Four Functions of Management Paper Essay

The four functions of management are planning, organizing, leading, and controlling. The term management has been used since the early twentieth century, and people such as Frederick W. Taylor, Henri Fayol, Max Weber, and A.H. Maslow all contributed to the evolution of management. The four functions of management are as relevant now as they were then. This paper will define and explain each function in today’s organizations. Batman and Snell (2007) define management as â€Å"the process of working with people and resources to accomplish organizational goals.† Managers operate in a dynamic environment where things can change very quickly. A good manager must not only know how to do things right (efficiency), but also how to do the right things (effectiveness). Even when overwhelmed with a task, a manager must continue to focus on effectiveness and efficiency. PlanningThe first function of management is planning. â€Å"Planning is specifying the goals to be achieved and deciding in advance the appropriate actions needed to achieve those goals† (Batman and Snell, 2007). Planning should engage all levels of management and improve decision-making. A successful manager should be able to plan effectively. Planning is about looking ahead, identifying a desired end point, and making decisions to reach that end point. Batman and Snell (2007) stated, â€Å"Planning activities include analyzing current situations, anticipating the future, determining objectives, deciding in what type of activities the company will engage, choosing corporate and business strategies, and determining the resources needed to achieve the organization’s goals. â€Å"Part of Company X’s vision is to play a leading role in the nuclear energy renaissance in the United Kingdom while simultaneously improving the long-term reliability of its current power plants. Company X currently owns and operates nine power stations in the United Kingdom and employs 6,000 personnel. Planning plays a significant part in directing such a large organization. The company has developed a mission, vision, company business plan, and annual financial plan. Each department or business unit also has a business plan that is aligned with the company’s business plan. Creating a plan is one step towards success, but it also must be effectively implemented. Organizing†Organizing is assembling and coordinating the human, financial, physical, informational, and other resources needed to achieve goals† (Batman and Snell, 2007). To accomplish an organization’s objectives, individuals are assigned to positions, and they are granted levels of authority and responsibility. People are an organization’s greatest asset, and organizing them to effectively and efficiently complete work positions the organization for success. â€Å"Organizing requires staffing the work division, setting up the training for the employees, acquiring resources, and organizing the work group into a productive team† (Allen, 1998). The organizing function in Company X is strong. During the last five years, significant change has occurred at Company X, as the company has recovered from a position of near bankruptcy and adapted to a rapidly changing electricity market. Already Company X is anticipating the need for additional skilled people to staff new power plants and fill the vacancies at existing power plants caused by the increasing retirements of the aging workforce. Successfully training and organizing these new personnel will be a significant challenge for the company. A recent organizational change occurred which grouped power plants with similar technology together in one business unit to maximize the opportunities to learn and work together. Leading†Leading is stimulating people to be high performers. It includes motivating and communicating with employees, individually and in groups† (Batman and Snell, 2007). Leading is providing direction and influencing people to follow. Individuals can be influenced by directing, delegating, coaching, mentoring, and selling. Leading requires close contact with people and requires that the leader has the right skills to influence people. Company X continuously strives to improve its leadership. In such a complex technical environment, leaders rely heavily on individuals to solve very complex problems. When faced with a significant technical challenge, Company X temporarily assigns an inspirational and technically competent director to lead a recovery team to resolve the issue. In 2006, Company X shut down two nuclear reactors due to emergent technical faults that had never been encountered or anticipated. A director from the engineering function led a  recovery team to analyze the technical issue, develop alternative solutions, and manage the chosen solution. The recovery team was motivated to think in creative ways to develop alternative solutions, and resolution required a company-wide effort to complete. After being shut down for a year, the power plants were re-started, and their performance has helped the company regain a position in the FTSE 100. ControllingThe final function is controlling. â€Å"Controlling monitors performance and implements necessary changes† (Batman and Snell, 2007). This function determines whether plans are being effectively implemented. â€Å"Controlling is the final link in the functional chain of management activities and brings the functions of management cycle full circle† (Allen, 1998). The first step in controlling is establishing a performance standard. Without a performance standard, one has no benchmark from which to compare. After performance is measured, one determines whether that performance meets or exceeds the performance standard. If the performance fails to meet the performance standard, corrective action must be initiated. To conduct work in the plants, Company X requires the use of operating procedures that include technical acceptance criteria. Through review of the operating procedure results versus the technical acceptance criteria, one can determine whether corrective action is necessary. Company X also has company documents that detail the expected behaviors and actions of workers. Leaders periodically observe work in the plant to determine whether worker behaviors meet those expected standards. If not, the leaders help the workers to demonstrate the correct behaviors, usually through coaching. To capture and resolve conditions that do not meet performance standards, Company X uses a corrective action process. This computer based process tracks the conditions from initial identification to resolution. ConclusionThe four functions of management are planning, organizing, leading, and controlling. Each of these functions were described individually, but  they all work together to ensure the success of an organization. Company X uses all four of these functions to effectively and efficiently supply the United Kingdom with 17% of its electricity. References Allen, G. (1998). In Supervision. Retrieved February 7, 2008, from http://ollie.dcccd.edu/mgmt1374/contents.htmlBateman, T.S.and Snell, S.A. (2007). Management: Leading and Collaborating in a Competitive World (7th ed.). [University of Phoenix Custom Edition e-Text]. New York, NY: McGraw-Hill/Irwin. Retrieved February 5, 2008, from University of Phoenix, rEsource, MGT330

Gaining Independence

Gaining Independence Many parents stand by in frustration wondering how they can help a challenged child develop new skills. The very first step to completing this task is ridding our minds of the word disabled. The dictionary defines disabled as an umbrella term for someone who is being incapacitated by illness or injury or in broad terms physically or mentally impaired. The biggest gift we can give our children is independence. Independence is freedom from dependency of us. That’s what every mother wants, her child to fly from the nest and live a life of happiness and freedom.Another thing we can do for our children is step back and allow them to struggle a bit. Remember the saying: â€Å"necessity is the mother of invention? † What that means is through necessity, people become creative and make do with the things they do have. It makes them more kind, compassionate and grateful towards life. Through struggles a child learns perseverance. Perseverance will fuel a chi ld with the energy to work hard at developing skills and build self esteem. The natural inclination of a parent is to swoop in and rescue the child when they struggle, or cry or attempt to give up because a learning experience has challenged them.Unfortunately, by rescuing our children we are unconsciously conditioning them to be dependent on us. And that is something that can be prevented. Disabled children can be independent; they just need to show them how. First, help them find their own strengths. Everyone has a strong suit or strength. Whether its compassion, or math. But, everyone does. So, develop these strong suits and strengths and capitalize on the things they CAN do. Second, don’t use the word disability as an excuse. Everyone has some adversity or challenge to overcome. EVERYONE.But, where appropriate, hold your child to the same standards as you would with any other child. Doing so, will make him or her stronger in the long run and give them the best chance to s ucceed and function more independently. Third be there to help, Independence doesn’t mean dropping someone in the middle of the ocean. Growing up pis a difficult enough for any child and can be stressful at many different levels. Knowing they have a safety net is critical part of developing confidence and allows them to stretch their abilities without being frozen by overwhelming fear of failure.Fourth, you have to be avoid giving your child directions all the time. Otherwise they will never become independent. It is a good idea to supervise your child, but you should avoid correcting their actions and behaviors in front of others Generally it is best to show your kid how to do things and let them learn from their mistakes. It is always better to help your child rather than criticizing their actions. In conclusion, always put the person first, not their disability. Anyone with a disability would rather people to see them. Not their disability, simply because they are a person . Not a disability.

Interracial Relationships in Mississippi Masala Movie Review

Interracial Relationships in Mississippi Masala - Movie Review Example The focus in Mississippi Masala shall be on three key parts of the film- the family’s displacement from Uganda owing to the â€Å"Africa for the Africans† ethnic cleansing movement started by the dictator Idi Amin and their friendship with Okelo, the racism prevalent within historically marginalized groups seen in the stigma against dark skin within the Indian family and the manner in which the relationship between Mina and Demetrius reveals the racism embedded within their respective families. The backdrop is significantly the Mississippi countryside with a long history of slavery and institutionalized racism, the lingering effects of which continue to inform the film’s thematic concerns.The forced immigration of Mina’s family from Uganda is a deliberate backdrop to the romance between Mina and Demetrius. The intolerance that the Indian family faces in the dictatorial regime of Idi Amin quite ironically does not render them (albeit Mina) more egalitarian in their views on race. Despite their close personal ties with the nation of Uganda and their relationship with Okelo, a man who ensures their safe departure amidst much racial profiling and persecution at severe personal risk, their reluctance to accept their daughter’s relationship with an African American man shows the way in which racial intolerance can dwell in vicious cycles. In a somewhat similar episode from the film, the figure of the Indian hotel owner is shown to express a phony notion of unity between people of color when he faces the threat a potential lawsuit from Demetrius and Tyrone. This apparent camaraderie is shattered when meeting Mina and Demetrius in Biloxi and learns of their affair. He defames Demetrious and robs him of much of his business. Demetrius, in turn, files the lawsuit that he has earlier agreed to forego on goodwill further deepening the hostility between the two communities.

Business Environment Assignment Example | Topics and Well Written Essays - 2250 words

Business Environment - Assignment Example Coca Cola daily servings have increased from an average of nine servings at the inception to more than 1.8 billion daily servings per day. Coca Cola employs more than 150,000 people globally and is the leading provider of sparkling beverages, fruit juices and ready to drink coffees and teas (Coca Cola 2013). Indeed, Coca Cola is the largest global beverage company with operations and production facilities spanning six operating regions that include North America, Latin America, Europe, Eurasia and Africa, Pacific and Bottling investments. Coca Cola is geared at refreshing the world through inspiring moments of optimism through its actions and brands (Coca Cola 2013). The company aims at creating value and making a difference through its brands and activities. On the other hand, Calypso Soft Drinks Ltd is committed to the produce and supply of fruit juices and soft drinks in the United Kingdom and offers a variety of beverages such as ice lollies, mineral water ice cubesm, aqua juices , juicy aids, juicy waters, and freezepops (Coca Cola 2013). Calypso Soft drinks aims at satisfying its wide range of clients that include wholesalers, supermarkets, caterers and schools in the UK. The goals, mission and objectives of Calypso Soft Drinks Ltd is to create delicious soft drinks and freeze products that refresh and are tasty to the consumers (Calypso Soft Drinks 2013). ... Coca Cola vision 2020 acts as the framework for creating the long-term destination of the business operations through understanding market trends and forces that will shape the nature of business operations in the future (Coca Cola 2013). The vision of Coca Cola is to attain sustainable and quality growth through meeting the needs of the stakeholders (Coca Cola 2013). For instance, the company is committed to creating a great workplace and empowering the employees through constant employee engagement, excellent training and development opportunities and open and inclusive employment policies (Sadler and Craig 2003). Coca Cola is committed to nurturing mutual relationships and creating value for its network of partners while at the same time remaining a lean and profitable organization. The company is committed to environmental conservation through helping ensure sustainable communities and minimizing environmental degradation through pollution (Sadler and Craig 2003). Impact of UK ec onomic system on Coca Cola Company The UK economic system is favorable for Coca Cola business operations. The UK is currently experiencing economic recovery from the adverse economic and financial crisis that were experienced after the collapse of the housing boom in 2008 (Langdana 2009). The UK is a mixed economy with both state and private sector contributing to the overall growth and prosperity of the economy (Sadler and Craig 2003). The UK is the seventh largest economy in the globe in terms of purchasing power parity and nominal gross domestic product. Some prominent economic sectors include livestock industry, agriculture, pharmaceutical, and oil and gas industries (Bamford and Grant 2000). The UK

Not sure yet Essay Example | Topics and Well Written Essays - 2250 words

Not sure yet - Essay Example The new â€Å"knowledge based† economy is defined by the World Bank (Report, 2003, p1) as that which relies â€Å"primarily on the use of ideas rather than physical abilities and on the application of technology rather than the transformation of raw materials or the exploitation of cheap labor†. This is a new determinant that propagates the idea of life-long learning. This change is bound to have an effect on the choice of an individual’s vocational education and training methods. We witness a contradiction and a replacement of the traditional view of life-long education of what Longworth (2003,p33) sees as being â€Å"about the development of the whole person† with that of its contemporary view of what Bagnall (2000) calls as ‘economic determinism’. This need has come about with the emphasis laid upon the currency in paid employment and an unavoidable need to sustain one’s employment and currency in the growing face of change. This paper shall argue that there is an imbalance in the view of lifelong learning and that the need for life-long learning changes with the change in time, industrial circumstances and that it also relevant to economic carve. But we shall argue that the traditional conception of lifelong learning as being a mode of personal fulfillment also holds an important role in setting the real purpose of life-long Education while this view is given less importance in today’s world. A balanced outlook between that individual and social obligation of life-long learning is desirable and this shall be the perspective of the paper while not forgetting that the use of these two perspectives as the purpose and end of the life-long education depends upon individual and circumstances. The change that has come about in the view in Lifelong learning however, shall be exemplified with the change in education system, policies and globalization

The Paradox of Brand Boratistan Essay Example | Topics and Well Written Essays - 500 words

The Paradox of Brand Boratistan - Essay Example spective, as the saying goes, any publicity is good publicity, so many people see Cohen’s movie as actually brining wanted attention to the country. It is the overall assumption of the current report that in the movie, the character Borat mostly represented Kazahkstan in terms of very negative stereotypes that hurt the country’s national image, especially during a time in which this image was nascent. In other words, before this nation can be known for something positive, it is already in a mud-bath of bad publicity depicting the country’s men as pigs and women as abused and ignorant. Overall, Borat as a character represents very negative stereotypes. The movie doesn’t spend much time in the fictional Kazakhstan of wherever it was filmed, but what time is spent there, early in the movie, hits some very hard notes of satire for this very brief period. The audience sees Kazakhstan as a place where donkeys pull half-trucks around unpaved towns, where the men are unafraid to involve their own family in pornography, and where there is no discernable place of culture or development. Then, the movie goes into the infamous and offensive scene of the Kazakhstan parade, in which the â€Å"Jew egg† hatches and the villagers celebrate in a ritual of merry and explicit anti-Semitism. This is not incisive, cutting sarcasm; the weapon is more of a cudgel. And the target, unfortunately, is Kazakhstan. The national image of the country is invariably negative, and, as one Kazakhstan resident complains on the internet, â€Å"Unfortunately, in todays world where every thing is about image, when somebody with influence spills mud on you it sticks. I havent watched Borat but read about him everywhere. I think this character is irrevocably damaging Kazakhstans reputation as a country where abuse of women is common and all men are macho fools† (National, 2009). From another perspective, however, one could argue that Borat is a fictional character, protected by free speech,

Business Enterprise Proposition Essay Example | Topics and Well Written Essays - 750 words

Business Enterprise Proposition - Essay Example Maintaining the health has become the major necessity. Many professional health centers are opened to guide the health conscious people about the proper exercises and proper and healthy diet. In short this service is really very money-spinning. This is the reason we are planning to start a Health Club â€Å"La Bella Health Club.† The health club is concentrating a particular market segment and that is the women or female customers. Health club is the need of the people especially who are living in urban area. In these days the people work before the computer for more than eight hours. The office job generally is sitting job. So it causes lots of negative impact on the physical health. They have to watch the computer screen and it can damage their eyes. It can result into many physical problems such as obesity, spondylitis, vertigo and many more. For women especially the major problem is hormonal changes. In such situation people are inclined to start regular Gym activities to maintain their health. The goals of this health care centre are long term goals. So the strategies are based on the achievement of long term goals. So it is necessary for the business to establish its brand in the market. For this the following activities will be performed. The online registration for membership will also be available. The website will also be the major part of our promotional activity and so our IT team will take strong efforts to make it attractive as much as possible. The facilities consist of regular Gymnasium, Cardio, Aerobics, Yoga, Swimming, and weight loss package, steam and massage. The latest technologies will be used in our health club; among them is Power Plate Machine, Treadmill, Croos Trianer, Recumbent bike, coach rower and many more. Very spacious premises of around 6000 sq ft will be available. A special circuit program of 30 minutes will be arranged for the women. In this program we will provide high standard circuit series

Strategy and International Business Essay Example | Topics and Well Written Essays - 3000 words

Strategy and International Business - Essay Example Hanson and Ever Ready; BTR; Tarmac. Strategic Planning This style is best suited to businesses that have important potential synergies between businesses, often requiring large, risky decisions and facing tough international competition. This means concentrating on one or two core businesses and divesting peripheral businesses - the fit between the businesses is critical e.g. Cadbury Schweppes; BOC; Lex; STC. Strategic Control This style seems to require some homogeneity between the businesses in terms of their strategic characteristics so that the centre can have a good feel and understanding for each. However, there does not seem to be a need to concentrate upon just one business or industry, or even a closely related set of core businesses, provided that the diversity is not too great e.g. the demerger of ICI into ICI and Zeneca; Courtaulds. Source: Primary Table 3 - Advantages and Disadvantages of each style Style Advantages Disadvantages Financial Control / Portfolio Approach Quantifiable Responsiveness Lose Direction Centre does not add value Strategic Planning / Core competence Approach Empowerment Growth on corporate as a whole Coordination Competitive advantage Effective SBU structure tends to hinder development as competences cross organisational boundaries. Centre out of touch Divisions tactical - by preventing other SBUs exploiting the particular competence of one SBU (e.g. transferring staff). Acquisitions critical Strategic Control / Linkages Approach Centre/divisions Complementary Cost control by monitoring each activity Efficient Coordination Motivation Competitive advantage Problems in sharing...Each style is different in its approach, can offer different advantages to the corporation, but has different strengths and weaknesses. This style works when the businesses in the group are largely autonomous and the centre can act to improve performance in each business, often by turnaround of under-performing businesses, and ultimate disposal e.g. Hanson and Ever Ready; BTR; Tarmac. This style is best suited to businesses that have important potential synergies between businesses, often requiring large, risky decisions and facing tough international competition. This means concentrating on one or two core businesses and divesting peripheral businesses - the fit between the businesses is critical e.g. Cadbury Schweppes; BOC; Lex; STC. This style seems to require some homogeneity between the businesses in terms of their strategic characteristics so that the centre can have a good feel and understanding for each. However, there does not seem to be a need to concentrate upon just one business or industry, or even a closely related set of core businesses, provided that the diversity is not too great e.g. the demerger of ICI into ICI and Zeneca; Courtaulds. Portfolio/Financial Control companies are likely to develop into unrelated products/markets/processes, usually by acquisition, with the decision likely to rest on wheth

Ethics in Information Technology Case Study Example | Topics and Well Written Essays - 1250 words

Ethics in Information Technology - Case Study Example For this case analysis, we will be employing Reynolds' seven-step process (Reynolds). But we will be starting from the options and analyze them one by one. The plausible courses of action that we're going to analyze are: b. The government to directly pass a law prohibiting the uploading of files, videos, photos and anything by employees that tarnish the credibility of its current employers while prohibiting employers to use the internet as a basis for hiring. The cases mentioned can be simply summarized to the use of the internet specifically the social networking sites such as Face book, YouTube and MySpace to publish videos that have tarnished the credibility of the companies. Now the question is are employers justified in monitoring their employees' posts in the social networking sites and make decisions about hiring, disciplining and discharging based on these posts The stakeholders in this case are current employers, current employees, potential employees and potential employers. In the case of hiring, the people at stake are potential employers and employees. On the part of potential employers, this will give the much needed information more than what interviews and resumes can provide. Here the truth about the potential employee can be mined. Option #3 then would not be good. On the part of the employers this is like an invasion into their privacy and their personal life. Hiring on the basis of facts gathered from networking sites can then be negative. They would support option #3. On the issue of employers uploading files that ruin he credibility or salability of the employers and their products, there are two options. Either that the government makes a direct law against that would be observed in all institutions(Options#2) or they allow the employers to make their specific rules (option #1) regarding this. The employers would find option #1 more favorable while the employees would most probably be indifferent between the two, depending on the weight of the rules and the weight of the consequences. Considering the Consequences of Your Decision Option #1 would profoundly benefit the employers. It will help them design rules that specifically fit their situation. If the government allows them to make their own rules and gets approved by the government, it means that whatever decisions they have, it will be backed by the latter. Negative publicities that actually ruin both the employers and other employees will now be eliminated thus contributing to the common good. Option #2 will also benefit the employers although the rules set by the government may not suit their specific needs. Thus, employers are better off with Option #1. On both options, the employees will feel restricted or may even feel violated although those who really do not intend violate it will be indifferent. As to option #3, potential employees will greatly be benefitted as they will have the right not to disclose information about themselves to their employers.

Marketing Plan Essay Example | Topics and Well Written Essays - 250 words - 3

Marketing Plan - Essay Example First and foremost, marketing research should be carried out in order to establish the targeted customers. In this case, the target market includes the young and old people who are conscious about their health care issues. This will help us to establish the major threats and opportunities that might be faced by the product. This is followed by setting the marketing objective of this new product. In this case, the main objective is to achieve 10 % of the market share in the beverages industry during the first year of the product launch. The marketing strategy will involve the careful use of a marketing mix of price, product, place and promotion. When the marketing strategy has been outlined, then it is turned into specific action programs. This includes outlining the tasks and the people who will perform them in order to achieve the stated objectives. After implementation of this particular marketing plan, the company formulates control measures with the aim to monitor progress and to allow management to review implementation results and identify the areas that would be performing poorly. This ought to be an ongoing process. The first goal is customer satisfaction. The company targets to achieve a high level of customer satisfaction and improving on it every year. In so doing, the company aims at maximizing on opportunities for repeat business. In all cases, if a customer is satisfied by the goods offered in a company, they will be the biggest marketing tool since they will spread the word about goods and services. The second goal is to achieve good planning and reporting systems. This will help the company attract more investors and lenders hence, will serve top guide as a building pillar for the company. The third goal is employee training and development. This will help the company achieve maximum input and output from its employees. It facilitates efficiency such that things are done according

The falliability of sense experience Essay Example for Free

The falliability of sense experience Essay One of the foremost notions concerning the rise of empiricism and the natural sciences, French thinker and mathematician Rene Descartes, also considered as the father of modern philosophy, proposes the use of methodological doubt in order for knowledge to be determined with absolute certainty. His work, Meditations on First Philosophy, contains ontological arguments which deny the reliance on the senses as the ample source in determining absolute knowledge. As a mathematician, his approach concerning the acquisition of knowledge is through substantial proof which forms the groundwork of empiricism, as well as the foundation of the different disciplines in science. Cartesian rationalism provides the understanding of empirical evidence in order for a phenomenon or study to be considered true. The work is narrated in the first person perspective as Descartes acts as the ‘mediator’ on the infallibility of the senses through the use of ontological arguments which determine the source and essence of knowledge as well as the proof of God’s existence. The first-person point of view is essential in understanding Descartes philosophy as an objective refutation of all the given objects that are naturally perceived by the senses. The concept of universality on sense experience, through the narration, provides an objective analysis of the problem which Descartes offers to solve through the use of doubt. This doubt however is not of the skeptic nature which ultimately denies the possibility of acquiring knowledge; the Cartesian doubt is methodological, it offers a complete denial of all existing objects generated by the senses in order to determine the ‘real’ underlying truth which in turn becomes the foundation of true knowledge. As such, the ‘dream argument’ from the first part of the Meditations presents the unreliable nature of sense experience in terms of determining reality or universal objects of experience. The argument generally centers on the distinction between the process of dreaming and the waking experience which completely garbles the concept of a true reality. The Dream Argument The dream argument is narrated as thus: Suppose then that I am dreaming, and that these particulars – that my eyes are open, that I am moving my head and stretching out my hands – are not true. Perhaps, indeed, I do not even have such hands or such a body at all. Nonetheless, it must surely be admitted that the visions which come in sleep are like paintings, which must have been fashioned in the likeness of things that are real, and hence that at least these general kinds of things – are things which are not imaginary but are real and exist. (Descartes, 1996, 13) The first part of the Meditations deals with the proposal of doubt, which argues for the indemnification of the senses as a fallacious source of determining experiences: â€Å"But from time to time I have found that the senses deceive, and it is prudent never to trust completely those who have deceive us even once. † From all experiences that have deceived the mediator, it is deemed prudent to be doubt present knowledge in order to know the truth. The dream argument follows from the methodological doubt as a way of determining real experiences from illusions. Descartes narrates that a dream experience provides him an understanding of an object itself. For example, a dream involving a chair may be interpreted that the chair is indeed real because we sense it. We see the chair in the mind’s eye and there we perceive it to be true. However, when we wake, we still perceive a chair which is outside the dream and therefore can still be considered real. The confusion between two realities is the main thesis of Descartes’ dream argument where he places disregard with the sense. Thus, he relates the relationship between dreaming and real experience as that of a painting. The painter creates a mermaid where each part of the character is based from an existing or real object. The mermaid has a body of a fish and the torso of a human which are two separate objects forming a whole picture. The real object of experience becomes the basis for the formation of objects in dreams and both experiences provide a sense of reality. The problem arises whether the realness in dream experience may be considered to be true. Descartes answers this problem with doubt; an individual cannot doubt the specific parts of a whole. Taking from the painting analogy, doubt can only be applicable to the painting itself (e. g. mermaid) whether it really exists but the parts such as the legs, arms, torso, and body cannot be doubted since they are real that provide the basis of the illusion. Descartes relates the analogy to the study of the different sciences wherein each discipline which depends on the study of composite objects can be considered doubtful (e. g. physics, astronomy) while disciplines that deal with the simplest or general form (e. g. mathematics, geometry) are considered universals or certain. Thus, the dream argument may be summarized as follows: the senses are an unreliable source of determining knowledge since dream experiences may be considered real because it relies on the senses to be real. Therefore, when we wake up, the objects around us lead us to doubt its existence because we perceive such objects through the senses. The dream argument leads to the formation of the Cartesian doubt, which necessarily denies the reliance of sense perception and offers as logical argument concerning the acquisition of truth. Critical Evaluation The dream argument provides the basis of Descartes methodological doubt where the senses provide a false impression of reality. His propositions are based on the dependence of empirical evidence rather than reliance to illusion. Indeed sense perception may fully deceive the person, through the ‘objects are not what they seem’ argument. The dream argument’s distinctions provide support on method to doubt all existing forms of knowledge perceived by the sense in order to be proven its validity. Descartes’ propositions are considered true in the sense that the dream argument provides substantial evidence supporting the infallibility of sense perception. The evidence provided in the dream argument as well as in the painting analogy offers enough proof to distinguish illusion from reality. For instance, when a person is awake, he or she experiences object through the sense; thus he or she perceives such experiences or objects to be true. These experiences leave an imprint on the mind and when we dream, these objects come into reality because we perceive it as such. This argument reinforces the process of doubt in order to determine with absolute certainty the real foundations of knowledge. The doubt that comes after the unreliability of the senses is then necessary to determine a firm foundation in which true knowledge to be based. This doubt is clearly distinct from the classical conception of skepticism wherein it denies the possibility of existing knowledge and offers doubt as a means of achieving intellectual tranquility: â€Å"It [skepticism] is also the ephetic (suspending) from the experience which the inquirer feels after the search† . The distinction between the two systems of thought is that Cartesian doubt offers a denial of existing knowledge created through perception whereas skepticism doubts the possibility of acquiring knowledge itself. However, the dream argument necessarily implies the universal experience of dreaming or a selective dream experience. The selective dream is identified when an individual is dreaming, he or she wakes up from such and the dilemma lies whether which reality is true. The universal concept of dreaming on the other hand falls under the general experience of individuals that life is in itself a dream and there is no such thing as a waking experience. This poses a problem on the existence of a true reality which leads to confusion between the relationship of the senses, body, and the intellect. If the senses cannot be trusted, then what do we use to determine real objects from mere illusions? It may be considered as one of the weak points in the dream argument as there is no clear identification of what can be considered to be a true reality. The images perceived by the sense ultimately influence the objects in dreams and since it relies on the sense, it is considered to be real. This problem is answered with the Cartesian doubt itself; it merely provides a persuasion for the individual to not rely on the senses and instead empirically categorize knowledge based on substantial evidence and proof through logic and deduction reasoning. This process inevitably leads to the foundation of the scientific method wherein facts are proven through observation, evidence, deduction, and conclusion in order to be construed as valid. From this notion, proof provides objectivity and universality which Descartes does not consider such subjects to be placed under doubt because it is already considered certain. Mathematics and Geometry are considered certain knowledge and physical existence is not a concern because of its deterministic essence. However, objects which fall a composite essence are subject to doubt. In conclusion, Descartes’ dream argument and the dilemma of reality are answered through the use of doubt and logic. Doubt counters the infallibility of the sense; to clearly deny all prior knowledge since the senses provide misinterpretations or illusions. Logic on the other hand answers to the problem posed by the dualistic reality caused by the dream and waking phenomenon. Logic dictates the identification of the true reality even with the problem of the senses as something that can be physically proven in order to be considered real. This physical essence is not of the material sense but instead uses deduction in order to be considered true. For example, a chair conceived in a dream may be logically explained as an immaterial existence because it does not fully provide the ‘real’ essence of a chair (e. g. form, shape, measure) which are considered as certain subjects or universals. As the senses cannot entirely function as a basis in determining true knowledge or experience, logic becomes the characterizing means in order to counter the illusions perceived by the senses. Metaphysically, the use of logic enables the mind to think and prove experiences based on evidence rather than a garbled and subjective conception of an idea. Bibliography Descartes, Rene. Meditations on First Philosophy; with Selections from the Objections and Replies. Translated by J. Cottingham. New York: Cambridge University Press, 1996. Empiricus, Sextus. Selections from the Major Writings on Skepticism, Man God. Translated by Samuel Etheridge. Indianapolis: Hackett Publishing, 1985.

An Analysis Of The Critical Period

An Analysis Of The Critical Period The critical period hypothesis cites a commonly observable phenomenon, the fact that children find language learning much easier than adults, and learn language remarkably quickly, to claim that language learning is more difficult, or impossible after puberty. The concept of critical periods was initially introduced in the study of animal behavior, where it was noticed that certain behavioral responses only emerged when stimulus was given within a particular time frame. This concept has been applied to many species, including humans, with regard to the development of specific emotional responses such as stress.  [1]  In 1967 Lenneberg proposed that this concept also applied to human linguistic development, seeing language as a response and exposure to language as the stimulus.  [2]  There are two versions of this hypothesis: the strong version, which claims that no language acquisition is possible after puberty, and the weak version, which maintains that language learning wil l be much more difficult. A distinction is often made between language acquisition, the way in which children unconsciously learn their native tongue, and language learning which implies formal instruction, and Lenneberg maintains this distinction himself. Age is not the only variable when comparing groups of learners. We cannot simply compare children and adults, but must differentiate between children acquiring their first language, children learning additional language(s) naturalistically, child and adult classroom learners, both in the country where the language is spoken and outside of it, and immigrants immersed in a foreign language and culture, learning language through induction. With these groups, different social and psychological factors, as well as age, affect their language proficiency, and these must be explored alongside the role that age may play. Some psychologists and psycho-linguists, such as Steven Pinker, claim that language learning stops at puberty because before that an innate language learning mechanism is present in the brain, enabling children to flawlessly acquire any language, given enough input.  [3]  Once puberty is reached, this language acquisition mechanism is shut down, and language acquisition becomes impossible. Chomsky claims that another variety of innate device, a Universal Grammar capability, allows the child to extract grammatical rules from the input that he receives, and to use them to generate an infinite number of further grammatical sentences.  [4]  In claiming that these devices shut down at puberty, these theories make no allowances, for example, for the fact that vocabulary is added to the corpus of language knowledge throughout life, and that adults can be successful in learning foreign languages. If a child acquires substandard forms, this does not mean that as an adult, he or she wi ll not be able to modify these forms. It is also possible to acquire a first language after puberty, as some cases, which will be discussed later, have shown Both Pinker and Chomsky allude to the ease of language acquisition as proof of an innate device behind it. We do not ascribe innate knowledge to other fields that children excel in, simply because they find them easy. For example, any child who is physically able to can learn to ride a bicycle, yet it is doubtful that a theorist would propose that evolution has provided an innate bicycle-riding apparatus. One element of the skill, balance, is innate, and is controlled by a specific part of the inner ear, the semicircular canals.  [5]  Once the child has achieved good enough control over its muscles, it can build on the innate function of balance to learn to ride a bicycle. To learn language, a child must process the data to which it is exposed, deduce rules from regularities occurring in this data, and apply these. In addition, it must have control over the muscles that govern articulation. There is no need to suppose that a specialized linguistic device to extract these rules exists, however. The entire left hemisphere of the brain is constantly constructing theories regarding the world around it, based on sensory evidence.  [6]  Language heard by the child is a part of this sensory data, existing in its aural form and in a visual or aural referent, which must be simultaneously processed. Brain function experiments have shown that the left hemisphere of the brain is indeed more active when grammar is being handled.  [7]  Like bicycle riding, language is an ability based entirely on an innate function, but is not entirely innate in itself. Without exposure, language doesnt appear; therefore it is not innate. Rather than supposing that vague, un located language acquisition or universal grammar mechanisms exist in the brain, the ability to extract theories from data could be seen as a wider function of the brain itself, rather than being language specific. If these specialized mechanisms cannot be proven to exist, then the decline in language learning ability cannot be accounted for by the shutting down of these mechanisms. Such theories also seem to suggest an erroneous concept of the brain itself. Were the brain designed it would doubtless include specific linguistic structures, and some kind of mechanism for language acquisition. But it has evolved to contain not innate knowledge or skills, but the potential for knowledge and skills to develop. The fact that the same areas of the brain handle language in approximately 90% of the population  [8]  is no reason to regard these areas as empty containers waiting to be filled with language, or with their own mechanism to enable this to happen. In any case, the brain is so richly provided with interconnections that it is impossible to describe any boundaries within it. Language is organized in the same way in most humans, but the organization is not rigid. If that part of the brain is injured in youth, language can be relocated to a different place without detrimental effect, suggesting that, although a preference may exist, no sector of the brain is mo re or less suitable than any other for language processing, and negating the possibility that one particular area of the brain is equipped with a language acquisition device.  [9]   Brain injuries also shed light on another important issue. If a young child suffers a head injury to the region of the brain that controls language, it suffers minor temporary language handicap, followed by normal development. The language centers develop again elsewhere without detriment. An older child will also be able to recover language ability, but other abilities, such as spatial skills, will be compromised. An adult suffering the same injury would be terribly and irrevocably handicapped by aphasia.  [10]  As well as suggesting that language can exist normally in other parts of the brain, it suggests that there is a difference between child and adult brains. Also, children become gradually more like adults, reflecting a gradual change in the brain as maturity is approached. In his original critical period hypothesis, Lenneberg cited this change undergone in the brain as the main physiological basis for the critical period.  [11]  Children were constrained in their language ability until the brain was mature enough, but once the brain achieves maturity, as occurs at puberty, language acquisition is again impossible. This is because lateralization is complete, with all brain functions being localized to a particular area, and cerebral plasticity not longer possible. This is supported by the experience of brain injured people. In younger children, brain organization is incomplete, and so if one part of the brain is injured, it is straightforward for the language centre to be re-established. Older children can also re-establish their language ability, but at the expense of other skills, suggesting that language is supplanting these skills in a particular area of the brain. Adults inability to do this suggests that functions previously flexible have now become immovable, supporting the idea of brain lateralization, and its effect on language. However, this does not provide proof that language learning is impossible after puberty. Adults learning a second language are not attempting to establish another centre of language function. The same areas of the brain are used to process all languages, even sign language. They are adding to their linguistic knowledge, acquiring new grammatical rules and vocabulary, but the same part of the brain will handle such knowledge. We acquire much of the vocabulary of our native language during our teens and beyond, as well as learning more complicated grammatical structures, so there is no reason to suppose that we cannot do the same with a foreign language. We can discount these claims, and still be left with the observation that children learn languages much quicker than adults do. If a family immigrates to a new country, the children will pick up the new language quickly, leaving their parent far behind, and probably acting as their interpreters. Children undoubtedly have advantages, yet these are not inextricably linked to their age. When a child is learning language, circumstances are uniquely supportive, and these circumstances are not usually replicated in later life. Physiologically, children have advantages. Hearing declines with age, and so the child is better able to identify different phonemes, and because children have better control of the articulatory muscles, they are better able to reproduce what they have heard.  [12]  Young children also have an amazing ability to learn by rote, and so can retain more data for analysis. Psychologically, they are unaffected by inhibitions or previous experiences. Young children acquiring a second language may not even have a conception of language itself, since it is many years before children can discuss language reflexively. They are usually free from prejudice against the new language, or any cultural concepts that may accompany it. In terms of hours spent on language acquisition, it is no small task. Children are attuned to language from birth, and are aware of sound in the womb.  [13]  Yet it is many months before they begin to vocalize, and years before they consistently produce grammatical sentences. From a vast amount of input, numbering many hours every single day, the child still takes much time, and much experimentation, before it is consistently accurate in its application of grammatical rules. It would take years of weekly language lessons for an adult to have experienced similar exposure, and undoubtedly the adult would then have acquired a good deal of the language, and would perhaps be approaching native-speaker fluency. The input is therefore superior on terms of quantity, but also in terms of quality. Caretaker language is a common phenomenon, including foreigner talk as well as Parentheses. This is due to the obvious fact that in communication, we are aiming to be understood, and will naturally produce what we judge that our listener will understand. Parentheses and Foreigner talk share many common features, but Parentheses is superior for language learning for many reasons. Firstly, the parent or other has a much better idea of what the child can understand and can modify their output accordingly. Secondly, Foreigner talk is often ungrammatical, with, for example, infinitives being overused to aid comprehension. Parentheses is mostly grammatical, unlike adult to adult speech,  [14]  and therefore provides the child with a large amount of perfect data from which to extract rules, whereas the foreigner is more likely to extract erroneous rules from the false data presented. And of course a pare nt has a much greater interest in the language skills of their children than a colleague or acquaintance will have in the language learning of their foreign friends. The child is also favored by the relative unimportance of comprehension. If a baby does not understand what an adult with whom it is playing says, it doesnt matter. If needs be, the adult can physically move the child or otherwise compel it to do something. If the baby is at the top of the stairs, and doesnt heed instructions to move, the adult will simply pick it up. However, an immigrant will have to perform some tasks, such as finding work, shopping, or applying for a driving license, and not understanding warning signs such as Beware of the Dog or Electrified Fence. The need to understand and been understood is much greater, and accompanying stress and frustration may hinder the learner. In addition, the world is favorably disposed towards children, whose mistakes they find endearing, but often hostile towards foreigners with a similar language capability. For children, the vast majority of social interaction is not based on conversation but centered on a particular activity, such as a ball game, or painting. Therefore, a child may gain acceptance into a group of his or her peers without a common language, and through participation is able to learn the language. For adults the reverse is true. Little interaction will take place if adults without a common language meet, reflecting the central role that conversation plays in most adult interactions. Again, this is a sociological factor. On a German exchange, for example, a student would participate in events like family meals, at which they would understand little of the conversation. They would be able to acquire several items of vocabulary, and phrases such as Guten Appetit. However, it is unlikely that an adult would be able to have the benefit of such an opportunity. In the first place, it is unlikely that he or she would have been able to make such a friendship as to prompt an invit ation. Were this possible, conversational conventions would not allow for a silent participant, making the hosts feel as if they were in some way excluding their guest, and the guest as if he was not providing his or her share of the evenings conversation. Used to being able to participate, the guest would no doubt feel frustrated at being unable to express opinions already thought through in the second language. In this way, inhibitions bar the older learner from excellent language learning opportunities. Our life experience shows us that adults can indeed be successful in learning a new language, whether it is stock phrases from a phrase book, or the entire language. If enough time can be devoted to the language, fluency is achievable at any age. The main area where children are superior to adults is pronunciation. A child can easily sound like a native speaker, yet few adults manage to acquire a perfect accent, however hard they study. This may be because children have superior hearing and better control over their articulatory organs. Even within the native language, accents appear to become fixed after puberty. A Scottish child who moves to England will quickly exchange his accent for the one he hears at school, whereas a Scottish adult may spend the vast majority of his life in England, and yet retain his accent. But adults can alter their accent, through elocution classes, and an actor may possess a vast repertoire of regional accents. In both cases, acquiring a new accent is ad vantageous; therefore there is a genuine motivation to do it. Research substantiates this: Neufeld developed a successful pronunciation technique that moves gradually from listening to speaking. After eighteen hours of instruction, nine out of twenty students convinced listeners that they were native speakers of Japanese, and 8 out of twenty that they were Chinese.  [15]  Where there is no need to alter ones accent it is unlikely that the effort will be made. A native speaker of English, with a regional accent, will have no problem with being understood in any part of the country, and therefore has no motivation to adapt it. While children are more likely to alter their accent, and have physical advantages enabling them to do so, adults do not lack this ability. Some kind of choice, probably subconscious is made. Children wish to be like their peers, and adults wish to retain their developed sense of personal identity. The importance of accent is perhaps overrated. Fluency is the ability to communicate as well in a second language as in the native tongue, to be able to generate and to understand an infinite number of sentences, not to pass as a native speaker. A foreign accent doesnt often hamper comprehension if the sentence is grammatically correct; therefore accent is not a vital part of language. It is merely a social factor. The fact that adults do not acquire native-like accents is not proof of a critical period for language acquisition. Although children seem to have the upper hand in naturalistically acquiring language, for these various reasons, research shows that classroom learning actually favors the older learner. When language is not taught in a formal context, children excel. Perhaps it seems effortless because the young child is not told that it should be laborious. But a child introduced to language in the classroom, who has experienced school as boring and demanding, and is told that much learning of grammar will be required, and is constantly informed of his mistakes, will see language learning as an effort. Krashen recognizes these factors in his Affective Filter hypothesis,  [16]  basically an exploration of the different factors that may influence motivation, obviously an important factor influencing learning of any kind. Studies concentrating on a variety of first and second languages have shown that when older and younger students learning by the same method are compared, older students make better progress. When immigrants to Holland were compared, adults made faster progress than children did in learning Dutch  [17]  ; Swedish pupils were shown to make better progress in their English lessons the older they were  [18]  . The Total Physical response method of language teaching is supposedly more suitable for children, yet in a Russian study adults achieved better results.  [19]  Even in a supposedly more naturalistic technique, the French immersion system as practiced in Canada, where children acquire French through being taught a range of school subjects only in that language, those who entered the immersion program at a later stage were judged more proficient than those who participated from the start.  [20]  The situation is of crucial importance here. Effectiveness in a classroo m situation increases with age in all other subjects, and in adulthood, when education is by choice not compulsion, learners are even more motivated. Childrens physiological advantages do not produce greater success when they are compared with adults in an identical situation. This suggests that it is the situation in which the language learning is taking place that is of vital importance. Children mostly learn naturalistically, in a supportive environment, whereas adults learning through immersion often find society hostile. The constraints of a classroom mean that language learning is not as effective as naturalistic learning. An important part of the debate over the critical period has focussed on the Wild Children the few children who have been raised entirely without language and have been later discovered. These children cannot provide proof of anything in scientific terms. They are unfortunate human beings rather than a scientific experiment, with their lives before discovery shrouded in mystery. We could not use the fact that these children do not always acquire language to prove that no child would be able to under the same circumstances, since we cannot discount factors such as mental retardation, or the effects of their often brutal earlier lives. However, their achievements do challenge some theories advanced. History has provided us with two known examples of children who did not begin to learn their native language until past puberty. Two cases, Caspar Hauser and Victor, the wild boy of Aveyron, are distant in time and complicated by claims of hoaxing in the first instance and mental retardation in the second, which obviously cannot be proved or disproved. For what it is worth, both cases acquired language, Caspar (aged 16) perfectly, and Victor (aged around 12) imperfectly, but he is said to have attained a useful communicative ability.  [21]   More recently, other cases of children being raised without language have occurred, and have been subject to more stringent scientific exploration, and can therefore be more useful in a discussion of the critical period. Genie is perhaps the most notable example, being the eldest at the time of discovery, at thirteen years old, and subject to complete isolation before that time.  [22]  The case of Isabelle, aged six, is also notable for her perfect acquisition of language within two years, to the normal childs five. Genie was discovered in November 1970, having been isolated in the same room between the age of twenty months and 13 and a half years. Her only human contact was with her father and brother, who used only growling noises and violence to communicate with her. Genie was handicapped not only in her language development, but also in all forms of socialization. She had no reaction to temperature, no concept of ownership or of personal space, and could not even chew her food. At first, she was disinclined to vocalize at all, having been beaten by her father for making any noise whatsoever, and even in her tantrums she tended to use items of furniture to make sound, remaining eerily silent herself. Children begin to use words to describe a world they have already become familiar with, but Genie was faced with the task of acquiring words to describe an environment she could barely even understand. Under these circumstances it is not remarkable that she did not develop complete language compe tency over the first five years of her rehabilitation. However, her achievement in these years was not inconsiderable, as one researcher, Susan Curtiss points out: Genies language is far from normal. More important, however, over and above the specific similarities and differences that exist between Genies language and the language of normal children, we must keep in mind that Genies speech is rule-governed behavior, and that from a finite set of arbitrary linguistic elements she can and does create novel utterances that theoretically know no upper bound. These are aspects of human language that set it apart form all other animal communication systems. Therefore, abnormalities notwithstanding, in the most fundamental and critical respects, Genie has language.  [23]   Here we have an example of an individual past puberty who has made considerable progress in mastering her first language, has succeeded in the most fundamental and critical respects even if not completely. At the very least, Genie shows that the term critical period is misleading, since language exposure before puberty is not critical, and no fixed amount of time or developmental stage can be cited.  [24]   Isabelle, like Genie, was completely isolated from the speaking world, being imprisoned with her deaf-mute mother. Unlike Genie, she was not treated cruelly, and interacted with her mother using gestures of their own devising. On being discovered aged six, in 1938, she was thought to be uneducable, but within a week had begun to use words. She was noted to pass through the normal developmental stages of language acquisition, but at a vastly accelerated rate, catching up with her age group two years later.  [25]  The fact that Genie was more than twice Isabelles age is not necessarily the decisive factor here. Isabelle was not traumatized by her upbringing, and was not an unsocialised creature, like Genie. She understood the concept of communication, and had developed a language of a sort, the gestures she used with her mother. Her task was not so great as Genies, and so her greater achievement is proof only that a six-year-old can acquire language, and not that a thirteen-year-ol d cannot. The Critical Period hypothesis suggests that age is the primary reason for childrens apparent superior language learning ability. This may be a factor, but is far from being the only reason. Language is more complex than a simple response to a simple stimulus, as Lennebergs hypothesis may suggest. Even if it were proved that childrens ability proceeds entirely from their more suitable circumstances, the impossibility of exactly replicating these circumstances for an adult would mean that the discovery would not be of much functional use. As an adult language student it would be most useful to note that it may be my inhibitions rather that my inabilities that hinder me most in my studies, and that regarding grammar as laborious may indeed make it so!

Gender Norming Essay -- essays research papers fc

Gender Norming What exactly is a standard? According to Webster’s dictionary, a standard is a level of quality or excellence that is accepted as the norm or by which actual attainments are judged. Standards are created because someone believes that a fair and efficient form of doing something is necessary. The military is full of these standards. One of the most widely known is the Army Physical Fitness Test (APFT). It tests the maximum amount of push-ups and sit-ups a person can do in two minutes. Along with completing a two-mile run in the allotted time prescribed. The APFT is different from any other standardized test I have ever seen. It is painfully obvious that the test is severely skewed in the females favor.   Ã‚  Ã‚  Ã‚  Ã‚  About fifteen years ago, â€Å"a group of sports medicine experts in the Army decided that the standards for the females in the APFT were not fair† (www.us.army.mil/athleticmed.html). They believe that overall some parts of the body were weaker on females than in males, and that a new test could help females be equals in the military. This is despite the fact the women had been doing the APFT for years with out a problem, and no complaints were ever filed. Never the less, a physical fitness board was created in order to research a fairer standard. After several years of research, the board eventually came up with what is now the current APFT. They created a process called gender norming. Their hope was that this would set the bar for ...

Street Racing Essay -- Research Racing Safety Cars Essays

Street Racing   Ã‚  Ã‚  Ã‚  Ã‚  To race or not to race, what will keep you safe? Racing can be safe but not always if you race illegally. There are a lot of safety items that some racers don’t even use, I mean they keep you safer but they don’t spot the buck for the equipment. They spend so much money on their cars to make them faster, yet most of them don’t spend money towards safety. I know what you’re thinking, THIS IS LUDACRIS but it is the truth and you will learn more by reading below.   Ã‚  Ã‚  Ã‚  Ã‚  Safety is a very important thing when you are in an object that weighs over a ton and could do over 100mph or more. A lot of racers do not spend enough money on safety, yet a surprising majority of racers do. Racers can have different combinations of these safety items; racing seats, racing harness, fire extinguisher or in some cases a roll cage (to prevent being crushed in a roll or flip). A racing harness goes hand in hand with a racing seat to keep you held to the very durable (usually aluminum) yet comfortable (padded) seat, also the fire extinguisher in case of a fire. A roll cage is in the more serious racers car to prevent the car from crushing you or being crushed in a flip or roll.   Ã‚  Ã‚  Ã‚  Ã‚  There are many different types illegal racing, there is drag racing, stoop light races, and point to point races. Drag race is simply when cars line up and race a short distance usually between  ¼ mile and one mile. A stoplight race is something you could see on the road any time. This is when t...

Throughout The Crucible many of the characters experience changes to th

Throughout The Crucible many of the characters experience changes to their personality. The change in John Proctor is quite prominent In Act IV Proctor says, ‘I cannot mount the gibbet like a saint. It is fraud. I am not that man.’ At the end of the play he goes to execution saying, ‘Now I do think I see some shred of goodness in John Proctor.’ What has made this change come about? Throughout The Crucible many of the characters experience changes to their personality. The change in John Proctor is quite prominent and extremely important in the play. When John says, ‘I cannot mount the gibbet like a saint. It is fraud. I am not that man’ he is sure that he does not want to die. Later on, while waiting for execution he says, ‘Now I do think I see some shred of goodness in John Proctor which shows he is now ready to die to state his worth. This drastic change from sinner to martyr is provoked in a number of ways. John loves Elizabeth greatly and her opinions mean a lot to him. Towards the end of the play, Elizabeth forgives John for his sins, which allows him to forgive himself. Elizabeth tells John that she’s never seen so much goodness in the world; he realizes he is Elizabeth’s example of perfection so accepts what has to be done, so not to loose this ‘perfect’ view. We can also see that John cares about Elizabeth’s thoughts as he asks her if she thinks he should confess. This also shows that he is a weak man, who cannot act by himself. John is forced to make up his own mind, when Elizabeth will not help him. John thinks about only himself and agrees to confess. When Danforth pressures him to name any other guilty parties John will only speak of his own sins. John is a religious Christian ... ...ct. Seeing the written confession makes everything real to him. The temptation of life brings another trial into John’s life, which he has to fight against. The desire fore ‘more names’ in court brings home to him the power struggle he has faced. At the point where he has to decide whether to lie or not, it is proof of John’s honesty that at this point he is unable to lie, but instead he tears his signed confession and follows his friends to the gallows. It is clear that the ‘heat’ of his trials has transformed John from a sinner to a martyr, and has shown him to be the ‘good man’ of whom Elizabeth speaks. The real John Proctor is a man who knows whit is right, even if he has not always done right and he is incapable of dishonesty or selfishness. It is clear that the change in John Proctor has come about because of the ‘real’ John Proctor coming forward.

Report Essay

Introduction Like other schools around the nation, Beech Grove Intermediate School is experiencing a serious problem with attendance. This has been cited as a problem and something that needs to be addressed so that Beech Grove Intermediate can achieve the attendance rate they need to become a Four-Star status school. Currently, the attendance at Beech Grove Intermediate is averaging around 95 percent. The rate needs to increase to 97 percent for the school to achieve Four-Star status. Beech Grove Intermediate does have an attendance policy; however, other strategies could be implemented to increase the attendance. Attendance is an important part of children’s and parents’ everyday responsibilities, and poor attendance habits cause lifelong consequences. Many schools around the nation report low attendance and high tardiness rates. This problem needs to be addressed in order to help our children do well in school and become responsible adults. Children who are habitually late or chronically absent miss out on much that is learned in school. Even being 5 to 10 minutes late each day creates a situation where children can lose a considerable amount of time that is being spent on their schooling. Also, it is known that children with poor attendance rates in elementary and high school continue to show problems of tardiness and even proficiency later in life once they go to college or pursue a career. Changes in the attendance program at Beech Grove are needed, and the following report is intended to propose tactics for increasing the attendance rate at Beech Grove Intermediate School. Methodology For this report we surveyed teachers from six local elementary and secondary schools to get an idea of what other schools were doing to increase their attendance. We received 50 completed questionnaires. We also searched scholarly databases such as ERIC to find relevant articles on the problem of increasing attendance. These articles outline several solutions to  increasing attendance in schools. Review of the Literature This review of recently published literature on attendance addresses causes, effective policies, parental contact, community involvement, teacher/student relationships, and rewards and incentives to increase student attendance. Causes of Absenteeism All the literature agrees that absenteeism is an all too common problem for schools around the country. This can be traced to a range of causes from unsupportive school environment to poor health of the student. According to John Doughtery (1999), home dynamics play a key role in absenteeism. The parents are the key to how often a child attends class (Doughtery, 1999, p. 10). Janet Ford and Richard Sutphen (1996) agree with this and list parent influence on absenteeism as number two on their list for reasons for absence. They go on to state that lack of caring by the parents, or parents who are not home to see the child off to school are major reasons for students not to go to class, especially with younger students (Ford & Sutphen, 1996, p. 96). Other than home life, illness of the child is also given as a common reason for absenteeism in the literature. Also, appointments and vacations are listed as top reasons in the literature as well. Doughtery attests to this in saying, â€Å" It is now common practice for students to miss school for general appointments to avoid tests and assignments† (1999, p. 10). Two authors noted that homeless students or students who live in a family that move very frequently are more likely to be chronically absent from school (Epstien, Sheldon, 2002, p. 311). Some of the authors also agree that if a student is not succeeding in school then they are less likely to want to come to school. This also goes along with schools that do not give praise to students or interact with the students so that no one feels left out, and help to see that everyone succeeds (Doughtery, 1999, p. 10). In short, all of the authors agree that parental involvement and student-teacher interaction is very important in keeping absenteeism down. Effective Policies and Parental Contact As schools seek new programs and ideas for increasing student attendance, one of the two most frequently mentioned tactics in the literature are having an effective attendance policy and increasing communication with parents and guardians. According to Dan Vandivier (2003), a high school principal, attendance policies must be stringent and must also be persistently adhered to. He states that policies must be fair and also have â€Å"flexibility to accommodate mitigating circumstances† (Vandivier, 2003, p. 81). Vandivier’s new attendance policy no longer distinguished between excused and unexcused and allowed administration discretion in dealing with excessive absences for legitimate reasons (Vandivier, 2003, p. 81). Dougherty (1999) agrees that schools must produce a clear fair attendance policy that is up to date and standardized and communicate it. Many studies have also shown a correlation between increased parental contact and increased attendance (Smerka, 1993; Epstein & Sheldon, 2002). Smerka (1993) noted that after mailing notices to all parents informing them of the success of the attendance program and asking for their support, the perfect attendance rate increased to 13.9 percent (p. 96.) He claimed that the key to good attendance is promoting it everywhere to everyone (Smerka, 1993, p. 96). Another study also found that â€Å"the degree to which schools overcame the challenge of communicating effectively with families was related to gains in student attendance and declines in chronic absenteeism† (Epstein & Sheldon, 2002, p.315). The study noted that providing families with someone to talk to at the school about attendance or other issues was effective in increasing attendance (Epstein & Sheldon, 2002, p.315). In addition to simply having contact with parents, many authors agree that it is the responsibility of the parents to monitor their student’s absenteeism (Dougherty, 1999; Ford & Sutphen,1996; Kube & Radgan,1992). Dougherty (1999) says that parents â€Å"must be responsible for their child’s daily attendance and promptly inform the school attendance office when the student is absent† (p. 11). One study shows that increasing communication with parents and involving them in the student’s education are strategies for increasing attendance. This study also cited the use of a letter to parents informing them of the policy and encouraging them to discuss the importance  of good attendance with their children (Ford & Sutphen, 1996, p. 96). Another study also said that parents â€Å"must be responsible for the student’s daily attendance† and they must â€Å"stress the importance of daily attendance to their children† (Kube & Radgan, 1992). C reating effective attendance policies that are reviewed and renewed regularly and establishing parental contact are very important stepping stones for increasing attendance in schools. Community Involvement While it is not crucial to the success of an attendance program, many of our authors agree that solid community involvement can positively impact attendance rates. Many schools work with businesses in the community to offer incentives for students with good or perfect attendance (â€Å"Raising School Attendance,† 2002). John Daugherty (1999), an education professor at Linden-wood College, refers to programs which offer a series of incentives for attendance, ranging from fast-food coupons to entertainment centers which were offered at a discount from local businesses (p. 16). A different form of contribution is noted in Bob Maggi’s (1991) case study of a school in Missouri. A local company contributed $500 to fund their mentoring/ adoption program. Seeing how successful the project was, the company doubled the amount it contributes to the program. Another article suggests that schools work with law enforcement and local businesses. The author states, â€Å"With their support, children who should be in school will be in school† (â€Å"Raising School Attendance,† 2002). Joyce Epstein and Steven Sheldon from The Johns Hopkins University agree, saying, â€Å"Developing productive school-family-community connections has become one of the most commonly embraced policy initiatives in schools and school districts† (2002, p. 308). There are times when the community involvement takes a much more negative but still necessary angle. Often, students will be habitually absent and schools are now working to address that issue. Janet Ford and Richard Sutphen, social work professors at the University of Kentucky, mention that in some states or districts parents of students will face fines or even jail time if they fail to adhere to attendance laws (1996, p. 95). Dougherty  suggests other tactics, such as â€Å"implementing police sweeps, involving local agencies and the media and notifying juvenile authorities† (1999). Of course, these tactics are usually implemented in only severe cases of absenteeism. Community involvement and support can be a wonderful addition to attendance policies if tailored to meet the school’s needs and the student’s desires. Teacher/Student Relationships While family and community involvement both play important roles in maintaining good student attendance, our sources all agree that student-teacher relationships are also very important. Several authors encourage one on one meetings, or mentoring students who have attendance problems. In fact, at least one study (Maggi, 1991) is devoted entirely to this practice and with great results, while others (â€Å"Raising school attendance,† 2001 and Vandiver, 2003) simply add it into their attendance programs. Authors agree that to curb poor attendance teachers should lecture students every day about the importance of attending school daily. Kube and Ratigan (1992) insist, â€Å"Teachers must let students know that they are missed when they have been absent. They must ensure that important learning experiences occur each day in their classes† (p.3), while Dougherty (2003) concurs and adds, â€Å"And they must value and reward good attendance† (p.76). According to the literature, the teachers are also responsible for coming up with new and creative ways to entice children into coming to school every day. These enticements run the gamut from Vandiver’s (2003) idea of being exempt from having to take the final exams if the student has perfect attendance to Ford and Sutphin’s (1996) strategy of giving tokens to students with good attendance so that they could cash them in on prizes at the end of the week (p.98). In the end, authors agree that in order to keep attendance under control, educators need not only to regularly come up with new and innovative ideas to keep students coming to school but to consistently tell the students how important it is for them to be present every day. Rewards and Incentives Research has shown that attendance increases when schools incorporate incentive programs into their attendance policies. Bob Maggi (1998), principal at Jarrett High School, began a program which encouraged teachers to adopt a student. Maggi (1998) claimed that â€Å"A $500 grant from Southwestern Bell Foundation was distributed to the adopting teachers to be used to their discretion: for birthday or holiday gifts, for taking student out for dinner or a show, or to buy a sweatshirt or dance ticket† (p.12). It only took one year for Jarrett High School to receive the results they were searching for. Terrance Smerke (1993, p.95), principal of Aurora Middle School, along with other schools found it effective to reward the children with positive letters of their accomplishments (Best Practices for School Attendance, 1998). According to Janet Ford, PhD, and Richard Sutphen, PhD, both assistant professors, other types of incentives are posting student’s names in the hallway or reading them over the public address system (1996). One observation mentioned in the article â€Å"Raising School Attendance† (2002), was that Monday and Friday â€Å"are typically the days with the highest absenteeism. Planning special events for these days could improve attendance.† Vandivier (2003), principal of Twin Rivers High School, and John Dougherty (1999), professor of education at Linden-wood College, agree that rewards such as movie tickets, food coupons, and gift certificates will increase attendance. The article How do you improve student attendance, claims that one way to boost attendance is to put all the students’ names with perfect attendance into a drawing (2001, p.26). Ann Kube, math teacher at North Scott High School, and Gary Radigan, principle at Ankeny High School, agree that incentives encourage students to attend school regularly (1992). As most of the authors stated, incentives have been proven to increase attendance. Punishments/Consequences All of our authors agree that absenteeism has negative consequences for students, schools and society. In the article â€Å"Early Intervention to Improve Attendance In Elementary School for At risk Children,† Janet Ford and Richard V. Sutphen discuss the effects on students. They say that  non-attendees generally fall behind their peers in academic achievement and the development of social competence (Ford & Sutphen, 1996, p. 95). Consequences for parents include fines and jail time; consequences for schools are loss of funds, and for society higher rates of unemployment, poverty and lack of preparation to enter the work force (Ford & Sutphen, 1996, p. 95). Dougherty agrees that habits of absenteeism and tardiness affect work performance when youngsters become adults (1999, p. 7). In Dan Vandivier’s article entitled â€Å"Improving Attendance, A Formula that Worked† he discusses an attendance policy at Twin Rivers High School in Brosely, Montana. Policies state d that students that miss more than six days in a semester are not considered to have earned credit, and no distinction is made between excused and unexcused absences (2003, p. 81). As for students and specific punishments our authors disagreed with suspension. Dougherty states, â€Å"that suspending a student is giving them what he wants, a vacation† (1999, p. 9). As most of the authors conclude, there is some form of punishment given to a student that misses excessive days. Conclusion In conclusion, the above research findings all agree that attendance is a very important issue for students. The literature indicated that the following topics are important factors in increasing attendance: effective policies, parental contact, community involvement, teacher/student relationships, rewards and incentives, and punishments/consequences.

Karl Marx and Max Weber Essay

Karl Marx and Max weber are among the famous theorist who organise the pillar of the study of clubhouse. This come somewhat in their contradict theories the conflict and Protestant ethic respectively. It is understood that these two nation lived in different eras, Marx be unfastened to conditions and perspectives of the eighteen century whilst weber dwells in the nineteen century where nonice up to(p) changes on the fast emergence of innovative engine room, and a path where sensory systemrnity take its buzzer (the industrial transmutation) (Tui, 2014). The theories of Marx and Weber were applicable in their times with regards to the type, functions and interactions existing within family. As follows is the preaching of their main arguments on the distant of their perspectives on the basis of troupe. According to Karl Marx, inn of all hitherto is the number of societal stratification and conflict.The organized economic activities and mode of exertion, detectd the division of labor which causes the governance of two crystalizees, the bourgeoisies and the p authoritytariat (the rich and the pathetic) show opposition (antagonistic interaction). The proletariat ( employmenting class) controlled the modes of production succession the bourgeois takeed the means of production (Brym & Lie, 2007). The conflict conjecture by Marx, argued that a position in a arable system is the basis of large numbers conflict. The rich succeed privilege of admission chargeing revenue and surplus whilst the poor did not resist, just now remained subordinate. The bourgeois as well as hold uped their interest by suppressing and maintaining the control of the proletariat (Worsley, et al., 1970). A revolution originated on the fact that men realized how capitalist economy deprives them of self-in cypherence and freedom. Capitalism too increased contrariety within society and enhanced pass on subordination of the working class. Marx believed that in the rising there will be democratic societies ( (Worsley, et al., 1970)).Therefore modern society is the result of the breakdown of the feudal system the proletariats were being absorbed by the bourgeois to work in their factory, hence bringing society to the end of communism (Tui, 2014). But in addition a democratic society noneffervescent experienced antagonistic, a trend of addiction between these two class, that is the bourgeois depend on the manual labor and productivity of the proletariat and vice versa, for their stability and co-existence. In contrast, Weber, in his theory, the protestant ethics, believed in ambitious work, personal achievement and motivations. It focuses on mortal actions and most importantly an individuals knowledge and skills to bring ab break shift key of new society. In other dustup spate consciously making finality at important times or junctures (Tui, 2014). People whom abided to protestant ethics and maintain the spirit of capitalist economy succeeded economically. He punctuate the importance of the growth of the service orbit of the economy, with its many non-manual workers and professionals.He also articulated that capitalist development was not further caused by favorable economic conditions but religious beliefs also plays an important role (awareness to the society of values and virtues right and wrong) of facilitating spacious capitalist growth. He argued that Marx, fails to see that battalion in society can mitigate their condition in terms of education, technology to attain a better type of living. Weber, also showed the flaws of the Conflict theory whereby he said that a revolution is not necessarily the solution to dissatisfaction and grievances. There are medium of resolvent matters peacefully whereby the governance is required to improve such conditions (Weber, 2005). In light of the above arguments, there is also controversy and contradiction in their discussion of class (created by eligibility and accessing to product of economy), precondition (social honor or professional position) and military group (the ability and opportunity to control) (Worsley, et al., 1970).According to Marx, in society, there are two discrete classes the bourgeois and the proletariat. These classes were inherited and there is nought that can be done away from revolution that can make the differences. The revolution would result in a classless society where the state come to own the means of production. According to Marx, whoever has a class will get to a panegyrical standard of attitude and role. For him class is the power of all kinds of location in society and source of power. He also give tongue to that traditional status ascribed was used to hire power such as the members of the stately family were born and entitled to rule. This class of nobles subsequently has high social status (Brym & Lie, 2007). Weber strongly argued that class, status and power were leash totally different ca tegories. Status and power were achieved through ones commitment and successes.It favored the theory of meritocracy which allows hatful to rise or authorise to a position that matches their talent and efforts ( (Brym & Lie, 2007)). on the whole of these were independent of each other. It is not needful of an individualor group of people in high class to restrain a corresponding level(s) of status and power. In general, class is directly link up to how people have access to part of the societys resources. Class should be related to your ability to buy power or your market position (Tui, 2014). Such as a proletariat can befit a very important intent in politics just because of his/her force, oration skills and achievement. For exemplification a Chief finding maker Officer (CEO), commissioner of police, captain. These people worked their way corresponding every proletariat from scratch and because of their opposition and hard work they are able to become successful, e ven though they do not have a kingly or ruling background subsequently having compared the two theories of Karl Marx and Max Weber, the latter theory of protestant ethic and the spirit of capitalism by Max Weber is considered the scoop up and useful theory to understand and justify the dynamics of my local society. Kiribati society is an example of an egalitarian society whereby people are equal and have the same rights and opportunities. The decision making process and access to governments resources and all opportunities are carried expose following established processes and procedures. Everyone is given a chance to talk for themselves or by a representative (Teitiniman, 1993). As mentioned earlier, access to opportunities are open to everyone such as position in government and non-government brass section through advertisement.Eligible candidates announced and a screening test is conducted to screen out best candidates. It takes ones effort, bereavement and commitment towar ds professional development in order to improve life conditioning, status and attainment of power for example people acquiring scholarship for higher qualification and to qualify a higher endure with high salary in the government institution (Itaia, 1979). According to Koae (1993) and agreed by Macdonald (2001) there are existing mediums of solving any grievance and dissatisfaction. These are site up in writing to the come to department and or are taken up to court. Communities views and perspectives are considered as a means of improvement to policing strategies such as that adopted by the Kiribati Police Services. Elections of leaders are conducted on the basis of the open vote towards candidates (Brechtefeld, 1993). As Weber highlighted, class, status and power are achieved which is correspondingly veritable of my Kiribati society. Peoples hard work irrespective of religious beliefs and traditional social class and status, have equal and equitable access to opportunities wh ich determine social and economic standings in my society.BibliographyBrechtefeld, N., 1993. The electoral System. In H. V. Trease, ed. Atoll Politics. Christchurch Macmillan Brown Centre for peaceful Studies, pp. 43, 44, 45. Brym, R. J. & Lie, J., 2007. Sociology Your Compass for a New World. three ed. California Thomson Wadsworth. Itaia, M., 1979. Rebirth Te Mauri, Te Raoi, ao Te Tabomoa. In KIRIBATI Aspects of History. Suva make fors of Pacific Studies, The University of the due south Pacific, pp. 123,124. Koae, T., 1993. Corrupt and Illegal Electoral Practices. In H. V. Trease, ed. Atoll Politics. Christchurch Macmillan Brown Centre for Pacific Studies, pp. 105-110. Macdonald, B., 2001. Cinderellas of the Empire. Suva Institute of Pacific Studies, The University of the South Pacific. Teitiniman, T., 1993. Serving the People. In H. V. Trease, ed. Atoll Politics. Christchurch Macmillan Brown Centre for Pacific Studies, pp. 343, 344, 345. Tui, R., 2014. fond Structures in Mode rn/Contemporary Societies. Suva s.n. Weber, M., 2005. The Protestant Ethic and The Spirit of Capitalism. New York Taylor & Francis e-Library,. Worsley, P. et al., 1970. INTRODUCING SOCIOLOGY. 1 ed. Victoria Penguin Education.

Ideal Student Essay

Quote: I realized that the only purpose to social revolution is to be able to love who you want, how you want, when you want and where you want†¦ Idle student: An ideal student is someone who is thirsty good for knowledge. Such a student will not be distracted in class. After all that is what every teacher desires. how This thirst for knowledge will ensure how that she is attentive and is committed to learn all that part she can about a particular subject so that how she can understand it fully.An best student is a patriot.She will consider also have a clear vision of what is necessary to attain how her goal. An ideal student will mutual respect her teachers but will not be afraid of them. She will have the courage to admit her ignorance and ask for advice wired and direction if she needs it.She will not be the kind of person who accepts  things blindly and learns by rote.Apart extract from studies, he knowingly gets involves in activities.

An ideal student will observe discipline. She free will be punctual and properly dressed.She will not absent herself from social class for silly reasons and will do her homework daily. She will be neat and tidy and observe decorum in class.He achieves success in life by using first time properly.These ideal students would go on to become ideal citizens. Who is an ideal student.?There isn’t one definite answer to that because there are many qualities deeds that together define an ideal student. The most important good quality of an ideal student is that for him.It unquestionably promotes economic economic status of the nation.

Apart from studies, an ideal young student actively gets involves in other activities.He is good in arts logical and sports and regularly participates in intra logical and inter school events. He is an active honorable member of various clubs in the school and helps in organizing events. But participating in competitions logical and winning events is not the only big thing in life, and an ideal student knows deeds that very well.Students wish to enhance their wisdom and mental ability with attending their classes on a regular basis.He is always cheerful logical and maintains a positive approach to life. He large spreads hope and happiness wherever he goes. In short his conduct is admired by everyone. An ideal student is a voracious reader.Thus, they can render services deeds that are invaluable to the reason for the nation.

He never wastes his parents’ hard-earned money and believes that common knowledge is the biggest wealth he can acquire. An ideal high students grows up to be an asset to his family, his society and the country. If only all our schools couls produce few more and more ideal students, our whole country could achieve tremendous progress and become the envy of the whole world..He is an physical embodiment of all of the virtues.Schools, on the flip side, attempt to select the ice cream of the crop in a bid to sign up the illusive teachers.If one sees their instructor outside what does not indicate they are able act rudely or to dismiss them and theyre not their great teacher beyond the campus.

Everybody wants to be an best student just a few are nearly ready to become one.Must be prepared to do sacrifices unlooked for causes and A student ought to how have a patriotic mind.Hes an perfect citizen in the making.Ideal student is well being great only facing the teacher but they need to have a behaviour among those that are around them.

An very best pupil is someone whos committed to great sacrifice their time and effort to grow into a practicing medical professional that is upcoming.Any student can grow into an student deeds that is perfect.Beneficial and good habits are cultivated by him.An medical student is the one whos an all-rounder.