My Philosophy Of Education Essay - 7393 Words

My Philosophy Of Education I have come to believe over the past year as a Professional Development School intern that one method or one teaching style limits the ability of the teacher and the students to learn effectively in the classroom. I believe that learning is a fluid activity and therefore changes constantly within the classroom community. I believe that we all are constructs of our past experiences and that these experiences influence the way we perform in our lives. The education of students cannot be dependent on a particular style of teaching or learning because we are all different. Students are diverse learners and process learning in a variety of different ways. Reaching these students with one learning style, I†¦show more content†¦As I began to explore this new challenge before me, I went to each class with enthusiasm and completed all the required work that was assigned to me, participated in class discussions about literature, and written so many papers that I felt my whole wor ld revolved around books, reams of paper, and a computer screen. My conception of a classroom community was based on my previous experiences in an educational setting. I did what was expected of me or what I had perceived was the â€Å"right thing† to do. My limited exposure to other educational settings limited my ability to see any other classroom community. My vision of education was teacher-centered with limited student interaction. The classroom community was orderly, quiet, and without commotion. This preconceived idea was only solidified as I began my graduate studies. The English classrooms I entered at this level mirrored my previous educational settings. The classes were lecture centered and the students took copious notes and wrote papers in hopes of getting the good grade. I preferred this setting because it was comfortable for me but did offer the opportunity for discussions and generating ideas about literature. When I entered the PDS program in the fall of 2000 I had no idea what this program was really about except the word â€Å"Ambiguity† was used almost daily and I was to think of myself as a learner,Show MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Philosophy On Philosophy Of Education852 Words   |  4 PagesMy Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteriaRead MoreMy Philosophy Of Education As A Education864 Words   |  4 Pagesdifferent philosophy of education, and what purpose education serves in a child’s life. The five philosophies of education that we recognize are: Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. I would most recognize my philosophy of education as Essentialism. Essentialism has been a dominant influence in American education since World War II. It focuses on core curriculum of traditional academic topics. I believe that the purpose of education is teachingRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Philosophy Of Education And Education1038 Words   |  5 PagesMy Philosophy of Education When trying coming up with a personal philosophy of education, I had to ask myself what the purpose of education is. To me, the purpose of education is to teach students knowledge that is needed to make it through school and to succeed in the world after graduation. Anyone can go into teaching, but not every teacher can teach. Teachers go above and beyond to introduce methods, philosophies, and strategies to help their students learn, as well as, retain the informationRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachersRead MoreMy Philosophy Of Education And Education864 Words   |  4 PagesPhilosophy of Education Children are the future and their education is the key to our society’s success. When considering this, I realize I have an immense responsibility as an educator. The main focuses of my teaching are active learning, building character within students, and providing meaningful curriculum. I want to create a comfortable setting where every student feels safe to learn. In many ways, my philosophy agrees with the holistic approach to education. I feel this challenges the studentRead MoreMy Philosophy on Education814 Words   |  3 PagesMy Philosophy of Education I think when I made the decision to become a teacher I was not thinking the seriousness of this decision. When we become teachers we also become the molder that will shape our student to be successful in life. But when you decide to become a teacher in a Christian school you are not only shaping this student to be successful in life but we are also shaping their Christian mind to do things with a feeling knowing that they are shape and where made by the image of GodRead MoreMy Philosophy Of Education1015 Words   |  5 Pagesimmediately sparked my interest in becoming an educator and share my personal beliefs on the important aspects of education. In addition to this, I will present various traits I believe are essential and critical for teachers to successfully fulfill their role as an educator. During my elementary years, I developed an urge to frequently ask many questions during the school day. Being able to question anything was astonishing to me. This was because my parents were unable to answer my questions and help

The Stranger by Camus - 1492 Words

Christine Walsh Mr. Adams Period 7 AP Language Composition September 17, 2012 â€Å"Everything is true and nothing is true!†: Meursault’s Plague with Human Absurdity in Camus’s The Stranger In accordance with natural human behavior, we feel as though for every action there is a reaction, as well as a reason. We vie to inject logic inside our world because to accept the idea that there is not rationale for anything, including our own existence, is unthinkable. This idea that we unawarely manufacture reason to the world because in actuality, there is none, jeopardizes the very balance in our society. Our quest is not noble, rather fueled by our fear of uncertainty. Since the logic of our world is derived solely from the knowledge of†¦show more content†¦The asyndeton just adds to the theory of â€Å"absurdity† for even though we as readers may see how irrelevant these â€Å"facts† are, to the prosecutor it seems completely logical, because a completely absurd idea is easier to process and accept, then the thought of no reason whatsoever. In Salamano’s testimony, he also attempts to help Meursault, and states how Meursault had always been so good to his dog. He was shortly dismissed, and began the quote, â€Å"You must understand,’ Salamano kept saying, ‘You must understand’ But no one seemed to understand† (95). Camus used an antimetabole within this quote, with Meursault’s thoughts voicing the second part of it. This antimetabole while seemingly simple, highlights one of the major concepts behind human absurdity. While reading through, one may think it just refers to Salamano trying to make the jury see that Meursault is indeed a good man, it also alludes to the thought that no one understood, because no one can actually understand, well anything. No one can understand the fact that there was no reason at all behind Meursault’s actions, and this device helps to solidify this as well. Within the last defendant Raymond’s testimony, who was Meu rsault’s friend that all this was ultimately caused from, we can see the how exactly the prosecutor fully intends to rationalize Meursault. Raymond wasShow MoreRelatedThe Stranger By Albert Camus1391 Words   |  6 PagesThe Stranger â€Å"The Stranger,† written by the Algerian writer Albert Camus, is a novel about Meursault, a character who’s different and even threatening views on life take him to pay the highest price a person can pay: his life. This was Camus’ first novel written in the early 1940’s, in France, and it reflects the authors belief that there is no meaning in life and it is absurd for humans to try to find it places like religion. The main themes of the novel are irrationality of the universe and theRead MoreThe Stranger By Albert Camus Essay1591 Words   |  7 PagesThe Stranger was written by the French author Albert Camus, and was first published in 1942 in its indigenous French. It’s described as being the most widely-read French novel of the twentieth century, and has sold millions of copies in Britain and the United States alone. It’s known by two titles; the other being The Outsider. The backstory to this is very interesting but, more importantl y, the subtle difference in meaning between titles suggests certain resultant translative idiosyncrasies whenRead MoreThe Stranger By Albert Camus1345 Words   |  6 PagesAbsurdism is a philosophy based on the belief that the universe is irrational and meaningless and that the search for order brings the individual into conflict with the universe. Albert Camus’s novel The Stranger is often termed an absurdist novel because it contains the elements of Camus’s philosophical notion of absurdity. Mersault, the protagonist, is an absurd hero that is emotionally detached and indifferent form society. Neither the external world in which Meursault lives nor the internal worldRead MoreThe Stranger By Albert Camus1495 Words   |  6 Pages Albert Camus said, â€Å"Basically, at the very bottom of life, which seduces us all, there is only absurdity, and more absurdity. And maybe that s what gives us our joy for living, because the only thing that can defeat absurdity is lucid ity.† In other terms, Camus is indicating that absurdity affects us all even if it’s hidden all the way on the bottom, but it’s the joy that comes from absurdity that makes us take risks and live freely without any thought or focus. Camus also specifies that the onlyRead MoreThe Stranger By Albert Camus1411 Words   |  6 PagesThe novel The Stranger, written by Albert Camus, encompasses contemporary philosophies of existentialism and absurdism. Existentialist and absurdist philosophies entail principles regarding that one’s identity is not based on nature or culture, but rather by sole existence. The role of minor characters in The Stranger helps to present Camus’s purpose to convey absurdist and existentialist principles. The characters of Salamano and Marie are utilized in order to contrast the author’s ideas about contemporaryRead MoreAn Analysis of Camus The Stranger411 Words   |  2 PagesCamus The Stranger is a wistful writing that carries a sense of detachment along throughout the story. The main character, Meursault, explains a series of events that resembles the workings of a dream and puts the reader in a dazed trance as the adventure grows into the deadly conclusion. The purpose of this essay is to examine and interpret the symbol of light and how it affects the story of The Stranger. The sun and the light may be interchanged in this story as Meursaults constant commentingRead MoreThe Stranger by Albert Camus720 Words   |  3 PagesAlbert Camus’ portrayal of the emotional being of the main character in The Stranger is an indirect display of his own personal distress. The use of symbolism and irony presented throughout this novel is comparable with the quest for such that death itself would be nonetheless happy. Camus’ irrational concept is based off the exclusion of any logical reasoning behind the events in the text. Meursault’s first impression given to the reader is that of ignorance and a nonchalant behavior to indifferenceRead MoreThe Stranger By John Camus1262 Words   |  6 PagesDeath, as an integral part of life, should be accepted and respected. However, in The Stranger, Meursault views death almost joyously, going through life without care or consideration, as death to him is nothing but inevitable. His opinion on death creates his identity, his own personality mirroring the carefree opinion of death that he holds. Throughout The Stranger, Camus employs symbolism of Meursault’s surroundings to convey the absurdity of life that is central to Meursault’s identity, causingRead MoreThe Stranger By Albert Camus1365 Words   |  6 PagesThroughout The Stranger, Albert Camus uses routinesituations to demonstrate how the protagonist, Meursault is not just another ordinary individual. Camus depicts Meursault as an independent being, disinterested in his surroundings, contr asting him with the majority of his peers. Meursault traverses the entire novel, exhibiting little to no emotion. Instead, he displayscharacteristics synonymous to someone suffering from psychopathy. Regardless of the situation, Meursault refrainsfrom assigning meaningRead MoreThe Stranger by Albert Camus1115 Words   |  4 PagesIn the novel, The Stranger, by Albert Camus, the pointlessness of life and existence is exposed through the illustration of Camus’s absurdist world view. The novel tells the story of an emotionally detached, amoral young man named Meursault. Meursault shows us how important it is to start thinking and analyzing the events that happen in our lives. He does this by developing the theme of conflicts within society. Albert Camus’s novel The Stranger portrays Meursault, the main character, as a static

Strange Case of Dr Jekyll and Mr Hyde Free Essays

Dr. Jekyll of Robert Louis Stevenson’s novella Dr. Jekyll and Mr. We will write a custom essay sample on Strange Case of Dr Jekyll and Mr Hyde or any similar topic only for you Order Now Hyde is a doctor who uses his laboratory to concoct a serum which turns him into his evil alter ego Hyde. Dr. Jekyll and Hyde come across as opposites however, they also have a similarity. Both Hyde and Jekyll share no sense of morality and have evil intentions. However, Hyde goes the extra mile and his physicality and actions are also evil. Hyde because of his deformity is expected to be evil and can therefore express his evil desires when he wishes. The difference between the two though is that Jekyll due to his appearance and social status has to hide his morale evilness. Hyde is someone composed of pure evilness. He has no morality, commits evil actions such as murder, and his appearance is pure evil. Hyde is described as â€Å"†¦something displeasing, something downright detestable†¦I never saw a man I so disliked†¦he gives a strong feeling of deformity†¦Ã¢â‚¬  (11). With word use like â€Å"displeasing,† â€Å"detestable,† and â€Å"deformity,† it’s easy to see why someone who sees the appearance of Hyde might make the assumption he’s capable of evil intentions, or he’s actually evil. To add to this, the statement said by Mr. Utterson, â€Å"†¦if ever I read Satan’s signature upon a face, it is not that of your new friend† (17) shows how evil he appears. It wouldn’t be considered out of the ordinary for someone who looks like Hyde to be caught doing something evil making him the perfect cover up for Jekyll. Jekyll due to his appearance and status in society has to use Hyde as a cover up for his evil intentions. Dr. Jekyll is described as â€Å"†¦a large, well made, smooth-faced man of fifty, with something of a slyish cast perhaps, but every mark of capacity and kindness†¦Ã¢â‚¬  (19). Jekyll’s description directs to him being handsome, and kind. His description added with the fact he’s a doctor makes it unable for him to express, or even have evil intentions in his life. This is because he’s a doctor, and doctors help people rather than harm them. Also his appearance leads those around him away from the thought of evil intentions because he’s so handsome and kind. However, this doesn’t mean that Jekyll isn’t in fact just as evil as Hyde. While Hyde performs evil actions like murder, it’s still Jekyll behind them. Hyde isn’t physically another body. Jekyll’s just hiding his evilness behind another identity of his with the help of a scientific transformation. Jekyll all along has had evil intentions. He just couldn’t express them due to the reactions and consequences he’d face. In his statement of the case, Jekyll says, â€Å"If each, I told myself, could but be housed in separate identities, life would be relieved of all that was unbearable; the unjust might go his way†¦Ã¢â‚¬  (49). Here Jekyll admits that he doesn’t want the consequences but wants the reward of committing evil actions. Jekyll says his life â€Å"†¦would be relieved of all that was unbearable,† (49) but â€Å"†¦the unjust might go his way.† What Jekyll would be relieved of is having to hold in his evil intentions. The unjust he’s describing is the consequences he’d face, and the â€Å"his way† he’s describing is another identity on which the consequences would fall. Hyde is just a personality, and with the help of a scientific transformation appears to be a different body, but is not. The original body is still Jekyll, and the body of Hyde is being run by the evil thoughts of Jekyll. While Dr. Jekyll and Mr. Hyde is a story about good v.s. evil within Jekyll and Hyde, Jekyll is in fact also evil. His desire to commit evil actions by creating a new identity he can place the blame on is morally not right. Even if it was Jekyll’s alter ego Hyde committing the acts, Jekyll creating Hyde with the help of a scientific transformation allowed evil to be placed into the world with the intention something bad would happen is just as evil as committing the actions themselves. How to cite Strange Case of Dr Jekyll and Mr Hyde, Papers

Ice Man free essay sample

Have you ever been treated unfairly? Have you ever been treated like you have no rights at all? Most people have, but few of them have been treated as badly as Victor and his friends were in â€Å"Ice Man† written by Elmore Leonard, just because they are Native Americans. â€Å"Ice Man† is fiction. In â€Å"Ice Man† the narrator is an unknown 3rd person narrator. He does not enter the characters minds, he only tells us what they say and what they do. And therefore he must be a person that does not take part in the actual scene, but he must be there. Because he is a 3rd person narrator, his opinions are objective and therefore trustworthy. Victor is one of the main characters in â€Å"Ice Man†. Victor is an Indian, or you may call it a Native American, from the Mimbreno Apache tribe. Victor is a bull rider. He rides bulls for money is competitions and this is seen in the lines 6-7 on page 1. We will write a custom essay sample on Ice Man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"He won Top Bull Rider, 4. 000 dollars and a new saddle at the All-Indian National Rodeo in Palm Springs†. Victor is also a fearless bull rider, because he looks into the eyes of a bull to see if it still wanted to kill him, â€Å"He walked to the gate not bothering to look at the bulls, see if they still wanted to kill him†. Line 5 on page 1. Victor has worked for a man called Kyle McCoy since he was a little boy. Working for Kyle, Victor learned how to ride a bull and feel what the bull was going to do next, this is shown on page 2 lines 6-8, â€Å"Now he was telling them what he’d learned about bulls working for Kyle McCoy since he was little a kid†. But even though he had learned a lot from Kyle, Victor had to figure out most of the things by himself. Victor is also quiet bold. When the ICE Man turns to him in the bar, he does not act scared. He is kind of cheeky towards the ICE Man, especially when he says, â€Å"Does it mean you deliver ice to places like this one for drinks, maybe shrimp cocktails? † which he does on page 3 lines 24-25. When the ICE Man confronts Victor and his friends about them drinking alcohol, he asks them to show him some identification that can prove that they are old enough to drink alcohol. But in the way Victor answers, â€Å"This is what it’s about, my age? † on page 4 line 4, you can tell that Victor did not believe that ICE Man came to him because of his age, but instead because of his race. Victor is very proud of being an Indian or Native American, and that is why he always answers ICE Man back, because he feels like he is being offended and treated unfairly. Page 5 lines 10-11, â€Å"Bring them all here to sit with their rifles, Victorio, Cochise, Geronimo†¦. Those guys doing whatever they wanted†, tells us that Victor looks back at the days, when the Indian chiefs could do whatever they wanted and were not tied down by any laws. ICE Man’s real name is Darryl Harris and the ICE in ICE Man stands for Immigration and Customs enforcement. His job is to control whether immigrants have immigrated illegally or legally. In many ways ICE Man appears racist. He compares the Indians to other coloured people and says they all look pretty much the same. He also feels kind of supercilious. Page 4 lines 16-17, â€Å"The bulls buck any, or they too old? I can cite you now for tryin’ to bribe an officer of the law. † This is one of the situations where ICE Man feels supercilious, because he thinks that Victor is bribing him, but he actually just shows ICE Man the money he had won in the contest. ICE Man in general is a racist, multiple times he calls them â€Å"Red nigger†, and he sees nothing wrong with arresting Victor and his friends just because of their race, this is shown on page 5 line 31 when Celeste asks â€Å"The only reason being they’re Indians? † and ICE Man answers at page 5 line 33 â€Å"What’s wrong with that? †. The story takes place somewhere in a Mexican environment in Palm Springs, California. The environment is very much like what you see in Western movies. It is kind of old fashion. But that does not mean that the time the story takes place in is a long time ago. On page 4 line 35, â€Å"†We’re through here†, picked up his cellphone and said†¦. †. This shows us that the story takes place in a relatively modern time. The theme in this fiction is racial discrimination in USA. In the old fashion parts of America it is very easy to get repressed if you are just a little bit different. But it does not make any sense that there is so much racial discrimination in USA, because it is the country with the biggest diversity of different races.

Yale Art Gallery an Example of the Topic Arts Essays by

Yale Art Gallery Despite the fact that I have visited Yale several times, this was my first trip to the Yale Art Gallery. I was surprised to find that part of the art of the museum is housed in a beautiful gothic style building while the remainder is very modern. I was equally surprised to learn that the museum is the oldest in the Western hemisphere. Although the museum is quite small, it provides a comfortable environment conducive to education, as there are several study areas and student groups studying the works displayed. Need essay sample on "Yale Art Gallery" topic? We will write a custom essay sample specifically for you Proceed I particularly enjoyed the way the architectural structure of the museum made use of structure and light in order to create a distinct mood. The lobby of the museum features contemporary furniture and ebony wood, which makes visitors feel welcome, as though the lobby is a living room. In contrast, the galleries have high, concrete beam ceilings, which I found myself staring at before I even noticed the paintings. These create a solemn, sacred atmosphere. Mevrouw Bodolphe Frans Hals (1581/851666) The first thing that caught my eye when I saw this painting was the serious, almost dour expression on the subject's face. Though few people have their portraits painted today, modern portraits still exist in the form of photography. In general, most people smile when they have their pictures taken. In contrast, the subject of this particular portrait is almost scowling. She stares out from the wall with pensive eyes and a furrowed brow. When I noticed her right hand tightly gripping a handkerchief I got the impression that she was uneasy, perhaps even uncomfortable having her portrait painted. The sober and gloomy portrayal of the woman is characteristic of the conservative Protestant ideals of the period. The Great Departure of the Buddha Maker Unknown (2nd to 3rd Century CE) I was struck by the ability of the artist to convey the expressions of the group of the people despite the fact that the facial expressions of the people are difficult to see. The Buddha figure in the center of the carving is almost the exact opposite of the stout, cross-legged Buddha image with which I am accustomed. The people around Buddha seem to be kneeling or pressing their palms together as a sign of worship and respect. The use of depth in the relief gives the illusion that Buddha is sitting on his horse in front of everyone else, which gives the appearance that he is rising above from the crowd while the people reach out to grab hold of his hand or reverently bow their heads in prayer. It was also particularly interesting to note that the carving, much like Chinese novels, portrays a scene which is read from right to left. Owl Shaped Wine Vessel Zun (Shang Dynasty) I was intrigued by the detail carved into the wine vessel. From the base of vessel that depicts the tail feathers and talons of the owl there appeared to be intricate geometric patterns. Upon closer inspection I realized the shapes were in fact snakelike figures. These figures cover nearly the entire vessel, including on the owl's wings. There appears to be a serpent head above the handle. I found it particularly interesting to note that the emphasis of the vessel appears to be on the talons of the owl, unlike modern representations of owls that tend to focus on the eyes. The eyes of the owl on the vessel look upward. Saint John the Baptist in the Wilderness Caravaggio (1604) Considering this is a painting of a Saint, I was surprised to note that there is little evidence that shows this is a painting of a religious figure. John the Baptist has no halo, nor is he surrounded by sheep. No doves fly in the sky above his head. Instead, Saint John is portrayed in the midst of the wilderness, with dramatic shadows cast over his body. Were it not for the thin cross that he is holding, and the name of the painting, it would be almost impossible to tell this is a painting of a religious figure. Saint John appears solemn and lost in thought. It is interesting to note the use of contrast in this painting. Saint John appears to be turning away from the darkness toward the light. Seated Guanyin Artist Unknown (11th to 12th Century) In this sculpture, Buddha is seated on a stone throne-like structure. Buddha wears simple but elegant looking garments. The relief emphasizes Buddha's elevation, as the figure appears to be above the rest of the world. Buddha's face is carved at a downward angle, which gives the impression that he is looking down. The portrayal of Buddha in this piece is reminiscent of the female form, and Buddha sits semi-reclined on his right hand. Buddha appears relaxed, yet deep in thought. The bare wall behind Buddha draw the viewer's eyes to Buddha's serene expression. Scenes from the Battle of Yashima Sumiyoshi School (Edo Period 16151868) This work depicts two warring families, with one family proudly raising red banners, and the other white banners. The six panels portray a massive landscape, with one family in close formation standing on solid ground, while the other family appears to be fleeing out to their boats on the sea. The use of landscape contributes to the mood of the piece. The green hills in the distance and the open sea emphasize the large territory over which the battle was fought. The soft, neutral hues of the skyline are more indicative of peace than of war, which gives the viewer the impression that the war is almost over. Reference Yale University (New Haven, Conn.) Art Gallery 'Handbook of the collections - Yale University Art Gallery' New Haven, Conn. Yale Univ. Art Gallery 1992 Yale University. Art Gallery.; Yale University. School of Art and Architecture '20 artists : Yale School of Art' New Haven : Yale University Art Gallery, 1981.

The Educational Promise of Social Media

The Educational Promise of Social Media Some schools have banned the use of cell phones during school hours to avoid distractions and restrict communications between students and teachers over social media.Advertising We will write a custom essay sample on The Educational Promise of Social Media specifically for you for only $16.05 $11/page Learn More Thomas, H., Susan, L., Mary, G. (2010) states that, The American Library Association believes that if students are prohibited from using the social media, it only leaves them without knowledge for protecting privacy and therefore should be educated to use it in a responsible and ethical way. Facebook is one of the influential sites. A teacher for instance, can connect to reach his students and also contact their families. It also provides instant learning to the students by updating them on different developments during snow days. Some students, who use Skype, twitter and Facebook can contact the different authors and also undertake long distant pro jects with other students. There are so many groups that interact over such websites. They come from different cultures and backgrounds. The results of such interaction are very good. Most people who interact come from different races and therefore do share a variety of information. Social media may also be integrated into classroom by allowing the students to access social media sites (Toppo, 2011). Management software can be installed to allow the staff to monitor the activities being done on the internet or while using the social media. Students may use the social media in a negative way and this may make them develop very bad characters within a very short time. There should be a curriculum that explains how to use social media to benefit the students learning. This enables them to use it in a more meaningful way to have a positive impact in their development. A child, who learns on the use of internet for learning purposes at a very young age, becomes very active intellectually . The staff should then watch the students as they conduct themselves while using the internet for learning. This helps in preventing them from accessing certain sites like the pornographic sites. Such students copy the same characters and then try to put them into practice and therefore end up destroying their lives.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Facebook may also assist the teacher to connect or communicate with the students and parents as well as share the information of the school with other educational stakeholders. Students may receive assignments over Facebook and do them. Social networking has also been in use for a long time to specifically promote social interaction between different people. For example the teachers and students can interact positively and avoid the negative effects of social media. Teachers can post pictures, assignments and other tasks. Online classrooms can be done effectively by using technology to allow teachers in helping students to solve different questions online and any further assistance required. Any announcements or advertisement can also be posted on the internet to allow students access them but teachers should not have profile. The students can also interact in the public. This becomes very useful in the interaction of different groups over the website. Social websites are such an important resource for the students if only used effectively. Every student who makes use of these resources in a positive way can perform better than those who do not make use of the internet. The use of social media can only be useful if the students or children are closely watched and guided on how to make use of it for positive development. This is the only way that we can benefit from the use of social media. References Thomas, H., Susan, L., Mary, G. (2010). Instruction: A Models Approach. Allyn Bacon. Toppo G. (2011). Soci al media find place in classroom. USA Today.Advertising We will write a custom essay sample on The Educational Promise of Social Media specifically for you for only $16.05 $11/page Learn More

The conventions of a romantic comedy on a midsummer night's dream by Essay

The conventions of a romantic comedy on a midsummer night's dream by william shakespeare - Essay Example Because of this love, Hermia refuses to get married to Demetrius, despite pressure from the father. In fact, Hermia plans to elope with Lysander to secretly get married to Lysander. Another instance of love is between Helena and Demetrius who were once engaged. In a bid to win the love of Demetrius, Helena tells him of the action that Lysander and Hermia intend to undertake (Quinton and William, 4). Another major convention depicted in this romantic comedy is the need of the lovers to overcome obstacles. The love between Hermia and Lysander is faced with an obstacle. The main obstacle in this love is the father of Hermia who favors Demetrius as opposed to Lysander. The penalty for defying a father is death, or condemnation as unmarried woman to a convent. Another instance is when Hermia challenges Helena to a fight, because of jealousy. This is with the belief that Helena was trying to take the love of Lysander away from her. This is after Puck put the love portion on the eyes of Lysander, making him fall in love to Helena. Another instance where love had to overcome an obstacle is the love between King Oberon, and the young Indian boy (Quinton and William, 9). It was the desire of King Oberon to transform the boy into a knight, a situation that his queen, Titania refused. The forced the king to make Queen Titania fall in love with Bottom, a ridiculous creature. Eventually King Oberon through this action managed to have the boy, and transform him into a knight. Another romantic convention contained in this comedy is that it contains miraculous or supernatural creatures. The creatures in this short story are fairies who on most occasions are involved in blessing sleeping couples. The king of these fairies is King Oberon, and his Queen Tatania. There is also Puck, the fairy servant of King Oberon, and Bottom, a miraculous creature whose head was transformed by Puck to look like that of an ass. Furthermore, happy endings are always brought about by

Cross-price elasticity Essay Example | Topics and Well Written Essays - 3000 words

Cross-price elasticity - Essay Example Similarly if the two goods are complements, we should see a price rise in one good cause the demand for both goods to fall. -Cross-price elasticity of demand (CPEoD) for car travel with respect to bus fares is very low and is equal to 0.01>0, but 0.010 so there is no relationship between them. It's clear. If the car travel cost grows, the bus fare will grow too. That's why there will not be the greater demand for this kind of transport. c) How would you interpret the cross-time elasticity of demand for car travel with respect to bus in-vehicle travel, why is it positive, and why is the elasticity higher for peak times compared to off-peak times Does it surprise you that the responsiveness of the demand for car travel is greater with respect to bus in-vehicle time than to bus fares Explain your answer. The elasticity is higher for peak times compared to off-peak times, because during the peak hours the busses move slower than during off-peak hours and the consumer is keener to switch to a car when the bus is moving slower than when it is moving faster. d) Are bicycle and bus travel likely to be substitutes or complements What would be the effect on demand for urban bus travel of construction of new bike paths to central city areas What elasticity measures might be relevant when trying to measure the responsiveness of demand for bus travel to changes in these... c) How would you interpret the cross-time elasticity of demand for car travel with respect to bus in-vehicle travel, why is it positive, and why is the elasticity higher for peak times compared to off-peak times Does it surprise you that the responsiveness of the demand for car travel is greater with respect to bus in-vehicle time than to bus fares Explain your answer. -Bus in-vehicle time increase of 1% during peak hours causes car demand to increase by 0.4% and bus in-vehicle time increase of 1% during off-peak hours causes car demand to increase by 0.3%. It is positive, because the consumer is tempted to switch to a car since the bus is slower. The elasticity is higher for peak times compared to off-peak times, because during the peak hours the busses move slower than during off-peak hours and the consumer is keener to switch to a car when the bus is moving slower than when it is moving faster. d) Are bicycle and bus travel likely to be substitutes or complements What would be the effect on demand for urban bus travel of construction of new bike paths to central city areas What elasticity measures might be relevant when trying to measure the responsiveness of demand for bus travel to changes in these conditions for cyclists -Speaking about cross-price elasticity, bus and bicycle are substitutes theoretically. That's because bus fare rise will entail demand for alternative transport vehicles. But can lots of people change bus trip to bicycle one This effect is possible only after construction of new bike paths to central city areas. After changes in these conditions for cyclists, the demand for bus travel can decrease significantly. We have another situation with cross-time elasticity. Bicycle is a slower kind of

Crime and Punishment and ways to make our prison system better Research Paper - 1

Crime and Punishment and ways to make our prison system better - Research Paper Example scourages the use of â€Å"probation and parole† as a result of which the offenders are being punished with longer prison terms with rare chances of â€Å"being released on parole† (9). Thus, in the present day, incarceration rates have been skyrocketing as a consequence of which there has been prison overcrowding across the US. Evidence further suggests that in 2008 alone, corrections have cost the exchequer a spending of â€Å"nearly $75 billion† across federal, state and local government facilities (10). Thus, it becomes evident that the heavy rate of incarcerations remains a hefty onus on the country’s financial resources. This high rate of incarceration can be perceived as a consequence of lack of education and the prevalence of poverty, which is considerably high in African American ethnic group, and the resultant emergence of a new racism. The Policy Information Report by the Educational Testing Service finds that the rate of incarceration of black youths, especially those who dropped out from school, has increased to such an extent as to â€Å"jeopardize the achievement of broader social justice goals† (Coley and Barton 3). This indicates that there is a gap in the educational opportunities of the Black youth as compared to the White people, which entails a greater number of incarcerations of the youngsters from black ethnical background. Research evidence further suggests that â€Å"illiteracy† and the lack of numerical skills are quite high in prisoners and a â€Å"half of all prisoners† does not possess any education at all (Crowded Out? The Impact of Prison Overcrowding on Rehabilitation 10). In the modern day, the job market has become highly competitive and business organizations have a wide variety of choices of workforce. Thus, people who do not possess adequate educational qualification and professional skills remain unemployed. This situation compels them to look for alternative sources of income and they embark on criminal activities for earning

Portrayal of Terrorism in Film

Portrayal of Terrorism in Film Luke Costen Terrorism and the mutual influentially of the British film industry, the genre of satire Terrorism is an exceedingly ambivalent topic and one that becomes particularly ambiguous when attempting to define. When trying to comprehend the motivations of a specific terrorist organisation, one must start by considering the context of the acts of terrorism, by exploring ‘the historical, social, economic, ethnic and even psychological factors that have some influence on thought, behaviour and action.’ (Whittaker, 2012: 4) thus the notion of a universal and objective definition is virtually impossible. The dissimilarities between the United Kingdom’s and the USA’s definitions raise controversy over the evidently contextual and subjective nature of what terrorism is. ‘The use or threat, for the purpose of advancing a political, religious or ideological cause, of action which involves serious violence against any person or property’ (Whittaker, 2012: 3). This definition appropriately legitimises the existence of state terrorism, theoretically defining the USA as a state terrorist, due to the atrocities taking place in the Middle East over the past decade. Whilst the USA’s equivalent contrasts this idea, it states that terrorism must be surreptitious and committed by subnational groups. This essay will explore the notion of political communication, demonstrating the mutual influence between contemporary Terrorist organisations, particularly Jihadism and the satirical genre, within the British film industry. This essay will thus formulate the context of the following case study; an analysis of Four Lions (2010), a black comedy that provocatively satirises Islamic terrorism, humanising the British born anti-protagonist terrorists, exploring indoctrination, islamophobia, and police inadequacy when combating the issue of terrorism. The 7thJuly 2005 London bombings resonate throughout the text, creating a social commentary on the event and the obsession that the conservative western media have with Islamic fundamentalism, that further assist the feeling of estrangement of British born Muslims. The most important aspect in what politicises communication is not the origin of the message, instead it is the subject matter and the intentions of the message. (Denton and Woodward, 1990: 11) This defines political communication as accessible to anyone intending to make a statement about a political issue in society, emphasising that communicating politically is not exclusive to the government and the elites that control global and national politics. This therefore allows the public to convey political messages through any means possible, such as any form of media or even the body itself (the black or homosexual liberation). However this can be contested as acquiring a credible platform may require an already cemented position or political power, those who do, will find it considerably simpler to secure media coverage; hence it is far easier to express their message. (Wolfsfeld, 2011: 2) Film as well as other varying media can be seen as a process that allows an individual to reach a target audience as well as wider audience, in order to convey the intended political message, and can perhaps give some explanation to why bodies are used in extreme forms of political communication. Both acts of terrorism and the film industry can be equally seen as diverse forms of political communication, in an attempt to highlight prevalent issues in society. Respectively terrorism, specifically suicide terrorism is the most radical practice of political communication and one that is almost impossible to entirely understand. In the context of religious suicide, an unfamiliar concept in secular society is still far easier to understand then the secular suicide. The radicalised Muslim; mujahedeen will be profoundly rewarded for partaking in the holy war and, completing God’s will in destroying the infidel forces, his family will be cared for, and receive a payment for their loss a sort of life insurance. (Whittaker, 2011: 26) Although the practise of film-making in its original form is not inherently politically or artistically charged, its malleability and diversity as a creative media allow for artistic and political expression. It is the director or producers of a film text that can therefore express artistic and political visions creating an immersive form of political communication. Hunger (2008) follows Bobby Sands, an imprisoned IRA member who sees the sacrifice of his life as imperative for the gain of political objectives. Hunger seeks to alter views on IRA as in Britain intrinsically evil, viewing the group as freedom fighters searching for independence. Of course the act of terrorism in itself is evil, but issues of context tell a Janus-faced story, ultimately humanising the individuals of a considerably inferior political group.Hunger(2008) demonstrates the political methods Margret Thatcher used against the IRA prisoners, she refused to politicise the IRA members. This would, firstly define t hem as political prisoners, but more importantly humanise the individual people behind the acts of terrorism, thus accepting that their political ideologies were legitimate and subjective value systems, with historical, social and cultural contexts. Ignoring this would further alienate the IRA from the British public, rejecting any potential sense of compassion or empathy, forcing a prolonged, futile and failed attempt to reclaim their independence from the imperialist head of state. The terrorist group sacrifices their life for the progression and development of their cause; they are generally oppressed over an elongated period of time and see the act as the appropriate and imperious motives so that collective institutions are able to prosper. (Whittaker, 2011:25-26) Consequently comparisons can be drawn in the attempts to combat Jihadism and a similar rhetoricis used by the mass-media in order to strip political legitimacy. However Thatcher’s rhetoric of rejecting the political was already in place, as Jihadism, is the collective union ofIslamicbrothers and the ‘holy war against the infidel.’ (Whittaker, 2011: 47) So the context of religion is what takes centre stage, thus comparisons to similar consequences can be drawn. However religion can be politicised particularly in the form of terrorism, as political objectives exist simultaneously with religious ones. Martyrdom is highly regarded for the fundamentalist, and believes they will be rewarded for completing God’s will, whilst the terrorist organisation benefits from political gain. (Noonan, 200: 97) The British mass media seldom politicise Jihadism terrorism, in order tomaintain the public’s lack of comprehension, and detachment of the individual, preventing the public from seeing a rational person with emotions and a conscience. A stereotypical Arabian image of Islam has now become synonymous with the inimical image of world terrorism, due to the Middle Eastern origins of Jihadism. The mass-media has thus created an archetypal enemy with distinguishable ideologies, belief systems, creating the illusion that they oppose our own, and finally an image that can be applied to Asian Muslims. This has produced cultural alienation, a prominent issue in multi-cultural societies, where British born Muslims become estranged from their nationality and society, thus become easily radicalised. Attacks are unforeseeable and committed discreetly by inconspicuous people. (Whittaker, 2011: 71) Essentially the film industries main purpose within a capitalist system is to make a profit, although the British film may have more artistic and political integritythanAmerican cinema, its inherent principles are fundamentally neoliberal. These values rivalIslamicfundamentalists of Islam, and represent USA’s and the UK’s dominating force of culture imperialism within the Middle East. In the wake of the Iraq war, markets previously out of reach of American influences, were placed directly under the control of a small group of American business’ by means of government contracts. (Harvey, 2005: 7) British film can be interpreted as mutually influencing with terrorism, propagating the view that the Western economic and political ideology is culturally superior to that of the East, and the contemptible notion that it is the duty of the western world is to civilize Islam, exploiting the economic gain of neoliberalising newly occupied nations and the continuous turning of the lucrative war machine. Thus western values inhabit underlining themes in film, such as the capitalist dream, the monetisation of practically everything, commonly denouncing religion, and neglecting equal ethnic diversity. The Terrorist Act [2000] considerably increased policing power, and ‘has no such provision,’ (unlike previous counter-terrorist measures) ‘and this is its chief danger’ (McGovern, 2010: 138). Counter-terrorism is a self-explanatory process; acts are put in place increasing the policing powers in order to prevent terrorism in the process. Conversely counter-terrorism acts can be abused placing too much power in the police force, this allows for the potential on infringement on civil liberties, thus placing too much power in the inevitable inherent prejudices that some police officers may have. It is therefore possible that this could cause a detrimental effect on society forcing an insurgence of‘ home-grown’ terrorists to emerge. It is conceivable to assume that the Muslim community can become disillusioned in British society due to ‘neo-conservative counter-terrorism’ in place. (Whittaker, 2011: 77)The way that film and terrorism in fluence one another is not solely negative. Simply the inclusion of thesubject matter of terrorism in British film is a significant discourse continually evolving the views on the existing ideologies around why people commit terrorism. A film with a strong political subject matter can influence the public’s perceptions, educating the inevitable confused and fearful opinion formulated by the mass-media’s outlook. Theoretically this can be viewed as a counter-terrorist measure, in an attempt to reveal contexts of a side of the narrative rarely explored, assisting in eliminating ethnic and religious divides and the sense of estrangement found in British-born Muslims. British Film often represents terrorism contrarily to that of the mass-media, creating thought-provoking representations of theindividuals behind the terrorist acts. Through the exploration ofcultural, political and social factors, British film generallyhumanisesthe terrorist but never legitimises or validates the actual acts. Conversely it understands that for oppressed groups there is usually no alternative course of action, showing that there is always more than one side to a narrative, usually told with a level of bias, in context to one’s own political agenda. ‘the term ‘terrorist’ is value-laden, and may be rejected by groups whose members may prefer to see themselves as ‘freedom fighters’ in ‘national liberation’ or ‘resistance’ movements, (McNair, 2011: 9)The Wind that Shakes the Barley(2006) authenticates the IRA struggle against the imperial empire and following young members of the IRA and the struggles again st British imperialism. Satire is the generic form of artistic and political expression typically used as a form of political communication, expressing itself through the use of humour and wit and critiquing existing social or political issues within the public sphere. The job of the satirist is to scrutinise the ubiquitous corrupt or immoral political issues in society. Satire was patented in the form of literary work but is now seen as ‘the process of attacking by ridicule in any medium’ (Hodgart, 1969: 7). British film often represents the terrorist as the freedom fighter, politically satirising the perception of the differences between the two.Brazil(1985)satirises the bureaucratic political system and the omnipotent authoritarian government. Harry Tuttle is an alleged terrorist; he illegally repairs citizens, thus breaking the rules of the bureaucratic state. In reality Harry Tuttle is a freedom fighter, liberating individuals from the endless administrative process that is required by the government. The terrorist attack on the Danish cartoons and more recently the murders of the CharlieHebdomagazine exposed the limitations of the freedom of expression, and the fine line between political satire and the incitement of hate. ‘It is an expression of free speech, [] Among the several tests by which we measure the extent of individual freedom, the right to ridicule must be included.’ (Freedman, 2009: 164) Forcefully instigating a reaction through the crass depiction of sacred figure will inevitably provoke a response fromIslamicfundamentals. Political satire of the ‘other’ is created in relation to the increasing social tensions regarding numbers of immigration, particularly in France were the rise of the far right-wing party in France; Le Front National, and a history of banning religious signifiers such as the Burka, create an unstable and fluctuating marginalisation of an already isolated Muslim community. When combined with the increasing and hostile isla mophobic rhetoric frequently used in the mass-media, forces the estranged and isolated members of the society to seek collective acceptance and meaning in extreme fundamentalism taking out the anger on the society that rejected them. Political communication is how each politicised text interacts with each other, and practically anything can be politicised. In political communication, it is not the origin of the message that deciphers whether or not something can communicate politically but instead it is the focus and the objective of that message. Through the examples of British film as mutually influential with the actions of terrorist organisations is the idea of humanising the individual member’s image of the terrorist. Underneath the terrorists political agenda is a person with thoughts and emotions, and reading deeper into the social, historical and cultural contexts help give the public or audiences they are attempting to shock a better understanding of the motives and intentions of committing such heinous crimes. Bibliography Denton, R. E., Woodward, G. C. (1990). Political Communication in American. New York, Praeger. Freedman, L. (2009). The Offensive Art. London: Praeger. Harvey, D. (2005).A Brief History of Neoliberalism. Oxford: OUP. Hodgart, J. (1969).Satire. Hampshire: BAS Printers Limited. McGovern, M. (2010). Ignatieff, Ireland and the ‘less evil’: some problems with the lesson. In: Discourses and Practices of Terrorism – Interrogating terror. London and New York: Routledge. McNair, B. (2011). An Introduction to Political Communication. 5th ed. London and New York: Routledge. Noonan, J. (2010) Fundamentalist foundations of terrorist practice – The political logic of self-sacrifice. In: Discourses and Practices of Terrorism – Interrogating terror. London and New York: Routledge. Pollard, A. (1970). Satire: The Critical Idiom. Methuen Co Ltd: London Whittaker, D. (2012).The Terrorism Reader. 4th ed. Oxon: Routledge. Wolfsfeld, G. (2011). Making Sense of Media and Politics: Five Principles in Political Communication. Abingdon: Taylor Francis. Filmography Brazil (1985) Directed by Terry Gillingham [Film]. UK: Embassy International Pictures Four Lions (2010) Directed by Chris Morris [Film]. UK: Film4, Warp Films, Wild Bunch Hunger (2008) Directed by Steve McQueen [Film]. UK/Ireland: Film4 The Wind That Shakes the Barley (2006) Directed by Ken Loach [Film]. Ireland/UK: Sixteen Films, Matador Pictures, Regent Capital, UK Film Council 1

The Adventures Of Huckleberry :: essays research papers

When you first open the book of The Adventures of Huckleberry Finn you'll notice a notice and an explanatory written by the one and only Mark Twain himself. The explanatory explains how Mark Twain uses language and dialect to differentiate between certain characters. "I make this explanation for the reason that without it many readers would suppose that all these characters were trying to talk alike and not succeeding." The notice basically says that for anyone who attempts to find a meaning, moral, plot, and or motive, will be shot. So shoot Mr. Brovsky, his first hour class, and myself. It's surprising to see that this book went by so quickly for me. The more I enjoy a book, the faster it goes by for me. Now back to finding a plot. What I liked especially about this book was it's linear time line. There wasn't that much jumping around in time. Everything came after everything else. The book is divided into three basic sections: Life before the river, life on the river, and life after the river. The river has it's crooks and bends and the plot following them. The river as a symbol in the book is great. Life's ups and life's down are well represented in the river. The point of view of this book was also one of the very best aspects of this book. Huck Finn was written in the first person point of view with Huckleberry Finn telling the story. Even in the beginning, Huckleberry reminds the reader of what happens at the end of The Adventures of Tom Sawyer. "You don't know about me without you have read a book by the name of The Adventures of Tom Sawyer; but that ain't no matter." (page 3) Huckleberry exclaims himself. Mark Twain writes with such flavor and detail that you feel like you're right there with Huck. While Huckleberry is in the cabin at night and his dad is having a nightmare, Mark Twain paints a wonderful picture of how Huck if feeling. "He chased me round and round the place with a clasp-knife, calling me the Angel of Death, and saying he would kill me,…I begged, and told him I was only Huck; but he laughed such a screechy laugh, and roared and cussed, and kept on chasing me up." (page 29) Mark Twain has been labeled by critics as a funny man and not a great writer, yet I believe that he is a great writer because he can incorporate his humor into a 13 year old boy's way of life.

Police deviance Essay

Introduction   Ã‚  Ã‚  Ã‚   Policing has a great potential for abusive conduct where police officers become perpetrators of various crimes. Aside from the exposure to the world of crime there is the inherent police culture which is generally susceptible to corruption. Police misconduct ranges from â€Å"the excessive use of deadly force, excessive use of physical force, discriminatory patterns of arrest patterns of harassment among the marginalized sectors of society which include the aggressive and discriminatory use of the ‘stop and frisk’ and overly harsh enforcement of petty offenses, overreaction to gang problems, lack of accountability including failure to discipline or prosecute abusive officers, or deter abuse by denying promotions and/or particular assignments of prior abusive behavior and a host of other potential abuses† (ACLU 1991). With this theme this paper succinctly captures and elaborates on specific police officer misconduct such as the occurrence of falsif ication of evidences by police officers for the use in trials. ~Nature of Police work   Ã‚  Ã‚  Ã‚   Law enforcement is a highly visible kind of work and the benefits, challenges and potential problems are immense yet appear typically predictable. Films and television people make sure that stuffs like detective stories, sitcoms with punch lines that depict familiar police caricatures and the like keep law enforcement on the frontlines. Not that it needs to be advertised; police work hugs the headlines because their tasks are unavoidably sensational.   Ã‚  Ã‚  Ã‚   Policing is said to be characterized as an occupation with â€Å"hours of boredom followed by minutes of sheer terror† (â€Å"Police Culture and behavior†).   What is it like to be a police officer? What are the qualifications that this specific government agency requires from their potential recruits? Who can get in and stay as assets not only to the workplace or agency but also to the immediate community which is what police work actually entails? This paper attempts to describe and explain in prà ©cis the personality traits and other pertinent information concerning this important worker of every community. It seeks to answer the preceding questions and attempts to present a profile of what every law enforcement agency hopes to hire from among the applicants or attract from the general public. Discussion ~†Ideal Police personality†   Ã‚  Ã‚  Ã‚   In a study, the results reveal that confirms a clear personality profile with police possessing traits as â€Å"authoritarianism, suspicion, racism, hostility, insecurity, conservatism, and cynicism† (www.cameron.edu).   Ã‚  Ã‚  Ã‚   Despite the common thread that exists among the profiles of police, the demands that society impinges on policing style have started to effect on the qualifications expected to emerge from successful candidates. These days the police ought to display such qualities as â€Å"incorruptible, well-adjusted, people-oriented, free of emotional reactions, and logical† (Lefkowitz, n.d.). In addition, literature indicates that an undesirable temperament in policing is introversion with dominance and leadership topping the desirable ones. Women officers are expected to exhibit more assertiveness especially that suspects usually do not respect female cops (Calderon, 2005). Given the culture unique to the workforce, police tasks are not only routinary and yet demand an all-around ability from the person; these are also in most cases stressful. Police suicides have even risen for a variety of reasons. Many are involved in risky assignments while some settle for the more mundane desk job which rarely sees action. The public have mixed perception with the job but many are still drawn to become law enforcement’s recruits. ~Use of false evidences in trials and the police officer’s code of ethics   Ã‚  Ã‚  Ã‚   There is a set of code of ethics for every kind of profession which serves as a guide that the police man adheres to in the course of his year spent in policing. It serves as a standard to the individual whose opportunities for corruption and misconduct are potentially aplenty. Adherence to the code of ethics is required more from those exercising such authority since the kind of work these people do hinges on their moral fiber. In cases involving the false evidences for use in trials, obviously, the fundamental right of the suspect has been infringed upon regardless of the fact that the individual in question has had several records of criminal activities or not (ACLU, 1991). The rationale for most officers engaging with this kind of dirty work is their justifiable reason that for so long the criminal had been followed and is known to do the kind of work he did; that it’s high time the suspect be finally imprisoned. When there are no vital evidences linking the suspect to the criminal activity, police officers are tempted to plant and/or provide evidence. This has been an age-old problem and keeps recurring within the judicial system.   Ã‚  Ã‚  Ã‚   There are dire consequences concerning this specific act of planting false evidences against arrestees. To the police officer, the individual tends to develop or acquire the propensity to increase and grab the opportunities for misconduct or abuses. The lines between evil and good intentions become increasingly blurred for the individual, thus enabling the person/police officer to be less accountable with his misdeeds or actions (ACLU, 1991).   Ã‚  Ã‚  Ã‚   In conclusion, the reforms that had been in place for the police force to lessen or reduce these abuses are somehow adequate but monitoring by citizens, the media and those in government   are better restraints to curb any further occurrences of similar cases of misconduct.   Ã‚  Ã‚  Ã‚   To act in an unethical manner such as the acts already becoming natural for police officers to do reduces and eliminates trust. When a police officer is initiated into policing, he begins with the public â€Å"swear in† which is done by a more superior officer before some number of audience (Kelly, 2003). When this occurs, the solemn ceremony signifies that the public entrusts to the sworn in public servant the duty to choose right over wrong, i.e., an individual cop with all the opportunities before him will not use these instances for his own gain or that of another except for the purposes that he was employed for in the first place. Erosion of trust is not simply a small thing; it is the violation of that basic faith and trust which was expected from the man in uniform. Works cited: Lefkowitz, J. (n.d.). The Police and the Criminal Justice System. Retrieved March 12, 2008, from: http://uwf.edu/swright/Spring%202005/ch%206%20Police%20and%20the%20Criminal%20Justice%20System%20-%203up.pdf Strack, Lorr M.1994. Personality profile of police candidates. Journal of Clinical Psychology; 50(2):200-7. www.pubmed.gov. Kelly, Sean F. Internal affairs: issues for small police departments FBI Law Enforcement Bulletin, The,   July, 2003   Retrieved March 17, 2008 http://www.cameron.edu/~harrison/chapter6ile.ppt http://www.post.ca.gov/jobops/062707-062708c-stockton.pdf      

Why Was Operation Barbarosa a Failure essays

Why Was Operation Barbarosa a Failure essays The historical impact of Operation Barbarosa cannot be denied. The Soviet victory over the Nazi German invaders set up the Soviets as a world superpower and set the stage for the Cold War. Had the Germans not attacked, the Russians may not have gained their dominance in Eastern Europe, and the Warsaw Pact may not have ever been. The war effort forced the Soviets to industrialize faster than ever, particularly in Siberia. Additionally, defeating the Nazis let all the countries of the world know that the Russian military under the Soviets was not the ragtag, ill-equipped, archaic fighting force of the Czarist system; it had become well-organized under Stalin. The purpose of this paper, though, is not to discuss the historical implications of the Soviet victory in World War II. I intend to explain why the Soviets were victorious, and, similarly, why the Nazis were defeated. I believe that in this process it will become evident that the tremendous power wielded by the Soviets during the Cold War age was predicated on the very things that made them successful in World War II. Before going into an explanation of why the Soviets were successful, I think it is important to give an overview of the actual events of the Barbarosa attack and an outline of the diplomacy involved beforehand. After World War I, the Germans and Russians were seen as the outcasts of Europe. The German government of the Weimar Republic was in tremendous debt making war reparations while Capitalist European governments that were fearful of their rhetoric of world revolution despised the newly Communist Russians. It was only natural that they turned to each other. The Rapollo Pact in 1922 and the Friendship Pact shortly thereafter established formal diplomatic and trade relations between the two countries, allowed the German military to train in Russia, and gave the Soviets access to superior German military technology. The new relationship was mutually be...

How to Ask For a Letter of Recommendation Complete Guide

How to Ask For a Letter of Recommendation Complete Guide SAT / ACT Prep Online Guides and Tips No groveling necessary. Asking someone to write you a letter of recommendation can feel almost as daunting as asking that special someone out to a movie. You're putting yourself out there, just hoping they like you back enough to say yes! Luckily, most of your teachers are well accustomed to writing letters of recommendation for students and are glad to support you in your academic goals. Plus, who wouldn't want to recommend you for college? You're great. To ensure your request goes as smoothly as possible, you should be thoughtful about who and how you ask. This guide will go over the steps on how to request a recommendation letter for your college applications successfully (though this guide works equally well for applications for graduate school and jobs). First, let's briefly go over what you need to know before making your request. What You Should Know Before Requesting a Recommendation Letter Before you pop the question, make sure you thoroughly understand the purpose of recommendation letters in your college applications. Along with your college essay, they should help personalize your application and tell a story about who you are as a student and person. While other parts of your application display your grades, activities, and other accomplishments, letters of recommendation can go beyond the resume and help you come to life in the eyes of admissions officers. Recommendation letters can speak to your academic potential, character traits, and personality, as well as about how you've connected with others in the school community over the past few years. Because reference letters have this important function of revealing aspects of your personality and giving insight into your character, you should choose someone who knows you well and can give specific anecdotes about you. You might also have learned through word of mouth which teachers write the strongest letters. Sometimes seasoned faculty members have written a lot of letters over the years, and may have established solid reputations with admissions officers at certain colleges. Some colleges require one teacher recommendation, while others ask for two. Most schools also require a letter of rec from your counselor.This guide will discuss how you can request strong recommendations from both your teachers and your school counselor. First and foremost, make sure to ask well in advance of your deadlines. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Don't make your teacher feel like a hamster racing on the wheel of time. When Should You Ask for a Letter of Recommendation? The first step in requesting a letter of recommendation involves timing. Even for seasoned teachers and counselors, each individual letter takes time and thought to do well. I recommend asking your recommenders at least a month before your application deadlines. In some cases, even earlier is better. Some teachers put a cap on how many requests they take. If they have a first come, first served policy, then you should ask even earlier than a month before your deadlines so you don't miss out. A lot of teachers get inundated by the end of the semester, when they might be already busy getting exams scored and grades completed, not to mention spending time with friends and family over winter vacation. Because of this, it's a good idea to ask your recommenders early in the semester, like in September. Junior year teachers are often a good choice, because they had you recently and for a full year (whereas your senior year teachers might not know you that well yet). It can also be a good idea to ask your junior year teachers at the end of junior year, when you're fresh in their mind from being a student in their class all year (also a good idea if you have early decision deadlines). It gives them an entire summer to work on your letter. Just make sure to politely remind them a few weeks before your deadlines, if they haven't submitted your rec letter by then. Once you've figured out who you're asking and when, how can you frame your request in a positive way? First, I'll talk about how to ask a teacher and then how to ask your counselor, as the process and your relationships with these people is probably a little different. Make your request in person, so you don't end up with a letter like this. How to Ask for a Letter of Recommendation from a Teacher How are you going to approach your request? What should you say? What information do you need to give your teacher? As long as you've prepared yourself in these three aspects, you're all set to make your request. Let's break each down one at a time. How to Make Your Request In person. I highly recommend asking for your recommendation face to face. Depending on your teacher's schedule and school culture, it may be appropriate to email your teacher to set up an appointment or meeting. Asking for a letter of recommendation solely over email could be interpreted as impersonal, distant, and less mature, an impression you don't want to make in the mind of a recommender. I also wouldn't recommend asking during class time, but instead find time during a free period, after school, or whenever the teacher has free time to meet. The request may be short, but you still want to create space in case your teacher wants to further discuss your plans. What to Say While it can feel scary and vulnerable to ask a teacher for this favor, remember that teachers, especially ones that have juniors and seniors, expect this. In fact, it's part of their job description. Likely all of these teachers write letters of recommendation for students every year and want to help you succeed and continue on in your education. It may also help you to remember that a lot of teachers know what it's like to be on the other side of this process, as they usually undergo observations and evaluations every year. The best way to calm your nerves and ensure the conversation goes smoothly is to prepare what you'll say. I recommend phrasing your request simply and directly, without a lot of "ums," "likes," or "I forgot what I was about to say, so let's take a raincheck- how about next Thursday?" Something like this could work: "I really enjoyed your class. I've learned a lot from you and feel like you've gotten to know me well. I'm apply to College X for next year and would be really flattered if you could write me a strong letter of recommendation for my application(s)." Note the phrasing of astrongrecommendation. You want to make sure your teacher can write you a strong and compelling letter, not a generic one. If, worst case scenario, your teacher declines or seems hesitant, simply thank them and ask somebody else. You wouldn't want a weak letter that wouldn't help, or could even hurt, your application. You want to find a recommender who will agree to write a letter for you without reservation. If you've asked someone who knows you well and agrees to provide you with a letter of rec, then it's a good idea to share some further information with him/her. In a lot of schools, they call this a "brag sheet." The "brag sheet" isn't really about bragging, not even backdoor brags. Information to Give Your Teacher(s) First off, your teachers need to know the logistics. When are your college deadlines? How do they submit the letter of rec? In most cases, your early decision deadlines will be in October and your regular decision deadlines will be in early January. Typically, writersupload their recommendations through the Common Application or, if your school uses it, through Naviance. Beyond the requirements, I strongly advise providing your teacher with your brag sheet, or your reflections on who you are and what you value. Usually the guidance office distributes these to juniors and seniors, inviting students and parents to comment on it. The more detailed and thoughtful you are about your values, goals, and accomplishments, the more useful your brag sheet will be to the writer. While you might not be used to or all that comfortable writing about yourself, you should take the time to reflect deeply about what you care about and what experiences have been especially meaningful in your life. This will help your teacher add further dimension to your recommendation, as well as help differentiate you from other students they're writing about. In a perfect world your recommenders are bursting with fun and poignant anecdotes to share about you in their class, but in reality most teachers could use your help to complement what they plan to say. I would recommend going into your request ready with your completed brag sheet. If the teacher agrees, then you can pass it over. Be ready to have a discussion on it if the teacher wants to hear your thoughts. In addition to giving revealing insights about your character and interaction with other students, your teachers are the best authorities on your academic performance and potential. Your counselor, on the other hand, can speak more to your role in the school community and growth over your years in high school. Because your relationship with your counselor is different from that with your teachers, you may approach your recommendation request differently. How to Ask for a Letter of Recommendation from your School Counselor Almost all colleges that require recommendations want one from your school counselor. This recommendation is usually called the "secondary school report." While you can choose which teachers to ask for reference letters, you probably don't have a decision to make when it comes to the counselor letter of rec. Lots of students have the same counselor throughout their four years of high school. You also probably don't have to ask the same way you do with your teachers, as your counselor expects to write recommendation letters for all students on his or her caseload who are applying to college. With this recommendation, it's less about the request and more about how you can help your counselor write the strongest reference letter possible. In some high schools, especially big ones, students don't always get to know their counselors very well. If that's the case for you, then your brag sheet, as well as face to face meetings, is especially important for sharing who you are and what your goals are. If you have a passion for environmental biology, tell your counselor all about it. If you can't wait to join your college's newspaper and report on important events around the community, share that. The more your counselor knows about you and what sparks your interest, the more life they can breathe into your recommendation letter. Most counselors will schedule at least two college meetings with the students on their caseload, one in the spring of junior year to discuss college planning and one in the fall to talk about how your applications are going. If you're applying early action or early decision, you should let your counselor know in the spring of junior year, or at least at the very beginning of senior year. The best recommendation letters don't just use vague descriptions that could apply to anyone. They prove their assertions by relating specific stories. If you haven't had a ton of interactions with your counselor, it's especially important to include significant experiences and challenges on your brag sheet, as well as to get to know your counselor in meetings. For most schools, you can schedule a meeting with your counselor, so don't feel like you have to wait for him or her to call you down to the office. Reference letters for college are a big part of a counselor's job, and they can get especially busy with them around deadlines. Ask your counselor early and meet with him or her so you can make a strong impression, show how important your applications are to you, and jumpstart their letter writing. The more specific you are and the more you share with your counselor, the stronger and more colorful his/her recommendation letter will be. Just like with your teachers, it's up to you to tell your counselor when your deadlines are and any special requirements they need to complete. After you've spoken to your recommendations and obtained their support, what are the next steps? Next Steps After Your Recommendation Request It's always a good idea to follow up with your recommenders a week or two before your deadlines with a polite reminder. In this reminder, you could thank them again for providing you with a letter of rec, express your excitement about your future plans, and invite them to contact you if they need any more information from you. If you word it this way, then it won't feel like you're asking why they haven't uploaded their letter yet (unless they have, in which case, thank them again!). Some teachers will let you see your letter before submitting it and invite your revisions or feedback. This is totally up to the recommender, and not actually common in admissions procedures (usually letters are expected to be confidential). If your teacher doesn't offer to show it to you, I wouldn't advise pressuring her to. This could indicate that you don't trust her to write a strong letter- and if that's the case, you should ask someone else, anyway! Most letters will be submitted online, but in the rare case that your teacher wants to mail it, you should provide her with a pre-addressed, pre-stamped envelope. After all's written and submitted, write your teachers and counselor a thank you note. Once the decisions start rolling in, let them know where you got in! If you take just a few points from this article, these are the most important ones to remember. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Key Takeaways for Recommendation Requests Ask a teacher (or two) who knows you well and in whose class you excelled. The better relationship you have with your recommender, the more insightful your recommendation letter will be. It helps if the teacher is known to be a strong writer, too! Request your reference letters in person. This adds a personal touch and shows respect. In addition to telling your recommenders your deadlines and important logistics, give them thoughtful reflections on your values, goals, and accomplishments on your brag sheet. Take time with this, as it could be a huge aid as your recommenders write your letter. Thank them for helping you apply to college, and let them know where you end up! Perhaps the most important takeaway is that letters of recommendation are important, as are the connections you have with your teachers and counselor in high school. Approach this part of your application with a plan, and express your appreciation of your recommenders' role in helping you get into college. All this commitment and goal-setting is definitely the kind of thing you could put on a brag sheet. What's Next? In order to add recommenders to the Common Application, first you have to respond to the FERPA waiver. Read all about what it means and how it affects your right to access your letters of recommendation. College admissions get more and more competitive every year, so you want to present yourself with the best application you can. Read about how to build a versatile college application here. Did you know that a couple schools ask for recommendations from peers, and some students send them along as supplements? Read the complete guide to peer recommendations here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

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Building Successful Brand of Toyota - Essay Example This paper illustrates that Toyota recognizes the difference between product marketing alone and actual investment in the creation of a company brand. Indeed, Toyota seems to understand and appreciate the value of forming a corporate framework that facilitates the consumer’s preference for its products. As noted, the company faces fierce competition from other brands for the global market, which has meant that Toyota needed to reposition itself using contemporary means to stay ahead of the competition, at which they succeeded. Toyota Motors is responsible for total quality management or TQM, receiving numerous awards for quality management, such as the Japan Quality Control Award and the Deming Application Prize. The TQM strategy at Toyota is based on the Kaizen or customer first concept that stands for continuous improvement, as well as total participation that refers to input and involvement of all its workers. The Creative Idea Suggestion System, for example, seeks to encou rage and support employees in contributing effectively to quality development at the company. The Toyota’s production System has also resulted in quality improvement for work and products. In addition, the Toyota Way, established in 2001, is composed of continuous improvement, also referred to as Kaizen, which strives eliminate overproduction and waste, as well as to allow employees to suggest appropriate changes. Other techniques under Kaizen include eliminating employee fears to report issues, eliminating mistakes through a root cause analysis, eliminating transport and mistakes, creating a satisfying relationship with customers, and using mathematical and intellectual rationalization to create long-term solutions. Integrated marketing communications have been defined as a planning process that is designed to make sure that the customer receives brand contacts for a service, product, or organization that relevant and consistent over time to that customer.

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Liberal Arts Studies - Essay Example It is reasonable to see corporations and communities as benefiting from the struggle and competition that Darwin saw in the animal world and applied to humans as well. With a new job opening, for example, candidates will be determined as qualified or unqualified. The qualified applicants will get the interview for the chance to prove that they are up to the task and capable of doing what is required. Ideally, the best (or strongest) candidate based on the job description will be hired for the job. However, in the business world this is not always the case. Often the person hiring for the job will hire someone based on their personality or if they know them personally. So the most qualified or strongest applicant often does not get the job. However, ideally, a smart business person would hire the strongest and best qualified candidate. In modern society, certain jobs have been reduced or even eliminated. With the growth of technology, many professions were reduced in number while new professions were created. There are numerous examples of people who are professionals making a lot of money who are laid off and find themselves out of work and unable to get another job.

Industrial and Personnel Psychology Essay Example for Free

Industrial and Personnel Psychology Essay 1. Personal biographical characteristics of note are factors that describe an individual. Factors such as age, gender, marital status and tenure. These characteristics have an impact on the attitudes that an individual may have towards work and dependent variable such as productivity, absenteeism, and turnover and job satisfaction. The relationship between age and job performance is of great importance because it is believed that job performance decreases as age increases. Though not all employers have perceptions of older employees. From a positive perspective it is noted that older employees have more experience, judgment, ethics and commitment. In addition, with older employees, labour turnover is reduced. Because of their longer tenure within the organization they tend to enjoy increased wages, pension and many other benefits and are therefore less likely to leave. With regards to absenteeism and older employees, the evidence is however mixed. Although there are decreases in avoidable absenteeism rates compared to younger employees, there is an increase in unavoidable rates due to poor health due to age, and longer recovery periods. However from a negative point it is noted that older employees lack flexibility, there is a decrease in their productivity due to decreased speed, agility, strength and co-ordination and resistance to change in a changing environment. Consequently, organizations are reluctant to hire older employees. In addition, they tend to retrench them first when it comes to downsizing. Gender in job performance has no evidence that it affects job satisfaction. However there is a difference in work schedules because women mostly prefer part time work or work flexibility due to family responsibilities. With regards to absenteeism women usually have a higher rate of absenteeism than men as women traditionally care for the family. For example when children are sick, it is the mothers who tend to take off work in order to take care of such sick children. Married employees generally have a decrease in absenteeism, turnover and an increase in job satisfaction. This may be due to increased responsibilities. With regards to tenure, there is a positive relationship between seniority and job performance and a negative relationship between tenure and absenteeism. That is an increase in tenure and seniority tends to lead to better performance and an increase in tenure to lead to decrease in turnover. People are organization’s most valuable and expensive resource, but they are the most difficult element of an organization to manage. Individuals are almost infinitely different, they act differently in different circumstances and are, in many ways, entirely unpredictable. This means that, unlike machines, they are not interchangeable or able to be easily designed to do the jobs required of them. In terms of the organization, what we are interested in is the way in which people behave at work-that they perform effectively in pursuit of the organisation’s goals. The starting point for this is an understanding of what makes people behave in the way they do. Although psychologists do not agree on a single definition of personality, there is some consensus that it is concerned with characteristics patterns of behavior and modes of thinking that determine a person’s adjustment to the environment (Hilgard et al 1979:108). Two features of the above definition are noteworthy. In the first place, the word â€Å"characteristic† suggests a degree of performance in personality. In the second place, â€Å"environment† suggests that personality is displayed in a social and physical context. Beyond this consensus, there is a great deal disagreement over the development, structure and dynamics of personality. The correct interpretation and use of the results of personality measures and tests depends a great deal on the theory or approach on which the instruments are based. Without this knowledge, the description of personality may well be miused. Personality can therefore be referred to a dynamic concept describing the growth and development of a person’s whole psychological system. It looks at the whole person rather than at the sum of the individual parts. It is the dynamic organization within the individual of those psychophysical systems that determine his or her unique adjustments to his or her environment. An altogether different approach to personality concentrates on identifying and classifying those features that individuals may share. The different categories or types serve to emphasise the similarities within each group and the differences between the groups. These attempts to classify personality features are often referred to as the type or trait approach. There are a number of personality determinants, namely, Heredity, the Environment, or the Situation. Heredity is the process of transmitting biological traits from parent to offspring through genes, the basic units of heredity. Heredity also refers to the inherited characteristics of an individual, including traits such as height, eye color, and blood type. Heredity accounts for why offspring look like their parents: when two dogs mate, for example, they have puppies, not kittens. If the parents are both Chihuahuas, the puppies will also be Chihuahuas, not great Danes or Labrador retrievers. The puppies may be a little taller or shorter, a little lighter or a lot heavier than their parents are. Their faces may look a little different, or they may have different talents and temperaments. In all the important characteristics, however—the number of limbs, arrangement of organs, general size, fur type—they will share the traits of their parents. The principles of heredity hold true not only for a puppy but also for a virus, a roundworm, a pansy, or a human. Genetics is the study of how heredity works and, in particular, of genes. A gene is a section of a long deoxyribonucleic acid (DNA) molecule, and it carries information for the construction of a protein or part of a protein. Through the diversity of proteins they code for, genes influence or determine such traits as eye color, the ability of a bacterium to eat a certain sugar, or the number of peas in a pod. A virus has as few as a dozen genes. A simple roundworm has 5000 to 8000 genes, while a corn plant has 60,000. The construction of a human requires an estimated 50,000 genes. Personality characteristics are not completely dictated by heredity however, as otherwise they would remain the same throughout life despite the experiences we have. Environment is referred to all of the external factors affecting an organism. These factors may be other living organisms (biotic factors) or nonliving variables (abiotic factors), such as temperature, rainfall, day length, wind, and ocean currents. The interactions of organisms with biotic and abiotic factors form an ecosystem. Even minute changes in any one factor in an ecosystem can influence whether or not a particular plant or animal species will be successful in its environment. Organisms and their environment constantly interact, and both are changed by this interaction. Like all other living creatures, humans have clearly changed their environment, but they have done so generally on a grander scale than have all other species. Some of these human-induced changes—such as the destruction of the world’s tropical rain forests to create farms or grazing land for cattle—have led to altered climate patterns. In turn, altered climate patterns have changed the way animals and plants are distributed in different ecosystems. Scientists study the long-term consequences of human actions on the environment, while environmentalists—professionals in various fields, as well as concerned citizens—advocate ways to lessen the impact of human activity on the natural world. Situation is one of the determinants of personality which influences the effect of heredity and environment on personality. Personality, which is generally stable, often changes in different situations.  For example, we may behave very differently at a party with our friends as opposed to how we would do at a social gathering of work colleagues and our managers. 2. Attitude refers to an opinion or general feeling about something. Attitudes are, essentially feelings towards people or things. How people feel, what they believe, what they intend to do, and whether and how they do it may all be connected, and may all be related to the process of perception. To try to reduce the confusion in this area over the use of words and concepts such as â€Å"feelings† and â€Å"beliefs†, Fishbein (19670 put forward the following hierarchical model. Beliefs What we think about people, things, relationships etc â€Å"My work provides no challenge† Attitudes Affective responses to those people, things, relationships etc. â€Å"I see work only as a means to getting money† Intentions Congnitive states â€Å"I will look for my challenge in my leisure time† Behavior or Action Observable events â€Å"I take up mountaineering† Attitudes are learned. They derive from our personal reaction to information and events, which manifest themselves as beliefs and feelings about a particular subject. We learn many of our attitudes when we are very young. They are conditioned by those around us and the conditions or situations in which we find ourselves. Some-particularly feelings-are so strong that they stay with stay with us and affect us for the rest of our lives. The range of influences is complex, but it includes the following: * The groups to which we belong-most notably, in early life, the family, but also friendship groups, work groups * Education * Life experiences- particularly the most profound personal ones such as bereavement, etc. but also those experiences which we observe e. g on Tv, or read about. We are aware, too, that our attitudes change over time as a result of the influence of the above factors. For example, it is very often the case that young people have more liberal attitudes than older people, but as they enter work and acquire family and financial commitments and responsibilities they tend to become more â€Å"conservative†. One of the key elemen ts of management in organizations is how to modify or change people’s behaviour. This is central to such features as motivation, securing effective performance, introducing change, etc. whilst as noted above, attitudes do not necessarily condition behaviour, and they are a significant determinant. In organizations, managers use attitude survey to measure and thereby predict behaviour. Managers use information gathered in attitude surveys to guide them in decisions relative to employees. Attitude surveys elicit responses from employees through questionnaires about how they feel about their jobs, work- groups, supervisors and or the organization. Attitude surveys provide managers with valuable feedback on how workers perceive working conditions, and alert them to problems or employee intentions early so that action can be taken in time. Increasingly, attitudinal surveys are being used within organizations to find out about the potential reactions of staff to particular courses of action (for example, organizational change) or to form judgments about their suitability for particular posts (in a similar way to how personality tests are used). Operational methods for attitude surveys generally seek to measure fire components for each belief. Thus, attitudes to work could be measured as follows: * Strength of feeling about the job itself. The strength with which various attitudes are held about different aspects of the job which are listed, measured on perhaps a seven point scale, from â€Å"agree totally† through neutral to â€Å"disagree totally†. * Value of job to self. Evaluating various aspects of the job, again, but in relation to its meaning to the individual. * Social factors. Attitudes and behaviour do not depend on inner perceptions alone, but also upon surrounding social pressures-the person’s perceptions of what others think he/she should do. The social factors must be investigated in order to understand all the factors determining behaviour. * Overall attitude An overall assessment of the respondent’s attitudes to the contex of the job and to work itself, for example, the value and meaning it has in his/ her life. This is a useful measure as it allows more generalized attitudes to the job to be explored. * Intended behaviour Potential reactions to different scenarios about the job or its context. Although hypothetical, this prediction makes an interesting correlation with actual behaviour. Surveys must have a very clear specification of what they are seeking to measure. Just as with personality tests, there is the ever present danger that the way in which questions are phrased, or the underlying assumptions made, will influence the outcome. Job satisfaction and its opposite, job dissatisfaction, refer to the attitudes and feelings job holders have towards their work. Morale can be viewed as a state of mind dependent on the dependent on the degree of job satisfaction experienced by an individual or group. There is general agreement that job dissatisfaction can have harmful effects on both job holders and the organization. Research has associated job dissatisfaction with all the indicators of low morale-high labour turnover, skills wastage, absenteeism, high accident rates, poor timekeeping and a lack of commitment to quality. An individual with low job satisfaction may suffer frustration and stress. Although stress may arise from many quarters, it is the inability to deal with and manage stress that afflicts the individual who suffers job dissatisfaction. Job satisfaction is determined by a number of factors namely, mentally challenging work, equitable rewards, supportive working conditions, and supportive colleagues. Research has shown that employees prefer jobs that give them opportunities to use their abilities and skills. Characteristics such as freedom, feedback and a variety of tasks make work mentally challenging and allow employees to feel pleasure and satisfaction. On other hand, jobs that are not mentally challenging create boredom, frustration and feelings of failure. Employees want rewards (e. g. pay, promotions) that they perceive as just and in line with their expectations. Satisfaction will occur if pay is seen as based on job demands, skill and community standards. It is not the actual amount of pay that counts, but rather the perception of fairness. Individuals that also perceive promotional decisions as fair will be job satisfied. Employees are concerned with working conditions that are comfortable and that enable one to do an optimal job. Environmental factors such as temperature, light, noise should not be too extreme. Factors such as proximity to home, cleanliness, technology and adequate tools, help increase job satisfaction. As well as tangible achievements, employees also work for social interaction. Therefore having friendly and supportive co-workers and superiors also lead to increased job satisfaction. On many occasions managers’ interest in job satisfaction centers on its effect on employee performance. Therefore studies have been made to identify the relationships between satisfaction and performance. Organized studies in particular have focused on the effect of satisfaction on the dependent variables such as Productivity, Absenteeism and Turnover. There is no real proof that satisfaction leads to productivity. The saying â€Å"a happy worker is a productive worker† is wishful thinking. Often productivity leads to satisfaction and not the other way around. Productivity leads to increase in rewards, recognition, which in turn increases satisfaction. Satisfaction may lead to productivity on an organization level rather than on an individual level. Dissatisfied workers are more likely to be absent. This relationship can be affected however by sick leave benefits which might encourage workers to be absent. While satisfied employees are less likely to leave work. This can however be affected by, labour market conditions, expectations about alternative job offers and length of tenure. Level of satisfaction is less important in predicting turnover for superior employees as more effort is made to keep these individuals. Satisfaction-turnover relationship is also affected by the individuals disposition towards life. If two people are dissatisfied the positive one is more likely to leave.