Challenges That Cathay Pacific Airways Faces

Challenges that Cathay Pacific Airways faces With the integration of Dragonair into Cathay Pacific Airways in 2006, its influence over the domain of aviation has extensively elevated. From 2006 to 2007, the turnover of Cathay Pacific Airways has raised from HK$60,793 million to HK$ 75,364 million with a percentage increase of 24. 0% . Nevertheless, there are internal and external challenges existing as obstacles to its future development, such as labour conflicts, global financial crisis, high capital cost and emergence of low-cost airlines,.In this essay, the latter two issues with be examined at length in terms of causes, effects and possible solutions. According to Mr. James Tien Pei-Chun, the chairman of Hong Kong Tourism Board, the rising oil prices increase the capital cost of global aviation industry, triggering difficulties in operation . In the first-half of 2008, the average price of aviation fuel that Cathay Pacific Airways paid was 60% higher than that in the first-half o f 2007 . It is patent that the high capital cost is predominately attributed from perpetual high-priced air fuel which detrimentally influences Cathay Pacific Airways on the whole.On 2nd July 2008, a profit warning announcement was submitted by Cathay Pacific Airways to Hong Kong Exchanges and Clearing Limited. It stated that high-priced aviation fuel posing a ‘significant and adverse’ impact on financial performance of Cathay Pacific Airways. Effective strategies of reduce the usage and wastage of fuels are urgent and prominent to offset the impact of high-priced oil for the interest of survival of business. To increase cost effectiveness in the short-run, Cathay Pacific Airways has newly adopted redeployment on flights according to capacity.Owing to the significant demand, 8 flights are provided to Australia in addition and bigger aircrafts were used for 14 European countries. Besides, the number of flights of appreciable revenue potential to the Middle East like Duba i and Bahrain is increased by 4 per week, whereas 10 flights to North American are cut down. For sustainable and profit-maximizing development, targeted solutions of considerably reducing the wastage of fuel in the long-run are of paramount importance. It is worth noting that the weight of aircrafts determines the amount of fuel consumption.Therefore, another initiative is to reduce the weight of aircrafts by technological improvement on designs. For examples, minimizing protrusions around the aircraft fuselage, enhancing the design of air conditioning air-in-takes and installing large lightweight wing fairings. Cumulatively, higher wing efficiency and smoother airflow are resulted. Stripping the paint of aircrafts is also a direct way to reduce the weight . In the light of CSR report 2006 of Cathay Pacific Airways, it is expected to save 2,730 tonnes of fuel each year approximately.In addition to the weight of aircrafts, air traffic congestion and regional air traffic control restr ictions provoke a substantial wastage of fuel which is 12% of total fuel consumption . In order to improve the air traffic control system, Cathay Pacific Airways work collaboratively with other airline companies and regulatory agencies to strive for opening of flexible entry or exit points into Russian and Chinese airspace and adoption of flexible, fuel-optimized flight paths according to wind variability.According to the expectation of Cathay Pacific Airways, an estimated 32,000 tonnes of fuel can be saved each year. Consequently, the capital cost can be reduced. Apart from these, a number of low-cost airlines have emerged in recent years such as Hong Kong Express and Hong Kong Airlines . Facing the threat of new competitors, Cathay Pacific Airways emphasized the high-quality service with well-trained employees and introduced various strategies to attract customers.To enhance the service standard, it provides new arrival lounge at the Hong Kong International Airport with high-quali ty catering service, well-equipped shower suites computers with Internet access. Meanwhile, in order to attract customers to travel during current economic downturn, ‘World Pass’ with flight discount and a variety of choices on destinations is offered. Apart from these, special fares to senior citizens with a discount of 25% are offered to the elderly .Not only would this help to attract customers, this improves the image of Cathay Pacific in terms of Corporate Social Responsibility which plays a fundamental role in retaining loyal customers. Building a lifelong and friendly relationship with customers is beneficial to maintain stable market share.. To conclude, it is obvious that the fast-changing external environment with numerous unknown factors poses threats to the growth of Cathay Pacific Airways.High capital cost caused by high-priced aviation fuel and entry of low-cost airlines in the market are expected to be the major challenges faced by Cathay Pacific Airways in foreseeable future which lead to far-reaching influence on the revenue. Among those solutions stated, alliance with other airline companies to technically improve the design of aircrafts and monitor the air traffic system as well as developing lifelong relationship with customers are the most effective strategies to address the problems in the long-term. (786 words) References:

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.

Nature’s Role in Frankenstein

The writers of the Romantic period portrayed nature as a celestial source. In many Romantic works, nature's beauty is praised with pantheistic, almost pagan, terms. To these writers, the natural world was a direct connection to god. Through appreciation for nature, one could achieve spiritual fulfillment. The contrary, failure to surrender to natural law, results in punishment at the hands of nature. Mary Shelley, as well as her contemporary, Samuel Coleridge, depicts the antagonistic powers of nature against those who dare to provoke it.Victor Frankenstein offends nature in several ways. The first and foremost insult is his attempt to gain knowledge forbidden to humanity. Then, he uses this knowledge to create an unnatural being that serves no purpose in a natural world. Finally, Frankenstein refuses to take responsibility for his creation's actions, which have obvious and dangerous consequences for society. By daring to tread on the laws of nature, Frankenstein becomes the target o f the natural world's wrath. He, much like the Ancient Mariner, suffers due punishment for his sin.In both â€Å"Rime of the Ancient Mariner† and â€Å"Frankenstein,† nature is portrayed as a divine power. It is a deific force, capable of creating transcendental beauty, as well as inflicting horrific torment upon those who violate its laws. The Ancient Mariner's crime is his senseless murder of the albatross; his punishment presents itself through a series of natural phenomenon. Nature deprives him and his men of natural elements, food and water, â€Å"Water, water, every where, Nor any drop to drink. † (Coleridge 433). Nature also uses other natural elements to cause him further suffering.For instance, the Mariner and his men must endure the heat of the sun as their ship halts, the wind stops and intensifies the heat, â€Å"Down dropt the breeze, the sails dropt down†¦ â€Å"â€Å"All in a hot and copper sky, The bloody sun at noon. † (Coleridge 4 33). Frankenstein also faces retribution for his disobedience to the laws of nature. His punishment, however, is not as simple as the Mariner's. Nature bestows a far more cruel and spiteful fate upon Frankenstein. It uses Frankenstein's creature against him, adopting his former object of pride and manipulating the creation into a weapon against its creator.Abandoned by its â€Å"father†, Frankenstein's monster is forced to seek another parental figure. It finds one in Mother Nature. As the creature embarks on a lonesome journey, nature teaches him the lessons that Frankenstein does not. The creature learns of the dangers of fire by burning its hand in the flame â€Å"One day, when I was oppressed by cold, I found a fire which had been left by some wandering beggars, and was overcome with delight at the warmth I experienced from it. In my joy I thrust my hand into the live embers, but quickly drew it out again with a cry of pain.How strange, I thought, that the same cause sho uld produce such opposite effects! † (Shelley 389). In other such lessons, Nature shapes its â€Å"child† as a tool of revenge. For instance, the creature learns of it's hideousness by seeing it's reflection in a pool of water, † At first I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification. Alas!I did not yet entirely know the fatal effects of this miserable deformity† (Shelley 431). This realization evokes anger within the monster, and its resentment towards its creator grows. Nature uses Frankenstein's hubristic disposition against him. When creating the monster, Victor Frankenstein gives it a gigantic stature. He states that he did this due to his haste, â€Å"As the minuteness of the parts formed a great hindrance to my speed, I resolved, contrary to my first intent ion, to make a being gigantic in stature†¦ † (Shelley 171).However, Frankenstein's ambition also played a role in his decision to make the creature a physically intimidating size, â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me† (Shelley 172). Here, Frankenstein states his desire to become the father of a supreme race of beings. By giving the creature an enormous form, Frankenstein is assuring that it will be dominant over other species. This is not only a threat to nature, but it also adds to the creature's unnatural genesis.The monster is abnormally powerful, as it possesses abilities far surpassing to any other species on Earth. Therefore, it is something unnatural and cannot be apart of the natural world. Nature, instead of removing the monster straight away, uses its physical superiority to taunt Frankenstein's pride. As the scientist begins his all-consuming quest to seize and kill the monster, he is constantly mocked by his own creation's power. Even at the end of his life, Frankenstein is still unable to capture the monster. The unnatural being has no true place or purpose in he natural world, so Nature uses the creature in the only suitable way: a tool for revenge. This becomes the monster's only role in the natural world. Once it has finally inflicted true punishment against Frankenstein, it will have no purpose. The monster does not belong in the natural world, and so it will be destroyed, â€Å"I, the miserable and the abandoned, am abortion, to be spurned at, and kicked, and trampled on† (Shelley 886). Revenge is its only objective, when nature finally achieves this intention it returns the monster back to nature.The creature's birth was allied by the use of natural materials, human flesh and lightning, similarly its death is caused by Nature's elements, fire, â€Å"I shall collect my funeral pile, and consume to ashes this miserable frame, that it s remains may afford no light to any curious and unhallowed wretch, who would create such another as I have been. I shall die. † (Shelley 889). The creature is of no use to Mother Nature any longer, and so it must remove itself from the natural world. â€Å"The Rime of the Ancient Mariner† and â€Å"Frankenstein† describes the horrors that result from invoking nature's rage.The natural world, according to the Romantics, was a divine force. Like the pagan gods of Greek and Roman culture, nature's wrath is terrible and unmerciful to those who dare to wrong it. Victor Frankenstein, the Promethean figure of the Romantic period, defies nature in his decision to bring unnatural life into the natural world. This is an act of blasphemy against nature, and to an extent, â€Å"God† himself. Frankenstein's punishment for this sin is both thorough and justified. Like Prometheus, Victor Frankenstein spends his remaining life paying for his act of defiance against the g ods of nature.

CAsE fOr AnALYsis Does This Milkshake Taste funny Article

CAsE fOr AnALYsis Does This Milkshake Taste funny - Article Example Time played the major role in justifying the removal of the filters. In the case study, the time for the production was elapsing and George and his team had not finished their daily duties. The reason for their failure to complete their duty on time was the filters that clogged with maggots. This made the team to remove the filter so that they can speed up production in order to beat the time deadline for their daily production. Therefore, time was the major cause of the unethical practice of producing milk contaminated with maggots. Running the production process without filters in this plant speeds up the production process. As a result, the plant could produce more products in the allocated time. This is one of the reasons why a choice to run the product without filters would be made. The other reason is the absence of the management. Management would have been worried more about quality than time thus hindering such a decision. One of the dynamics contributing to this choice is that the products go through a homogenizer, which can remove all the solid matter after production in the plant. The other dynamic is that the product would be going through pasteurization process. This process would kill any bacteria that might be in the product. Producing contaminated products for consumers is very unethical. If I were George, I would not agree to remove all the filters in the production plant. Instead, I would clean the filters and put them back to the plant. As a result, the product would be free of maggots. However, as the production team, we would not be able to produce the required daily capacity. Moreover, my relationship with colleagues especially Paul would be greatly affected. Occurrence of choices made in the case study was caused by time limitation. To avoid occurrence of such choices, the management should stop focusing on quantity and time and start focusing on

Censorship in Cinemas Coursework Example | Topics and Well Written Essays - 9000 words

Censorship in Cinemas - Coursework Example The research brings together practical evidence by way of scholarly theory and the popular press to support some of these arguments and to determine whether it is a necessary element within society in its broadest context. 'Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers' - Universal Declaration of Human Rights, Article 19. 'The exercise of these freedoms, since it carries with it duties and responsibilities, may be subject to such formalities, conditions, restrictions or penalties as prescribed by law and are necessary in a democratic society in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.' (O'Byrne, 2003: 106-112) So it appears that freedom of expression is not without its limits and is still subject to censorship in terms of what is considered beneficial to the greater good of communities. Censorship can, in its broadest sense, be defined as the suppression of knowledge or ideas. It is often enforced by governments or authoritative organisations to prevent certain types of explicit material from being circulated. This study is focusing particularly on the nature of film censorship which can be judged in relation to language that is used, the plot or the subject matter and is applied in accordance with protecting children, minority groups or vulnerable individuals from exposure to unnecessary emotional trauma. In Britain, film censorship has been active since the turn of the last century and is now overseen by the British Board of Film Classification (BBFC) which classifies films and certifies them accordingly for public viewing. In the United States censorship emerged in the late 1920's with the development of talking pictures. The Hays Code of film classification was adopted in 1934 'to control the depiction of religious groups, foreign countries, foreigners, sexual and criminal activity and other repellent subjects.' (Sourced from: http://www.talkingpix.co.uk/ArticleCensorship.html, Date accessed, 18/02/09) Later on, in 1968 a classification system was established that all Hollywood movies recognise on a voluntary basis and which is governed by the Motion Picture Association of America (MPAA). The UK shares many of the same censorship and classification strategies as that of the United States. The only legally acknowledged censorship bodies in the UK are the local authorities; with 'obs cenity' listed as the prime protagonist for ensuring film censorship is sustained. The British Board of Film Classification argues that classification is largely upheld in accordance with protecting children. (Kochberg, 2007) Their current guidelines identify a number of areas of concern which are addressed and considered in

Strategy for growth for a student's society Coursework

Strategy for growth for a student's society - Coursework Example In the same perspective, the student organisations will always aim at facilitating ideas that influence a relatively large number of students (Collins, 2001). Student societies have come to gain great command since universities are the highest entities of learning, endorsed with a huge number of people from various parts of the world. The fact that any student, in a particular university, regardless of their age or current situation will always be in a position to join their preferred organisations, calls for a lot of members all the same. Nevertheless, the situation is getting even better as more and more university-based student organisations continue to incorporate members of non-university background (Goldsmith & Robertson, 2003). Such kinds of allowances have called for the development of various types of student organisations. This can be in the range of faculty societies that orient on a particular university faculty in the perspective of uniting current members. Aspects like taekwondo have come to amalgamate various students of similar ideologies with science fiction calling for the opportunity to unite students with interests on film and television. On the other hand, academic aspects like study organisation have also played an important role in bringing together various students of similar study years at a particular university. ... The equivalent can be related to the music and film societies that handle cheap film and music shows within the university. The students’ societies have widespread influence opportunities that affect almost every aspect related to students. For instance, the international student societies will always seek to unite various students from different backgrounds at a university. In the business perspective, students with similar ideas in production and commerce will come up with related groups, for instance the Students in Free Enterprise (SIFE). This organization has amalgamated students with leadership quests in the business world, especially those seeking higher education (Shankman & Allen, 2010). Commonly known as Enactus, this organisation is among the few students’ societies that have come to foresee a lot of development. With reference to the global nature of business, almost every university around the globe has several faculties related to business and its aspects. Everything happening everywhere from rural areas to urban centers in any country happens to be business-based. Companies are developed with a quest of making profits. Governments gain their operational capital from taxation-based on business. The buying and selling of property around any retail and wholesale shops is an idea of business. The travelling of people from one place to another, be it by planes, vehicles or ships, involves the exchange of money. Business affects everyone, not only on the directly practical aspects mentioned above, but also in the virtual world of the Internet. Today, people are setting up companies and institutions online. The selling of products is today based on the Internet as people advertise the various products they possess, quoting their prices

Applying ethics on Amanda Knox's memoir Research Paper

Applying ethics on Amanda Knox's memoir - Research Paper Example So much of the information was left untouched and the investigations were hurriedly handled (Bosman, 2013). The investigation process of the case was harsh and time bound. The criminal backgrounds of Amanda, Guede, Patrick and Raffaele were not traced so that they could be source of the possibility of linking them with the murder charge. As the ethical dispensation of any murder case would have it, the tremor of the link with a murder case would torment the feelings of an innocent person (Bosman, 2013). The implication that the situations could bumper into the person’s mind, and alter the information due to the need to relieve her was never considered. This is one of the instances in the case and the proceedings that justify the case was not fairly and ethically addressed and handled. The investigation of the case In the process of acquiring the data on the purported evidence that linked Amanda and the others to the case of murder, much of the investigative processes and proce dures were left unrevealed. It could be true that Guede was at the scene where the British student was killed. This is because they had planned to meet at the restaurant, and the two had been seen to be in a social affair. However, this could be disputed by noting that being at a murder scene does not officially link one to being a criminal. The police ought to have investigated deeper into the matter, by letting him record a statement about the case and be left to roam. The immediate interdiction of a suspect causes more harm to the person, the reputation earned in years and the tremor causes more psychological arrest within oneself. During the interrogation by the police, she claims that the police made an attempt to convince her to accept the charges, and even beat her at the back of her head (Bosman, 2013). In the investigations, Guede was found to be escaping from the scene, but he got tangible reasons to overturn the perceptive reasoning of the police. Being that he was a blac k man and racism was in the core of every system in Italy, his conscience could not let him stay at the scene of such a prime crime. Philosophically, there are reasons that expose the urgency in the action one does in a criminal case. In a sober mind, none could wait and be lynched by the guilt of being a murder. Moving away from the scene was in a way appropriate for the sense of safety as well as having a direct view of the suspect trying to hide from the authorities. These two factors may determine the Guede’s action to run away. As well, this factor too was not taken into consideration by the investigative officers (Brygel, 2011). During the case hearing, the Judges were found to have refuted part of the evidences provided by the lawyers of the suspects. From the Court of Appeal directions to the judges, it is clear that in the previous court sessions; a lot of evidences were left and were not revealed to the court for they might have changed the profile of the case. Aman da being an American and Guede an Ivorian, it was apparent that the court and the entire prosecution process were predetermined to make the case be of a certain objective. The differences in the ethnicity of the people in a criminal case should not be used to implicate and determine the fate of the suspects and the prosecutors. The justice systems in every country should be based on rational dispensation of the truth behind the

Wall Street Journal Section Review Research Paper

Wall Street Journal Section Review - Research Paper Example A subheading on Columns present news articles written by WSJ columnists such as Brett Arends, Karen Blumenthal, Kelly Greene, Laura Saunders, and Jason Zweig, to name just a few. Other relevant and captivating sections appear as subtopics ranging from Real Estate, Autos, Fitness & Health, and Careers. Finally, at the bottom portion are Offers that promote products and services at discounts and good bargains for interested customers. There is a portion for sponsored links and all the comprehensive information on WSJ in a separate highlighted portion to include data such as WSJ.com Account, About, WSJ.com, Tools & Formats, Create an Account, and Help & Information Center. The right side column gives additional details regarding WSJ Digital Network with Foreign Language Editions. Appendix A: Specific Observations Personal Finance Observation 1: Ensign, Rachel Louise. 15 May 2011. â€Å"Maybe We'll Charge an Extra Fee to Read This.† Wall Street Journal, Top Stories in Personal Fin ance: Money.

OM8021 Literture review concept map Essay Example | Topics and Well Written Essays - 500 words

OM8021 Literture review concept map - Essay Example research, he has used group, organization and industry levels of analysis whereby he has focused on groups of people in poor regions and isolated areas, organizations and companies, and industries such as farming, fishing and banking. The author states that mobile communication is the technology that has the greatest effect on the development of society and can be a major step towards industrialization in developing countries. He points out various implications of mobiles in the developing countries: The applications within mobile banking overcome the challenges posed by large geographic distances and infrastructure deficiencies for local business people and enhance safe transfer of funds. This reduces the risks involved in handling large sums of cash. Applications in the areas of education and information are also beneficial in third world countries. Mobiles also improve relations where family members and friends in the city and rural areas communicate and exchange information thereby overcoming the â€Å"major social problem†. He also notes that mobile phones create improved conditions for companies, which in turn creates better economic and social conditions thus raising living standards. One limitation that the author identifies is that the services and applications offered in third world countries are low-tech as this is what all parties ranging from operators to individuals in rural areas would afford. The author identifies a number of recommendations in the paper. He notes that mobile applications could be invaluable in helping health professionals and care providers get vital information, for instance, on HIV/AIDS and malaria to people living in isolated areas while access to obituary information via a mobile phone could make life easier. He also points out that provision of mobile phones to people in poor regions could significantly hasten development and that offering voice and sms services is the best way to raise living standards in Tanzania, an

Euthanasia in Australia Essay Example | Topics and Well Written Essays - 1750 words

Euthanasia in Australia - Essay Example Presently, in Queensland, the only two laws that deal with end of life are Advance Health Directive and the Power of Attorney Act 1998. In fact, both the laws are insufficient to seek the help of others for assistance. Compared to other states in Australia, Queensland has more restrictions on the use of Advance Health Directive, which result in hindering individual freedom to healthcare. While other states use Advance Health Directive to overcome the restrictive statutory regime, Queensland uses the statutory regime to restrict the freedom under Advance Health Directive. Thus, Queensland authorities are more orthodox about the sanctity of human life than other states are. However, the mere fact is that through the amendment to the Queensland Criminal Code 1899, the territory has unofficially allowed room for euthanasia. It becomes evident that the existing laws in Queensland show double standard. On the one hand, it stands totally against the right to end ones own life unlike other s tates in Australia. This is evident from the fact that it has imposed greater restrictions on Advance Health Directive. On the other hand, it introduced amendments to Criminal Code to help health practitioners escape prosecution by allowing palliative care to the extent of foreseeable death but not intended death. However, the mere fact is that these rules and regulations are not water-tight. In other words, there arise a lot of legal issues associated with the present day stance of the authorities in this regard. It becomes evident that the Criminal Code of 1899 as amended in 2003 gives room for euthanasia on one hand, and punishes the ones who help in the same on the other. The Advance Health Directive and statutory regime- a failed purpose Admittedly, the only purpose of Advance Health Directive (AHD) is to allow individuals to decide their future course of treatment if they are incapable of taking independent decisions in future. As Willmott (2007) points out, unlike other state s, Queensland has more rules and regulations regarding the applicability of AHD. The Power of Attorney Act (1998) (QLD) declares that in order to proceed with the AHD to remove life-sustaining measures; one of the four conditions should be met: the patient has a terminal illness from which death is certain; the patient is in a vegetative state; the patient is permanently unconscious; or the patient has such an illness or injury from which patient is highly unlikely to recover. Thus, the Queensland regulation evidently kills an adult’s right to self-determination as the legislation shows more attachment towards the medical principle of sanctity of life. Davis (2009) argues that a look into the English law proves that the right to self-determination is given more importance than the principle of sanctity of life. In the case, Bland was in a vegetative state and the court allowed removal of life-supporting treatments to facilitate his death (ibid). However, in Queensland, an adu lt can fill advance health directive but it will operate only if it is in harmony with the common law. That means, in Queensland, for an advance health directive to operate, it should meet criteria like a sufficiently poor state of health, lack of prospects of recovery, and consistency with good medical practice. However, in other states, it is irrelevant to consider the fact that the adult would have lived for an extended period of time and made a full recovery if life-sustaining measures were given. In other words, if there is a valid AHD, the medical practitioner would not legally be allowed to provide such good medical practices which could prolong or save the life of the patient. Another important limitation, according to Willmott et al (2006) is that in Queensland, self-determination

Class Conflict Essay Example for Free

Class Conflict Essay Introduction: This essay aims to examine the extent to which class conflict affects education and life opportunities. The following paragraphs seek to illustrate how factors such as class position and parental attitudes affect education and life opportunities among different social classes and the conflict that lies between them. In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Throughout this essay I will examine the definitions of class, conflict, education and opportunity. The main body of the essay seeks to highlight the reason as to why people are members of certain classes and the effects this has on their chances for education and life opportunities, using the example of education in Britain. In conclusion, a brief synopsis of class conflict will be given and considerations of some of the reasons why this occurs. In answering the question through the use of an example from the social context in which class conflict effects education and life opportunities this essay aims to highlight how the conflict between classes effect a person’s right to an education and equal life opportunities. Class, Conflict, Education, Opportunity: In order to understand the content of this essay it is first necessary to understand all of the possible variables involved. Norman Goodman defines class as â€Å"a term widely used in sociology to differentiate the population on grounds of economic considerations such as inequalities in terms of wealth or income† (Goodman, 1992).In support of this the Concise Oxford English Dictionary defines conflict as â€Å"an incompatibility between opinions† (2004). In light of these two aforementioned definitions Karl Marx argues that â€Å"class conflict is not only inherent but inevitable within capitalism† (Goodman, 1992).Education can be defined as â€Å"the theory and practice of teaching† (2004). To once again quote from the Concise Oxford English Dictionary an opportunity is â€Å"a favourable time or set of circumstances for doing something† (2004). Why do we have social classes? Ultimately social classes are based on economic factors. Dating back to Victorian times, lower, middle and upper classes existed. The lower classes would have been made up of the landless labourers. Middle classes would have included the tradesmen i.e. people with a professional skill/qualification such as a blacksmith. Finally the upper classes would have consisted of the large farmers and business owners. The upper classes would traditionally employed people from the lower classes to run their farms or businesses. Although we have moved on since Victorian times, this social divide hasn’t changed much. There still remains today a prominent divide between the lower middle and upper class people. This can be seen now within the third level education in present days. Due to the economic crisis we are currently experiencing, less and less people are able to afford the luxury of a third level education. Sadly this is hitting the lower and working classes the hardest. Due to government cutbacks grants are being chopped leaving the less fortunate members of our society starved for further education. How does the conflict between different social classes effect education and life opportunities? As mentioned in the introduction class position and parental attitudes play a vital role in the effect that class conflict has on education and life opportunities. It has been proven that class position has a huge effect on parental attitudes in getting involved with their children’s school lives. A.Lareau outlines parental involvement as â€Å"preparing children for school (Lareau, 2000) , this includes assisting the child in learning the alphabet, speaking and reading stories to the child. This is to promote language development. Also parents should attend school event such as parent teacher meetings and comply with the requests teachers make of parents in furthering a child’s education. School success is positively linked with parental invol vement (Lareau, 2000). Through research it has been proven that a lack of â€Å"parental involvement is not random and that social classes have a powerful influence on parent involvement patterns† (Lareau, 2000).For example, â€Å"between forty and sixty per cent of working †¦ and lower-class parents fail to attend parent teacher conferences. For middle-class parents these figures are nearly halved, i.e., about twenty to thirty per cent. (Lightfoot1978, et al.). This is also proven true when we turn to the promotion of language development. These areas include â€Å"reading to children, taking children to the library, attending school events and enrolling children in summer school† (Lareau, 2000). Middle class parents were shown to take a more active role in schooling than the parents of middle and lower class children. Originally to enter the secondary educational system in Britain a fee had to be paid. It was privately organised and based on â€Å"differentiation along lines of socia l class† (McCulloch, 1998). The working and lower classes were only obliged to attend elementary education. Secondary education was intended solely for the wealthier middle class. The very wealthy and sons of landowners attended the â€Å"nine great schools of Eaton, Harrow†¦Merchant Taylors and St. Paul’s† (Sally Power, 2003), these were originally called public schools. Within the middle class there was a differentiation in the line of secondary education. This was shown by the Taunton Commission of the 1860s. Schools were divided into 3 categories depending on their clientele. The first group was catered for the sons of professional men, men in business (â€Å"whose profits put them on the same level as the great majority of professional men† (McCulloch, 1998)).This grade continued to the age of 18 or more. The second grade was much broader in its general curriculum than the first. This continued till the age of 16 and catered for the sons of â€Å"large shopkeepers, rising men of business and the larger tenant farmers† (McCulloch, 1998) .The third group catered for the â€Å"distinctly lower scale† such as small tenant farmers, small tradesman and superior artisans. This grade continued only till the age of 14. Gradually, however, access to secondary education was widened. The 1902 Act introduced a scholarship route which enabled intelligent products of elementary education to â€Å"proceed to free places in secondary education† (Roberts, 1977). Then, all children, â€Å"with exception of approximately five per cent whose parents desired and could afford an independent education† (Roberts, 1977), were given an equal opportunity with entry to different types of secondary schools that were introduced. â€Å"This depended solely on their performances in an impartial selection procedure that became known as the eleven-plus† (Roberts, 1977). At this time (1944) it was believed that society had reached equality in terms of secondary education and that each child was the maker of their own destiny depending only on their own accomplishments and hard work and not upon the socio-economic status of their parents. Now, However it is common knowledge that the 1944 Act was not successful as government reports showed that a â€Å"strong link remained between children’s educational attainments and their social class origins† (Roberts, 1977). Investigation showed that, in what was meant to be an equal opportunity of education for all, working class children seemed to â€Å"fall at every hurdle†. Social class was shown to be related to the allocation of children in primary school streams, their achievement in the eleven-plus selection procedures, â€Å"the streams towards which they gravitated within secondary schools† (Roberts, 1977), their chances of remaining in education passed the statutory age and also their resulting chances of entering higher education. Hence affecting their chance of employment in their future life which would enable them to support their family and hence being amore active member of the society in which they live. Conclusion: To conclude, from my research I do believe that class conflict has an effect on education and life opportunities as mentioned above parental attitudes and class position can have a devastating effect on a child’s life but it can also have a positive effect. This is down to where one’s family lies in the class structure. Trends show that many members of lower classes do not succeed in education as much as the members of the wealthier middle classes. This lack of success in education is often presents itself in further life. Bibliography: 2004. Concise Oxford English Dictionary. s.l. : Oxford University Press , 2004. Goodman, Norman. 1992. Introduction to Sociology. New York : Harper Perennial, 1992. Lareau, Annette. 2000. Home Advantage. Maryland : Rowman Littlefield Publishers , 2000. Lightfoot1978, Ogbu1974, McPherson1972 and Galen1987, Van. McCulloch, Gary. 1998. Failing the Ordinary Child ? Buckingham : Open University Press, 1998. Roberts, Cook, Clark, Semeonoff,. 1977. The Fragmentary Class Structure. London : Heinemann Educational Books Ltd, 1977. Sally Power, Tony Edwards, Geoff Whitty ,Valerie Wigfall. 2003. Education and the Middle Class. Buckingham : Open University Press, 2003.

Purple color Essay Example for Free

Purple color Essay Purple color of tetraphenylcyclopentadienone was isolated by aldol condensation between dibenzylketone and benzil. Water was also produced, but it was eliminated by polar protic solvent, triethylene, and heat. Thus, the mixture was heated until the temperature of the mixture reached to 100 ? C so as to eliminate the water present and also to increase the rate of reaction due to increase in entropy. Benzyltrimethylamonium hydroxide was used as a base catalyst. Since catalyst increases the reaction rate much faster at higher temperature, it was added to the mixture at 100 ? C. Once the catalyst was added to the mixture, it turned to dark muddy like and the temperature went up to 120 ? C. Dark purple, muddy like mixture indicated the completion of the reaction. Increase in the temperature indicated that the reaction was exothermic reaction. The completion of the reaction was also confirmed by the color of the filtrate. Methanol washed the impurities and the catalyst on the filter and thus color of the filtrate changed from brown to purple. The product, tetraphenylcyclopentadienone, was purple even though the two reagents benzil and dibenzylketone were yellow and colorless respectively. Tetraphenylcyclopentadienone has extended conjugation between five carbon rings and four phenyl groups that increase stability and thereby lowers overall energy of the molecule. Thus, it absorbs light at lower energy and longer wavelength that is in visible spectrum. Thin layer chromatography (TLC) was used to test purity of the product, i. e. , tetraphenylcyclopentadienone. Only one spot in the product lane in the TLC plate was observed under UV light which indicated that the product was relatively pure. The percentage of recovery was 76%. Some of the product was possibly lost when the mixture was heated. The mixture was heated quickly, so some of undesired product was also formed. Also, some of the product was possibly washed by methanol because solubility is not absolute.

Evaluation Of Mission Statement Business Essay

Evaluation Of Mission Statement Business Essay I used the vision statement matrix and shortcomings to review the vision statement. The components included are directional, focus, feasible, desirable and easy to understand. In shortcoming analysis, there are only 2 matrix involved which are vague and not distinctive. I used the mission statement evaluation matrix to analysis the mission statement. The mission statement got the components such as products/services, market, concern for survival, growth, profitability, philosophy and concern for employees. 2.0 Introduction PepsiCo is an American multinational food and beverage corporation with interests in the manufacturing, marketing and distribution of grain-based snack foods, beverages, and other products in around 200 countries. PepsiCo offers the worlds largest portfolio of food and beverage brands included 22 different product lines. PepsiCo is the biggest rivalry of Coca-Cola in soft drink industry. I, as a business analyst in PepsiCos Corporate Strategy department, had appointed to review the PepsiCos current vision statement and mission statement. I used the vision statement matrix table and shortcoming matrix of vision statement to review the vision statement of PepsiCo while used the mission statement evaluation matrix to analysis the PepsiCo mission statement. 3.0 Analysis of vision statement Vision statement is concerning a firms future business path such as where we are going. I had used the vision statement matrix to review the PepsiCos vision statement. I used the components such as directional, focus, feasible, desirable and easy to understand to evaluate the vision statement. (refer Appendix 1) In directional component, it is about the direction of PepsiCo target in future. Through viewing the vision statement, PepsiCo wants to become the truly sustainable company by improving the aspects involved and emphasizes on environment management, CSR and commitment to shareholders. By becoming a truly sustainable company, PepsiCo will become a strong and stable company and well known globally. Market expansion will bring opportunities to PepsiCo to extend its products range and lines and thus able to get in many other industries. Besides that, become a sustainable company will get PepsiCo into a more intense competition with competitors such as Coca Cola and other competitors from other industries that PepsiCo took part. For graphic component, it is about the picture that the company that the management trying to create. Well, in the vision statement of PepsiCo, the products portfolios are not mentioned. People are hard to get the picture of what the company wanted to do. Thus, the graphic component is not appeared in the vision statement of PepsiCo. In focus component, it is about whether the vision statement of PepsiCo is specific enough for PepsiCo to focus on actions that PepsiCo want to choose. From the vision statement, PepsiCo focus on environmental stewardship, activities to benefit society and commitment to build shareholder value to become a truly sustainable company. Thus, management of PepsiCo will make decisions based on the 3 actions that PepsiCo focused on. By completing the environmental stewardship, activities to benefit society and commitment to build shareholder value, it will make PepsiCo be environment friendly and gain good reputation with good CSR and fulfillment of commitment to shareholders. Thus, PepsiCo is able to gain the awareness of customers by good CSR and investors by good shareholder value. Well, it may bring opposite effects to PepsiCo if PepsiCo is not doing well of what it emphasizing which are stated in its vision statement. The shareholders might complain about the un-fulfillment of the comm itment to build shareholder value and public might have a bad image toward PepsiCo with poor CSR. In feasible component, it is about whether the company able to achieve the target. By viewing the vision statement, the feasible part of PepsiCo is improving all the aspects that PepsiCo operates in to create better tomorrow and thus become sustainable company. PepsiCo expected to able achieve the improvement of the aspects that PepsiCo operates. By achieve the improvement of the aspects, PepsiCo will has better control and understand of the aspects that PepsiCo involved. Thus, it is one step forward for PepsiCo to become a truly sustainable company. Well, some aspects are uncontrollable and PepsiCo has to stick in the uncontrollable aspects. In desirable component, it is about the long term interest of the stakeholders. Through the vision statement, the desirable part of the PepsiCos vision is commitment to build shareholder value. PepsiCo promise the shareholders benefits in order to gain full supports of the shareholders. Thus, the internal of company will become more united. Contribution of shareholders are become more significant such as introduce the investors and partners. By the way, it may be create barriers among the shareholders if the distribution of value is not equal. In easy to understand component, it is about ease to understand and communicate of the vision statement. By viewing the vision statement, PepsiCos vision statement is a bit lengthy but in clear English. The vision statement has 2 long sentences of stating what PepsiCo set for future vision. The vision statement is in clear and simple English but it is better to make it shorter and simpler. 3.1 Shortcoming of vision statement (refer Appendix 2) Vague mean that the vision statement is short of specifics about the company. The vision statement of PepsiCo is a little vague. It is because there are few options of actions in the vision statement and not sure which actions that PepsiCo want to follow. People will feel a bit confuse with the vision statement and will worry that whether PepsiCo is able to fulfill the actions in the vision statement. Next, the vision statement of PepsiCo is not distinctive. There are many actions in the vision statement for PepsiCo to go on and not specific enough. Besides that, the vision statement is too normal and can be any company using the same vision statement. There are only 2 shortcomings for PepsiCo vision statement and the other 3 shortcoming matrices are not related to the PepsiCo vision statement which are not forward looking, rely on superlatives and bland. Not forward looking mean the vision statement is not concern about the future. Well, PepsiCos vision statement is forward looking because in the vision statement, PepsiCo is concerning about the future with wanting to create better tomorrow by improving the aspects that PepsiCo involved. Rely on superlatives mean that the vision statement is set to be the most successful position. PepsiCos vision statement is not relying on superlatives because it didnt mention that PepsiCo want to be the top company but only want to create a better tomorrow and become a truly sustainable company. Bland is the lacking of motivational power of the vision statement. PepsiCo is making commitment to build shareholder value in the vision statement. The commitment will motivate the shareholders to fully support the company. 3.2 Recommendations Since there are few options in the vision statement and make the vision vague, I recommend that the vision statement should become directly to points which mean that PepsiCo should combine all the options of actions into 1 sentence. This will make people know that what PepsiCo want to do and goes on when they read the vision statement. Next, the vision statement is not distinctive to let people differentiate itself from other companys vision. PepsiCos vision statement is too broad and any company can use the same vision as PepsiCo. Thus, I recommend that PepsiCo simplify its vision statement and make the vision statement short and memorable for people. Based on the recommendations above, the old vision statement of PepsiCo is vague and not distinctive. Thus, I had modified the old vision statement based on the recommendations to enhance the old vision statement. The new vision statement of PepsiCo is as below: PepsiCo aims to keep improving all aspects that we operate and focus on environmental management, CSR and commitment to shareholders to create a truly sustainable company. 4.0 Evaluation of mission statement Mission statement is focused in current business activities such as who we are and what we do. A company mission is not to make a profit but what we will do to make a profit. Making profit is only an objective. (refer Appendix 3) I used the mission statement evaluation matrix to review the PepsiCos mission statement. From reviewing the PepsiCos mission statement, there are components such as products/services, markets, concern for survival, growth and profitability, philosophy, concern for public image and concern for employees can be seek from the mission statement. By the way, the customers, technology and self-concept are not exist and absent from the mission statement. Products/services component is about what the company offered. From reviewing the mission statement, PepsiCo is offering the convenient foods and beverages such as snack foods, soft drinks and etc. Well, this component can be enhanced by expanding the products portfolio. PepsiCo can try to get into more foods and beverages industries other than its already owned products such as instant noodles and perhaps alcoholic drinks and etc. The strong brand name of PepsiCo will make the new products adapt easier by customers and to successful. Market component is about what the market that the company is targeting and occupying. From the mission statement, PepsiCo want to serve the global market. PepsiCo is a well known company around the world and PepsiCo is now serving the world market as well. Thus, I would like to recommend PepsiCo to put efforts in penetrate into deeper demographic markets. For example, PepsiCo can cooperate with the vendor companies and put its drinks in the vendor machines in even smaller places such as schools, colleges, some grocery shops and etc. For concern for survival, growth, profitability component, it is about how the company concern about its survival in the industry, growth and profitability of itself. By reviewing the mission statement, PepsiCo provide financial rewards to investors and also chances of growth and enrichment of the employees and business partners. PepsiCo build good relationship with investors to guarantee the sources of capital for survival and grow. The enriched employees with skills are significant for the company to survive, grow and gain profits. The upgrade of business partners of PepsiCo also vital to earn profits. Thus, I recommend that PepsiCo could build a really stable and strong relationship with the investors, enriched employees and business partners. Hence, keeping the talented and skillful employees in the company and strong business partners are a very important step for PepsiCo to survive, grow and earn profit in the industry. The philosophy component is about what the company always strive to do. From the mission statement, PepsiCo strive for honesty, fairness and integrity in everything. PepsiCo would like to care for customers, consumers and the world. PepsiCo put the customers at the first place before anything. The concern for public image component is about whether the company is concerning about the public image. Through the mission statement, PepsiCo is concerning its public image by providing the opportunity for its business partners and communities to grow and upgrade. PepsiCo become environmental friendly and implement the CSR to gain the reputation. Concern for employees is about how the company cares about its employees. From mission statement, PepsiCo provide opportunities for growth and enrichment to employees. Well, PepsiCo can build good relationship with the employees and bring the sense of belonging toward company to them. By here, I recommend that PepsiCo to add in the 3 missing components which are customers, technology and self-concept to enhance the mission statement. Customers component is about the target market that the company served. PepsiCo can improve the mission by stating that it will serve the global customers of all ages since PepsiCo is serving the world market. For technology component, it is about the technology of the company adopt and using. This component is absent in the PepsiCos mission statement. By the way, PepsiCo can add in the component by stating easier delivery of products to customers with the advance technology and thus save cost and time. For self-concept component, it is about the self concept that the company hold as concept. This is missing from the PepsiCo current mission statement too. The self-concept of PepsiCo can be add in is delivering sustained growth through empowered people acting responsibly and building trust. By the new descriptions added in, I would like to suggest few modifications to the current mission statement. Our mission is to be global premier consumer products company serving the global market with customers of all ages focused on wide product lines of foods and beverages. We seek to produce financial rewards to investors as we provide chances for enrichment to our employees, business partners and the communities in which we operate. The technology makes us easier to reach customers. And we strive for honesty, fairness and integrity in everything we do. 5.0 Conclusion As a business analyst of PepsiCo, I had reviewed the vision statement and mission statement of PepsiCo with the analysis and evaluate matrix. Thus, I had recommended few enhancements and modifications to the current vision statement and mission statement. With the enhanced vision statement and mission statement, it is easier to read and understand by people. Hence, with a clear and simple vision statement and mission statement, PepsiCo can create a better future and become a truly sustainable company.

The Origins of Chattel Slavery in Colonial North America Essay

The Origins of Chattel Slavery in Colonial North America There have been many illuminating studies in the field of the origins of chattel slavery in Colonial North America. Alpert, 1970; Edmondson, 1976; Jordan, 1962: Ruchames, 1967; Starr, 1973, wrote seminal studies that did much to bring insight to the subject. Goetz, 2009; Mason, 2006; Smaje, 2002; Neeganagwedgin, 2012, presented evidence that have either reexamined old questions or used new methods and approaches to ask news questions to add insight to this topic. However, little has been written about indeginous slavery and its pycho-social impacts that still influence North American people today, or the political considerations that led to black society becoming chattel slaves. These topics have been under scutinized and their study would add insight and new perspective to this body of literature. In looking at the body of discourse the recurring themes of what came first; prejudice or slavery first is the most contested. Logically in order to enslave the master must find a means to establish the enslaved â€Å"otherness† and it seems that a primary means of doing so was and is ethnocentric superiority and religion. It doesn’t seem that one could justify morally, subjugating another without â€Å"knowing† that you were culturally, socially and morally superior to those you wanted to subjugate. In the majority of the studies, the idea that imposing values and religion on the subjugated as beneficial to the subjugated, was a primary theme, yet if there was no financial benefit it is doubtful that the slave system in the United States would have developed or had the impact that it has. Because of this reasoning, I believe that Jordan’s model is probably the closest to accurat... ...Press. Ruchames, L. (1967). The Sources of Racial Thought in Colonial America. Retrieved March 25, 2012, from Retrieved from URL: http://www.jstor.org/stable/2716188 Smaje, C. (2002). Re-thinking the Origins Debate: Race Formation and Political Formations in England's Chesapeake Colonies. Journal of Historical Sociology, 15(2), 193-219. Starr, R. (1973). Historians and the Origin of British North American Slavery. The Historian, 36(1), 1-18. doi:DOI: 10.1111/j.1540-6563.1973.tb01523. Tomsett, F. (2000). 1606 and all that: The Virginia Conquest. Race and Class, 41, 29-14. doi:10.1177/0306396800413003 Wareing, J. (2002). Preventive and punitive regulation in seventeenth-century social policy: conflicts of interest and the failure to make ‘stealing and transporting Children, and other Person’s a felony. Social History, 27(3), 288-308. Doi:10.1080/03071020210159685

Applying Common-sense Morality to Life :: essays research papers

Applying Common-Sense Morality to Life   Ã‚  Ã‚  Ã‚  Ã‚  I believe that I could and do â€Å"live with† W. D. Ross’s theory of common-sense morality as my own moral code. I agree with some of the principles that Kant and Utilitarianism follow, but I believe they are too strict. I agree with the system of moral dilemmas and priorities that common-sense morality uses. It allows a person to prioritize moral obligations and choose which obligation is more important based on a particular situation. I believe common-sense morality can easily be applied to situations at home, at work, and at school.   Ã‚  Ã‚  Ã‚  Ã‚  First, I will give an example of how common-sense morality can be applied to a situation at home. Let’s say that my father and I have plans to meet for dinner on Thursday night. According to Ross, I have made a promise to meet him for dinner and this situation would fall under the obligation of fidelity. In class on Thursday, I find out that I have an exam in my business ethics class on Friday and I know that I should stay home and study for it instead of going out to dinner. After thinking about the situation, even though my father and I had previous plans to go to dinner, I would decide to change our plans to a later date and study for the exam. By doing this, I broke my promise to go to dinner, but the exam is more important. According to Ross, I have prioritized the exam over the dinner in order to fulfill by obligation of self-improvement.   Ã‚  Ã‚  Ã‚  Ã‚  Second, I will give an example of how common-sense morality can be applied to a situation at work. Let’s say that I work at Wendy’s fast food restaurant. James, the manager of the store, and I are the only staff members in the store. All of the sudden, James accidentally spills hot grease all over his hand and is screaming for help. I immediately run over to help, but then a woman in the dining area screams to call 911 because her husband is having a heart attack. Now I have a moral dilemma. According to Ross, I have an obligation of beneficence to both people, but I need to evaluate which person’s health is more at risk. In this situation, the person having the heart attack is in much more danger than James. I would call 911 and then tend to James.

The Presence of God in The History of Plymouth Plantation Essay example

The Presence of God in The History of Plymouth Plantation The presence of God is evident in the passage from The History of Plymouth Plantation in every event significant or not. In his diary, William Bradford describes several occurrences in which God played a major role in deciding the outcome. According to Bradford, God can help or hurt according to His will. The first of these displays of God’s will in this passage was of revenge toward a sailor. He was as Bradford described him â€Å"a proud and very profane young man... of a lusty, able body.† The sailor would â€Å"always be condemning the poor people† of the Mayflower because of their seasickness. The sailor went as far as to say that he hoped to help cast them overboard before they reached the mainland. Bradford believed that God was pleased to smite this young man with a grievous disease and ironically cause him to be the first to die and be thrown overboard. This proves that Bradford’s god is all-powerful and able to seek and gain revenge against those who go against god’s chosen people. In a later reference, God helps â€Å"one of his chosen people† survive during a storm. A young man named of John Howard was coming up from below deck when he was swept overboard. But, because it pleased God, the man grasped a main line and was able to be saved. Bradford believed that because the man was saved he was one of God’s chosen people and, therefore, later went on to become an important member of their society. This incident ...

PERSONAL SKILLS DEVELOPMENT AND TEAM WORK ANALYSIS

Effective organisational public presentation is an facet that every organisation would wish to accomplish but how those organisations can bring forth a high public presentation. Teamwork must be one of the replies. This assignment provides some information and points out that why squad work is of import more than group work, and besides demonstrates the manner which squad members interact in order to do their work procedure flow swimmingly. Bing a good squad member, accomplishments demand is considered because personal accomplishments can be utile in footings of develop a squad ‘s public presentation. Due to this consideration, this is my good opportunity to better my accomplishments by placing some accomplishments which need to be improved. Making the personal development program and making a accomplishments audit are tools which can assist me to accomplish my end. As I am presently in the last term before making my thesis of the MBA class this assignment will demo what I have developed so far and demo how much I achieve my ends. This assignment is divided into three undertakings as follows: 1. Describe the different between squad and group and Identify and critically reflect on the relationship between the aims of important operational undertaking and my single function and aims. Furthermore, this undertaking will show and measure how I interacted with my co-workers and demo my sentiment in what I would make if I look back on the important undertaking and why I would make that. 2. This portion shows how I have developed my accomplishments over the class through my personal portfolio 3. This portion shows the contemplation on the procedure of my accomplishments development1. Working with a figure of co-workers on a given undertaking or important operational undertaking1.1 The differences between squad and groupThe word group and squad normally are used interchangeably, but there are really a figure of differences between a squad and a group depends on which portion you have considered. Longman dictionary defined both words base on the word significance: â€Å" group defined as several people or things that are all together in the same topographic point † and â€Å" squad defined as a group of people who have been chosen to work together to make a peculiar occupation † . Besides you can see a difference between group and squad by concentrating on a relationship among members in group or squad. Normally, members in a squad are close to each other and their single undertakings are related to one another. Significantly, squad donates more than one singl e involve in goal-oriented joint action while group refer to informal bunch of more than one person ( Wilson A. 1998 ) and it goes beyond single achievements. ( Ruth & A ; Herman G.1940 ) . In a group, members they are grouped together for administrative intent merely, some members might non cognize each other earlier but working as a squad, they work together because they got a squad end which is best complete with manual support and the relationship across persons is obvious. ( RDI enchiridion, 2009 ) The of import factor which differentiates squad from group is the interdependent among the squad member in executing the squad undertaking ( Saiyadain M.S, 2003 ) The squad members are diverse in footings of assorted positions, personalities, position and function.1.2 Significant operational undertakingDuring my old occupation, I was working in the cordial reception sector, ( In the little size hotel sector ) , as a general helper in a hotel ‘s eating house. On my operational u ndertaking within the hotel ‘s eating house, all staff were gathered to make our ain single undertaking. As the account about squad and group above, I think working with my co-workers on the important operational undertaking is near to a squad construct. Harmonizing to the squad construct, goal-oriented joint action is a cardinal point which indicates that we were working every bit squad because we had a end which we wanted to accomplish by working together because our single undertakings are linked. Significantly, my squad end was to do certain that we satisfy client demands and outlooks with a high quality of service. In my squad, there were 13 staff who had a duty concern to a whole procedure of service bringing ( e.g director, kitchen staff, waiting staff, ) As I mention above, holding the same end is the key which drawing all squad members together because all undertakings in the whole work procedure are linked. In order to accomplish the end, we needed to travel towards the same way because teamwork is a joint action of a group member and each squad members have to lend their accomplishments and sentiment toward the squad end. Therefore, our squad member, foremost, had to be cognizant and clear about the ends and understand single functions and undertakings. My chief function was covering with clients and do certain that they got the best service and other squad members besides got their peculiar undertaking but every undertakings were linked to one another. Working as squad, leading accomplishments is really of import. Leadership can be defined as the procedure of act uponing and persuade others to understand and hold about what needs to be done and how to make it. ( Gary Yukl, 2006 ) In the squad we needed person who can actuate and take squad members in to the right way without any fright of any jobs. Besides, working as squad, we had to interact among members all the clip to do our procedure flow swimmingly in the right way.1.3 Interaction amon g squad membersSignificantly, Interacting among team members is the key facet which can impact to a whole public presentation because it helps the squad to accomplish the end efficaciously. Harmonizing to Longman lexicon, Interaction is defined as a sort of action which two or more objects can impact to each other. The part from members such as interchanging sentiment, thought or cognition can assist the squad execute more effectual. ( Beyerlein M. et Al, . 2000 ) By and large, every squad member develop the ways of interacting among members over the clip, particularly interpersonal communicating among members because the effectivity of a whole public presentation ever depends on how good team members interact to one another. Often, independent squads are presented the best pattern for increased public presentation ( Hellenthal A. and Molleman E. 2008 ) because working as squad, there exists no individual in order to convey the best solution. The interaction such as how a squad make s determinations, assigns work, and holds members accountable determines squad success, these are really of import to see in any squad work. Harmonizing to my work experience, all of the squad members had to unclutter in head and understand the squad ‘s end, otherwise we might hold been gone in a different way. In our daily occupation, we were assigned a undertaking by a squad leader. Basically, squad leader was non the same member all the clip, it depends on the state of affairs. And in any determination devising, there was ever interaction among team members because in any decision-making everyone had to keep the duty for the determination which was eventually made because we were working as squad. All squad members reserved a right to hold or differ and demo our sentiment straight towards our leader. Furthermore, because of our undertakings were linked and would hold been effected to one another, hence staff meeting which was hold every two hebdomad in order to give a oppor tunity for staff to advise our public presentations and tried to happen a solution for any peculiar jobs.1.4 Significant operational undertaking and the existent state of affairs in my work topographic pointHarmonizing to the theory of communicating, ( RDI manus book, 2009 ) effectual communicating within any organisation is an facet that organisations have to concern. Bad communicating will necessarily take to loss of income or worse. Basically, there are three basic types of communications ; bipartisan communicating is the one which is extremely effectual because both transmitter and receiving system can give their feedback straight. Compare with my work experience, my squad end was run intoing the client outlook by presenting a good service. In daily undertaking, good communicating accomplishments would be really utile for working every bit squad because in the whole procedure of working, we had to pass on with the squad members all the clip to do certain that we reached all clie nts ‘ outlook in footings of service quality. Generally, squad members were assigned a undertaking and turn to a day-to-day end by a leader every forenoon and the leader besides allowed us to show our thought which might be utile for the squad if there was a particular event such as private party. During any twenty-four hours working, the most hard state of affairs was, when there was a particular order and waiting staff had to reassign that order to a chef. We had to do certain that we meet the client ‘s outlook. Apart from the daily undertaking, every two hebdomads, there was a meeting which made for all squad members to discourse a whole public presentation in the past two hebdomads. Every squad member would hold got all information which was utile for bettering the squad public presentation such as feedbacks from clients which were collected straight from clients. We besides got a opportunity to show our point of position and portion our thoughts and happen the count ries of understanding as the footing for coaction. Personally, I think the manner that the operational undertaking was managed was sensible and efficient, because good communicating among team member was really of import for working as a squad. If I could pull off this undertaking, I would still keep this good point about bipartisan communicating but I would believe more about staff committedness issue because all staff members were a portion of the success and we should return some benefits back to staff for their difficult work by appealing to them in footings of wages bundle such as salary, fillip, position and acknowledgment. If we could win the staff committedness, staff would be happy to work towards the operational undertaking and we would acquire the best public presentation from them.2. Personal PortfolioPersonal Development Plan is a tool which contains actions or aspirations oriented towards any of the undermentioned purposes and it should be seen as a changeless procedur e affecting sweetening and development of abilities, accomplishments and cognition ( RDI enchiridion, 2009 ) . Apparently, accomplishments audit is of import for everyone who would wish to put up PDP. Skills audit is a tool which is designed to assist you to place your strengths, failings and countries for development within assorted accomplishments countries. ( RDI enchiridion, 2009 ) Before I set up my PDP, I did a accomplishments audit and four of of import accomplishments were chosen to be improved as the tabular array below.Skills AuditKnowledge and accomplishments which I consider to be of import for future occupation Ability Rating ( 1-5 ) 1.Leadership accomplishments 2 2. Prioritizing accomplishment 4 3.Communication accomplishments 3 4. Planning accomplishment 3 5. IT skills 2 Note: see appendices for the original accomplishments audit Harmonizing to the accomplishments audit above, I identified my accomplishments which needed to be improved and take some activities to back up me to better my accomplishments. There are four accomplishments which I think they will be utile for my future calling. Those accomplishments are:1. Leadership accomplishmentFrom my accomplishments audit above I gave myself in a low evaluation and I thought I needed to better this accomplishment because this accomplishment is really of import accomplishment for a director. In the workplace director should hold an ability to actuate a squad member to work toward a common end and acquire the occupation done in order to do the over public presentation more effectual and successful. For bettering this accomplishment, I set some activities such as take parting in any group undertaking ( schoolroom ) , reading a book â€Å" Leadership accomplishments for directors † . During six months for bettering leading accomplishment, I have been derivi ng a batch of cognition and I got many opportunity to pattern this accomplishment. Significantly, I have leant how to carry group members to hold with my thought and besides larn how to be good leader in the group when we were assign the group undertaking such as squad ‘s treatments and presentations during category assignments. I besides learn from reading books which contain leading articles. These books helped me to understand the differences between director and leader ; how the leader is so of import to really work undertaking and it besides teaches me how to be a good leader.2. Prioritizing accomplishmentPrioritizing accomplishments is of import for director because good director is a individual who manages to be after the agenda and divide clip every bit between undertakings can be an plus for the organisation. This accomplishment fundamentally was the accomplishment which I gave myself a highest evaluation among all accomplishments. In the past six months, I improve th is accomplishment a batch particularly during the MBA class. By and large, there were many assignments which had to be submitted on clip, hence, this accomplishment is really utile for me because I could prioritise all my plants and working on the most of import at each minute and could subject all my assignment on clip.3. Communication accomplishmentsCommunication accomplishments are really of import for working as a squad. Working as a squad, Bad communicating will necessarily take to loss of income or worse. My communicating accomplishments at the beginning of the class were non good plenty. Language was my barrier because English is non my first linguistic communication. Therefore, take parting in any group undertaking ( schoolroom ) was the activity which utile for bettering these accomplishments. During my class, I got many opportunity to better my communicating accomplishments such as treatment category, work as a group and communicate to other group members. Furthermore, I h ave learnt a batch signifier the books about communicating. In order to go a more effectual communicator, I have learnt many different communicating ‘s channels such as memos – emails – meetings – teleconferencing – blink of an eye messaging4. Planning accomplishmentPlaning accomplishment is one of those accomplishments which allows a director to expect such issues and be prepared should they originate. My action program for bettering this accomplishment were reading and researching articles or books which are related to an assignment. Over the past six months, I read a batch of books which were utile to my assignment such as the book about Human Resource Management, Managing Change, Marketing, Finance and operational direction. Apart from reading, I did pattern some exercisings before the 24 hours appraisal in Finance direction.5. Information engineering ( IT ) SkillsNot surprisingly, IT skills are really of import in most parts of every workplace because IT accomplishments are still in demand and IT may be the most of import factor for long-run calling success. From my accomplishment audit above, I gave myself low evaluation because I got merely basic ability about IT. Therefore, I planned to better these accomplishments by making a batch of practising in some computing machine applications which I already got the basic cognition approximately such as Microsoft Excel, internet application. Furthermore, I have leant more about some computing machine applications which I had ne'er used earlier such as Autofill with Formulae and maps. From the activities above which were usage to assist myself to better my accomplishments in many countries. After my program reached the mark day of the month which was on April 2010, I will reexamine the accomplishments which were developed over the period of clip by this following tabular array: This tabular array below shows how I have developed my accomplishments so far during my class period. 20th October 2009 -20th January 2010 Skills 1 2 3 4 5 Leadership accomplishments*Prioritizing accomplishments*Communication accomplishments*Planing accomplishments*IT Skills*21th January 2010 – 21 April 2010 Skills 1 2 3 4 5 Leadership accomplishments*Prioritizing accomplishments*Communication accomplishments*Planing accomplishments*IT Skills*Note: 1 = need to be improved with a batch of attempt 2 = can be sensible but still necessitate betterment 3 = need more practicing and necessitate more clip to derive some experiences 4 = moderately confident but need more practicing 5 = achieve the end From the tabular array above which it shows how much my accomplishments have developed over six months. Basically, I divided my self- appraisal into two periods ( three months in each period ) . Harmonizing to the first period of my self-assessment, I realized that all of those accomplishments were developed bit by bit. It was because I had to set myself into new environment such as educational system and linguistic communication which different from my state. 1. Leadership skills- in the first period, I rated myself merely 3 because I think I need more practicing and necessitate more clip to derive some experiences and after six months was over I rated myself 4 which is moderately confident but need more practicing. Frankly, I think to be a good leader with a batch of confident, I need to maintain practicing and tilting from errors in the yesteryear. 2. Prioritizing skills- Before I started to better this accomplishment, I rated myself rather high ( 4 ) but after the first period was over, I still thought that my prioritizing accomplishment did non better much because I had to set myself to the new educational system. When the self-assessment was over, I think this accomplishment was developed successfully. 3. Communication Skills- These accomplishments was hard to be improved for me sing to a linguistic communication barrier. For the first period, hence, I needed to pattern really hard in both English accomplishments and communicating accomplishments because both are linked. After the whole period was over, I think my communicating accomplishments were developed moderately and I would wish to pattern and larn more to draw these accomplishments to be my strength. 4. Planing accomplishments – Although, this accomplishment is rather simple and easy to win but being in MBA cause, be aftering accomplishments was turned to be a spot hard for me. Nevertheless, maintaining myself on path and ever concentrating on the end of my survey, these made me improved this skill rapidly. Therefore, I think this accomplishment was developed successfully. 5. IT skills – Frankly speech production, I think these accomplishments are the most hard to be improve because there are many computing machine applications which take clip to be understood. For the first period, I did non better much on these accomplishments because it was hard to larn how to utilize some computing machine application by myself but within the 2nd period, I got a opportunity to pattern this accomplishment more frequently with my schoolmate due to the fiscal direction faculty. After six months were over, I think that even though I have improved this accomplishment but I need more practicing and necessitate more clip to derive some experiences. Harmonizing to my self- appraisal for all of the accomplishments above, I think I have developed those accomplishments moderately and successfully and those demand to be practiced continuously in order to do them to be my strength and be utile for my hereafter calling3. Contemplation on the procedure of accomplishments developmentHarmonizing to the personal development program, I chose five accomplishments which I need to develop over my class. First, leading accomplishments are the chief accomplishments which I need to develop. Leadership is defined as the procedure of act uponing and persuade others to understand and hold about what needs to be done and how to make it. ( Gary Yukl, 2006 ) and it is about carrying people to lend to doing something extraordinary happen ( Kuozen J. et al. , 2007 ) . Leadership accomplishments are really of import for any teamwork because making a squad end needs person who can take and carry squad members through the right manner whether it is hard or non. Equally far as I am cognizant, my leading accomplishments have been bettering because these accomplishments need clip to pattern. Apparently, group work in the category helps me a batch by constructing my assurance and I am besides larning organize the many books about leading such as â€Å" Leadership accomplishments for directors † which help me to understand more about why leading accomplishments are of import for director occupa tion and how I can go a good leader. Second, Prioritizing accomplishment, personally I thought this accomplishment was really easy to be developed but in fact being in MBA class made me realized that there were many obstructions which prevented myself to accomplish my end such as being in a different educational system and linguistic communication barriers. These obstructions made some of my work delayed but unluckily, I am still on the path and be able to better this accomplishment successfully. Third, Communication accomplishments, good communicate among team members is a portion of bring forthing an effectual squad public presentation. As I have learnt so far during my category period, bipartisan communicating is seemingly more effectual in pattern because treatment in a schoolroom needs everyone in the category to be participated by sharing our thoughts and I decidedly got a opportunity to portion my sentiment and larn how to be a good hearer at the same clip. And I ever use some techniques form the book, â€Å" Step ladders to success for the professional † which help me to execute in my category more expeditiously because difference of thoughts or sentiment might take us to group ‘s struggle and it happened to me many times but these experiences help me to larn how to manage the job. Fourthly, be aftering accomplishments, harmonizing to the fact that I have to subject all of my assignments on clip, hence, be aftering such as what I had to make, which book I had to read etcaˆÂ ¦these assist me to subject all of my assignments on clip and I got a sensible Markss for all of them. This accomplishment can use to any activities which need to be done in a certain clip. Last, IT skills which are of import for a director occupation in footings of utilizing it to bring forth organisational studies. Equally far as I am concern, the spreadsheet ( Excel package ) is really of import computing machine application which simulates a paper, accounting worksheet. Harmonizing to the complication of the plan, it has been taking me long clip to larn and understand how it works, but practising can assist me to utilize this plan more effectual in the hereafter.DecisionIn any countries of any concern, individual who has a possible accomplishment is ever required. Therefore, accomplishments development is really of import for any individual who would wish to acquire a good occupation. By and large, non merely for a occupation searcher but it is for person who needs to better his/her accomplishments in order to execute his/her undertaking more effectual. Personally, this personal accomplishments development helps me to place my ability and accomplishments which I nee d to better and actuate myself to accomplish my end by puting an action program. Although, I have non achieved all my programs at this minute but I believe that if I keep follow my action program, I will decidedly make my end in the hereafter.AppendixsPersonal Development PlanMy GoalWhich skills I need to better?Actions RequiredWho or What Can Help Me?Target Date for ActionTo derive diversified concern cognition and expertness in order to be a possible director in the hereafter by Bettering Some accomplishments which are related to my end 1. Leadership accomplishments – Participating in any group undertaking ( schoolroom ) – Reading a book â€Å" Leadership accomplishments for directors † Schoolmates and a coach By April 2010 2. Prioritizing accomplishments – Prioritize all my plants, working on the most of import at each minute. By April 2010 3.Communication accomplishments Participating in any group undertaking ( schoolroom ) Schoolmates and a coach By April 2010 4.Planing accomplishments Reading and researching article or book which are related to an assignment Coach Submit Date 5. IT Skills Learning Some computing machine Applications which are related i.e. spreadsheet By April 2010Skills AuditKnowledge and accomplishments which I consider to be of import for future occupation Ability Rating ( 1-5 ) Typical Description Coach ‘s Remarks 1.Leadership accomplishments 2 Manager should hold an ability to actuate a squad member to work toward a common end. Suthira has lead her squad ‘s treatments and presentations during category assignments and proved to be good squad leader. 2. prioritizing accomplishments 4 Good director is a individual who manages to be after the agenda and divide clip every bit between undertakings can be an plus for the organisation. During the class, Suthira has appreciated the importance of prioritising in the accomplishment of assignments and undertakings. 3.Communication accomplishments 3 Working as a squad, Bad communicating will necessarily take to loss of income or worse. Suthira ‘s bids of spoken and written English have improved since get downing the plan. 4.Planning accomplishment 3 Planing allows a director to expect such issues and be prepared should they originate. Suthira has developed good planning accomplishments. That appeared clearly during her readyings before categories commenced. 5. IT skills 2 IT accomplishments are still in demand and IT may be the most of import factor for long-run calling success. TitleThe Interaction Between Task and TeamAuthorsAlex Hellenthal, Eric MollemanPublisherVDM Verlag, 2008