Gender Disadvantages In Education Education Essay

In the early 1990s came the first indicants that the instability between male and female accomplishment was altering. The grounds for this emerged foremost from the consequences of the GCSE scrutiny and so from Advanced Level consequences. These showed that the spread between male and female attainment was widening in the favor of females in humanistic disciplines and humanistic disciplines topics, and in the scientific disciplines the traditional advantage of males over females was contracting. Possible readings for this are as follows: foremost that male childs are merely falling behind, secondly, it could now be that societal policy is in fact helping females and thirdly, that attitudes are get downing to alter within the instruction system and females are get downing to work their new found equality. The reading that male childs are falling behind suggests that it is non merely that females are accomplishing better than earlier, but that there is a job with male childs and instruction that has non yet been to the full explored by sociologists. The grounds given for this falling buttocks are varied, but harmonizing to Barber ( 1994 ) they are connected to males developing much less positive attitudes to instruction than females. This negative attitude is manifested in a figure of ways, including lower work rates among male pupils and marks of alienation, such as increased hooky and behaviour jobs among male pupils. It is besides suggested that male equal groups tend to develop less favorable attitudes towards instruction and this creates peer group force per unit area. In 1994 Panorama ( BBC 1, 24 October ) drew on American research to demo that parents spend less clip reading and discoursing books with their boies than with their girls. It was suggested that this could be linked to reluctance among males to read and their poorer criterions of literacy. This position has been influential in carrying some educationists that any docket for equal chances initiatives demands to turn to male underachievement every bit much as that of females. However women's rightists would reason that this account tends to play down the existent advancement being made by female pupils and to deviate attending back to male childs. Males are surely falling behind females in regard of draging exam consequences, but it is non the lone contributing factor. The reading that societal policy is now helping females suggests that a figure of policy alterations have been effectual in promoting female pupils to accomplish in those countries where they have traditionally done ill. The first enterprise was GIST ( Girls in to Science and Technology ) , which was designed to promote female pupils to choose for scientific discipline and engineering. This included such enterprises as set uping visits from female scientists to move as positive function theoretical accounts, developing course of study stuffs that reflected female involvements, non-sexist callings advice and the raising to instructors ‘ consciousness if gender function stereotyping. However critics of this account suggest that it is hard to trap down a general addition in female criterions to this peculiar enterprise, as GIST was reasonably narrow in range and affected merely a few selected schools. Nor were these policies needfully ever followed through because they were expensive to implement. Another enterprise that has been claimed to be successful is the debut of single-sex categories. This builds on the statements of in favor of single-sex schools. Female-only categories provide positive function theoretical accounts, as, for illustration, the scientific discipline instructor excessively has to be female. In scientific discipline lessons, holding no male child in the category removes the domination of research lab equipment by male childs and besides female pupils to reply inquiries and follow their involvements. The positive results of female-only categories are said to be an addition in female assurance and a more positive attitude towards scientific discipline. Critics of this attack argue that female-only categories do non vouch that instructors ‘ attitudes are changed or that sexist stuffs such as text portraying adult females in dependant or administrative functions are non used. As with GIST this attack has merely been adopted by a few schools as it is com paratively expensive to implement. It would besides be hard to happen females who are really qualified to learn traditionally â€Å" male † topics, for illustration the sum of females qualified to learn woodwork is limited, therefore doing individual sex schools on a larger graduated table about impossible unless topics such as woodwork were dropped from the studied course of study. It could besides be that individual sex categories are damaging to male educational attainment. It is true that there are no misss at that place for â€Å" male childs to demo off in forepart of † or â€Å" endeavour to affect † which may enable males to be more focussed on the undertaking at manus. However, a individual sex male category may fuel an anti-school subculture and enhance equal group force per unit area on a much larger graduated table. Some male childs ‘ may derive â€Å" street cred † and peer group position from non working. These male childs may make sub-cultures in some schools which are both anti-education and anti-learning. Their members may good see school work as â€Å" uncool † and â€Å" unmasculine † in peculiar reading may be considered as drilling, feminine and to be avoided at all costs. This may explicate why male childs are less painstaking and miss the application for coursework accomplishments. The debut of GCSE, as opposed to O degree and GCE, is argued to hold favoured females. The rules behind GCSE are that pupils should be able to demo what they ‘know, understand and can make ‘ . In order to accomplish this, coursework has been introduced as a outstanding characteristic of GCSE classs. This constituent is said to favor the consistent and painstaking work that is characteristic of female pupils. Similarly the increased accent on unwritten appraisal is supposed to favor female accomplishments. Besides, the widespread debut of joint Science GCSE ‘s has led to increased public presentation among females as their strong biological science orientation has pulled up their general class in scientific discipline. However the consequence of these inventions is likely to limited. For illustration coursework Markss are limited in GCSE, so there are clear restraints on the sum of benefit female pupils can be said to derive. Nor is it clear that female pupils posses s the properties given to them, such as working systematically harder than males. There is for illustration a clear nexus between category and females ‘ attitude towards school work. The outside school position of altering attitudes suggests that female attitudes towards instruction and work have changed significantly. This is partially because more immature adult females have rallied to the women's rightist call for gender equality and partially because of the employment opportunities available to them. Thus it is claimed that adult females are now more independent minded and ambitious, and with their higher outlooks they are less likely to desire to get married and get down a household at a immature age – instruction, work and calling have become a new focal point of gender individuality ( Sharpe, 1994 ) . Wilkinson ( 1994 ) besides shows that employment has taken over from get downing a household as the chief purpose of immature adult females, and that this displacement in societal attitudes is holding a strong bearing on educational aspirations and public presentation. However it is of import non to overrate the grade of alteration in attitudes. Sharpe ( 1994 ) indicates that many of the females in her 1990s survey, like those in the 1970s research, awaited life as a ‘dual worker ‘ , uniting paid employment and domestic duties. Sharpe besides acknowledges that the desire to derive educational makings may partially reflect females ‘ acknowledgment of the breakability of the labor market in a period of recession. It should besides be highlighted that the increased employment chances are less impressive than at first sight. It may be that the ‘glass ceiling ‘ has been lifted somewhat, so that adult females are found in important Numberss in middle-management places, but females are still underrepresented in the top echelons of direction and overrepresented in the dead-end portion clip work they have traditionally dominated. This deficiency of gender equality is recognised by Sharpe ( 1994 ) , and she sees it as potentially denting the outlooks and aspirations of females in the 1990s. The type of relationship that the pupil has with their instructors has considerable bearing on exam consequences. Teachers have different thoughts about the type of behavior that is consistent with the student ‘s function. Similarly, students have conflicting positions about what makes an ideal instructor. Some students are unable to populate up to the theoretical account of the ideal students held by their instructor. As a consequence it may take to new forms of behavior, which influence their degrees of attainment. A considerable sum of research has been carried out into how instructors make sense of, and respond to behaviour of their students. In his book ‘Outsiders ‘ Howard Becker puts frontward his labelling theory of behavior. His theory suggests that the classifying of behavior by instructors leads to labels being attached to pupils. This categorization will so impact what will finally go on to the student. And therefore will take to the self-fulfilling progn ostication. Ball for case in 1986 found that instructors ‘ labels had affected their public presentation. Whilst Licht and Dwect that male childs are more frequently criticised by their instructors and hence develop negative feelings towards schooling. However in a direct contradiction of the findings of Licht and Dwect, research has provided some grounds that instructors are non as critical with male childs as with misss. They may hold lower outlooks of male childs, anticipating work to be tardily, rushed and untidy and expect male childs ‘ to be more riotous. Some research suggests that male childs are less positively influenced than misss or even turned off by primary school environments which are female dominated and may hold an accent on spruceness or tidiness. Relationships between females and their instructors are by and large better than those enjoyed by the males and their instructors. ( Abraham, 1995 ) One ground for this is that a higher per centum of misss than male childs portion the values of the instructor. Gay Randall, 1987 noted that instructors had more contact clip with misss than with male childs. If a hapless relationship is observed between a instructor and student, it could be a consequence that the student could stop up in a hapless set. Research shows that some underachieve because they were placed in the incorrect set. There was really small difference between the sexes on this issue. Some pupils thought they had been below the belt placed into the incorrect sets. As David Hardgrave ‘s has pointed out, the set that person is in will act upon teacher outlooks. This in bend will act upon public presentation. Students believed that there were moral behavioral jobs in the lower sets. This was more of a job for male childs as their equal group more influenced them Bly, 1996 The set a student is placed in can sometimes be altered at parent ‘s petition, which demonstrates that educational attainment and relationship with parents are linked. J.W. Douglas ‘ work The Home and School reveals that parents have considerable influence over the academic public presentation of their kids in school. This pioneering research has been confirmed by plentifulness of other sociologists, in the 1970 ‘s Berthoud, 1976, Swift 1977, Mackinnon, 1978. Divorce, as other research, shows can badly restrict academic public presentation. In some households, females may be the primary staff of life victors. Consequently, traditional masculine functions are under menace. Working category male childs ‘ perceptual experience of this may act upon their motive and aspiration. They may experience that makings are a waste of clip because there are merely limited chances in the occupation market. They may non see any point hence in working difficult in school A disrupted place will necessarily interfere with a student ‘s ‘home survey ‘ . Home survey is of import to educational attainment and is something that seems to favor misss McRobbie, 1976 Girls are more likely to work harder and make more alteration as they feel they have something to take for. There is besides considerable grounds available that suggests that there is a connexion between prep and educational attainment rating. A recent survey provides grounds that misss spend more clip on prep than male childs, therefore accomplishing and gaining higher classs in test. Boys, chiefly from working category backgrounds, may be sing low ego regard and hapless motive which has holding an inauspicious consequence on their educational public presentation. Research by Harris et Al in 1993 into the attitudes of 16-year-olds from preponderantly working category backgrounds towards school assignment, prep and callings confirms that many male childs are accomplishing below their possible. It was found that misss tended to be more hard-working and better motivated than male childs, whilst male childs were more easy distracted in the schoolroom and less determined to get the better of academic troubles. Overall, misss were prepared to work systematically to run into coursework deadlines, whereas male childs had trouble on organizing their clip. There was a greater preparedness among misss to make school work at place and pass more clip on prep than male childs. When believing about the hereafter, the immature adult females recognised the demand to derive makings, for lives, which would affect paid employment every bit good as domestic duties. By and large, the males has non given much thought to their hereafters and seemed reasonably unconcerned about their hapless school public presentation. The writers relate their findings to the gender ‘regimes ‘ , which the immature people encounter in their places and communities. Some of the misss, exposed to the image of adult females as organizer, responsible for place and household and pay earning, displayed similar features themselves, i.e. being extremely organised with school work and prep. Harris et al argue that the dominant stereotype of the male in the on the job category community they examined was extremely butch. Typically, this was characterised by a neglect for authorization of organizational constructions and an enjoyment of the active company of other males. Some male childs were already carry throughing such a stereotype in their attack to school, demoing small respect for working steadily and disassociating themselves with formal demands. It is non the instance that males are now the disadvantaged sex in instruction, it is merely the instance that females are doing better usage of their new found equality and working the anti-school subculture adopted by their male opposite numbers.

Plato-Machiavelli Comparison

Danielle Butler October 16, 2011 English 101/ O. C #2-Machiavelli Though often presented as two ideological opposites, personally I find there to be a lot more similarities between Plato and Machiavelli than usually acknowledged. Obviously there are some sharp contrasts. If one examines the excerpts from Machiavelli’s â€Å"The Prince† and Plato’s â€Å"The Republic†, it’s easy to conclude that Plato believed it to be essential for a government leader to be just, good, and free from corruption. Whereas Machiavelli’s ideal ruler is less concerned about morality, and more about shrewdness, awareness, and pragmatism.. That being said, ultimately both men arrive to the same conclusion all be it through different means; that a ruler’s primary objective is to create and maintain a unified, orderly, and controlled state, with a content population. When it comes to humanity, Machiavelli is considered pessimistic, due to his less than glowing expectations for the nature of man, as he clearly states â€Å" For one can generally say this about men: that they are ungrateful, fickle, simulators and deceivers, avoiders of danger, greedy for gain.. † (46). While Machiavelli’s opinion of men in general leaves little to be questioned, I find Plato’s generalized idealism to be far more dubious. In the Republic, it appears that Plato’s optimisms about human nature, and capability does not extend to everyone, asserting that many people are better off being ruled by â€Å"better men†. In book 9 Socrate’s states to Glaucon â€Å"Tharsymacus did in the case of subjects, that the slave should be governed by his own harm, but on the ground that it is better to be governed by the divine and the intelligent preferably indwelling and his own, but in default of that imposed from without, in order that we all so far as possible may be akin and friendly because our governance and guidance are the same? † (Plat. Rep. 9. 590d) Both Machiavelli and Plato also recognize that generally, most people of the populace are easily manipulated by their senses. Plato illustrates that in his â€Å"allegory of the cave†. Machiavelli makes it clear that he feels this shortcoming to be advantageous for the â€Å"prince†, and it should be exploited when need be, as he states â€Å" he (the prince) should appear, upon seeing him and hearing him, to be all mercy, all faithfulness , all integrity, all kindness, all religion. And there is nothing more necessary than to seem to possess this last quality. And men in general judge more by their eyes than their hands; for everyone can see but few can feel. † (49). While many may chide Machiavelli’s approach as disingenuous and manipulative, which it plainly is, how much does this tactic differ from Plato’s suggestions? In the Republic, Plato suggests that society must be persuaded by a â€Å"noble lie† to unify the citizens and deepen their allegiance to their community as Socrates states â€Å"How, then, said I, â€Å"might we contrive  one of those opportune falsehoods  of which we were just now speaking, â€Å"so as by one noble lie to persuade if possible the rulers themselves, but failing that the rest of the city? â€Å"What kind of a fiction do you mean? † said he. â€Å"Nothing unprecedented,† said I, â€Å"but a sort of Phoenician tale,something that has happened ere now in many parts of the world, as the poets aver and have induced men to believe, but that has not happened and perhaps would not be likely to happen in our day  and demanding no little persuasion to make it believable. †

Why is Human Memory Subject to Error?

Human memory is subject to error because human memory Is Imperfect Just Like many things In nature. The way we perceive things are not always accurate. Memory is not like a movie camera it is reconstructive. According to Wade & Travis (2012), â€Å"Because memory is reconstructive, it is subject to confabulation–confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened† (p. 266). In essence infatuation is hearing a story or an event and believing that story or event is† your† story or event.Memories that have been affected by confabulation can feel real even though the memories are false. Memories can be subjected to error because sometimes our memories piece together many parts and merge them all into one memory which is known as source misinformation. What might influence human memory? Memories can be influenced by many factors to Include but not limited to the power of suggestion, stress/anxiety, brain Injuries, mental Illness, and traumatic events. Those are a few of the influences I believe affect human memory.Human memory can be influenced by people we trust either directly or indirectly telling the subject that something happened when it did not actually happen. When we are affected by high stress or anxiety we may not correctly remember details. When the human brain has an Injury or is affected by mental Illness memories can be Influenced by improper thought processes. Traumatic events can Influence human memory by altering a subject's memory as a form of self-preservation. Through my personal experiences I have seen many of the above listed influence human memory.In light of the points that the Loft's article brings up, what kind of implications do the limitations of human memory have on eye-witness testimony? I believe that some of the Implications of the limitation of human memory have on eye-witness testimony Is the unreliabilit y of human memory and human emotions. According to Abramson, memory experts such as Loft's have been proving that not only Is memory unreliable, it can also be so utterly manipulated as to render it next-to- selves as pivotal evidence in criminal cases†.Memories that have been manipulated can provide incorrect testimony and without any further evidence can wrongfully convict an innocent person. In closing I believe that memories are a snap shot of a moving picture which can be changed or altered as a subject's memory sees fit.

The Race and the Community Essay Example | Topics and Well Written Essays - 1500 words

The Race and the Community - Essay Example Some years ago members of certain races were discriminated in the communities and were seen to be inferior to others. This posed a threat to peaceful coexistence of the different people from different races. However with the civilization the racial discrimination slowly ebbed out. Today racial difference between different parties is almost meaningless. In this paper I will show the extent of a peaceful co-existent of the Cubans in the Bradenton county, Florida, among different races and how and racial identities in the county has helped built healthy and just communities though normally considered to be divisive (Herrera, 2001). The Bradenton county seat is located in the manatee county of Florida, a western state of the United States of America. Manatee County is found on the west coast of the state and is well connected to the other parts of the country. It is situated on the tamiana trail, and the paradise loop that connects top the Dixie highway. The town of Bradenton on the other hands connects well to the entire town and the villages of the county. Bradenton is the most metropolitan of the west coast state and the most rapidly growing county in the state. The county seat is located on the south bank of the manatee river which is useful in fishing, bathing boating and other sports. The county seat town is beautiful and has magnificent architectural designs, magnificent theatres, and hotels and a leader in celery distribution. The manatee county is one of the areas in Florida with the highest concentration of Latin American immigrants and specifically the Cuban Americans due to proximity to Cuba .Cuban Americans are people who emigrated from Cuba to America during the Spanish rule, and also those who emigrated in search of better lives, others were offered political refuge against the harsh Cuban rulers and became permanent citizens of USA. The population of Cubans is estimated to stand at 11% of the total migrant population with Mexicans comprising the highest percentage of the population. Assimilation of Cubans Apart from these Cuban ethnic communities other communities also have residence in the county (Maria, 1994). Some of them include the Bradenton town is a relatively, which is a cosmopolitan modern city. Other Migrants into the county comprised Mexicans, Mayans, Indians from Guatemala Asians and Spanish speakers. Just like the other communities, Cubans have well been assimilated into the cultures and the way of life of Americans. the people in this neighborhood travels and reside together and work together not just accidental but a well knit social unit bound together by the family relationships and the common local cultures of the different ethnicities. The Cuban have adopted all the aspect of the Americans, the language, tastes such that it is difficult to differentiate between a Cuban and other communities were it not for the physical characteristics. Cuban Americans have successfully establishing businesses and developing political clout by transforming Bradenton into a modern cit y (Herrera, 2001). Coexistence The threat of the coexistence of the races together and the subsequent emergence of the racial discrimination could be attributed to some cause. Racism evolved during the European exploration of the world and the discovery of new worlds. As the explores reached new lands the found the original inhabitants of such a place where more they waged

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

Entrepreneurship Management - Essay Example k of sufficient market information which reduces the entrepreneur’s confidence in the potential of the identified opportunity and it makes them increase their risk perception. Entrepreneurship is starting a business from a point where one has to come up with the idea first, then starting up the business and managing it for a long term. For the entrepreneur to come up with such an idea he/she has to be creative. The government imposed rules like paying labor regulations, foreign trade regulations, high taxes, price control among other regulations to start a new business appear to be one of the major obstacles experienced by the entrepreneur. The entrepreneur might have the capital to start a business without the knowledge of the high taxes imposed by the government and upon noticing he/she shies off to avoid losing much of his wealth. Entrepreneurship is a process which a particular person undertakes to organize a risky activity aimed at getting some interest. These activities could vary from trading, giving services and starting an industry. Being afraid to fail is a strong impediment to entrepreneurship. This fear is as a result of the entrepreneur risking to start an investment with his/her money without knowing whether the business will yield. As a result of fear many people who would have ventured in entrepreneurship keep away from it. There is also issue of business monopoly which is as a result of all profitable and successful businesses being ruled by few very wealth and well-connected families. These families practice unfair competition thus monopolizing successful businesses and make them not to grow beyond a certain limit. These new entrepreneurs are either forced to sell their businesses to those monopolists or leave the business. Entrepreneurship refers to the way one thinks and acts by forming a business organization which provides goods and services aimed at economic gains. The change of investment policies, regulations and laws mostly leads to a

Health and Safety Management Essay Example | Topics and Well Written Essays - 250 words - 1

Health and Safety Management - Essay Example There is a need to lessen accidents that occur in a work place, otherwise higher costs would entail both â€Å"increased insurance premiums and greater indirect costs† (OSHA, 2007). Through the Safety and Health Program, various companies report that it could save four to six dollars for every one dollar invested. According to the Occupational Safety and Health Administration (OSHA), annual Workers’ Compensation claim of an Atlanta company in the years 1994 to 1996 costs from $592,335 to $91,536, with a reduction of $500,000. On the other hand, Horizon Steel Erectors was able to reduce its accident costs per person per hour from $4.26 to $0.18 when it was able to implement a 100% fall protection program and supervisory accountability for safety (OSHA, 2007). These are only a few of the companies who have implemented a good working vision, mission and goals in Safety and Health Management. From emphasizing a â€Å"safety first† motto, companies should start workin g on a â€Å"safety production first† motto. And in order to obtain a holistic approach to safety culture, organizations must emphasize the elements of a safety and health system: management leadership and employee involvement, worksite analysis, safety and health training, and the hazard prevention and control (OSHA, 2007).

'local governance creates problems for accountability both to citizens Essay

'local governance creates problems for accountability both to citizens and to consumers' - Essay Example Some of the issues analyzed in the report include the ideas around accountability, ideas around the change of accountability to public services, accountability around citizens and accountability around consumers. The report looks into the new initiative by the Bridgend County Borough Council called   Children and Young People's Partnership and the implications this new program may have on the council’s accountability. Furthermore, the chances of a accountability disequilibrium arising out of a discord between the demands made by the citizens and consumers, and the probable   deficiencies in supplying those demands by the council, is detailed in the report. TABLE OF CONTENTS Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Children and Young People†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦4 Bridgend County Children & Young People’s Partnership†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Bridgend County Borough Council and Accountability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 Accountability of Partnerships†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Problems Created by Accountability of Partnerships†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 Ideas Around Accountability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...9 Ideas Around the Change of Accountability to Public Services†¦..10 Accountability Around Consumers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 Accountability Around Citizens†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.16 Introduction Bridgend County Borough Council was established under the Local Government Act 1994. With a total population accounting to 130,000 people it was formed on 1st April 1996. Bridgend basically aims at improving the living conditions of everyone and providing them with a quality life. They also aim at protecting and improving the pathetic condition of our environment (Bridgend County Borough Council, 2011). Children and young people are the future of every country, so the upbringing and the condition of the young brigade should be of prime importance for everyone. Bridgend County Borough Council aims at amending the lives of both the children and the young people. With the Children And Young People's Partnership, they have been working very hard to make the B ridgend County's children and young people's life better by involving not only the children and the youth but also teachers, care takers, parents, local authority, and voluntary committees. Children and Young People The partnership aims at giving full opportunity to every child and youth to flourish and prosper. The Bridgend County Borough Council intents at giving all the children and young people of the county of Bridgend benefits to lead a good life with the help of the following Seven Core Goals :-  · Have A Flying Start To Life: This means that they are born into a secure and a loving family who takes care of all their needs and requirements.  · Be Healthy And Free From Exploitation: This means that they do not get exploited in any way from anyone and remain healthy and secured.  · Access Play, Leisure, Sporting And Cultural Activities: By this we mean that they are given the right to enjoy their lives and be allowed to participate as per their will, irrespective of their talent and abilities.  · Have Access To Appropriate Educational And Learning Opportunities: This means that

In your mind, what are the consequences for the party system of the Essay

In your mind, what are the consequences for the party system of the increasing numbers of young Americans who do not identify wi - Essay Example In this survey, the independents constitute 39% of the 18-24 year old voters and 45% of the 25-29 year old voters.1 The significance of this development for the two parties is very important. Particularly, it affects their ability to win during elections. Independents are important for both the Republicans and the Democrats because they have been considered as swing votes, crucial in determining the success of candidates from both parties. This is true given the fact that traditionally both have roughly the same number of membership. To demonstrate this point, one need not look further than the results of the previous U.S. presidential elections wherein no President had so far claimed an overwhelming support from the majority. Lewis-Beck, for instance, explained that the presidential election in the past had been especially close, with the national popular votes split nearly evenly even when landslides occur such as the 1984 victory of Ronald Reagan, when the popular vote was split ( 59-41).2 This phenomenon demonstrates the importance of voters who are not identified with the Republican and Democratic parties. They are free to change their minds and vote outside of party lines. It also explains the variable that has perplexed many political scientists. With the dominance of the Republican or the Democratic Party in an election, there is no guarantee that it stays in office long. In the American experience, there is frequent alternation in power and when A Democrat is elected in the White House, it does not necessarily mean that his party will control the Congress. The young voters, with their aversion to being identified with a particular political ideology, significantly erode the party identification phenomenon, which, for so long, has formed the fundamental support bases of the Republican and Democratic Parties. Jennings and Mann argued that such identification is the psychological force located near the middle of the funnel of causality at a distance from t he ultimate dependent variable, which is the voting choice and characterizes a voter’s orientation to an important group during the elections. 3 Johnston (2006) referred to the successes of party identification during the 1960s and the immediate years afterwards when the political landscape was fixed according to its dynamics and how perceptions and preferences for candidates are largely dictated by party ideology.4 The case today, however, is increasingly different. During the 2008 presidential elections and the recently concluded electoral exercise, the tone of political campaign provided excellent insights. Political candidates focus their messages in such a way that they appeal to independent young voters by taking up the causes and issues that interest them and appeal to their preferences. Candidates were not shy about admitting this and it goes without any sound reasoning. Young voters are fertile grounds by which candidates could mold, guide and change opinions and per spectives. Several other issues underpin the dynamics and voting behavior of young independent voters. The first of these is that a losing political party is often not considered as decisively defeated and chances of bouncing back in the next elections are extremely high. The vote swing that has ensured narrow victory for the incumbent party could turn to their side just as easily in the next elect

Managing Organisational Behaviour Essay Example | Topics and Well Written Essays - 2000 words - 1

Managing Organisational Behaviour - Essay Example As an example, long hours of standing were seen to cause deformities in children (Spartacus Education, n.d.). Against this backdrop, many factories began to flourish and Ransome’s Orwell Works was one of them. This was an agricultural machinery factory that produced products from 1841 to 1966 which gave them a rich history of manufacturing and growth. In the beginning of Ransome Orwell, several family members came together to work and finance the foundry and many of their workers were family friends or came from the nearby community. They always relied on people they knew to help them in their business rather than looking to strangers to help them. One thing to note is that the Ransomes were Quakers and had a large community to choose from. Because they were Quakers, they followed this way of life. This created a positive ability to recruit and select other people who were friends. Many of the people who worked for them stayed their entire lives. It could be assumed that Ranso mes had a better opportunity for recruitment because they knew and understood the people they were working around. One reason this could be surmised is that the Ipswich Transportation Museum states that many of their workers stayed with them from the time they entered the business to the time the individual died. The management style at Ransome Orwell would be very close to what the Quakers experience today. They would have a very religious idea of management and would consult each other before making decisions. Everything that is done during a business meeting begins with worship and continues as worship. People are very orderly and stand before they speak (Latham). Therefore, Ransome Orwell would have used prayer and worship as their way of making decisions in business and their management style would have reflected this attitude.

Organizational Ethical Issue and Policy Essay Example | Topics and Well Written Essays - 1250 words

Organizational Ethical Issue and Policy - Essay Example The laws should insist that truth has to be reported and beyond going to the truth is unlawful. 4 1. Why I chose this dilemma? This dilemma selected is of high relevance in respect to the mounting IT related security issues today. An array of websites in various industries tends to disclose clients’ important personal information deliberately or inadvertently through their websites. This involves numerous security issues as the website owners or even other users of the sites can misuse the date disclosed. 2. Why you chose the three principles? Confidentiality is the core element of every online business, especially which deals with clients data. Hence, organizations and their members have the moral responsibility ensure data security while they carry out their business activities irrespective of the size or nature of the websites they own. Finality is another important principle as there are situations when an organization has to extend its service beyond legal, religious, or social parameters to ensure reliability. Justice also becomes important when an organization pays attention to clients requirements fairly without any bias. In this regard, the firm will ensure that all risks and benefits are equally distributed among the beneficiaries involved. 3. An analysis of the research used to identify the actions in the matrix An extensive research has been conducted to analyze the way various websites collect and use clients’ information. Admittedly, many of the social networking sites are highly prone to data theft. The research altogether reached the conclusion that legal intervention is essential in this matter to curb the intensity of the threat. Organizational Policy to Address the Issue The ethical dilemma based on the dependency to information technology is evident in every sector as there are possibilities of manipulation and illegal activities. Today there are many websites existing with wrong intention of deceiving the users or more specifi cally general public. The prime motto of such websites is to interfere into the privacy of individuals. Apart from the mere interference and proclamation, they also exaggerate the fact with rumors, finally destroying the character of an individual or the reputation of the organization itself. Many policies have been proposed to safeguard the individuals from the treat caused by technology. Reynolds (2011, p. 105) insists the importance of establishing a security policy to meet the basic requirements of an acceptable ethical standard. There is more than one reason behind choosing this particular dilemma. Although the term ethical dilemma seems ambiguous, in fact it is simple as Reynolds describes it. According to him, it is â€Å"moral code or morality† that is highly related to business application and relation to information technology (p.3). Today many websites exist in the networking world collecting and disclosing information which is highly personal. Although, the target ed individuals are not very often ordinary people, in

Continuum of Care Options Matrix Essay Example for Free

Continuum of Care Options Matrix Essay Example: This is a facility that allows clients to live in a residential setting while having personal care services and assistance, usually at all hours. Clients will generally need assistance with such functions as eating, bathing, dressing, toileting, ambulation, or help with medications. Clients living here are unable to function without this assistance. This is a facility that is equipped to care for persons unable to take of themselves, due to age or chronically illness A nursing home will have trained staff on site that will be able to assist the residents with date to date living skills. A Nursing home can be either privately owned or stated owned. Supportive housing programs are design to â€Å"develop housing services that will allow homeless person to live as independently as possible† (2013) Supportive housing programs main goal is to assist the homeless in achieving permanent residency, and increase one income. The programs is required to monitor the progress of the client and theses reports are repost to the department of housing yearly. Home care is a service which allows the elderly or disable person to remain in one home; while receiving little assistance for a medical staff. The home care worker would run errands for the clients or assistance with light housekeeping. The home care worker might even assistance with bath and dressing certain parts of the clients. Assistance living allow a resident to live a nursing home like setting that offers assistance with care and meals. Assistance living also assists the client with bathing and dressing. Assistance living facilities is for elderly and disables people that needs little to no assistance. Continuing retirement communities is a service that allows the elderly to live amongst peers of the same age group without a nursing home / assistance living setting. CRS allow the elderly to live independently in their own rental unit while offer services one can obtain in nursing home or an assistance living facility. Level of Long-Term Care Service (include differences) Example: Assisted living facilities are in the housing level of service. This level of service is more independent than many others, though clients need some type of assistance. A nursing home can be either long or short term depending on the reason one is there. The difference between supportive housing program and long term care services are; supportive housing assistance those that are able to care for oneself where long term care is for those that needs assistance with daily adl’s. Home care is more independent than a long term services, because one is still able to be in the home with little assistance from an outside source. Assistance living is more independent than a long term facility. One is no longer able to live at home. Mostly likely one require a little more assistance that can offer through home care but not enough where to one needs to be placed in a nursing home. CRS is more independent that a long term cares facility because one is still able to live on their own with no assistance.

What is Ailey’s typical dance-music relationship Essay Example for Free

What is Ailey’s typical dance-music relationship Essay Name two dance techniques (created by other choreographers) which are fundamental in Ailey’s choreographic style. What is the chief choreographic device used by Alvin Ailey in Revelations? Hermit songs was created by Alvin Ailey after Revelations. It was a solo for Ailey based on 8th-13th century poems by Irish monks. What year was it created? What dance was created in 1958 and was the debut programme of Alvin Ailey American Dance Theatre. Jazz and African American dance forms were a huge influence on Alvin Ailey. Talley Beatty, Fred Astaire, Gene Kelly and the Nicholas Brothers were four different choreographers in this genre. Name two others. There are three main starting points for Revelations. African American traditional religious music, a desire to create opportunities for African American dancers to perform serious modern dance. What was the third? Name four props which are used in Revelations There are four main themes in Ailey’s Revelations. A) Oppression/freedom/survival/fortitude, B) Placing the African American experience as central in American culture, C) Celebrating African American music as historically significant. What is the fourth? Key movements include wing-like arm designs, prone positions and deep plies. Name two more. Which episode is being described here: ‘in unison, and in close wedge-shaped formation, the deep plie is repeated with variation of the gestures. The arms open sharply to second position and are held during the second plie. The lights darken as before and the group splinters, though not so far this time, seeming to be more entrapped within the pool of light. Small steps are taken in different directions, placing the palms of the hands randomly in levels as if invisible walls restricted them’. Which section is being described below? The group, in two columns, travel along the diagonal, performing a repeated pattern of slow walking steps. These match the musical pulse and are embellished with Dunham-style, swivelling hips. The group, in unison, undulates forwards and backwards so that the pattern can be repeated. Which section is being described here? The women repeat phrases from their opening material; for instance, while sitting again, they bow forwards and backward and the men again complement this. As the women, facing the front, shoot on arm upwards, the men, facing upstage, take up both their hands clasped. The groups go in opposite and complementing directions when they repeat the torso circles. Which section is being described here: The light brightens. The backcloth is suffused with a blood red colour. The three men wear only black trousers. This contrasts in colour to the trousers worn in the previous dance. A connection to sin is obvious but it also makes a visual link in the style of the other costumes. Which section is described here? The music adds atmosphere which enhances the narrative context, as well as providing a clear rhythm for the actions. The words provide the basis for the actions and walking with the predominant action in this number. Which section is described here? They continue in unison. For example: a step close action with train wheel, chugging arms; a plie in second with arms thrust forward to clap; a quick rotating of the hips with pumping arms; and the pointing gesture seen before. This is varied by the women facing the same way as the men or sometimes moving in the opposite direction which provides moments of complementary design. Out of this a canon emerges, beginning with the dancers stage right. Name the dances in Revelations in the correct order identifying which sections they are in.

Different viewpoints and opinions on education

Different viewpoints and opinions on education Indoctrinational vs. democratic/participatory teaching methods and techniques John Dewey argued that education should use a critical democratic approach to raise student consciousness about values, attitudes and worker responsibilities. He stated that the primary purpose of education in United States was to foster the growth of democratically minded citizens, and Dewey made no distinction in the education of those who would manage the companies and those who would work on the shop floors. Dewey strongly advocated vocational exploration as a means to acquire practical knowledge, apply academic content and examine occupational and societal values. However, he adamantly opposed the use of vocational education as merely trade education as it would overemphasize technical efficiency. If this occurred, and some would argue it has, education would then become an instrument of perpetuating unchanged the existing industrial order of the society, instead of operating as a means of its transformation (Dewey, 1916). Dewey believed that it was educations role to combat soc ial predestination, not contribute to it. In contrast, Charles Prosser and David Snedden advocated an indoctrinational approach for teaching work value and attitudes; students should learn, without question, the ethical standards of dominant society and the professional ethics of the desired professional area (Prosser, 1939). Supporters of this approach believed the primary purpose of public education was the development of human capital for the success of industrial economy. To accomplish this, they argued that scientific management principles, drawn from the industrial sector, were employed in the public school setting, creating a hierarchically structured and production oriented educational system (Spring, 1990). Prossers sixteen theorems of vocational education support this vision of schooling. According to him, vocational educational should replicate the occupational environment (i.e. processes, machinery, tools), emphasize efficiency (e.g. outputs, costs) and teach functioning facts rather than in the mere acquiring of abstract and socially useless knowledge (Prosser Quigley, Vocational education in a democracy, 1949). In the past thirty five years the argument initiated by Dewey, Prosser and Snedden has resurfaced between educational theorists, outside the realm of vocational education, and business leaders concerned about the decline of industrial productivity in industrialized nations. Expanding upon Deweys perspective, these educational theorists have used a socio-political-economic framework to guide their critique. Specifically reproduction theorists have criticized vocational education for transmitting work values and attitudes necessary for a compliant workforce as well as primarily employing indoctrinational pedagogies for work values and attitudes instruction (Bowles Gintis, 1976). Reproduction and critical theorists have argued that the indoctrinational approach is exploitative because it produces attitudes in students that correspond to the type of work in which students will most likely participate upon completion of their formal education (Anyon, 1980); (Giroux, 1983); (Macleod, 1987 ). Another facet of this debate was represented in the report Americas choice: high skills or low wages! which focused on corporate organizational structure and its relationship to worker behaviors (National Center on Education and the Economys Commission on the Skills of the American Workforce, 1990). It stated that about 80% of United States companies utilize a pyramidal mass manufacture model that values reliable and compliant workers who perform their tasks almost robot like. This is in contrast to democratically structured organizations that need workers who are adaptable, resourceful, critical and capable of making decisions. While Dewey and critical theorists are concerned primarily with implementing democracy in the schools and the workplace to create a more just and equitable society, the industrial sociological literature has provided evidence that work organizations that employ democratic processes or participatory management also increase worker productivity (Hall, 1987); (J ain, 1980); (Zuboff, 1983). The Commission suggested that, while there is a trend towards companies implementing more participatory management, vocational education needs to teach democratic skills and utilize primarily democratic strategies so that future workers will be prepared to participate in, and assist in transforming companies into high performance organizations. Ineffective learning The nature of work has changed and our understanding of how people learn has also changed. Both developments call into question the organization, goals and pedagogy of our educational system. What makes these developments so powerful is that our new understanding of both work and learning suggest very similar directions for reform. Strengthening the educational system so that it conforms more to the ways people learn will also directly enhance the ability of that system to prepare students for the type of workplaces that are emerging in factories and offices throughout the industrialized world. The following discussion of effective learning emerges from a powerful knowledge base known as cognitive science. From the perspective of cognitive science this discussion purports to underscore two basic points about learning and teaching. First, school routinely and profoundly violates what we know about how people learn effectively and the conditions under which they apply their knowledge appropriately to new situations. Second, these practices seem to permeate all levels and sectors of education and training in developed countries right from elementary grades to corporate training. Mistaken assumption # 1: The educational enterprise assumes that people predictably transfer learning to new situations As a society, we presume that the ultimate point of schooling is to prepare students for effective and responsible functioning outside of school. Accepting this assumption means that we have to confront what is known as the knowledge transfer problem. Knowledge transfer simply means the appropriate use in a new situation of concepts, skills, knowledge and strategies acquired in another. Historically, lower-skilled workers had a very limited need for transfer. Transfer becomes important when you encounter the unfamiliar and non-routine, and lower skilled workers encountered little that was not familiar and did not have the responsibility for handling the non-routine that they did encounter. Goods and services were limited in number, allowing long production runs of the same thing or service and reducing the number of events that have not been previously encountered. Within this limited product or service range, companies organized the work as specialist work workers had responsibility for a narrow range of activity. Supervisors and managers were expected to handle the non-routine events that did occur within this narrow, repetitive world. That is, responsibility for events that required problem solving, judgment, heuristics, analogues, or other mental activities enhanced by the access to knowledge and skills acquired in other situations was detached from lower-skill jobs and vested in middle-skill managerial jobs. However, technological innovations and changed market conditions ushered by globalization and in its wake increased competition means an increased number of non-routine events. Companies in developed countries are gradually shifting from highly specialized and repetitive jobs at lower skill levels toward teams expected to handle a broader range of activities, and they are also increasingly vesting problem-solving, supervisory responsibilities in these teams. Thus, a broader range of workers is being asked to exercise the mental activities enhanced by access to knowledge and skills acquired in other situations. Extensive research, spanning decades, shows that individuals do not predictably transfer knowledge in any of the three situations where transfer should occur. They do not predictably transfer school knowledge to everyday practice (Pea, 1989); (Lave, 1988). They do not predictably transfer sound everyday practice to school endeavors, even when the former seems clearly relevant to the latter. They do not predictably transfer their learning across school subjects. We focus on the first two transfer problems: from school to nonschool and from nonschool to school. Transferring from school to outside of school: This transfer situation is at the heart of schooling. Usually, the major claim for school-type instruction is its generality and power of transfer to situations beyond classroom (Resnick, 1987). The fundamental question is whether knowledge, skills and strategies acquired in formal education in fact get used appropriately in everyday practice. Students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulae. However, even after instruction, they revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations to which their school learning is relevant (diSessa, 1983). Studies of expert radiologists, electronic troubleshooters and lawyers all reveal a syrprising lack of transfer of theoretical principles, processes or skills learned in school to professional practice (Resnick, 1987). For example, Morris and Rouse found that extensive training in electronics and troubleshooting theories provided little knowledge and fewer skills directly applicable to performing electronic troubleshooting (Morris Rouse, 1985) Transferring from outside of school to school: People learn outside of school all the time. The question then is what people do with what they learn outside of school when they move into school. Does sound, everyday practice get transferred to get used in school learning? How does incorrect learning outside school affect correct learning inside school? Dairy workers, although almost errorless in their use of practical arithmetic at work, performed badly in on arithmetic tests with problems like those encountered in their jobs (Scribner Fahrmeir, 1982). Brazilian street vendor children successfully solved 98% of their marketplace transactions, such as calculating total costs and change. When presented with the same transactions in formal arithmetic word problems that provided some descriptive context, the children correctly solved 74% of the problems. Their success rate dropped to 37% when asked to solve the same types of problems when these were presented as mathematical operations without descriptive context (Carraher, Carraher, Schliemann, 1985). Other studies show that training on one version of a logical problem has little, if any, effect on solving an isomorphic version that is represented differently (Hayes Simon, 1977). Teaching children to use general context-independent cognitive strategies has no clear benefits outside the specific domains in which they are taught (Pressley, Snyder, Cariglia-Bull, 1987) Cognitive experts agree that the conditions for transfer are not fully understood. Even though studies cited in previous paragraphs continue to find no evidence of transfer, others identify conditions under which transfer seems to occur (Holyoak, 1985); (Nisbett, Fong, Lehman, Cheng, 1987); (Lehman, Lempert, Nisbett, 1988); (Singley Anderson, 1989). We know that people routinely apply skills such as reading, writing and arithmetic to new situations with some success. These skills are used most effectively in well understood content domains. For example, readers get more out of their reading when they know something about the domain in which they are reading than when they do not. Nonetheless, skills such as reading do let us enter unfamiliar content areas we do use these skills in new situations, and they do help us. At the same time, we also keep finding lack of transfer. We now know that certain practices in school impede learning. More effective learning may not be sufficient for transfer, but poor initial learning will certainly impede it. Mistaken assumption # 2: Learners are best seen as passive vessels into which knowledge is poured In a typical schoolroom or a corporate training session, the teacher or expert faces the learners in the role of knowledge source. The learner is the passive receiver of wisdom a glass into which water is poured. This instructional arrangement comes out of an implicit assumption about the basic purpose of education: the transmission of societys culture from one generation to the next. The concept of transmission implies a one-way flow from the adult members of the society to the societys young, or, from the expert to the novice (Lave, The culture of acquisition and the practice of understanding: Report No. IRL88-0007, 1988). In fact, schooling is often talked about as transmission of canonical knowledge in other words, of an authoritative, structured body of principles, rules and knowledge. Education as canonical transmission thus becomes the conveying of what experts know to be true, rather than a process of inquiry, discovery and wonder. This view of education leads naturally to the student as the receiver of the word, to a lecture mode of teaching, and to the teacher as the controller of the process. This organization of learning, with the teacher as order-giver and the student as order-taker, fits the traditional organization of work for lower-skilled workers in both civilian workplaces and the military. The workers à ¢Ã¢â€š ¬Ã‚ ¦ responsibility was à ¢Ã¢â€š ¬Ã‚ ¦ to do what he was told [to do by the management] (Callahan, 1962). Ben Hamper, an auto assembly line worker, uses more colorful language: Working the line at G. M. was like being paid to flunk high school for the rest of your life (Marchese, 1991). The assumption that the teacher is the pourer and the student the receptacle has several unfortunate consequences. Passive learning reduces or removes chances for exploration, discovery and invention: Passive learning means that learners do not interact with problems and content and thus do not get the experiential feedback that is key to learning. Students need chances to engage in choice, judgment, control processes and problem formulation; they need chances to commit mistakes. The saying, experience is the best teacher, is borne out by the research you learn what you do. While not sufficient for effective learning, doing is nonetheless necessary. However, schools usually present what is to be learned as a delineated body of knowledge, with the result that students come to regard the subject being studied mathematics, for example as something received, not discovered and as entity to be ingested, rather than a form of activity, argumentation and social discourse. This organization of learning mirrors the traditional organization of work, especially for lower skilled workers. Under the system of industrial management known as scientific management or the Taylor System, each mans task was worked out by the planning department. Each worker received an instruction card which described in minute detail not only what is to be done, but how it is to be done and the exact time allowed for doing it' (Callahan, 1962). This system was highly prescriptive; it left no room for deviation or innovation. Passive learning places control over learning in the teachers, not the learners, hands: Passive learning creates learners dependent on teachers for guidance and feedback, thus undercutting the development of confidence in their own sense making abilities, their initiative and their cognitive executive skills. The example of Brazilian street vendor children may be recalled at this juncture. The researchers found that when the children tried to work school math problems, they did not check the sensibleness of their answers by relating them back to the initial problem. Although virtually errorless in their street math activities, they came with preposterous results for school math problems (Carraher, Carraher, Schliemann, 1985). In a study of supermarket shoppers use of arithmetic, the researchers assessed the shoppers command of structurally similar school math problems. The shoppers spoke with self-deprecation about not having studied math for a long time. Lave clarifies what is happening here. Individuals experience themselves as both subjects and objects in the world. In the supermarket, for example, they see themselves as controlling their activities, interacting with the setting, generating problems in relation [to] the setting, and controlling problem solving processes. In contrast, school à ¢Ã¢â€š ¬Ã‚ ¦ create[s] contexts in which children à ¢Ã¢â€š ¬Ã‚ ¦ experience themselves as objects, with no control over problems or choice about problem-solving processes (Lave, Cognition in Practice, 1988) in sum, control in the teachers, not the students hands undercuts students trust in their own sense making abilities. As companies have started shifting decision-making power to the shop floor, managers find that workers conditioned to depending on their supervisors telling them what to do are frightened and lack confidence in their ability to solve problems and make decisions. In addition to its effects on confidence, passive learning also undercuts the development of a particular set of higher order cognitive skills called the cognitive self-management, or executive thinking, skills. These are simply the skills that we use to govern our problem-solving attempts. They include goal setting, strategic planning, checking for accurate plan execution, monitoring our progress and evaluating and revising our plans. We now know that those who function as independent and effective learners are people with these skills. However, as Pea has observed, passive learning is disastrous for developing them. Classroom studies of reading, writing, and math and science instruction show that the executive processes for controlling thinking and learning processes are under the teachers control, not the students. These processes seem to get developed when the learning situation is structured to shift control from the teacher to the student, the teacher gradually removing the support that students need initially as they begin to show the ability to work autonomously (Pea, 1989). Passive learning creates motivational and crowd control problems: Jordan describes a Mexican public health training program designed to improve the practice of Mayan midwives. Her analysis spotlights behaviors that American teachers constantly complain about their students (Jordan, 1987). The teaching is organized in a straight didactic material in a mini-lecture format. When these lectures begin, the midwives shift into what Jordan calls their waiting-it-out behavior: they sit impassively, gaze far away, feet dangling, obviously tuned out. This is behavior that one might also observe in other waiting situations, such as when a bus is late or during sermons in church, (p. 3). We see the same behaviors in American third graders. Hass found that students were deeply engaged in team problem-solving during their drill and practice time, but invested little attention or involvement in the teachers instructional sessions. During three weeks of observation, the children did not adopt any of the specific strategies demonstrated by the teacher during general instruction time (Hass, 1988). As teachers know it so well, motivational problems often end up as crowd control problems, as illustrated by the behaviors of different groups of children at a Metropolitan Museum display of Ice Age art and artifacts. Most of the school groups were moved from one exhibit to the next, pausing before each to hear a guides or teachers lecture. Since the children were bunched in front of an exhibit, they could not all hear the lecture, and even when they could, they lacked understanding of the time frames involved or the archaeological significance of bits of bone. Teachers had not set up the museum visit so that students became involved in what they were going to see. Groups were therefore restless and crowd control became the teachers primary concern. One junior high school class behaved very differently, exhibiting a quiet intensity as they moved through the exhibit gallery. They had packets of worksheets with questions about issues and problems that they were expected to solve at the exhibit. Some questions were factual, but most required inference and thought. The students had to figure out for themselves where and what the evidence would be concerning particular questions (Farnham-Diggory, 1990). Motivational and crowd control problems with students have shown up for decades with lower-skilled workers in the forms of high turnover, absenteeism and, in extreme cases, sabotage. Mistaken assumption # 3: Learning is the strengthening of bonds between stimuli and correct responses Based on his animal experiments, the brilliant psychologist Edward Thorndike developed a new theory of learning. As Cremin observed, the theory presumed that learning was the wedding of a specific response to a specific stimulus through a psychological bond in the neural system. The stimulus [S] then regularly called forth the response [R]. the bond between S and R was stamped in by being continually rewarded; an undesired bond was extinguished through punishment or failure (Cremin, 1961). For the purpose of this research, this psychological theory had three major effects. It led to the breakdown of complex ideas and tasks into components, subtasks and items (stimuli) that could be separately trained. It encouraged repetitive training (stamping in). And it led to a focus on the right answer (successful response) and to the counting of correct responses to items and subtasks, a perspective that ended up in psychometrically elegant tests that were considered the scientific way to measure achievement. The result was fractionation: having to learn disconnected subroutines, items and subskills without an understanding of the larger context into which they fit and which gives them meaning. As Farnham-Diggory notes, fractionated instruction maximizes forgetting, inattention and passivity (Farnham-Diggory, 1990). Since children and adults seem to acquire knowledge from active participation in complex and meaningful environments, school programs could hardly have been better designed to prevent a childs natural learning system from operating (p. 146). The phrase a childs natural learning system goes to the heart of why the usual school programs do not meet their own learning objectives well. Human beings even the small child are quintessentially sense-making, problem-solving animals. The word Why is a hallmark of young childrens talk. As a species, we wonder, we are curious and we want to understand. Pechman talks about the child as the meaning maker. Fractionated and decontextualized instruction fails to mobilize this powerful property of human beings in the service of learning (Pechman, 1990). Mistaken assumption # 4: What matters is getting the right answer Bothe the transmission and the behaviorist views of learning place a premium on getting the right answer. A transmission view stresses the ability of the learner to reproduce the Word; a behaviorist view, the ability of the learner to generate the correct response. The end result is the same: students and teachers focus on the right answer, jeopardizing the development of real understanding. The focus plays out in several ways. An instructional focus on the right answer discourages instruction in problem solving: A right answer focus encourages an emphasis on facts. Facts are important, but by themselves constitute an impoverished understanding of a domain; a fact-focus does not help students abilities to think about the domain in different ways. Cognitive analyses of a range of jobs show that being able to generate different solutions to problems that are formally the same is a hallmark of expert performance (Scribner, Head and hand: An action approach to thinking, 1988).Employers and college educators both complain that American high school graduates are limited in their thinking and problem-solving abilities, deficiencies that stem partly from an educational emphasis on facts and right answers. Students resort to veneers of accomplishment: Students respond to a focus on right answers by learning to test right within the school system. They figure out what answers the teacher or the test seems to want, but often at the cost of real learning. These surface achievements have been called the veneer of accomplishment (Lave, Smith, Butler, Problem solving as an everyday practice, 1988). Also, Jordans analysis of a Mayan midwives training program illuminates basic truths about the learning and testing of American students (Jordan, 1987). She found that midwives who had been through the training course saw official health care system as powerful, in that it commanded resources and authority. They came to distinguish good from not good things to say. Specifically, they learned new ways of legitimizing themselves, new ways of presenting themselves as being in league with this powerful system, but with little impact on their daily practice. Although they could converse appropriately with supervisory medical personnel, their new knowledge was not incorporated into their behavioral repertoire. It was verbally, but not behaviorally fixed. Jordan notes that the trainers evaluated their program by asking the midwives to reproduce definitions, lists and abstract concepts. She observes that if these tests measure anything at all, they measure changes in linguistic repertoire and changes in discourse skills [not changes in behavior] (pp. 10-12) The same behaviors show up with Hasss American third graders. He noticed that in mathematics lessons the students got much practice in problem-solving methods that they had brought into the classroom with them methods that were not being taught and were not supposed to be used. The children used these methods to produce right answers, which the teacher took as evidence of their having grasped the formal procedures that she was teaching them. In fact, all that had happened was the appearance of learning. Teachers do not get behind the answers: We end up with appearances of learning because, in their search for right answers, teachers often fail to check behind the answers to insure that students really grasp the principles that they want the students to master. In typical American classrooms the time devoted to a lesson on a particular topic makes it hard to bring to the surface, let along change, the ideas and assumptions that individuals bring to the lesson. Traditional curriculum design is usually based on a conceptual analysis of the subject matter that ignores what is already in the learners head, with the result that students make mistakes that arise from undetected ideas that they brought to the lesson. Or they can play back memorized canonical knowledge and conceptions but return to their own ideas when confronted with unfamiliar questions or non-routine problems. As noted earlier,, students in college physics courses designed for physics majors can solve book problems in Newtonian mechanics by rote application of formulas, but even after instruction revert to naÃÆ' ¯ve pre-Newtonian explanations of common physical situations (Raizen, 1989). Teachers do not focus on how to use student mistakes to help them learn: In their search for right answers, teachers tend to regard student errors as failures rather than as opportunities to strengthen students understanding. American teachers placed little emphasis on the constructive use of errors as a teaching technique, a practice that the researchers attribute to the strong influence of behaviorism in American education. Behaviorism requires teaching conditions that help learners make only correct responses that can be reinforced through praise. Mistaken assumption # 5: To insure their transfer to new situations, skills and knowledge should be acquired independently of their contexts of use This idea is often talked about as decontextualized learning, which simply means learning out of context or meaning. The rationale for decontextualised learning goes back to the presumed conditions for the transfer of learning. As Lave observes, extracting knowledge from the particulars of experience was thought to make that knowledge available for general application in all situations (Lave, Cognition in Practice, 1988). Almost seventy five years ago, John and Evelyn Dewey wrote about the learning costs of decontextualized education. A statement, even of facts, does not reveal the value of the fact, or the sense of its truth of the fact that it is a fact. Where children are fed only on the book knowledge, one fact is as good as another; they have no standards of judgment or belief. Take the child studying weights and measures; he reads in his textbook that eight quarts make a peck, but when he does examples he is apt, as every schoolteacher knows, to substitute four for eight. Evidently the statement as he read it in the book did not stand for anything that goes on outside the book, so it is a matter of accident what figure lodges in his brain, or whether any does. But the grocers boy who has measured out pecks with a quart measure knows. He has made pecks; he would laugh at anybody who suggested that four quarts made a peck. What is the difference in these two cases? The schoolboy has a result without the activity of which it is the result. To the grocers boy the statement has value and truth, for it is the obv ious result of an experience it is a fact. Thus we see that it is a mistake to suppose that practical activities have only or even mainly a utilitarian value in the schoolroom. They are necessary if the pupil is to understand the facts which the teacher wishes him to learn; if his knowledge is to be real, not verbal; if his education is to furnish standards of judgment and comparison. (Dewey Dewey, Schools of tomorrow, 1915) Get over the traditional distinctions between head and hand The indictment of traditionally organized learning was coming out of a powerful research base, cognitive science. At the heart of this research was the presumption that intelligence and expertise are built out of interaction with the environment, not in isolation from it. It thus challenged the traditionally held distinctions between: Head and hand Academic and vocational education Knowing and doing Abstract and applied Education and training School-based and work-based learning Recent EU policy indicates a reassessment both of the relationship between work and education and the role of work experience in academic and vocational programs, on the basis that globalization is generating the need for new learning relationships between education and work which will support lifelong learning (European Commission, 1995). Thus, in the case of work experience in both general and vocational education, it is now envisaged that it could fulfill an important new role, providing an opportunity for those young people in full-time education and training to develop their understanding about changes in the world of work, to enhance their key skills and to make closer links between their formal programs of study and the world of work (Green, Leney, Wolf, 1999). However, although there has been

The Power of Words Essay -- Language

"The picture he had of the city was reduced to what she said of it, and finally it was her speech alone that could call up and protect that picture. †©He †©came †©to †©the†© conclusion †©that, †©once†© abandoned †©by†© words, †©the †©city†© would †©fall †©into†© ruins.† — Abdekelkebir †©Khatibi, †©Love†© in †©Two†© Languages Words are very powerful things, they are not simply just letters written on a sheet of paper; they can inspire, motivate, and evoke certain emotions. Think of your favorite songs and realize that the lyrics can bring joy, happiness, sadness, depression, loneliness, longing, or any emotion imaginable to others based on their own personal experiences. Dave Matthews’ song lyrics for â€Å"Funny The Way It Is† are able to capture this phenomenon when he says, â€Å"Funny the way it is, Whether right or wrong, Somebody's heart is broken, And it becomes your favorite song† (â€Å"Pandora† np). Examples of the pure power of words have been shown throughout mankind’s history. Many great leaders such as Jesus Christ, Martin Luther King Jr., Abraham Lincoln, and even our current president, President Obama, used words to influence, motivate, and encourage their followers in positive ways. Authors in literature have recognized this trend and use powerful sayi ngs or words to intensify their plot and to evoke specific emotions from their audience. â€Å"Timshel† or â€Å"thou mayest† was a reoccurring word in John Steinbeck’s fictional novel East of Eden, their was a struggle or contemplation of the exact translation that was parallel to the theme of good vs. evil found throughout the three generations of brothers (Steinbeck np). This one word meant redemption, forgiveness, and liberation all at once. Another example of the power of words in literature is in Co... ...om/kiterun.htm>. Hosseini, Khaled. The Kite Runner. New York City : Penguin Group, 2003. "Martin Luther King's 'I have a dream' Speech". Syque. June 6, 2010 . McCarthy, Cormac. The Road. New York City : Alfred A. Knopf, 2006. "Pandora". Pandora Media Inc.. June 6, 2010 . SparkNotes Editors. â€Å"SparkNote on East of Eden.† SparkNotes.com. SparkNotes LLC. 2003. WAccessed: 2 Jun. 2010. SparkNotes Editors. â€Å"SparkNote on The Kite Runner.† SparkNotes.com. SparkNotes LLC. 2010. Accessed: 2 Jun. 2010. Steinbeck, John. East of Eden. New York City : Penguin Group,1952. "The Road". Wikipedia. June 6, 2010 . "The Story of Cain and Abel". DLTK's Growing Together. June 6, 2010 .

Special Education Implementation For Native American Girls Essay

Special Education Implementation For Native American Girls Quality education for children has been an ongoing issue for today's society. There has also been an increasing concern for the education of students with special needs. The effect of these concerns has been noted in many communities, such as the Native American community. The population of special education students in the Native American communities is not necessarily higher than others, however, their community is effected, therefore also in need of quality special education programs. The need for quality special education is strongly felt by the women and girls within the Native American culture because of the pressures of their cultures and societies. Woman and girls have always held distinctive roles within the Native American community. These role have withstood the test of time. In a discussion with Juan Zuniga, a bilingual educator with an emphasis on Hispanic and American Indian cultures, I found that women in the Native American society are very much so, encouraged to stay at home and be homemakers. They are far less likely to pursue further education and often find it hard to gain the support to complete high school. The importance of education among females in their society is not as predominant as in others (J.Zuniga). In some cases it is necessary for young Indian people to leave their homes and families to obtain an adequate education for the preparation of today's society (National Indian Child Conference 1979). They are also faced with being torn between modern American ways and their tribal customs and beliefs. Because of this it is often instilled in them that they are incapable of achieving. This sense of self worthlessness ... ...e, Michael, and Others. "Your Rights: A Handbook for Native American Youth in Arizona." Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention, 1982. Foster, Carl G., and Gable, Emma. " The Indian Child in Special Education: Two Persons' Perceptions." ERIC, 1980. Grossman, Herbert. "Special Education In A Diverse Society." Allyn and Bacon: Boston, 1994. "Report of The National Indian Child Conference." Administration for Children, Youth, and Families: Washington, D.C., 1979. "Resource Directory: Migrant and Indian Exceptional Children." Department of Education: Washington, D.C., 1981. Winzer, Margret A. "The History of Special Education From Isolation to Integration." Gallaudet University Press: Washington, D.C., 1993. Zuniga, Barbara. Personal Interview. March 26, 1999. Zuniga, Juan. Personal Interview. March 25, 1999.

colombia Essay -- essays research papers fc

Violence in modern Colombia takes place in many forms. The three major categories are crime, guerrilla activities, and attacks committed by drug traffickers. Violence has become so widespread and common in Colombia that many people have now become numb to it. The Colombian economy has also benefited from the illicit drug trade; however violent it may be. During the 1970s, Colombia became well known, as one of the world’s most important drug processing, production, and distribution centers for marijuana and cocaine. The shrubs and plants from which both drugs are derived from and processed has been well known in Colombia for centuries, but until the 1970s drug refiners and traffickers had not taken full advantage. The chewing of coca leaves was very well known in the South American Inca Empire in the 11th century. The Incas, the Colombian Chibchas and other local ethnic groups have always attributed mythical and religious power to the bush and to the alkaloids that were extracted by its leaves by chewing on them. The existence of a drug, cocaine, which could be chemically extracted from large volumes of leaves was not discovered until 1884 by an Austrian ophthalmologist. Marijuana is a drug extracted from hemp, a plant from which coarse fibers are also obtained for the manufacture of cloth, cordage, and sacking. The development of marijuana in Colombia took place in the mid 1940s during the administration of President Mariano Ospina Perez. The government at this time imported various fibers producing species from different parts of the world in an attempt to improve the postwar textile industry. The imported fiber plant included cannabis sativa (hemp) from Asia, and jute and sisal from Mexico. The Ministry of Agriculture was distributing these plants throughout the countryside of Colombia, and peasants and farmers were encouraged to plant them. During this same period, the consumption of marijuana was beginning to become a problem among the Bohemians in Medellin. As a result of this increasing drug problem, especially among the Bohemian members of the middle and upper class, on March 11, 1946, the Ospina administration passed the nation’s first anti-drug law, Decree No. 896. This law prohibited the cultivation, distribution, and sale of coca and marijuana, and ruled that all local and regional governments had to destroy all coca and marijuana plantatio... ... the drug cartels have a hold over the country, the economy continues to stay stable, even with the illegal drug money. Bibliography Bibliography Belov, D. â€Å"Drug Problems of Colombia,† International Affairs, Vol. 44 (Nov. 1998) pp. 125-129. Boudon, Lawrence. â€Å"Guerillas and the State,† Journal of Latin American Studies, Vol. 28 (May 1996), pp. 279-297. Chepesiak, Ron. â€Å"Narco Paralysis in Colombia,† New Leader, Vol. 80 (Jan. 1997), pp. 6-10. Knoester, Mark. â€Å"War in Colombia,† Social Justice, Vol. 25 (Nov. 1998) pp. 85-109. Maullin, Richard L. Soldiers, Guerillas, and Politics in Colombia (Lexington, Massachusetts, 1973) pp. 84-109. Oquist, Paul. Violence, Conflict, and Politics in Colombia (New York, 1980) pp.108-129. Osterling, Jorge P. Democracy in Colombia: Clientist Politics and Guerilla Warfare (New Brunswick, New Jersey, 1989) pp. 261-300. Posada-Carbo, Eduardo. Colombia: The Politics of Reforming the State (New York, 1998) pp. 111-125. Richani, Nazih. â€Å"War Systems in Colombia,† Journal of Interamerican studies and World Affairs, Vol. 39 (Summer 1997), pp. 37-81. Steiner, Roberto. â€Å"Colombian Income from the Drug Trade,† World Development, Vol. 26 (June 1998), pp. 1013-1031.

Campbell and Bailyn’s Boston Office Essay

Executive summary: This case was about issues that Ken Winston, the regional office manager Campbell and Bailyn’s Boston Office faced with as a result of the two recent changes in organizational structure and performance management system to react to the dynamic of the industry and market. The issues created by these two changes were process complication, limitation in competitive advantages, and discouragement on internal collaboration. We recommend Winston to engage KAT and sales specialist team, define measureable goals to each individual, set up one common organizational goal and make it as part of the performance assessment and hold more company events to encourage collaboration and relationship. With this solution, Winston will be able to ease the process, build stronger sales team, maintain market share, gain sales, maintain profit and create good and healthy working environment within the organization. 1. Situation analysis Campbell and Bailyn (C & B), found in the early 1900s and based in New York, was one of the five largest investment bank in the worlds. The firm has good reputation and was doing well in all segments of the investment banking industry. Within the firm, the bond division, which had been the fastest growing unit, had eight regional sales offices around the world. After New York, the Boston office was the largest. Due to the size and the revenue volume, Boston sales group was often used as a bellwether not only for new products but also for management ideas. Ken Winston, the office head, had a long history and profound experience in bond sales, was appointed in 2003 to be the Boston regional manager with the belief by the senior manager to be the supporter and coach to build and grow the local sales team. During the past 10 years, the banking industry changed dramatically. More players came. More products were created to cope with different demands in the market place. It was harder to sell to maintain volume. It was required more bandwidth and better understanding on a more complicated debt instrument to survive. In addition, margin was shrunk due to entrance of low-service, low-price brokers. For those higher-margin products, it was required deep  knowledge and expertise to market and make the sale. In early 2007, the financial crisis and the meltdown in the mortgage-backed securities market directly impacted to the sales force in the C & B and Boston office. Winston had to make two strategic changes in order to maintain the sales growth and operate more effectively. The first move was to create the â€Å"key account team† KAT. Legacy, the five generalists in the taxable bond division sold the entire product line and managed their own list of customers. Winston had combined these generalists and assigned each of them to a specialty sub-segment of the firm’s product offerings. The goal was to enhance the sales team expertise on product details and focus each individual on just one area with in-depth knowledge. Changing from maintaining their sales on customer wise to product wise, they shared their customers, for the first time. For the past several months, there are certain number of customers enjoyed this new change as they see the new sales team more invaluable. Yet there were customers unhappy and perceived it as more complication. Also, some sales people found it complicated themselves on those large and multiproduct trades given the number of people that needed to be involved. Another bigger concern of Winston was the limitation on the natural salesmanship of his people due to this specialization. The second change was to implement new performance management system, called â€Å"multisource† appraisal. The performance review was no longer the combination of sales volume and own manager assessments. It was then a mixture of several factors which included peer review and feedback from traders, product manager, researchers, sales, profits and manager observations. This change aimed to better the collaborations between regional sales force and cross functional teams as well as encourage the sales team to improve gross margin and profit. After the several months of change, there was an up-tick in profit margin. However, there was a risk of losing sales volume with gross margin focus. Besides, the sales team expressed their frustration. They recognized the potential of being scrutinized by other functions as part of their performance management review Below was the Boston office structure before and after the change Before After 2. Problem Diagnosis: Preparing for the annual year-end meeting, Winston had to present on these  new two changes. Observing customer reactions, hearing comments directly from his sales team, he knew clearly the strength and weakness of the new changes. The new KAT team formation did provide value to some customer, yet, it created confusion, more work and complication at both customer end and C & B sales team end. Customer had to deal with multi people instead of a single contact point. More people were required to be involved in large deal. More calls and meeting were needed. The decision of introducing the KAT team had missed the engagement and input from the specialist team who were experts on specialty product. Fair process believed engagement not only communicated management’s respect for individual and their ideas but also encouraged refutation sharpened everyone’s thinking and built collective wisdom (6). There were lack of collaborations and a smooth process within the organization . In addition, the sales team spent more time in house to figure out the new process and fulfill its requirements rather than spent time to meet and entertain customers which was used to be key part of their job and potential source of generating more deals and sales. They lost their connection with customer. Callahan, who was appointed as the nominal head of KAT team, received comments from one of his major accounts, Ashland Capital, expressed the concern on the reducing engaging between the sales and customer since the change was in place. Moreover, the fact that each individual was given a specialty limited his/her natural salesmanship. This specialization might also lead to a siloed organization structure which was definitely not the strategy. Michael Goold and Andrew Campbell stated that in formulating a strategy and organizational design, a company had to address two factors which were identifying the right market and defining the right methodology to gain the an advantage over competitors in those market (6). Many companies ended up with impeding the market strategy rather than furthering it while doing the organizational design changes. One of the failures was to create divisions among units that make it difficult to operate and increase competitive advantages (6). As the members of the KAT team could not sell other product lines outside their assigned specialty, it was difficult for them to expand their customer base. This was not helpful to compete with other competitors. With new compensation system, the organization faced the risk of losing volume sales as well as creating an inner warfare among the team me mbers and unhealthy working environment  between cross functional teams. Since the performance was based on profit, the sales team would rather choose to close a small deal with high gross margin rather than large deal with moderate margin. Peer feedback was part of the review narrowed the information sharing between coworkers. People were more conservative. This failed the purpose of bridging the knowledge gap between sales and product. Besides, since inside relationship and performance were then important, the sales people cared less about their clients and ignore the element of customer service that was a prior differentiator. The new KAT team and performance management system created process complication for both customer and sales people, risk of losing sales volume, risk of losing competitive advantages, and failure to foster the sales team expertise and build an effective operation process within the organization. These issues had to be fixed in order to win customer satisfaction, gain market share and build a well-organized and well-functional org anization. 3. Alternative solutions Solution #1: Merge key account team and specialist team Team up KAT and specialist into one small team. Move sales specialist from specialist team to be pair with each KAT member to create team for product specialization. Table below shows the new suggested structure. Pros: This combination will create more energy and synergy for each specialty sub segments product. KAT team will receive additional supports from sales specialist especially specialist can provide insight in term of how to handle deal from product specialization perspective. It also allows sales KAT team to have more time and bandwidth to target new customer and maintain relationship with key customer accounts. Sales specialist will have an opportunity to deal with bigger accounts which helps them to better their account managing skill and build relationship with major customers. Cons: Changes after changes will create more confusion to both customer and internal team. KAT member and sales specialist will need to spend a lot of time together in order to understand both side and become team. This change requires an absolute support and alignment between the two teams which is  hard to guarantee. Just like every merger, it may run into the risk of having resistance from inside. Sales specialist may not be willing to provide support to KAT because it creates more work for them. They will have to spend time and effort to learn about the new major accounts. If this change does not come with clear direction and well-defined implementation plan, it may make the situation worse. Solution #2: Add more resource to KAT and increase engagement from both team and customer Hire more people to provide the team more support and help. One sub segment product can have one main specialist and one helper. Implement regular inspection and feedback sessions from both the team and majo r clients. Pros: With the helper, the main KAT specialist like Callahan, Jenifer, and John can spend more time on customer relationship building and find new customers. Regular feedback within internal team and from customer side will ensure smooth process and customer satisfaction Cons: Hard to find the right bond sales people. At that time of the economics, it was difficult to recruit bond sales people. This type of job required very unique skill set and characteristics. Candidates had to be outgoing, extremely self-motivated and street smart. Take time for new members to learn and adopt the new environment. It would be a while before these new people, if they can be found, can be on board and helpful. This is not a good timing as these issues need be immediately addressed Solution #3: Multi approaches Engage specialist to support KAT member in term of process. Improve the performance management system by defining more measurable goals for each individual. Add one common team goal to encourage collaboration and information sharing. Hold more internal events to build the teamwork environment and bridge the gap of internal relationship. Pros With the help of sales specialist, KAT member can reduce some time on the process and administrative work to spend time on building relationships with their clients above and beyond the details of the job. Measurable goals for each individual will reduce the risk of inner warfare. Weigh the sales  volume and sales profit equally will boost the sales volume again. Common team goal will present the threat of sales member keep information for herself/himself because he/she is afraid of others will take the chance and perform better. If 20% of the compensation will be depended on the whole organization financial performance, the sales people will help each other, sharing information and customer relationship so that they can all earn this metric. This is a great methodology to inspire people to contribute to one common goal. Additional internal events such as summer outing, weekend retreat, team informal get together help to bring people together. They can talk, share and reduce the re sistance between employee when it comes to time of asking for help or support from each other. Cons Challenge of getting support from sales specialist. They can refuse due to lack of bandwidth. This may very well happen because supporting KAT is not one of their performance metrics. Winston will need to work very closely with his team on defining those measureable goals in order to prevent confusion. Employee needs to understand clearly the details of their goals, the benefit on achieving them and how to get there. Additional events add cost to expense. If the employee can not get the benefit from them, it is just wasting time, money and efforts. 4. Recommended solution: Solution #3: Multi approaches This solution is a combination of several approaches to tackle those different issues caused by the new two changes. Support from sales specialist will better the business process and ease the workload for both KAT and customer. Loss of sales volume and inner warfare are addressed by defined measurable goals. Setting one common goal as part of individual performance metrics establishes win-win situation. It builds the connection among all sales people and prevents the risk of loss sales due to self-performance competition. In addition, this step will solve the issue of limitation on salesmanship when converting to sell on specialization. The sales people can still discuss and work with customer on other product line and then pass the opportunity on to the right person. Again, one member win also means the whole team wins. Winston needs to work closely with both KAT and sales specialist team to ensure the willingness to support from the  sales specialist team. He needs to make sure both side can see the benefit and agree on the future path. Individual goals for each member have to be a compromised. Each of employees needs to agree on goals set up for them. Winston also needs to communicate clearly on the goal and approach. There should be also an action plan for each member set up between Winston and each team member clearly defined how and what to reach the goals. The important factors of this change are good decision making on what needs to be done and good implementation plan on how to get it done. Paul Rogers and Marcia stated that decisions that drive the business execution are as crucial as strategic decisions (8). Making sure the organization operates effectively is as important as wining more customers and beating competitors. How organization is run will determine how many sales it can get and how well it can sustain and grow. Lastly, company events are best practice, create family-like working environments and foster the company culture. According to Rob Goffee and Garet Jones, some of the best ways to increase sociability within organization are to hold employee gatherings inside and outside office (147). It is important to make sure these events enjoyable so that they can create own positiv e, self-reinforcing dynamic. 5. Implementation plan Hold meeting to communicate the new plan to whole bond sales division. There will need to be a formal meeting to announce the plan, as well as communicate what employee may expect from the manager and what manager will expect from the employee Schedule individual meeting with each of KAT team member to set up measurable individual goals Set up the common company goal and formally announce it the whole team After the first meeting, schedule one on one meeting to follow up. One on one meeting is very important since it keep the connection between manager and employee. Also, it keep track with employee status and also provide chance for both to raise and hear feedback from each other Identify event calendar and publicly communicate. Determine major company event days such as summer outing, end of year party, etc†¦ and put it up as company calendar. Preference: 1. Michael Goold and Andrew Campbell Blenko. Do you have a well-designed organization. March 2002. Boston MA: Harvard Business School Publishing 2. Cham Kim, W and Mauborgne, (2003) Fair process. Harvard Business Review 3. Paul Rogers and Marcia Blenko (2006). Who has the â€Å"D†, January 2006. Boston MA: Harvard Business Review 4. Rob Goffee and Garet Jones (1996). What holds the modern company together. Harvard Business Review