The Soviet Union During The Cuban Missile Crisis - 1978 Words

Account for the disharmony between the United States and the Soviet Union during the Cuban missile crisis. The occurrence of the Cuban missile crisis remains the closest the world has ever come to nuclear war. The placement of Soviet nuclear weaponry on the island of Cuba in October 1962, sparked thirteen days in which the Cold war grew increasingly hotter as tensions between the two superpowers escalated. However, despite marking a turning point in US-Soviet relations it could be argued that Operation Anadyr cannot wholly account for the disharmony between the United States and the Soviet Union. This can be seen as despite reaching a visible climax in 1962 -with the Cuban missile crisis- the Cold war remained largely a political stalemate between the two superpowers. The incompatible ideologies of the United States and Soviet Union served as the primary cause for the disharmony between the two nations, as the competing systems subsequently meant the US and USSR were unable to coexist harmoniously. However, a decline in the political influence and military capabilities of the Soviet Union , accompanied by increasingly an aggressive US foreign policy following the election of Kennedy served to exacerbate the long standing ideological divide between the two superpowers. The ideological incompatibilities of the United States and Soviet Union served as the primary cause accounting for the disharmony between the two superpowers during the Cuban missile crisis. A well supportedShow MoreRelatedThe Cuban Missile Crisis During The Soviet Union1783 Words   |  8 PagesAmerica took initiative against the Soviet Union by placing medium range ballistic missiles in the Soviet Union s’ neighboring country, Turkey, in 1961. To counter this, the Soviet Union sent nuclear missiles of their own to Cuba, and once the United States of America discovered this, a standoff ensued called the Cuban Missile Crisis. Although it appears that the Cuban Missile Crisis further separated the United States and the Soviet Union, the years after the crisis showed a growth in trust betweenRead MoreThe Cuban Missile Crisis During The United States1219 Words   |  5 Pages Dylan Thomas Connolly U.S. History 14 December 2015 The Cuban Missile Crisis In October of 1962 the U.S. entered a conflict called the Cuban Missile Crisis, which is arguably the closest the U.S. has ever come to nuclear war. The Cuban Missile Crisis was a 13-day conflict between the U.S. and the Soviet Union resulting from the placement of Soviet missiles in Cuba. The Cuban Missile Crisis was considered the climax of the Cold War, a period lasting from about 1947 to 1991, in which a politicalRead MoreThe Cuban Missile Crisis And The Soviet Union1062 Words   |  5 Pages During the Cuban Missile Crisis, the United States took a bold stand against the Soviet Union, Communism, and the installation of nuclear arms in Cuba. The Cuban Missile Crisis was a confrontation between the United States and the Soviet Union that occurred between October 14 and October 28, 1962 (â€Å"Cuban Missile Crisis Timeline†). During the Cold War Era, tensions between the United States and the Soviet Union were already high because of the way that World War II ended. The S oviet Union’s decisionRead MoreThe Cuban Missile Crisis The World On The Edge Of Its Seat1315 Words   |  6 Pagesâ€Å"We’re eyeball to eyeball, and I think the other fellow just blinked† (Dean Rusk). The Cuban Missile Crisis put the world on the edge of its seat, and was the closest humanity has ever gotten to full-scale nuclear war. Even though the event lasted a mere two weeks (from October 14-24, 1962), it played a significant role in international politics, and its effects can still be seen today. The Cuban Missile Crisis is significant to current international relations because it proved the importance of theRead MoreFidel Castro And The Cuban Revolution1410 Words   |  6 PagesFidel Castro led a successful revolution that overthrew the Cuban government, placing him in total control. During this time America had considered â€Å" Central America - and the Caribbean - as its own ‘backyard’†, and therefore, when they saw a communist running the Cuban government tensions began to build (Todd 140). Eventually, in 1960 Castro led Cuba into an economic deal with the Soviet Union (or USSR), as a result of this American and Cuban relations were completely cut off (Dobbs 12-18). A year laterRead MoreThe Cuban Missile Crisis Of 19621268 Words   |  6 PagesThe Cuban missile crisis of 1962 had put America and Canada in danger and had almost started a nuclear war. On October 15, 1962, an American spy plane took pictures of nuclear missiles being built in Cuba, these missiles were capable of hitting targets anywhere in the United States or Canada, these missiles belonged to the Soviet Union (Russia), and were too dangerous to be left alone. The missiles had been placed there after the failed mission of the Bay of Pigs, for protection. John F. KennedyRead MoreThe Cuban Missile Crisis During The United States954 Words   |  4 PagesIn Depth with the Cuban Missile Crisis In October of 1962, the United States, and the Soviet Union partook in a political and military standoff. Cubans began installing Soviet missiles, a couple miles away from the U.S. coast. The presence of nuclear missiles made the U.S. extremely tense. President Kennedy announced the news to the world and informed them of his decision to create a naval blockade around Cuba. The objective was to show that the United States was ready to utilize militaryRead MoreJordan Belleman. Ms. Verdino Ms. Kingmr. Muraco . Social1461 Words   |  6 PagesStudies 801 12 May 2017 The Cuban Missile Crisis â€Å"The most terrifying moment in my life was October 1962, during the Cuban Missile Crisis. I did not know all the facts we have learned only recently how close we were to war but I know enough to make me tremble† (Joseph Rotblat). During the Cuban missile crisis, leaders of the U.S. and the Soviet Union engaged in a tense, 13-day political and military standoff in October 1962 over the installation of nuclear-armed Soviet missiles on Cuba, just 90 milesRead MoreRussia and the Cuban Missile Crisis Essay939 Words   |  4 PagesRussia, The Cuban Missile Crisis During the end of World War II, a political struggle existed between the Western World, North Atlantic Treaty Organization allies, and the Eastern Bloc. Lasting until 1991, this struggle was better known as the Cold War. At the helm of these sides was the United States of America and the Union of Socialist Soviet Republics or better known as the Soviet Union. Both of these nations were constantly competing amongst each other in order to demonstrate their superiorityRead MoreCuban Missile Impact On The World Of The Cold War902 Words   |  4 PagesCuban Missile War Is Cuban communism the beginning of the Cold War? Could the Cuban Missile Crisis end in the world devastation? According to freedictionary.com, nuclear war is â€Å"war in which nuclear weapons are used by both sides. As generally used, the term assumes major use of nuclear weapons by at least two opposing warring states.† The invasion of Cuba by United States caused by the alliances between Cuba and the Soviet Union brought conflict between those countries. The United State tried to

Boy Bawang Free Essays

Concepts of State and Government State – is a community of persons more or less numerous permanently occupying a definite portion of territory and a government. Elements of State 1. People – this refers to the mass of population living within the state. We will write a custom essay sample on Boy Bawang or any similar topic only for you Order Now 2. Territory – it includes not only the land over which the jurisdiction of the state extends; but also the rivers and lakes therein. 116 square miles or 300,440 square kilometers 3. Government – it refers to the agency through which the will of the state is formulated expressed and carried out. 4. Sovereignty – the term may be defined as the supreme power of the state to command and enforce obedience to its will from people within its jurisdiction. a) Internal – or the power of the state to rule within its territory b) External – or the freedom of the state to carry out its activities without subjection to or control by other states. Origin of state theories 1. Divine Right Theory – it holds that the state is of divine creation and the ruler is ordained by god to govern the people. 2. Necessity or Force Theory – it maintains that state must have been created through force. . Paternalistic Policy – it attributes the origin of states to the enlargement of the family which remained under the authority of the father or mother. 4. Social Contract Theory – it asserts that the early states must have been formed by deliberate and voluntary compact among the people to form society and organize government for their common good. Forms of G overnment a) Monarchy – or one in which the supreme and final authority is in the hands of a single person without regard to the source of this election or the nature or duration of his tenure. Monarchies are further classified into 1. Absolute monarchy – or one in which the ruler rules by divine right 2. Limited Monarchy – or one in which the ruler rules in accordance with a constitution. b) Aristocracy – or one in which political power is exercised by a few privileged class which is known as an aristocracy or oligarchy. c) Democracy – or one in which political power exercised by a majority of the people. Democratic governments is further classified into; 1. Direct or pure democracy – or one which the will of the state is ormulated or expressed directly and immediately through the people in a mass meeting. 2. Indirect Representative – or republican democracy or one in which the will of the state is formulated. As to extent of powers exercised by the central or national government a) Unitary Government – or one in which the control of national and local affairs is exercised b) Federal Government – – or one in wh ich the powers of government are divided between two sets of organs, one for national affairs and the other for local affairs. Relationship between the executive and the legislative branches of the government a) Parliamentary Government – or one in which the state confers upon the legislature the power to terminate the tenure of office of the real executive. b) Presidential Government – or one in which the state makes the executive constitutionally independent of the legislature. Other forms of Government a) Civil Government – one in which the affairs of the state are administrated and directed by the citizens or their representatives. ) Military Government – established and administered by a belligerent in the territory c) Constitutional Government – one in which the powers of those who rule are defined and limited in their exercised d) Despotic Government – one in which the powers of those who rule are not defined and limited in their exercised by a constitution e) Elective Government – one in which the state confers powers upon a person, or organization com posed of persons chosen by qualified voters f) Hereditary Government – the state confers the powers of government upon a person in a certain family g) Coordinate Government – government according to their nature among separate departments or bodies. h) Consolidated Government – the state confides all government powers to a single body i) De jure Government – founded on existing constitutional laws of the state and has the general support of the people j) De facto Government – existing constitutional law of the state and is maintained against the rightful authority of an established and lawful government. ) Revolutionary Government – installed whether by force or otherwise, not in accordance with the procedure prescribed in an existing constitution. Source of Constitution authority 1. The Filipino People 2. A Sovereign People 3. Belief in God Article 1 – National Territory The Terrestial, Fluvial and Aerial domains of the Philippines 1 . The territorial sea – it is that part of the sea extending 12 nautical miles (119 kms. ) from the low-water mark. 2. The sea bed – this refers to the land that holds the sea, lying beyond the seashore, including mineral and natural resources. 3. The sub-oil – this includes everything beneath the surface soil – including mineral and natural resources. 4. Insular shelves – they are the submerged portions of a continent or offshore island. 5. Other submarine areas – they refer to all areas under the territorial sea. Three fold division of navigable waters 1. Inland or internal waters – they are the parts of the sea within the land territory. 2. Territorial sea – it is belt of water outside and parallel to the coastline or to the outer limits of the inland or internal waters. 3. High or open seas – they are waters that lie seaward of the territorial sea. Article 2 – Declaration of principles and state policies Republican government – is a democratic government by representatives chosen by the people at large Sovereignty – implies the supreme authority to govern. How to cite Boy Bawang, Essay examples

The Benefits of Healthy Eating free essay sample

Food is the key to life. We need food for the basics of everyday life to pump blood, move our body, and think thoughts. We can eat to live well, live longer, and extend the quality of life. Eating is one of life’s greatest pleasures. It is also a powerful way to enhance or impair your health. Most of us are aware that food choices are important to health; very few people truly realize that foods can promote health. Western medicine is so focused on treating disease that prevention is often ignored. Part of disease prevention is making sure you are eating foods that are healthy and nutrient dense. To function to the best of our body’s ability it requires balance and harmony. The best place to start is with healthy eating. The benefits of healthy eating are exceptional and there are many far- reaching health advantages and gains that cannot be overlooked. When we don’t get necessary food we need, and related diseases take hold it’s almost impossible to correct one problem without creating another. (Alex Fir, healthyguidence. org para. 4). Being unhealthy and over weight are leading causes of inactivity within families. Consequently, health related issues are passed down from parents to the children and without diet and exercise are impossible to correct. (downlode. audit. vic. gov. au/files/promoting_health_Risk. pdf para. 6). Get your family involved in the life style change. Invite your children to the newly shopped grocery store to explore and get a hand on experience about the sights and smells of the new foods. Parents can also create small talk about the new experience and get positive or negative feedback from the family. In fact, the change of seasons yields perfect topics of conversation. For example, summer is the perfect time to explore outside farmers markets, where you find lots of green leafy vegetables, and fruits, or autumn where corn on the cob, tomatoes, and other seasonal harvest time foods can be explored. (www. friendlyware. om/wellness/physicalwellness para. 3). With all of the new foods learned about, it is now time to create dishes with your family. Get insight from them on the different tastes they’ll like to explore and create beautiful dishes to enjoy and introduce to others. From 1960 to 1995 the cost of healthcare in the US escalated from 27 billion to more than 600 billion dollars, a more than 22 fold increase. A large proportion of healthcare cost has been devoted to treating diseases that are in fact a product of faulty life style habits. (cdc. gov/healthyyouth). In The Nutrition Desk Reference it was founded that, 92 percent of people said after finding a new and healthy way to live, they also lost the taste for other non healthy habits. For example, most people lost the taste for tobacco smoking, which host a whole different set of consequences on its own. It was also understood that the lack of physical inactivity was a huge problem among the unhealthy. It is prevalent that the level of exercise among us is increased to co combat the fight for healthy eating. A change in an exercise regimen can come at a very small price, if thought out correctly. Take the stairs instead of the elevator sometimes, walk short distances instead of driving, or totally devote a couple of hour to a gym workout. Important things to remember include but are not limited to, keeping in mind that in a healthy eating situation, moderation is important to think about rather than banning every not so healthy food. The individual must take responsibility for gathering information in order to make informed choices, while health professionals must stay abreast of current information and translate the research into practical terms for all to understand. Statistical analyses paint a bleak picture, the good news is that, unhealthy dietary life styles leading to diseases are highly preventable through a proper diet and exercise regimen.

The Benefits of Transformational Leadership

Introduction Researchers and business administrators have long tried to develop the most efficient model of leadership. At this point, this question has not been fully addressed, but there are certain approaches that enjoy popularity among scholars and professionals; transformational leadership is one of them. This paper will examine the distinctive features of transformational leadership and its outcomes especially for the followers.Advertising We will write a custom essay sample on The Benefits of Transformational Leadership specifically for you for only $16.05 $11/page Learn More This review will identify the benefits of transformational leadership and show how positive outcomes for employees can be achieved. Overall, this model can bring significant improvement as increased job satisfaction, creativity, and better performance, but this approach can be successful only leaders possess a variety of skills. Moreover, transformation leadership can be effe ctive only if the organization values openness and egalitarian relations between managers and employees. The main aspects of transformational leadership Researchers identify several important elements for transformational leadership. First of all one can speak about intellectual stimulation or the ability to challenge the assumptions of employees and encourage their creativity (Avolio, Waldman Yammarino 1991, p. 14). Such a leader is also able to encourage life-long learning of his or her followers. Therefore, it is possible to assume that such a person must open to new ideas and viewpoints; otherwise he or she will not offer any intellectual challenges to the employees. The second aspect of this approach is idealized influence or the ability to act as a role model for other people (Avolio, Waldman Yammarino 1991, p. 15). The followers should see that their leader as example of competence; furthermore, this person must make them proud of their work. Thus, one can argue that this i ndividual must reach the highest ethical and professional standards in order to succeed. Other important components are individual consideration and inspirational motivation. This means that a transformational leader is willing and able to take into account the needs of their followers and their individual concerns (Humphreys Einstein, 2003, p. 86). So, those people, who intend to play the role of leaders should have well-developed communication skills; otherwise they will fail to consider the needs of their followers and their values. They should be very attentive and avoid generalizations when judging employees. More importantly, this person is able to articulate a vision in the way that would be appealing to the followers. These people should share the beliefs and values of their leader. More importantly, they must take pride in their work because in this way they increase their performance. Such authors as John Humphreys and Walter Einstein single out another component of trans formational leadership. They argue that transformational leaders should accept their dependence on followers (Humphreys Einstein, 2003, p. 86). They should be able to share their power with other people.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, these scholars point out that despite the flexibility of transformational leadership, it should always be based on such values as integrity and justice (Humphreys Einstein, 2003, p. 86). They cannot be compromised under any circumstances. Thus, such an individual must be able to find an ethical justification for various actions and decisions. Thus, this review suggests that transformational approach sets very high performance standards for people who are called leaders. These people have to make sure that their followers take pride in them and this goal is very difficult to achieve especially if a person has only begun to work with the followers. Transformational model and other approaches to leadership Overall, transformational approach helps to identify the main objectives that a leader is supposed to achieve. However, it does not provide step-by-step instructions for achieving these goals. To some degree, this approach can be compared to situational leadership that relies on contingency theory. The advocates of this theory argue that there is no optimal style of leadership, because a leader should always adapt to a particular situation (Williams, 2011, p. 407). Transformational approach to leadership does not reject this premise; the thing is that even a transformation leader can change his or her communication style and motivation strategies (Bono Judge, 2004, p. 901). This leader can behave in different ways depending on the type of problem that should be resolved. Furthermore, in both cases, more emphasis is placed on the delegation of authority to employees. These people must have a certain degree of autonomy; otherwise organizations will hardly achieve any of their goals because the leaders will have to monitor every task that employees work on. The main distinction of transformational leadership is that it emphasizes the role of ethical principles like integrity. They should always be followed irrespective of the situation. This is probably the main distinction of this model. Even though it relies on other leadership theories, it has its distinguishing features, especially the emphasis on the professional and ethic standards that a leader is supposed to reach. Transformational leadership and its outcomes for the followers By looking at the elements of transformational leadership one can see that this approach can have profound implications for the followers. First of all, the person, who works under the guidance of such a leader, is more likely to achieve professional growth, because he or she can acquire new knowledge and skills (Edwards, 2008, p. 4).Advertising We will write a custom essay sample on The Benefits of Transformational Leadership specifically for you for only $16.05 $11/page Learn More Moreover, such an employee will try to work more creatively and this is also a part of professional growth. The thing is that this worker will want to resemble the leader and one of the ways to do is to raise one’s professional level. It is quite probable that this person will become the advocate of life-long learning. In other words, this individual can accept the limitations of one’s knowledge and try to fill this gap. Yet, such a result is possible only if a leader can act as a role model and show a person should strive for continuous growth. Hence, this person should develop one’s professional skills and evaluate the ethical aspects that he or she takes in order to be a role model. Secondly, employees can assume a different attitude to work. These workers may be motivated not only by financial compensati on or the fear of punishment; more likely this person will try to gain the recognition of the leader since this recognition of their achievement will also be a form of reward. Overall, such researchers as Shung Shin and Jing Zhou believe that transformational leadership increases the intrinsic value of job (2003, p. 704). Certainly, they will need financial compensation for their work, but the opportunity to work with a transformational leader will be a reward, in itself. Thus, they will be less willing to leave a company. In the long term, transformational leadership can reduce turnover in organizations and it is a significant problem that still needs to be addressed by many profit and not-for-profit organizations. Thus, one can say that transformational leadership can make the experiences of employees more fulfilling and help companies that try to hire and retain skillful workforce. This is probably the main benefit this approach can bring private companies, public organizations, and governmental agencies that struggle to recruit and retain the best applicants. Additionally, the followers of transformational leaders will feel comfortable enough to take initiatives and work creatively. For instance, they will not shy away from making recommendations at the time, when the leader will have to take important decisions (Bass Riggio, 2006, p. 29). As it has been said before, transformational approach implies that a good leader must be able share power with the followers. Apart from that, this person should be able to accept critique and acknowledge one’s mistakes. Unfortunately not every one can do it; many people believe that criticism is always aimed at debunking their authority. A transformational leader should reject this belief because it is usually irrational. As a rule, it only makes managers and frontline personnel hostile to one another.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Besides, transformational leadership is possible mostly in those companies that are open to innovations and try to be sensitive to environmental changes. These organizations promote employees’ creativity and their independent decision-making (Daliva, Epstein Shelton, 2007, p. 23). Yet, in many cases, the organizations can become too bureaucratic and risk-averse. As a result, they do not encourage their employees to be take part in decision-making or offer any solutions without the permission of the top management. In such an environment, transformational leadership is hardly possible because it can be criticized by top executives. This is the main barrier that can prevent companies from adopting this approach. Thus, those people, who think that transformational model is the best approach to leadership, should know that their success will strongly depend on the culture of the organization. In some cases, they will have to change it in order to achieve success. Moreover, the r esearches also refer to increased productivity when they speak about the benefits of transformational leadership (Avolio, Waldman Yammarino 1991, p. 11). As it has been said before, such people can share the values and goals of their leaders. Thus, they may put much more effort in order to achieve the objectives that the organization sets. Nevertheless, this outcome is possible only if employees take pride in the work and believe that it has an intrinsic value. These examples should that transformational leadership can produce the following results: 1) increased satisfaction with the job; 2) willingness to achieve professional growth; 3) increased performance; 4) creativity and independent decision-making. Thus, the effects of transformational leadership on employees are beneficial but they are possible only in certain circumstances. Conclusion This discussion shows that transformational leadership can produce good results and help employees fulfill their talents. However, there ar e specific issues that one should take into account. First of all this strategy requires considerable amount of effort from leaders who have to depart from traditional routine and find ways of challenging and motivating employees. Secondly, the outcome will greatly depend on the culture of the organization. These are the issues that business administrators should take into account. Reference List Avolio, B., Waldman, D. Yammarino, F. (1991). Leading in the 1990s: The Four I’s of Transformational Leadership. Journal of European Industrial Training, 15 (4), 9-16. Bass, B. Riggio R. (2006). Transformational Leadership. London: Routledge. Bono, J. Judge, T. (2004). Personality and Transformational and Transactional Leadership: A Meta-Analysis. Journal of Applied Psychology, 89 (5), 901-910. Daliva, T., Epstein, M. Shelton, R. (2007). The Creative Enterprise: Culture. New York: Greenwood Publishing Group. Edwards, J. (2008). Development of the Survey of Transformational Leade rship for  Application to the Substance Abuse Treatment Field. New York: ProQuest. Humphreys, J. Einstein, W. (2003). Nothing new under the sun: Transformational leadership from a historical perspective. Journal of Management History, 41 (1), 85-95. Shin, S. Zhou J. (2003). Transformational leadership, conservation, and creativity: evidence from Korea: Academy of Management Journal, 46(6), 703-714. Williams, C. (2011). Effective Management: A Multimedia Approach. New York: Cengage Learning. This essay on The Benefits of Transformational Leadership was written and submitted by user Jesse Delaney to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

French-Themed Celebrations

French-Themed Celebrations For Francophiles, any time is a good time to celebrate French, but there is one holiday in particular that cries out for a French-themed party: Bastille Day. Here are some ideas for a party with some French panache.DecorationsIf youre going for patriotic Bastille Day colors, Americans have it easy: you can just reuse your red, white, and blue bunting from the 4th of July. You might also consider investing in some posters, or make your own by blowing up your favorite photos of France. If youre feeling artistic or playful, decorate place card with little drawings of the Eiffel Tower, or make tiny berets or French flags as party favors.DiscussionsTo get people in a chatty mood, consider one of these topic ideas:  Ã‚  Ã‚  - French quotations - offer up a few of your favorite Francophone words of wisdom for discussion.  Ã‚  Ã‚  - Today in Francophone history - talk about famous French people who share each guests birthday.  Ã‚  Ã‚  - Travel stories - anyone who has been to France wi ll be eager to talk about it. Set up a projector to swap stories and photos.  Ã‚  Ã‚  - French culture - theres no shortage of discussion topics when it comes to French movies, plays, literature...  Ã‚  Ã‚  - French is better than... everything - I put this together just for fun; see if you can add to my lists, or come up with new ones.  Ã‚  Ã‚  - Spanish is easier than French - fact or fiction?EntertainmentDont forget to have some nice French music playing in the background, or even a movie.Food and DrinkNothing says fà ªte like good French food and drinks. Some classic foods are cheese, crà ªpes, fondue, French onion soup, pà ¢tà ©, pissaladià ¨re, quiche, ratatouille, croissants, and a variety of French breads. For dessert, try chocolate mousse, and crà ¨me brà »là ©e. As for beverages, theres wine, champagne, pastis, chartreuse, coffee, and Orangina. Bon appà ©tit  !Vive la France!

Why It’s Okay To Use “Um” and “Like” When You Talkâ€Really

Why It’s Okay To Use â€Å"Um† and â€Å"Like† When You Talk- Really Yes, you should never use filler words like â€Å"um† and â€Å"like† in your writing. But sometimes, in conversation, you might find you need to buy yourself a bit of time to gather your thoughts and figure out what it is you’re trying to say. It’s true that most job interview advice blogs will tell you to avoid using them at all costs, because they  can make you sound unintelligent or unprepared. But filler words are a natural part of the way people speak these days, so if you can utilize them economically and well in your conversation, you just might be able to get the best of both worlds. You’ll have the time to formulate your sentences and keep your speech clean and less muddled, but you won’t get carried away with your constant â€Å"umm†ing and â€Å"like†-ing.Filler words are used for the following reasons.They Show That You’re ThinkingIf you need another few seconds to formulate your sentence, you can throw in an â€Å"errr† or a â€Å"basically†Ã¢â‚¬ ¦ and then continue on from there. It helps you not be interrupted. And helps you say precisely what you’d like to say once you say it.They  Soften What You’re Going to SayIf you’re going to say something a little harsh,   temper it with a few conversational filler words to keep it casual. Just to make sure your friend or colleague doesn’t think you’re being cold or cruel. i.e. â€Å"You have a little, like, something in your teeth?†They Can Strengthen or  Weaken What You’re SayingFiller words can change the tone of a sentence, either to qualify your statement and make it weaker, or to add extra emphasis and authority. Depending on the word, you can make what you’re saying sound like a stab in the dark, or a definitive conclusion.They Help You StallYou grabbed the mic; it’s your turn to talk and you have something super important to say. The stakes are high. T rouble is, you haven’t quite figured out what that is yet. A few ummms and weeeellls†¦. might just give you the time you need to strategize.They Make Your Listener Feel IncludedThrowing in a little â€Å"you know?† at the end of what you’re saying doesn’t have to make you sound like a Valley girl. It could just be a friendly way of making sure whomever you’re talking to is still with you and feels included.So you see, filler words, when used in moderation, can actually be a conversational asset. Just don’t get too carried away and you can feel free to use these natural bits of speech as you see fit.

Human resource Essay Example | Topics and Well Written Essays - 5000 words

Human resource - Essay Example One such factor is the excellent performance and reward management of the company. The founders of the company abided by all the principles and produced products accordingly. The performance of the company and its progress within a short period of time has made it a nationalised company holding the majority portion of the market share. Current Performance and Reward Management practises at Innocent Performance management is an important cornerstone in the Human Resource practises of an organization (Smither and London, 2009). It is all about measuring the performances of the employees doing their jobs and designing and implementing systems in order to strengthen the performance standards which have been set. It starts with measuring the daily operational performances of the employees. An organization should have a clear understanding about the kind of job for which they are hiring the employees. Based on that the training should be provided and finally the performances of the employe es should be measured. Performance management involves partnership agreement with the employees or the team of employees in order to increase their level of involvement in the organization (Cardy and Leonard, 2011). Moreover the future improvement in the performance of an organization needs the assessment of the past and the present performance. Every section of activities like providing feedback, coordinating with the employees to solve the problems related to their decreased performance, developing improved performance level etc play an important role in performance management. The method of evaluating the performance of a particular employee is known as the performance appraisal. It is a part of the career development and involves review of the performances of the employees

Industrial Society and Native Culture Essay Example | Topics and Well Written Essays - 1250 words

Industrial Society and Native Culture - Essay Example Both these societies have extremely different views regarding the environment and the use of its resources. With most of the industrial world following capitalist means of running their economies, the exploitation of natural resources in an unsustainable manner is the norm. However, an almost intuitive understanding of the manner in which nature functions enables native cultures to utilize natural resources in sustainable ways. The Brazilian Amazonian tribes follow methods of living that enable one to infer their respect for the environment. At first glance, the method of agriculture that they follow, slash and burn agriculture is done in a manner that the ecological balance of the area is not upset. Moreover, different plants are planted at different points of time, which not only ensures a INDUSTRIAL AND NATIVE SOCIETIES 3 constant supply of food but also efficient use of the soil’s fertility. This also provides the land an opportunity to replenish itself. The Yanomami is a tribe that follows these methods of farming to great effect. Initially, when the Europeans came to the Amazon, they were surprised at how the area was able to support the number of people that it did. This is possible because of the manner in which the Yanomami and other tribes in this area understand the ecology of the area and attempt to live in harmony with it (Hutchison 159-63, 2007). The needs of the present day Brazilian industrial society, is however, different. With a much greater population and corresponding needs, the Brazilian industrial society usually requires a greater yield than what slash and burn agriculture is able to provide. As a result, it has to follow scientific methods of agriculture that suit the needs of the urban populations of Brazil. A concerted effort in the past thirty years has enabled the Brazilian state to increase its agricultural production and achieve a food surplus (The Miracle, 2010). It has managed to surpass the problems that have plagued the management of environmental issues such as the divide between the developed and the poor nations of the world as to the management of the crisis of pollution, which the Brazilian government has attempted to solve by encouraging the use of environment-friendly fuels that are ethanol-based. A large number of opportunities to develop a consensus on the environmental issues that the world faces today have been frittered INDUSTRIAL AND NATIVE SOCIETIES 4 away due to this obstacle that divides the world into the developing and the developed (Cunningham Preface, 2007). The support that the government has provided for the initiatives that were started to encourage the use of ethanol based fuels has been very strong and today, a large number of vehicles that run in Brazil use ethanol-based fuels, that are able to power vehicles without sending out toxic fumes like fossil fuels like petrol and diesel. The emphasis that the Brazilian industrial society places on the sustainability of its deve lopment is a feature that it has in common with the tribes of the Amazon. Both these communities plan their actions in such a way that they are able to provide themselves with their needs without compromising on the conservation of the environment. As a result,

Further Reflections on the Public Sphere Essay Example for Free

Further Reflections on the Public Sphere Essay The text is about relationship of state and civil society, the origins of and prospects for democracy and the impact of the media. A kind of rethinking of Habermas first major work, The Structural Transformation of the Public Sphere published in 1962 and translated into English in 1989 which describes the development of a bourgeois public sphere in the eighteenth and early nineteenth centuries as well as its subsequent decline. Habermas admits, his theory has changed since then and he reminds readers of these changes. 1.The Genesis and Concept of the Bourgeois Public Sphere The public sphere (Ãâ€"ffentlichkeit ) is an area in social life (standing in-between private individuals and government authorities) where individuals can meet to freely discuss public matters, exchanged views and knowledge and through that discussion influence political action. A vibrant public sphere serves as a positive counterweight to government authorities (are out of the state control) and happens physically in face-to-face meetings in coffee houses and public squares as well as in books, theatre etc. The public sphere emerged first in Britain and in the 18th century in Continental Europe. The newspapers, reading rooms, freemasonry lodges and coffeehouses marked the gradual emergence of the public sphere. Habermas mentions Geoff Eley’s objection to his earlier depiction of bourgeois public sphere is an idealized conception. Habermas admits now the coexistence of several competing public spheres and groups, that were excluded form the dominant public sphere – the so called „plebianâ€Å" public sphere (like Jacobins, Chartist movement). Habermas influenced here by Guenter Lottes and greatly by Mikhail Bakhtin, who opened his eyes to the culture of common people as a violent counter project to the dominant public sphere. Habermas now views quite differently the exclusion of women as well. Habermas asks himself – were women excluded from the dominant public sphere in the same fashion as the common people? He answers himself with „noâ€Å" – the exclusion of women had structuring significance, as it was happening not only in the public sphere, but also in the private sphere. At the end of this chapter Habermas summons up: his bourgeois public sphere was formerly conceived too rigidly. In fact, from the very beginning a dominant bourgeois public collided with a plebeian (and female) one. As a result, the contrast between the early public sphere and the today’s decayed public sphere is no longer so deep. 2.The Structural Transformations of the Public Sphere: Three Revisions This chapter traces the transition from the liberal bourgeois public sphere to the modern mass society of the social welfare state. Starting in the 1830s, a transformation of state and economy took shape. Clear borderlines between public and private and between state and society became blurred, as a result of interventionist state policies. The increasing re-integration and entwining (mà ­senà ­ se) of state and society resulted in the modern social welfare state. In the subchapter 1 Habermas deals with the impact of these developments on the private sphere. Civil society was formerly totally private, there was no difference between social and family life. This changes with the emancipation of lower strata (workers), a polarization of social and intimate sphere arrives. Habermas describes a dispute among two schools in the 1950s, that of conservative Carl Schmitt school (and Ernst Fortshoff) and Marxist Wolfgang Abendroth, that influenced his considerations at that time, though today he distances himself from his approach. In the subchapter 2 Habermas is concerned with changes in the structure of the public sphere and in the composition and behavior of the public. The infrastructure of the public sphere has changed due to changes in media, advertising and literature that has become oriented to new social groups (workers) as well as due to the collapse of the liberal associational life. Since the 1960s, when Habermas book was published, the opportunities for access to public communication became even more difficult. The public sphere is today dominated by the mass media., which turned the critical public into a passive consumer public and caused a decay of the public sphere. Nevertheless, Habermas says his old concept of a unilinear development from a „culture-debating to a culture-consuming publicâ€Å" was too simplistic and pessimistic. Habermas explains this by general situation of media effects studies at that time – he relied on Lazarsfeld’s behavioristic research and had no information brought later by Stuart Hall (audience does not simply passively accept a text). Subchapter 3 deals with the legitimation process of mass democracy and two diverging concepts of public opinion – an informal, nonpublic opinion and a formal quasi public opinion (made by mass media), that often collide. 3.A Modified Theoretical Framework The mass democracies constituted as social-welfare states can continue the principles of the liberal constitutional state only as long as they try to live up to the mandate of a public sphere that fulfills political functions. It is necessary to demonstrate how it may be possible for the public to set in motion a critical process of public communication. Habermas asks himself, weather there can emerge a general interest of the kind to which a public opinion can refer to as a criterion. Habermas could not resolve this problem before. Today he is able to reformulate the question and give an answer. The ideals of bourgeois humanism function today as a utopian vision, which makes it tempting to idealize the bourgeois public sphere too much. Therefore Habermas suggests the foundations of the critical theory of society be laid at a deeper level and beyond the threshold of modern societies. In the 1960s Habermas believed that society and its self-organization was a totality (celek) controlling all spheres of its life. This notion has become implausible today – e.g. economic system of a society is regulated independently through markets. Later emerged his dual concept of society the internal subjective viewpoint of the lifeworld and the external viewpoint of the system. The aim today as he sees it is to erect a dam against an encroachment (naruÃ… ¡ovà ¡nà ­) of system on the lifeworld, to reach a balance between the social-integrative power of solidarity (lifeworld) and money + administrative power (system). Communicative action serves to transmit and renew cultural knowledge, in a process of achieving mutual understandings. It then coordinates action towards social integration and solidarity. This can be met in traditional societies. Less often in posttraditional societies with their confused pluralism of various competing forms of life. Habermas criticizes Rousseau for his utopian concept of the general will of citizens in a democracy as a „consensus of hearts rather than of argumentsâ€Å". Habermas sees the solution in the process of public communication itself. Therefore democracy is rooted in public reasoning among equal citizens. State institutions are legitimate only when they establish a framework for free public deliberation (debata). Such a rational debate is the most suitable procedure for resolving moral-practical questions as well. The question remains how such a debate can be institutionalized so that it bridges the gap between self-interest and orientation to the common good (between the roles of client (private) and citizen (public)). Such a debate must meet two preconditions: presumption of impartiality and ability to transcend initial preferences. These conditions must be guaranteed by legal procedures (institutionalized) and they themselves shall be subject to the law. New institutions should be considered, that would counteract the trend toward the transmutation of citizens into clients (i.e. toward alienation of citizens from the political process). Democracy shall be not restricted only to state institutional arrangements. They shall interplay with autonomous networks and groups with a spontaneous flow of communication, that are the one remaining embodiment of the altogether dispersed sovereignty of the people. Democratic public life cannot develop where matters of public importance are not discussed by citizens. However, discourses do not govern – the responsibility for practically consequential decisions must be based in an institution. 4.Civil Society or Political Public Sphere Political public sphere is characterized by two processes: 1) the communicative generation of legitimate power 2) manipulative power of mass media. A public sphere need more than just state institutions – it requires a populace accustomed to freedom and the supportive spirit of differentially organized lifeworlds with their critical reflection and spontaneous communication – voluntary unions outside the realm of the state and the economy (church, independent media, leisure clubs etc.) They are not part of the system, but they have a political impact, as was seen in totalitarian regimes, e.g. in the communist states of Eastern and Central Europe. In Western-type democracies these associations are established within the institutional framework of the state. Habermas asks himself the question, to what extent such a public sphere dominated by mass media can bring about any changes. This can be answered only by means of empirical research. He concludes with reference to a study No Sense of Place by J.Meyrowitz, who claims that electronic media dissolve social structures and boundaries (like in primitive societies). Habermas disagrees – new roles and constraints arise in the process of using electronic communication.

Gertrude of Shakespeare’s Hamlet Essay -- Character of Gertrude

The Gertrude of Shakespeare’s Hamlet      Ã‚  Ã‚   Is Gertrude, in the Shakespearean drama Hamlet, a bore? A killer’s accomplice? The perfect queen? A dummy? This paper will answer many questions concerning Claudius’ partner on the Danish throne.    In her essay, â€Å"Acts III and IV: Problems of Text and Staging,† Ruth Nevo explains how the hero’s negative outlook toward Gertrude influences his attitude toward Ophelia:    Whereas it is precisely his total inability to know her [Ophelia], or for that matter himself, that the scene, in this theatrically simpler view, would allow us to perceive as the center of his anguish. He is tormented precisely by doubts, not by confirmations. And how indeed should he know what Ophelia is? Is she loving and faithful to him despite parental authority? Or compliant to the latter and therefore false to him? What has she been told about him? Is he not testing her with his hyperbolic declaration:    I am very proud, revengeful, ambitious; with more offenses at my back than I have thoughts to put them in, imagination to give them shape, or time to act them in?    His mother has predisposed him to believe in women’s perfidy, has produced in him a revulsion from sex and the stratagems of sex; he was unable to draw Ophelia’s face by his perusal; she has refused his letters and denied him access; now returns his gifts. What form of devious double-dealing shall he expect? (49-50)    At the outset of the tragedy Hamlet appears dressed in solemn black. His mother, Gertrude, is apparently disturbed by this and requests of him:      Ã‚  Ã‚  Ã‚   Good Hamlet, cast thy nighted colour off,   Ã‚  Ã‚  Ã‚   And let thine eye look like a friend on Denmark.   Ã‚  Ã‚  Ã‚   Do not for ever with thy vailed... ...loom. New York: Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p.: Princeton University Press, 1972.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Smith, Rebecca. â€Å"Gertrude: Scheming Adulteress or Loving Mother?† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.   

Naked Economics Essay

DOCTORAL WRITING TIPS: PLEASE READ-IMPORTANT-HINT, HINT, HINT Please use the tips below and I am almost certain you will get a much better grade, create very polished, doctoral-level papers, and will have a MUCH easier time on your proposal/project/dissertation as these items are REQUIRED. 1. Do not use too many direct quotes — in academia there is an emphasis put on being able to read, assimilate, and paraphrase thus the use of direct quotes is really an academic no-no in most cases. Just to give you an example, in a paper of about 10 pages I would expect to see no more than one or two direct quotes–if at all. Use direct quotes only where you need to emphasize something that is unique and requires an exact replay of whatever it is that you are trying to say. This being said, keep yourself out of harm’s way and avoid the use of direct quotes as much as possible. 2. All ‘statements of fact’ MUST be cited in your paper. All citations noted within the body of your paper, slides, tables, charts or graphs, should also have corresponding full references in the back of your paper in the References section. Only items that are cited in your paper should appear in the reference section. No other items should ever be in the reference section unless they were already cited in your paper. 3. Read all assignments VERY carefully. Too many times I see students lose valuable points as they read their assignment one time and start writing. Most of the time when this is done, critical requirements are missed, resulting in many lost points and a greatly reduced grade. 4. If you must use direct quotes (which again, should be infrequently at best), you absolutely positively MUST have a page number or paragraph number (if it is a non-paginated website). This is not only an APA regulation but one that will also help you avoid a charge of plagiarism. This is VERY serious so please take note. 5. Do not use sources that are ancient unless it is truly a section using historical background. Recently I saw a student paper where they were citing current sources and then jumped in and cited a source from 1948 . . . and it was not a historical section!! This was merely an irrelevant and ancient reference that should not have been included in that paper. 6. If a central point was noted in your requirements for the assignment, make sure that you cover that exact point,  making direct reference to it, citing it, and of course including a corresponding reference in the reference section. Example if you were to compare and contrast a noted author, be sure in your paper that you specifically mention that author, their works, the date of their work, and also make reference to that citation in the Reference section of your paper. 7. If you are making a general statement with a citation, then you would not use a page number or a paragraph number. Only direct quotes that should be used very sparingly would get page and paragraph numbers (Are you getting the idea you should avoid the use of direct quotes 😉 ). Two citations per paragraph and one direct quote per page is a rule of thumb. 8. Be very mindful of the page count and word count that have been provided in the assignment’s details. There is a reason for page and word count — it is a direct clue as to the scope of the paper. Additionally if you are ever planning to publish in a journal, you will be given a very stringent page and/or word count. If the publishers tell you the article is to be 1000 words and instead you write 1001 words, your article will be rejected . . . I am not kidding this is true. In terms of scope, if the paper is to be 750 words clearly your coverage of that topic will be much different than if the paper required 7500 words†¦ page count and word count can be your friend so pay very close attention. Please do not ask the instructor if they are serious about the page and word count . . . needless to say they will say ‘yes’ so do not even ask. Additionally please do not ask for exceptions to the page/word count as there was an intent for this assignment and page and work out was part of that. These assignments are attempting to train you to be a precise and disciplined professional writer. 9. Be sure all papers include an introduction that gives a brief background about your topic but also includes specifically what will be covered in the paper. The word ‘introduction’ should be omitted as a section header. 10. Be sure your paper has a substantive conclusion that summarizes what was included in the paper. Please do not use the conclusion to introduce new information†¦ this is not the place for new information as the conclusion is merely a summary section of what was ALREADY covered in your paper. Ideally, your conclusion should key off the introduction. 11. Do not use contractions. Example: ‘don’t’, ‘I’m’, he’ll’–Additionally, use a scholarly, formal tone in all your papers. Your paper is not to sound like a personal story, journal, magazine  article, letter to a friend, personal diary, or stream of mind writing effort..be Clear, Concise, and Precise in all doctoral writings. 12. Be sure to not use first and second person in all writings. It is entirely possible to write about a personal topic yet not use first person..example (use this style, it works well): This author believes; Research indicates, this researcher posits, experience has shown, etc. 13. Be sure to use APA 6th edition paper formatting, and spacing throughout the entire paper. This means that your paper should be double spaced line-wise throughout. From section to section, do not use extra line spacing in your paper–this includes from your cover to your reference section. 14. Watch your tenses. If you are writing in the current tense, be consistent and stay with the current tense throughout your paper. If you are writing in the future tense be consistent and stick with future tense throughout your paper. If you are writing in the past tense, be consistent and use past tense throughout your entire paper. 15. Be sure all your sentences are complete -no one-word sentences such as ‘Yes’!. Also, be sure each sentence has a subject. Example: He said the dog should go for a walk (WHO SAID?); That research showed interesting results (WHAT RESEARCH)? 16. All paragraphs should have a MINIMUM of 3 sentences. 17. Your doctoral writing should be clear, concise and precise. Avoid wordiness and flowery language. Wordiness and flowery writing is usually a sign that you are lacking substantive content, or are using ‘fillers’ to meet a word requirement, or are lacking knowledge of writing in a scientific/scholarly manner. Do not use fluff/fillers such as ‘the fact of the matter is . . .’ ‘nevertheless’, ‘also . . .’, ‘this being said’ . . . etc. 18. Be sure to carefully proofread your papers. I see many students post papers that literally have errors in their cover page and their introduction†¦ and it usually gets worse from there. Use Microsoft’s built in spell checker-all spelling errors will be underlined in red. Correct all errors. Many times students ask ‘how many times should I proofread a paper’? I tell them, ‘until you no longer find errors, then reread your paper another couple of times’. Do not steal points from yourself — if you took the time to write the paper then take the extra time to proofread it so you do not harm your grade. 19. This class does NOT permit ‘redo’s’, extra credit, incompletes, etc. –so be sure to plan accordingly and do your best work first. 20. Please be sure to make all statements in the affirmative (do not use questions as part of your paper). There is nothing worse than a student that uses a question in the paper, than answers that question. If a paper is well thought out, is well written in a cogent manner, this interrogative approach should never take place..it rather underscores a writing weakness so avoid at all costs. ~~ Remember, the doctoral degree is the highest degree in the land. Have respect for this degree, yourself as an academic scholar and what that means. When you have earned your degree you will be expected to be an authority your area of study so take your work seriously so as not to devalue yourself, your degree and your university. Do your very best work as you will likely run across your faculty members again and again and will also perhaps have them on your doctoral committees, as a chair, member, reader, University reviewer, etc. — set a good impression and do a good job on each and every paper–your classes will bring you topic knowledge, but will almost more importantly provide you the larger research and writing skills you will need to be successful. Be sure to also use the wonderful Writing Center facilities your university has provided as you will find tutorials, templates, tip sheets, links, general info, plagiarism scanners, computerized document proofreaders (in many cases), etc..if you are serious about succeeding in your program, you will definitely want and need to use these resources. Additionally, learn how to become a master at using your university’s online library, its search engines, available periodicals, etc†¦.become familiar with the library staff and how they can be of assistance. You are undertaking a large, serious and fruitful task as a doctoral learner so give yourself every advantage possible. I wish you well in your doctoral journey..it will be the most worthwhile endeavor you have ever undertaken! ~ Dr. Judy

An Introduction to Creativity and Creative Arts Essay

Domain 5 of the Head Start Child Outcomes Framework is The Creative Arts, which includes four elements: music, art, movement, and dramatic play. Each of these Domain Elements supports children’s imaginative thinking and self-expression and enhances their progress in other Domains. For example, children may count musical beats, experiment with mixing colors to make a new one, create dialogue for a story drama, or move like the animal characters in a story. In such activities, they are learning in several Domains and using a variety of social, cognitive, and creative processes. The creative arts engage children’s minds and senses. They invite children to listen, observe, move, solve problems, and imagine, using multiple modes of thought and self-expression. Active involvement in the creative arts stimulates brain connections that support children’s learning. A growing body of research on the effects of early arts experiences shows their positive relationship to improved, overall academic performance. Research in the arts also demonstrates that when creativity is developed at an early age, its benefits are continual and are transferred to many intellectual tasks (Arts Education Partnership 2000). All areas of creative arts can incorporate the diversity of children in the program. Dance, art, pantomime, and creative expression are areas where English language learners can be included without needing to rely on language skills in English. Music can be particularly effective since it can be fun for children to learn a song in either English or ano ther language. Music experiences for young children involve listening to, learning about, and making music. Children can listen and respond to different kinds of music by moving, dancing, painting, or talking about how it makes them feel, what instruments they hear, how it compares to other pieces they have heard, or what they do or do not like about it. They may use simple rhythm instruments to create music or to accompany live or recorded music. Children also enjoy singing favorite songs, learning new ones, and making up their own. Art experiences allow children to convey their ideas, feelings, and knowledge in visual forms. Individually and in groups, children use materials such as crayons, paint, playdough, clay, found objects, glue, tape, and paper, along with tools such as scissors, brushes, rolling pins, cookie cutters, and more. They explore the processes of art using materials, tools, and techniques and create products such as drawings, paintings, sculptures, mobiles, and collages. Developing an appreciation for and aesthetic awareness of art is also a part of this Domain element. Movement includes dancing to music and moving in various ways to learn what the body can do or to express an idea or feeling. Children might imagine how an animal moves, then try to imitate it. They could focus on a specific feeling, such as joy or fear, and create movements to express the feeling. Movement facilitates spatial awareness and sensory integration, contributes to overall health and fitness, and promotes development of physical skills. Dramatic play and drama involve make-believe. Children take on roles such as mother, waiter, mail carrier, or doctor. They put objects to imaginative uses—for example, transforming a large box into a spaceship or cave. Dramatic play also offers a wide range of opportunities for children to use and expand their cognitive, language, literacy, and social skills (as described in other Domain sections). To support children’s involvement in the creative arts, Head Start teachers need to focus on what it means to be creative. Individuals are creative when they take existing objects or ideas and combine them in different ways for new purposes. They use their ever-growing body of knowledge to generate new and useful solutions to everyday challenges. Early childhood teachers are creative when they invent new ways to individualize the environment, curriculum, and interactions with young learners. In addition to understanding and recognizing the creative process—in themselves and in children—Head Start teachers can encourage learning through the creative arts by introducing children to excellent and varied examples of art forms. They can involve children in noticing, thinking about, and discussing artistic productions. Using open-ended questions, teachers invite children to examine critique, evaluate, and develop their own aesthetic preferences. Teachers also provide raw materials, props, tools, and appropriate spaces so that children can create in their own ways. They observe and respond to children in ways that communicate acceptance for creative expression. They can plan and offer integrated experiences to take advantage of the many ways creative arts support learning in other Domains.

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities The WritePass Journal

Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities Review of the Literature Explore the extent to which personality traits explain student preferences for specific learning approaches and teaching modalities Review of the Literature  1.1 Introduction1.2 Learning Approaches1.3 Personality Teaching ModalitiesBibliographyRelated Review of the Literature   1.1 Introduction To learn more about education and to be able to improve the system to best provide for the individual needs of its learners, this study aims to investigate the link between an individual’s personality and their preferred learning style and teaching modality. There is a shortage of current research on how a student’s personality influences their learning style and preferred teaching modality. There is however, a large body of research that analyses the relationship between personality and learning. Curry (1983) describes learning as a future focused process that involves adaptation of constructs to bring about a change in an individual’s cognitive, practical, affective, social or moral skills which can be observable as a change in behaviour. The learning approach of an individual reflects the way in which they go about the process of learning with regard to their chosen setting, their internal goals, treatment of information, and desire to succeed. Understanding the motives for these individual differences in ways of learning and how this may apply to disparities in achievement has always been a concern for those studying educational practice. Teaching modalities refer to the way in which information is delivered to the student, and the learning environment that is created by the teacher. Higher Education employs several teaching modalities, including traditional lectures, small tutorial groups and one-to-one mentoring. Teaching modalities can vary as a product of the subject being taught, assessment criteria, and the individual preferences of lecturers, who may emphasise more theoretical or more practical approaches, or a combination of the two (Chamorro-Premuzic, Furnham Lewis, 2007; Chamorro-Premuzic, Furnam, Dissout Heaven, 2005). Despite this large scope for variability, there is little research into students’ preferences for different teaching modalities, especially into what factors contribute to these preferences. Fielder (1993) suggested that for the most effective teaching, a variety of approaches to teaching should be recruited in order to appeal to the different learning styles and personalities of the students. This hypothesis is supported by a study showing that a variety of teaching modalities was beneficial in engaging more individual learning styles (Dunn Dunn, 1979). Whilst there has been debate surrounding whether there is a scientific basis for learning styles (Curry, 1983; Pashler et al., 2009), this evidence appears to highlight their relevance to teaching. The large variation in teaching style, learning approach and academic performance poses several questions. Does student personality and their preferred learning approach account for preference of certain teaching modalities? What is the relationship between personality and an individual’s learning approach? It is therefore important to ask, are certain learning approaches suited to specific teaching modalities? The following hypotheses will be tested to investigate the relationship between student personality, preferred learning approach and preferred teaching modality (a) There is a significant relationship between certain personality characteristics and learning approaches. OR Is there a relationship between student personality traits and preferred learning approach? (b) There is a significant relationship between student personality traits and their preferred teaching modality. OR Is there a relationship between student personality traits and their preferred teaching modality? (c) There is a significant relationship between students’ preferred learning approaches and their preferences for teaching modalities OR Is there a relationship between students’ preferred learning approaches and their preferred teaching modality? 1.2 Learning Approaches Recent research has emphasised the important contribution of students’ learning approaches as determinants of how much knowledge they acquire, and how this translates into academic performance (Duff, 2003; Duff, Boyle, Dunleavy, 2004). In a series of investigations, Biggs (1987, 1992) conceptualised three major learning approaches to classify the way students approach their learning. These were classified as ‘deep’ surface’ and ‘achieving’. A deep approach to learning is characterised by intrinsic motivation, engagement with subject matter, and the desire to learn more detail and thoroughly understand the subject. Deep learners will aim to make the content of a lesson meaningful and develop a thorough understanding. Conversely, students who adopt a surface approach to learning show less interest in the task, avoid any challenging activities, and aim to pass exams rather than enhance their understanding. These students tend to receive informati on superficially and memorise isolated and unrelated facts (Biggs Tang, 2007). The achieving approach to learning is characterised by goal-oriented study strategies; based on competition between other students and ego enhancement. This approach lends to students that are motivated by the desire to achieve the top grades regardless of whether they find interest in the task at hand (Biggs, 1987; 1988). Biggs (1987) further divided each of the ‘deep’, ‘surface’ and ‘achieving’ approaches into ‘motive ‘ and ‘strategy’ as student goals may differ from the ways that these students go about achieving them. Previous research shows support for a direct relationship between student personality characteristics and student’s learning approaches (Zhang, 2003; Disth, 2003;). Zhang (2003) indicated that there are positive relationships between extraversion and surface learning, and between agreeableness and surface learning. This finding is supported in a study by Duff et al. (2004), who demonstrated a positive relationship between extraversion and a deep learning approach.   Additionally, individuals with conscientious and open personalities have been shown desire to develop deep learning strategies (Zhang, 2003) and those showing strong openness to experience have shown less propensity to being surface learners. Literature has examined several models of learning styles and proposed criticisms of such tools that purport to measure learning styles. One such tool is the Kolb Experiential Learning Model (ELM) (Kolb, 1976). Kolb’s ELM has received criticism that it is neither valid nor reliable, which has detrimental implications for education that could be if employed (Bergsteiner, Avery Neumann, 2010; Geiger, Boyle Pinto, 1993). However, an alternative model, the Learning Styles Questionnaire (LSQ) (Honey Mumford, 1992) has shown good test-retest reliability. Critics have suggested limitations to the LSQ, suggesting that the tool is useful for those students already interested in a particular career choice and would not be reliable enough for students attending non-vocational courses (Reynolds, 1997). Although there has been a debate as to the scientific basis of learning styles (Curry, 1983, Pashler et al., 2009), studies in the literature have provided irrefutable evidence that learning approaches and personality traits are strongly related. It may also be possible to infer that learning approaches have a distinctive value in explaining human behaviour, as learning is such a pervasive feature of being. This is supported by research from Busato, Prins, Elshout and Hamaker (2000), who assert that a learning styles inventory has a diagnostic value for identifying both strengths and weaknesses in the individual study behaviour of students. The present study will explore the extent to which personality and learning styles influence preferred teaching modalities. 1.3 Personality   The discovery of the â€Å"big five personality traits† can be interpreted as one of the major accomplishments of psychology in the twentieth century. These traits are agreeableness, conscientiousness, culture, emotional stability (versus neuroticism) and extraversion (Goldberg, 1990). Tokar (1995) proposed that the five-factor model is the one of the most â€Å"prominent and heuristic models of personality structure†. Several studies support Tokar’s view finding that the personality traits of the big five model accounts for a large amount of the variability in personality (Goldberg, 1993; Taylor McDonald, 1999). McCrae and Costa (1995a) acknowledge that personality has many other dimensions, proposing their ‘Model of Person,’ which uses the term ‘characteristic adaptation’ to explain personality traits that are not fundamental characteristics described by the big factor five. These characteristics adaptations are proposed to develop over time and are influenced by environment and experience, yet mediated by personality traits. These include characteristics such as habits and attitudes. The learning approach construct may well be one of such characteristic adaptation. This has been emphasised by a large research base into personality and how it is influences by a variety of variables. These include intellectual satisfaction, student self-esteem, teachers’ perceptions of their control over their students, teaching effectiveness and course type (Lieberman, Stroup-Bernham, Peel, 1998; McCaffrey, 1996; Parker, 1997; Rimmer, 1997). Additionally the role and influence of thinking styles has been addressed (Zhang Huang, 2001; Zhang, 2000a; Zhang 2000b). This emphasises the many possible influences that may be at work on the development of one’s learning approach. The work of Costa McCrae (1985-1992) has been successful in accommodating the big five personality constructs already assessed by Biggs (1987) and Eysenck (1975). They investigated the NEO Five-Factor Inventory and found that it was able to reliably assess the five personality dimensions. Other research into this inventory showed that it provided both good internal validity (Holden; 1994; Furnham 1996) and external validity using Holland’s (1994) Self Directed Search (Tokar Swanson, 1995; Fuller, Holland Johnson, 1999). This is all suggestive that these five predominant characteristics are reliable, replicable and representative of distinct traits. Neuroticism (N) at the extreme end of the scale may be characterised by anxiety nervousness and emotional lability. Individuals high on the N scale tend to have a pessimistic outlook and experience negative feelings that include emotional instability, guilt, embarrassment, and low self-esteem. The extraversion (E) subscale tends to be associated with the sociable and assertive individuals who prefer to work in a team with other people. Openness to Experience (O) is characterised by preference for variety, openness to change and variety, active imagination and independence of judgement. Additionally, people who score high on the O scale tend to be less conservative and traditional, however they also value and respect other people’s beliefs and conventions. Individuals scoring high on the culture (C) scale are characterised as being strong-willed, responsive and trustworthy with a strong sense of purpose. They also tend to be focused on task and goal outcome and are achievement oriented (Goldberg, 1990). Murray-Harvey (1994) observed that some descriptions of learning approaches are best formulated in terms of individual personality. For example, Shabolt (1978) demonstrated that those showing introverted or neurotic personality traits performed in conditions of structured teaching than when exposed to unstructured teaching methods. Eysenck (1978) also noted that personality and learning are closely linked, finding that extroverts tend to socialise during learning periods, are easily distracted from academic work and find concentration more difficult. Eysenck (1978) also postulated that those showing the neuroticism trait tend to let nerves interfere with their work. Furnham (1992) expanded this work, using the Eysenck Personality Questionnaire (EPQ) (Eysenck Eysenck, 1975; 1991) and the Learning Styles Questionnaire (Honey Mumford, 1992). Findings revealed that all elements of learning style were related to at least one of the elements of the personality traits, suggesting an inext ricable link between the two. Furthering this hypothesis, Jackson and Lawtey-Jones (1996) found evidence for a reversal of the relationship, finding that whilst learning styles could be fully explained by personality scales, additionally, all learning styles correlated significantly with at least one personality trait. Furnham (1992) however, suggested that an individual’s learning approach may be interpreted as a derivative of personality rather than a separate entity. Findings from Zhang (2003) strongly suggest reason for further research into the field of personality and learning, finding that the two are related, but are individual constructs (reporting a quarter overlap), whereas Duff et. al. (2004) report an even greater relationship between learning approaches and personality traits. Duff (2004) and Zhang (2003) reported similar associations between openness and a deep approach to learning and neuroticism and surface approach. Extroverts were proposed to adopt a surface approach (Zhang, 2003), however Duff et al. (2004) found that agreeableness purported a surface approach. Furthering this, one may deduce that learning approaches act as indirect influences of personality traits on learning success. This may be highlighted by some personality traits being more strongly related to some learning approaches than others. These mediating factors may be identified through the consideration of how an individual may adapt their behaviour to suit their personality. For example, the surface approach, which accounts for a potential of failure and comparison with others, is related to neuroticism, and openness, which is associated with curiosity, imagination, and intellectual values, is related to the deep approach. Again, the personality trait of conscientiousness is reflected in the thorough nature of the deep approach. Other research highlights that it is a variety of personality traits that are associated with each learning approach and that there is not a single distinct contributing trait per approach (Diseth, 2003). There are arguments to suggest a dubious link between personality traits and learning approaches, with belief that it cannot be modelled (Zhang Sternberg, 2006) due to the dubious nature of learning approaches. Despite this resistance, others authors have found evidence and argument that the learning approach concept is associated strongly with personality (Furnham, 1992; Gelade 2002; Jackson and Lawty-Jones, 1996). Messick (1994) proposed that learning approaches, when in conjunction with other influence and constructs can be seen to provide a metaphorical bridge between cognition and personality. This implies that learning approaches can act as mediators in bringing learning material to the individual and making it relevant. The connection between personality and learning approach has been under investigation for many years (Jung 1921; Myers Briggs, 1962), which highlights the importance that has been placed on the understanding of this construct. Information on the relationship between personality and learning approaches allows for insight into the motivations and strategies that may be used by individuals when learning from a very young age. This will be especially useful for those personality traits that show persist throughout life, and will enable tailoring of education and learning advice appropriately. Additionally, it is important to know if personality and learning approaches are distinct psychological constructs and if so whether these can account for students’ teaching preferences. This is important as teaching methods are a strong influence on students’ learning and, in turn, their academic performance. Teaching Modalities Fischer Fischer (1979) define teaching style as a â€Å"pervasive way of approaching learners that might be consistent with several methods of teaching†. Conversely, Conti (1989) argued that teaching style is less pervasive, suggesting that it a construct of the personal characteristics and qualities of the teacher and remains consistent in various situations. Knowles (1970) emphasised the importance of teaching style on the learning experience, asserting that â€Å"the behaviour of the teacher influences the character of the learning climate more than any other single factor†. Teaching itself has been suggested to consist of an instructor’s personal behaviour and the media used to transmit or retrieve data to or from the learner (Gregorc, 1982). The success of teaching style and the accomplishment this data transmission and retrieval may depend largely on matching. Matching is defined in terms of a compatibility of the environment and the interactive effects of the person (Hunt 1979). Early studies carried in the US such as that by Simon (1987) aimed to determine the relationship between students’ preferred learning approaches and their preferred teaching styles of college tutors. He administered the Cranfield Learning styles inventory to 4,000 students. His studies revealed that students indicated a preference for fewer lectures and a more hands on experience. Students showed preference for less faculty directed learning and more student independence, also preferring peer and instructor affiliation. Implications from this study were that instructors should decrease the number of lectures in favour for an increase direct experience where students become more involved in the course and programme direction. One of the strongest measures of learning success is academic achievement (Zimmerman, 1990), therefore the success of learning approaches and teaching modalities may be assessed through individual performance. Personality type has been shown to be a predictor of academic performance, with those with conscientious personality types achieving academic success across a range of subjects (Busato et al. 2000). Additionally, Lieberman, Stroup-Benham and Peel (1998) found that conscientiousness, agreeableness and extraversion correlated with intellectual satisfaction at medical school. When considering this relationship, it is important to consider the influences that personality type has on learning approach and how much this may contribute to the outcome of academic success. There have been many further studies relating to personality and academic achievement, which as discussed above is likely mediated through learning style, however there is an absence of research investigating the infl uence of teaching modalities. Current studies pertaining to academic achievement, learning approaches and teaching modalities found that students whose preferred learning approaches matched with their teacher’s preferred teaching modality received higher grades than those whose did not match (Mathews 1995; Rains, 1978; Hunter 1979). This highlights the importance of matching and concordance between student and teacher. This is supported by research suggesting that teaching modalities and students’ learning approaches interact to affect student learning (Saracho, 1990; Saracho Spodek, 1994; Taylor, 1994; Wentura, 1985). The current research base would be greatly improved by further investigation into the relationship between learning approaches and students’ preferred teaching styles, especially how these are both mediated by the individual student’s personality. Recent research carried out by Furnham (1996) begins to explore this avenue. 221 students took the Neo Five-Factor Personality Inventory, were assessed on their learning approaches and also their preferred teaching modalities. Personality trait correlated with learning approach, and both of these individually had an effect on preference for certain teaching modalities. The study employed Marton and Saljo’s (1976) strategy to assess teaching modalities and covered students’ approaches, styles, motivations and study methods (Entwistle Ramsden, 1983; Entwistle, 1997). Conclusions were that emotional stability, agreeableness, and deep learning approaches were associated with preference for interactive teaching and lessons. These personality traits were also negatively related learning via a surface approach. Findings showed that those with a preference for interactive teaching were likely to have a personality which combined emotional stability and agreeableness, and these students would prefer a deep learning approach. Bibliography Bergsteiner, H., Avery, G. C., Neuman, R. (2010) Kolb’s experiential learning model: critique from a modelling perspective. Studies in Continuing Education, 32 (1), 29-46. Biggs, J. B. (1988) Assessing students approach to learning. Australian Psychologist, 23 (2), 197-206. Biggs, J. B. 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A Savings And Credit Cooperative Economics Essay

A Savings And Credit Cooperative Economics Essay The inception of SASRA in October, 2009 made it a requirement for SACCOs in Kenya to acquire licenses in order to be take deposits. Since then, there has been a steady increase in the number of deposit taking SACCOs in Kenya seeking licensing with already licensed and operational SACCOs growing in terms of membership, deposits, total assets, gross turnover, loans granted, and equity (SASRA, 2011, p. 25). A total of 570 SACCOs were registered between 2009 and 2010 increasing total registered and operational deposit taking SACCOs to 3,632. SACCOs are increasingly allowing persons who were not in the original bond to become members. This is to respond to competition and ensure sustainability as the traditional market shrinks. For example rural farmer based SACCOs are rebranding to position themselves as a national SACCOs so as to attract non farmers such as business persons and employed persons (SASRA, 2010). A Savings and Credit Cooperative (SACCO) is one â€Å"that pools savings for its members providing them with credit facilities† (UN-HABITAT, 2010). The general objective of SACCO is to promote the economic interests and general welfare of its members. They are formed based on a common bond which could be economic activity, geographical location or employment. The ICA Statement on the Co-operative Identity defines a cooperative as â€Å"an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly owned and democratically controlled enterprise†. Co-operatives are based on the values of self-help, self-responsibility, democracy, equality, equity and solidarity. Co-operative members believe in the ethical values of honesty, openness, social responsibility, and caring for others (Bibby & Shaw, 2005). The 1995 ICA Congress also reformulated seven principles of co-operatives. In summary, they are: Voluntary and open membership Democratic member control Member econom ic participation Autonomy and independence Education, training and information Co-operation among co-operatives Concern for the community Different SACCOs provide a number of products which include but are not limited to credit services, deposit and savings facility, cheque clearing, bankers’ cheques, standing orders, safe custody, and salary advances. History of SACCOs The pioneers of modern cooperation emerged in working- class environments in European Industrial cities of the 19th Century. In the 1840s,the first to industrialize countries (Great Britain and France),pioneers of co-operative invented models of the consumer cooperative and the labor cooperative to defend and promote the interests of working-class families in the face of the social disasters caused by industrial revolution. The second generation of the pioneers of modern cooperation emerged, in certain European rural environments in the late 19th century. In the 1860s, these pioneers created the models of agri cultural cooperatives and savings and credit cooperatives inspired by the success of the consumer cooperatives formula in Great Britain and based on old traditions of rural solidarity aimed to meet the primary economic needs, which went unsatisfied. Agricultural cooperatives then enabled families of farmers and livestock raisers to organize their own supply systems of agricultural inputs and market their products and no longer depended on merchants and businessmen in the cities. The SACCO helped them to stop depending on moneylenders and to find the credit necessary to modernize their agricultural cooperatives (Mwakajumilo, 2011) .