Defining the Future of Education Essay -- Educating Argumentative Pers

Characterizing the Future of Education What ought to be the objectives of basic training inside an undeniably different populace? The basic and evident answer is that an instructive organization ought to be a spot for people to learn. The activity of the instructor is to give realities, share techniques in which the realities can be learned and model steady and suitable conduct. Such conduct should comprise of demonstrating fitting introduction, tidiness, regard, system, and so on. Such an inquiry will undoubtedly raise numerous contentions by educators and the appropriate response will raise numerous contentions by understudies. A large portion of our youngsters, particularly reviews K-5, are not getting the basic and clear answer noted above; they are accepting fair showing aptitudes by educators who are sharply come up short on, over troubled, and frequently not credentialed. Mike Rose's, Lives on the Boundary (1989), communicates comparative perspectives that seem, by all accounts, to be very mind boggling however are achievable. Rose communicates the enormous requirement for grasping the reason for training. He portrays a few people who created both the social and psychological capacity to step outside the severe limits of custom and seek after their individual dreams. Rose gives expectation and certainty that it isn't the understudies, who are falling flat, it is the instructive framework that is bombing the understudies, and especially the individuals who are badly arranged and need assets. As a general rule, the capacity to imagine our latent capacity is lost in what ought to be as opposed to what is. Training should be viewed as an awesome encounter. The substance of any educational plan ought to underscore the procedure instead of the item and the delight that can be accomplished by battling together. Battling together is essentially an augmentatio n of what we... ...any activities dependent on Gardner's hypothesis have been actualized in study halls everywhere throughout the country and are ending up being incredibly profitable. Schools can possibly be a totally different sort of spot. Instructors need to go past the head and director and converse with one another. Time should be apportioned where educators can work agreeably on issues of educational program and appraisal and cultivate the advancement of all types of reasoning. Works Cited Religious administrator, J. Thomas. Foes of Promise. In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 26-261. Thomas, Lewis. The Hazards of Science. In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 239.

Globalisation Pros and Cons Free Essays

|[pic] |UNIVERSITY OF SOUTH AUSTRALIA | |Assignment Cover Sheet †External | [pic] An Assignment spread sheet should be incorporated with every task. It would be ideal if you complete all subtleties obviously. If you don't mind check your Course Information Booklet or contact your School Office for task accommodation areas. We will compose a custom exposition test on Globalization Pros and Cons or then again any comparative point just for you Request Now ADDRESS DETAILS: Full name: |Stephen Andruchowycz | |Address: |25 Northumberland Street Tusmore | |Postcode: |5065 | If you are presenting the task on paper, it would be ideal if you staple this sheet to the front of every task. In the event that you are presenting the task on the web, if it's not too much trouble guarantee this spread sheet is incorporated toward the beginning of your record. (This is desirable over a different connection. ) Student ID | |Course code and title: BUSS 5300 †Global Business Environment | |School: International Graduate School of Business |Program Code: DGMK | |Course Coordinator: You-il Lee |Tutor: You-il Lee | |Assignment number: 2 |Due date: 10/5/10 | |Assignment subject as expressed in Course Information Booklet:Assessment 2: Individual Report | Further Information: (e. g. state if augmentation was allowed and join proof of endorsement, Revised Submission Date) |â | I pronounce that the work contained in this task is my own, aside from where affirmation of sources is made. I approve the University to test any work put together by me, utilizing content examination programming, for examples of unoriginality. I comprehend this will include the University or its contractual worker replicating my work and putting away it on a database to be utilized in future to test work presented by others. I comprehend that I can get additional data on this issue at http://www. unisa. edu. au/ltu/understudies/study/uprightness. asp Note: The connection of this announcement on any electronically submitted assignments will be regarded to have a similar authority as a marked explanation. |Signed: Stephen Andruchowycz |Date:9/5/10 | Date got from understudy |Assessment/grade |Assessed by: | |Recorded: |Dispatched (if relevant): | Globalization is a power which brings a variety of advantages and expenses on a worldwide scale, with creating nations by and large bearing most of these expenses. This article will contend that while a significant number of the advantages of lobali sation are looked about the globe, they are more useful to created nations than underdeveloped nations. In like manner the negative results of globalization are felt more vigorously in underdeveloped nations than in created nations. These advantages and cost are brought about on financial, political and socio-social levels. Many consider globalization to be a fundamentally financial marvel, including the expanding collaboration, or mix, of national monetary frameworks through the development of universal exchange, speculation, and capital streams. (Kirdar, 1992, p. 6) However, one can likewise highlight a quick increment in cross-outskirt social, social, and mechanical trade as a feature of the marvel of globalization. Regardless of whether individuals dread globalization or not, they can't get away from it. It is driven, most importantly, by the phenomenal changes in innovation as of late †particularly PC and interchanges innovation. For a general public to accomplish, it must utilize this innovation to further its potential benefit. To have the option to do that, it must be comprehensively locked in. As Alexander Downer said in his discourse on saddling globalization power, â€Å"globalisation is an irreversible pattern, it isn't something that ought to be seen as a juggernaut weighing down on the lives of common Australians. † (Downer, 1998) The impacts of such a wonder are across the board and felt in various manners by created and creating nations There are numerous monetary impacts that outcome from globalization that influence all countries on a worldwide scale. Organized commerce is a wonder intently tied with globalization. Nations evacuate their exchange obstructions, for example, levies, with the goal that all nations can start to work in their most proficient creation territories, bringing about greatest benefit through worldwide exchange. Among the major mechanical economies, some of the time alluded to as the Organization of Economic Cooperation and Development, 65 percent of the absolute financial creation, or GDP, is related with universal exchange. Business analysts venture that, in the U. S. , in excess of 50 percent of the new openings made in this decade will be straightforwardly connected to the worldwide economy. (Hopkins, 2002, p. 56). Absolutely these figures show that globalization is a significant advantage to created nations, however in numerous underdeveloped nations, it is contended that however occupations are being made, farming, resource employments are being cleared out and supplanted with ‘dollar per day’ worldwide partnerships, and further, that such companies are just enlarging the hole between the rich and poor. Pundits of globalization contend that in spite of the alleged advantages related with facilitated commerce and venture, in the course of recent years or so the hole between the rich and poor countries of the world has gotten more extensive. In 1870, the normal salary per capita in the world’s 17 most extravagant countries was 2. multiple times that of every other nation. In 1990, a similar gathering was 4. multiple times as rich as the rest. Slope, 2010, p. 31) By the late 1990’s the fifth of the world’s individuals living in the most elevated salary nations h ad 86% of world GDP, 82% of world fare markets, 68% of outside direct venture, and 74% of world phone lines. The base fifth of the world’s individuals earned 1% for the initial three classes and 1. 5% individually. (Waters, 2002, pp. 3-4) obviously we should be careful that there are special cases to this pattern. China’s opening to world exchange has gotten it development in pay from $1460 a head in 1980 to nearly $4500 in 2005, and in 1980, American’s earned 12. 5 fold the amount of as the Chinese per capita, by 1999, they were just acquiring 7. times so a lot. (Evans, 2001, p. 80). In any case there have all the earmarks of being solid powers for stagnation among the world’s least fortunate countries because of globalization. A fourth of the nations with GDP per capita of under $1,000 in 1960 had development paces of under zero from 1960 to 1995, and a third have development paces of under 0. 05 percent. (Slope, 2009, p. 31) Market disappointment is an other significant issue that is basic in western economies, and effects on different nations as opposed to themselves. Market disappointment is the point at which the individuals who are creating or devouring products or administrations don't need to endure the full expenses of their activities, for example, the expense of contamination. Unhindered commerce empowers firms from cutting edge countries to move producing offices to less created nations that need sufficient guidelines to shield work and the earth from maltreatment by the deceitful. (Dowling, Hill and Lieche, 2009, p. 31) This adequately implies transnational companies can dirty underdeveloped countries and annihilate their condition with insignificant or no expense. Endeavors to stem worldwide contamination have been executed, for example, the Kyoto Protocol, which sets restricting outflow focuses for created nations (Horton and Patapan, 2004, p. 86) yet in any case, most of created nations sway on creating nations along these lines somewhat. In such manner it can again be seen that the advantages of globalization on a monetary level are slanted for created nations. Be that as it may, this doesn't mean immature nations don't profit by any stretch of the imagination. Another issue that emerges for creating nations is that falling exchange boundaries permit firms to move producing exercises to nations where the pay rates are a lot of lower. For instance, Harwood Industries, a US attire producer shut its US Operations which paid wages of $9 every hour and moved assembling to Honduras where material laborers got 48 pennies for every hour (Hill, 2009, p. 27) most of creating nations keep on encountering falling degrees of normal pay. Universally, from the late 1970s to the late 1990s, the normal pay of the most reduced pay families fell by more than 6 percent. Paradoxically, the normal genuine pay of the most elevated pay fifth of families expanded by more than 30 percent. (Slope, 2009, p. 28) However, it has been contended that while individuals in created nations may view this circumstance as abuse, for some individuals in the creating scene, working in a processing plant is a far superior choice than remaining down on the ranch and developing rice. (Stiglitz, 2002, p. 4) Nonetheless, it is an away from of where the advantages of globalization for created nations far exceed those that emerge for creating nations. Truth be told the main clear pointer that recommends creating nations are profiting by globalization more-so than created nations is with respect to their personal satisfaction. There is proof which shows that various creating nations have profited by globalization, and this is bolstered by personal satisfaction insights. Through globalization, numerous individuals on the planet currently live longer than previously and the way of life is far superior. Further, per capita GDP development in the post-1980 globalisers quickened from 1. 4 percent a year during the 1960s and 2. 9 percent a year during the 1970s to 3. 5 percent during the 1980s and 5. 0 percent during the 1990s. (Dollar and Kraay, 2001, p. 1) The non-globalizing creating nations have done a lot of more awful than this, with yearly development rates tumbling from highs of 3. 3 percent during the 1970s to just 1. 4 percent during the 1990s. In reality, all through the 1990’s till today, eighteen of the twenty-four globalizing creating nations have encountered development, a significant number of them, generously. (NA, 2004, p. 236) However, the development most have encountered is insignificant in examination the development being experienced by created nations. Surely there are manners by which globalization does brin

The Difference between MLA and APA Format

The Difference between MLA and APA Format EP 54: The Difference between MLA and APA Format EP 54: The Difference between MLA and APA Format When we write academic papers, it is important that we follow standards. APA and MLA formats are two distinct citation styles we can use in our papers. Yes, learning a style is a complicated and confusing process. Even within a given style, as times change, styles also shift and we must change with them. If you want to be recognised professionally in the academic field you must use formatting guidelines. Join Cath Anne as she discusses the similarities and differences between MLA and APA formatting styles. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is The Homework Help Show hosted by Homework Help Global. This is Episode 54 of the show here on the show. We provide you with valuable content for your academic and student life. Lets jump in. Cath Anne: [00:00:24] Today lets talk about APA and MLA for writing when we are writing essays. It is important that we follow guidelines MLA and AOA formatting the style guides are two distinct styles that we can use when we are writing our papers. Yes learning a new style can be difficult and confusing process. As times change styles also changed and we must learn to adapt and be flexible with them. However if you want to be taken professionally in the academic field you must learn to use different style guides which are appropriate to the academic field in which you are working. This is why weve decided to give you an overview of both APA and MLA formatted guides. Today we will begin with a discussion of the similarities between the two formats and then we will move on to some of the distinct differences that differentiate MLA from APA format. Cath Anne: [00:01:25] MLA stands for Modern Literature Association. The style was developed in 1883 by teachers and scholars and the academy seeks to promote literature and English. The English language throughout the academic profession. Cath Anne: [00:01:44] APA stands for American Psychological Association. The first time that this style was seen was in a Psychological Bulletin which was written in 1929. In this edition of The Bulletin the guidelines for APA style were laid out. Cath Anne: [00:02:00] Now lets discuss the similarities between MLA and APA format. First in each style the layout of the page is the same. You are going to want to use one inch margins set your font to twelve point font and use. Times New Roman youre also going to want to have a reverences or a workcit. page. At the end of the essay is just pages will also be numbered at the top. Text should also be double spaced. I recommend setting all your font margins and your text spacing at the beginning of the essay so that you dont have to go back and read format. At the end of the essay. That way you can make sure that everything is streamlined and ready to go when youre ready to pass in your essay. As mentioned the final page of your essay will include a reverences or a Works Cited page. Each of the citations on this page will be also double spaced and they will go in alphabetical order as well. Each citation should have a hanging indent which means that the citation is indented on the se cond line and the third line. Remember that reference pages and work cited pages are included on the last page of the paper. However they never count towards your word count. Another similarity is that all information that you use in your paper must be properly saved through the paper as well as recognized in your citation page. At the end of your essay as noted both of the citations styles use in text citations. These appear as parenthetical citations within the body of your text. For example if we are citing something from Big Bird written in 2010 in MLA formatting you are going to use the last name, Bird, and the page number on which you found the information. APA style, on the other hand, uses the citation format in parenthetical brackets the last name of the person so in this case we would use Bird comma, the year that the publication was issued, comma the page number on which you found the information if you have taken a direct quote from some information. Cath Anne: [00:04:18] If you are looking to quote something within the body of your text make sure that all of the quotations transitions smoothly and integrate well into your text. Try not to go too heavy on quotations directly from the text. Professors tend to prefer paraphrasing as opposed to direct quotations unless it is something they request specifically blocked quotations can also be used throughout the text. However use these intentionally and sparingly. Cath Anne: [00:04:51] Now lets move on to some differences between APA and MLA format and. Only format is generally used in the arts. So for for example English, art, theatre. On the other hand APA format is generally used in the sociological disciplines like social work, sociology, and psychology as the name alludes. In MLA format you will see Works Cited page on the final page of your essay. In APA format it is a bit different and the references page will be called just that, the References page. In MLA format when you are going to cite some information you will want to use this citation style Bird comma Big. On the other hand in APA format the references are cited with the last name comma and then the first initial. So for example. Bird comma B. In MLA format when information is cited within the text make sure that you place the page number within the parentheses. So for example according to Big Bird writing is a good way to practice the English language and that at the end of t he sentence you bracket the number the page number on which you found that information on the other hand. In APA format when you are citing information in a sentence make sure to put the year during which the information was published. So for example Big Bird believes that writing centres are awesome and then in brackets you will put the year right after the name that you have cited. So for example it would be Big Bird (2010) believes that writing centers are awesome. In MLA format quotes for lines or longer are called blocked quotation and they are indented to tabs or. In APA format, quotes forty words or longer are also forming block quotations. They are adjusted 5 spaces over in the context of the paper. In MLA format when titles of works are cited within the references page they are italicized and APA format, the first word of the title is capitalized and the rest are lowercase. Theyre not italicized. Cath Anne: [00:07:38] If you are struggling with APA or MLA format consider using a citation tools such BibMe we will link it in the description box below. This can help you to organize your citations and create a bibliography for you that you can include at the end of your paper. However dont become reliant on these tools. Think of them as just that tools. Cath Anne: [00:08:05] Getting a copy of the actual APA or MLA manuals can also be very helpful in learning these formatting styles as well. Cath Anne: [00:08:15] Check out Owl Perdue that website has a great breakdown of both MLA and APA style guides wherein you can learn the thoroughbred of both of these styles. Cath Anne: [00:08:26] Also consider visiting your campuss writing center for more support on MLA or APA for math. Cath Anne: [00:08:33] If youre looking for more support on either of these styles try to check out Episode 35 of the show that in that show we provide you a an in-depth overview of the APA format. [00:08:47] Okay so thats it for me this week guys. I hope this video was a benefit for you. If you have any questions jump into the comment box below. Weve linked and listed all the information Ive discussed in this video. In the description box if you want to go on any of our social media platforms. All information is listed below. Take care. Make sure to get a leg and the thumbs up and make sure you Subscribe for more. The Difference between MLA and APA Format EP 54: The Difference between MLA and APA Format EP 54: The Difference between MLA and APA Format When we write academic papers, it is important that we follow standards. APA and MLA formats are two distinct citation styles we can use in our papers. Yes, learning a style is a complicated and confusing process. Even within a given style, as times change, styles also shift and we must change with them. If you want to be recognised professionally in the academic field you must use formatting guidelines. Join Cath Anne as she discusses the similarities and differences between MLA and APA formatting styles. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is The Homework Help Show hosted by Homework Help Global. This is Episode 54 of the show here on the show. We provide you with valuable content for your academic and student life. Lets jump in. Cath Anne: [00:00:24] Today lets talk about APA and MLA for writing when we are writing essays. It is important that we follow guidelines MLA and AOA formatting the style guides are two distinct styles that we can use when we are writing our papers. Yes learning a new style can be difficult and confusing process. As times change styles also changed and we must learn to adapt and be flexible with them. However if you want to be taken professionally in the academic field you must learn to use different style guides which are appropriate to the academic field in which you are working. This is why weve decided to give you an overview of both APA and MLA formatted guides. Today we will begin with a discussion of the similarities between the two formats and then we will move on to some of the distinct differences that differentiate MLA from APA format. Cath Anne: [00:01:25] MLA stands for Modern Literature Association. The style was developed in 1883 by teachers and scholars and the academy seeks to promote literature and English. The English language throughout the academic profession. Cath Anne: [00:01:44] APA stands for American Psychological Association. The first time that this style was seen was in a Psychological Bulletin which was written in 1929. In this edition of The Bulletin the guidelines for APA style were laid out. Cath Anne: [00:02:00] Now lets discuss the similarities between MLA and APA format. First in each style the layout of the page is the same. You are going to want to use one inch margins set your font to twelve point font and use. Times New Roman youre also going to want to have a reverences or a workcit. page. At the end of the essay is just pages will also be numbered at the top. Text should also be double spaced. I recommend setting all your font margins and your text spacing at the beginning of the essay so that you dont have to go back and read format. At the end of the essay. That way you can make sure that everything is streamlined and ready to go when youre ready to pass in your essay. As mentioned the final page of your essay will include a reverences or a Works Cited page. Each of the citations on this page will be also double spaced and they will go in alphabetical order as well. Each citation should have a hanging indent which means that the citation is indented on the se cond line and the third line. Remember that reference pages and work cited pages are included on the last page of the paper. However they never count towards your word count. Another similarity is that all information that you use in your paper must be properly saved through the paper as well as recognized in your citation page. At the end of your essay as noted both of the citations styles use in text citations. These appear as parenthetical citations within the body of your text. For example if we are citing something from Big Bird written in 2010 in MLA formatting you are going to use the last name, Bird, and the page number on which you found the information. APA style, on the other hand, uses the citation format in parenthetical brackets the last name of the person so in this case we would use Bird comma, the year that the publication was issued, comma the page number on which you found the information if you have taken a direct quote from some information. Cath Anne: [00:04:18] If you are looking to quote something within the body of your text make sure that all of the quotations transitions smoothly and integrate well into your text. Try not to go too heavy on quotations directly from the text. Professors tend to prefer paraphrasing as opposed to direct quotations unless it is something they request specifically blocked quotations can also be used throughout the text. However use these intentionally and sparingly. Cath Anne: [00:04:51] Now lets move on to some differences between APA and MLA format and. Only format is generally used in the arts. So for for example English, art, theatre. On the other hand APA format is generally used in the sociological disciplines like social work, sociology, and psychology as the name alludes. In MLA format you will see Works Cited page on the final page of your essay. In APA format it is a bit different and the references page will be called just that, the References page. In MLA format when you are going to cite some information you will want to use this citation style Bird comma Big. On the other hand in APA format the references are cited with the last name comma and then the first initial. So for example. Bird comma B. In MLA format when information is cited within the text make sure that you place the page number within the parentheses. So for example according to Big Bird writing is a good way to practice the English language and that at the end of t he sentence you bracket the number the page number on which you found that information on the other hand. In APA format when you are citing information in a sentence make sure to put the year during which the information was published. So for example Big Bird believes that writing centres are awesome and then in brackets you will put the year right after the name that you have cited. So for example it would be Big Bird (2010) believes that writing centers are awesome. In MLA format quotes for lines or longer are called blocked quotation and they are indented to tabs or. In APA format, quotes forty words or longer are also forming block quotations. They are adjusted 5 spaces over in the context of the paper. In MLA format when titles of works are cited within the references page they are italicized and APA format, the first word of the title is capitalized and the rest are lowercase. Theyre not italicized. Cath Anne: [00:07:38] If you are struggling with APA or MLA format consider using a citation tools such BibMe we will link it in the description box below. This can help you to organize your citations and create a bibliography for you that you can include at the end of your paper. However dont become reliant on these tools. Think of them as just that tools. Cath Anne: [00:08:05] Getting a copy of the actual APA or MLA manuals can also be very helpful in learning these formatting styles as well. Cath Anne: [00:08:15] Check out Owl Perdue that website has a great breakdown of both MLA and APA style guides wherein you can learn the thoroughbred of both of these styles. Cath Anne: [00:08:26] Also consider visiting your campuss writing center for more support on MLA or APA for math. Cath Anne: [00:08:33] If youre looking for more support on either of these styles try to check out Episode 35 of the show that in that show we provide you a an in-depth overview of the APA format. [00:08:47] Okay so thats it for me this week guys. I hope this video was a benefit for you. If you have any questions jump into the comment box below. Weve linked and listed all the information Ive discussed in this video. In the description box if you want to go on any of our social media platforms. All information is listed below. Take care. Make sure to get a leg and the thumbs up and make sure you Subscribe for more.

Vapor Pressure Definition

Vapor Pressure Definition: pressure vapor solid liquid phase pressure solid liquid Return to the Chemistry Glossary Index

Lucretia Mott Abolitionist and Womens Rights Activist

Lucretia Mott, a Quaker reformer and minister, was an abolitionist and womens rights activist.  She helped initiate the  Seneca Falls Womans Rights Convention with Elizabeth Cady Stanton  in 1848. She believed in human equality as a right granted by God. Early Life Lucretia Mott was born Lucretia Coffin on January 3, 1793. Her father was Thomas Coffin, a sea captain, and her mother was Anna Folger.  Martha Coffin Wright was her sister. She was raised in a Quaker (Society of Friends) community in Massachusetts, thoroughly imbued with womens rights (in her words). Her father was often away at sea, and she helped her mother with the boarding house when her father was gone.  When she was thirteen she started school, and when she finished at the school, she came back as an assistant teacher.  She taught for four years, then moved to Philadelphia, returning home to her family. She married James Mott, and after their first child died at age 5, became more involved in her Quaker religion. By 1818 she was serving as a minister. She and her husband followed Elias Hicks in the Great Separation of 1827, opposing the more evangelical and orthodox branch. Anti-Slavery Commitment Like many Hicksite Quakers including Hicks, Lucretia Mott considered slavery an evil to be opposed. They refused to use cotton cloth, cane sugar, and other slavery-produced goods. With her skills in ministry she began to make public speeches for abolition. From her home in Philadelphia, she began to travel, usually accompanied by her husband who supported her activism. They often sheltered runaway slaves in their home. In America Lucretia Mott helped organize womens abolitionist societies, since the anti-slavery organizations would not admit women as members. In 1840, she was selected as a delegate to the Worlds Anti-Slavery Convention in London, which she found controlled by anti-slavery factions opposed to public speaking and action by women. Elizabeth Cady Stanton later credited conversations with Lucretia Mott, while seated in the segregated womens section, with the idea of the holding a mass meeting to address womens rights. Seneca Falls It was not until 1848, however, before Lucretia Mott and Stanton and others (including Lucretia Motts sister, Martha Coffin Wright) could bring together a local womens rights convention in Seneca Falls. The Declaration of Sentiments written primarily by Stanton and Mott was a deliberate parallel to the Declaration of Independence: We hold these truths to be self-evident, that all men and women are created equal. Lucretia Mott was a key organizer in the broader-based convention for womens rights held in Rochester, New York, in 1850, at the Unitarian Church. Lucretia Motts theology was influenced by Unitarians including Theodore Parker and William Ellery Channing as well as early Quakers including William Penn. She taught that the kingdom of God is within man (1849) and was part of the group of religious liberals who formed the Free Religious Association. Elected as the first president of the American Equal Rights Convention after the end of the Civil War, Lucretia Mott strove a few years later to reconcile the two factions that split over the priorities between woman suffrage and black male suffrage. She continued her involvement in causes for peace and equality through her later years. Lucretia Mott died on November 11, 1880, twelve years after her husbands death. Lucretia Mott Writings Memo on SelfA compilation of autobiographical material from Lucretia Mott. Linking pages appear to be missing from the site.Likeness to ChristMotts sermon of September 30, 1849. Provided by Chris Faatz -- the Mott biography that used to accompany this is unavailable.On John BrownAn excerpt from a talk by Mott on the abolitionist John Brown: a pacifist need not be passivist.Bryant, Jennifer. Lucretia Mott: A Guiding Light, Women of Spirit Series. Trade Paperback 1996. Hardcover 1996.  Davis, Lucile. Lucretia Mott, Read--Discover Biographies. Hardcover 1998. .Sterling, Dorothy. Lucretia Mott. Trade Paperback 1999. ISBN 155861217. Selected Lucretia Mott Quotations If our principles are right, why should we be cowards?The world has never yet seen a truly great and virtuous nation, because in the degradation of women, the very fountains of life are poisoned at their source.I have no idea of submitting tamely to injustice inflicted either on me or on the slave. I will oppose it with all the moral powers with which I am endowed. I am no advocate of passivity.Let her [woman] receive encouragement for the proper cultivation of all her powers, so that she may enter profitably into the active business of life.Liberty is not less a blessing, because oppression has so long darkened the mind that it can not appreciate it.I grew up so thoroughly imbued with womens rights that it was the most important question of my life from a very early day.My conviction led me to adhere to the sufficiency of the light within us, resting on truth for authority, not on authority for truth.We too often bind ourselves by authorities rather than by the truth.It is time that Christians were judged more by their likeness to Christ than their notions of Christ. Were this sentiment generally admitted we should not see such tenacious adherence to what men deem the opinions and doctrines of Christ while at the same time in every day practise is exhibited anything but a likeness to Christ.It is not Christianity, but priestcraft that has subjected woman as we find her.The cause of Peace has had my share of efforts, taking the ultra non-resistance ground -- that a Christian cannot consistently uphold, and actively support, a government based on the sword, or whose ultimate resort is to the destroying weapons. Quotes About Lucretia Mott Ralph Waldo Emerson about Lucretia Motts antislavery activism:  She brings domesticity and common sense, and that propriety which every man loves, directly into this hurly-burly, and makes every bully ashamed. Her courage is no merit, one almost says, where triumph is so sure.Elizabeth Cady Stanton  about Lucretia Mott:  Having known Lucretia Mott, not only in the flush of life, when all her faculties were at their zenith, but in the repose of advanced age, her withdrawal from our midst seems as natural and as beautiful as the changing foliage of some grand oak from the spring-time to the autumn. Facts About Lucretia Mott Occupation:  reformer: antislavery and womens rights activist; Quaker ministerDates:  January 3, 1793 - November 11, 1880Also known as:  Lucretia Coffin Mott

Two stories that show divisions or conflicts within communities Free Essays

Both of the stories ‘The train from Rhodesia’ and ‘Leela’s Friend’ illustrate divisions of classes and some of them result in conflicts. ‘The train from Rhodesia’ is in an allegory form to convey the deep hatred of the author towards her racially divided home country – apartheid. ‘Leela’s Friend’ shows the class division by demonstrating the prejudice that people have on those who are low in hierarchy. We will write a custom essay sample on Two stories that show divisions or conflicts within communities or any similar topic only for you Order Now ‘The train from Rhodesia’ is about a train from Rhodesia ‘calling’ into the station with all the white passengers on it and there are the vendors who crowd round the train trying to sell their wares. The train is personified by using verbs such as ‘creaking, jerking, jostling, gasping’ and saying it has ‘a dwindling body behind it’. This emphasizes the classes divisions between the rich passengers on the train and the poor sellers in the station. The poverty of black people seems to be the reason for division. The ‘creases’ in stationmaster’s uniform and his ‘barefoot children’ all give the impression of scarcity in the people inside the station. However, the girl on the train was ‘throwing’ a ‘hard kind’ chocolate to the dogs. This use of antithesis here accentuates the division – not only in class – but also in poverty. There is also contrast of the attitudes and feelings of the young man and the young woman. The twist of story at the end is that the young woman’s rejection of the lion carving which her husband has bought for her and which she obviously admires. The man is ‘arguing with him for fun’ while the woman’s face is ‘drawn up, wryly, like the face of a discomforted child’. The use of oxymoron in the epiphany of the woman and the shocked man here show another division due to the different views and opinions upon the way of treating poor black people. Gordimer describes the people and the setting in the third-person but does show us the young woman’s point of view on several occasions. For instance, in line 168-169 there is no subject ‘she’ in the description of shame upon her. This emphasizes the guilty among some white people about the exploitation of the country and also made the reader feel empathetic towards the young woman. The ‘majestic’ and ‘heraldic’ lion was ‘fallen on its side in the corner’ lead the main theme of the story – the richer and privileged white European arrive and exploit South Africa’s labour and move on, they are never really part of the country as the train symbolizes. The central narrative question in ‘Leela’s Friend’ is ‘Did Sidda steal the gold chain? ‘ He is been prejudiced by Mr. and Mrs. Sivasanker for the missing chain of Leela just because he is the only one servant of the house. The story circles around the sense of hierarchy and honesty and directness of children. The sense of level is shown in the beginning of the story while ‘Mr Sivsanker was standing in the front veranda of his house. ‘ Also, verbs such as ‘send’ and ‘keep’ imply a pet imagery of Sidda and this highlights the class divisions among the servant and his master. Narayan use an irony in positioning him in the house: ‘she made him squat on the floor’. Even a 5-year-old child can decide to have Sidda stay and ‘command’ him to do whatever you want. This imagery is more symbolized in line 79 and 80 where Leela is represented as ‘little princess’ while Sidda is described as her ‘pet’. ‘He looked at her mutely, like an animal. ‘ This pet imagery is used by Narayan throughout the story. The golden chain, the running away, not permitting to sleep in the house all accentuate his level and hierarchy comparing to the owner of the house. He is prejudged as he is ‘already looked queer’ when Mrs Sivasanker knows that the chain is missing. Even he has been proved that he has not taken the chain; Mr Sivasanker still calls him a ‘criminal’. All these ironies of prejudice show that the class division within this community and all the cause of this is that Sidda is in a position of servant and therefore loses his right. Both of the stories accentuate the unfairness and injustice upon the weak class as the result of class division and their poverty. ‘The train from Rhodesia’ uses the woman’s point of view and her epiphany to make the reader feel sympathetic towards the vendor. ‘Leela’s Friend’ uses the pet imagery to emphasize the idea of classes and prejudice on poors. How to cite Two stories that show divisions or conflicts within communities, Papers

The Divine Right of Kings free essay sample

The seventeenth Century Spanish notion of kingship which is reflected in the national drama of the Golden Age is in dissimilarity to the historical realism of the authority and prestige of medieval rulers. Lope de Vega invests even medieval rulers with the status and rights enjoyed by Hapsburg monarchs; he stated that because the king is the only authority to whom a private resident may appear for redress of the authoritarian overlord, so God is the only one who can judge or punish a king. The consequence is the appearance of medieval proceedings and personality taken out of their own political structure and understood in the light of the Golden Age principles and seventeenth century political theory. Moreover, medieval political speculation symbolizes a mixture of political morals inherited from the ancient world and a lot of customs and traditions of the barbarian people which directed to a close association with the medieval politics and divinity. We will write a custom essay sample on The Divine Right of Kings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to St. Augustine, in order to keep the ancient view of the origin in human civilization and management as a divine solution for the fall of man, he visualized the rulers as an instrument of God. Therefore, an evil ruler might be given by him to bad people as a punishment in order to give out divine justice more efficiently. Also, the inherited right of the individual ruler was hence conceived to develop directly from God without an intervention of popular will. Base on St. Paul’s letter to the Romans, he says that civil government is of divine motivation and to oppose, it is to resist God. Consequently, there is a religious obligation by the Christian to obey civil authority; Pope Gregory VII therefore stated that good people will not resist a wicked ruler. As a result of this view, supporters quoted it later of the theory of the Divine Right of Kings which was very different from the medieval principle of the supremacy of the law. According to this theory, the institution of monarchy is of divine origin; hereditary right may not be questioned and resistance to the king is sinful; the king is accountable only to God. Moreover, the later view of the Divine Right of Kings accredited to the individual prince the authority which had in the past belonged to the monarchy as a whole. The nobleman Jacinto states openly the idea of the Divine Right of Kings by saying: â€Å"since the ruler is God’s representative on earth, the king commands the absolute obedience of his subjects. English divine-right theorists’ did not commonly support a theory of absolute monarchy that saw the king as somebody who made the laws binding each person in the kingdom but the monarch. On the other hand, the divine-right theorists in England could and regularly did argue the king could not make laws without the approval of the citizens, however if the monarch did so, he still could not be resisted. At the same time as the theories of royal absolutism include the divine-right concept, the theories of divine right do not essentially integrate the concept of royal absolutism. They both were given a new lease of life by the Reformation, but it was not at all times the case that they went hand in hand in the sixteenth and seventeenth centuries. Consequently, the divine-right theory was built up to disprove the resistance theorists; it was a theory of duty in which both the leader and subjects had obligations before God rather than a theory of sovereignty or unlimited royal authority. James I delivered an illustrious words to his Lords and Commons at Whitehall in 1609 and since then they have been the subjects of discussion: â€Å"The State of Monarchie is the supremest thing upon earth: For Kings are not onely Gods Lieutenants upon earth, and sit upon Gods throne, but even by God himself they are called Gods. He distinguished among the theoretical and real powers of a king; the difference was higher as part of the argument of a political discourse by one of his bishops. He also disputed that general statements of the divine right should not be interpreted as building claims about certain royal powers in any particular kingdom. James mentioned that even to discuss the authority of kings in the theoretical was incorrect; the counterpart to discuss what God could and could not do. According to John Neville Figgies’ study of the divine right of kings, he discarded the belief that the divine right of kings was a collection of merely absurd suggestions perversely preached by a servile church. Rather, he alleged the profound medieval roots of the theory, and saw how it was built up to handle with real political problems created as consequences of the Reformation. First of all, the divine right theory was important for its protection of the rights of monarchy against the political claims of the papacy; and then later, it was evenly useful against the similar claims of Presbyterians. But possibly the most important of the interpretative alleges made by Figgis was that the divine right of kings had a vital place in the development of Western political theory: it allowed the establishment of a right theory of power. Therefore, it was essential as a conversion stage among medieval and modern politics because it functioned as the popular type of illustration for the theory of sovereignty. Conversely, Conrad Russell disputes instead that divine right theory even the belief that kings derived their authority directly from God; it was completely compatible with the view that kings were also restricted by the law. In other words, he alerts the people against deducing too much from the unclear words of divine right theorists, except if they said clearly that kings could make, or ignore laws, at their satisfaction, people should not presume that this is what they meant because generally speaking, they did not say this. The divine right sermons were occasionally explicitly but most of the times implicitly, typically cautious not to ignore the constitutional susceptibilities of the English political elite. Moreover, there were two vital areas in which those constitutional sensibilities were most greatly implicated: the principal of taxation by permission and the difference among the claim upon the subjects’ obedience legally made by a divine right ruler, and the obligation of that ruler to rule properly through identified and stated laws. Therefore, it continues true that no divine right philosopher believed coercive sanction could be presented for this duty because that would have been irreconcilable with the denial of arguments for resistance. Furthermore, a related argument can be built with reference to the claims made by divine right theorists about the connection among the king and the law. The assertion that all law was the king’s law, and that it was him who made law, was in all-purpose conditions completely unexceptionable. A lot more fascinated, however, than these commonplaces were an extra area in which divine right theory appears to have had a tolerable place: ecclesiology. A lot of the majority discussed expressions of the divine right of kings were in reality apart in works dedicated to issues of Episcopal authority and church government. To end this discussion, it is essential to try to identify something of the regulations governing the uncontroversial use of the theory of the divine right of kings in early Stuart England, and its relationships with other forms of political discussion originated in the period. The divine right of kings was an uncontroversial theory, and was not seen as threatening to usual constitutional practice, provided that it was used within particular tacitly-recognized limits and restricted to a place on the border of civil politics. Therefore, the theory of the divine right had a variety of accepted uses; the first was to prove, as an end of divinity, the responsibility that subjects had to obey their rulers. The ideological position of the divine right of kings’ theory was to condemn bad behavior, or more mainly revolution, not to take away the king from all need to watch his own laws. One time that is established it turns into significant that divine right theorists almost all looked for vary of maintaining the kings’ obligation to rule legally, even whereas releasing him from other human authorities. Therefore, the divine right theorists were cautious to evade stepping across the line that separated the acceptable generalization from the unacceptably specific claim. A near assessment of most of the statements of the divine right of kings illustrates that they were in reality statements of a general duty to follow, or to make duty voluntarily, and avoided specific suggestion of what that might involve. There is also proof, as we have seen, that support of the divine right of kings did not prevent belief in the view that kings should govern through the common law. There was a speech presented by King James I of England on March 21, 1609, regarding the divine right of kings; His view that kings have the function of Gods on earth and how they are to be regulated by laws and a relationship with the people. This is what he said: â€Å"Kings are justly called Gods, for that they exercise a manner or resemblance of divine power upon earth. For if you will consider the attributes to God, you shall see how they agree in the person of a king. God hath power to create, or destroy, make or unmake at his pleasure, to give life or send death, to judge all, and to be neither judged nor accountable to none. To raise low things, and to make high things low at his pleasure, and to God are both soul and body due. And the like power have Kings: they make and unmake their subjects: they have power of rising, and casting down: of life and of death: judges over all their subjects, and in all causes, and yet accountable to none but God only. They have power to exalt low things, and abase high things, and make of their subjects like men at the chess. A pawn to take a bishop or a knight, and to cry up or down any of their subjects, as they do their money; And to the king is due both the affection of the soul, and the service of the body of his subjects. † â€Å"A king governing in a settled kingdom, leaves to be a king, and degenerates into a tyrant as soon as he leaves off to rule according to his laws. In which case the kings conscience may speak unto him, as the oor widow said to Philip of Macedon; either govern according to your law, Aut ne Rex sis. And though no Christian man ought to allow rebellion of people against their prince, yet doth God never leave kings unpunished when they transgress these limits; for in that same psalm where God saith to kings, Vos dii estis, he immediately thereafter concludes, but ye shall die like men. † â€Å"The higher we are placed, the greater shall our fall be. Ut casu s sic dolor: the taller the trees be, the more in danger of the wind; and the tempest beats forest upon the highest mountains. Therefore all kings that are not tyrants, or perjured, will be glad to bound themselves within the limits of their laws; and they that persuade them the contrary, are vipers, and pests, both against them and the commonwealth. For it is a great difference between a kings government in a settled state, and what kings in their original power might do in Individual vago. As for my part, I thank God; I have ever given good proof, that I never had intention to the contrary. And I am sure to go to my grave with that reputation and comfort, that never king was in all his time more careful to have his laws duly observed, and himself to govern thereafter, than I. † â€Å"I conclude then this point touching the power of kings with this axiom of divinity, that as to dispute what God may do, is blasphemy, but quid vult Deus, that divines may lawfully, and do ordinarily dispute and discuss; for to dispute A posse ad esse is both against logic and divinity: so is it sedition in subjects to dispute what a king may do in the height of his power. But just kings will ever be willing to declare what they will do, if they will not incur the curse of God. I will not be content that my power be disputed upon, but I shall ever be willing to make the reason appear of all my doings, and rule my actions according to my laws. † On the other hand, Hobbes, an English philosopher developed his own political viewpoint of the divine right of kings where he disputed from a mechanistic analysis that life is merely the movements of the organism and that man is by nature an egoistically individualistic animal at frequent war with all other men.

Mental Health Field essays

Mental Health Field essays For many years, people who had mental health issues were locked away in institutions and spent their lives within the confines of that setting. There was little hope of ever having a normal life let alone a productive one and family members accepted the fact that their family member was substandard. Today that belief has been has been destroyed and millions of people with mental illness are contributing positively to society while enjoying their life. The changes that have taken place within the field have allowed professionals to diagnose mental illness and treat many of them on an outpatient basis. Just as alcoholism is considered a disease(Davis, 1998), so is mental illness. The key to success in this endeavor is careful, accurate diagnosis and consistent treatment plans. The agency that will be included as the focus to the case study will be Health and Education Services Inc. This is an agency that provides a wide range of community based mental health and substance abuse assistance. Its location is the Greater North Shore area of Massachusetts as well as the Lower Merrimack Valley area. I am a student intern from Boston University. My primary intern responsibilities include the provision of individual and family therapy sessions. My role in relations to the client is that she was assigned to me to interview and provide a preliminary diagnosis based on her narrative and her symptoms. The client is a female who is currently 48 years old. She is heterosexual though she did participate in a homosexual relationship during her college years. She has three children who are 10, 12, and 15 years old and she is married. She is white, does not identify with any particular culture at this time and is in the upper middle class income bracket. She and her family have been Catholic her entire life though her husband is Protestant. Until recently the client worked full time in the insurance industry as a licensed insurance agent...

Eo - Irregular Latin Verb

Eo - Irregular Latin Verb Eo, ire, ii or ivi, iturus - go Indicative Present Active Sing1 - eo2 - is3 - itPl1 - imus2 - itis3 - euntIndicative ImperfectSing1 - ibam2 - ibas3 - ibatPl1 - ibamus2 - ibatis3 - ibantIndicative FutureSing1 - ibo2 - ibis3 - ibitPl1 - ibimus2 - ibitis3 - ibunt   Passive (Impersonal) PresentiturImperfectibaturFutureibiturPerfectitum estImperfectitum eratFutureitum erit Subjunctive Present Sing1 - eam2 - eas3 - eatPl1 - eamus2 - eatis3 - eant Subjunctive Imperfect Sing1 - irem2 - ires3 - iretPl1 - iremus2 - iretis3 - irent Subjunctive Perfect Sing1 - iverim2 - iveris3 - iveritPl1 - iverimus2 - iveritis3 - iverint Subjunctive Pluperfect Sing1 - ivissem2 - ivisses3 - ivissetPl1 - ivissemus2 - ivissetis3 - ivissent Imperative PresentSingipliteFutureSing2nd Personito3rd Personitopl2nd Personitote3rd Personeunto Gerund and Supine Gerundeundi, eundo, eundum, eundoSupineitum, itu Infinitives Infinitive PresentireInfinitive Perfectivisse, isseInfinitive Futureiturus esse Participles Participle Presentiens, euntisFuture Participleiturus Irregular Latin Verbs Eo Fio - to becomeVolo - to wishnolo, nolle, nolui to be unwilling and malo, malle, malui to prefer are similar. Sum - to beDo - to giveFero - to carryEdo - to eat About Irregular Latin Verbs

It is believed globalisation is beneficial but only for the developed Essay

It is believed globalisation is beneficial but only for the developed world it is an evil concept for the underdeveloped world. Comment on this statement - Essay Example s, not only in traditional international trade in goods and services, but also in exchanges of currencies; in capital movements; in technology transfer; in people moving through international travel and migration; and in international flows of information and ideas. Globalization has involved greater openness in the international economy, an integration of markets on a worldwide basis, and a movement toward a borderless world, all of which have led to increases in global flows. Michael D. Intriligator’s paper (2001) indicates several sources of globalization over the last several decades. One such source has been technological advances that have significantly lowered the costs of transportation and communication and dramatically lowered the costs of data processing and information storage and retrieval. A second source of globalization has been trade liberalization and other forms of economic liberalization that have led to reduced trade protection and to a more liberal world trading system. A third source of globalization has been changes in institutions, where organizations have a wider reach, due, in part, to technological changes and to the more wide-ranging horizons of their managers, who have been empowered by advances in communications. A fourth reason for globalization has been the global agreement on ideology, with a convergence of beliefs in the value of a market economy and a free trade system. A fifth reason for globalization has been cultural developments, with a move to a globalized and homogenized media, the arts, and popular culture and with the widespread use of the English language for global communication. It must be understood that globalization has clearly changed the world system and that

The Punic Wars Research Paper Example | Topics and Well Written Essays - 1750 words

The Punic Wars - Research Paper Example However, the two strong rivals in power engaged in war, specifically in the Punic Wars, which was a series of three wars where Carthage was defeated by Rome three times. Carthage was defeated not only because of poor strategy but also because of corruption in its government. On the other hand, Rome won because of its military and political brilliance and sense of unity among its people and military groups. The First Punic War The first Punic War was fought by Rome and Carthage between 264 and 241 BC. It is interesting to note that by 275 BC, Rome had already conquered all of Italy and its goal was to prevent the neighboring countries from getting -------------- 1William C. Morey, The First Punic War, Forum Romanum, 2013. 2Ibid. 3Ibid. 4Ibid. hold of any Roman territory especially Sicily, Sardinia and Corsica. The first Punic War broke out in Messina, Sicily when the Mamertines, or the Roman mercenary soldiers who were employed by the Syracusan tyrant Agathocles, and who were in contr ol of Messana or Messina, were attacked by the Syracusan forces under Hiero II, the Greek Sicilian king. Upon the attach of the forces of Hiero II, the Mamertines called in Rome for help while Hiero II appealed to Carthage and joined the forces of Hanno the Punic, who just landed in Sicily5. Since Rome and Carthage both had interests in Sicily, the war began and continued for the next 24 years. The final victory of Rome was in the sea on March 10, 241 BC, specifically in the naval battle off the western coast of Sicily. During this time, Rome gained mastery of the sea. As a consequence of defeat, Carthage gave up Sicily and the other islands to the Roman Empire. The Second Punic War Between the years 241 and 218 BC, before the second Punic Wars broke out in 218 BC, the Carthaginians experienced what is known as â€Å"aggressive and unjustified†6 actions against Rome, as stated by the Greek historian Polybius. The treaty that Rome signed with Carthage after the defeat of the l atter was actually breached by Rome as the Romans occupied Sardinia. Rome threatened ----------- 5The Punic Wars, Latin Library, 2013. 6Ibid. Carthage with war and even ceded Sardinia and Corsica and forced Carthage to pay an indemnity. The skirmishes between Rome and the Punic forces in Italy weakened the latter, and the latter had no desire of responding to Rome with war7. As a response to this, the Carthaginian general Hamilcar Barca occupied Spain in 237 with an army for the purpose of opening new markets as well as for creating a new Carthaginian base for its operations. Hamilcar Barca militarized Spain and this militarization was continued by Hasdrubal and Hannibal and Barca’s son-in-law Hasdrubal. When Hannibal conquered Sagunto, Spain, which was a Roman stronghold, Rome declared another war against Carthage8. Hannibal was placed as the head of the army in 221. In 219, Hannibal seized Sagunto or Saguntum. During this time, the Romans in Rome issued an ultimatum demandi ng the Carthaginian council to surrender Hannibal, but Rome was not obeyed and the council supported Hannibal and accepted the offer of war9. The second Punic War broke out in 218 BC and it is considered as â€Å"one of the greatest military conflicts of the ancient world†10. The series of strategies of the Carthaginian general Hannibal until he was defeated are worth mentioning. The first victory of Hannibal was near

Disciplinary Actions From the Employee Perspective

Disciplinary Actions From the Employee Perspective Background to the Study Managing a group of people in a workplace is a complex task. Organizational leaders are familiar with the complexities that are innate in handling an organization. An example of a difficult inevitable occurrence in managing an organization is conflict. It represents a struggle between two opposing ideas. With this existence, conflicts between a manager and an employee are most likely a continuous encounter in the workplace. Ensuring a sound relationship between the management and employees depends upon how it is regulated by the manager. One of the conditions for maintaining such relationship is that employees should uphold a particular performance and behavioral standards. (Jegadeesan G, 2008). Should the employees do not comply with these standards, it is assumed that disciplinary measures are enforced to improve their performance and maintain the healthy relationship. However, if the employees do not agree with the manner of implementing disciplinary actions, it can have an adverse effect on the rapport between the manager and the employees. It is believed that the most unpleasant role of an organizational leader is to institute a disciplinary action to an erring employee (Franklin and Pagan, 2006). Although the goal is to modify the employees undesirable behaviors, their decisions are often subjected to opposing personal interpretations. At STI, the organizational relationship is directed by the general policies provided by the STI Educational Services group to its member schools through the school administrators. A disciplinary action is instituted to employees who failed to meet the rules, meriting the imposition of a penalty. The schools disciplinary guideline values the use of a progressive and positive discipline, which aims to correct the behavior of its employees. It is imposed to the offending employee after the disciplinary committee has made their final verdict. In my experiences as a member of the disciplinary committee, I have observed that employees, whether they are recipients or observers of disciplinary actions, have various opinions with regard to our disciplinary practices. These opinions need to be examined and scrutinized in order to identify possible disorders that may complicate the organizational stability. Nature of the Problem It is the purpose of a disciplinary process to preserve a healthy relationship between employees and managers for an organization to perform well. Both parties are expected to abide by the prevailing regulations. Disciplinary policies are in place to serve as a guide to an orderly conduct in the workplace in order to achieve the organizational goal. (Gatchalian and Lumiqued, 2005). The situation in which the employee commits misbehavior may vary in the same way that the manager may also handle an individual situation in different ways that is commensurate to the situation. However, the method in which the manager executes the disciplinary action may produce various opinions from the employees. It can go with or contradict with the managers perception. These opinions should not be taken for granted for it may result to future problems in the organizational relationship. The credibility of the disciplinary process should be maintained in order to preserve the strong rapport between the manager and the employees. In order to verify the credibility of the process, it is necessary to identify the perspective of the employees about the disciplinary process. While several studies have been made about proper control of employee misconducts, little is known about how disciplined employees react about the implementation of the disciplinary systems. (Greer and Labig, 1987). It is on this premise that I am convinced to explore this topic more extensively using a qualitative method to examine how disciplined employees actually think and feel about the discipline experiences. This study will consist of the exploration and description of the employees experience of disciplinary procedures at STI College Koronadal City Inc. After determining their views, problem areas will be identified for use as basis in improving disciplinary practices in the workplace. Statement of the Problem General: How do employees view the disciplinary process at STI College Koronadal City Inc.? Specific: What are the disciplinary practices implemented in the workplace? What are the different opinions of employees about the way the disciplinary actions are implemented? What are the preferences of employees in relation to the process of investigating employee misconduct? Significance of the Study For the school administrators, the information from this study can be used in identifying the loopholes and problem areas in developing a strategic plan for the improvement of employee discipline practices in the workplace. For the supervisors/managers, The information from this study can be used to direct the choice of relevant strategies to be implemented. For researchers, the result of this study will also add to the current facts and provide a general source for further research on the topic. Scope and Limitation of the Study This study will use the exploratory method to describe the views of employees about the disciplinary practices at STI College Koronadal City Inc. The reactions will be measured primarily through interviews and document reviews. It will be limited to rank and file employees. Such constraints will permit the researcher to employ a thorough exploration of the problems abovementioned. Chapter 2 Review of Related Literature Employee Discipline Despite the motivational training programs and development of positive work settings, it is believed that not all employees perform according to the acceptable behaviors set by the organization (Hughes, and Tomkiewicz, 1992). The occurrence of organizational misbehaviors is dependent on the opinions of employees towards the organization. If they believe that their organization is fair, it is unlikely that employees will commit misbehaviors (De Schrijver, Delbeke, Maesschalck and Pleysier, 2010).Discipline is an action that must be constantly exercised to rehabilitate employees misbehavior due to violation of work policy and standards. Disciplinary guidelines are used for maintaining the work standard that must be imparted to employees through proper communication. Employee disciplinary processes has transformed over time. In the pursuit of improving these practices, it has evolved from the traditional to the modern systems. The traditional autocratic imposition of punishment has transformed into new methods, where the non-compliant employee is given a chance to improve his behavior. Progressive and positive discipline is one of the modern disciplinary systems that use counseling instead of penalty. Its primary goal is to help the employee acknowledge the faults in his or her performance and is given the chance to improve it. (Chimezie, Osigweh, and Hutchison, 2006). Disciplinary Practices One of the most significant functions of a manager is to make disciplinary decisions. Most managers possibly consider that it is biased to discipline employees for outcomes over which they have no control. The probable significant factor in the decision-making process is attributions, which possibly of particular importance to the managers who value fairness. (Judge and Martocchio, 1995). Managers employ varied procedures in making their decisions when addressing disciplinary cases. By employing a policy-capturing approach, Klaas and Wheeler (1990) pointed out three factors that have possible contribution to the cause of disciplinary problem such as managerial provocation, personal problems and tenure. Environmental occurrences such as economic, institutional and hierarchical were also considered. It was found out that the institutional factor has the largest effect on personnel managers decision. On the other hand, personal problems, tenure, and the economic implications of the decision had more limited influence on managerial decisions. Using the same approach, the results of another study made by Klaas and Wheeler (1992), showed that there is a relative importance of the social and institutional standards to the disciplinary decisions made by supervisors. The findings were based on the six factors used as basis in making disciplinary decisions. These factors were i dentified as performance decrement, documented warning, waiver, tenure, past performance, and the manner of the employee. The effects of these factors were scrutinized to gather perceptions as to the extent to which key social and institutional standards influence disciplinary decisions and subsequently develop nascent rights for employees. For Franklin and Pagan (2003), their study on the variation in the practice of employee discipline, showed that issues such as sector, existence of unions, human resource department support have impact on the managers decision in choosing disciplinary approaches on the assumption that the organizations uses consistency in their use of disciplinary actions. The existence of some of the abovementioned issues motivate the managers to conform to formal disciplinary policy. In another study, Franklin and Pagan (2006) posited culture as an influential factor in making disciplinary decisions. They presented two groups of factors that have causal effects on discipline practices: Tangible and intangible factors. The former describes the formal practices the organization wishes to follow and the latter provide indications why informal strategies appear as successful practices for getting things done. A recommended hypothesis using the idea of organizational culture was suggested to confirm the validity of the supposed influence of culture on decisions pertaining to employee discipline. Disciplinary Experiences in the workplace Greer and Labig (1987) stated that limited researches were made about employee reactions to disciplinary actions. Their exploratory study about employee reactions to disciplinary actions revealed that the manner in which the disciplinary action is instituted seems to greatly influence emotional response and affect the manager-employee relationship. The foregoing positive relationship will seem to deteriorate due to the implementation of a disciplinary action. However, when the discipline is instituted in a pleasant way, it is unlikely that adverse employee reactions will occur. In a qualitative study made by Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. (2001), on recipients and observers of disciplinary process, results showed a positive perception about discipline from the two categorized groups but they may also lose respect for the one who instituted the discipline, following development of negative attitudes towards the organization as a result of the discipline. They have also the tendency to regard the experience as unfair, when it is used for informal rather than to formal rule violations. In the exploratory study using the internal dynamics of disciplinary process made by Rollinson, Handley, Hook and Foot (2007) about The Disciplinary Experience and its Effects on Behavior, it was tentatively concluded that half of those formally disciplined will internalize the rules and the other half have the inclinations of breaking the rules. These behaviors were said to be caused by first; conditioning by punishment paradigm, where punishment stimuli is ineffective in influencing the behavior. The second cause is attributed to the managerial styles that have created impressions of motives of retaliation on the disciplined person. Suggestive Definition Alternative Investigation : refers to other possible choices in conducting inquiry Process about disciplinary problems. Causes of Misbehavior : refers to the reasons why a an organizational misbehavior is committed. Discipline : refers to the state of employee self-control and orderly conduct observed in an organization. Disciplinary action : refers to the act of implementing a corrective measures to an employee who has committed an organizational misbehavior. Disciplinary attitudes : refers to the outlook of an employee towards discipline. Disciplinary experiences : refers to an exposure or observation of a person to a disciplinary action. Disciplinary process : refers to the period between the recording of misbehavior and the decision at a disciplinary committee hearing. Organizational Misbehavior : are actions by organizational members that violates the organizational and social norms. Progressive discipline : a procedure in which harder penalties is implemented for repeated disciplinary misconducts. It usually starts with an oral warning, then written warning, followed by suspension and finally dismissal. Chapter 3 Research Design This study will use a phenomenological research method to present and interpret the data which will prevent and control possible biases. It will explore and describe the employees experiences of disciplinary procedures at STI College Koronadal City Inc. A literature review of on the views of Employee Discipline, and studies about Disciplinary Practices and Disciplinary Experiences in the workplace will be done. From this review, this study will identify the premise of the disciplinary process which will form the bases of the questions for the interview. The opinions of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given emphasis. Moreover, pertinent data sources such as STI disciplinary rules, government legislations and observations made during interviews will also be considered. Locale of the Study The study will be conducted at STI College Koronadal City Inc. because the respondents are employees of this educational organization. It runs under a franchising agreement with the STI Educational Services Group. The organization started its operation as an education center in 1998 and became a full college in 2009. This organization has two branches; the main branch is located at Koronadal City and the other at Tacurong City. Currently, it has 70 employees and more than a thousand students in both TESDA and CHED Programs. Respondents and Sampling The respondents of the study are those employees holding the rank and file positions who are recipients and observers of the disciplinary procedures practiced in the organization. Since these employees are not in managerial positions, they are normally susceptible for exposure to the disciplinary process. The views of employees about progressive disciplinary approach such as warning, reprimand and suspension will be given importance in the study. Data Collection Strategies The primary instrument to be used in this study will be an interview protocol which I will develop. Two employees who have experiences of disciplinary procedure and two employees who are observers of the disciplinary procedure will be invited to an interview. The questions will be open-ended so that it will lessen any guiding of the participants responses. There will be reminders to be prepared for the questions to guarantee that detailed idea of the research questions will be addressed. Important data sources will also be considered for the purpose of the study, such as document reviews and field notes recorded from observations taken during the interviews. All interviews will be recorded using an MP3 recorder. Individual recorded interviews will be extracted from the MP3 recorder and then electronically stored into a computers hard drive. Folders will be created with proper labels which will contain the individual recordings. After each interview, the recordings will be played and then transcribed. Field notes will also be transcribed and stored in the same manner as the recorded audio interviews (Groenewald, 2004). Data Analysis Initially, the data will be recorded using an interview protocol. The audio recordings of the interview will be repeatedly played and then transcribed and reviewed to get the main idea. The interesting information in the interview will be analyzed to determine its underlying meaning. Ideas will be noted and will be transformed into themes which reflect their meaning. This process will be repeated for all interviews. Similar themes will be compiled and grouped together (Groenewald, 2004). References: Atwater, Leanne E., Waldman, David A., Carey James A., and Cartier, Priscilla. Recipient and observer reactions to discipline: are managers experiencing wishful thinking? [Abstract]. Journal of Organizational Behavior volume 22, issue 3, pages 249 270, May 2001 Article first published online: 20 APR 2001 DOI:ÂÂ  10.1002/job.67 retrieved March 7, 2011. http://onlinelibrary.wiley.com/doi/10.1002/job.67/abstract Chimezie A. B. Osigweh Yg. and William R. Hutchison .Positive discipline Human Resource Management Volume 28, Issue 3, autumn (fall) 1989, Pages: 367-383, Article first published online: 2 NOV 2006, DOI:ÂÂ  10.1002/hrm.3930280306. Retrieved March 7, 2011 from http://onlinelibrary.wiley.com/doi/10.1002/hrm.3930280306/abstract Cooke, Hannah. Examining the disciplinary process in nursing: a case study approach. [Abstract]. Work Employment Society December 2006 vol. 20 no. 4 687-707, doi: 10.1177/0950017006069809. Retrieved March 7, 2011 from http://wes.sagepub.com/content/20/4/687.abstrac De Schrijver, Annelies ; Delbeke, Karlien; Maesschalck, Jeroen ; Pleysier, Stefaan .Fairness Perceptions and Organizational Misbehavior: An Empirical Study [Abstract]. The American Review of Public Administration May 3, 2010 Published online before print May 3, 2010, doi: 10.1177/0275074010363742.Retrieved March 24, 2011. http://arp.sagepub.com/content/early/2010/02/14/0275074010363742.abstract?rss=1 Franklin, Aimee L. and Pagan, Javier F. Organization Culture as an Explanation for Employee Discipline Practices: [Abstract].Review of Public Personnel Administration March 2006 vol. 26 no.1 52-73, DOI:10.1177/0734371X05277335.Retrieved March 3, 2011 from http://rop.sagepub.com/content/26/1/52.abstract Franklin, Aimee L. and Pagan, Javier F. Understanding Variation in the Practice of Employee Discipline: The Perspective of the First-Line Supervisor [Abstract].Review of Public Personnel Administration March 2003 vol. 23 no. 1 61-77, doi: 10.1177/0734371X02250113 .Retrieved March 3, 2011 from http://rop.sagepub.com/content/23/1/61.abstract Gatchalian, Ramon M. and Lumiqued, Richard (2005). Employee Discipline and Dismissal: Basis, Laws, Jurisprudence and Best Practices).Quezon City: Central Print on Demand Greer, Charles R. and Labig, Chalmer E. Employee Reactions to Disciplinary Action [Abstract] HumanRelations August 1987 vol. 40 no. 8 507-524, doi:10.1177/001872678704000803. Retrieved March 3, 2011 from http://hum.sagepub.com/content/40/8/507.abstract Groenewald, Thomas. A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1). Article 4. 2004. Retrieved March 25, 2011from http://www.ualberta.ca/~iiqm/backissues/3_1/html/groenewald.html Hughes, R. Eugene, Tomkiewicz, Joseph M. Discipline in Response to Unacceptable Performance: Barriers to Access in Academic Organizations [Abstract]. International Journal of Educational Management Volume: 6 Issue: 5 1992. DOI: 10.1108/09513549210015807 Retrieved March 21, 2011. http://www.emeraldinsight.com/journals.htm?articleid=838503 Jegadeesan G (2008, April 25). Employee Discipline [Review of the book Employee Discipline-Concepts and Issues]. Flipkart.com Retrieved from http://www.flipkart.com/employee-discipline-concepts-issues-jegadeesan-book-8131419045 Judge, Timoth A. and Martocchio, Joseph J. The role of fairness orientation and supervisor attributions in absence disciplinary decisions. Journal of Business and Psychology, 1995, Volume 10, Number 1, Pages 115-137. DOI: 10.1007/BF02249274 .Retrieved March 25, 2011 from http://www.springerlink.com/content/ykn712n0q742847l/ Klaas, Brian S and Wheeler Hoyt N. Managerial Decision making about employee discipline: A Policy Capturing Approach [Abstract]. Personal Psychology volume 43 issue 117-134, March 1990.Article first published online: 7 DEC 2006, DOI:ÂÂ  10.1111/j.1744-6570.1990.tb02009.x. Retrieved March 6, 2011 from http://onlinelibrary.wiley.com/doi/10.1111/j.1744-6570.1990.tb02009.x/abstract Klaas, Brian S. and Wheeler Hoyt N. Supervisors and their response to poor performance: A study of disciplinary decision making [Abstract]. Employee Responsibilities and Rights Journal Volume 5, Number 4, 339-355, 1992. DOI: 10.1007/BF01388309. Retrieved March 24, 2011. http://www.springerlink.com/content/tk761l0717636750/ Noe, D.P. The Role of Managers in Initiating Disciplinary Actions to Employees: Helium General Management. March 24, 2010. Retrieved March 21, 2011 from http://www.helium.com/items/1782898-management-and-disciplinary-action-with-employees Rollinson, Derek, Handley, Janet, Hook, Caroline, Foot Margaret. The Disciplinary Experience and its Effects on Behavior: An Exploratory Study [Abstract]. Work Employment Society June 1997 vol. 11 no. 2 283-311 doi: 10.1177/0950017097112005. Retrieved March 12, 2011. http://wes.sagepub.com/content/11/2/283.abstract

Taking Sides Essay

Taking Sides Essay Fonseca, Ricardo English Period 5 October 3, 2012 In the story â€Å"Taking Sides† by Gary Soto, Lincoln Mendoza, the main character, faces many conflicts that you may think that they won't affect him but when these problems become a major role, the result of them cause him to act differently. Lincoln deals with these problems in different ways. He tries to resolve them by talking to the people he has problems with. Another thing he does is that he tries to avoid the problem.I will give two examples of the kind of problems Lincoln Mendoza deals with. One of the first problems Lincoln is faced with is Roy, his mother's boyfriend. This problem affects Lincoln in many ways; one way this problem affects him is by taking time away from Lincoln and his mother. Lincoln already has little time to spend with his own mother, and the little time they have with each other is being used by his mother to date Roy. Lincoln doesn't like this because his mother can never go to his games and she is always busy with work.Roy was shorter than his mother, pudgy and pale, and drove a baby blue BMW, which Lincoln thought was a girl's color. Roy always flinches when Lincoln's dog, Flaco, barks. He doesn't like it when his mother dates men who flinch when the dog barks. Lincoln had a conversation with Roy and it was about basketball. He had no idea that Roy played basketball when he was his age, but Lincoln learned that when Roy told him about the game when Franklin played against Columbus.Roy told him about how his coach Yesutis cried when a player from Franklin punched him in the face. This is when Lincoln found out why his coach hated Franklin so much. Eventually the conflict of his mother using her time with Lincoln to date Roy was resolved by Lincoln getting along with Roy. They became friends because they had some similarities because of basketball. This changed Lincoln because before he disliked Roy for taking time away from Lincoln and his mother but n ow he likes him. Another problem in the story was his coach Yesutis.The coach is always too hard on him. He never gives Lincoln a break even though he is like the star player. When Lincoln is hurt, his coach still makes him practice or play. For example, Lincoln hurt his toe and he complained to his coach but the coach made him practice through it, he told him to toughen up. Lincoln talked with his friend James about coach always being too hard on him and James said that coach could be weird at times. Lincoln hates his coach for this and thinks that he shouldn't be on their backs all the time.James had told Lincoln that coach Yesutis is just making them stronger, but Lincoln said that you can't coach by calling them names, and he said that sometimes he doesn't even know I'd the coach knows what he is doing half of the times. Lincoln also says that his coach's plays are stupid, and watch when they play a black team. Another example of his coach being too hard on Lincoln was when Linc oln had hurt his knee when he was playing basketball in the rain with Monica and she jumped up and hit him under his chin, which caused him to fall to the floor and bang up his knee.His knee was swollen for days and it was as purple as an onion. His coach put him as someone's back up because he kept complaining about his knee, but he still made Lincoln play through it and didn't give him a break. What Lincoln learns from this is that he can be tough and play through these injuries, but he also learns how idiotic his coach can be. In this story Lincoln faced many conflicts and resolved them on his own. These problems changed him in a few different ways but mostly they changed him emotionally and the way he thinks. He learned a few things about his coach and also more things about himself and his friends.

Texana Petroleum Corporation - 1338 Words

Conflict in Organizations Texana Petroleum Corporation Background The Texana Petroleum Corporation is a multi-million dollar company and major producer and marketer of petroleum products located in the southwest United States. Texana has five product divisions: Petroleum Products Division, Polymer and Chemicals Division, Molded Products Division, Packaging Products Division and Building Products Division. The President and Chief Executive Officer, Roger Holmes retired in 1993 and was replaced with Donald Irwin, brought in from a major chemical company. William Dutton, who had worked for Texana his entire career and reported to Roger Holmes, was appointed chairman of the board. Irwin and Dutton expanded the company’s involvement†¦show more content†¦2. That Polymer and Chemicals Division is â€Å"not interested in what they are doing, particularly if it doesn’t have a large return for them.† These divisions clearly have a conflict because of differing goals. 3. Believe they cannot trust the Polymer and Chemicals Division even if it is received in writing. The end-use divisions perceive this as a threat to their individual divisions. Managers from Polymer and Chemicals Division shot back with their concerns: 1. They feel that indeed the divisions are growing apart and therefore there is indeed a conflict between the divisions. 2. The other divisions are not looking at what products and services they have and leaving Polymer with products that will not show a profit. Polymer is pointing the finger back at the other divisions. This shows that there is no collaboration or cooperation between divisions. 3. Polymer feels that corporate is not doing enough to integrate the divisions. It appears that executive management is avoiding this conflict in hopes that it resolves itself. Sometimes this works, but in this case it appears to be getting worse as time goes on. 4. Polymer also states that their believe is that the other sister divisions are operating as â€Å"very closed organizations.† Therefore, Polymer believes the others are operating independently and the other divisions believe Polymer is too. Executive Management needs to step in to mediate these conflicts. It

Abelisaurus - Facts and Figures

Name: Abelisaurus (Greek for Abels lizard); pronounced AY-bell-ih-SORE-us Habitat: Woodlands of South America Historical Period: Late Cretaceous (85-80 million years ago) Size and Weight: About 30 feet long and 2 tons Diet: Meat Distinguishing Characteristics: Large head with small teeth; openings in skull above jaws About Abelisaurus Abels lizard (so named because it was discovered by the Argentinian paleontologist Roberto Abel) is known by only a single skull. Although entire dinosaurs have been reconstructed from less, this lack of fossil evidence has forced paleontologists to hazard some guesses about this South American dinosaur. As befitting its theropod lineage, its believed that Abelisaurus resembled a scaled-down Tyrannosaurus Rex, with fairly short arms and a bipedal gait, and only weighing about two tons, max. The one odd feature of Abelisaurus (at least, the one that we know of for sure) is the assortment of large holes in its skull, called fenestrae, above the jaw. Its likely that these evolved to lighten the weight of this dinosaurs massive head, which otherwise might have unbalanced its entire body. By the way, Abelisaurus has lent its name to an entire family of theropod dinosaurs, the abelisaurs--which includes such notable meat-eaters as the stubby-armed Carnotaurus and Majungatholus. As far as we know, abelisaurs were restricted to the southern island continent of Gondwana during the Cretaceous period, which today corresponds to Africa, South America and Madagascar.