Argument against Megan McArdles Article

Argument against Megan McArdles Article The article Tenure: An Idea Whose Time Has Gone by Megan McArdle argues that the tenure system, which is employed by many colleges in the country, has little merit and should therefore be done away with. The author, who is a holder of an MBA from the University of Chicago, is well versed with how the system works.Advertising We will write a custom essay sample on Argument against Megan McArdle’s Article specifically for you for only $16.05 $11/page Learn More She argues that the tenure system is an old system that guarantees jobs after a brief probationary process to university and college tutors whose contribution in the institute is sometimes minimal. I disagree with the claims made by McArdle that the tenor system is wasteful and has outlived its usefulness. In this paper, I will highlight the points made by the author which I do not agree with and proceed to support my stand on the issue so as to demonstrate that the tenure system is still relevan t today. McArdle argues that tenure results in a lack of accountability since once tenure has been obtained; the need to be competitive in teaching is removed since there is a job guarantee. She further demonstrates that professors who receive tenure are at liberty to indulge their intellectual interests and this has a negative impact on the students under their charge since the professor dedicates most of his time to his interests. This statement by McArdle is a generalization which may not necessarily be true for all tenured staff. It is true that some professors get carried away by their intellectual pursuits and contribute little knowledge to their students, but this are the minority. Majority of the tenured professors involve their students in their intellectual pursuits as student research assistants and help to further the knowledge of the students.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I feel that McArdle presents an inadequate argument when she asserts that the quality of scholarship produced as a result of tenure is only valuable to a handful of scholars in the same field. McArdle seems to suggest that research and scholarship should have a wide consumer base so as to be regarded as valuable. The fact is that many tenured personnel in universities are experts in very specific fields. While their research work can have applications that are valuable for all humans, their research works and publications can only be understood by scholars who are competent in the particular field. The fact that only a handful of scholars can appreciate the research therefore does not diminish the value of the work done by the tenured staff as the author suggests. McArdle also states that tenure is a wasteful system since the costs of maintaining the system are very high. While it is true that tenure system has a high monetary cost, the academic institutes which make u se of the system do so willingly because they see its advantages. Tenure enables academic institutes to attract and retain the brightest minds that would otherwise be pulled by the big pay that private sector industries offer. While there are other means of attracting first rate minds to educational institutes, this means are very expensive since they require sufficient financial incentives to compete with the private industries. The system also makes the tenured staff loyal to the institute because of the job security they have. McArdle also argues that most of the scholars who are protected by the tenure system are old academics who are not producing any worthwhile research. The author declares that the people protected by tenure are old (in their sixties) and not producing any ground breaking new research.Advertising We will write a custom essay sample on Argument against Megan McArdle’s Article specifically for you for only $16.05 $11/page Learn More She therefore argues that the young people who are capable of coming up with ground breaking research are denied the tenure that would assist them to work with relative freedom. This statement is misleading since to begin with, the author acknowledges that most academics get tenure between the age of 30 and 40 years. At this age, the academics are able to produce path-breaking new research that can have many positive impacts on the society. McArdle questions the scholarly competence of the individuals who acquire tenure. She states that tenure results in incompetent tutors being maintained by the institute in spite of their poor performances. I disagree with this view since tenure is given to members of staff who demonstrate strong academic capabilities and a deep commitment to their subjects. This is evident from the stringent requirements for tenure such as getting published in a credible journal. In many universities and colleges, there is a rigorous method for identifying c andidates for tenure which ensures quality of scholarship. McArdle herself admits that the stakes for tenure have been raised and employees are vetted very carefully before being given tenure. Scholars who are incompetent are therefore likely to be identified and removed from the tenure track. McArdle states that while the tenure system is supposed to be preserving the spirit of free inquiry at our nations college, it is not fulfilling this purpose since the tenure process removes radical elements and instead gives tenure to those academics who show scholarly commitment to the department. This assumption is wrong since tenure is offered to academics on merit and not as a result of their allegiances to the department.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the very beginning, the tenure system was created to ensure individual security and enhance a freer intellectually creative atmosphere by protecting competent staff from dismissal and reducing their accountability to the institute. In this paper, I set out to argue that the arguments given in the article â€Å"Tenure: An Idea Whose Time Has Gone by Megan McArdle are wrong since they fail to fully illuminate the topic. I began by noting that while the author is in a position of authority to write on the subject, she fails to make a strong argument for her case against the tenure system. Through this paper, I have provided my views on the topic and defended the tenure system. The tenure system still remains to be one of the means by which academic freedom can be preserved in our educational institutes. This system which has been in existent for decades is very important and its existence should be protected. McArdle, Megan. â€Å"Tenure: An Idea whose time has gone†. The Atlantic. 21 July 2010. Web. https://www.theatlantic.com/business/archive/2010/07/tenure-an-idea-whose-time-has-gone/60187/.

What You Can Learn About Life, Communication and Death from Reality TV

What You Can Learn About Life, Communication and Death from Reality TV I have a confession to make: I am a communication junkie. And it gets worse: I have been following the reality show The Bachelorette (with bachelorette Andi Dorfman), entranced by the ins and outs of communication between the show’s participants. I admit that I am susceptible to getting swept up in the drama of these shows, especially when something happens that strikes a chord in my own life. â€Å"Reality† TV, after all, is about real people. Real things happen on the show, as well as to people after they leave. Real communication happens constantly. This season, about a month after Andi sent one of the men, adventurer Eric Hill, home, he was killed in a paragliding accident. Their last conversation, the one that drove him off the set permanently, was not exactly a positive one. I was frankly shocked by how it went. The following is excerpted from their conversation: Eric: I feel like you’re not being â€Å"the† Andi with me. I’ve seen little glimpses of you. Like the real you†¦ And that’s the Andi I like. When we were building the kite. When we were building the sand castle. When you were just gripping leather when we took off in the helicopter. I came on this to meet a person, not a TV actress. Andi: You think I’m a TV actress? Eric: I see two different sides of Andi. Andi: What do you think you see every day though? Eric: Poker face. Andi: Really? Eric: And I understand. You do need to be fair and diplomatic around the other guys. But this is our one-on-one time. This is where you can show me†¦ Andi: You’re sitting here looking me in the eye and telling me I have a poker face on. Eric: Not now. Andi: But before? Eric: Yes. When we would talk, I was having such a hard time reading you. Andi: I’ve asked everybody to be open and this is what this is about and you have every right to be open and I respect you being open, I really do, even though it hurts. But I’m very taken aback by that. Eric: This is the real Andi I’m talking about†¦ Do you feel like you’ve been comfortable and natural all the time? Andi: †¦ Not a chance. But do I work my ass off and stay up late so that everyone knows that I’m here for them? Yeah I do. You have no idea what it takes. You have no idea how exhausted I am. You have no clue how it is to look people in the face and send them home. You have no idea. So for you to sit here and tell me I have a poker face is so offensive to me†¦ Eric: Andi, I’ve seen you smile, and I know that when the cameras aren’t here, there’s been a different side of Andi. Andi: You’re continuously calling me fake though†¦ Do I not realize that there are cameras everywhere? Do I not realize there are guys there? YES I do. But you’re seriously still insulting me. What if I sat here and was insulting you? Can I just be honest? This is so far past healthy, this is so far past what needs to be happening. I want you to have come here and have had a good experience†¦ I†¦ Eric: You’re so upset with me†¦ I’m sorry. I just, I want you to be totally comfortable with me. Andi: I’m not gonna sit here and pretend to just be okay with that. But I think at this point you and I both know this is not gonna work†¦ I cannot fight for somebody who doesn’t believe in me and I don’t think you do. Eric: If you don’t think I believe in you it won’t ever work. Andi: I don’t think you do. †¦ Am I missing something here? Eric gave Andi some genuine feedback on how much he liked her when she was able to relax and be herself. He tried to tell her he wanted more of that. He tried to tell her, while she was expressing her anger and pain, that he was now seeing the true Andi, the one he wanted to see. Yet all she could hear were the negatives and â€Å"insults† that, in my opinion, were not even there. She latched on to â€Å"poker face† and â€Å"actress† and refused to let go. If I had been Andi, I would have been more, not less, interested in Eric after this conversation. I want a relationship partner who challenges me to show my true self, whether playful or hurt or angry. And I wonder, if Andi had known that Eric would die shortly after their conversation, if perhaps she would have responded with a bit more receptivity. Perhaps she would have appreciated Eric for his honesty. Perhaps she would have taken his coaching. Perhaps she could have seen, instead of a man who was insulting her, a man who was 100% on her side and wanting to be with her most open and genuine self. Instead, they left it like this: Eric: I do think you’re reading the way I feel a little bit heavy. And I’m gonna be thinking about how it all ended. Andi: Me too, me too. Now the entire reality-TV-watching world is thinking about how it ended. I hope others, like me, are reflecting on what’s important in communication and in life.

Firstly develop a comprehensive and detailed model of ways in which Essay

Firstly develop a comprehensive and detailed model of ways in which individuals differ,and support the categories of differences you have chosen with some kind - Essay Example Difference can be of income, wealth, power, life expectancy, intellectual caliber, sex, colour, and race in different attributes. There can be inequalities with in a group. It is very important that we measure these inequalities of population by enlisting and analyzing their attributes. (http://www-personal.umd.umich.edu/~delittle/Encyclopedia%20entries/inequality%20measurement.pdf) â€Å"No two persons are born exactly alike; but each differs from the other in natural endowments, one being suited for one occupation and the other for another.† People can be different in their thinking, feeling and behaviour. No two persons can be same but at the same time they can’t be totally unlike. So, it is very important to find ways of judging how people psychologically resemble and the variance of psychological features among them. On the basis of different intelligence and personality traits, people can be classified to a limited extent as they have complex characters resulting in contrasting and opposite theories and proof thereof. Historically, human beings differ on gender, intelligence and personality traits. Men had been hunters while women – gatherers. Some castes and classes possess sharp intellect than others. Education also helps in inculcating intellectual virtues, as intelligence is the most important individual difference based on cognitive capacity to think, reason, learn and adapt; specific jobs create different personality traits. Personality has been defined as â€Å"the supreme realization of the innate idiosyncrasy of a living being. It is an act of high courage flung in the face of life, the absolute affirmation of all that constitutes the individual, the most successful adaptation to the universal condition of existence coupled with the greatest possible freedom for self-determinat ion.†- Carl Gustav Jung, 1934 Surowiecki has added another dimension to

End User System For Clean It services Assignment

End User System For Clean It services - Assignment Example The development of high powered desktop computer and simple user-friendly programming languages has prompted the computer programmers to assign the program development and the actual computing to the end users. This implies that instead of a centralized group of programmers developing an application completely, the user utilizes the tools provided by the programmer to develop a program or an application suited to his/her needs.There are two main approaches of End User Computing sections which are at different ends of a spectrum. The first is an approach in which the user is presented with queries and reports and invoked with simple commands and buttons. Secondly, the SQL administrators allow for end user involvement in various levels of computing which include the administration. Further research in End user computing is propelled by the need for interactive visualization, issues of ontology, pervasive computing and knowledge processing. The approaches connoted earlier together with the needs for the further research all attempt at centralizing human user interface into an understandable design. End User Computing in Small Businesses Small businesses are characterized by the unavailability of information system support and expertize. This is attributed to the complexity and high costs of the information management systems. Consequently, end user computing manifests itself due to the lack of IS, complexity and high cost of information system support (End-user computing: the adoption of an intellectual technology in corporate settings, 1988). In small businesses, there is a wide variety of application software that employs the system of end User Computing. These are word processors, web browsers, Electronic mails, Instant messaging, spreadsheets, database management systems, graphics, desktop publishing and website development. Spreadsheets are the backbone of each and every business, whether small or large. One of the most used spreadsheet application is the one contained in Microsoft Office package / suite called MS Excel. This application has the power to assist clerical, m anagerial, and administrative employees in handling large numerical data they experience each day. MS excel after customization using end user computing systems is used efficiently in preparing sales reports, budgets, financial statements, forecasts, and includes all other reports in which the data is able to be organized into rows and columns. Development of end user system by the user ensures that the above stated activities are manipulated easily by non-experts in using the specific applications. Since the application is developed at the business premises, there is reduced cost and at the same time high output and efficiency from the developed application. On the hand, MS Access is used in database management. This is a tremendously powerful tool in organizing data in any given database. Considering that database management is an extraordinarily complex activity which is prone to mismanagement in case of inexperienced and

Evaluate the different schools of thought that exist with regard to Essay

Evaluate the different schools of thought that exist with regard to stabilisation of business cycles - Essay Example (1) Self-correcting mechanism (2) Keynesian theory of business cycles (3) Real business cycle theory. The self-correcting mechanism states that if any of the major economic problems (inefficiency, slow growth, instability etc.) would occur in the economy then the mechanisms of â€Å"self interest† and â€Å"invisible hand† will rectify these problems. The self-correcting mechanism was proposed by Adam Smith. He suggested that in any such condition the forces of demand and supply will work automatically and the equilibrium will be restored by self correcting mechanism. But when the self-correcting mechanism failed badly due to problems such as inflation and unemployment, John Maynard Keynes, the founder of macro economics, disagreed with the phenomenon of self-correcting mechanism. In his theory he has focused on the role of government and the aggregate demand. J.M. Keynes has suggested that the higher the level of the aggregate demand, the higher will be the level of em ployment, supply and economy. In his theory he has discussed the demand side of the business cycle. He suggested that whenever there is a downfall in the economy the government should increase the aggregate demand through economic policies (fiscal and monetary) and through increase in investment expenditure. According to him a raise in aggregate demand will result in growth in supply, employment, income and economy.

Affective Filter And Second Language Acquisition

Affective Filter And Second Language Acquisition As the number of ELL students increases on campuses across the nation, there is a growing need for educators to somehow increase their awareness about the process of second language acquisition, and different ways to promote students learning and acquisition of a new language. ELL students usually experience stress and anxiety as they are very much aware of their lack of proficiency in English. This often interferes with their learning and acquisition of a new language. In recent years the importance of affective filter has become a matter of debate and extensive research among language teachers, linguists and researchers. The major purpose of this paper is therefore, to address the implications and importance that affective filter has on the language acquisition of especially English Language Learners (ELLs). Overview of Krashens Theory of Language Acquisition Krashens theory of second language acquisition has had a great impact in the field of education, especially that of acquiring and learning a new language. Based on internal psychological factors, his theory holds that humans have an innate ability to learn language (Krashen, 1982). According to Krashen, a second language is most successfully acquired when the conditions are similar to those present in first language acquisition: that is, when the focus of instruction is on meaning rather than on form; when the language input is at or just above the proficiency of the learner; and when there is sufficient opportunity to engage in meaningful use of that language in a relatively anxiety-free environment. He emphasized the importance of providing learners with comprehensible input in a risk-free environment. Krashen also maintained that low stress situations provide the greatest opportunity for learners to improve their language competency. AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION Krashens theory of second language acquisition consists of five interrelated hypotheses which reflect an understanding of both linguistics and of psychology: The Acquisition-Learning hypothesis, the Monitor hypothesis, the Natural Order hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. Despite of the significance of all of these hypotheses in language learning and acquisition, this paper prioritizes the last, but also one of the most important hypotheses in the process of language learning and acquisition, the Affective Filter Hypothesis. Rosenthal (1996) found that although Duley and Burt were among the first to refer to the relationship between the affective delimiters and L2 acquisition, it was Krashen who championed the connection. In Krashens work, the affective filter hypothesis explains the role of affective factors in the process of language acquisition (2003). It suggests that emotional variables can hinder comprehensible input from reaching the part of the brain responsible for acquiring language. Krashen (1981) postulated that an affective filter exists that can increase or decrease the intake of the comprehensible input. He found that a high level of stress and anxiety creates a filter that impedes learning, blocks the intake, and reduces L2 acquisition. When the filter is up, input cant reach those parts of the brain where acquisition occurs. Many language learners realize that the reason they have trouble is because they are nervous or embarrassed and simply cant concentrate. In other words, the input is filtered out. Krashen also concluded that a low affective filter on the other side facilitates learning and promotes second language acquisition. The Affective Filter hypothesis embodies Krashens view that a number of affective variables play a facilitative, but non-causal, role in second language acquisition (2003). These AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION variables include: motivation, self-confidence and anxiety. According to him, it is easier for a learner to acquire a language when he/she is not tense, angry, anxious, and bored. Krashen claimed that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is up it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place. Therefore, educators need to provide an environment that reduces stress and anxiety and also increases the ELL students motivation and self-esteem. This, according to Krashen, provides opportunities for language acquisition to occur more efficiently and quickly amo ng the learners (2003). The Motivation Variable A number of studies conducted in the field of ESL learning show that motivation is crucial to successful ESL learning (Andres, 2003). Within a school system the amount of motivation that children bring into the classroom with them is highly variable. It depends both on age and on family background factors. In-school factors also influence motivation. Crookes and Schmidt (1991) argued that intrinsic motivation, the one that stems from the interest in the activity itself independent from extrinsic reward, should be favored in the classroom. According to them, teachers can foster intrinsic motivation by posing reasonable challenging tasks to students, basing them on the perceptions of learners needs and providing for plenty of variety in classroom activities. AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION Conversely, Fontana (1988) argued that there are occasions when students intrinsic motivation is insufficient and recourse has to be made to motivation of an extrinsic tangible nature. Thus, it seems that balance should be kept between both stances, understanding that extrinsic motivation may be valid, useful and even necessary, but if overused, in the long run it can be detrimental to students autonomy. Teachers own behaviour can either positively or negatively influence the learners desire and willingness to learn and continue learning the language. Based on his instructional design model for motivation, Keller (1979) suggested four different ways to help teachers increase the motivation of all students, especially of ELL learners: stimulating interest in the topic; creating relevance to students lives; developing an expectancy of success, and producing satisfaction in the outcome through intrinsic/extrinsic rewards. Clearly defined tasks, which are both interesting and sufficiently challenging, are also of the utmost importance. Furthermore, concerning curriculum and instruction, the importance of authentic, communicative tasks and assignments cannot be emphasized enough. Research by Oxford and Shearin (1996) also supports the critical role of educators in enhancing the motivation of ELL students. According to them, teachers can help shape students beliefs about success and failure in L2 learning. They found that teachers can help students improve motivation by showing that L2 learning can be an exciting mental challenge, a career enhancer, a vehicle to cultural awareness and friendship, and a key to world peace. In addition, teachers can make the L2 classroom a welcoming, positive place where psychological needs are met and where language anxiety is kept to a minimum. Most importantly, educators can urge AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION students to develop their own intrinsic rewards through positive self-talk, guided self-evaluation, and mastery of specific goals, rather than comparison with other students. Teachers can thus promote a sense of greater self-efficacy, increasing motivation to continue learning a new language and master the academic content as well. In the ELL classroom is vitally important that the curriculum and instructional strategies used are comprehensible. If language learners cannot comprehend the language input they receive, often they will become frustrated and check-out, no longer putting effort into the language learning process. This frustration, if not addressed early on, becomes overwhelming and discouraging to students and, as Duff (2001) reports, frustration and failure may lead to higher than average drop-out rates among immigrant students in high school, especially those whose home-country education or L1 literacy skills are limited (p.105). Therefore, teachers must make a concerted effort during instruction to assure that language input is comprehensible to ELLs. This certainly increases their motivation to learn the new language and also the academic content. Helpful suggestions for making input comprehensible include pre-teaching vocabulary, providing study guides, and graphic organizers etc. With these too ls, teachers provide students with the scaffolding necessary to motivate, and challenge students, but not frustrate them to the point of overwhelming or discouraging. In addition to providing students with comprehensible input, teachers must provide students with opportunities to experience success. In order for students to be motivated in continuing the language learning process, they must have enough self-efficacy, or confidence, to know that they are capable. One way to help meet this affective need in students through AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION curriculum and instruction is by planning activities in which students can experience success. As students effectively use learning strategies; there is a close association with the individuals self-efficacy (Zimmerman, 1990). Although these activities may not be necessarily easy, they must be tasks that students have tools and resources to complete with a sense of accomplishment. In addition to these types of tasks, students also experience success when they have choices over texts, activities, small grouping, topics, etc (Townsend and Fu, 2001). As students experience academic success and connections to their own knowledge and abilities, their self-efficacy and motivation to learn increases. With this affective need met, students are validated and more willing to take on new challenges in the language learning process. Ellis (1994) acknowledged McNamaras views that communication itself is also an important motivation learners acquire motivation from the need to express themselves and from the pleasure that they feel when they achieve this (p.516). Consequently, classes that provide opportunities for communication are going to have a more positive effect than those that do not. Interest increases as the learners are made responsible for their learning activities especially during interactive, flexible cooperative activities. Research supports two important claims regarding cooperative group work, particularly in the ELL classroom. First, minority students academic achievement increases with the use of cooperative learning activities (Aronson Gonzalez, 1998). Second, regarding the social and emotional needs of the learner, cooperative learning increases self-esteem and student motivation Slavin, 1985) and helps them develop empathy (Aronson Bridgemen, 1979). Cummins (1986) and Holt (1993) also emphasized the role of cooperative learning in maximizing the acquisition of English, its comprehensible input, and empowering students to use the language, hear it, and AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION model it for each other in a non-threatening environment. According to Stewart (2010), positive feedback, praise, and a sense of belonging can also be empowering for students who lack confidence in the subject matter. By giving them such feedback, ELL students may be motivated to put forth more effort, which will produce a higher quality of work, greater self-confidence, greater learning and then even more deserved positive feedback in a continuous loop. Last but not least, another factor that triggers the motivation of ELL students is the aspect of fun. Lin (2008) demonstrates the importance of fun in the classroom to lower the affective filter in her study with Taiwanese English as a Foreign Language students. She describes these activities as joyful and motivation-stirring and relaxing pedagogies (p. 126). Perhaps one of the most effective ways to lower the affective filter is to embrace the fun that I believe is inherent in second language learning. The Self-confidence variable The affective and emotional needs of students are deeply personal and influence language learning and academic achievement. The second variable that affects the affective filter and influences the process of language acquisition is self-confidence. Without some belief in oneself and ones abilities, it is easy to become anxious, frustrated, and discouraged. Work by Brown (1977) and Krashen (1981) reveals that traits related to self-confidence such as lack of anxiety, outgoing personality, and self-esteem are predictive of second language learning. The more confidence a student has about his abilities, the easier it is to participate in language learning activities, eventually leading to further language learning success. Conversely, when students lack self-confidence they tend to become overly anxious. This can have detrimental affects on language learning success as described by Gopaul-McNicol and Thomas-Presswood (1998): AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION A high anxiety level interferes with learning a second language because it not only impairs memory but it also decreases the learners willingness to take risks and practice the new language (p. 68). In addition, as anxiety increases frustration tolerance decreases; this causes students to become much more susceptible to giving up or quitting. It is very critical that students have a positive attitude towards themselves in the form of self-confidence/esteem, as previously discussed. This is an important affective need for all students, but particularly so for ELLs whose cultural identity is changing (Canadian Teachers Federation, 1989). While ELLs themselves need to have positive attitudes toward themselves, their culture, and second language, they also need to experience a positive social environment, which promotes acceptance, a sense of belonging, and community. According to Kristmanson (2003), it is very important for teachers to encourage and support students at all times, but especially when they are struggling or lacking confidence in certain areas, such as speaking a new language. For example, demonstrating interest and involvement in the children, getting to know them, their lives, their families, and capitalizing on the rich cultural knowledge and experiences their students bring to classroom increases their overall self-esteem and makes learning more meaningful. Finally, creating an atmosphere in which students are not afraid to make mistakes and are encouraged to take risks promotes their self-confidence. Lastly, praise also helps teachers build students confidence. Anxiety Variable Krashen (1981) states that low anxiety relates to success in second language acquisition (p. 56). ELL students are often very nervous about their first class in English. Everything is new to them the language, the building, the classroom, the culture of the classroom. Therefore, AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION it is very important to establish a welcoming classroom environment and thoroughly explain procedures and assignments to lower students anxiety levels. Avoiding tension-causing strategies such as surprise quizzes, overly competitive activities, putting students in front of their peers with no warning or chance for preparation, and correcting errors in a negative, accusatory fashion reduces the tension, nervousness, and affective filter of ELL students. Anxiety should be of a low level, and should be attached to the need to communicate, rather than to personality factors, or the fear of appearing ridiculous. Error correction must also be constructive and tailored to students individual needs. Examples of ways to gently and effectively correct students errors include reflecting their statements back to them, extending, and elaborating on statements. It is also important that error correction focus on mistakes that impede communication (global errors), rather than more minor grammatical errors (local errors). Recognizing the ELL students language proficiencies, differentiating instruction, materials, and assessment tools to meet their diverse needs certainly promotes language acquisition in a positive low- affective filter classroom. In conclusion, Krashens insistence on the importance of providing ELL learners with comprehensible input in a risk-free environment sends an important message to all teachers. As educators, we can make a significant difference in motivation, in anxiety levels and in the self image of our students. It is indeed our responsibility to establish a classroom environment that promotes camaraderie, makes every member feel welcome, wanted, validated and most importantly promotes their chances of acquiring and learning a new language in a positive, low-stress environment. This particular type of environment will certainly reduce our students affective filter, inspire them to learn the new language, and be successful in school. AFFECTIVE FILTER AND SECOND LANGUAGE ACQUISITION

King: The Man and the Prophet :: essays research papers

King: The Man and the Prophet   Ã‚  Ã‚  Ã‚  Ã‚  The date is August 28, 1963, and a mixed crowd of over 250,000 civil-rights supporters attending the March on Washington are assembled in the vicinity of the tallest monument in the District of Columbia, commonly known as Washington D.C. The Washington Monument is the name of the historical landmark located in the nation’s capital. Segregation has drawn a line of deep ethnical division throughout the country, and the March on Washington has been organized to urge support for pending civil-rights legislation. The crowd seems anxious, as if they have foreseen the momentous moment that is about to occur.   Ã‚  Ã‚  Ã‚  Ã‚  A powerful leader and speaker has just been introduced to the energized crowd that is full of anticipation. The man of the moment is Dr. Martin Luther King Jr., and he is about to share his dream with America and the entire world. Dr. Martin Luther King’s policy of nonviolent protest is considered by many to be the dominating force behind the civil rights movement of 1957 to 1968, even though his God given destiny as a prophet is often overlooked.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Before I formed you in the womb I knew you; Before you were born I sanctified you; I ordained you a prophet to the nations† (Jer. 1.4). On January 15, 1929, Michael Luther King Jr., later named Martin, was born to schoolteacher named Alberta King and Baptist minister named Michael Luther Sr. The exceptional intelligence level of young Martin became obvious in the Fall of 1944 when he left Booker T. Washington High School before graduation due to his early admission in Atlanta’s Morehouse College program for advanced placement at the age of 15. In August of 1946, King began to exhibit his opposition to segregation with a letter that he wrote entitled Kick Up Dust. In the letter, King states that black people â€Å"are entitled to the basic rights and opportunities of American citizens† (King, 1946, 2). The letter was written to the editor of a local newspaper named the Atlanta Constitution. The editor was so impressed that he had the letter published, and King received many favorable comments. King goes on to solidify his leadership and ministry credentials by graduating from Crozer Theological Seminary with a bachelor of divinity degree and delivered the Valedictory Address at commencement. By September King began his graduate studies in Systematic Theology at Boston University. In June of 1953, King married his soul mate, Coretta Scott.

Italy and Japan Essay

World War II caused greater destruction than any other war in history. The war took the lives of about 17 million soldiers and an even greater number of civilians, who died as a result of bombings, starvation, and deliberate campaigns of mass murder. The war also ushered in the atomic age and was quickly followed by the collapse of the wartime alliance between the United States and the Soviet Union and the beginning of the Cold War. World War I created the conditions that led to World War II. The peace settlement ending the war, which stripped the Central Powers of territory and arms and required them to pay reparations, left lasting bitterness in Germany, Austria, Bulgaria, Hungary, and Turkey. The peace treaty also disappointed two of the victors, Italy and Japan. In addition, the war severely disrupted Europe’s economies and helped set the stage for the Great Depression of the 1930s. General histories of the war, which examine the war’s origins, military history, and consequences, include John Keegan, The Second World War (1989); C. L. Sulzberger and Stephen E. Ambrose, American Heritage New History of World War II (1997); and Gerhard L. Weinberg, A World at Arms: A Global History of World War II (1994). Valuable reference works include I. C. B. Dear and M. R. D. Foot, eds. , The Oxford Companion to the Second World War (1995); John Ellis, World War II: A Statistical Survey (1993); and John Keegan, ed. , The Times Atlas to the Second World War (1989). To understand the war’s outcome, see Richared Overy, Why the Allies Won (1995). The most thorough and balanced recent history of the American role in World War II is David M. Kennedy, Freedom from Fear: The American People in Depression and War, 1929-1945 (1999), which examines the causes of U. S. involvement in the conflict, wartime diplomacy, military strategy, and the war’s economic and social implications. The question of how Japan was able to carry out its successful surprise attack on Pearl Harbor is thoroughly examined in Gordon W. Prange, At Dawn We Slept: The Untold Story of Pearl Harbor (1982). The war’s European theater is discussed in Stephen L. McFarland and Wesley Phillips Newton, To Command the Sky: The Battle for Air Superiority Over German, 1942-1944 (1991); Nathan Miller, War at Sea: A Naval History of World War II (1995); and James Polmar and T. B. Allen, World War II (1996). Soldiers’ wartime experiences are examined in Gerald F. Linderman, The World Within War: America’s Combat Experience in World War II (1997). On the Pacific War, see John Dower, War Without Mercy: Race and Power in the Pacific War (1986), Akira Iriye, Power and Culture: The Japanese-American War, 1941-1945 (1981), and Ronald Spector, Eagle Against the Sun (1985) World War II transformed the American homefront. It jump-started the economy; ended Depression-era unemployment, relocated Americans in unprecedented numbers, and permanently altered the status of women, adolescents, and racial minorities in American life. The war’s impact on the homefront is analyzed in William L. O’Neill, A Democracy at War: America’s Fight at Home and Abroad in World War II (1993). Oral histories from the war years can be found in Studs Terkel, The Good War (1984). World War II had a dramatic impact on women’s lives. The most visible change involved the appearance of large numbers of women in uniform, as more than 250,000 women joined the WACs, the Army Nurses Corps, the WAVES, and the Navy Nurses Corps. The war also challenged the conventional image of female behavior, as â€Å"Rosie the Riveter† became the popular symbol of women who worked in defense industries. Wartime transformations in women’s lives are examined in Susan M. Hartmann, The Homefront and Beyond: Women in the 1940s (1982) and D’Ann Campbell, Women at War with America: Private Lives in a Patriotic Era (1984). World War II affected children and adolescents no less than women. In fact, the word â€Å"teenager† first appeared during the war. William M. Tuttle, Jr. , Daddy’s Gone to War: The Second World War in the Lives of America’s Children (1993) traces the changes in young peoples’ lives. During World War II, African Americans waged battles on two fronts. They helped the country win the war overseas and pressed for equal rights at home. This dual struggle for victory against fascism and discrimination, known as the â€Å"Double V† campaign, is examined in Neil Wynn, The Afro-American and the Second World War (1976). The internment of 112,000 mainland Japanese Americans, one of the most shameful chapters in American history, is examined in Peter Irons, Justice at War: The Story of the Japanese Internment Cases (1983). A 1942 government report on the Pearl Harbor attack, written by Supreme Court Justice Owen J. Roberts, which claimed without supporting evidence that the Japanese had received support from some Japanese Americans, helped to create a climate of opinion that led to internment. World War II marked the dawn of the atomic age. The development of nuclear weapons is thoroughly examined in Richard Rhodes, The Making of the Atomic Bomb (1986). The decision to drop two atomic bombs on Japan remains one of the most controversial decisions in military history. Martin Sherwin, A World Destroyed: The Atomic Bomb and the Grand Alliance (1975) analyzes the factors that went into this decision.

Importance of continual self

Importance of continual self Continual self-development is important in achieving organisational objectives. Individuals must develop their behavioural principles in relation to understanding of the organisational goals.Advertising We will write a custom report sample on Importance of continual self-development in achieving organisational objectives specifically for you for only $16.05 $11/page Learn More Therefore, in order to ensure validity of ones knowledge and organisational objectives, people must always engage in continual self-development in order to understand organisational objectives and principles the organisation upholds (Whetten and Kim, 2011). Past studies have demonstrated that skilful management of people in competent areas is the main determinant of organisational success. These studies confirm the fact that any organisation that wants to succeed must have competent and skilful managers. Continual self-development makes individuals aware of their current level of skill competency and motivated to seek improvement in order to increase achievement of organisational objectives. Continual self-development enables individuals to receive feedback about their level of skills and competency. Some organisations do not provide feedback to the employees. Thus, continual self-development is the best method for individuals to get feedback. Organisations may also give assessments with limited scope and may also leave out most critical skill areas. Continual self-development helps individuals know what skills to improve so as to achieve an organisations objectives. It also gives people opportunities to embrace changes in developing and implementing new behaviours. Self-development also highlights ones strength and weaknesses in relationship to organisations objectives. Consequently, knowing where to improve becomes easy in enhancing self-development. Continual self-development enables individuals to apply their wealth of knowledge from trainings to real world s ituations where defined organisational objectives are the key indicators of achievements. Therefore, such experiences and knowledge enable people offer adjustments with regard to organisational objectives and changing times.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment of current skills and competences against defined role requirements and organisational objectives Current skills and competence Defined roles and organisational objectives Verbal communication and listening Increase both customer and subordinates services and experiences through effective communication, and listening Managing time and stress Meet tasks deadlines and avoid backlog and related stress Recognizing, defining, and solving problems Identify problems, gather information and offer immediate solution Managing conflict Use different approaches in conflict management to resolve persona l conflicts and group conflicts Team building Enhance team work through participations Delegating Give power and tasks to subordinates Motivating and influencing others Increase job performance, influence, and motivate the subordinates Identification of development opportunities to current and future defined needs The current and future development opportunities are mainly skills a manager needs to move up in management opportunities available in an organisation. These skills include working well with others and presenting good image of the firm. At the same time, knowledge and technical competence the job may require, and promoting team works, conflict management and resolution. Development opportunities may also include knowledge of the firm’s business, reporting and knowledge of accounting for non-accountant managers (Tichy, 1999). Construction of personal development plan A manager personal development consists of career aspirations, financial achievements, socia l growth, and personal growth. These ideals should also reflect the values and beliefs, and aspirations of an individual. These plans must also be measurable with both short-term and long-term goals. A simple template will look like this (American Management Association, 2000). Goals Year One Year Two Year 4 Career and professional growth Attend seminars and trainings for professional growth Advance education qualification Seek for high management position/promotion Social achievements Create a circle of friends at the workplace and outside Enhance social involvements with the top management Personal Always take interest in family affairs Dedicate times for leisure and family, and spiritual and emotional growth Planning for resources required for personal professional development Identification of resources required to support the personal development plan Resources which an individual may need to support his or her personal development may include financial resources, training and training materials and realistic, time schedules. Likewise, there should also be adequate provision of information. Organisations must empower people by providing the resources needed in order to enhance individuals’ development plans. Development in others will enable them accomplish their tasks and meet both the personal and organisational objectives (Allan and Waclawski, 1999). Organisations attempting to enhance other people’s empowerment by providing them with needed resources will ensure that they receive adequate and ongoing training, and development experiences. Organisations must also provide sufficient technical and administrative support to ensure success. Organisations will give their people space, time, or equipment that may not be readily available otherwise.Advertising We will write a custom report sample on Importance of continual self-development in achieving organisational objectives specifically for you for only $16.05 $11/pag e Learn More They will ensure that these people have access to communication or interpersonal networks that will make their jobs easier. Individuals can also be given discretion to spend money or commit resources to activities that they consider necessary (Berscheid and Walster, 1978). Development of a business case to secure the resources to support the personal development plan Organisational Information Resources Management (OIRM): The OIRM is a business-based IT business case developed to address some of the business needs, such as support working of the managers, support strategic business objectives of organisation departments, and provide a common vision of the planning, staffing, acquisition, management and shared use of IT throughout the organisation. This business case requires â€Å"organisation’s resources such as time, knowledge, financial resources, training and implementation† into the organisational IT system to support personal developm ent plan (Huselid, 1995). Implementation and evaluation of personal development plan Discussion of the processes required to implement a personal development plan Implementing a personal development plan requires concrete experience. This process involves listening, feelings, and weighing options. It enables a person to feel connected to his or her personal development goals and grade them in terms of importance (Cameron and Quinn, 2006). Implementation of personal development plan also involves a process of reflective observation. In this process, the individual thoroughly thinks about the content of his or her personal development plan. At this stage, the person may change or remove some of the unrealistic objectives in the plan. Implementation of personal development plan also involves abstract conceptualisation of ideas. At this level, a person forms concepts and generalise them in order to create concrete ideas (Goleman, 1998). Once an individual has evaluated the above process , he or she starts an active experimentation of the development plan. This involves putting new concepts into practice in order to determine their suitability, success and consequences on ones development plan (Boyatzis, 1982).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Evaluation of the personal development plan on the achievement of defined role requirements and organisational objectives According to Kolb (1984), evaluation is an essential process in the implementation of one’s personal development plan (Kolb, 1984). This is because it enables an individual determines the level of achievement with regard to personal objectives and determine their overall consequences in personal growth and knowledge of the job. Personal growth is an ongoing process. Thus, the person must increase in all areas regardless of excellence achievement. On verbal communication and listening, a person may have a high rating towards achieving excellence customers’ experience and services, but these activities are continuous and customers are different. Therefore, an individual must constantly improve on new ways of meeting new challenges (Rogers, 1962). Managing time and stress can sometimes be among the most difficult aspects of personal development and org anisational objectives to achieve. This is because time is scarce and may result into a backlog of work. Consequently, a person may experience stress as a result of time. Therefore, keeping constant track of available time and work is the best method to manage time and work related stress (Harris, 1981). Recognizing, defining, and solving problems are areas of fundamental concerns to individuals and organisation. Therefore, personal evaluation must pay close attention to issues, which a person may perceive and recognise as problems and then offer immediate solutions. However, this is usually difficult because some problems take time to mature. Therefore, immediate solutions may not be possible in such circumstances (Moore, 1987). Managing conflict is mandatory for any person and organisation. Evaluation reveals that conflict present itself in many forms. In this regard, the person must be able to apply their theoretical knowledge in determining the best approach in handling emergent forms conflicts (Sternberg, 1996). Team building process involves other members of the organisation. Organisations which succeed rely on team work of its members. Therefore, any manager who wants to increase his or her chances of promotion in the organisational ladder must embrace team work among the organisation’s workforce (Watson, 2000). Review and update of personal development plan A personal should strive to improve in all areas of personal development plan particularly in serious cases of major weaknesses. An individual has noted his or her weakness in areas of managing time and stress, conflict management and some aspects of communication. The person should study hard in order to and pay attention to details in order to grow such knowledge within a short-term period (Bell, 1998). During learning processes, an individual is likely to improve in knowledge-based theoretical models of handling organisational conflicts, challenges, and gain a high qualification needed for achieving personal goals and organisational objectives. If the person faces problems in cases where solutions are hardly available, then in he or she must engage in a wide consultation in order to formulate a solution to such problems (Cox and Beal, 1997). Supporting and promoting staff welfare Discussion of relationship between staff welfare and organisational objectives Barney and Griffin note organizational goals have four main functions (Barney and Griffin, 1992). They offer guidance and direction, enhance planning, motivate and encourage employees, and help organizations evaluate and monitor performance. Organizational defined objectives direct staff of the organisational goals and staff welfare and how it intends to achieve them. When employees require making difficult choices regarding their welfare, they may refer to the organizations defined objectives for direction. Objectives enhance planning to determine how organisation can achieve in staff welfare issues. Workers ofte n set goals so as to determine their needs; thus, organisational defined objectives can motivate and enhance performance of workers, and by extension staff welfare. Evaluations and monitors of staff welfare give an organisation a chance to compare its actual performance to its goals and staff welfare and then it improves in poor areas. Explanation of the process for assessing staff welfare An individual may assess the staff welfare using factors such as health, safety and general conditions of working environment. There are also other social issues that we can use to assess staff welfare. These include age discrimination and retirement age, pregnancy in the workplace, childcare and careers, bullying and harassment, violence against workers, domestic abuse, diabetes, obesity, alcohol and drug use, smoking, counselling, volunteers and volunteering, and improving working lives of staff. Identification of action taken by the manager in dealing with a staff welfare issue In cases of hand ling a staff welfare issue especially a problem with behaviour, we can use different approaches. We can monitor and record an individuals unusual behaviour that is disturbing. This focuses on cases of defensive staff. Then, ask the staff if he or she has an issue of importance that he or she wants to discuss. Listen to what the employee has to say (Lawler, 1992). Once we call the staff, we must inform him or her about the meeting issue. An employee that is defensive should provide additional information regarding the unusual behaviour. Conversely, if employee admits challenging behaviour, then we can ask employee what he or she can do about the problem. In this process, we must help such staff come up with their own suitable solutions (Bass, 1990). Regardless of the results of the meeting, a follow up of the case is necessary. This enable us understand the issue and see clarity. We should let the employees solve their own issues. However, an employee should always acknowledge a prob lem. As managers, we must demonstrate to the employees that we support to them. Description of how to communicate responsibilities for staff welfare to the team Communicating staff welfare to team is necessary. However, we must have effective communication methods in order to impact the team. Occasionally, issues of staff welfare are controversial as they contain both positive and negative issues. We must show responsibility for staff welfare through informing them about the positive aspects of the welfare. This may relate to safety, health, and working environment issues. On the other hand, we should also not ignore issues touching on abnormal behaviours and poor performance. We should always encourage suggestions and feedbacks from the employees. Discussion of records that may be maintained to demonstrate support of staff welfare There are certain staff records which organisation must keep for staff welfare issues. Organisation must keep records concerning employees pay rates and pay roll. These records show that the organisation complies with the statutory requirements with regard to staff welfare in terms of minimum wage and welfare deductions. The organisation should also keep records related to staff health and safety requirements, injuries, and accidents. Working hours and overtime records are also necessary for management. Organisations can use these records to identify workers who are working overtime; thus putting their work-life balances, or health at risks. Therefore, such records are useful in limiting the working hours a given employee can work each day. Organisations must also keep every worker records. These records include training and appraisal. Managers can determine training needs of an individual by using his or her training and appraisal scores. Such scores identify areas of weaknesses and strengths. Staff welfare records should also show employment history including job titles and subsequent promotions. Staff welfare should also cover ge neral terms and conditions of an employee’s status. Other staff details which organisations should include in staff, welfare records include sickness, absenteeism, lateness, and any other non-permitted absence. Personal details are also mandatory parts of welfare of every employee. In general circumstances, organisation should also keep records related to meetings with employees’ representatives about their welfare and grievances, disciplinary action against any employee, negotiations of staff demands, and any other collective or individual agreements with the employees. The law also requires organisations to keep such data. However, staff welfare details and related information can benefit any organisation in many ways. First, management can link human resources with the output, services, and production needs. Second, it is easy to defend any claims in case of a dispute between the organisation and employees. Third, records related to performance of every employee mak e it easy to evaluate performance and output of every worker. Records also provide ground for fair treatment of potential job seekers and employees. Staff welfare also takes into account the number of staff available for a given job. Therefore, management relies on such records in assessing the needs for recruitment and replacement of redundant workers (Rigby, 1998). Reflective Statement This course has satisfied my expectations and provided me with valuable knowledge in conducting management practices to address the various challenges of the global workplaces. International issues and applications of various theories and practices to support different behaviour of diverse workers help students to understand the behaviour of employees and working environment toward certain policies and practises at workplace. At the same time, the fundamental lessons the course objectives has provided regarding personal and professional development in line with the defined organisational objectives form a basis for understanding cross-cultural markets in the global context. Self-assessment gives every employee a chance for self-development and career focus. The course theoretical background provides valuable knowledge in how to apply such theories in a real organisational setting in a practical manner. Likewise, the research expertise the students gain will enable students to apply it in a real world where such knowledge is useful in solving future emerging trends in personal and human resources management. Group dynamics in a form of discussions about the course facilitated the group collaboration during the learning of this course. The students were able to interact freely and share their prior knowledge regarding the course. It enhanced a positive learning environment among learners of a different social and cultural background. It also increased individuals’ participation in group works. The group discussions helped students address some of the practical challenges in the course materials. It is the best model that facilitated learner and learner interaction. Students were able to develop and critique different texts on human resources, career growth and personal development and come up with conclusive results. The course also presented valuable opportunities for peer interactions, evaluation and intercultural learning. Peer interactions improved students motivation, course and intellectual development and communication skills. Most principles of learning identify interaction as among the most essential in undergraduate studies. This resulted into development of cooperation, active learning, and instant course feedback from the faculty. Reference List Allan, H and Waclawski, J 1999, ‘Influence behaviors and managerial effectiveness in lateral relations’, Human Resource Development Quarterly, vol. 10, pp.3–34. American Management Association 2000, ‘Managerial skills and competence’, National survey by AMA, March –April 2000, vol.1 no. 1, pp. 1-50. Barney, J and Griffin, R1992, The management of organizations: Strategy, structure, behavior, Houghton Mifflin, Boston. Bass, B 1990, Handbook of leadership: Theory, research, and managerial applications, 3rd ed, Macmillan, New York. Bell, C 1998, Managers as mentors, Barrett-Koehler, San Francisco. Berscheid, E and Walster, H 1978, Interpersonal attraction, Addison-Wesley, Reading, MA. Boyatzis, R 1982, The competent manager: A model for effective performance, Wiley, New York. Cameron, K and Quinn, R 2006, Diagnosing and changing organizational culture, Jossey-Bass, San Francisco. Cox, T and Beal, R 1997, Developing competency to manage diversity, Barrett-Koehler, San Francisco. Goleman, D 1998, ‘What makes a leader?’, Harvard Business Review, vol. 76, pp. 92–102. Harris, S 1981, Know yourself? It’s a paradox, Associated Press, New York. Huselid, M 1995, ‘The impact of human resource management practices on turnover, productivity, and corporate financial performance’, Academy of Management Journal, vol. 38, pp. 647-659. Kolb, D 1984, Experiential Learning: Experience As The Source Of Learning And Development, Prentice Hall, New Jersey. Lawler, E 1992, Employee involvement and total quality management, Jossey-Bass, San Francisco. Moore, T 1987, ‘Personality tests are back’, Fortune, vol. 1, pp. 74–82. Rigby, D 1998, Management tools and techniques, Bain and Company, Boston. Rogers, C 1962, On becoming a person, Houghton Mifflin, Boston. Sternberg, R 1996, Successful intelligence, Simon Schuster. New York. Tichy, N 1999, The leadership engine, Harper Business. New York. Watson, D 2000, Mood and temperament, Guilford. New York. Whetten, D and Kim C 2011, Developing management skills, 8th ed. Pearson Education, Inc, New Jersey.

Constitutional Basis essays

Constitutional Basis essays My belief is that the Constitution of the United States has offered us many rights, and at times, those rights seem to be in disagreement, while at other times, we would be in chaos without them. The Constitution states all people have the right to life, liberty and freedom. This is a bit idealistic because one persons liberty may infringe upon another persons freedom. The difficulties in discerning the Framers intentions increase both as time elapses and as we need to get more specific. Would the Framers have considered a wiretap to be a search? Would they have considered flag burning to be a form of speech? Would they have considered cable television to be a form of press? These inquiries are sometimes made because we view the Framers as wardens having issued commands, the meaning of which depends on their intentions. Framers advocated a particular idea suggests to us that it is a good idea, not merely that it reflected the preferences of the biggest or strongest group. The Constitution specifies the design of a mechanism to produce laws that are beneficial but not unjust; laws that, because they are both necessary and proper, bind us in conscience. Although, we cannot inspect every law individually, we need some confidence that the internal operation of the lawmaking process is designed to produce beneficial laws and to weed out those that violate the rights retained by the people. Only a Constitution that establishes a lawmaking process with the requisite built-in quality controls can impart legitimacy on the laws enacted in its name. A Constitution that fails to contain such internal quality control procedures tells us nothing about the justice of the laws it produces. Yet, who among the Framers of the Constitution ever imagined that the free speech clause might apply to government regulations designed to curtail the export of encryption software? Or that such an iss...

The greater power of politics is within the grasp of people Essay

The greater power of politics is within the grasp of people - Essay Example The contract tradition gives verdict regarding what is natural and what is non-natural. Difference of thought among the three authors is most of the time overlooked due to the practice of grouping them together. The â€Å"Social Contract† as a theory was written in the 17th and 18th century. This theory advocated four important points. Firstly the state exists to serve the will of the people. Secondly people are the only source of government power. Thirdly the people are free to accept or refuse to give power to the government. Finally the document advocates for limited government, individual rights, and popular sovereignty. Thomas Hobbes and John Locke were very prominent personalities, and both had a tremendous influence on the future of England. Despite these common personality traits, some of their beliefs are very different. For example, Hobbes believes that politics is based on the desire of power and the fear of death. He wants to create a powerful state and called it à ¢â‚¬Å"Leviathan†. (â€Å"A government to protect the people from one another to keep them in fear†) In the â€Å"Social Contract† Hobbes suggests that men should give up their rights to an authority to act for them, on their behalf. He said that sovereign authority had to be absolute in order to prevail over the fear of death in state of nature. From this it is clear that only reason for existence of the governments was the safety of the people. There are some strange and unusual statements regarding what is natural, what is non-natural and what is merely manufactured by humans. Thomas Hobbes writing is one of the most profound and influential political literature ever written. His Leviathan was written at the time of the English Civil War. The impact and result of Civil War had greatly influenced the ideas of Hobbes. He saw the power of the people in the war therefore he argued that the government’s power comes from consent of the people. This idea was wi dely used in the American Revolution. Thomas Hobbes begins his argument by stating the nature of humanity. No human is perfect and combination of different aspects. One man can be better in some regard than another man but in the end, their positive and negative aspects combine to make them equal. In the state of nature this equality brings fear to men. They begin to suspect and hate one another, which put them on the path of war. When men are at war morals, principles and fairness evaporate. The absence of a central governing authority compels men to act according to their own understanding. Hobbes states three main reasons that force a man to war: Competition, Fear, and Glory. "The first, make men invade for gain; the second, for safety; and the third for reputation". War goes on for a long time without any logic or reason. No matter how successful a war may be, there are always losses. In addition, if man is always at war, he loses civilization, resources, time, culture, and ethi cs. He starts depending on animal surviving instinct, always keeping his guard against any other man. All the war is for the safety and life but it is the fear of death which prevents men from constant involvement in war. There is little time for building and civilizing the world or to enjoy life and resources won in the war. The state of being in constant war, or fearing that there is war, takes up a lot or all of the time. In this

Evolution Lab Assignment Example | Topics and Well Written Essays - 750 words

Evolution Lab - Assignment Example One particular animal, which gained Darwin’s attention, was the finches on the island. It was through studying these finches that Darwin came up with one of the most important terms in evolutionary biology which is one of the driving forces for evolution: natural selection. Natural selection plays into the role that nature selects organisms, which are best fit for the environment. Those that have the traits that give them the best advantage in environmental conditions will survive and proliferate while those who have the inferior traits will not thrive and die out (Darwin, 2010). In this particular simulation, we were looking at what the effects of precipitation on two separate islands and how it would affect the size of the beak on a species of finches. We are able to make this hypothesis due to the fact that we know that the amount of precipitation will influence the different types of flora and seeds, which will grow on the island. This can affect size, hardness, and shape of the seeds and this will have a direct effect upon the size of the beak of the finch that inhabits the island. Our hypothesis was that of non-directionality, meaning that we did not know how precipitation was going to affect beak size in any particular direction, but we knew that the precipitation was going to have an effect on how flora grew on the island, thus this would have an effect on beak size. Materials Since this was an interactive simulation, very few materials were needed in order to complete this lab. A computer with an active Internet connection was necessary in order to use the online simulation software in order to collect the data, due to the fact that this observational data would be impossible to be collected over the thousands of years. Methods The first step of being able to run the experiment was to log onto the site in order to carry out the experiment at http://www.biologylabsonline.com/axia/EvolutionLab/. Next, depending on the experiment, the experimenter has the option to set the variables that they are interested in looking at. For the case of our hypothesis, we are looking at beak size in relation to precipitation. The independent variable is the initial size of the beaks. The experiment calls for modifying the precipitation on the islands in order to see if this has an effect on beak size. On one island, move the precipitation to the extreme of there is no precipitation and then on the other island, move the precipitation to the maximum amount of precipitation the island can have. Set the amount of time to look at over the course of three hundred years and run the experiment. Then look at and analyze the data to see if the data matches the proposed hypothesis. Data Parameter DARWIN WALLACE ------------------------------------------- Initial Beak Size: 12.0 mm 12.0 mm Heritability: 0.7 0.7 Variance: 1.0 1.0 Clutch Size: 10.0 eggs 10.0 eggs Precipitation: 35.0 cm 20.0 cm Population: 200.0 birds 200.0 birds Island Size: 0.5 km 0.5 k m Darwin ------ Wallace ------- Discussion and Results As can be seen from the graph, we have an interaction effect at the start and then both populations diverge from each other as time progresses. On Darwin Island, where the precipitation was observed to be 100.0 cm, there was an increase in beak size as time increased. On Wallace Island, where the precipitation was observed to be 0.0 cm, there was a decrease in beak size as time increased. Based on this result, we can conclude that over the 300-year