Twice Gone Twice Returned essays

Twice Gone Twice Returned essays An Analytical Essay on "The Horse Whisperer" Twice gone to hell and twice returned (449) is the phrase Nicholas Evans uses to describe Graces emotional journey in the final chapter of The Horse Whisperer. In fact, Graces development is an important theme throughout the novel. Pivotal to Graces development were the two times she went to hell after which a critical change can be seen in the girls outlook on life and her relationship with her mother. By breaking up the novel into three smaller sections it is easier to see this progression. Prior to Graces accident she is indifferent towards her relationship with her mother. After Graces accident she begins to confront this relationship and to some extent rebuilds it. Later, this relationship is nearly destroyed, but when Grace once again revisits the horror of death, she finally is able to break through and reaches a peace with her mother. Not much is known of Graces relationship with her mother near the beginning of the novel, however, a brief background related by Annie does give some insight into the relationship. Annie recalls a conversation between her and Grace in which they are discussing a mother daughter photo shoot: Why dont we ever do this? Grace said, not looking up. Annie answered, rather too tartly, that she thought it was immoral, like product placement. And Grace had nodded thoughtfully, still not looking at her. Uh-huh, she said, matter-of-fact, flipping on to something else. I guess people think youre younger if you make out you havent got kids. This comment and the fact that it had been uttered without a trace of malice had given Annie such a shock that for several weeks she thought of little else then her relationship with Grace, or as she now saw it, her lack of one (39). Its stated twice that Grace is not lo...

Standard Conditions Versus Standard State

Standard Conditions Versus Standard State Standard conditions, or STP, and standard state both are used in scientific calculations, but they dont always mean the same thing. Key Takeaways: Standard Temperature and Pressure (STP) vs Standard State Both STP and standard state conditions are commonly used for scientific calculations.STP stands for Standard Temperature and Pressure. It is defined to be  273 K (0 degrees Celsius) and 1 atm pressure (or 105  Pa).The definition of standard state conditions specifies 1 atm of pressure, that liquids and gases be pure, and that solutions be at 1 M concentration. Temperature is not specified, although most tables compile data at  25 degrees C (298 K).STP is used for calculations involving gases that approximate ideal gases.Standard conditions are used for any thermodynamic calculation.Values cited for STP and standard conditions are based on ideal conditions, so they may deviate slightly from experimental values. STP is short for Standard Temperature and Pressure, which is defined to be 273 K (0 degrees Celsius) and 1 atm pressure (or 105 Pa). STP describes standard conditions and is often used for measuring gas density and volume using the Ideal Gas Law. Here, 1 mole of an ideal gas occupies 22.4 L. An older definition used atmospheres for pressure, while modern calculations are for pascals. Standard state conditions are used for thermodynamic calculations. Several conditions are specified for the standard state: The standard state temperature is 25 degrees C (298 K). Note that temperature is not specified for standard state conditions, but most tables are compiled for this temperature.All gases are at 1 atm pressure.All liquids and gases are pure.All solutions are at 1M concentration.The energy of formation of an element in its normal state is defined as zero. Standard state calculations may be performed at another temperature, most commonly 273 K (0 degrees Celsius), so standard state calculations may be performed at STP. However, unless specified, assume standard state refers to the higher temperature. Standard Conditions Versus STP Both STP and standard state specify a gas pressure of 1 atmosphere. However, the standard state isnt usually at the same temperature as STP. The standard state also includes several additional restrictions. STP, SATP, and NTP While STP is useful for calculations, its not practical for most lab experiments because they arent usually conducted at  0 degrees C. SATP may be used, which means Standard Ambient Temperature and Pressure. SATP is at 25 degrees C (298.15 K) and 101 kPa (essentially 1 atmosphere, 0.997 atm). Another standard is NTP, which stands for Normal Temperature and Pressure. This is defined for air at  20 degrees C (293.15 K, 68 degrees F) and 1 atm. There is also ISA, or International Standard Atmosphere, which is  101.325 kPa, 15 degrees C and 0 percent humidity, and ICAO Standard Atmosphere, which is atmospheric pressure of 760 mm Hg and a temperature of  5 degrees C (288.15 K or 59 degrees F). Which One to Use? Usually, the standard you use is either the one for which you can find data, the one closest to your actual conditions or the one required for a specific discipline. Remember, the standards are close to actual values, but wont exactly match real conditions.

Entrepreneurial Behavior and Learning Essay Example | Topics and Well Written Essays - 3500 words

Entrepreneurial Behavior and Learning - Essay Example The process of entrepreneurship is complicated with the existence of various other factors such as risk, chaos, information asymmetries, resource scarcity, uncertainties, paradoxes and confusion. Successful entrepreneurship can be developed only when all the three components are arranged in a proper fit. An entrepreneur has to face the challenge of manipulating and influencing the factors affecting the process of entrepreneurship so that he can improve the chances of success of the venture. Since opportunities seldom wait, right timing of the recognition of the opportunity becomes critically important for any entrepreneur. Literature has identified a number of factors influencing the process of entrepreneurship, which include creativity, optimism, information search, alertness, social networking and prior knowledge. Based upon the presence of some of these personal traits and by adapting to the circumstances, entrepreneurs are able to work their ways to recognizing profitable ventures and convert them into operable business ventures. However, the question remains as to which are the ones out of these factors that affect the learning behavior of entrepreneurs. This report based on the interview with a young entrepreneur who has successfully ventured his business in the information technology sector examines the entrepreneurial behavior and learning in practice. Psychological Base of Entrepreneurial Behavior The first question was a general one asking the entrepreneur to elucidate his personal opinion on the psychological base of entrepreneurial behavior. From the answer given by the interviewee, the following points emerge. The personality characteristics of entrepreneurs will share some common features. There are different such features like the need for achievement risk taking propensity, locus of control and work values which shape the entrepreneurial intentions of individuals. There is another dimension to the psychological base of entrepreneurship behavior, which deals with other psychological characteristics of entrepreneurs such as the problem solving style, innovativeness in approach, following role models, acquiring work experience, educational background and perceptions of individuals (Liang & Dunn, 2004). In this context, it is to be recognized that behavior is influenced by the way the external world is represented in the mind of an individual. It is also influenced by the exercise of different choices by the individual in pursuit of his different occupational intentions. It is important to have a look at the term entrepreneur, which is defined differently from entrepreneurship. Some researchers have defined entrepreneur as one who recognizes an opportunity and gathers the resources necessary for acting on the opportunity identified by him. Another definition brings together the innovative behavior and the strategic management practices of an entrepreneur and it identifies different strategic actions of an entrepreneur. They are: (i) introduction of new products and services, (ii) introduction of new production processes, (iii) exploring new markets or expanding the existing markets, (iv) identifying new supply sources, and (v) reorganization of industrial enterprises (Gartner, 1989; Sexton & Smilor,

Platos Republic and Modern Day Totalitarian Politics Term Paper

Platos Republic and Modern Day Totalitarian Politics - Term Paper Example In the contemporary society, every individual identifies themselves to political legitimacy while, elected leaders believe their election provides them with a political mandate, and also legitimacy. Conversely, authoritarian leaders or politicians believe their decisions are in line with citizen’s interest and suggest their rule only prevails until the citizens can take over. Hence, when viewed in popular discourse, it can be said that authoritarians too claim that their legitimacy is depended on a popular mandate. Most leaders, and especially dictators often reiterate that their acts are not against the popular legitimacy. Plato is viewed as being anti-democracy, and among the originators of the school of thought of totalitarianism. Plato himself believed it is ideal to appoint one supreme guardian also referred to as, the philosopher king (Michels 522). This according to Plato should be individuals withholding proper education and is competent to implement legislative polici es. Further, as reiterated by Plato, the philosopher king needs to be someone incorruptible as a result of his own desire being, knowledge. The Republic described by Plato presents various dialogues between Socrates and other observers in regard to political theory resonating with a just state. Plato never believed in democracy and focused on a perception that not every individual in the society had the ability to make wise choices or decisions. As stated by Socrates, the Platonic principle revolves around a few people within a just city considered possessing wisdom. Further, the Platonic principle suggests that the majority should place their trust in the few people whose desire is truth and wisdom, to provide leadership. In addition, such people are considered to be rational, and as a result, provide a ruling cadre that is just, and ensure the city that they rule is also just (Michels 526). According to Plato, Justice is not a tenet for the ruling within a capitalist society, and contribute minimally within a democratic republic. Plato never admired or believed in money since he regarded its power as corrupting the mind. Plato believed the society would exist in harmony without the presence of money. When a question was raised in the Republic of how the city could protect itself, yet there is no money, Socrates responded that the neighbouring cities would come to their aid if promised what remains after a war. In the world today, as part of advancing democratic principles, war is seen as a source of amassing national wealth. In essence, leaders who are motivated, not by justice often find means for rationalizing their immoral actions and use the ends for purposes of justifying the means. As a result, The Republic advocated for a view where morality should outweigh rationality (Brooks 51).The Plato’s assertion of leaving power into the few chosen who have the wisdom and desire to make the right choice can be associated with the emergence of totalitaria nism in the modern world. Individuals gain power today and form a belief system that power is a reserve for a few and establishes a dynasty, as a result. A number of governments across the world that today practice a totalitarian rule push their way into power as a result of popular consent from the population believing in their ability to make wise choices for the benefit of the entire population.  Ã‚  

“Organizations need strong leaders and a strong culture” Essay Example for Free

â€Å"Organizations need strong leaders and a strong culture† Essay In this essay, I am going to critically analyze the importance strong leaders coupled with a strong culture has within organizations. In doing so, the argument is built up of several contextual layers defining the significance that heavily immersed cultures along with well driven leaders has on the operational and interactional functioning’s of an organization but most importantly its employees. However first and foremost, it is believed that Post Bureaucratic management practices shape the construction of individual values and beliefs, ultimately depending on which cultural enrichment management will adopt. Furthermore, the abuse of power leaders may espouse may inflict adversarial repercussions upon the cultural framework embraced by the organization. Therefore this initiates a direct sequence of employees challenging De Facto power by engaging in managerial discourses, which repudiate against cultural structures, causing hierarchal movement. Whilst, firmly substantiating that strong culture’s lead by strong leaders build the inner mechanistic functioning of an organization, throughout this essay, in Section One I shall illustrate the importance of Post Bureaucratic mechanisms and the internal relationships they have with culture and leadership. Moreover in Section 2, I will attempt to expose how power is used as a possession, rather than a relationship between people. Lastly, in order to logically complete my argument, I will define how resistance is seen to be a ‘reactive process’ whereby people embedded in power relations actively oppose initiatives enacted by others (Jermier et all 1994:90) Section 1 It is believed that having such a widely shared integrative culture in organizations is often viewed as a panacea for management and a recipe for corporate success (Peter and Waterman 1982) In relation to this statement, a good culture coupled with a intuitive leader will only set out a positive regime of truth, that will undoubtedly allow the emergence of a cultural  landscape to ensure conformity is consistent to all who belong to the organization. In order to achieve such an ambition, organizations embrace Post Bureaucratic mechanisms, which are depicted as a set of normative controls that stress the importance of socialization, enculturation and identification with company objectives. (Josserand, Villesà ¨che, Bardon 2012) However the most pressing point to highlight is the fact that Post Bureaucratic mechanisms heavily entail the involvement of cultural promotion, which further aims to propel culture onto center stage. Ultimately, this means that for people to function within any given setting they must have a continuing sense of what the reality surrounding them is about (Pettigrew 1979) Herein, this tells us that culture provides a source of organizational ‘common sense’, upon which members draw to when deciding where, when and how to act. (Clegg, Kornberger Pitsis 2011) Therefore social interaction must be conceived as the negotiation of meaning, which inevitably formulates and continues the growth and extension of leadership abilities and culture amongst members of an organization. Moreover social interaction may also be characterized as an organization of instrumental relations, resulting in the formulation of various relations or relationships amongst not only members of an organization but also identification in a corporate alumni network. Hence, repetitive symbolic activities are drawn upon by organizations to maintain the stability of the social system, which has a fundamental obligation to create and recreate the system. (Rosen 1988) Making direct reference to Michel Rosen’s journal article: â€Å"You asked for it: Christmas at the Bosses Expense†, the use of ceremonies and rites, being the Christmas party encompasses a latent function, which directly aims to enable a state of partial suspension of normal structure relationships in which culture emerges as an organizing principle underlying agency membership. Lastly, despite Post Bureaucratic mechanisms promoting an enterprising culture, more importantly it imbues humanistic values of autonomy, flexibility, confidence and trust that ultimately carry the intent to urge employees to take on responsibilities (Josserand, Villesà ¨che, Bardon 2012) However, it should be undoubtedly emphasized that managers must inhibit the appropriate leadership qualities that will enable themselves and employees  to share a common relationship, in turn directly allowing them to control and frame their subjectivity in order to align one another’s relevancies. Subsequently this is achieved through leaders identifying culture, as an asset to form a paternalistic relation with their employees, as such can be debated to ignite a desirable urge to be apart of the community the organization instills. Furthermore it should be accentuated that the â€Å"Path Goal Theory† of leadership, is imperative to a successful relationship between employer and employee. It is noted as the physiological and technical support that managers provide as leaders, which ultimately intends to motivate employees by helping them understand that their needs and expectations can be fulfilled through the performance of their jobs. (Clegg, Kornberger Pitsis 2011) Section 2 In todays business realm the sociological treatment of power has the ability to perpetuate a substantial impact on the interrelation and operational processes of an organization. In support of this statement, it is elemental to treat power as a property of abstract systems, as its complexities must not only be precisely managed but also more importantly understood. Therefore it is clear that the conception of power has the capability to â€Å"make or break† an organization as Giddens argues that â€Å"the notion of power is logically tied to that of action, and in its widest sense, power refers simply to the ‘transformative capacity’ of human action†. (Knights Roberts 1982) Given this fact, we are able to argue that power has the fortitude to develop, refine or revolutionize an organizational landscape. Accordingly it is paramount that power should be treated and only applied amongst the confinements of a relationship, rather than kept as a possession to an individual. It is this underlying complexity that sparks much conjecture throughout organizations and cultural foundations. Specifically, when power is treated as a possession the direct result is that of the ignition of conflict, which can be depicted as a threatening hazard that has the ascendency to topple even the most successful organizations throughout the world. Firstly it is important to point that the individualistic conception of power is concealed within managers in which it is defined as the way that resources of ownership and control are employed in attempt to coerce labor into compliance. (Knights Roberts 1982) This is formally known as coercive power, which is understood to be the power someone has over another, ultimately meaning the denial or removal of individual choice. Furthermore coercion â€Å"requires the active submission of one person to another†¦Ã¢â‚¬  (Russ 1980:7-11) as such a thought holds the aptitude to administer alarming repercussions throughout an organizations culture. This is largely due to the fact that â€Å"equal attempts at coercion may lead to more or overt forms of resistance† (Russ 1980:7-11), a discomforting scenario that will not only cause a severe backlash against the leadership circle, but also hold the potential to eclipse the current operational success of the business. Essentially, due to the low trust dynamics, a regressive spiral of attempted control and counter control (Fox 1974) will further impede negatively on the business, ultimately throwing the culture into an unhealthy state of affair and the leadership hub at risk of being overthrown. In addition, another essential point to mention is the affiliation the notion of mainstream culture has with coercive power. As stated above, the sociological treatment of power has the potential to inflict adversarial effects if not effectively managed by administrators of an organization. Alternatively, culture is believed to create consistency and reduce conflict. However coercive authority, contradicts the view of mainstream culture, as it arguably does the total opposite. If it is believed that if organizational structures, strategies, regulations and policies frame the behavioral intents of employees, then members who belong to a hierarchy dominated by coercive power, will not only reject to be consistent with company norms but also increase conflict. This is supported by the belief that culture brings people together: it ensures they all think alike, feel and act in relatively similar ways. (Clegg, Kornberger Pitsis 2011) Similarly, also by correlating coercive power with mainstream cultures, it highlights the inadequate and defective leadership attributes it promotes. Cultural engineering is undertaken by senior management and disseminated  downward causing a spiral effect. (Clegg, Kornberger Pitsis 2011) Therefore culture can be interpreted as a management ‘lever’, a means of ensuring organizational goals are instilled and accepted by its members through the allurement of its culture. (Brewis 2007) Essentially, to make leadership effective, a leader must undertake in authoritative power, which is a more realistic understanding of interdependence in organizations (Knights Roberts 1982) What this means is that a mutual recognition of employer employee relations is shared, causing members to accept the advice and direction of others rather than opposing. A unique feature of the relationship is that authority cannot be imposed nor possessed, but exists only as a quality of the relationship. (Knights Roberts 1982) However mutual manipulation may occur when someone attempts to elevate their power above the mutual trust, therefore implying it is imperative to maintain the reciprocal of rights. Lastly this has an overwhelming influence on the culture, as all participants obtain a sense of authority and belonging. Section 3 With regard to coercive power, and the debilitated ramifications it inflicts on an organization’s cultural arrangement, it can be condoned to believe that members will engage in more overt forms of resistance. Essentially, what this points out is the creativity of employees resisting increasing control of the labor processed by management (Prasad and Prasad 2000). Therefore resistance can be directly associated with defective leadership, as even though management believe they hold the right to produce the policies that â€Å"they† want, it doesn’t mean its members will agree. Given these facts, work groups use resistance to induce what they want, the indispensible adjustments required for relatively smooth and everyday functioning in the workshop. (Courpasson, Dany Clegg 2011) More importantly, despite the act of resistance producing a common interest in opposition to management, it simultaneously results in more resistance (Burawoy 1982), clearing professing the viral empowerment it professes amongst members of an organization. Hence, this approach conceptualizes resistance as an irreducible opposition between members and management, clearly endangering the foundations of any cultural environment inhibited by an organization. Touching upon the previous paragraph, resistance is a direct result of the enmeshment of exploitative relations (Courpasson, Dany Clegg 2011). More importantly, this allures members to engage in managerial discourses, which operate against the cultural and ideological controls that frame, a company (Thomas 2009) and craft new identities, which challenge De facto Power (Ewick and Silbey 2003). Ultimately this causes dysfunctional freezing of an organization, a direct cause of members participating in â€Å"distancing† themselves from the company’s ambitions and requisites until change has transpired. Nevertheless this can be seen to benefit the organization as a whole, as employees now have the capacity to accede their desires. In relation to culture, it is imperative that members concerns are meant in order to achieve optimum business success; therefore managers seek to secure compliance through meeting employee’s sentiments and desires. Subsequently, it is vital for cultures to obtain core values and presuppositions that are widely shared and acted on (Peter and Waterman 1982), however by managers thriving on the elevation of power and exploitation, it only contradicts what a good culture should be about by going against group norms. Drawing closely to theorists ideas, it is believed that â€Å"if you forged a strong culture that incorporate all organizational members in shared beliefs and commitments – everything else good, morale, performance and results should follow†(Peter and Waterman 1982), clearly exposing the importance of effective and understanding leadership. Lastly, it should be accentuated that improvement in productivity and quality would accrue when corporate cultures systematically align individuals with formal organizational goals (Peter and Waterman 1982), but arguably wont be reached if members are continually constrained by the corporation. Overall with all of the above being discussed, one could conclude that Human skill is a pre requisite of what a strong leader should acquire. An approved culture will only occur if everyone is integrated into one managerially designed structure and the result, a superior performance. However this is  can be deemed only attainable if leadership has the ability to work with people, meaning to be sensitive to the needs and motivations of others, and taking into account other needs in ones decision making (Clegg, Kornberger Pitsis 2011) a clear contrary to what coercive power achieves. However, it could be argued that such leaders enjoy the hierarchal separation between themselves and lower level employees, as the process to both lead and yet also work alongside them is an ongoing struggle. Conclusion In summation, I have come to the conclusion that it is inevitable for an organization to parade operational success without some sort of formulation of a strong culture espoused with strong leadership. Despite Post Bureaucratic management practices shaping the construction of individual values and beliefs, I believe it is imperative for the leadership hub of any organization to be effectively aware of the on going relationship its shares with its members. For any organization to achieve corporate success the notion of culture should be heavily identified and all components that it contains must be exercised accordingly. Ultimately, if managements leadership qualities are deemed to be strong, the culture constructed must comprise a set of deep, basic assumptions and beliefs as well as shared values, which will enable members to attain a sense of not only identity but also more importantly provide them with heterogeneous ways of making decisions. Therefore bringing my essay to a close, it should not be forgone that an organization requires a strong culture and strong leadership. Reference List Articles 1. Burawoy, M. 2001. Donald Roy: Sociologist and working stiff. Contemporary Sociol. 30(5) 453-458 2. Courpasson, D., Dany, F. and Clegg, S. (2011) Resisters at Work: Generating Productive Resistance in the Workplace,  Organization Science, Articles in Advance: 1–19. 3. Ewick, P., S. Rayner, eds. (2003) Narrating social structure: Stories of resistance to legal authority. Amer. J. Social. 108(6) 1328-1372. 4. Fox, A. (1974) Beyond Contract: work, power and trust relationships. London: Faber 5. Josserand, E., Villesà ¨che, F. Bardon, T., (2012) Being an active member of a corporate alumni network: a critical appraisal, pp. 31-55 6. Knights, D. and Roberts, J. (1982) The power of organisation or the organisation of power? Organisation Studies, 3(1): 47-63 7. Prasad, P. A. Prasad. (2000) Stretching the iron cage: The constitution and implications of routine workplace resistance. Organ. Sci. 11(4) 387 – 403 8. Russ, V., (1980) Positive and negative power; thoughts of the dialectics of power, Organizational studies 1/1:3-20 9. Rosen, M. (1988) You asked for it: Christmas at the bosses expense, Journal of Management Studies, 25(5): 463-480. Books 1. Brewis, J. (2007) Culture in Knights, D. and Willmott, H. (eds), Introducing Organizational Behaviour Management, Australia Thompson: 344-374. 2. Clegg, S., Kornberger, M., and Pitsis, T. (2011) Managing Organisations: An Introduction to †¨Theory and Practice, 3rd Edition, London, Sage (Chapter 6), pp. 224 3. Clegg, S., Kornberger, M., and Pitsis, T. (2011) Managing Organisations: An Introduction to †¨Theory and Practice, London, Sage (Chapter 4), pp. 133 4. Jermier, J. M., D. Knights, W. R. Nord, eds (1994) Power in organzations. Routledge, New York. 5. Thomas, R. (2009) Critical management studies on identity: Mapping the terrain. M. Alvesson, T. Bridgman, H. Willmott eds. The Oxford Handbook of Critical management studies. Oxford University Press, Oxford, UK, 166-186 6. Peter, T. J., Waterman, R.H. (1982) In Search for excellence: Lessons from Americas best-run companies. Warner Book, New York.

Motivation Profile Essay -- Business Employment Motivation

There are three individuals Ella, Marcelo, and Masoko who are trying to gain a promotion at their place of employment. Motivated employees are needed at all workplaces. Motivated employees help their companies and place of employment survive. Managers need to know what motivates their employees. Of all of the duties of an employer motivating employees arguably is the most complex. This is due, to the part of what motivates employees which changes constantly (Bowen& Radhakrishna, 1991).Each individual is motivated to gain a job promotion using three theories of motivation. The three theories of motivation are biological, psychosocial an interactionist theories of motivation. Motivation is a reason or set of reasons for engaging in a particular behavior. Ella’s motivational drive to gain a promotion is based on the biological theory of motivation. The biological theory of motivation that Ella is driven by is achievement motivation. She is trying to gain a promotion by incorporating biology. All people are born with innate tendencies that are programmed at birth; these innate tendencies are in our genes that we use for achievement. Ella will use her basic needs of survival to gain her job promotion. Ella is motivated based on the biological theory of motivation achievement motivation because Ella wants to achieve a job promotion. Ella will do whatever it takes. Ella will master all of the necessary skills that it takes to perform her job and outperform others (her colleagues). Ella will be as creative and as productive as she can be in her job performance. Performance is considered to be a function of ability and motivation. Ella’s ability to gain the promotion should depend on her ability, education, experience an d trainin... ... In closing, Motivation is the contributing factor to reaching a goal, getting something that you want, or fulfilling a need that you have. Motivation helps people do various things such as: gain a positive perspective, achieve goals, create the power of change, build self-esteem and capability, and motivation helps people manage their own development and help hers with theirs. Motivation is a skill that must be learned. References Buford, J. A., Jr., Bedeian, A. G., & Lindner, J. R. (1995). Management in Extension (3rd ed.). Columbus, Ohio: Ohio State University Extension. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, July 1943. 370-396. Skinner, B. F. (1953). Science and Human Behavior. New York: Free Press. Tolman, C. W. (1991). Theoretical indeterminacy, pluralism and the conceptual concrete. Theory & Psychology, 1, 147-162.

Early Childhood Essay

Discusses the numerous options that students have when it comes to choosing the right school for them. Because every student is different from each other, it is only enough that schools become as diverse as they could be. The schools are not only diverse in terms of their geographical locations but also in terms of the programs they offer, the standards they maintain, and the population. It is important that children and families be given the freedom to choose the school they want to apply to because of the need to grow and learn in a place where the student is most comfortable in. The freedom to choose what school to go to is also vital in contributing to the child’s future because there might be some schools where certain programs that the child need are not available. If the law would not allow families to choose the schools their children should go to, it might limit the children’s development and, ultimately, their overall success in life. However, as with all other things, the freedom to choose also has its own negative effects, and both families and educators should be aware of these effects to be able to provide a better education to the children. Freedom is a good thing, especially if it means success. Still, people should keep in mind that if they abuse the freedom they have in their hands, nothing good would ever come out. In choosing the right school, students should think about what they want to achieve and what they want to become in life. They should also consider practical things like the cost of studying in a particular school. For educators, they should remember to give every student the chance to experience the education of their institution no matter what the student’s status in life may be.

Positive Behaviour Support Essay

Policies and Procedures of the Work Setting There are many different policies and procedures that schools have to abide by some of these are; Behaviour policy- The behaviour policy goes over topics like how to treat others, how you should act in the premises, how you should talk to others and how you should do something when you have been told to do it etc. The policy also goes over rules and consequence’s if the rules are not followed. It goes over how they use positive behaviour support when a child has done well. It explains responsibilities, the curriculum, the values and how rules are reinforced to the children. Bullying policy- In all schools they now have a 0% tolerance on bullying, the policy goes over many things about the anti-bullying policy. It ensures that everyone should be able to work in a safe, caring and productive environment with no fear of being bullied or feeling like they can’t tell anyone if they are. It helps members of the school attend and sort the incident when it occurs. It explains that all bullying should be reported if spotted, if told about it or if you are the victim, it also explains that anti-social behaviour will not be tolerated and consequences will be giving out where and when appropriate. Attendance policy- The attendance policy follows the pupil registration act 2006. All teachers are responsible for taking all registers in the morning and in the afternoon after lunch. Students should turn up for school everyday unless they are ill or have appointments but the school should be informed if this happens. If a child doesn’t turn up for school or fails to turn up at all authorities are usually brought into see what the situation is and fix it. The deputy head and the secretary are responsible for collecting up all the registers and looking them over to see for any cause for concern following it up with the head of school. Child Protection policy- The CPP is put in place to safe guard the students. It explains that students are encouraged to talk and be listened to, that they have someone to approach with any problems, gives advice about how to stay safe and people they can talk to if they do not. All staff are provided with a copy of the CPP at the beginning of the academic. All teachers have a duty of care to the children involved so they can be safe and protected from harm while in school. All children have a right to be protected from something that can cause harm. All staff and volunteers should be able to make  informed and confident decisions and responses to specific child protection issues. All these policies support positive behaviour in many different ways. The behaviour policy supports positive behaviour by it explaining to teachers how to deal with a child when they are acting antisocially in the setting. It also explains to them how to use positive behaviour support when a child or chil dren has done well. The bullying policy supports positive behaviour in children by setting rules and boundaries ensuring that children can work in a safe and caring environment. It helps teachers explain to children what is accepted as bullying and why they shouldn’t hurt other children etc. in a fun way so children understand that they shouldn’t intentionally hurt someone. The attendance policy helps teachers see who is a cause for concern and who isn’t. If a child is absent they are not learning anything and not being helped to do things they would do in school. So it helps the teacher try and get children back into school to keep them positive about it. Child protection policy helps positive behaviour as all children are encouraged to speak and be listened to when there is or isn’t a problem so they know they will be heard which keeps them positive when there’s something wrong as they know they can tell someone when something is wrong. If they have someone in a scho ol they can trust they are more likely to tell them about what is going on which helps them know they have a voice and will be listened to. The Importance of Consistent Rules and Boundaries It is very important that we apply rules and boundaries to children when working in a setting. Rules and boundaries are set so all children can be treated the same not one rule for one and one rule for another, all children know where they stand with teachers and so all children can understand what is considered appropriate behaviour. Rules and boundaries need to be consistent and regularly reinforced by an adult. If messages are not clear to them or if they are conflicting and contradictive they are going to get confused and maybe frustrated and will then find it hard to behave. If children are met with the same response every time they do something wrong they will be less likely to repeat at a later day. All rules and boundaries should be suitable for their age and stage of development and all language used should be clear and make sense not to confuse the children. You must make all your expectations clear so they know how to act and behave. The  Benefits of Encouraging and Rewarding Good Behaviour There are many benefits of encouraging and rewarding good behaviour to the child you are working with, other children in the setting and carers; The Child- Encouraging and rewarding good behaviour for a child has many benefits, they learn that when they have done or are doing well at something they will get something good out of it and if they are doing the wrong they will learn that they will get ignored or depending on the severity of it they will get consequences. It helps them succeed in their work etc. a lot better and makes them happier to do work. It sets a positive out look on stuff they wouldn’t usually like doing and gives them more enthusiasm to go further on with their work. It also makes them more able and gives them a better outlook on school life. Other Children- If other children see you giving a child encouraging and rewarding good behaviour they are also more likely to follow on with it. If they realise their behaviour isn’t be rewarded by someone else’s is they are going to try and do the same to get positive support. It will make them more motivated to do their work and behave as they are then getting something out of it. It will help them be more into their work and their progress will get better. Carer- Carers meaning teachers and others working in the setting would also benefit from children being positively supported as they would be able to work better with the child as they might not be as stubborn and it might make them more a willing to do something they wouldn’t usually do. Their behaviour would be better which would make them better to teach as they would listen and become more into the lesson. The work the children produce would be better as they are listening more and there are less class disruptions so there’s no starting and stopping. The teacher would have a lot more time to help other children that need it and be able to fit more into a day.

Free Essays on Organization

A method to dealing with problems is via organizations. Some advantages that organizations have include the cohesiveness of the group of people working together, the continuity of the going concern, a relatively stable financial base, and the linking of current issues with those of the future. Many organizations are born from a past mobilization that raised the question towards the end of their span of whether or not to continue the fight at a more permanent level. Some started from organizers who recognized a community problem that would serve well as a ground start for an organization. These professionals may have come from national networks, statewide coalitions, or local organizations, looking to expand their reach. To begin the process of starting a new organization an organizing committee can be formed from an initial group of concerned people. By bringing in other people in the first step to form a core group instead of doing it on your own or by calling a meeting together of many people, these initial members tend to be more loyal and committed to the organization. Another key part in member makeup is having members that share the same goals, including who the opposition is. A commitment to democratic decision making is important so as to keep the power in the hands of many instead of the hands of a few. This process also helps to ensure member participation since people tend to support decisions when they feel they are involved in the decision process. A recent revelation in improving organization efficiency is proper and accurate accounting, bookkeeping, and record filing.... Free Essays on Organization Free Essays on Organization A method to dealing with problems is via organizations. Some advantages that organizations have include the cohesiveness of the group of people working together, the continuity of the going concern, a relatively stable financial base, and the linking of current issues with those of the future. Many organizations are born from a past mobilization that raised the question towards the end of their span of whether or not to continue the fight at a more permanent level. Some started from organizers who recognized a community problem that would serve well as a ground start for an organization. These professionals may have come from national networks, statewide coalitions, or local organizations, looking to expand their reach. To begin the process of starting a new organization an organizing committee can be formed from an initial group of concerned people. By bringing in other people in the first step to form a core group instead of doing it on your own or by calling a meeting together of many people, these initial members tend to be more loyal and committed to the organization. Another key part in member makeup is having members that share the same goals, including who the opposition is. A commitment to democratic decision making is important so as to keep the power in the hands of many instead of the hands of a few. This process also helps to ensure member participation since people tend to support decisions when they feel they are involved in the decision process. A recent revelation in improving organization efficiency is proper and accurate accounting, bookkeeping, and record filing....

The Purpose of Building a Portfolio Assessment

The Purpose of Building a Portfolio Assessment A portfolio assessment is a collection of student works that are associated with standards you are required to learn. This collection of work is often gathered over a long period of time to reflect what you have been taught as well as what you have learned. Each piece in the portfolio is selected because it is an authentic representation of what you have learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is a storybook capturing a students progression of learning as they move through the year. What Goes Into a Portfolio A portfolio can include classwork, artistic pieces, photographs, and a variety of other media all demonstrating the concepts that you have mastered. Each item that is selected to go in the portfolio is chosen within the parameters of the purpose of the portfolio itself. Many teachers require their students to write a reflection that correlates with each piece in the portfolio. This practice is advantageous for the student as they self-assess their work and may set goals to improve. Finally, the reflection helps reinforce the concept for the student and it provides some clarity for anyone reviewing the portfolio. Ultimately, the most authentic portfolios are built when the teacher and student work collaboratively to decide which pieces should be included to demonstrate mastery of a specific learning objective. The Purpose of Developing a Portfolio A portfolio assessment is often deemed an authentic form of assessment because it includes authentic samples of a students work.  Many advocates of the portfolio assessment argue that this makes it a superior assessment tool because it is demonstrates learning and growth over an extended period of time. They believe it is more indicative of what a students true abilities especially when you compare it to a standardized test that provides a snapshot of what a student can do on a particular day. Ultimately, the teacher guiding the portfolio process helps determine the purpose of the final portfolio. The portfolio may be used to show growth over time, it may be used to promote a students abilities, or it may be used to evaluate a students learning within a specific course. Its purpose may also be a combination of all three areas. The Pros of Using a Portfolio Assessment A portfolio assessment demonstrates learning over the course of time rather than what a student knows a particular day.A portfolio assessment provides an opportunity for a student to reflect on their learning, to self assess, and to formulate a deeper understanding of the concepts they are learning beyond a simple surface explanation.A portfolio assessment requires a great level of individual interaction between the student and teacher wherein they are always collaborating about the requirements and components going into the portfolio.   The Cons of Using a Portfolio Assessment Developing and assessing a portfolio is time-consuming. It takes a lot of effort from both the teacher and the student and is a demanding endeavor in which you can quickly fall behind.Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric, the individualized nature of a portfolio makes it difficult to remain objective and stick to the rubric. Two students working on the same learning standard may have two totally different approaches thus learning may not be the same.

World philosophy Essay Example | Topics and Well Written Essays - 750 words

World philosophy - Essay Example My beliefs were supported with my experiences with the cognitive world, and with the aid of a rich imagination, I was able to attach the like elements to those that I do not personally experience. Just as it is with the Indians who believe in the truth that the sun lives in the earth, their culture caters to the idea that all things in the Indian world are connected to each other, in â€Å"profound unity,† may it be inanimate or animate, life is believed to exist in the essence of these things (Momaday, 190). With the sun, the Indians have attached to it a nature that can almost be human by virtue for its behavior in the heavens with which they can somehow relate to. As Momaday writes, â€Å"the sun-watcher among the Rio Grande Pueblos, whose sacred task it is to observe, each day, the very point of the sun’s emergence on the skyline, knows in the depths of his being that the sun is alive and that it is indivisible with the earth, and he refers to the farthest eastern mesa as â€Å"the sun’s house† (190), the sun-watcher courts the sun which is like a maiden being wooed, and the sun being that character is expected to go homeward. They see this oc currence as a fact because the sun undergoes changes just as a person would, and appears to move across the heavens as would a traveler, and these the Indians bear witness. They take into account what they perceive as simply as what their sight would lead them to understand. For what could be more factual than to actually experience first hand through their own senses the mechanism of that was around them. Alongside the Indians’ reverence to a â€Å"living† sun is their different perception of a timeframe. And this diverse concept of time, which is quite departed from our Western Industrialized concept of time, retains an element of preservation of moments. And perhaps this is much better, speaking about respecting