Chinese Music and Its Types

drug testing essays

drug testing essays The ethics of drug testing has become an increased concern for many companies in the recent years. More companies are beginning to use it and more people are starting more to have problems with it. The tests are now more than ever seen as a way to stop the problems of drug abuse in the workplace. This brings up a very large question. Is drug testing an ethical way to decide employee drug use? It is also very hard to decide if the test is an invasion of employee privacy. The ethical status of workplace drug testing can be expressed as a question of competing interests, between the employers right to use testing to reduce drug related harms and maximize profits, over against the employees right to privacy, particularly with regard to drug use which occurs outside the workplace. (Cranford 2) The rights of the employee have to be considered. The Supreme Court case, Griswold vs. Connecticut outlines the idea that every person is entitled to a privacy zone. However this definition covers privacy and protection from government. To work productively especially when the work may be physical it is nearly impossible to keep ones privacy. The relationship between employer and employee is based on a contract. The employee provides work for the employer and in return he is paid. If the employee cannot provide services because of problems such as drug abuse, then he is violating the contract. Employers have the right to know many things about their employees. Job skills and training can even be investigated by the employer. The employee is to perform services and these services must be done in a certain manner. Someone who is incoherent because of drug abuse cannot be a pilot for example. This is why employers can test to see if characteristics or tendencies would affect performance. An employee may not want to give a urine or blood sample. The employee may not want to include all of their referen...

Dealing with angry patient in emergency department Essay

Dealing with angry patient in emergency department - Essay Example Patients who visit an ED would be prioritized that the more serious cases would be attended to first before the physician can attend to them. A who was suffering from a bad sore throat visited the emergency when I was the doctor on duty attending my shift. At the same time a critically injured person was being rushed into the emergency on a stretcher. The person was engaged in a serious car accident and needed immediate attention. The sore- throated patient had already been waiting for an hour when I was busy in attending to another emergency case involving that of a broken limb. After attending to the serious cases I came out and ushered in the next patient who seemed extremely angry and showed his anger by throwing the newspaper that he had been reading on the couch as I approached him and told him that he would be the next patient to go inside. While emphasis is being laid on the acquisition of examination skills, less importance is being given to the communication process while filing a patient’s history. Recent studies have shown that a â€Å"patient –centered† approach is much better and more useful during a consultation because it places the patient and his cares at the centre of the inter-action. â€Å"A patient –centered approach is built on the philosophy that a patient is not a passive recipient of care and recognizes the importance of the patient’s knowledge and experience using it to guide the inter-action. (Bryne and Long, 1976) Preoccupying the patient by asking the right questions helps to create a communication channel which is vital to a patient- centered approach. The Emergency Doctor should practice a consultation style that is open, relaxed and responsive to patient’s cues. It also helps the doctor to understand and address the patient’s concerns because â€Å"it is therapeutic and sets the consultation within a truly holistic framework†. (Greenhalgh & Hurwitz,

Diplomacy And the International System Essay Example | Topics and Well Written Essays - 3750 words

Diplomacy And the International System - Essay Example On the one hand, it was implied that the global process of regionalism had to take Europe as a model and as an outcome. On the other hand, regionalism in itself came to be considered a political project, and regional integration around the world was viewed as a desirable and ‘good’ outcome to complement and support global governance.† + Luk Van Langenhove & Daniele Marchesi (2008), Lisbon Treaty and the Emergence of Third Generation Regional Integration, As the changes required by the Lisbon Treaty are currently being implemented by the EU, the essay will first discuss the new relationships of foreign policy decision making articulated in the treaty with reference to the historical context. Particularly, this method will explore the conflict of relations between a nation’s foreign policy as defined by domestic goals, the requirements of other treaty and charter-based organizations such as NATO and the UN, and the new EU foreign policy structure based on unan imity. The requirements of unanimous decisions in foreign policy will be further discussed in relation to dissent, and the way dissenting states can use their influence in EU foreign policy decision-making to influence or change policy. The essay will provide evidence from research built from historical documents and official statements of political leaders in order to review the practical application of policy in the EU foreign policy decision-making process. III. Cohesion in EU Foreign Policy after the Lisbon Treaty The first aspect to consider in reviewing the effect of the Lisbon Treaty on an integrated EU foreign policy based on consensus and unanimity is how the new accord relates to the Treaty of Maastricht, the Treaty of Nice, the Treaty of Rome, and other fundamental accords of... This essay approves that it is significant that the Treaty of Lisbon requires the unanimous decision of EU member states in undertaking foreign policy decisions and that all use of military force be equally approved by consensus. This acts as a fundamental limit to power in EU authority, and forces the building of community around core European secular values such as democracy, freedom, elections, human rights, and others that represent the best of the evolutionary thought of these nations’ collective history. The Treaty preserves the right of member nations to dissent, but the â€Å"newness† of the Lisbon Treaty makes it less certain as to date how this will influence the policy decisions and actions taken by the EU. This report makes a conclusion that the positioning of the shared values of European history as the rationale behind a progressive and safeguarding form of international government in foreign policy has a wider popular understanding and political support in the grass roots than is commonly assumed, and in this manner, the EU may actually be representative of a wider movement in history rather than a top-down, technocratic imposition. The real test of the union is found in situations where nations like Germany are forced to submit to and accept policies that go against their national state interest in favor of the larger interest of maintaining the progress of European unity, as in the recent financial crises. However, domestic political interests may prohibit the efficient use of EU military power in the future in ways unforeseen by current analysis, forcing the EU leadership into only accepting policy positions with broad consensus, a position well suited for a limited supra-nationa l government in guardianship of the civil rights of society.

Contract law Essay Example | Topics and Well Written Essays - 1250 words - 1

Contract law - Essay Example However, the restaurant is concerned about the underlying liabilities in the event that clients collide with the skating waiters and waitresses. Another point of concern regards loss of client property whilst at the restaurant’s premises. Following these two concerns, two exclusion clauses could be drafted for the purpose of limiting or excluding altogether the restaurant’s liability under the two aforementioned circumstances. It is fundamental to ensure that the restaurant’s business aspect is not adversely affected by the move. The Caddy Shack restaurant enters into business-client contracts with its clients. It is in the best interest of the restaurant to maintain functional relations with its clientele, even as it strives to reduce potential liabilities under the two circumstances of concern. The exclusion clauses that Caddy Shack restaurant needs will ultimately impose restrictions to its clients. It is also important to highlight that the move is likely to be seen as one that favours Caddy Shack’s business welfare, while reducing its potential liability obligations to the clients. In this respect, these two issues must be provided for and balanced in the drafted exclusion clauses. First exclusion clause: Caddy Shack will not be held liable for any losses or injuries that arise as a result of violation of the rules and regulations within the Caddy Shack restaurant’s premises. Clients are urged and reminded to strictly use the designated client sidewalks to avoid collision with the roller skating waiters and waitresses. The system is clearly marked to ensure that both clients and staff strictly remain in their respective right areas. Eventualities emerging from failure to abide to the set rules and regulations, and the skating system requirements shall not hold Caddy Shack responsible. Moreover, Caddy Shack shall not take responsibility for ignorance and/or negligence arising from

Effect of Teacher Empowerment on Student Learning Outcomes

Effect of Teacher Empowerment on Student Learning Outcomes The question that faces educational leaders in Pakistan is how to select and implement appropriate educational reforms that will move schools toward greater effectiveness and provide enhanced learning and work environments for both students and teachers. A vast literature addresses the importance of leadership in school organizations.(Leithwood, 1992; Pounder,2006; Merideth, 2007). However this leadership has to be distributed not only to the principal but to the other stakeholders that are the students and the teachers above all. Although these arguments have been largely mounted in western countries, they also have significance in the Pakistani setting. A supportive school organization typically is not present in Pakistani schools, where internal politics, lack of resources, disinterest in pupil learning and school improvement by management result in demotivating and ignoring the teachers. (UNESCO: Situation Analysis of Teacher Education in Pakistan) According to Pounder (2006), research on the subject of leadership has focused mainly on administrators, principals and district superintendents. Only recently the research focus has moved towards leadership of individuals in other roles, namely teachers. Research indicates that teacher quality, and supportive school organization and management, significantly influence school improvement, and eventually pupil learning. The bottom line, however, is that school improvement is about school learning. Student learning is the most important part of schooling (Harris, 2004) Teacher empowerment has become a popular term widely seen in many discussions on school restructuring or educational reform. Research on teachers professional growth, school organization, school leadership, or educational innovation all consider teacher empowerment as the term which is considered to be synonym and compatible to teacher leadership. According to Viviane et al (2008) the leadership dimension which is strongly associated with the positive outcomes is that of promoting and participating in teacher learning and development-that is empowering teachers, for enhancing students learning outcomes. This literature review will consider an important issue within the focus area: what impact teachers have on the students learning outcomes when they are empowered? The questions guiding this research are; Why is teacher empowerment emphasized upon in recent educational innovation? What does teacher empowerment mean? What is the role of administrators in empowering teachers? How can students benefit from the idea of teacher empowerment? WHAT DOES TEACHER ENPOWERMENT MEAN? Teachers are established as instrumental stakeholders in planning, implementing, and assessing curriculum. They may benefit from undertaking leadership roles.( Stone, Sandra J. (1995) Though faced with an enormous pressure of high level of expectations and demands, they can successfully integrate their knowledge and understanding with new leadership vision, and eventually into the learning experiences of their students.( Blase, J. and Blasà ©, J. 2001) Sheppard, B; Hurley, N; Dibbon, D,(2010) recognize a very positive impact of school leaders on student learning however they establish an indirect link between, the effects of school leadership and students. Their research is directed at identifying the leadership variables that influence student learning, teacher morale and enthusiasm being one of them.. Grant, C. et al (2010),discusses the restricted role of teacher leadership. He believes that although teachers possess the ability and vision of shared leadership, they are rarely involved in activities beyond their classrooms. Some collaboration with other teachers in curricular and extra-curricular activities is seen but there was substantially less teacher leadership in relation to school-wide as well as community issues. Paula M. Short (1994) defines empowerment as a process whereby school participants develop the competence to take charge of their own growth and resolve their own problems. Empowered individuals believe they have the skills and knowledge to act on a situation and improve it. Empowered schools are organizations that create opportunities for competence to be developed and displayed. She adds: Teacher empowerment is a complex construct. While empowerment generally is associated with site-based management and shared decision making Involvement in decision making, teacher impact, teacher status, autonomy, opportunities for professional development, and teacher self-efficacy. School improvement is not possible without the empowerment of teachers. Teachers who are empowered have the power to make decisions about curriculum, pedagogy and assessment, they become risk takers by experimenting with new ideas, reading new books, and attending and planning professional development activities. (McCarty, 1993). Heads and school leaders must provide assistance to provide sovereignty and freedom of movement to the teachers They also need to develop ways that promote teacher participation in the decision- and policy-making activities of the school. Empowerment is considered to be as important an attribute as are mutual trust, support and recognition to bring about a sense of professionalism, leading to the development of leadership qualities in teachers. (Mujis Harris, 2003).She suggested that teachers can develop into transformational leaders in their schools if all aspects of the system are re-aligned and re-examined. The responsibility of the administration and superintendent has been highlighted by many researchers in order to bring about this transformation. (Pounder, 2006) The leadership of the principal is necessary but not sufficient. Teachers make a big difference. How can teachers skills be developed? What professional difference will they make? Teachers need to work together and trust each other. It is very important that leadership is shared. (Harris, 2006) Teachers have an extraordinary opportunity to exercise leadership because they are the most powerful influence, next to students, on other teachers practice (Darling-Hammond, 2003). York-Barr and Duke (2004) reported, In this day of high accountability, the need and potential for teacher leadership as well as the press for results, has probably never been greater. Because teacher leaders work within a system that either supports or acts as a barrier to its success, the roles of administrators are important to review According to these researchers, teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. Empowered teachers and children become risk-takers, collaborators and self-evaluators.(Stone and Sandra, 1995) They emerge as intrinsically motivated, responsible and independent individuals. WHAT IS THE ROLE OF PRINCIPALS IN ENPOWERING TEACHERS? A variety of research articles and their findings are present in the field of education in USA and UK. Most of them agree on the key leadership roles assumed by the school principals to help teachers to develop as professionals who are confident and committed, possess specialized knowledge and expertise, collaborate with colleagues and undertake leadership roles both within and outside their classes.( Harris, A. and Lambert, L. 2003) Principals are the promoters of a environment which results in a paradigm shift of powers from those at the top of pyramid to those who are working in close collaboration with the learners- that is the teachers. This mode of shifting responsibilities and power to teachers results in shared decision-making, which is essential to school reform and to the changing demands in a global world. Results of various studies indicate that teacher empowerment is most closely related to principals social attractiveness (perceived similarity to teachers) and trustworthiness (perceived willingness to suppress ones own self-interest for the benefit of the school (Blase, J. and Blasà ©, J. 2001). The role of the leaders is to facilitate the development of teachers so that they will have the power and ability to determine important things about their work and schools. As indicated above, recent development on school reform, organizational studies, teachers professional development, and school leadership all point to the importance of teacher empowerment. Empowerment is not easy and it can not be accomplished in a short span of time. However, it can invoke real thinking and learning as well as meaningful action. If teachers are directly involved in leading the improvement effort they, would act as leaders without occupying any formal leadership roles. (Ghamrawi N.2010,). Schools need to cultivate this largely untapped resource for change and improvement in schools by providing teachers with leadership opportunities, appropriate training, and professional support empowerment in short. (Rizvi M.,2008) .An active and effective teacher leader can directly impact the school, its teachers and most importantly the students. There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students. Such leadership comes from many sources, not just superintendents and principals. But those in formal positions of authority in school systems are likely still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement. School principals have an important role to play in building teacher leadership capacity by promoting teacher leadership learning teams, helping them clarify their vision, and encouraging them to develop habits that will enable them to make the most of their collaborative efforts. Many researchers have tried to develop a link between the distributed leadership of school heads and principals and consider it an important step towards empowering the staff. (Harris, 2003). They consider that the leadership of the principal is necessary but not sufficient. The principal is also more likely to be seen by staff as a source of instructional advice, which suggests that they are both more accessible and more knowledgeable about instructional matters than their counterparts in otherwise similar lower achieving schools Ash and Persall (2000) also in agreement to the view that principals must create an environment that supports collaboration among teachers; provides time for teachers professional development; and recognizes, rewards, and celebrates the concept of the teacher as leader The crucial role of principal is evident from the survey reports of The American Teacher: An Examination of School Leadership (2009) which reports that many teachers fear their chances to influence decisions about their profession are eroding. Teachers believe that principals spend more time on reporting and compliance than on guiding and motivating teachers, but principals report that the reverse is true. Principals must change this perception so that teachers feel empowered as school leaders. IMPACT OF TEACHER EMPOWERMENT ON STUDENTS Empowerment is important for children, as well. If empowerment changes how teachers view their work, empowering children should improve their view of learning. The foundations needed for empowering teachers and children include respect, validation and success. Once empowered, the individual changes. Research confirms the important influence of the classroom teacher on student achievement (Leithwood et al, 2010). A key issue, then, is how the quality of teaching and learning within individual classrooms can be influenced and improved. They argue that educational leadership has a key influence on the quality of teaching and learning and thus student achievement Motivated, engaged students are central to lasting school improvement. It is a mistake to think that reform done to students by well meaning adults will be successful, since in the end it is students who must do the learning. Students can play an important role in school improvement when they are asked to do so and conditions created to allow them to do so. Until 1960s it was widely believed that schools made little difference to student achievement, which was believed to be largely predetermined due to heredity, family background and socioeconomic context. Opinion on the effect that schools, teachers and educational leaders can have on student outcomes has also fluctuated. The influence of educational leadership on teacher and student performance has generally been underestimated, and that measured direct effects of leadership, which some researchers have found to be very low, are outweighed by indirect and antecedent effects such as school history, context and organization, with school climate acting as an intermediate variable between leadership and classroom achievement (De Maeyer et al., 2007), As noted, school leadership traditionally focused on the principal but today it is recognized that there can be many leaders in a school, including deputy principals, heads of department, program and committee chairs and teachers; it is agreed and seen as desirable that leadership is distributed. Student and community leadership also need to be recognized. Studies show school leaders can improve student learning by enhancing the conditions or status of selected variables on the four paths, i.e., rational, emotions, organizational and family. Leithwood (2010) points out that school leaders and leadership researchers should be guided directly by existing evidences about school, classroom and family variables with powerful effect on student learning, when taking decisions about school improvement. In America endeavors are being made towards developing educators professionally with programmes like learning forward by National Staff Development Council with slogans like every educator engages ineffective professional learning every day so every student achieves Students are considered important ultimate stakeholders .While doing research on the effect of teacher control on series of outcomes Ingeroll (2007) concluded that these outcomes are directly connected to the distribution of power and control in schools. Schools fostering empowerment have fewer student misbehavior problems, show more teacher collegiality and co-operation among teachers and administrators. Donaldson (2006) views teacher leadership cultivates the will and the ability to improve practice by three streams .i.e. by attending to the quality of relationships, by keeping purposes and goals in mind and by focusing on improving children learning. This is how a close bond is established between the empowerment of self and its impact on students learning. CONCLUSION The pendulum has swung for teachers as change agents from the days of relative powerlessness when teachers were cast not only in a passive role but frequently in the role of active obstructionists (Charles, 1971). The educational research has come a long way in establishing theories through evidences and findings. Contrary to the discussions so far, most teachers are known to become disengaged from leadership roles. (Gronn, 2003) discusses the disengagement of school leaders-the shunning of leadership roles by potential candidates (i.e. teachers). He argues that the main cause is the amplification of professional work, describing the new work orders of educational leadership as long hours, endless demands, punishing pace and continual frustration-hardly an attractive proposition for those considering taking up leadership roles. The positive role of principals in fostering the transformation of teachers to participants in decision making ventures cannot be ignored. Similar observations have been recorded by Gokà §e (2009) in Turkish schools, where a significant difference was found between the opinions of teachers and school principals. Teachers expect principals to show more effective behaviour in the change process. Bush (2008) in an editorial quotes Leithwood et al.s (2006) assessment that leadership is second only to classroom teaching as an influence on pupil learning leading to the inevitable conclusion that head teachers, principals and senior staff should undertake specific preparation for the distinctive role of educational leadership and management., then, and only then can the teachers feel empowered to exercise control over the different domains in and outside the classroom. In a study conducted by Rhodes and Brundrett (2008) emerging from the focus group phase, empowerment, support and controlled risk taking, were endorsed by heads to contribute towards effective in-house leadership development .. A culture of trust and collaboration is essential, as is a shared vision of where the school needs to go.. In the developed and emergent teacher leadership schools, barriers to teacher leadership were mainly external to the school (Daniel Muijs and Alma Harris2007).They suggest that developing teacher leadership is not an easy process. It is closely related to re-culturing as it means a fundamental shift in the purposes and practices of the school Literature in favour of the role of teacher as a change agent in transforming learners includes James S. Pounder (2006), according to whom the third wave emphasizes that teacher leadership is a process rather than a positional concept. A fourth wave of teacher leadership could include transformational classroom leadership as one of the defining qualities of a teacher leader and could embrace both school and university contexts. According to Leithwood, K., et al (2004): There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students. Such leadership comes from many sources, not just superintendents and principals. But those in formal positions of authority in school systems are likely still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement. In contradiction to the various theories put forward by the renowned researchers like Leithwood et al (2004) and Gronn (2003), and beliefs adopted by agencies like the National College for School Leader ship (NCSL) in England, David Hartley (2009) in the book Distributed Leader ship According to the Evidence, suggests a casual relationship between distributed leader ship and pupil outcomes. He suggests two outcomes of distributed leadership which we assume form the predecessor of empowerment of teachers; one being the organizational variable, the other effect is that upon pupils achievement. According to the co-authors of the book, there is no clear correlation between the pattern of leader ship distribution in the qualitative data and the student test results evidence. This is a notoriously difficult matter to measure, for it is not easy to isolate the direct effect of distributed leader ship as an independent variable as the policy-makers have been ahead of the evidence in their en dorsement of distributed leader ship as a means to bring about the effective school The optimistic views presented by the renowned authors opens many a venues for further researches in this context.. Teacher leadership research is well established in the USA and Canada and, in the last decade, it has become a focus of research activity in the UK. However, in Pakistan teacher leadership is relatively unknown as an area of research although, UNESCO and the World Bank are funding studies to develop strategies for teacher education and professional development. We have still to go a long way to recognize and change the mind-set of our school heads and principals to empower the teachers and include them in decision making and policy making activities. Muijs and Harris (2003), summaries the concept of teacher leadership, empowerment, and its governing factors as below, and accept that there is still a need for research in the UK. In summary, teacher leadership is centrally concerned with forms of empowerment and agency which are also at the core of distributed leadership theory It is concluded that teacher leadership could have beneficial effects on school improvement, school and teacher effectiveness and teacher motivation and retention, but that the right conditions need to be in place in order for teacher leadership to flourish. The lack of research on teacher leadership in the UK is noted. More than a decade ago, findings by Pounder, D.G. et al.(1995), pointed towards the lack of obvious leadership relations between levels-school district, school, and classroom-and their effect upon multiple measures of school performance. Much research has been undertaken since then, still the latest review of literature shows that there is a need to fill the void existing between a direct impact of teacher empowerment and the enhancement of students learning. We have to look further for measurable success indicators in order to produce quantitative results in support of the myriad of qualitative results that establish the positive association between teachers empowerment and student achievement.

Visual Codes and Conventions in the Painting: George Robinson Welcomes

Visual texts can be seen to be an attempt by their creators to represent particular ideologies to their viewers. It is the viewer's attitudes and values however, that determine the contemporary meaning of the image. The painting George Robinson welcomes Natives to Wybalenna, is a Colonial document portraying the Christianizing of indigenous people on Flinders Island. Visual codes and conventions employed in the image, such as positioning and framing depict the entwined values of white, patriarchal and Christian ideologies of the 19th Century. However, change in how society identifies itself, also changes the dominant ideology in its culture. Subsequently, the historical context of Post-Colonial attitudes and values in contemporary society, evoke a contemporary meaning in Robinson's painting, one of racial and religious prejudice. The convention of positioning is vital in constructing the Colonial ideology of Robinson?s image. It has the potential to provide the viewer with visual associations, which translate to language in the form of binary oppositions. For instance, the most c...

Managing Human Resources 16th Bohlander & Snell Essay

1.Place yourself in the position of general manager of a service department. How might formally written job requirements help you manage your work unit? 2.Discuss the various methods by which job analysis can be completed. Compare and contrast these methods, noting the pros and cons of each. 3.Why is accounting for employee motivation such an important aspect of designing today’s job? 4.The job characteristics model has five components that enhance employee jobs – skill variety, task identity, task significance, autonomy, and feedback. Give an example illustrating how each component can be used to improve the organization and the job of the employee. (Suggestion: Consider your present or a recent job to answer this question.) 5.Figure 4.6 shows the different forms of employee teams. Provide an example of where each type of team can be used. How do teams create synergy. 6.As a small business employer, explain how nontraditional work schedules might make it easier for you to recruit employees. CHAPTER 5 1.Name some companies with whom you have done business. Then discuss how you view their employer brands. Would you want to work for them or not? How might these firms improve their employer brands. 2.More than 50% of all MBAs leave their first employer within five years. Although the change may mean career growth for these individuals, it represents a loss to the employers. What are some of the probable reasons a MBA would leave his/her first employer? 3.In what ways do executive search firms differ from traditional employment agencies? 4.Explain how realistic job previews (RJPs) operate. Why do they appear to be an effective recruitment technique? 5.What contributions can a career management program make to an organization that is forced to downsize its operations? 6.What are some of the barriers to advancement opportunities for women and minorities in many organizations? CHAPTER 6 1.Is there a â€Å"best† employment process stepwise? What steps must come first and last? 2.What is meant by the term criterion as it is used in personal selection? Give some examples of criteria used for jobs with which you are familiar? 3.Compare briefly the major types of employment interviews described in this chapter. Which type would you prefer to conduct? Why? 4.What characteristics do job knowledge and job sample tests have that often made them more acceptable to the examinees than other types of tests? 5.In what ways does the clinical approach to selection differ from the statistical approach? How do you account for the fact that one approach is superior to the other?

the unknown essays

the unknown essays Hate, black and thick, blinds and engulfs the mind. Shame pushes him back to the hole from which he crawled. Fear inhibits the mind, body, and soul, rendering the three capable of only bad decisions. In the novel Native Son, by Richard Wright, hate, shame, and fear engulf the livelihood of the main character, Bigger Thomas. Using Bigger and his surroundings, Wright depicts how living under such conditions leads to seeking excesses of sex, religion, violence, and drugs. Furthermore, this lifestyle and its accompanying excesses make it impossible for one to see the sunrise of hope, struggling to break through the black sky. Although Wrights story depicts the life of one man in a very specific time period over fifty years ago, his philosophy of hate, shame, and fear proves equally true in the real world of the past, and in the real world of the present. Fear inhibits the mind, body, and soul like no other emotion can. The study of fear in relation to psychology defines it as the emotional state of the anticipation of danger. How can one lead a healthy life when perpetually anticipating danger? As exemplified in Native Son, and as is true in real life, leading a healthy life while in a constant state of fear proves impossible. Fear paralyzes the mind, rendering it unable to think properly. Bigger makes crucial decisions while paralyzed by fear, and these decisions prove exceedingly illogical. When the reporters discover the remnants of Marys bones in the furnace, Bigger decides in a whirlwind of fear to flee the house, confirming his guilt in the process. However, Bigger could have done a number of things differently and more intelligently to reassure his innocence. Fear inhibited his ability to make a rational decision, and this exemplifies only a single occurrence of Biggers problem with fear- it has been a part of his life since the day he was born. Living in a perpetual state of hate, shame, and fear drives one...

Self-sufficient Sustainable Community essays

Self-sufficient Sustainable Community essays Our community has at its heart a sprawling ten acre park that exhibits a wide range of indigenous plant and animal life. Walking and bicycle paths wind through the park, which also provides clean air within an otherwise urban area. Moreover, next to the park is a huge recreation center complete with a well-stocked public library and athletic facilities as well as a small independent movie theater. Streets in our community seem like natural extensions of the park, as they are lined with shade-bearing trees. We have instituted a moratorium on chain stores and restaurants: all businesses here will be independent, small-scale operations. The shopping district is walking distance from all the residences, which discourages vehicle traffic and encourages people to get some exercise and to take advantage of the pleasing aesthetics of the neighborhood. There is a moratorium on vehicular traffic in many parts of the community, and parking lots have been set up on its perimeters. The neighborhood is located near a hub of public transportation, offering direct connections to almost anywhere in the city. A large community garden, including a greenhouse, offers a space to grow organic vegetables and fruits so food is as fresh and local as possible. Waste water in our community is reclaimed to be used for agriculture. We have implemented a composting program that benefits the community garden directly. Residential consumption of tap water will be limited to prevent waste; tap water is also not chemically treated with chlorine. Our recycling program is extensive: we process just about every type of commonly-used material, as we have located markets for all of them. New homes and businesses are built using revolutionary building products made with recycled materials and no new lumber. All homes and businesses are being gradually transferred to solar and wind power, as we are easing our ...

IT Corporate Governance Research Paper Example | Topics and Well Written Essays - 1250 words

IT Corporate Governance - Research Paper Example The rational for the research paper is to investigate and analyze new trends in information systems application and their impact on information, effects on corporate design, structure and productivity. It is assumed that advances in technology, especially computer, information, and information technology, have presented organizations and managers with dramatic new challenges and opportunities, and researchers have been pressing to develop the theoretical and research grounding needed to understand and manage these developments. It is supposed that information technology allows a corporation greater decentralization of functions thus ensuring effective management and control. Computers, the Internet, electronic mail, and other forms of information and information technology make possible more elaborate and interactive networking of people and organizational units, both within and between organizations (Dine, 2000). Some organizations have moved away from traditional hierarchical and departmental reporting relationships to forms of virtual organization and dynamic network organization, in which a central hub coordinates other units that formally belong to the same organization, as well as organizations formally outside the hub organization (such as contractors or agencies with overlapping responsibility for public agencies), via e-mail and the Internet. Advances in IT reportedly lead to smaller organizations, decentralized organizations, better coordination internally and with external entities (Buck and Sha hrim 2006). Organizations acquire and distribute internally information to carry out the critical functions of decision-making. These activities require the processing of information. There are two perspectives on organizational information-processing: the vertical and horizontal perspectives. Vertical information-processing involves the acquisition of information from the environment and the distribution of information from boundary spanning units toorganizational members at various hierarchical levels. Horizontal information- processing involves the co-ordination of internal tasks by distributing information between organizational members within and between departments. Within the information-processing framework, information technology is one strategy in the organization's ability to process information (Danziger and Andersen 2002). An organizational design dimension, which relates the hierarchical level to the information-processing tasks at hand is the degree of centralization versus decent ralization of decision-making. Since decision-making requires the availability of unambiguous information, new information technology has the potential to shift the level of decision-making by providing access to information. This is one of the design dimensions to be investigated. Another vertical design dimension to be discussed is the hierarchy of authority. New information technology, by formalizing information-processing within organizations, is the resource that enables managers to report information. By enlarging the information options, new technology has the

Effects of Quality Management on Domestic and Global Competition Paper Research - 1

Effects of Quality Management on Domestic and Global Competition - Research Paper Example Japan is the home of most of the world’s best motor producing companies like Toyota, Nissan, Suzuki, and Mitsubishi among others. General Motors Corporations is the world’s largest automaker whose headquarters are in the United States, but has branches in about one hundred and fifty seven countries across the globe. The ownership of the general motors is majorly by the United States government, which owns about sixty-one percent of the total shares. Others entities that have ownership of the general motors are the united Autoworkers, the Canadian government, and bond holders from the old company. General motors once experienced financial crisis in the late 2000s such that it threatened closure of most of its branches in North America (Kennedy, 2005). The American government however came in and funded the corporation. On the other hand, Naza is a Malaysian based industry whose main objective during formation was marketing and distribution of motor vehicles. It was not un til 2003 when the firm started production of bikes then motor vehicles in the year 2005. The company founded by a mogul Tan Sri SM Nasimuddin of Malaysia in 1975 was intended to import reconditioned cars. The company established itself and became an importer of luxury vehicles. The business expanded and in the late nineties, it franchised with South Korean carmaker thus expanded its portfolio of distribution. General motors is credited as the world’s number one automaker, and absorbs as many as hundreds of thousands of people across the world. Naza has absorbed hundreds of people, but the expectations are that it will recruit more members in the near future. The indulgence of the company into the manufacturing sector and mergence with other firms has seen its growth to a recognizable status. General motors has been generating a profit of about 4.7 million US dollars excluding the pensions cost and other expenses. In ranking as per income generation, the general motors took th e second position in the United States after Toyota (Cooney & Yacobucci, 2007). General motors have expanded globally and has gained worldwide recognition. It has main branches in North America, Asia, and Africa. For instance in Africa, General motors ventured back in 1920s but it grew and started assembling vehicles in1950. On arrival in Africa, the first situation of general motors was Egypt, which up to date is the only producer if traditional general motors branded vehicles (Kennedy, 2005). Apart from this, the industry has other branches in Tunisia, which assembles mainly Mazda and Isuzu models. In Kenya GM is situated in Nairobi and it assembles a wide variety of trucks and buses. General motors have its stations in other East African countries like Uganda, Tanzania, and central Africa. Naza on the other hand has its demand locally based though it has entered into contract with worlds distributors that make Naza the hub of their products specifically in Malaysia. In 2010, Gene ral Motors Corporation assigned Naza as the sole distributor of Chevrolet model in Malaysia. Naza also entered into contract with Piaggio group to distribute its main brands in Malaysia. According to Cooney & Yacobucci (2007), the products of general motors have repeatedly participated in the worlds racing championship winning many races. The recent invention from general motors, Cadillac V-series has also ventured in the racing championship. General motors did many research programmes for the market demands. This led to its mergence with various companies to