IR---business Essay Example | Topics and Well Written Essays - 2000 words

IR---business - Essay Example Therefore, I consider that IR reflects a system of rules which aim to protect primarily the rights of employees – even in many cases the above target are not fully achieved. I believe that such failure is the result of the lack of cooperation and communication within the organization, which are necessary prerequisites for the successful implementation of any IR system. It should be noted that the role of IR in each organization is not the same – for example, in my organization the views of employees on IR are positive. In other organizations where the IR framework has been used for the promotion of the interests of the employer, employees are not supportive to the specific framework. 2) How are your conditions of employment determined (Contract or agreement) and how does your process work? The hiring of an employee is based on a contract signed between the employer and the employee. In this contract, reference is made to all terms of the particular agreement, for exampl e to the hours of work/ compensation. In any case, additional benefits are arranged between the employer and the employee since the entrance in the workplace. The change of the terms of an employment contract is not allowed in the future, except from the case that such initiative is taken after a relevant decision of the employer. Also, the store manager monitors the performance of employees in his store on a weekly basis. The store manager also decides on the promotion of employees in accordance with their performance. It should be noted that there are weekly meetings in which employees can share their views with the store manager; if changes need to be made regarding the distribution of tasks or hours of work, then relevant suggestions can be made by the employees to the store manager in these meetings. The hiring process used in my organization can be characterized as quite satisfactory – being aligned with the rules of IR; however, in regard to the monitoring of the emplo yees’ performance and their rewarding, still improvements would be made; the power of the store manager to decide on all aspects of employees’ rights – in the context of a particular store – can be an advantage but also a drawback. In the organization where I work the store manager will be replaced in the next 6 months; the views of the new store manager on IR will be critical regarding the employees’ rights and benefits in all the departments of the specific store. 3) What impact has the new system of workplace relations had on your working conditions? At a first level, because of IR the benefits of employees in the workplace have been increased – referring to both monetary and non-monetary benefits, for example, the payment – based benefit, the bonus at the end of each year and the partial cover by the employer of the medical insurance of employees. Also, the communication between the employer and the employees has been improved, ev en at not a high level. Another aspect of the involvement of IR in my organization has been the increase of competition among employees, as result of the

Dante, Plato, Aristotle Essay Example for Free

Dante, Plato, Aristotle Essay The assignment is poetry v. philosophy. Plato speaks of a quarrel b/t poetry and philosophy. He dismisses the arts while Aristotle defends them. DO we see traces of this quarrel in later traditions? If so, where? And how is it played out there? For this essay, in addition to Plato and Aristotle, focus on Dantes Inferno. (Please look to see if my thesis is clear and strong, my evidence is all relevant, and whether this whole essay persuades you) Throughout his life, Plato strongly believed that the arts and philosophy directly opposed each other. On the other hand, Aristotle defended poetry as an aid to philosophy. Dante, a philosophical poet, successfully synthesizes Plato and Aristotles views in the Divine Comedy of the Inferno without compromising either school of thought. He acknowledges the fact that while the arts have its uses within the material world and philosophy its uses in the spiritual, both need the other to be complete. Both Plato and Aristotle agree that poetry brings about great emotion which has a lasting impact on the individual and society. However, they disagree on poetrys emotional effects. In Meno, Plato believes it results in harm while Aristotle argues that it leads to improvement in Poetics. Upon closer inspection, we see that Dantes Inferno contains a philosophical significance underlying its poetic style. Poetry and philosophy work towards the same end, but in different ways. There is no doubt that poetry is an imitation. What Aristotle and Plato dispute over is the source of that imitation. Plato strongly states that the arts are mimetic, twice removed from the truth. They are an imitation of the ideal entities in the realm of the forms, in which all things are perfect. For instance, tragedy presents multiple possibilities and situations rather than a single essence. In Meno, Platos Socrates discusses the difference between doxa and episteme. Poets, politicians and priests utilize doxa, a type of knowledge that is not mediated through any intellectual reasoning. This further demonstrates the composition of the material realm. Right opinion, or doxa, flees from the mind just as the materialistic body quickly perishes. Socrates says opinion is not worth much until it is fastened with reasoning of cause and effect (Plato 65). He is alluding to episteme, true knowledge that remains in the brain. This is accomplished through intellectual inquiry in the ideal realm. Throughout the dialogue, Menon insults Socrates by saying he looks like a stingray, alluding to a type of numbing-drug. However, Menon proves to have false knowledge as Socrates shows how anamnesis occurs via the Socratic Method. Only when he experiences aporia, the state of confusion and realization of ones ignorance, can he reach true knowledge. The reference to the drug, pharmakon, symbolizes how Menon became numb to the false, material world in order to transition to the divine realm where all things originate. While Plato asserts that imitation comes from the true essence of things, Aristotle believes it has its roots in human action. In Poetics, he examines how humans have an instinct for imitation, harmony and rhythm. We often learn our earliest lessons from mimesis. Aristotle asserts that the only way to reach the ideal is through action. He views it as a horizontal developmental rather than a vertical one, as Plato did. By the process of energia, we move from potential to actuality. This is also analogous to the concept of the material to the ideal. We come out of the cave and into the sun through our own activities. As the arts best represent action, tragedy contains knowledge because it presents psychological possibilities and universal truths about ourselves. Each possible reality may be the ideal essence. Tragedy, after all, is an imitation of action and of life, not men. The stage externalizes whats within our souls. The actors play out the meaning of life which the audience can safely inspect without endangering themselves. This perspective is extremely human-centric compared to Platos divine ideal. For instance, tragedy contains plot that is action-centric and based on the structure of incidents. Unlike a story, a plots events can be resequenced in any fashion. This is like an experiment in which the stage is our lab. A plot can furthermore be split in two ways: complex or simple. A complex plot contains peripeteia and anagnorisis. The latter, similar to Platos Meno, shows the progression from ignorance to knowledge. Yet the characters on stage, even after making decisions, are still susceptible to Fortunes will. Thus peripeteia occurs, alluding to God and the divine realm we ultimately reach with the aid of anagnorisis. There are some things people cant control. However, what we do imitate and control are our actions within the material world. For Aristotle, action was the most significant aim to focus on. In Dantes Inferno, the poet Virgil guides Dante into Hell. Poetry begins to act as a gentler remedy compared to philosophy. It is more relatable to the human mind and physical world. Through catharsis, Dante must eliminate all emotional tumult to become enlightened. This process of catharsis is similar to the movement from the material to spiritual realm. Paradiso, the highest realm, is where true intellect exists and where we become one with God. In the second canto, Dante demonstrates the wickedness of emotions and the materialistic realm when Virgil tells him: Your soul has been assailed by cowardice, which often weighs so heavily on a man- distracting him from honorable trails- as phantoms frighten beasts when shadows fall. (lines 45-48) This is an extremely Platonian perspective. Partially right, Plato believed that tragedy produced cowardly leaders as it appealed to passion rather than logic and reason. Through Virgil, Dante demonstrates how the arts, especially poetry, are effective in cleansing the soul of emotion by experiencing or contemplating it. Much like the Socratic Method in Meno, Dante must become numb to false knowledge via catharsis and begin with a clean slate. He accomplishes this by observing the damned in the inferno. When he passes through aporia, only then will he become enlightened and obtain truth. The shadows are a reference to Augustines visio corporals, the cave of pure materiality, in which false knowledge resides. Dante says in canto one that man must come out of the shadowed forest (line 2) where he is so full of sleep (line 11). All this is accomplished through human action, represented through tragedy and poetry. Furthermore, Virgil symbolizes the coming emergence of Christian Rome through Dante. He has already taken Aeneas to the Underworld, setting up the entire story. Parallel to this, poetry lays the necessary foundation for the coming age of philosophy. Dante uses typology of the inferno to paradiso. Like the Hebrew Bible, the inferno remains incomplete and foreshadows whats to come. The New Testament completes the text, in the same way philosophy does to poetry. Each is interdependent on the other. In the Inferno, Dante fails to read the inscription to the Gateway to Hell, demonstrating how the archaic style of backgrounding no longer resounds in the new age of foregrounding. This method brings to light how the mind reads and interprets with reason. Because the material realm is incomplete, Dante cannot move to this abstract, spiritual meaning without first going through the forest. In the third canto, Virgil describes to Dante how those in hell have lost the good of the intellect (line 18). The mind can never be fulfilled as it is a pure sensory experience. This is proven when Virgil is only able to guide Dante so far. He cannot take Dante beyond the material realm because he is not a Christian. He represents the arts, the non-metaphysical. A higher entity, Beatrice, will lead him to paradiso. Virgil declares in canto one: If you would then ascend as high as these / a soul more worthy than I am will guide you (lines 121-122). Likewise, we can think of poetry, represented by Virgil, as a disguise to philosophy, the eventual remedy of Beatrice. While philosophy speaks of a thing itself, poetry uses metaphors as a transition to reach a philosophical conclusion. It is a vehicle for truth in its own peculiar way, addressing our minds through imagination, sensibility and feelings. Dante can synthesize Plato and Aristotles views because they are working toward one common goal: the divine, the cave of pure intellect. The mechanisms of philosophy are simply a more sophisticated turn on poetry. Traces of Plato are still seen in Dante, especially when he states in the fifth canto: Those who undergo this torment are damned because they sinned subjecting reason to the rule of lust (lines 37-39). However, in tragedy, what seems irrational and absurd to the audience becomes permeated with reason as it speaks the universal truth about ourselves. The arts show there is something beyond human thought and action as the audience learn how we cannot control everything. There is something beyond this human, materialistic world that we cannot begin to understand. This is God, which is exactly what philosophy aims at. It speaks the truth, not only of human action, but of the existence of the ultimate good. In this way, poetry consists of rational thought and intellect. Virgil tells Dante in canto eight: Forget your fear, no one can hinder our passage; One so great has granted it (lines 104-105). We are turning inward to our souls to reach the divine. This also speaks of Gods infinite and unexplainable power. God makes the impossible possible. Dante had to go down into the deepest level of hell to see the divine. This irony demonstrates catabasis and anagogy, the one single movement towards God. Furthermore, Cassius and Brutus foreshadow Judas betrayal. These three make up the material inversion of the Holy Trinity. We are able to see God in Lucifer. This demonstrates the typology from the inferno to paradiso as well as the process of recollection in Platos Meno and Aristotles Poetics. Just as Dante had to move through death to experience life, the reader must pass through poetry to obtain philosophy. All thinking about God involves moving from the material to the realm of the forms. The divine uses metaphors, our language, to help us understand. We are able to indirectly talk to God through poetry as He determines our fate. It was his will to send Dante into Hell. Like poetrys catharsis and philosophys pharmakon, Dante engages his mind as he journeys through the inferno. By looking and contemplating the suffering of the damned, he becomes reconciled to aspects of his life which would otherwise be nonsensical. Both the poet and philosopher seek the existence of God and of the metaphysical. Although Dante recognizes that the arts have limited utility, he realizes how poetry helps lay the foundation for philosophy through the Aristotelian and Platonian method. It has a cognitive function by helping to better appreciate and complete philosophy. As Venantius Fortunatus wrote in his hymn Vexilla Regis, by death did life procure. Likewise, by poetry did philosophy come about.

Right And Wrongs Of Animal Rights And Experimentation Philosophy Essay

Right And Wrongs Of Animal Rights And Experimentation Philosophy Essay Animal experimentation is a controversial issue that has been debated for thrity-five years. In early 1970, a group of students of Oxford academics shared their opinions about animal rights by writing an article for the Sunday Times. One member of the group, Richard Ryder, wrote three articles in the Daily Telegraph stating his views concerning the wrongness of animal rights and scientific experimentation. After doing so, Ryder wrote a pamphlet titled Animals, Men and Morals: An Inquiry to the Maltreatment of Non-Humans, and in response to Ryders pamphlet, an Australian philosopher, Peter Singer, put forth his beliefs about animal rights. After Singer responded, he published a piece called Animal Liberation: A New Ethics for our Treatment of Animals in 1975. This portion of work noted the beginning of the Animal Rights Movement, also known as Animal Liberation Movement. Many animal-rights activists, professionals, and philosophers argue that testing is morally wrong, while scientists , who test new products on our furry, little friends, argue that there is nothing wrong with it. This paper will explain the outlooks of those who are against animal experimentation and believe animals deserve the same rights as humans, those who are moderate, feeling that a middle ground should be established, and one who conducts the experiments and is for animal experimentation. Animal Rights uses each chapter to explain a persons beliefs concerning animal rights. The introduction begins by mentioning Peter Singer and explaining his arguments for animal rights. In Animal Liberation, Singer states People hold animals in a state of tyranny. This tyranny has caused and today is still causing an amount of pain and suffering that can only be compared with that which resulted from the centuries of tyranny by white humans over black humans (7). He argues that animals should be treated with the same rights as humans. He asks for humans to really question animal treatment and to give animals the same consideration as any other species, including humans (7). Four basic principles were outlined as a result of the animal rights movement beginning in 1975. First: Pain is bad, no matter whose pain it might beà ¢Ã¢â€š ¬Ã‚ ¦This does not mean that pain is the only thing that is bad, or that inflicting pain is always wrong. Sometimes it may be necessary to inflict pain and suffering on oneself or othersà ¢Ã¢â€š ¬Ã‚ ¦.But this is justified because it will lead to less suffering in the long run; the pain is still in itself a bad thing. Second: Humans are not the only beings capable of feeling pain or sufferingà ¢Ã¢â€š ¬Ã‚ ¦.Of course, the nature of the beings will affect how much pain they suffer in any given situation. Third: When we consider how serious it is to take a life, we should look, not at race, sex, or species to which that being belongs, but at characteristics of the one being killed, for example, its own desire about continuing to live, or the kind of life it is capable of leading. Forth: We are responsible not only for what we do but also for what we could have preventedà ¢Ã¢â€š ¬Ã‚ ¦. We should consider the consequences both of what we do and of what we decide not to do (7, 8.). However, some animal-rights activists and organizations believe that Singers views were not enough. He opposed most experimentation if it was not for the benef it of science, when the argument should have been all experimentation. An individual introduced after Singer in Animal Rights, Steven M. Wise, is an author and a law professor who generally shares the beliefs of Singer, but he is one that agrees that the controversy that all animal experimentation is unacceptable. Wise argues that animals deserve legal rights just as the human race does, because, although many dont believe him, he thinks that animals are just as dependent as humans. Many humans believe that because animals are, most of the time, dependent on humans to take care of them, they dont deserve the basic legal rights, but Wise counters this argument by stating, Human babies, for example, do not act autonomously, yet they have rights (64.). He also counters the particular argument that animals lack the ability to think rationally, make decisions, and understand emotions such as the human brain and therefore dont deserve rights, with the growing evidence that some animals, particularly nonhuman primates, have extraordinary mental capabilities (6 4.) He continues to fight for and teach others about animal rights and experimentation. Contradicting the proposals of Singer and Wise, is the philosophy that animals lack souls and the ability to reason, justifying the use of animals for experimentation (122.) Animal Experimentation is used mainly in the Cosmetics Industry but also in the Drug, Food Additives, Supplements, Household Products, Pesticides, and Industrial Chemical Industries, and is still conducted in the United Kingdom and possibly in Universities, medical schools, pharmaceutical and biotechnology companies, and military defense establishments. Animal experimentation has been proven in many cases to improve medicine and science, and this is the viewpoint in which Professor Carl Cohen bases his beliefs that animal experimentation is necessary. Cohen argues that experiments on animals are necessary in order to safeguard and improve human health and well-being (128.) In saying this, he implies that without experimentation on animals, vaccines for malaria and polio would have never been invented. He feels th at none of the above industries could have advanced today without animals to experiment on. Frank Gannon is an individual who has quite a different opinion than Singer, Wise, and Cohen. Animal testing can be both beneficial and non-beneficial, and Gannon feels that a middle ground must be reached. Gannon published a journal article in EMBO Reports stating, The debate over whether and how scientists should use animal models has been inflammatory, and the opposing viewpoints are difficult to reconcile (519.) Animal-rights protesters argue that the use of animals for experimentation should be completely abolished. According to Gannon, Many scientists insist that some experiments require the use of animals and want to minimize regulation, arguing that it would impede their research, but most scientists try to limit experiments on animals. Gannon believes that society must find the middle ground-avoiding the cruel and unnecessary abuse of animals in research while accepting and allowing their use if it benefits society. He feels that in order for our society to flourish and beco me more medically advanced, its necessary to test on animals as long as its not flagrant abuse. New products have to be tested in order to be proven effective. William Hamblin, author of another online journal article, takes Gannons belief to the next step. Hamblin mainly supports animal experimentation by stating Animal testing is used in several areas of research. The three main areas are pure research, drug testing, and the testing of cosmetics, and many good things have come from experiments in these areas. Animal testing has played a very important role in medical advancement. Hes for it, because less than ten percent of house pets are used for experimentation. He speaks against the ethical argument pointing out that even though humans know animals experience pain, non-human subject suffer less due to their incapability to remember and anticipate pain. Hamblin supports animal testing, because so many advancements as an outcome outweigh all of the rodents that die, because most of the animals used in testing today are, in fact, lab rats and mice. An interesting viewpoint pertaining to animal experimentation, using Hamblins beliefs as a basis, comes from Tipu Aziz, a neurosurgeon in Oxford who is pro-animal testing and speaks publicly about using animals to test cosmetics products. Aziz disagrees with the host of writers in Animal Rights. Aziz said, People talk about cosmetics being the ultimate evil, but beautifying one has been going on since we were cavemen. If its not proven to reduce suffering through animal tests, its not wrong to use them. Aziz uses monkeys in his research in order to research improvements towards Parkinsons disease. Primates are very similar to humans, especially on the intellectual level. He isnt afraid to be a vocal supporter, according to interviewer for The Guardian, Jane Marshall, and would like to inform others that animal testing is necessary for medical and scientific advancement. After all, hes doing it for the benefits of the human race. His justifications for animal experimentation, along wi th those of Gannon and Hamblin, are that this is how we humans advance in industries, especially medical and scientific which are needed for our society to develop. He reasons that its not a fact that animals suffer from testing, and until proven, its acceptable to improve our civilization through testing. Testing helps researchers develop cures for diseases and save human life. The only way to learn about something is to test it, and as long as animals dont suffer, theres nothing wrong with it. After researching and reading various beliefs of professors and philosophers who are for animal rights and against experimentation, journal authors who believe in a compromise, and scientists who see no wrong in experimenting on animals, my argument for animal rights and against experimentation has slightly changed. I still feel that animals should have legal rights, just as humans, and experimentation is unethical, but I agree with Gannon and Hamblin on the fact that society must find the middle ground. As long as the testing that occurs isnt abusive, its important for our society to become more medically and scientifically advanced. The animal-rights activists need to accept within all reality that in the labs, its not proven that scientists are abusing animals. Scientists test new products on rats and mice for the improvement of human life. As long as animals arent being hurt and we are finding cures for diseases, there needs to be a compromise and the controversy should end.

Poetry :: Poem to a friend

To a Friend Whose Work Has Come to Triumph In the poem "To a Friend Whose Work Has Come to Triumph", Anne Sexton alludes to the flight of Icarus and Daedalus and to "To a Friend Whose Work Has Come to Nothing" to convey a message to a friend. I think this poem was written to reassure a friend that what she did was the right thing. Perhaps a father figure of the friend advised her to do something and she defied him, making herself feel worried that she did the wrong thing. William Butler Yeats once wrote a poem titled "To a Friend Whose Work has Come to Nothing". It was a poem believed to be written to reassure a friend that what she ended up doing was a noble thing even though in reality she failed her original task. The title of Sexton's poem is an obvious allusion to Yeats' poem. Sexton changed "Nothing" to "Triumph" in her title. Sexton's friend must have been a fellow poet to be able to catch the allusion to Yeats' poem. I believe she wanted her friend to know that what she did was the right thing. Perhaps she compared her friend to Yeats' friend. Sexton wrote "Think of the difference it made!" referring to Icarus' flight. She might have wanted her friend to realize a difference her defying her father made. The final line of the poem has a comparably different tone than the first 13 lines. The last line, "See him acclaiming the sun and come plunging down while his sensible daddy goes straight into town.", seems more mocking of Daedalus' flight. It seems that Sexton feels that Daedalus' flight was a wasted chance and was in no way adventurous. She might also be comparing her friend to Icarus, seeing as he too failed his initial task but accomplished something greater on a global scale. I believe Sexton thought that Icarus' flight was not foolish or a failure, but adventurous and a great personal success, even though his satisfaction and personal glory was short-lived.

The Daily Telegraph

For my coursework piece, I decided to a newspaper editorial which had been published online. The piece was written as if it had been published in The Daily Telegraph, a right-wing middle class newspaper. I chose to do the piece because I am interested in current affairs and newspapers, and I am a very opinionated person. I thought that a newspaper column would be a good place to share my opinion on the topical story of waterboarding. For my style model, I went onto the Telegraph's website and found a newspaper column by Boris Johnson, the Conservative Mayor of London. As a Conservative, his column had a slight anti-Labour bias, although it was very subtle and often humorous. I attempted to replicate this when I mentioned that waterboarding is classed as an ‘enhanced interrogation technique' and quickly quipped that that was â€Å"more spin in one phrase than Alaistair Campbell managed in an entire dossier† – a reference to the controversial September Dossier which ‘sexed up' claims that Iraq had Weapons of Mass Destruction. From that quote, we can see some of the writer's persona, seeing immediately that they are critical of the Iraq War, despite later making it clear he is a Conservative (â€Å"thankfully, I'm a son of Thatcher†). We can see more of the writer's persona throughout, by writing with a high register, we see that they are quite sophisticated and maybe slightly arrogant. The piece starts with a graphic description of what would happen to a victim of waterboarding, but as it features direct address, it makes the reader feel like that it is happening to them – â€Å"you have a bag over your head†, â€Å"you are shackled†, â€Å"you feel like you are drowning†. After each description of the torture, the actual theme is introduced. Originally, my piece was going to follow a structure by which each waterboarding scenario would be followed by the writer's opinion, but before my final draft I decided that this actually distracted from the main point of the article, so I decided not to continue with this idea. My main argument starts in the paragraph beginning â€Å"Let's be clear on this matter†. That sentence of â€Å"let us be clear† makes it seem like I know what I am talking about and that I am being completely honest. My arguments are further bolstered by listing officials who have disagreed with George Bush's claims, such as the Director of Public Prosecutions and the United Nations High Commissioner on Human Rights. The summing up of my arguments begins with George Bush's original comment which sparked this news story. The language used in the ensuing four paragraphs is emotive, and reads almost as if it were a speech. It really attempts to put the reader on the side of writer, and make them believe that Bush was completely out of order. The story was published on the week on which Remembrance Day fell, so I as the writer incorporated this to try and shock the reader and make them nod sagely in agreement with me when I state that the reason we entered the Word Wars in the first place was to â€Å"fight for our lives and our rights†, and then contrasting that by saying that Bush â€Å"a former leader of the free world† can say that â€Å"freedom and democracy†¦ can go to pot if it might save some lives†. The following one clause sentences have a short and long lasting impact by simply refuting Bush's claims. I enjoyed writing this piece, as it gave me a chance to put my opinions forward. Having my peers read my work and give feedback was a good experience that I enjoyed, as I like people correcting me and reading my work.

Post 4 Example

Post 4 Example Post 4 – Coursework Example Hitchcock s that â€Å"colorblindness†¦is voiced most strongly by white Americans†. Why do you think this is? Why is colorblindness problematic? How can colorblindness work to mask contemporary racism?In US racism is a common thing, but the problem is that people judge others on the basis of their color which is termed as colorblindness. I had never observed the issue of colorblindness in my surroundings or perhaps I had never paid attention to racism. I believed I am open minded people who never consider myths like colorblindness. However, colorblindness turned to a hot topic and everywhere people are talking about colorblindness in America on TV, news channels, print media and on the internet. As Hitchcock noted that â€Å"colorblindness, while voiced by all Americans to various degrees, but is more strongly voiced by white Americans†. Last Friday when I was out with my friends I observed a real world experience of colorblindness but had observed a totally differ ent thing as per the statement of Hitchcock. When we were enjoying coffee at a coffee shop, a black guy visited the shop and people started looking at him suspiciously including my friends. When I asked fro one of my friends who were strongly refusing himself a racist, he told me that the person is looking like African American and these people are stupid and dangerous. The guy even had not finished his coffee and left the table just because of ‘white’ American’s starring. This helped me understand that who is actually racist and who is the victim. For the first time I realized that how problematic is colorblindness because under the mask of colorblindness people specially whites are hiding their contemporary racist thoughts. In fact colorblindness is far more harmful than racism because colorblind people never think about the race of a person.

How to Resolve and Solve Problems

How to Resolve and Solve Problems A great skill to have is the ability to solve problems specifically interpersonal and behavioral problems,   effectively. At the same time it is also a great skill to teach students. There are a few key requirements to resolving problems collaboratively.   Both inside and outside the classroom teachers deal with problems, and knowing how to resolve problems, either conflict between students, with students or with parents, require following some steps.   Here are the steps to becoming an more effective problem solver. Heres How: Understand why the problem exists. What is the actual root cause for the problem? If you know something about why the problem exists, youll have a better time of resolving the problem. Lets take the example of a child who doesnt want to come to school. Before you can help identify a solution, it is important to find out why the child doesnt want to come to school. Perhaps bullying is occurring on the bus or in the halls. One of the first steps to effectively solve problems, is delving into the root cause of the problem.Be able to clearly identify the problem and the obstacles that the problem presents. All too often when attempting to address a problem, those problems surrounding the principal cause are considered rather than identifying and resolving the root problem.   Clearly state the problem and what obstacles the problem presents to you. Again, the child who doesnt want to come to school has the problem of it having a negative impact on his/her academic success.Once you have clearly stated the problem, you need to understand what you have control over and what you dont. Your efforts to resolve the problem must be within the areas where you have control. You may not have control whether a child comes to school, but you do have control over dealing with the bully who is creating the barrier to the child not wanting to attend school. Solving problems must focus on the things which you can control. Do you have all the information you need? Solving problems is often like becoming involved in investigations. Have you thoroughly researched why the problem exists? Do you have all the information you need? If not, be persistent and seek out all information before tackling the problem.Dont jump to conclusions. Once you have all of your information, analyze it carefully and look at it from various viewpoints. Be as objective as possible and dont be quick to judge. Remain judgement free as much as possible. This is a time for you to use your critical thinking skills.Now determine your options for solutions. How many options do you have? Are you sure? Which options seem reasonable? Have you weighed the pros and cons of your options? Are there any limitations to your options? Are some options better than others and why? Are there advantages and disadvantages you need to take into consideration?You should now be ready to act. A well thought out strategy/solution is now in place. However, what is your plan to monitor its outcome? How will you know that your solution is working? Once your solution is in place, it is important to monitor and evaulate the outcome regularly. In SummaryYou can use this approach to many of the challenges that arise in your classroom. A child who wont comply, a parent who is unhappy with their childs IEP, an educational assistant with whom you are having some conflict with. The strategies used in this problem solving plan are merely good life long skills to have. Tips: Clearly state the problem.Know what the obstacles are related to the problem.Determine what you have control over and what you dont.Make sure you have ALL the information you need.Identify all of your options and implement the best option for a solution.

The motive of censorship Essays

The motive of censorship Essays The motive of censorship Essay The motive of censorship Essay Freedom of expression is a fundamental right but also a conflicting right as people is free to express their discontent and create upheavals in the working of society. Therefore, censorship of some kind is a must to stabilize or control society through governments assistance. First, the widespread support for censorship rest on the important societal goals served by it. It works for benefits of each individual inhabiting in society, whether its children, people or society as a whole. Second, censorship protects each ones religious or cultural background.They dont let any sort of speeches to publish that incites threat to any religion. Third, censorship is heredity of government to safeguard countrys unity, integrity, security. No matter with what sort of freedom people are being endowed, censorship defend nationals pride and honor. Thus, the rationale of censorship is that it is necessary for the protection of the three basic social institutions; the family; the religion; the state. Censorship is the control of speech and other forms of human expressions which is entrusted for benefits of society.Precisely, it restricts children form being dragged to the wrong-path of life. It fights for child pornography, unwanted sexual expressions, restricting them by fixing age compulsion for being participants of lottery games, drugs, visiting restaurants. In addition, it uplifts social standard of society. It restores moral values of society and protects people form defamation and obscenity. Apart from this, it checks that no people should enjoy others freedom. It allows people to enjoy their freedom by being in their bound.For example, if you have freedom, it does not mean that you will show your natural body in society. Therefore, censorship allows people to relax with their freedom and reminds them with its reciprocal duties and responsibilities. Censorship refers to examination of books, periodicals, plays, films, television and radio programs, internet and other communication media for the purpose of altering and suppressing those parts thought to be offensive or objectionable for religious tolerance.It does not tolerate any sort of misbehaves with religions. It checks offensive speeches that intended to stir up aggression against certain groups of religious, racial. Proponents of freedom adheres that Universal Declaration of Human Rights has clearly mentioned in Article 19, Everyone has the right to express, opinion, information regardless of frontiers. Arguably, some circumstances get created in society where no option is left with government except Censorship.Such as, when 13 of Nepalese were brutally murdered in Iraq and Nepal went through complete destruction of Human Power Agencies and other resources were submerged in the anger on Nepalese people, government has only one option to put censorship in the form on curfew. Moreover, some scholars criticized censorship on the ground that, Censorship is an evil and suppresses peoples opinions by acting as totalitarian government. But, one should not forget the good intention behind this suppression. This suppression is only for benefit of society. Therefore, censorship not only suppresses peoples freedom but also suppresses evils of society.

Globalisation Essay Example | Topics and Well Written Essays - 500 words - 2

Globalisation - Essay Example During the past era globalization was discussed as a process that draws different cultures and nation into greater interaction and communication. This made globalization to be seen as fact that we all increasingly live in the world, groups; individuals become ever more interdependent. Economy or economic system includes the production of goods and services, distribution or trade of commodity and the final utilization of the produced goods and services by different consumers in a given geographical location (Steger, 2013). The economic negotiators can be individuals, organizations, businesses or governments. For a better economy, a transaction must be occurring between two parties who agree on the price of a transacted service or product, commonly expressed as a currency or worth of that product. Media (communication) is a tool applied to deliver and store data or information regarding any news and can be seen as a communication instrument. The primary vehicle of the phenomena of global media is the multinational corporation that is used to collect information from one area to another and deliver it globally all over the world. Media globalization has supported in both the distribution and production of information. Examples of media aided globalization technology include radio, music, satellite among others (Steger, 2013). Political ideology to set of norms, beliefs or doctrines that are shared by the members of a specific social group that forms the basis of economic factors, political or another system. Political ideology in globalization involves media facilitation on the exchange of cultural or political factors that affect the career of a politician. Politics has been globalized since the views of one politician can be analyzed by another one from different regions as information is conveyed from one area to another, which has led to

Observation Techniques - Mystery Shopping Essay

Observation Techniques - Mystery Shopping - Essay Example However, many of the people sold PPI found they were not eligible to claim, others did not understand that purchase of the policy was voluntary, and some did not even realize they had bought the cover (Insley, â€Å"Barclays to settle PPI claims no questions asked â€Å").The number of complaints over the controversial loan insurance has risen by 93% in the first half of the year - and is expected to continue to increase. There has been a level of overcompensation on Simmons Bank’ behalf in respect of communication as a result of this dispute. Simmons Bank has greatly increased its volume of communications to customers via direct mail, phone and emails trying to rebuild customer confidence in the bank and also to win back affected customer’s support. This high volume of communication annoyed customers even further and consequently, resulted in even more complaints being made about the bank. The purpose of the research is to rationalize the best way of communicating an d determine when and how customers prefer to be contacted. Mystery shopping is a technique that is used to evaluate any type of customer interaction and to test anything from product knowledge to customer service/politeness, handling of complaints and the follow-up procedure, refund and exchange procedures and sales skills. The ultimate aim of mystery shopping is to improve customer satisfaction thus increasing sales and customer revenue. This method of research allows an organization to view their product or service from the perspective of the customer or client and accurately identify individual staff’s strengths and weaknesses, as well as organizational strengths and weaknesses. Simmons Bank could benefit from using any one of these methods of mystery shopping and they would all provide useful insight into how Simmons Bank and its employees conduct business. Some questions that physical

Personal Essay leadership Example | Topics and Well Written Essays - 1500 words - 1

Personal leadership - Essay Example My definition of leadership in the past has been the ability to control and supervise individuals to do a certain task. This made me view individuals that were ranked higher than others to control the way forward of the group and situation as leaders. I was keen in the leadership of various presidents as they took control of millions of citizens by guiding them in decision making of policies for the nations. The decisions made by the presidents determined a lot whether the country was prepared for the dynamic future. It is apparent that my view of leadership was on what a person deed. In reference to the dimensional model about the four quadrants, my view of leadership was of the Q-3 quadrant. In the Q-3 quadrant I referred individual as leaders due to their warm and friendly approach. This is by keeping people happy and being smooth over conflict. My earlier ideal leader was a thoughtful person who before making decisions, he or she considered the impact of the decisions to the relevant people. Also, he was the person that others followed in terms of vision and mission of an organization. An ideal leader to me was the one ethical in her dealings, and this made him be a role model to others. It is evident that an ideal leader fought for the rights of his people one that I recall is Nelson Mandela. He stood his ground to fight for equality among the blacks and the whites. He obtained referent power, this is power based on subordinates identification with the leader. Nelson Mandela had influence because of charisma and reputation. The referent power made followers wish to be like him and be associated with him. A few years ago I interacted with a leader who was the CEO of an ICT company in Europe. At the time we met he had been in that position for three years. One thing I realized was that he was a dominator as he used the autocratic style of leadership. He led the

Retrofitting of Existing Reinforced Concrete Members with Carbon Fibre Essay

Retrofitting of Existing Reinforced Concrete Members with Carbon Fibre - Essay Example The results from the experiment generally indicated that when beams are retrofitted in shear as well as flexure by the use of carbon fibre reinforced polymer (CFRP) laminates, they become structurally efficient. In addition, they are also restored to stiffness as well as strength values which are almost equal to or in some cases greater than those of the control beam. It was evident from the results that the efficiency of the strengthening technique by the carbon fibre reinforced polymer (CFRP) in flexure was varying with respect to the length of carbon fibre reinforced polymer (CFRP) plate. Of the three failure modes identified in this experimental work, the main failure was plate debonding in the retrofitted beams. There exist many structures which, for some reasons, fall short of fulfilling the specified requirements. These reasons may include accidents (such as earthquakes), increased loading, upgrade of the design standards, lack of maintenance, construction errors as well as corrosion of the reinforcement bars. The possible remedies for such insufficiency of the structures may include either replacement or retrofitting. Either fibre reinforced polymer (FRP) or steel plates laminates can generally be used in retrofitting of bonded reinforcement to concrete structures. However, fibre reinforced polymer (FRP) is the most convenient for a number of reasons when compared to steel plates: In recent years, carbon fibre reinforced polymer (CFRP) has been widely used as an external reinforcement because it has been found to be important for the improvement of the structural performance of the reinforced concrete structures. Many research work conducted in the past on the strengthening of existing reinforced concrete (RC) beams has been mostly focused on the flexural strengthening (Obaidat et al. 2009), (Ashour et al. 2004), (Wang & Zhang 2008), (Esfahani et al. 2007) and (Wenwei & Guo 2006). On the other hand, the topic

Commerce Essay Example | Topics and Well Written Essays - 500 words

Commerce - Essay Example In contrast, sole proprietorships and general partnerships offer no shield or protection against personal liability and creditors can satisfy liabilities from personal assets of the owner(s). For instance, in the case of Walmart, they offer shares to be purchased as a benefit to their associates. If an associate chooses to invest their money in stock purchases and Walmart becomes severely devalued or goes out of business all together, the associates that invested to purchase stocks will not be held responsible for any outstanding debts of the company. However, in order to avoid risks due to small invested capital, creditors may require personal guarantees from owners of the incorporations. As shareholder entities have separate legal existence, personal liability protection is a major benefit for owners of small and medium incorporated businesses. New shareholders and investors can be easily attracted if their personal assets are protection is guaranteed, increasing the investment pool. The investors willing to remain passive are not responsible for managerial activities of the active shareholders. The corporate legal person has infinite life span, and management changes such as resignation, retirement or death of corporate personnel has no affect over the entire existence or continuity of incorporations. Separate legal personality of firms provides shareholders with liberty to choose the tax treatment according to their investment projects. Transaction costs and operational risks to owners are reduced through existence of a legal framework. The investor does not have to pay taxes on the profits of the company; only on the share that they receive in dividends which are taxed at a lower rate. The taxes that are paid on profits are the responsibility of the company. Other taxation benefits of incorporation are that once incorporated, many additional items of expenditure become tax deductible. For example medical expenses,

Parenthood the Movie Essay Example | Topics and Well Written Essays - 1750 words

Parenthood the Movie - Essay Example One of the most fundamental themes of the movie Parenthood is that people become more responsible in their duties towards their spouses as well as children with the passage of time. Gil has a very loving relationship with his wife Karen. Gil has grown up under the supervision of his workaholic father. Due to the limited control such a person can exercise upon his children, the children assume immense tendency to become spoiled. Realizing this and not willing to grow up his children the way his father did his siblings and him, Gil does not want to be workaholic. He wants to find time for his children to give them the best upbringing that he can. Gil and Karen have three children. Kaven is their eldest child. He has an emotional problem due to which, he is considered in need of a therapy. Having gained an in-sight into the problems with his children, Gil takes all the blame for the problems of his children and becomes doubtful of the extent to which he has been successful in playing th e role of a responsible father. Gil is not sure whether he can provide his and Karen’s forth child that is yet not born with a happy lifestyle since he is financially not in a position to have another child. Helen and Garry are ex-husband and wife. Helen is a bank manager while Garry is a dentist. Garry has left Helen for some reason and is not concerned about his teenager children that he has had with Helen. Helen and Garry parent two children. The elder of the two is Julie who is 16 years old and the younger one is Garry who is 13 years old. The father and the son have the same name, i.e. Garry. One of the most touching and emotional scenes in the movie is the one in which Helen tells Garry that she knows his father better than Garry does, so she would suggest him not to shift with him. The son Garry has just entered the age of puberty and is exploring the world of sex in numerous ways. He is addicted to porn. He is disturbed mentally and generally remains quiet and uninvol ved in the social activities. Julie cultivates a hidden sexual affair with Tod who happens to be her drag-racer boyfriend. Julie is just in her high school and has had sex several times with Tod. Garry, on the other hand, carries around sexually explicit videos in a bag. Helen’s ex-husband Garry leaves Helen for another woman whom he marries and has a son with her. The encounter between Helen and her children is the worst among all parent-children encounters in the movie. At one occasion, Helen catches Garry masturbating. Despite knowing that it was masturbation, she comforts herself by thinking of it as drug abuse. In an attempt to console her son, Helen asks Tod to convince Garry that his obsession with the girls is quite normal and predictable of a boy who has just entered the teenage. Tod is able to achieve this. In the beginning, Helen did not consider Tod suitable for her daughter. Finding that Tod has managed to make Garry happy, Helens starts to cultivate a sense of r espect and admiration for Toad in her heart. Near the end of the movie, Julie and Tod get married. Julie becomes pregnant. The love marriage is caught in fumed arguments and fights analyzing which, the audience can tell that the marriage is difficult to last. However, Helen admires Tod so much that

Retrofitting of Existing Reinforced Concrete Members with Carbon Fibre Essay

Retrofitting of Existing Reinforced Concrete Members with Carbon Fibre - Essay Example The results from the experiment generally indicated that when beams are retrofitted in shear as well as flexure by the use of carbon fibre reinforced polymer (CFRP) laminates, they become structurally efficient. In addition, they are also restored to stiffness as well as strength values which are almost equal to or in some cases greater than those of the control beam. It was evident from the results that the efficiency of the strengthening technique by the carbon fibre reinforced polymer (CFRP) in flexure was varying with respect to the length of carbon fibre reinforced polymer (CFRP) plate. Of the three failure modes identified in this experimental work, the main failure was plate debonding in the retrofitted beams. There exist many structures which, for some reasons, fall short of fulfilling the specified requirements. These reasons may include accidents (such as earthquakes), increased loading, upgrade of the design standards, lack of maintenance, construction errors as well as corrosion of the reinforcement bars. The possible remedies for such insufficiency of the structures may include either replacement or retrofitting. Either fibre reinforced polymer (FRP) or steel plates laminates can generally be used in retrofitting of bonded reinforcement to concrete structures. However, fibre reinforced polymer (FRP) is the most convenient for a number of reasons when compared to steel plates: In recent years, carbon fibre reinforced polymer (CFRP) has been widely used as an external reinforcement because it has been found to be important for the improvement of the structural performance of the reinforced concrete structures. Many research work conducted in the past on the strengthening of existing reinforced concrete (RC) beams has been mostly focused on the flexural strengthening (Obaidat et al. 2009), (Ashour et al. 2004), (Wang & Zhang 2008), (Esfahani et al. 2007) and (Wenwei & Guo 2006). On the other hand, the topic

Parenthood the Movie Essay Example | Topics and Well Written Essays - 1750 words

Parenthood the Movie - Essay Example One of the most fundamental themes of the movie Parenthood is that people become more responsible in their duties towards their spouses as well as children with the passage of time. Gil has a very loving relationship with his wife Karen. Gil has grown up under the supervision of his workaholic father. Due to the limited control such a person can exercise upon his children, the children assume immense tendency to become spoiled. Realizing this and not willing to grow up his children the way his father did his siblings and him, Gil does not want to be workaholic. He wants to find time for his children to give them the best upbringing that he can. Gil and Karen have three children. Kaven is their eldest child. He has an emotional problem due to which, he is considered in need of a therapy. Having gained an in-sight into the problems with his children, Gil takes all the blame for the problems of his children and becomes doubtful of the extent to which he has been successful in playing th e role of a responsible father. Gil is not sure whether he can provide his and Karen’s forth child that is yet not born with a happy lifestyle since he is financially not in a position to have another child. Helen and Garry are ex-husband and wife. Helen is a bank manager while Garry is a dentist. Garry has left Helen for some reason and is not concerned about his teenager children that he has had with Helen. Helen and Garry parent two children. The elder of the two is Julie who is 16 years old and the younger one is Garry who is 13 years old. The father and the son have the same name, i.e. Garry. One of the most touching and emotional scenes in the movie is the one in which Helen tells Garry that she knows his father better than Garry does, so she would suggest him not to shift with him. The son Garry has just entered the age of puberty and is exploring the world of sex in numerous ways. He is addicted to porn. He is disturbed mentally and generally remains quiet and uninvol ved in the social activities. Julie cultivates a hidden sexual affair with Tod who happens to be her drag-racer boyfriend. Julie is just in her high school and has had sex several times with Tod. Garry, on the other hand, carries around sexually explicit videos in a bag. Helen’s ex-husband Garry leaves Helen for another woman whom he marries and has a son with her. The encounter between Helen and her children is the worst among all parent-children encounters in the movie. At one occasion, Helen catches Garry masturbating. Despite knowing that it was masturbation, she comforts herself by thinking of it as drug abuse. In an attempt to console her son, Helen asks Tod to convince Garry that his obsession with the girls is quite normal and predictable of a boy who has just entered the teenage. Tod is able to achieve this. In the beginning, Helen did not consider Tod suitable for her daughter. Finding that Tod has managed to make Garry happy, Helens starts to cultivate a sense of r espect and admiration for Toad in her heart. Near the end of the movie, Julie and Tod get married. Julie becomes pregnant. The love marriage is caught in fumed arguments and fights analyzing which, the audience can tell that the marriage is difficult to last. However, Helen admires Tod so much that

But These Things Also Essay Example for Free

But These Things Also Essay ‘But these things also’ brings â€Å"to the centre of attention what has previously overlooked†, as Judy Kendall writes. Thomas explores his fascination with the unimportant in this poem and looks at the connection and merging together of Spring and Winter. Much like his other poetry, here, Thomas struggles to put his finger on precisely what he means. This is shown by his inability to separate and distinguish between the two seasons. The poem begins with the first two lines focussing on Spring, however, by following this with two lines focussing on Winter, Thomas explodes our first expectations of usual ‘spring poetry’ of bright and beautiful images. Instead, he catches the limbo between the two seasons and we are presented with the idea of the grass being ‘long dead’ and ‘greyer now’. This pessimistic tone is not what one usually connotes with springtime, but with the cold and bleak winter. By putting the images of the two seasons so close together in this stanza, Thomas reinforces his presentation of their connection. The last line of the stanza, ‘than all the winter it was’, changes the natural syntax of the words. The stress focuses of ‘it was’, emphasising what has past, which creates a sense of longing, introducing the idea that, like in ‘March’, Thomas is desperate to find ‘the key’ the last two lines of the first stanza finish with the words ‘now and ‘was’, bringing together images of the movement of time and emphasising the gap between the present and the past and importantly, Thomas’s focus on that gap. The second stanza uses inscape to look at things, which are seemingly unimportant. These things show the remains of winter, therefore connecting the seasons further. Once again, Thomas alters the syntax of the words to create a more beautified image.’ The word ‘bleached’ would usually have a much more negative connotation of fading and perhaps even the loss of hope, however By placing the word at the end of the first line and after the word ‘little’ he takes away the harshness of the sound and makes it more delicate and gentle. As well as this, Tomas’s use of enjambment stresses the soft ‘L’ sounds in ‘the shell of the little snail’, which further emphasises the smoothness of the words. Following this, the sexural pause halfway along the  second line, highlights the plosive sounds on the image of the ‘chip of flint’. This draws our attention to the minute details, which Thomas considers and accentuates the signs that spring is not quite here yet. By observing nature in this much detail, we see how valuable Thomas considers it to be, it creates a sense that although these things are small and often overlooked, they are significant. The final image in this stanza is of the ‘purest white’ bird dung. At first it appears odd to be beautifying such a thing as bird dung, but by following it with the words ‘purest white’, Thomas introduces an idea of innocence and positivity, as well as a contrast with the previous image of something ‘greyer now’. This brief glimmer of hope however, is shattered in the next stanza. In stanza three, the image of ‘white’ no longer has positive connotations, but it feels as if Thomas could be referring to the relationship between the colour white and death. This instantly darkens the tone and the notion of mistaking bird dung for violets presents the idea that Thomas is truly desperate for any indication of spring’s arrival. The following violent images of ‘winter’s ruins’ and ‘winter’s debts’ create an oppressive feeling which moves further from the previous idea of hope. Continuing the pattern of Thomas’s other poetry, the word ‘something’ appears ambiguous and vague, creating a sense that Thomas still isn’t quite clear on what it is we are paying ‘winter’s debts’ with. The final stanza of ‘But these things also’ begins to fill us with hope once more. The ‘chattering’ birds create a sense of rising morale and the idea of keeping their ‘spirits up’ sounds optimistic. Despite this, when we eventually think that Thomas is going to make a definitive statement, ‘spring’s here’ he reintroduces the feeling of ambiguity with the words ‘winter’s not gone’. This leaves the poem with a sense of not knowing and uncertainty. This reminds us of Thomas’s tendency to never give absolutes and that he likes balancing a positive idea with a negative. This paradox leaves us with the idea that the winter is preventing the spring from arriving. Throughout the poem, there is a regular rhythm, given by the Iambic  Tetrameter, which is occasionally shortened to show the indecisive and unclear seasons. There is never a climax during this poem due to it all being one long sentence. Robert’s talks about Thomas’s use of enjambment and fluidity, which gives a sense of him thinking and working through his thoughts.

Mon Masque A Moi French Essay

Mon Masque A Moi French Essay Le cours dà ©ducation artistique dà ©signe un ensemble complexe denseignements et dactività ©s se prolongeant pendant et en dehors les horaires scolaires. Ces actività ©s ont leur place à   là ©cole sans pour autant à ªtre toutes intà ©grà ©es dans les programmes denseignement. Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Cet apprentissage permet daccà ©der à   la culture dans le but de faire dà ©couvrir et construire pour apprendre à   voir, et à   analyser les productions dart. Tout au long de cette session, nous avons dà ©pouillà © le programme-cadre dà ©ducation artistique (1re à   la 8e annà ©e), du curriculum de lOntario. Ceci nous amà ¨ne à   la prà ©sentation dun scà ©nario dapprentissage de la dite discipline avec une intà ©gration des à ©tudes sociales et du franà §ais afin de rendre notre travail plus vivant et motivant pour les à ©là ¨ves de 4e annà ©e. Les à ©là ¨ves à   ce niveau dà ©ducation ont dà ©jà   bien explorà © le domaine des arts plastiques spà ©cialement la technique du modelage. Les manipulations vont cependant à ªtre moins difficiles et pas à ©tranges. Il faut aussi dire quils sont bien capables de faire des recherches grà ¢ce à   loutil informatique. Mon masque à   moi est un projet qui invite là ©là ¨ve à   à ªtre à   la fois spectateur et auteur. Ce projet offre de multiples possibilità ©s dexplorations ludiques. Il convient de prà ©voir des actività ©s dexploitation, de recherche et de production autour de la culture. Selon le curriculum des à ©tudes sociales ‘lidentità © culturelle de là ©là ¨ve est faà §onnà ©e par divers à ©là ©ments familiaux, sociaux et ethnoculturels (2004:18). De par la mixture dans les à ©coles, les à ©là ¨ves sont appelà ©s ‘†¦Ãƒ   se forger une identità © empreinte douverture à   la diversità © (2008:19), mais ceci ne serait possible que si ils prennent connaissance des origines de la culture des autres. Pourquoi le masque africain? Dans toute socià ©tà © humaine, le masque na jamais à ©tà © ignorà © dà ¨s que lon fait rà ©fà ©rence à   la culture. Que ce soit lors des reprà ©sentations traditionnelles ou des festivals, le masque a sa place et joue un rà ´le bien important. Le berceau des civilisations ou encore lAfrique, est le continent qui est trà ¨s cà ©là ¨bre pour son culture en gà ©nà ©ral et son art en particulier. Le masque est un objet trà ¨s artistique à   cause de son caractà ¨re dà ©doublà © et la diversità © de ses formes et styles. Ce scà ©nario dapprentissage,  «Mon masque à   moi » traite de lart dans la culture africaine. À la fin de ce scà ©nario, les à ©là ¨ves seront parfaitement en mesure de rà ©aliser une un masque africain tout en comprenant son origine. Ce scà ©nario est stimulant pour les à ©là ¨ves, car ils doivent constamment utiliser leur capacità © de raisonnement et ils dà ©couvrent une nouvelle dimension chez les personnes quils croyaient bien connaà ®tre (leurs pairs, les membres de la communautà ©, le personnel de là ©cole). À mesure que se dà ©ploie le scà ©nario, les à ©là ¨ves sont appelà ©s à   vivre de nombreuses expà ©riences dà ©quipes, allant de lhistoire du masque africain et sa symbolisation, à   la production de leur propre masque. Chemin faisant, ils consulteront les sites internet proposà ©s ou de leur choix en rapport avec la culture du masque africain. Cette leà §on sera proposà ©e aux à ©là ¨ves pendant le mois de fà ©vrier qui n est autre que le mois de la cà ©là ©bration de lhistoire des noirs. La salle de classe ayant revà ªtu les affiches officielles du mois des noirs, il est important que les à ©là ¨ves comprennent certaines facettes de lhistoire africaine. Ce scà ©nario est conà §u pour une utilisation immà ©diate pendant le mois de fà ©vrier. Il sy trouve en annexe une sà ©rie de documents utiles, qui faciliteront la tà ¢che aux enseignants: fiches pour les à ©là ¨ves, grilles dobservation, lettre aux parents, pictogrammes, à ©valuations formatives. Les adaptations nà ©cessaires pour les à ©là ¨ves en difficultà © et plusieurs actività ©s denrichissement permettent de qualifier ce scà ©nario denseignement diffà ©rencià © I. Tà ¢che globale I-1 Tableau de compà ©tences visà ©es Classe cible: 4à ¨me annà ©e du primaire Titre du projet: Mon masque à   moi Durà ©e du projet: 150 min Disciplines Éducation artistique Franà §ais Études sociales Domaines Arts visuels Écriture Communication orale Canada et le monde Compà ©tences visà ©es -Analyse critique et apprà ©ciation des productions artistiques -Application du processus de crà ©ation artistique Habiletà ©s de la pensà ©e Utilisation des habilità ©s de traitement de linformation Communication Expression et organisation des idà ©es et de linformation Connaissance et comprà ©hension Connaissance des à ©là ©ments à   là ©tude. Habiletà ©s de la pensà ©e Utilisation des habiletà ©s de planification. Communication Communication des idà ©es et de linformation, de faà §on orale, à ©crite et visuelle, à   des fins prà ©cises et pour des auditoires spà ©cifiques. Utilisation des conventions et de la terminologie à   là ©tude. Attentes Exprimer ses sentiments, ses idà ©es et son apprà ©ciation à   là ©gard de diverses productions artistiques, les siennes, celles de ses camarades et celles dartistes, en se servant de termes simples mais justes Produire une varià ©tà © dÅ“uvres à   deux et trois dimensions en appliquant les techniques apprises et en suivant sommairement les à ©tapes du processus artistique. -Planifier ses projets dà ©criture en utilisant des stratà ©gies et des outils de prà © à ©criture. -Produire des messages varià ©s, avec ou sans à ©change, en fonction de la situation de communication. Populations -Expliquer et comprendre les composantes de la culture et le fonctionnement des groupes Contenus dapprentissage Choisir une Å“uvre et justifier sa prà ©fà ©rence en se rà ©fà ©rant aux à ©là ©ments clà ©s, à   son và ©cu et à   ses intà ©rà ªts personnels (expliquer sa prà ©fà ©rence pour un masque) Expliquer les idà ©es et les à ©motions à ©voquà ©es dans diverses productions artistiques. Utiliser, seul ou en groupe, diffà ©rentes stratà ©gies de prà © à ©criture pour produire des textes Produire divers actes langagiers. Prendre la parole spontanà ©ment dans un contexte formel ou informel : de travaux dà ©quipe, aux à ©tapes de la planification, de la gestion, de la rà ©alisation et de lobjectivation Groupe- identità ©- communautà ©-reprà ©sentation Rà ©pertorier des articles en lien avec lactività © Dà ©montrer des attitudes positives à   là ©gard de ses obligations et nommer les contraintes qui simposent à   lactività ©. Expliquer comment un masque peut reprà ©senter un groupe de personnes Utiliser le vocabulaire approprià © au sujet à   là ©tude. I-2 Approches denseignement et stratà ©gies dapprentissage Afin de permettre la rà ©ussite chez le plus grand nombre dà ©là ¨ves possible, lenseignant devra prendre en considà ©ration les diffà ©rents styles dapprentissage des à ©là ¨ves et modifier son style denseignement en consà ©quence. Pour cette leà §on, les approches et stratà ©gies suivantes devront à ªtre privilà ©già ©es afin de permettre une rà ©ussite optimale des à ©là ¨ves: Approches denseignement Le travail en projet †¢ Permet à   là ©là ¨ve la libertà © de sexprimer par la crà ©atività ©; †¢ donne place à   lautonomie et la responsabilità ©; †¢ permet de respecter le rythme de là ©là ¨ve. Lintà ©gration des matià ¨res †¢ Prà ©sente un contexte plus rà ©el de la vie quotidienne; †¢ permet de revisiter les notions apprises dans dautres matià ¨res; †¢ motive davantage là ©là ¨ve, donne un sens à   ses apprentissages. Lapproche coopà ©rative †¢ Donne à   lenseignant le rà ´le de  « facilitateur  » dans là ©change; †¢ favorise lautonomie, puisque les à ©là ¨ves apprennent les concepts dorganisation et de planification par eux-mà ªmes; †¢ permet un apprentissage centrà © sur les à ©là ¨ves plutà ´t que sur lenseignant. Stratà ©gies dapprentissage Le travail de recherche †¢ Aide à   retenir lattention de là ©là ¨ve sur le contenu à   là ©tude; †¢ aide là ©là ¨ve à   obtenir de linformation et lincite à   trouver ses rà ©ponses sans toujours passer par lenseignante. Le projet †¢ Suscite la motivation de là ©là ¨ve par le sens concret de ses apprentissages; †¢ favorise le dà ©veloppement des stratà ©gies cognitives et mà ©tacognitives. Le questionnement oral †¢ Lors des prà ©sentations, le questionnement oral  « ouvert  » permet aux à ©là ¨ves dà ©montrant un style dapprentissage verbal de clarifier leur prà ©sentation. Il est nà ©cessaire et important que lenseignant prenne en considà ©ration les attentes du programme-cadre, lannà ©e dà ©tude en cours et les besoins de ses à ©là ¨ves en difficultà ©. Ces trois facteurs vont lamener à   faire un bon choix pour les options qui correspondent le mieux aux besoins des à ©là ¨ves en difficultà ©. I-3 Rà ©capitulatif du projet Intentions pà ©dagogiques * En apprendre plus sur les objets dart des pays de lAfrique francophone * Faire une recherche et travailler avec les Tics. Production finale * Crà ©ation dun masque africain et prà ©sentation de son chef- dÅ“uvre. Discipline principale * Éducation artistique Disciplines secondaires * Franà §ais et Études sociales Technologies utilisà ©es * Ordinateur et logiciel de traitement de texte Premià ¨re leà §on: voyage vers lart africain Deuxià ¨me leà §on: mon masque à   moi Lobjectif de cette leà §on est damener les à ©là ¨ves à   rà ©aliser une affiche en utilisant internet comme seule socle de recherche. Rà ©alisation dune affiche descriptive dun objet dart (masque). Organisation physique Matà ©riel requis Actività © 1: Prà ©paration du voyage * Une carte dAfrique * Copies du questionnaire * Crayons de plomb * Corbeil des enveloppes[1] Actività © 2: Laffiche * Ordinateur muni dinternet * Imprimante * Logiciel de traitement de texte Dispositif pà ©dagogique Pour lactività ©1, les à ©là ¨ves sont assis à   leur pupitre et le travail se fait individuellement. Pour lactività ©2, les à ©là ¨ves sont dans la salle informatique et le travail se fait en dyade. Actività © damorce Rà ©alisation Actività © 1 (30 min) Élà ©ment dà ©clencheur (5min) Lenseignant devra: * prà ©senter aux à ©là ¨ves lobjectif du projet * Puis leur montrer la vidà ©o[2] sur lart africain. Connaissances antà ©rieures (25 min) Pour la và ©rification des connaissances antà ©rieuresdes à ©là ¨ves au sujet de lAfrique, lenseignant devra: * Distribuer le questionnaire (annexe 2) aux à ©là ¨ves; * prà ©ciser que cest un travail à   faire individuellement; * rà ©pondre aux questions à   laide de son crayon de plomb aprà ¨s avoir pris soin de marquer son nom sur la feuille de travail; * prà ©voir 15 min pour rà ©pondre au questionnaire; * prendre 10 min pour apporter à ©là ©ments de rà ©ponses aux questions. La correction est collective. * former ensuite des groupes de deux; * expliquer que dans lenveloppe se trouve le nom du pays de leur prochaine actività ©. * inviter un membre de chaque groupe à   choisir une enveloppe. Actività © principale Actività © 2 (45 min) Afin de produire une belle affiche, les à ©là ¨ves pour cette actività © vont travailler avec loutil informatique. Ils vont utiliser internet pour trouver des informations pertinentes et intà ©ressantes pour leur affiche. Cette actività © se passe en salle informatique. Le travail se fait en dyade. Lenseignant devra: * demander aux à ©là ¨ves de se rendre en salle des ordinateurs. * remettre la fiche des instructions du travail à   faire (Annexe 3) * inviter les à ©là ¨ves à   consulter le modà ¨le de la production attendue au babillard de là ©ducation artistique de la classe (Annexe 4) si nà ©cessaire. pendant que les à ©là ¨ves travaillent, lenseignant circule dans la salle et contrà ´le là ©volution de leur travail. Il vient en aide à   ceux qui sont dans le besoin ou qui à ©prouvent des difficultà ©s. A la fin de la pà ©riode, les à ©là ¨ves qui nauront pas fini auront une dizaine de minutes en plus pour complà ©ter leur travail. Objectivation Lenseignant aprà ¨s avoir invità © les à ©là ¨ves à   regagner la salle de classe devra chercher à   savoir: * Comment ils ont trouvà © la leà §on, * Les difficultà ©s rencontrà ©es, * Ce quils ont aimà ©. II-2 Deuxià ¨me leà §on Mon masque à   moi (75 min) Planification Titre de la leà §on: Durà ©e de la leà §on: Objectif de la leà §on: Mon masque à   moi 75 min Lobjectif est de dà ©velopper chez les à ©là ¨ves les habiletà ©s motrices et faire la reproduction dun objet dart en lien avec celui de leur affiche. Matà ©riel requis Actività © 3: reproduction du masque * Carton mousse de dimension 29,7x 42 ou format A3 * Des bà ¢tons de pate à   modeler de diffà ©rentes couleurs * Spatules pour pate à   modeler * Rouleaux à   pà ¢tisserie * Assiettes en carton Actività © 4: exposition artistique * Les masques, * Les affiches, * Les feuilles dapprà ©ciation Technique: Regroupement Modelage Actività © 3: travail individuel Actività © 4: travail en dyade (groupe de lactività © 2) Dispositif organisationnel Actività © 3: Dans la salle des arts car les à ©là ¨ves ont besoin despace Actività © 4: salle de classe Miseensituation Rà ©alisation Lenseignant rà ©sume les actività ©s faites par les à ©là ¨ves dans la premià ¨re leà §on. Il dit aux à ©là ¨ves que la premià ¨re leà §on a aiguisà © leurs connaissances sur lAfrique et les a amenà © vers la confection dune affiche reprà ©sentant une Å“uvre dart descriptive. Ils ont compris que les Africains sont de faà §on gà ©nà ©rale de parfaits artisans car ils redonnent vie aux masques et crà ©ent des là ©gendes. expà ©rimentation Actività © 3 Cette actività © consiste à   la reproduction du masque que les à ©là ¨ves ont eu à   choisir pour leur affiche. Lenseignant aprà ¨s avoir pris soin de laminer les affiches des à ©là ¨ves va leur remettre leur copie afin quils puissent travailler en observant le masque quils ont eux mà ªme choisi. Lenseignant devrales directives suivantes: * Les crità ¨res de la production à   savoir: faire ressortir au moins deux à ©là ©ments soient les yeux, le nez, la bouche, les oreilles, par la technique du modelage * Seul lusage de la pate à   modeler et le matà ©riel fourni (rouleau pour aplatir la pate, spatule pour le dà ©coupage, lassiette en carton pour donner la forme du visage) est permis; * Le masque devra à ªtre prà ©sentà © sur le carton mousse fourni. * La dà ©coration du masque est une touche personnelle cest-à  - dire facultative. Il informe les à ©là ¨ves que cette actività © dure une pà ©riode de 40 min et quaprà ¨s ils devront faire une prà ©sentation de leur affiche et de leur masque en salle de classe. Actività © 4 Cette actività © est tout simplement la prà ©sentation des chefs-dÅ“uvre. Les à ©là ¨ves retournent en salle de classe avec leur travail. * Les masques sont exposà ©s dans la classe. * Lenseignant distribue les feuilles dapprà ©ciation aux à ©là ¨ves, * Il demande aux à ©là ¨ves de dà ©terminer sur la feuille dapprà ©ciation (annexe 6) * Les informe que le masque le plus aimà © sera remis à   la direction de là ©cole et sera exposà © dans une vitrine de là ©cole. Objectivation Les masques vont faire lobjet dune exposition dans la classe. Les à ©là ¨ves pourraient identifier sur la feuille dapprà ©ciation le masque quils ont aimà © et le plus drà ´le. Ils expliqueront leur choix en quelques lignes. Sur la mà ªme feuille, ils pourraient aussi faire un retour sur leur propre masque et dire si oui ou non ils ont aimà © lexpà ©rience. III. Intà ©gration des apprentissages Afin de faciliter le transfert des acquis et faire un lien avec la tà ¢che principale, lenseignant devra faire un rà ©capitulatif une fois le projet terminà ©. Vos travaux sont excellents, je suis trà ¨s fier de votre travail. Les efforts de chacun dentre vous sont visibles et rà ©compensà ©s par le rà ©sultat de son travail final. Quen pensez-vous? Êtes-vous fiers de votre Å“uvre? Quest ce qui a à ©tà © le plus facile pour vous? Quest-ce qui a à ©tà © plus difficile à   accomplir? Quelle actività © avez-vous le plus aimà ©? Quavez-vous appris en gà ©nà ©ral du projet? Pensez-vous qu partir de vos chefs-dÅ“uvre vous pourriez entreprendre le mà ªme genre dactività © en lien avec un autre domaine? La danse par exemple? Conclusion Là ©ducation artistique aide les à ©là ¨ves à   acquà ©rir des habilità ©s dans la vie sociale. Cest une discipline qui incite à   la crà ©atività © et à   la diversification. Elle favorise aussi la prà ©servation de la culture et des traditions. Par là ©tude des arts, il peut arriver que les à ©là ¨ves amà ©liorent leurs aptitudes et leur comprà ©hension du monde qui les entoure. Le scà ©nario dapprentissage que vous venez de lire invite les à ©là ¨ves à   sassumer entant que artiste-chercheur. Ils ont eu loccasion de faire une recherche sur internet et de pouvoir choisir un objet dart quils ont apprà ©cià © à   sa juste valeur en produisant une description de ce dernier. Ce scà ©nario est de type intà ©grà © et complet, à   savoir quil rassemble des approches et stratà ©gies denseignement qui vont dune part faciliter une adaptation pour les à ©là ¨ves prà ©sentant difficultà ©s et dautre part, permettre la rà ©ussite des à ©là ¨ves de la classe. Nous avons joint lutile à   lagrà ©able en fusionnant les à ©tudes sociales, les à ©tudes artistiques et le franà §ais tout en respectant les objectifs des attentes du programme-cadre des à ©tudes artistiques du curriculum de lOntario avec des actività ©s vivantes et passionnantes. Cest un scà ©nario trà ¨s motivant car lenfant est au centre de lapprentissage ce qui lui donne confiance, le motive, lui permet dacquà ©rir des connaissances grà ¢ce aux diffà ©rentes actività ©s prà ©sentà ©es, laide à   voir ses progrà ¨s, et le guide vers une à ©valuation positive. Questionnaire sur la prà ©paration du voyage virtuel 1. De quel continent les noirs sont ils originaires? 2. Nomme trois pays de ce continent: 3. Choisis trois pays francophones sur cette liste: Cameroun, Gabon, Nigà ©ria, Afrique du sud, Cà ´te divoire, Algà ©rie, Maroc. 4. De la mà ªme liste, choisis deux pays francophones dAfrique noire: 5. LAfrique a t- elle une capitale? Si oui nomme la; et si non pourquoi? 6. Nomme une personne noire cà ©là ¨bre et sa profession Travail à   faire 1- Aller sur le site: www.artisanat-africain.com 2- Cliquer sur longlet  «masques africains » 3- Choisir le masque correspondant au pays de recherche 4- Pour laffiche:  · Nom du masque  · Image sur masque  · Petite description du masque choisi NB: un exemple de la production attendue est affichà © au babillard pour à ©ducation artistique en salle de classe. Annexe 6 Feuille dapprà ©ciation [1] Dans chaque enveloppe se trouve une carte ayant le nom dun pays dAfrique francophone. [2] Vidà ©o disponible en ligne sur http://www.youtube.com/watch?v=TZdGIl39pwMfeature=related

Ocean Thermal Energy Conversion (OTEC) Essay -- Informative Essay

Ocean Thermal Energy Conversion (OTEC) is the process of converting the ocean waters temperature difference at different depths into usable energy. From the solar heated upper depths of the ocean to the cooler depths below 2,000 feet a 40 degree temperature difference must be maintained to generate electricity. This is a relatively new and unheard of source of energy. Many people are not aware of the many benefits of OTEC and the impact it will have in the future as the use of fossil fuel conversion declines. Heightened environmental concerns in today's world makes OTEC an attractive alternative for energy conversion. The ocean offers a natural and renewable resource which will make it possible for converting energy this way to last for a very long, long time. OTEC is a very cost effective method of using the oceans waters for energy conversion but its use and benefits to society have been obscure to the general public. In the coming years OTEC will probably be at the forefront of ne w energy resources and a good understanding of it know will prove invaluable to power engineers of the future. How does Thermal Energy Conversion Work? OTEC is a form of solar power in that it uses the sun's energy to heat the upper depths of the oceans waters. Since the sun's energy cannot penetrate very deep depths (approximately 2000ft.) the temperature below these levels is much colder then those near the surface. Most of the solar energy is absorbed in the top layer (35 to 100 m) of water. This upper layer of warm water is very uniformed in temperature because wind and waves cause the water to circulate and mix. The temperature in this layer can reach close to 82Â ° F (28Â ° C ) from regions close the equator. Beyond this layer the temperature drops noticeably with the depth until 800 m to1000 m. At this depth the temperature is 40Â ° F (4.4Â ° C ). From here the temperature changes very gradually. The colder water at these great depths is the result of melting ice in the polar regions. The colder water has a higher density than the warmer water which causes two important events. First the higher density water will sink and displace the lighter, warm water. Secondly, the rotation of the earth forces the heavier cold water to move toward the equator. Because of this, the ocean provides a large reservoir of cold and warm water that can differ in temperature of 40Â ° to 45Â ° F ( 22Â ° to... ...implementation. The system is still in heavy research to bring these costs down and also to make improvements on the system. Although the full scale commercial size systems are not practical at this time, small scale experimental plant systems are being for further research. OTEC is expected to make an impact on the future. The Future of OTEC OTEC is a very exciting new way of energy conversion. People are skeptical about new and innovative ideas because of their unfamiliarity and lack ofknowledge about the idea. This holds true with OTEC. Many people are unaware of what OTEC is and the benefits that OTEC holds for the future of our Earth. Much more development and research must be made to make OTEC a large scale operation and to bring the cost to consumers down. This is only going to happen if people are made aware of OTEC and its many possibilities. OTEC has many environmental benefits and can produce the world s necessary energy needs for a very long time (it is after all a renewable energy source!). We are quite certain that in the upcoming years OTEC will become a much more publicized topic and greater research will come about to produce a fully sized commercial plant.

Understanding Zapatista Longevity :: Mexico Economics Politics Zapatista Essays

Understanding Zapatista Longevity When Mexican President Vincente Fox rode into office on a wave of popular support in 2000, he inherited the Zapatista rebellion in Chiapas. In 1994, the largely indigenous Zapatista movement began a military campaign to protest economic and political disenfranchisement. Vincente Fox claimed that he could solve the Zapatista uprising in â€Å"15 minutes.† Like his predecessor, he has failed to solve the problem. How did the Zapatistas achieve such longevity in the confines of the â€Å"perfect dictatorship?† When Mexico entered the international economy, it opened itself to global scrutiny. Mexico’s trading partners have kept an eye on Mexico’s human rights record. Mexico simply could not crush the Zapatista rebellion with an iron fist: â€Å"Mexicans and the international community will not accept a genocidal war in Chiapas† (Collier 167). Furthermore, global connections empowered Mexican human rights organizations to exert more leverage on the Mexican government to moderate their repression. The Zapatistas were particularly adept at using the internet to voice their demands and to protest the excesses of the Mexican government. The Mexican government also faced legal restraints which prevented an all-out war on the Zapatistas. After the uprising 1994 and the government counter-attack in 1995, the federal congress passed a law for dialogue in 1995. This foreclosed the option of a unilateral show of force by the Mexican army in areas under Zapatista control. The jungles of Chiapas also made a complete military victory improbable. The government changed its tactics to end the rebellion, resorting to low intensity war. Paramilitaries with differing levels of tacit and explicit support terrorized Zapatistas and their sympathizers. The killings in Acteal in 1997 that claimed the lives of 45 innocent people remains a particularly gruesome example of paramilitary massacres. Most importantly, the Mexican government lots the war of ideas. Though the Mexican government maintained a virtual monopoly of the press, Marcos and the Zapatistsas managed to diffuse their ideas and goals across the country. Though many did not support their violent tactics, the Zapatistas brought attention to the â€Å"plight of those at the losing end of Mexico’s economic globalization, particularly the indigenous groups who were losing both their livehood and their hopes for self-determination† (155). Marcos’ articulate and incisive letters put the government on the â€Å"moral defense† (168). Despite the government’s efforts, support for the Zapatistas increased. The government believed it had scored a victory when it revealed in 1994 that Sub-commandante Marcos was in fact a non-indiginours former philosophy student.

Raging Achilles: Achiles’ Tragic Flaw

In the Iliad, Homer’s character Achilles embodies many of the characteristics of a hero including strength, quickness, leadership, and particularly, courage. During the Trojan War, Achilles battles courageously, destroying and killing every man in his path without any sign of fear or retreat. No Achaean questions his abilities nor do they doubt his bravery; they cite him as one of their greatest warriors without whom they would have lost the war. However, according to Aristotle’s Nicomachean Ethics, Achilles does not exemplify a man with true courage at all due to one simple character flaw. Ironically, this acute flaw is mentioned in the first line of the Iliad: his spirited temper. According to Aristotle, a spirited temper prevents heroic men, like Achilles, from attaining a true courage because it alters the intentions behind their actions. Closer analysis of Achilles’ spirited temper and its consequences illustrates that by Aristotle’s definition, Achilles does not possess true courage, but merely a resemblance of it. Aristotle begins his argument by classifying a spirited temper as a quality similar to courage, claiming that anger propels a man to confront his fears. Aristotle states â€Å"nothing makes a man as ready to encounter dangers as a spirited temper† (3. 8. 1116b. 27), implying that a courageous man must be spirited. However, despite these claims, Aristotle counters, stating that possessing a spirited temper does not necessarily mean one automatically acquires true courage. He asserts that while a spirited temper can provide a truly courageous man (one with noble intentions) with support, a spirited temper can also deter a man from being truly courageous by altering his motives and incentives. Since a spirited temper lends to anger and passion, these often replace reason and knowledge as the incentive behind the actions of courageous men, such as in the case of Achilles. These emotions then result in a variety of consequences for the owner, including blindness due to anger, a likeness to beasts, and an obsession with revenge. A close examination of Achilles and his actions reveals how his spirited temper changes his motivation, and consequently inhibits him from being truly courageous in an Aristotelian sense. The basis of a spirited temper is anger, which Aristotle both praises and criticizes. On one hand, anger overcomes fear and gives man the courage to face his fears. However, anger can also influence man’s ability to think and dominate his motivations and desires. Thus, anger can catapult man to commit actions not out of courage, but out of passion. For example, in the Iliad, Achilles’ anger transcends his ability to reason and consequently impels him to engage in battle with the river god Scamander after being insulted. Even after almost being killed by the river, Achilles anger prevents him from leaving the river and so, he â€Å"[surges] on†¦with high hurdling strides, charging against the river† (21. 42-343). Aristotle states that anger must be experienced under the â€Å"right circumstances and with the right people, and also in the right manner, at the right time, and for the right length of time† (4. 5. 1125b. 32-34). In Achilles’ case, he exhibits none of these. Achilles directs his anger for Hector towards the wrong targ et, the river. In addition, he holds onto his anger longer than he should and simultaneously risks his life. According to Aristotle, Achilles is therefore short-tempered and does not possess a true courage. His anger overtakes his reasoning abilities, driving him to commit undesirable acts and leaving him without noble intentions. Achilles’ anger also affects his perceived physical state of being and further alters his motives by fueling his desires for revenge. In Aristotle’s argument, he explains that men provoked by spirited tempers are comparable to beasts and therefore not courageous. In the Illiad, Homer often describes Achilles analogous to an animal. During the battle, Achilles is depicted as â€Å"rearing like some lion† (20. 94) and â€Å"thundering on, on like oxen broad in the brow† (20. 560). These descriptions illustrate a lack of restraint and semblance to a wild beast, thus further supporting the argument that Achilles is not in fact courageous. Aristotle states that â€Å"wild beasts are motivated by pain†¦thus they are not courageous, because they are spurred by†¦a roused temper to rush into danger†¦Ã¢â‚¬  (3. 8. 1116b. 33-3 6). Achilles epitomizes this Aristotelian idea by acting in response to a base emotion: anger. Rather than being motivated by reason or knowledge, Achilles allows his anger to stimulate him. Consequently, this anger causes Achilles to lose parts of his humanity and bringing him closer to his animalistic base, which is further reflected in descriptions of his actions. Homer describes how â€Å"Achilles charged, wild, hurtling toward [Aeneas], loosing a savage cry† (20. 327). Not only does this portray a baser, less human side of Achilles, but it also supports Aristotle’s idea that those who rush into danger blinded by their anger do not foresee the perils in store. In this case, despite Aeneas’ inferiority in ability, he is able to take this opportunity of momentary blindness to attack Achilles. This example illustrates Aristotle’s argument that Achilles’ spirited temper makes him similar to nothing more than a wild beast lacking true courage. Aristotle’s definition of courage also states that revenge as motivation corrupts true courage and leaves only a resemblance of courage. Achilles exemplifies a man who allows anger to fuel his desire for vengeance to distort his natural courage and purpose, leaving only a likeness of courage. Homer describes explicitly that Achilles’ motivation to enter the battle lies in his desire for revenge. Upon learning of Patroclus’ death, Achilles immediately declares that he will enter the battle. Achilles proclaims, â€Å"Despite my anguish I will beat it down, the fury mounting inside me, down by force. But now I’ll go and meet that murderer head-on, that Hector who destroyed the dearest life I know† (Homer 18. 134-138). After having obstinately refused to enter the battle despite the promises of riches and glory, Achilles allows his desire for revenge to propel him into battle almost instantaneously. In fact, as the battle progresses, Achilles’ desire for revenge begins to resemble an obsession. He refuses to release his anger towards Hector, stating his desire for revenge even halfway through the battle. Achilles says, â€Å"But now, Patroclus†¦I shall not bury you, no, not till I drag back here the gear and head of Hector, who slaughtered you† (Homer 17. 387-390). This quote illustrates Achilles’ complete fixation with revenge. Thus, according to Aristotle, he no longer acts through courage, but through obsession. While it is arguable that Achilles’ lack of fear of death makes him courageous, his basic motivations, revenge and anger, again prevent him from being truly courageous in the Aristotelian sense. Throughout the Nicomachean Ethics, Aristotle states man’s incentive as the defining aspect in which to characterize man. In Achilles’ case, his anger-fueled obsession with revenge motivates and supports his ability to fight; therefore, according to Aristotle, Achilles is â€Å"not guided by reason, but by emotion† (3. 8. 1117a. 8). Aristotle further explains that while revenge gives men support and pleasure, it does not imply courage. Aristotle states, â€Å"Although those who fight for this motive are good fighters, they are not courageous, for it is not the incentive of what is noble that makes them fight† (Aristotle 3. 7. 117a. 5). Aristotle concludes his argument by stating that when choice and true purpose guide a spirited temper, a man becomes truly courageous. Achilles, however, motivated by anger and revenge, does not resemble this truly courageous man. While Achilles does not fit this definition, he does nevertheless seem to have some form of cour age arisen from his spirited temper. Aristotle defines this type of courage as a â€Å"natural courage. † Thus, Achilles does not possess true courage, but rather a natural courage governed by his base emotions.

Organisation and Behaviour Essay

Organizational structure can be described as the framework in which an organization operates. There are three main types of organizational structure: functional, divisional and matrix structure. A functional structure is set up so that each portion of the organization is grouped according to its purpose. In this type of organization, for example, there may be a marketing department, a sales department and a production department. The functional structure works very well for small businesses in which each department can rely on the talent and knowledge of its workers and support itself. However, one of the drawbacks to a functional structure is that the coordination and communication between departments can be restricted by the organizational boundaries of having the various departments working separately. A divisional structure typically is used in larger companies that operate in a wide geographic area or that have separate smaller organizations within the umbrella group to cover different types of products or market areas. For example, the now-defunct Tecumseh Products Company was organized divisionally–with a small engine division, a compressor division, a parts division and divisions for each geographic area to handle specific needs. The benefit of this structure is that requirements can be met rapidly and more specifically; however, communication is inhibited because employees in different divisions are not working together. Divisional structure is costly because of its size and scope. Small businesses can use a divisional structure on a smaller scale, having different offices in different parts of the city, for example, or assigning different sales teams to handle different geographic areas. A matrix structure is a hybrid of divisional and functional structure. Typically used in large multinational companies, the matrix structure allows for the benefits of functional and divisional structures to exist in one organization. This can create power struggles because most areas of the company will have a dual management–a functional manager and a product or divisional manager working at the same level and covering some of the same managerial territory. Organizational structure is closely related to culture. Culture refers to the deep-seated beliefs, values and norms that represent the unique character of an organization and also the shared goals and visions for the people in the organization. Organizational structure and culture are difficult to separate as they are intertwined and dependent on each other. Arguably, Greenscape operates a matrix structure. Organizational structure can be described as the framework in which an organization operates. How its tasks are delegated and its leadership structure i.e. its lines of authority and communication. ‘Organization structure determines how information flows between different levels of management and employees. How roles, power and duties are delegated controlled and coordinated.† The structure an organization chooses is dependent on its objectives and the strategy employed to achieve them. Pre-globalization most organizations had a centralized structure where the power was concentrated at the top. With globalization we has seen a shift in many organizations to a more decentralized structure where decision making is more participative and decision making is power is shared and more autonomy is given to divisions and departments. The motivation of the individual’s goals and aspirations, needs met in one, and not the organization: what drives us in life and in business i n particular, managerial tasks to recognize the individual motivations and management tools are linked to organizational goals with individual can move resources to achieve organizational goals. Lawler (1981) argue that the factors determining the balance motivation the efforts and expectations concerning performance relationship and the perceived attractiveness of reward. These factors are simply related links to each other, where each link is irrelevant. If an employee receives a job, which is calculated as a challenge to your skills, and be able to complete this task successfully with very nice rewarded, so trying to maximize the performance. If, however, the challenges we face are too big or too small, it will not sufficiently able to feel, or to solve the problem for the reward is not attractive enough, and it will not be effective enough. You’ll be motivated and do not feel the job is important it is not going to make an effort to get the best out of the employee. Leadership is the backbone for the success of an organization. Normally there are four types of leadership styles, which are Autocratic, Participative, Delegative and Free Reign. These leadership styles have different effectiveness in different circumstances. Differences and similarities between the leadership styles of Max Worthy and Brenda Hogan We can argue that Max Worthy was operating in a free reign/autocratic leadership styles where everyone had to mind its own business. Brenda Hogan was a manager using a participative management approach. The participative approach will promote integrity, great observation skills and high emotional intelligence. It also promotes openness to effective communication. Hogan wanted to involve everyone in taking part at the formulation of decisions that affected them. She created the environment for the staff to learn from each other and acquire new skills, especially managerial. In contrast, Max Worthy dictated what needed to be done to staff from a distant office. Employees became accustomed to his practices and were reluctant to adopt the new approach from Hogan. Hogan leadership style can inspire her entire team to achieve excellence by example. Her hard work and caring nature set an example for all her coworkers. Management takes place within a structured organisational setting with prescribed roles. It is directed towards the achievement of aims and objectives through influencing the efforts of others. Below is a discussion of three well known management theories. Classical management theory: It puts emphasis on structure and prescriptive what is good for firms. One of the advantages of the classical management structure is a clear organizational structure with distinct management levels. Each management group has its own objectives and responsibilities as there is division of labour. Projects are broken down into smaller tasks that are easy to complete and employees’ responsibilities are clearly defined. This approach allows workers to specialize in one specific area and leads to increased productivity. Employees are motivated by monetary rewards (‘a fair day pay for a fair day work’). The leadership style is autocratic. Managers direct the employees and all decisions are made at the top level and communicated down. This is the case for the management style adopted by Max Worthy. Human Relations Theories: Classical theorists were concerned with structure and mechanics of organizations. But human relation theorists were concerned with the human factors at work. This was undoubtedly the management style adopted by Brenda Hogan. The human relations theory focus is on motivation, group motivation and effective leadership. At the heart of this theory is the relationship between employer and employee. According to the Human relation theory people’s needs are decisive factors in achieving an organisation’s objectives. Individuals cannot be treated in isolation, but function with group members. Contingency Theories From the late 1950s, a new approach to organisation theory was developed which became known as contingency theory. According to this theory, there is no one best way to structure an organisation. When deciding on how it should be structured, how it should be organized and how it should be managed, an organisation will face a range of choices. Successful organisations adopt appropriate structures in response to a number of variables, or contingencies, which influence both the needs of the organisation and how it works. Theorists in favour of the contingency approach recommend a diagnosis of people/ task/ technology/environment – then suggest the development of appropriate solutions (e.g. Pugh).