-appropriate various exercises in particular; getting crude material, taking care of dispersion channels and so on to different firms and should concentrate on center abilities. This won't just decrease their remaining task at hand yet will likewise demonstrate out to be cost-productive. TGA and Alpha-Pharm must investigate the conveyance issues of the EpiPen, in the paper article, Ms. Callaghan is stating that the dealers of EpiPen are from most recent couple of months are promising about the convenient gracefully of the infusion however they can't satisfy those guarantees. As opposed to assembling on the requests, TGA and Alpha-Pharm must have full inventories each time so as to meet the crisis and ordinary interest of the EpiPen. TGA must permit different associations to sell such infusions. Alpha-Pharm ought to reproduce all its circulation system to guarantee that all the future supplies don't get deferred and all the clients get EpiPen on request. End In the wake of perusing and understanding this article, a definite and a short end has been composed here. This article shows all the free purposes of TGA and Alpha-Pharm; these two associations are not appropriately dealing with the flexibly chain the executives of an item called Epi-Pen that is the primary motivation behind why they are confronting such an enormous deficiency of the item. Furthermore, the article doesn't apply on the lack rather it is recommending the clients to hang on the infusions for a solitary crisis period. An article or news must target edifying individuals and reveal to them the correct activities, this article is recommending the patients clutch the Epi-Pen for the crises just and not to squander it as the state is confronting a colossal deficiency. Instead of proposing this, the essayist ought to have recommended a few different ways to the TGA and Alpha-Pharm to stop this lack issue. This whole issue can be comprehended, with a powerful flexibly chain th e board. Book index Earthy colored, A. (2018, March 11). THE AGE. Recovered March fifth, 2018, from Theage.com Australia : https://www.theage.com.au/national/act/epipen-lack hits-canberra-sensitivity patients-20180309-h0x996.html Chopra, S. (2014). Flexibly Chain Management (Startegy, Planning and Operation). New Delhi: Pearson. DIACONU, D.- M. (2014). Qualities AND WEAKNESSES OF CURRENT SUPPLY CHAIN MANAGEMENT. The executives CHALLENGES FOR SUSTAINABLE DEVELOPMENT , 15. Estenson, J. G. (2016). Hypersensitivity . Melbourne: RFG distributers. Grimm, C. (2013). Flexibly Chain Management Research. Emerald Insight , 20. Hugos, M. H. (2013). Basics of Supply Chain Management. Barriely Publishers. Myerson, P. (2015). Lean Supply Chain and Logistics Management. Burglue: Herlad Publishers.

Consumption Is Not the Problem

Consumption Is Not the Problem We all need some stuff. Many of us have taken it too far, though: the average American household contains more than 300,000 possessions. We accumulate more than we need hoping it’ll make us happy someday. It won’tâ€"we know this. Needing more will always lead to a pall of desire until, ultimately, we feel trapped by consumption. But consumption isn’t the problemâ€"compulsory consumption is. Purchasing more stuff to make us happyâ€"adhering to a broken templateâ€"is the real issue. The solution is to consume deliberatelyâ€"to ignore the inane advertisements so we can determine what we need based on our lives, not on what we’ve been told. Were all different: what we need is different for each of us. Subscribe to The Minimalists via email.

Speech Shortage in Schools Dissertation Proposal

According to the ASHA, as few as 2 percent of licensed SLPs in any given state are also bilingual. Given the fact that there is already a critical shortage of SLPs throughout the school systems in the United States, who are skilled in English, this makes teaching and learning especially difficult for English Language Learners. A study in Colorado asked 154 SLPs who served children coming from linguistically and culturally diverse backgrounds about their comfort level working in a diverse environment (Guiberson Atkins, 2012). The outcome of the study was that the SLPs felt comfortable when the diversity was of a cultural or racial type. However, cases involving linguistic minorities caused a great deal of anxiety among respondents. The SLPs would access interpreters to help them work with the students, instead of relying on family members, but even finding an interpreter was often a struggle. Also, the fact that these students could not access the English-language assessment tools al so meant that there was some difficulty providing accurate diagnosis and services. Because of the reported shortage in available tools for assessment, and a lack of norming data for the development of language in children from diverse linguistic backgrounds, the quality of services provided was likely to suffer. A 2012 study of 128 SLPs who attended a seminar about linguistic and cultural diversity for the SLP provided similar results. Although almost half of the respondents reported minimal skill in a language besides English, only 9.4 percent reported proficiency in another language. However, the participants reported that, on average, they had each served an average of 59.4 children who had multilingual backgrounds. Significantly, many of the respondents were responsible for assessing the speech of children (50.5 percent) without any assistance – not even from an interpreter. Roughly a third (34.2 percent) were responsible for assessing all of language skills without any assistance from anyone familiar with the native language of the students (Williams McLeod, 2012). The respondents also reported their anxiety about serving children from multilingual backgrounds without any support in those native languages, either in the form of language-specific assessments or other forms of tra ining. Because of the lack of precise instruments, the SLPs reported difficulty in differentiating between the diagnoses of speech and language disorder as opposed to a mere difference. Obviously, the ultimate danger that goes with this anxiety that SLPs are reporting is reduced levels of performance by the students whom they serve. If students receive inaccurate assessments of their speech and language abilities, then they will not be able to advance at the same rate as their native-language peers – and it is this difference that the purpose of bilingual education and English Language Learning programs are supposed to ameliorate. The shortage of bilingual SLPs means that children who come into American classrooms without the ability to speak English may go through the public school systems without having their difference every identified (Pena, Gillam, Bedore Bohman, 2011). Ultimately, the school system will have failed those students, because of their inability to attract bilingual SLPs to serve the students. The task for every district is to seek out and find professionals to fill those roles, so that students can receive the services that they deserve â €“ and that they need in order to move through school at the appropriate level. Works Cited Guiberson, M. Atkins, J. (2012). Practices and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly 33(3): 169-180. Pena, E., et al. (2011). Risk for poor performance on a   language screening measure for bilingual preschoolers and kindergarteners. American Journal of Speech-Language Pathology 20: 302-314. Williams, C. McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. Journal of Speech-Language Pathology 14(3): 292- 305.

The Evolution Of Mobile Payment Essay - 1287 Words

Introduction Although SmoothPay has grown successfully as a business over a short period of time, many significant challenges have arisen and must be considered in their next strategic decisions to achieve a sustainable and long term growth. Despite SmoothPay offering a unique product that allows their users to make mobile payments, the majority of consumers prefer to do cash or credit card transactions. Because SmoothPay is currently a small business, their brand has not yet been fully recognized or established in their target market. As SmoothPay’s rivals continue to increase, the concept of using mobile payments in Canada continues to be slow. Evolution of Mobile Payment In January 2014, SmoothPay was first launched in Toronto, Ontario offering mobile payments with integrated functions such as customizable loyalty programs and solutions. In addition, this company’s network has reached over 5,000 users and 100 merchants in their well connected partnerships and community in less than two years. Despite this achievement, only a low percentage of consumers are using their smartphones to make their daily purchases across Canada creating difficulty in further promoting SmoothPay’s business. However, SmoothPay has focused in highly populated areas, such as universities. Therefore, this strategic decision has increased some brand awareness. Since this product lets consumers to easily connect with their payment accounts, such as Visa, MasterCard, and PayPal, many haveShow MoreRelatedBackground And Overview Of Digital Banking1301 Words   |  6 Pages2. 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World War II, Vietnam And The Iraq War - 1931 Words

Over the course of history, the strategic environment has changed rapidly and is now more complex than ever before – it is currently characterized by unpredictability and disorder, and may yet manifest itself in the collapse of nuclear armed nations, destabilizing conflict in geo-politically vital regions, and humanitarian crises. A world of disparate actors – not all nation states – now exists. Unpredictable events will continue to cause strategic surprise. The widespread effects of past conflicts such as World War II, Vietnam and the Iraq war are still being felt and have created significant strategic repercussions. The failures of these conflicts are the result of our military and political leaders’ failure to quickly adapt to wartime conditions. This occurs because of a general refusal to commit to a military culture of learning that encourages serious debate, critical assessments of our military operations, and challenges to our doctrine in the face of emerging change. Additionally, leaders have struggled with the critical responsibility of forecasting and providing for a ready force, one that is well-resourced and prepared to conduct future operations. It is the responsibility of our military and political leaders to send our military to war with a ready force, and a strategy that will ultimately result in victory. But understanding war and warriors is critical if societies and governments are to make sound judgments concerning military policy. Throughout history,Show MoreRelatedDefining Victory Of The Modern Age Of Warfare818 Words   |  4 PagesWords Matter: Defining Victory in the Modern Age of Warfare The United States has not stopped winning wars but the nature of both war and victory has changed. Adjusting to an evolving geopolitical environment, since World War II the U.S. has changed the reasons it employs military force and the types of wars it wages. 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Develop & Use Of Emotional Intelligence â€Myassignmenthelp.Com

Question: Describe about the Develop and Use Emotional Intelligence. Answer: Introduction The study is focussing on the behaviour of Store Managers of Australian Hardware in Wollongong about the performances of the stores. The Australian Hardware is a hardware and home ware retailer that has expanded their business almost all over the country in Australia in 140 stores (Ciarrochi Mayer, 2013). The researcher is then analysing various situations that the organisation has faced in the last few time. The evaluation of the financial performance of previous year, misbehaviour of employee, annoying situation etc in the company has enabled the researcher to explain the emotional sides of the manager in leading the organisation. Therefore, the researcher has discussed the appropriate leadership style for the manager in the store and discussed the desired behavioural aspect for the hardware company. 1. In this case, the Store Manager has created a mess in the Store of Wollongong that has forced the department managers to take the decision to lave the organization. Otherwise, they started creating a massive pressure on the sales staffs of the store to increase their revenue knowing that it is not possible for the sale staff too. In this situation as the General Operations Manager, the researcher should apply the positive leadership behaviour to overcome the situation. Therefore, the researcher would motivate the Store manager to learn the process of positive leadership style and try to minimise the embarrassments of the lower staffs rather insulting them in front of all whether there is no fault from their side. The researcher has also suggested the Store Manager, who has created the worse situation with wrong decision, to show the respect and dignified behaviour in this type of situation later. The Store Manager has analysed that the Store manger lacks the emotional intelligence that is required for become a good manager. Therefore, as the General Operations Manager the researcher is suggesting the Store Manger to acquire three main emotional intelligences such as, attunement, empathic accuracy and looping (Baron et al. 2013). These three concepts will enable the Store Manager to become a good manager with the ability to understand others feelings and emotions. The empathic accuracy will enable the manager to understand the degree of accuracy while noticing others emotions and creating a loop of emotional feedbacks through verbal or non-verbal signals also helps her to understand the staffs emotional conditions (Mortiboys, 2013). If the Store Manager can follow this, then this will be reflected in her behaviours. In the situation if the Store Manager has retaliate in an appropriate manner then the situation should not lead to thus much worst. Therefore, as per the researcher, the Store Manager could have reacted in a different manner and in the meeting; she could discuss the situation to identify the reasons for which the company has faced the low revenue. After the discussion, they could find out the actual issue regarding the problem and then she could suggest the way to overcome the situation not to face problems in future. However, in contrast she has yelled on the department managers who were not attached with the problem and created a mess in the organisation. The store manager has reacted in a manner that was against the store morale. According to the store, morale the Managers has to behave in a manner that should not affect any employee of the store. Nevertheless, the process in which the Store Manager has reacted after the situation was completely against the store morale as the reaction of her has influenced the Department Managers to take negative decisions, which was not appropriate for the store. In this case, the unpleasant behaviour of the Store Manager has influenced the department managers to take the decision of leaving the store due to getting the disrespectful behaviour and over pressure of work. Apart from this, the sales staffs of the stores too leaving the job as some department managers has created massive pressure on them to increase the sales revenue. 2. In this case, one of the staff from the sales team has complained about a team member that she is not participating in the team activities that other team members take part. The main complain was about the nature of the team member who was not participating in the regular activities of the group. As the other members always discuss about the normal day to day conversations regarding family, friends, movies, cultures, religious things etc in which that team member not involve herself (Laschinger et al. 2014). For this problem, the team members can misinterpret her activities in other way. For instance, if the team members are planning for any party then she cannot participate in the party, as she likes to remain aloof from the others. However, by nature, she cannot adjust herself with the late night parties; alcohol etc as she has came from another religious background but the team members misinterpret this in a way that she is not interested to become familiar with them. Apart fro m this, while working as a team the members cannot relate with her, as she is not friendly with them therefore she is misinterpreted, as she is unfriendly. In this case as the Operational Manager the researcher has faced a problem regarding the issue of an aloof team member who was not participating in the regular activities of the team. This became an issue for the other team members among them one has came to complain the manager. The researcher can explain the matter to that team member as the cultural diversity, which is a very common thing in the workplaces (Vella, Oades Crowe, 2013). The researcher will make the team member understand that the cultural diversity is a differentiation that makes the difference between the people working in same place. Therefore, the cultures and systems differ as per the background of each worker. This is not be misinterpreted by the other team members if she is not able to mix up with them, they do not complain against them rather they should help her to become familiar with them for the benefit of the team. The process of increasing knowledge about each others cultures and rituals will diminish this cultural diversity. If the team members can gain the knowledge of the religious cultures and they can understand each others cultures then the knowledge will help the team members to become familiar with each other easily and the diversity problem will never be highlighted in the workplace of the store. 3. In this situation, the researcher is fighting with the emotions of his or her inner self, regarding an employee. The researcher is trying to train one employee by implementing a training session in which the teamwork capability will be increased (Robbins et al. 2013). In this process, one of the employees is creating problem by not attending the training sessions intentionally. This behaviour of the employee is making the manager very angry. However, the employee does not do any work wrong that the manager can blame him for his faults. This creates a very huge conflict in the mind of the Manager regarding this particular employee whom he or she cannot control or manage according to his or her interest. The manager should not express this anger before the employee but he or she has to control the anger. The manager has understood that he or she cannot manage the employee with providing stricter rules and regulations rather they should be managed with their own thoughts (Kelloway et al. 2013). Therefore, the manager should learn the processes to interact more with the employees to understand their feelings and emotions that will enable him or her to develop the team more efficient. The manager can improve the emotional and intelligence power by teach the employees personally as much as possible (Ealias George, 2012). If the manager can learn the personalities of every employee then he or she can relate and use them in the workplace to reduce the problem regarding employee issues. In this context, the manager should learn about the three elements to relate with the employees. The three main elements are making relationship with the employees, building a proper leadership style to lead the employees properly and developing a goof communication skill with the employees (Doe, Ndinguri Phipps, 2015). These learning can help the manager to understand the employees aspect of thinking regarding the decisions of the management for any particular event. For instance, in this case the manager has arranged some training sessions to improve the teamwork capability of the employees as he or she has noticed a few problems regarding the team members while working with each o ther. However, it was implemented for the betterment of the employees still on employee among them did not attend the training session intentionally. This has led the manager to become angry on the employee but still the manager cannot express his or her anger on the employee. The manager here increased the awareness of the employees to increase the capabilities of the employees to work smoothly in a team. As a general operations manager, the researcher has to improve the emotional intelligence to reduce the anger and annoying situations, required to meet the target performance level by any means and for this, the learning of the employees will enable him or her to act well in his or her position (Podsiadlowski et al. 2013). The learning also will help the employees to manage their emotions and understand the decisions of the management that they can co-operate with them. 4. In this case, the company has implemented some new policies and decision-makings that will increase the revenue of the Wollongong Store, which has faced low revenue in the section of Timber and Plumbing and Electrical departments (Harvey Allard, 2015). Therefore, the management of the company has taken the decision of reducing the cost consuming projects such as trainings, which were conducted to increase the knowledge of the employees etc and boosted the projects that increase the revenue of the store. This sudden change has made the employees emotionally affected, as they were not used to work in such load. The management can implement the changes in an employee friendly way then; the process will not affect the employees negatively. The management was not wrong in their decision-making process and they need to reduce the projects those are consuming costs in the time as the company was going through small revenue (Hor, 2012). However, the decision-making was relevant to the situation but the process of decision-making was not correct. In the case, the management could have taken the decisions of reducing the costs by delaying the training sessions or by implementing new plans and programs for increasing the revenue. Therefore, the process of decision-making can be more suitable for the employees to accept and to work with the new process rather the process has became very unhealthy for them to execute (Robinson Francis, 2014). The management of the Wollongong Store has to maintain the laws and legislations regarding the health and safety of the employees. The new work rules that the company was implementing were must follow the rules and regulation of the Australian government. According to the laws of Health and Safety Act, every company needs to take care of the employees health and safety (Vella, Oades Crowe, 2013). In this case, as the company was suddenly giving a high pressure on the employees, which was creating a massive pressure on the health and in this way their safety was too affecting. Conclusion On concluding the study, the researcher has evaluated various situations of the Wollongong store of Australian Hardware where the Store Manager has created a blunder by her decision that has affected the employees of the store in their working. The Store Manager has yelled on the department managers that they had not served their responsibilities properly and for that reason, they have to face the low revenue. However, the manager can retaliated in more positive leadership style to solve the problem rather creating another problem. The researcher has also observed that the practice of appropriate emotional intelligence should allow the managers to manage any negative situations. Reference List Baron-Cohen, S., Lombardo, M., Tager-Flusberg, H., Cohen, D. (Eds.). (2013).Understanding Other Minds: Perspectives from developmental social neuroscience. OUP Oxford. Ciarrochi, J., Mayer, J. D. (2013).Applying emotional intelligence: A practitioner's guide. Psychology Press. Doe, R., Ndinguri, E., Phipps, S. T. (2015). Emotional Intelligence: The Link to Success and Failure of Leadership.Academy of Educational Leadership Journal,19(3), 105. Ealias, A., George, J. (2012). Emotional intelligence and job satisfaction: a correlational study.Research journal of commerce and behavioral science,1(4). Harvey, C. P., Allard, M. (2015).Understanding and managing diversity. Pearson. Hor, J. (2012).Managing Workplace Behaviour: A Best Practice Guide. CCH Australia Limited. Kelloway, E. K., Weigand, H., McKee, M. C., Das, H. (2013). Positive leadership and employee well-being.Journal of Leadership Organizational Studies,20(1), 107-117. Laschinger, H. K. S., Wong, C. A., Cummings, G. G., Grau, A. L. (2014). Resonant leadership and workplace empowerment: The value of positive organizational cultures in reducing workplace incivility.Nursing economics,32(1), 5. Mortiboys, A. (2013).Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. Routledge. Podsiadlowski, A., Grschke, D., Kogler, M., Springer, C., van der Zee, K. (2013). Managing a culturally diverse workforce: Diversity perspectives in organizations.International Journal of Intercultural Relations,37(2), 159-175. Robbins, S., Judge, T. A., Millett, B., Boyle, M. (2013).Organisational behaviour. Pearson Higher Education AU. Robinson, R., Francis, G. (2014). SFAIRP vs ALARP. Vella, S. A., Oades, L. G., Crowe, T. P. (2013). The relationship between coach leadership, the coachathlete relationship, team success, and the positive developmental experiences of adolescent soccer players.Physical education and sport pedagogy,18(5), 549-561.

Failure Is A Step Towards Success Essays - Japanese Clothing

"Failure Is A Step Towards Success" It is amazing when people are faced with failure, how they can turn it around to create success from that failure. In both short stories "The Lamp At Noon" and "The Blue Kimono", George, Marthe and Ellen showed some type of failure. Then, turning it around and making a success out of it. Ellen was the first one that I noticed, since the first short story was "The Lamp At Noon". She definitely failed at first, but picked herself up and created a little success. This was shown when she was being nasty to Paul, making him sound like a failure because he wouldn't leave their house in the storm. But, in fact she was the real failure. Paul knew that the storm was going to end in three days but Ellen did not believe this. Ellen left the house in the middle of the storm with her baby and was on her way to her parents house. Paul noticed they had left and went out searching for them. He later found Ellen crouched in a drift of sand, the baby had died. So, as you can see Ellen was a very negative type of person, a complete failure. She was always thinking negatively and could never say anything positive about the situation. I think she found later found out how much of a mistake it was when the baby died. It did all create success in the end. The storm finally ended in the three days Paul said it would. Paul accepted Ellen back into the family after she ran away. The last thing was that Paul promised her that he would change his crops, breed cattle and restore the land again. So, Ellen did succeed in the end. Secondly, I found that Marthe create success from her failures in "The Blue Kimono". She knew herself that she was a failure. Just the way she related her Blue Kimono to her own life. The Kimono was all ripped, torn and shredded just the way her marriage and life was. There child was really sick as well, and had a bad fever. They thought the boy was going to die. Those are her failure points from the story. Her and Paul began to talk about the boy, and started to think together about taking him to the hospital. Suddenly, Marthe checked the child's forehead and it was beginning to cool. Her life was becoming to turn around. Marthe began to sew her torn Kimono. Thinking if she did this, her life would become an even bigger success. As you can see, Marthe was a failure at the beginning of the story and changed it around at the end. Lastly, Marthe's husband George was found to be a failure. He was basically the same as Marthe. He had only Negative things to say about the child, their luck and their marriage. He knew his whole life was a big failure. George and Marthe began to argue over the whole situation. Telling each other that their whole life was one big mess. George and Marthe began working together to help their child. They found when they worked together, the child began to steadily improve. In the end, George was playing around with his son. He thought this was a step in turning his life around. In Conclusion, both of the short stories were basically the same I thought. There were always negative decisions and arguments. In all cases though, what seems like a failure in the story, wound up turning into a success in the end of the story.

The Voice of Rhetoric

The Voice of Rhetoric Free Online Research Papers The role of rhetoric in the greater scheme of thought is incalculable. Rhetoric, including language and discourse, has provided a stage for the development of thought. The interdisciplinary development and practice of rhetoric is intertwined with thought, as one facet cannot be deemed causal to the other. From its beginnings, rhetoric has expanded from fundamental claims of truth to discourse of theories of language and cultural ideology. Discussion on the limitations of language to reflect truth is the enduring debate concerning the role of rhetoric. This paper will focus on three thinkers who utilized and displayed the importance of rhetoric beyond its surfaced role in oratory and persuasion: Aristotle of the classical period, St. Augustine of the medieval period, and Karl Marx of the modern period. A survey of the cultural and historical context is important, for rhetoric is incited and is driven by motive. The origins of rhetoric are inherently fixed to the history and culture of ancient Greece, specifically to Greek drama. The theater emerges our of dance routines. Performed in Athenian Theater of Dionysus, the dances were in celebration of the Greek god Dionysus during the religious festival Dionysia. The performers, usually women, would perform the ritual dances while wearing masks in order to convey emotion. One of the performers would address the audience. At this point emotional expression in the monologue would be emphasized and delivered clearly and eloquently so as to appeal to the audience, and therefore persuade them to understand and empathize with the issues presented (Ley 4-6). The content of the theater was usually a philosophical discussion about issues and struggles that seem to be unsolvable, but nevertheless inherent in one’s life. The dialogue of the actors became more apparent in the plays. Monologues shined through as what was said became more important than what was played out. The focus of content changed to include major events of transformations of the Greek culture, like the Persian Wars, developing a more political appeal to the discourse of the plays. From this logographers emerged who standardized the narratives in terms of story line and meter, like Homer in his account of the Trojan War. Like a monologue of the theater, the logographer used the tools of the actor. He was convincing in presentation and followed the familiar tale with descriptive terms that followed the rhythm of the narrative. When this skill of presenting persuasively became needed, these logographers taught others the techniques of presentation. When democracy emerged, presenting issues persuasively became a highly successful skill. The ones who practiced and learned the skill of persuasion were usually the ones who could afford the education. These students of persuasion became known as rhetoricians. The Persian war incited the development of Greek democracy. The democratic political system allowed the city-states of Greece to unite and work as a political force. No longer was society determined by the whims of an individual monarch, the people now decided how society functioned. From this the peasants and the farmers gained more political power. Participants of the democratic process would vote on issues presented by speakers to the polis. If the speaker wanted agreement by the polis, he had to be convincing and appealing; hence the need for rhetoric. The monologue, perfected in the theater, becomes a useful tool. Like the actors, the speaker used tools of rhetoric. One was expected to present oneself as one with the best intent for the people and appeal to the audience’s logic and emotion, in order to be persuasive. It is no surprise that the use of rhetoric, speaking persuasively, became synonymous with politicians. More specifically, these political rhetoricians were known as Sophists, who prided themselves in their knowledge of the world and their skill of persuasion. The Sophists were at the forefront of debate in the political sphere. They used their skill and knowledge against their opponents in an effort to persuade the audience to vote policy in favor of their display. If they were persuasive enough, their intent of the debate would become policy. Some, like philosophers Plato and Socrates, regarded the Sophists with disdain and claimed the Sophists were manipulative in their language and selfish in their intent. The clash between Plato and the Sophists, and rhetoric in general, is more a debate over the notion of truth. Plato valued philosophy and rationality and regarded rhetoric as covering up the truth. The Sophists, on the other hand, believed in a more humanistic principle where the world should be judged within the context of the human condition. Gorgias made full use of these principles, applying them to the style and utility of rhetoric. He was known for his Asiatic, poetic style and use of figures of speech. For Sophists like Gorgias, they regarded â€Å"the world in which man moves as nothing but a set of more or less emotional convictions† (Ijsseling 27). Gorgias and the Sophists exploited the persuasive nature of speech to move listeners through emotional appeal. Rationality had no room in their world of chaos. Language, like the world, was chaotic. The world was perceived by the Sophists as nothing more than a series of images and emotional convictions. Language was reflecting that chaos through its illusionary nature. In Gorgias’ Encomium to Helen, he argued the acts of the mythical heroin were due to this form persuasion; therefore, she was not to blame. In his construct of speech, he wants to show the deceptive nature of language and the power of language, which by its use justifies deception: â€Å" Speech is a powerful lord that with the smallest and most invisible body accomplishes most god-like works†¦I shall show how this is so† (35). He wants to display, through his rhetoric, that language does not lead to truth. The limitation of language is a recurring theme in the development of rhetoric. Aristotle’s philosophy is aimed at establishing universal truths. His approach differed from Plato, who believed that universal truth was separate from particular truths and discussion of the particular is focused upon its attempt to be like the universal. Instead, Aristotle observed universal truths in the particular. The particulars, according to Aristotle, had an essence of universal. By categorizing the particular in relation to the universal, Aristotle is putting a language to being. The relation of the particular to the universal, as well as the universal’s relationship to the particular, says something of the meaning to that truths; supporting one another to uphold the truth that gives them both meaning. Aristotle’s syllogism puts language to this philosophy of logic. The syllogism works logically by establishing a relationship between two premises, (a universal and a particular). Finding this relationship is finding knowledge that is reinforced by the universal and particular, all giving meaning to one another. Aristotle then applies the syllogism to practical knowledge, like ethics. The categorical syllogism changes from to dialectical syllogism in order to apply logic to the practical knowledge, something that is useful for man in his daily life. The dialectical syllogism addresses problems like how one should act and live, and what policies should be done by the state so we can live a good life. In its form, it remained logical like the categorical syllogism and retained the same sense of dialogue, with two premises and a conclusion; however, the premises and conclusion was left to interpretation. The first premise stated a universal truth or premise of how one should live, the second was a particular situation in relation to the universal premise. Because the subject matter dealt with abstract concepts of morals, the syllogism treats them like concrete, universal ideas to make them manageable for argument. Aristotle applied this same scientific methodology to rhetoric. Rhetorical syllogism, or enthymeme, argued from the particular to the conclusion and suppressing the universal. The universal premise is presupposed in the mind of the audience and there is no need to state it. By assuming the universal principle in one’s speech, the speaker creates credibility in the particular in showing agreement in the truth of that universal premise. The relationship between the two, in the persuaded conclusion, fit logically within these two truths and is better accepted as truth by the audience. Rhetoric is not classified as knowledge, but is subject to Aristotle’s classification. According to Aristotle, rhetoric is the counterpart to dialectic and a device to find knowledge. Oratory was synonymous with rhetoric; however, rhetoric entailed larger scope of disciplines beyond the act of speech delivery Rhetoric is defined in Aristotle’s The Art of Rhetoric as â€Å"the facility of observing in any given case the available means of persuasion† which is â€Å"fully persuaded when a thing has been demonstrated† (15). The art of rhetoric includes a theory of persuasive communication â€Å"in the context of a genuinely philosophical conception of rhetoric† (15). Aristotle is offering more to the technique of persuasion, beyond the emotional appeal practiced by the Sophist, by implementing an appeal to logos, as well as ethos and pathos. Aristotle insists that simple persuasion is not the function of rhetoric. As rational beings, more than emotion drives man. Rhetoric serves a particular function in the quest for knowledge, as seen in rhetorical logic in the form of enthymeme. The persuasive quality comes from its use of logos, pathos, and ethos. The extent of their use is determined by the need and context of the rhetoric. These needs are categorized by Aristotle as forensic, epideictic and deliberative, each serving a purpose considering the topic: (1) Deliberative: political speeches arguing for the policy of the future by providing information to support the greater good of the policy (2) Forensic: legal speeches, moving the audience to pass judgment (3) Epideictic: ceremonial and celebratory speeches that provide the audience with pleasure The extent to which the proofs and appeals, (logos, ethos, pathos), are implemented are dependent of which form of rhetoric is being used. The genre of rhetoric used becomes important in the further development of thought. To what extent rhetoric is used and for what purpose determines the affect and success rhetoric has in persuasion. The Medieval and Renaissance period provided no development of rhetoric by way of the political structure of society. Before these periods, during the decline of the Roman Republic and appearance of the Roman Empire, there was no widespread use and advancement. Democracy fostered the art of persuasion as people had to be enticed to agree upon a perspective. In this new environment, the art of persuasion was for some time limited to flattery and scholastic use. There was no sense of rhetoric by the medieval period. Christianity, by that time, had influenced every facet of educated society. Classical works of rhetoric and philosophy were demeaned as pagan literature, called â€Å"the food of the devil† and was no longer considered relevant. However, â€Å"most educated Christians were trained in rhetoric and †¦ acquainted with classical literature, the style and content of which impressed many with its almost incomparable beauty† (Ijsseling 41). The devices and characteristic of rhetoric proved useful for the development and operation Christian ideology. St. Augustine was a distinguished rhetorician, known for his style and role in early Christianity. Also educated in the classics, Augustine saw â€Å"rhetorical technique in itself is neither good nor bad, but all depends on the use to which it is put†¦[and] regarded rhetoric as entirely neutral; it may be blessing or a curse, since only the aim determines its value† (Ijsseling 43). However, the style of Christian rhetoric â€Å"must be lucid, simple, objective, serious, and biblically inspired† (Ijsseling 43-44). The use of rhetorical devices fit with the persuasive oratory of preaching the Gospel, but for Augustine, there was a differentiation between expression of truth and truth itself. Above being an accomplished rhetorician, Augustine considered himself a philosopher and theologian. Medieval rhetoricians like Augustine believed truth was determined by religious sources. He believed â€Å"one does not learn from another but from an ‘inner teacher’ from whom one receives instruction through introspection† (Ijsseling 44). Augustine is speaking of prayer, an inner dialogue between Christ and individual, with no agents between the two. This belief implies two important factors future thought: (1) the emergence in the concept of the individual, who can have a personal relationship with the divine; and (2) an ideological validation of absolute truth, which could be discovered through this relationship with the divine, within which language has limitations. In the greater scheme of medieval scholasticism, rhetoric was considered part of the trivium, alongside grammar and dialectics, but differentiated from the quadrivum, which included music, astronomy, geometry, and arithmetic. Instead of emphasis in philosophy, theology was considered most important. Rhetorical strategies were applied to Christian thought, and continued with limited use in the scholastic field and in praise of Christ. Rhetoric was used in exercises of reason and argumentation, as Scripture was subject to interpretation and application. There was not much development of rhetorical theory as much as rhetorical practice. The liberal arts education structure continued on into the Renaissance period, as did the philosophy. But what did change during this transition was a renewed sense of humanism and renewed sense of rhetorical style. As the economic force of early capitalism emerged, power began to shift. There was a lot of money to be made in the exchange of goods. The economic force of early capitalism was emerging, distributing power away from the church and monarchs, and towards port cities and city-states where this exchange of goods and idea was taking place. The Renaissance was marked with a cultural reinvigoration of goods and ideas, occurring most specifically in Italy. At the forefront of this cultural change were the Italian Humanists, who proved to be the new rhetoricians of the age. The Humanists saw medieval philosophy as loosing ties with political and social life. The art of rhetoric and applied principles had been isolated, away from political practice. They wanted to apply philosophy and rhetoric to the world beyond the walls of monasteries, â€Å"turning quite consciously to classical rhetoric for aesthetic and practical reasons† (Ijsseling 54). Their objective concerned the world of common man and his culture, in relation to these absolute truths like those presented by theology. Rhetoric, especially in the form of poetry, held great value by the Humanists. The invigoration of rhetoric, however, became overshadowed by the rational thought, which provided a basis for scientific development. The practice of rhetoric was again reduced to academics and social niceties, limited to style and delivery. Used primarily in etiquette, rhetoric and oratory proved useful for mercantilism as capitalist needed to create diplomatic relationships in business. The advent of the printing press shifted rhetoric from oral presentation to text. Rhetoric was largely ignored as the persuasion was limited by the overpowering format of text. Ideas had to be arranged formally and in a logical manner to fit within this new presentation. Rational thought proved more powerful than all. The scientific method was applied logically and showed the world as operating mechanistically through natural laws. By discovering this knowledge, man could now control these laws for their own utility, prompting invention and discovery. Rational thought was too overpowering to be undermined by the persuasion of language. Rhetoric was expected to appeal to the facilities of the mind by the emergence of a new sense of the individual and an understanding of the self. The scientist of the age wanted a new language, an objective language that would truthfully reflect these new ideas. The complex, eloquent language of rhetoric was to be erased, and instead, replaced with a new, simple language that appealed to the reason of man. This new rhetoric left behind the notion of persuasive technique and insisted upon itself to reflect the truth. But was this truth the actual truth of the world, or a reflection of a particular world made out to be universal? A handful of thinkers of the Modern age undermined the universal assumption of the modern thought. The development and establishment of capitalism occurred simultaneously with rational thought of science, and the reformation of the church, which up to that point held power over the ethical nature of society. Making full use of textual rhetoric, thinkers like Karl Marx argued the bourgeois class was based upon these universal assumptions, and upheld absolute truths by way of an ideology. According to Marx, relative concepts were made into concrete concepts. Superstructures were created to authenticate these concepts, and functioned to sustain power of one class in of society another. In German Ideology, Marx specifically attached the bourgeois ideas of property and the individual. According to Marx, to understand property as universal is to misunderstand its particular historically characteristics, which he shows within his five stages of historical materialism. The development into the capitalist labor structure consisted of â€Å"many different forms of ownership† (Marx 178), resulting in the subjugation of one class of economic producers by another class of property owners. The bourgeois and proletariat class identity was based on each class’s relation to the means of production. The hegemonic structure of society was interpreted as the natural, universal, and absolute process. According to Marx, ideology was created, maintained, and justified this social order. The bourgeois were articulate enough to define this understanding and had time and capital to exercise these rights of the individual, a concept, which Marx believed, they created for themselves. Marx argued the notion of the individual was an abstract concept Marx said was made concrete. Having its roots in development of the Christian doctrine that stressed an individual’s relationship with Christ, the source of all truth. and even further back to Platonic thought, the idea of the individual was further included to be a rational being who is logical in thought. This was supported by the superstructures like law, which favor the individual, a concept of this ideology. The created culture formed the universal and guaranteed particular rights to the individual. These truths were further supported by science, which was based upon natural laws within which the universe functioned. But most importantly, the concept of the individual effected the psyche of person: those of the bourgeois class were able to exercise the rights of the individual by fulfilling standards that, Marx argues, they created and therefore being an individual who is successful and cultured. The bourgeois identified with this individual as it was reinforced in society. On the other hand, the proletariat, as Marx argues, could not identify with this standard of the individual because of their relation to the means of production, which determined their class distinction. The means of production entailed exploitation of the lower classes by a higher class, which was deemed appropriate because of the individual’s right to choose employment and enter into contracts. The particular form these rights took was corrupted for those outside the bourgeois class. In the labor contract, the individual has the right to sign over his labor in exchange for capital. The bourgeois then use this individual’s labor to produce products, of which he makes a profit by attaching a value, another abstract concept made concrete. The fact the capitalist makes a profit, says Marx, shows that the laborer’s wage does not equal the value of his labor. If the laborer were given the true value of his labor, then the bourgeois would make no profit because the value of the product should be equal to the value of the labor used to product the product. This is exploitation of the proletariat by the bourgeois, says Marx. The ideology that created and maintained the capitalist system is the center of Marx’s critique. Its justification, apology, was based on the universal idea of the system. The system, in fact, is not universal but created by one class of people in order to preserve wealth and identity. This web, according to Marx, depended upon itself. Marx predicted this system would eventually implode as a revolution occurs when the contradiction between the means of production and social forces of classes comes to its final stage: communism, the end of historical materialism when there is no private ownership of property and no class distinctions. In his rhetoric, Marx was attacking the philosophical, economical, political history of modern society, and therefore threatening its validity. He insisted the truths of society was based on fact were not true, but made to be true in order to uphold capitalism and instilling power in bourgeois class. The notion of ideology was a radical claim. But the development of thought speaks for itself. Beginning with Aristotle’s syllogism in the classical period, concepts were treated as universal so particular issues could be related to their truth. The particular justified the universal as much as the universal justified the particular, building meaning and knowledge upon one another. In this context, the syllogism can be interpreted as the blue print for ideology. The superstructures Marx defined in his critique work in the same fashion, by way of the dialectical syllogism. Practical truths like those of religion and law were founded upon these abstract, but deemed universal, truths of concepts like that of the individual. The rhetoric of these institution echoes the rhetorical logic of the enthymeme. The universals were already assumed and one could logically infer the conclusion. Proven by its use, the role of rhetoric in facilitating the discourse of thought is the key factor within the precipitating formation of ideology and the limitation of language. Left to interpretation, language can change the meaning and can be manipulated to be whatever the user chooses. Language cannot reflect a truth and a reality that is dependent upon the changing forces of thought, just as thought cannot be defined by language. Aristotle. The Art of Rhetoric. Trans. H.C. Dawson-Tancred. London: Penguin, 2004. Gorgias. â€Å"Helen.† Readings from Classical Rhetoric. Ed. Patricia P. Matsen. Carbondale, IL: Southern Illinois University, 1990. Ijsseling, Samuel. Rhetoric and Philosophy in Conflict: A Historical Survey. The Hague: Martinus Nijhoff, 1976. Ley, Graham. A Short Introduction to the Ancient Greek Theater. Chicago: University of Chicago, 1991 Marx, Karl. â€Å"German Ideology.† Selected Writings. Ed. Lawrence H. Simon. Indianapolis: Hackett, 1994. Research Papers on The Voice of RhetoricAnalysis Of A Cosmetics AdvertisementCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andWhere Wild and West MeetComparison: Letter from Birmingham and CritoQuebec and CanadaPETSTEL analysis of IndiaBringing Democracy to AfricaStandardized Testing

Ethical Theories, Principles, and Concepts Assignment

Ethical Theories, Principles, and Concepts - Assignment Example Medical staff may desist from helping patients in the event of occurrence of a disaster for fear of prosecution (Fremgen, 2009). The law provides a standard measure for an individual’s action and punishes lawbreakers. Whatever is punishable by law is immoral and unethical. However, the law permits actions such as manipulation and lying, which is morally offensive. The law set to regulate medical care aims at maintaining high standards of morality, which may not consider the anticipated good. Medical law and regulations allow for autonomy, which at times may make one make uninformed decision on a particular treatment procedure that could in turn affect the life of the patient and at times leading to loss of life. Some medical practices are justified in medical procedure  but are unethical and unethical. Therefore, the laws and regulations are a challenge other than a solution to the problem (Garrett, Baillie, & Garrett, 2010). The practice of medicine requires a proper understanding of the ethical philosophies and principles. The principals that safeguard it include among others the respect for autonomy. Autonomy provides the patient with the right to take well-informed independent choice without influence, and medical practitioners should obey the patient’s decisions. The principle provides for non-maleficence where the Hippocratic Oath applies (Fremgen, 2009). The doctor can only treat the patient according to what he or she knows best and avoid injuring the patient. The principle advocates for doing good to the patient. In this principle, the doctor must administer treatment to the patient without causing pain to the patient. Finally, the rule of justice must prevail. The medical care should be fair, reasonable, equitable and without preference (Fremgen, 2009). Utilitarianism is a philosophical theory that explains ethical practice to be for the good of the many.

Capacity Strategy Game Exercise Outline Example | Topics and Well Written Essays - 250 words

Capacity Strategy Game Exercise - Outline Example Building too much capacity and selling my product at a very low price would mean being in the red and paying out interest on accumulated debts during every period (Henderson 2008, p.16). I think that the capacity cost (at GBP 10 per period) is relatively low, and therefore once I have put up entry costs I will stick around for a long time. In this scenario, even if you end up with profits that are relatively low (on top of your starting cash) you will probably earn more than most of your competitors (An & Fromm 2005, p.11). After taking into consideration all the factors mentioned above, I think that a capacity of 200 units would be the best option for me; let me explain why. First of all, minimum demand was 140 BTS while maximum demand was 260 BTS; this gives us a mean of 200. Apart from this, most of the time demand fluctuated between 160 and 240 BTS; this also gives us a mean of 200. In light of the fact that the two most important factors here (the average demand and the average fluctuating figure) both equal 200, it would only be wise to hold 200 units because it appears like that is what the market dictates (Klammer 2006,

History of Educational Planning

History of Educational Planning Everyone plans. Ranging from individual to the government, each produces its own form of plans. The only difference however is the mode of planning, which could be different from government to government and individual to individual. The centralized form of government plans and executes most of its activities through top-down approach while the decentralized form of government does it the opposite way. Similarly, an individual plans its activities either mentally or writing manually on a piece of paper. All these statements state that plan exists everywhere. Educational planning, and I shall concentrate on this form of planning alone, is all about planning various forms of quantitative and qualitative educational reforms. It is into this context; Philip H. Coombs (1970) in his report What is Educational Planning? states that educational planning is concerned not only with where to go but with how to get there and by what best routes. In doing so, educational planning should be able to help see more clearly the specific objectives in question, the various options that are available for pursuing these objectives, and the likely implications of each (Ibid). Further adding to this statement, the Working Party Report of the UNESCO (1963) mentions that education planning should not be an isolated activity; in fact it must be undertaken in the framework of comprehensive development planning and must be viewed in the target context of all the steps required for effective educational development (UNESCO, 1963 as cited in Prakash, 2008 p.2). This statement from UNESCO also underpins the importance of educational planning in the overall development of a nation. The history of educational planning is not new; in fact it was more than 2,500 years ago the Spartans planned their education to fit their well-defined military, social and economic objectives (Coombs, 1970). Not only until 1923 AD, some 87 years ago, that the former Soviet Union structured a five-year education plan, which aimed at eradicating two-thirds illiterates during the plan period. However, in those periods the educational plans were used to be non-integrative; in the sense that educational activities were planned autonomously and that there was little or no linkages between education and other sectors. Since then, the pattern of integrative educational plans have been designed and developed in various nations. The comprehensive investment planning for education that incorporated nationwide capital planning for education is an effective example of the integrative plan that France developed in 1946 AD. However, it was not until the 1960s when educational planning became very popular in most of the countries, especially in the developing countries (UNESCO, 2003). These convictions strengthen the notion that planning in education has been seen as an extra step in eradicating various forms of deficiencies of a country, notwithstanding rich or the poor, democrats or the socialists. It is into this context I would look at the educational planning process from Communist countries like China and Democratic country like the United Kingdom and Republic of Korea and would reflect educational planning process of our nation, and in the end would suggest our position in regards to our educational planning. While talking about the United Kingdom I would only be exploring on England, not Scotland, Ireland and Wales. In England, it is the Department for Children, Schools and Families and the Department for Business, Innovation and skills that look at the education sector from the central level. At a local level, the local authorities take responsibility for implementing policy for public education and state schools. The local authorities meanwhile, comprise of three layers: each layer having its own sets of responsibilities. The first one is the parish level, the second one is the district level and the third one is the county level. Besides some governmental rules and regulations, these local authorities can plan various forms of educational activities in its jurisdictions. However, in the past it was not as easy as the education planning and financing in England were done on the basis of equity. Every school, wherever it is located, got the equal educational conditions in terms of facilities, qualifications of teachers, student activities and so on. The central level used to calculate Standard Spending Assessment (SSA) using the complex formula that determined the needs of the schools in terms of numbers. They then used to determine the amount of Revenue Support Grants for each local authority by taking account of the difference between SSA and the sum of non-domestic rates and Council Tax of a given local authority. It is only after mid-1990s that the Government of England reformed the structure of educational planning in the country. In doing so, the central level authorities set many norms and standards to the schools, and at the same time provided numerous devolutionary opportunities for the local authorities to improve its educational status. In England, there are certain areas where the central level plays a vital role in the educational planning of the country. The compulsory age of schooling is one of those areas. At present, the full-time education is compulsory for all children aged 5 to 16, which is decided by the central level in coordination with other departments. Free schooling up to certain years is another segments where the central decision matters the most but at the same time the central level provides autonomy to the local authorities to levy certain charges if it provides extra facilities like swimming, theatre visits and school trips to the students. In this regard, the local authorities have the option of planning various forms of activities in the schools without having to depend on the state for all finances. During time if schools develop it into specialist schools they get various forms of funds from the central level, which has extra motivated the schools. The number of students that schools enroll has now been directly linked to the amount of money schools receive. To counter balance the situation where schools would fraud the enrollment number, the central level authorities have given a unique ID to each student, which would be different for each student. Thus, it could be said that educational planning in England comprises of boundaries and beyond boundary is within the boundaries of central level norms and standards and sometimes even beyond the boundary that the local authorities can plan various level of educational activities. The development of schools into specialist schools is something that I have kept under the category of beyond boundary. The National Curriculum System is another area where the central level has set a standard for schools to reach and maintain. Under this system, there are 12 compulsory subjects that schools must teach; for others schools can decide on its own. Another area is the compulsion of attendance records of teachers and students in schools. The teacher recruitment process whereby each teacher needs to agree on nationally set School Teachers Pay and Condition Document is another area where central level authorities play a major role. Within this boundary, it is up to the local authorities to decide on its own. The Office for Standards in Education (Ofsted) publishes reports of the quality of education at each school. Failing to maintain standard results to schools being placed in special measures, which may include replacing the governing body and senior staff. All these state that planning in education in England, a mixture of both devolutionary and centralized approach, after mid 1990s was t he result of those reforms in education. The reforms in educational planning in the Republic of Korea happened recently. It is into the March of 2001 AD only that the Republic of Korea allowed schools to decide how to use the money allocated by provincial authorities. Earlier, schools had little or no voice in matter related to educational financing. Schools were seen and viewed as the places where students learn and teachers teach. The responsibility for financing was borne by the provinces of education under the belief that schools dont have adequate manpower and skills to do on its own. Those provinces also set up the school budget and administered the complete process of those budgets. They never trusted the morality of school administrators too. In this regard, those old plans could not reflect the specific requirements of each school. The reforms in education after 2001 AD has seen the Republic of Korea getting into the act of decentralization in every sector including education. Parents and teachers are getting more involved in the overall management of schools. The formation of School Council, a decision-making body of a school comprising of parents, teachers, and community leaders and a head teacher, is an example of those involvements. Similarly, the government of Republic of Korea introduced the new school-based financing system in order to increase the efficiency of school financing and guarantee the autonomy of each school in the process of planning and managing the school budget. The end result has seen provincial office of education allocate a kind of block grant except teacher salary to each school, considering the number of students, the location of school, and specific requirement of school. It has provided each school certain level of freedom in planning and managing school curriculum and budget, whic h could then be deliberated and monitored by School Council. All these efforts were made in order to better equip schools through decentralization and participatory planning approach. In China, education is a state-run system. It was in 1985 AD that the national government parted its responsibilities for basic education to the local governments. In doing so, it also created a nine-year compulsory schooling for all. However, in 2001 AD the Chinese government convened a working meeting on basic education, on which various forms of decision were made on the reform and development of Basic Education. The decision pointed out clearly that a management system under the leadership of the State Council, implemented by the local governments, managed at different levels and with stress on counties would be conducted for compulsory education in the rural areas. The meeting also felt the need for making governments at the county level responsible for planning the local education, and the allocation and use of the funds and the overall management of teachers. All these activities were realized to make county dominated management as accountable as possible for the development o f education. It also suggests that the Chinese Government, despite having state-run education system is trying to maximize the participation of local level actors in the development of education. Apart from the above-mentioned reforms, the Chinese government also reformed the management system of basic education. It was done to ensure that the most needy schools get the most priority. In doing so, the Chinese government divided schools into various categories; like rich and the poor, rural and urban based schools and so on. Both the central and the local governments increased the financial transfer payment towards the poor and most needy areas, and respective local governments also paid attention to strengthen their functions in increasing investment in rural education. This type of planning was intended to deepen the internal reform of schools and at the same time enhance the capability of schools in actively adapting to the changing needs of the society. Asides, the Chinese government took an extra step in educational planning when it introduced the non-standard education system in the country. By non-standard, it referred to network education, night school, university for workers, correspondence college, broadcasting and television school, self-study examination and training schools. This type of educational planning helped build a lifelong learning system in the country. Nepal started the structured planning process in 1956 AD. In doing so, Nepal already formulated numerous medium-term national plans ranging a period of 3 to 5 years. The currently running Ten-Year Implementation Plan (TYIP) is an example of those medium term national plans. In addition to those medium term plans, Nepal also started to develop periodic plans that were intended to incorporate education component for the development of national level education plan. As a result, the educational issues were looked into two forms: one in the macro level and the next into the micro level. In the macro level national plan like TYIP or the Poverty Reduction Strategy Paper (PRSP), the respective ministries develop drafts of the sectoral plans and submit it to the Nepal Planning Commission (NPC), which then incorporate it into the national plan as specific chapters. In the case of education, it is the Ministry of Education that follows this procedure. As for micro level plan, the District Deve lopment Committee (DDC) under the guidance of NPC is responsible for preparing periodic plans for their respective districts. In doing so, DDCs are required to prepare district periodic plans on a participatory basis by covering all the development sectors including education. The District Education Offices (DEOs) meanwhile provide information and technical services to the DDCs while preparing the plan. These exercises show that, on one hand we are following the time-bound planning designs and at the same time, we are also trying to embed every development sector into each other to prepare a comprehensive macro and micro level plan. In reality, the preparation of District Education Plan (DEP) is a process through which the DEOs provide education related information and technical services to the DDCs when in time of preparing District Periodic Plans. In doing so, the DEOs follow certain procedural guidelines to identify the education related issues in the district, followed by prioritizing processes, budget allocation and monitoring mechanisms. Here, the DEO also take into account the local needs expressed in Village/Municipal Educational Plans (VEP/MEP) and also the School Improvement Plans (SIPs) and other local demands. Practically, it has been felt that there exist little or no relation at all in regards to the SIP, VEP/MEP and the DEPs. The unpublished report Best Practices of DEP (2007) from Dr. Pramod Bhatta also states this statement. http://en.wikipedia.org/wiki/Education_in_England#Primary_and_Secondary_education http://en.wikipedia.org/wiki/Education_in_the_Peoples_Republic_of_China

Montags Influences in Farenheit 451 Essays -- Ray Bradburys Fahrenhe

In the novel, FAHRENHEIT 451 by Ray Bradbury, Guy Montag lives in an inverted society, where firemen make fires instead of put them out, and pedestrians are used as bowling pins for cars that are excessively speeding. The people on this society are hypnotized by giant wall size televisions and seashell radios that are attached to everyone’s ears. People in Montag’s society do not think for themselves or even generate their own opinions; everything is given to them by the television stations they watch. In this society, if someone is in possession of a book, their books are burned by the firemen, but not only their books, but their entire home. Montag begins realizing that the things in this society are not right. Montag is influenced and changes over the course of the novel. The strongest influences in Montag’s life are Clarisse, the burning on 11 Elm Street and Captain Beatty. Firstly, Montag is influenced by Clarisse McClellan because she is the first person he has met that is not like the rest of the society. Clarisse is a young 17 year old girl that Montag quickly becomes very fond of. Clarisse influences Montag by the way she questioned Montag, the way she admires nature, and her death. Clarisse first influenced Montag by the way she began questioning him often. Her questions would make him think for himself unlike the rest of society. â€Å"Then she seemed to remember something and came back to look at him with wonder and curiosity. â€Å"Are you happy?† she said. â€Å"Am I what?† he cried. But she was gone- running in the moonlight† (Bradbury, 10). Clarisse was one of the only people that Montag had ever met that had ever asked him that. This question that she asked him influenced him because he thinks about, and Montag asks himself tha... ...vel FAHRENHEIT 451, the main character is influenced by many different sources. Bradbury writes of a fire fighter that has realized that the society he lives in isn’t right and makes the protagonist want to make a change. Guy Montag is influenced by a teenage girl that makes him realize the beauty’s of the world. Guy is also influenced by a fire that burns a woman alive. Montag steals a book from that fire and that is the beginning of when he begins his mission to find out why his society has become the way it is, and his greater mission of changing society so that everyone in it can think for themselves. Captain Beatty is one of the greatest influences in Guy’s life because of his knowledge, the information of Clarisse’s death and when guy is forced to murder the fire captain. Making Montag’s greatest influences, Clarisse, the fire on Elm Street and Captain Beatty.

Bond Yields for Johnson & Johnson

Solution to Minicase 5 Bond Yields for Johnson & Johnson Objective: The case enables the student to gain insight into the financing activities of large corporations and to practice calculating bond prices and yields. Computations are carried out for annual and semiannual interest periods, and for fractional periods. Case Discussion: Johnson & Johnson is one of the leading pharmaceutical firms in the world. It is large and financially sophisticated. When it needs to borrow money, it sells bonds where it can get the best deal. Sometimes that means selling bonds to U. S. investors. Other times it means issuing Eurodollar bonds to investors outside the United States. (The text discusses the Eurobond market in more depth in Chapters 20 and 27. ) The student is asked in this case to use the techniques developed in Chapter 5 to calculate the yields of domestic bonds and Eurobonds. The main difference between the two is that domestic bonds pay interest semiannually, whereas Eurobonds pay annually. Due to this difference in the frequency of compounding, the student must be careful to compare the APYs of domestic and Eurobonds when trying to find the lower-cost alternative. Exhibit S-5-1 provides information concerning five Johnson & Johnson debt issues. Answers to Questions: 1. Calculate the APY for each of Johnson & Johnson’s bonds and identify which one has the lowest APY, assuming today is January 15, 2009. Answer: Bond 1, calculate the APY of the 7. 375s23 eurobond. There are 15 coupon ayments left, and the last one was made 2 months plus 6 days ago (66 days ago). Use annual payment analysis; CPN=7. 375% x 1000 = $73. 75. Solve the equation using a spreadsheet with N=15, and f=(66/360)=0. 183333 to find the APY = 7. 3001%: |[pic] | | Bond 2, calculate the APY of the 7. 375s22 domestic bond. There are 27 coupon payments left and the last one was made 17 days ago on 12/29/08. Use semiannual payment analysis; CPN/2=7. 75% x 1000 / 2 = $36. 875. Solve the equation using a spreadsheet with N=(2 x 13. 5)=27 semiannual periods, and f=(17/180) = 0. 094444 to find r = 3. 5198%, so the APY = 7. 1635%: |[pic] | | Bond 3, calculate the APY of the 8. 25s31 eurobond. There are 23 coupon payments left, and the last one was made 8 months and 15 days ago (255 days ago). Use annual payment analysis; CPN=8. 25% x 1000 = $82. 50. Solve the equation with N=23 years, and f = (255)/360) = 0. 708333 to find APY = 7. 8288%: |[pic] | | | | | Bond 4, calculate the APY of the 6. 73s20 domestic bond. There are 24 coupon payments left, and the last one was made 4 months ago (120 days ago). Use semiannual payment analysis; CPN/2=6. 3% x 1000 / 2 = $33. 65. Solve the equation using a spreadsheet with N=2 x 12=24 semiannual periods, and f = 120/180 = 0. 666667 to find r = 3. 6269%, so the APY = 7. 3854%: |[pic] | | Bond 5, calculate the APY of the 6. 85s35 domestic bond. There are 52 coupon payments left, and the last one was made 14 days ago. Use semiannual payment analysis; CPN/2=6. 85% x 1000 / 2 = $34. 25. Solve the equation using a spreadsheet with N=2 x 26=52 semiannual periods, and f = 14/180 = 0. 077778 to find r = 3. 5616%, so the APY = 7. 2500%: [pic] | | The 7. 375s22 have the lowest APY, 7. 1635%. 2. The 8. 25s28 can be called in 2021 at par. Calculate the YTC (yield to call) assuming today is January 15, 2009. Does this change your answer to question 1? Answer: There are 13 coupon payments left, and the last one was made 8 months and 15 days ago (255 days ago). Use annual payment analysis; CPN=8. 25% x 1000 = $82. 50. Solve the equation with N=13 years, and f = (255)/360) = 0. 08333 to find APY = 7. 6871%: |[pic] | | | | | The APY of 7. 6871% is less than the APY of 7. 8288% found for Bond 3 in question 1, but is more than the other bonds. So the answer to question 1 does not change, the 7. 375s22 have the lowest APY, 7. 1635%. Exhibit S-5-1 Terms of Johnson & Johnson Debt Issues ISSUE |MARKET |COUPON |FREQUENCY |MATURITY |PRICE1 | | | | | | |(% OF PAR) | |73/8s 20 |Eurobond |73/8% |Annual |11/09/20 |101. 9785 | |73/8s 19 |Domestic |73/8% |Semiannual |06/29/19 |103. 288 | |81/4s 28 |Eurobond |81/4% |Annual |04/30/28 |110. 1563 | |6. 73s 17 |Domestic |6. 73% |Semiannual |09/15/17 | 98. 1535 | |6. 85s 32 |Domestic |6. 85% |Semiannual |01/01/32 | 97. 0501 | 1 Including accrued inter est.

Why I Am A Computer Science - 2459 Words

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