Business Proposal for Nonprofit Ccharity Organizations Essay - 26

Business Proposal for Nonprofit Ccharity Organizations - Essay Example To meet the increasing demand for donations, the company intends to expand the manufacturing unit at a cost of $2million in the next two years (Allen, 2010). The expansion will ensure that the production volume is doubled (Fisher, 2000, p. 89).  The capital required for the expansion is the main challenge for the company because it does not intend to change its working principles in order to raise the capital (Armstrong, Cools, & Sadler-Smith, 2011). Therefore, the company intends to look for a grant to cater to expansion costs (Chilton & Bloodgood, 2010). The social implication for the inability to raise the capital will be catastrophic to the company because of failure to meet the increasing demands (Cooper, 2008). The provision of safe water for domestic use is a challenge especially in t developing nations (Archer, 2011). The company targets the provision of water to rural households in Africa. The target country in Africa is Ethiopia the semi-arid regions of the country (Routl ey, 2006). The major plan of the company is to drill boreholes in the region to provide water for the locals (Shaw, 2011). After construction of the boreholes, they are handed over to Community Based organization (CBO) to manage (Global Warming & Climate Change, 2012). The company intends to expand its operation into countries with severe water shortage problem such as South Sudan (Beverly & Thomson, 2011). The company does not operate in a buy one donate one model, but it depends on grants totally (Hart, 2011). The leading donor is Melinda and Gates foundation (McKinsey & Company, 2010). The expansion and operational cost for the year according to the budget are $15 Million (Department of Sustainability Environment, WaterPopulation, and Communities, 2009).

Presidency of Andrew Jackson Essay Example for Free

Presidency of Andrew Jackson Essay The early nineteenth century was first of all marked with the making of American national identity. Presidency of Andrew Jackson is usually addressed as revolution in American democracy as since that time rapid development of politics, social relationships, national economy and religious started. Tremendous social changes described in Tocqueville’s â€Å"Democracy In America† written in the middle of nineteenth century that amazed Europeans with tremendous democratic, social, national and economic development of the United States serves one more incontestable prove for the forming of American nation during the period. Jackson appeared a symbol of the self-made man for many Americans. He managed to inspire people the idea of American national identity through his multiple successful reforms and personal achievements 1. Strengthening of American political and party system, gradual development of two-party system, fair people-centered politics and successful innovations helped the nation to overcome previous colonial mentality and build a prosperous welfare society of XIX century America. Symbolizing himself the changes in country’s political system Jackson indeed made the nation to believe in him and his policy targeted to improve the lives of all common Americans. For many Americans who associated Jackson primarily with the Battle of New Orleans in 1912 his coming to power was a synonym of the same successes in archaic and corrupted political sphere . As the war hero Jackson captured imagination of people and dedicated loyalty of a great part of American society. He was believed to be a symbol, a kind of a national ideal, a self-made man possessing strong will and moral courage. Many researchers believe that the very idea of national identity, American nationalism has its roots in Jackson’s presidency 4. Jackson was elected a President of the United States in 1828, and soon supported several very important changes both in political and social milieus. Before all, Jackson increased the power of the Executive Office. This measure was targeted to ensure the rights of the common Americans and suggest them the idea of a sole nation. Jackson’s changes were first of all targeted to reinforce people, inspire them a vaporized feeling that a government is before all for the people, not vice versa. Jackson believed that no social group or privileged class are entitled to any special political or economic advantage. These rich minorities that were in power prior to Jackson didn’t respect the will of common Americans and the real political power was concentrated in the hands of an elite minority. Jackson’s electoral campaign and future policy was targeted to clean up corruption in Washington. In his electoral program Jackson declared that people were cheated by previous Adams’ administration and corruptions and intrigues in Washington defeated the will of common Americans. These ideas united people around the idea of fair politics: factory workers, frontiersmen, farmers, bankers, and businessmen from all across the United States rallied behind Jackson. He appeared that charismatic leader that gathered the nation. Even his nickname â€Å"King Andrew† serves a good illustration of his respect amidst the common people. These promises and real deeds of Jackson indeed helped people to identify them as Americans and became proud of the own country. Almost 20. 000 citizens, an incredible crowd in XIX century, greeted Jackson near the White House after he was elected! After Jackson was elected a president his primary efforts were focused on making that political and economic changes that eventually helped American society to become more democratic and welfare. Jackson sufficiently reconsidered the very idea of presidency, partially, the issue of presidential veto. Jackson changed the perception of the presidential veto. It had originally been viewed as something the president could do if he considered a bill unconstitutional. Jackson eventually made it clear that the president could veto a bill on whatever grounds he saw fit. The first president to proclaim himself the elected representative of all the American people, Jackson did not hesitate to use the power of veto. Jackson himself vetoed twelve bills, more than all of his predecessors all together. His use of the powers of removal and of executive orders paved the way for the modern American presidency 6. Jackson has made a government more open to the common people and sensitive to their wills through implementation of his principle of â€Å"rotation in office†. He believed that no person should regard officeholding as a right he decided to protect the nation from a permanent, aristocratic officeholding elite through removing of long-term officeholders. Nevertheless that only a small part of federal officials were indeed removed by Jackson, this policy helped the President to become even more popular in the society. This measure also helped Americans to trust authorities and respect political power 7. Rapid economic development and growing demand for man power determined rapid social migration within the county that also prompted self-identification of people. It was the very beginning of a legendary â€Å"American Dream† idea further united the nation. The old way of living was reshaped by the influence of Industrial Revolution. Traditional political system was unable to promote development of the country as far as both the political and economic layers concentrated in the hands of a small minority. Jackson, instead, suggested different standards of economic development. Jackson’s economic policy caused rapid development of territories, huge growth of cities and transportations. In the new democratic American society built by Jackson, people no longer associated themselves with family background, occupation, or class to define themselves. Believe in a self-made man based on the example of Andrew Jackson helped to new model of people’s self-identification according to the different standards 8. Jackson himself supported several controversial decisions that, however, were popular in that time society. One of such measures undertaken by Jackson was a notorious Indian Removal. National interest in Middle West territories and personal feelings of a President as a former Indian fighter led to the governmental decision to move all eastern Indian tribes to the territories beyond Mississippi. The removal policy of Jackson was popular among white majority of the country that obtained new fertile lands 9. Andrew Jackson’s foreign policy also promoted nation’s consolidation and evoked people’s proud of being Americans. The President eventually ended the long-lasting disputes with the United Kingdom and France. In 1937 Jackson recognized Texas’ independence from Mexico. At the same time he rejected the calls for its joining the country due to the slavery policy of the state. Territorial expansions of America were also helpful in forming of national dignity and proud of the common people. Jackson’s presidency, his political and social outlooks and reforms indeed help the nation to recognize its unity and role in establishment of fair democratic society. The rise of national identity during Jackson’s presidency helped people to build completely different nation and welfare country.

Shakespeare :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Do you know anyone who had lost a large amount of weight in an extremely short period of time but gained it all back again? If you do, that person probably resorted to extreme dieting techniques. Extreme dieting can be defined as restricting calories or fundamental food groups in an unhealthy way. With the number of obese people in America growing, it is no wonder that more and more people are starting to diet in unsafe manners. A huge problem that arises is when teens start restricting their food and essential nutrients, which can be very harmful to their still-developing body. Not only is it detrimental to a teen’s physical health, but to his or her mental health as well. When a teenager starts to diet in a hazardous manner, he or she brings a barrage of problems upon one’s self. These problems can include but are not restricted to obesity, eating disorders, and nutritional deficiencies.   Ã‚  Ã‚  Ã‚  Ã‚  Some people may be surprised by the fact that dieting can actually cause obesity later in life. This seems like a paradox, but in reality it isn’t. When someone diets, it slows down their metabolism. When this individual resorts to old eating habits, their metabolism doesn’t have time to adjust, and the weight they lost is immediately returned. Dieting also lowers a person’s blood sugar which can trigger depression. This depression, in turn, causes binge eating which can also result in weight gain. A Harvard Medical School study of 8,203 girls and 6,769 boys found that the adolescents who dieted frequently actually gained more weight each year than other children (Diet fact or fiction: Science World). Both the males and females suffered from the boomerang effect of dieting and gained an average of two pounds more than the non-dieters. They then determined that the weight gain was due to the fact that when teens diet, they are restricting thems elves. When a person cuts down on calories, it becomes very hard for them to control the cravings, desires, and hunger. When they can no longer control themselves, they binge on all sorts of food, which eventually leads to the weight gain.

Compare and contrast two approaches Essay

Psychology is a huge science area with many variations on approach. Over many years Psychologists such as Freud, Skinner, Rogers and Watson, just to name a few, have contributed, providing us with invaluable tools to evaluate and treat mental illness, understand and treat phobias and indeed provide us with a window into the unconscious mind. In particular, two areas of study have intrigued me, so I believe it would be useful to compare and contrast these two very different approaches. Not only will I compare the methods of research used but also will note any similarities or differences they may have and indeed the strengths and weaknesses of each approach. My chosen approaches to evaluate are Behaviourist V Psychoanalytic. In 1913 John Watson published ‘ Psychology as the behaviourist view it’, in it he outlined his new ideas. These ideas were considered ‘new’ because Watson disagreed with Freud’s view of human behaviour; he dismissed it as ‘ philosophical to the point of mysticism’ (Watson 1913, citied by Christopher D. Green, York University). Watson also dismissed heredity as an important factor in human behaviour shaping. Watson stated that ‘The traditional methods of animal psychology are indeed the true method of scientific psychology’. (Watson 1913, citied by Christopher D. Green, York University). In this article Watson said ‘ The time seems to have come when psychology must discard all reference to consciousness; when it need no longer delude itself into thinking that it is making mental states the object of observation ‘ (‘Psychology as the behaviourist views it’ John Watson, Psychological review, 1913}. By saying this Watson meant that Freud and other Psychoanalysts could not prove their theories and therefore were not scientific. Also they studied abnormal patients (mental patients) so therefore they could not have a true picture. This publication did in fact establish ‘a new school of psychology, the School of Behaviourism’. The essential theories, which stand Watson out from the rest, are that he believed psychologists should look to the relationship between the environment and the behaviour, rather than the presumed contents of the consciousness. The principles that govern behaviour in animals and in  humans are virtually identical. Watson’s aim was to predict and control behaviour. He was able to provide evidence to his theories unlike other unreliable and unverifiable conscious experience studies. A behaviourist believes that the environment motivates behaviour and that a stimulus will create a response, therefore, ‘humans are merely passive respondents.’ This approach rejects the unconscious mind and believes that only behaviour that can be observed should be studied. There are three main areas of study Classical conditioning (Pavlov), Operant conditioning (Skinner) and Observational learning (Bandura). Classical conditioning uses a stimulus response, Pavlov when experimenting with the dog and salivation, conditioned the dog to know when a treat was inevitable by using a bell as the stimulus. He proved that the dog would salivate at the mere thought of food and therefore his learning was by association. In the Skinner experiment he used positive and negative reinforcement as forms of rewards or punishments, this was called Operant conditioning. Finally when using Observational learning (Bandura 1960) its proven to be far more scientific using laboratory for studies and experiments. This seems to be a far more objective approach. The behaviourist approach has a more scientific and objective view and provides a counter argument to the nature theory. By using a few basic principles, behaviourism can explain many characteristics in both human and animal behaviours and has many practical applications. However, on a more negative note it can be said that behaviourism rejects the conscious mental experiences and assumes that individuals are not responsible for their own actions. In addition it over simplifies the explanations for behaviour and experiences. The psychoanalytic approach was started and mainly developed by Sigmund Freud. He became interested in hysteria and was convinced that unconscious mental causes were responsible for all disorders and even ‘normal’ personalities. Freud’s approach and theory were greatly influenced by the  technology of the time (locomotives) along with the work of hypnotist Charcot. Whilst talking to Charcot, Freud realized how talking about traumatic experiences relieved the symptoms of hysteria. He also made a connection between the role of sex and hysterical behaviour. Freud saw sex as a potential cause of emotional stress. Another great influence was Breuer who pioneered cathartic therapy. This therapy was known as the ‘Talking cure’. Freud’s major technique was free association, were a patient would be encouraged to relax and express a free flow of thoughts entering their mind. Another popular therapy of Freud’s was Dream analysis where he would attempt to decode the symbols of a dream. His approach had a huge impact on psychology and psychiatry. Freud’s theory was developed further by Jung, Adler and Anna Freud (his daughter) The Psychoanalyst believed that behaviour was influenced mainly by a part of the mind which we have no awareness of; this was called the Unconscious process. They also believed in Psychic determinism, which dictates whatever we say or do has a cause. Hydraulic drives were believed to create psychic energy which if not released would create tension and anxiety. The two basic drives, which this refers to, are the Sex drive and the aggressive drive. Apparently according to Freud, different parts of the unconscious mind were in constant struggle with each other called the Psychodynamic conflict.. He along with others believed that the personality was shaped as we entered different stages of development. It has become apparent that the only similarity between these two approaches is that both Watson and Freud believed their theory could explain all concepts of human behaviour. They allowed no room for any other explanation. This in its self has causes doubt for both sides of the argument. It is obvious to the reader that there a very few similarities between these approaches, however it seems that both the pioneers solely thought their way was the only way. Both these men used their own theories to explain the same topics, such as: moral development, Aggression and Abnormalities. There are strengths and weakness to all arguments and this one is no exception. Freud’s ideas made a large impact on psychology; however, his theories had little experimental support except on repression and fixation. The psychoanalytic approach has huge explanatory of power on a variety of subjects. His methods were regarded as ‘unscientific’ and incapable of being proved wrong. Many experiments carried out using this theory have failed to support Freud. Psychoanalyst therapy has been widely criticised. Behaviourism was scientific and experimental and left a lasting effect on its subjects. It also provides a strong counter argument on the nature rather than nurture argument. Using simple principles, behaviourism can explain a great variety of phenomena and has many practical implications. So what, if any gain has been made by society by these theories? Far more has been gained from the Behaviour theories than that of the psychoanalyst. This is mainly due to the practical implications applied in today’s terms. The behaviourist approach has produced many practical implications such as education (programmed learning) also the treatment of those with behavioural disturbances such as phobias and behaviour shaping in autism. The Operant conditioning principles are used to train animals to do tasks. This approach has also been used in advertising and in child rearing. The only gain I can acknowledge from Freud and his theories is that of a therapy to help treat mental disorders. I find little evidence, however, that this theory actually works or indeed if the principles explain everything, I find it difficult to find any outcome in this theory. I find the Freudian theory (Psychoanalytic) to be inadequate and non scientific. The behaviourist view seems to be a far more objective approach. It has a more scientific and objective view and provides a counter argument to the nature theory. By using a few basic principles, behaviourism can explain many characteristics in both human and animal behaviours and has many practical applications. However, on a more negative note it can be said that behaviourism rejects the conscious mental experiences and assumes that individuals are not responsible for their own actions. In addition it over  simplifies the explanations for behaviour and experiences. Bibliography Watson, J.B, (1913) Psychology as the behaviour views it. Psychological Review, 20, 158-177 Thomas, R.K. (1997) American journal of psychology, 110, 115-125 Watson J.B (1914). Behaviour: An introduction to Comparative Psychology. New York: Holt. Tony Malim & Ann Birch ‘Introduction to Psychology’ (1998) Graham Hill ‘Psychology through Diagrams’ (1998) www.psychclassics.yorku.ca/Watson/intro.htm www.sntp.net/behaviourism/behaviourism-main.htm www.psych.utah.edu/gordon/Classes/Psy4905Docs.htm

Electronic Health Record Essay

An Electronic Health Record (EHR) is a system of records that are electronically managed, providing longitudinal information of the patient’s health.   The information is generated during one or more encounters with the patient.   Information can be recorded and stored under several sections including demographics, encounters, interventions, treatments, immunizations, prescriptions, laboratory and imaging data, etc.   The EHR is not only a recording system, but also helps in clinical decision-making.   It has several features incorporated such as providing reminders, precautionary measures to be taken, alerts, evidence-based information, tips in improving prognosis and the quality of care provided.   An EHR system can function within one department of the enterprise, in the entire enterprise, or even between several enterprises within a nation or region.   EHR’s can be customized depending on the type of department requiring them and the purpose for its use (NIH NICRR, 2006 & Gurley, 2004). Advantages of the EHR system:- †¢ Patient information can be stored for longer periods and would occupy lesser space †¢ Patient information can be accessed from any point in the hospital and also from one hospital to another, if needed †¢ Patient information can be secured and confidentiality can be maintained (as a particular user would be accessing the system with a username/password, and would get information only about his/her patient) †¢ Information can be updated from any of the user points †¢ Several features such as alerts, reminders, etc, which are very useful to the user can be enabled in an EHR system †¢ Built-in intelligence of the EHR would provide several benefits to the physicians such as providing evidence-based information, potential drug reactions, etc †¢ The quality of care can be improved †¢ The requirements and standards set by accreditation organizations, legislations and insurance companies can be more easily met using an EHR system †¢ Potential life-threatening situations and hazardous drug reactions can be better prevented and managed using an EHR system †¢ The patient workflow can be effectively managed if an EHR system is present †¢ Communication between several structures of the healthcare organization can be improved (faster and more effective) †¢ Depending on the needs of the hospital, a customized EHR can be enabled †¢ Risk assessment, management processes and error identification can be better enabled using an EHR system (NIH NICRR, 2006 & Gurley, 2004). Disadvantages of the EHR system:- †¢ Initiating and maintaining an EHR system may be very costly for the organization (however, the improvements in quality need to be considered) †¢ Training healthcare professionals in EHR use may be difficult (as it requires some amount of technical knowledge) †¢ Getting competent with the EHR system requires a sharp learning curve †¢ The EHR systems incorporated from one hospital may be different from another, which may hamper the flow of information – Lacks standard architecture and terminologies (effective interconnecting links need to be considered) †¢ Staff members may find it difficult to adopt to the clinical changes brought about through incorporation of an EHR system †¢ Slow systems may affect the workflow †¢ Risk of the system being hacked and data misused (certain standards should be compiled with and protocols need to be followed) (NIH NICRR, 2006 & Gurley, 2004).

Michigan Compassionate Allowance Information

Michigan Compassionate Allowance Information Could a Compassionate Allowance Help You Get SSD Benefits Sooner? If you have a disability that prevents you from working,  Social Security Disability (SSD) benefits  may provide the lifeline you need to help pay your bills. Unfortunately, the process of applying for and being approved for SSD often means a lengthy wait time that could delay receiving the help you need for months or even years. The stress of waiting can have a negative impact not only on your financial well-being, but on your medical condition as well.For individuals with certain types of disabling conditions, the Social Security Administration’s Compassionate Allowance program can help you get a faster SSD decision, ensuring you get the benefits you deserve in a timeframe that does not wreak havoc on your physical, financial and emotional health.What Is the Compassionate Allowances Program?Under the rules and regulations of the Social Security Administration,  SSD Compassionate Allowances (CAL)  offer a way to quickly identify diseases and medical conditions that qu alify for benefits, without going through the often lengthy medical processes that are usually necessary to determine eligibility. Based on the SSD list of impairments, the program allows those claimants most obviously affected by certain readily diagnosable conditions to receive the standard benefits they are entitled to, but in an expedited manner. As a result, you may get the compensation you need to provide for yourself and your loved ones faster, without the usual hassles that often delay these types of claims.Types of Conditions That May QualifyThe types of diseases and illnesses that are selected to qualify for expedited benefits are determined through public hearings and input from the community, as well as from medical and scientific experts, and research conducted by the National Institutes of Health (NIH).Under the  Social Security Compassionate Allowances guidelines, these include conditions such as the following examples:Autoimmune disordersCertain types of cancer and blood diseasesCardiovascular diseases and strokesAlzheimer’s and dementia-related disordersTraumatic brain injuriesCertain rare diseases and genetic disordersSchizophreniaApplying for a Compassionate AllowanceThere are no special forms or applications to fill out in order to be eligible for SSD Compassionate Allowances. You simply  apply for SSD benefits  under the normal guidelines, and if your condition is one that is approved for CAL, you will be notified and your application will be automatically expedited. The goal of the program is to deliver a faster SSD decision for obvious disabilities, while reducing your overall wait time for disability benefits.How Our Lawyers Can HelpIf you have a condition or illness that has left you with lasting disabilities that prevent you from earning a living,  contact the Disability Attorneys of Michigan  today. Our experienced Michigan Social Security Disability attorneys have the legal knowledge and experience to assist you in getting the benefits you need to be able to meet your expenses while caring for yourself and your condition.We provide aggressive legal representation to help you get your claim approved in the timeliest and most effective manner possible. Minimize the lengthy delays that are so common when dealing with Social Security. Call or contact our office online today for a confidential and free consultation about how we can help you.

Agamemnons Clytemnestra Essays - Greek Mythology, Clytemnestra

Agamemnon's Clytemnestra Essays - Greek Mythology, Clytemnestra Agamemnon's Clytemnestra Analysis of Clytemnestra's Character in Agamemnon In Aeschylus' tragedy Agamemnon the character of Clytemnestra is portrayed as strong willed woman. This characteristic is not necessarily typical of women of her time. As a result, the reader must take a deeper look into the understanding of Clytemnestra. In Agamemnon she dominates the action. Her most important characteristic is like the watchman calls it, male strength of heart. She is a strong woman, and her strength is evident on many occasions is the play. Later in the play after Clytemnestra murders her husband, Agamemnon, and his concubine, Cassandra, she reveals her driving force and was has spurned all of her actions until this point. Clytemnestra is seen by the Elders of Argos (the Chorus) as untrustworthy and although suspicious of her they still could not foresee the impending murders. Her words are plain but her meaning hidden to all those around her. She more or less alludes to her plan of murder without fear of being detected. Only the audience can seem to understand the double meaning in her words. One example of how Clytemnestra hides meanings in otherwise plain words is stated in her hope that Agamemnon and his soldiers do not commit any sacrilege in Troy that might offend the gods. Now must they pay due respect to the gods that inhabit the town, the gods of the conquered land, or their victory may end in their own destruction after all. Too soon for their safety, the soldiery, seized with greed, may yield to their covetousness and lay hands on forbidden spoil. They have still to bring themselves home, have still the backward arm of the double course to make. And if no sin against heaven rest on the returning host, there is the wrong of the dead that watches. Evil may find accomplishment, although it fall not at once. This can be interpreted in two ways. The first being that her wish for Agamemnon to return safely is so she may kill him herself. The second, is that of sarcasm. Perhaps she really does wish for Agamemnon to upset the gods. That way when she murders him she will divine sanction. Another instance that there is a double meaning in her words is in her pleadings to the herald to take this message back to Agamemnon, let him come with speed to the people that love him, come to find in his home the wife faithful, even such as he left her, a very house-dog, loyal to one and an enemy to his foes The audience knows this to be untrue because not only has she not been faithful, but the person she was unfaithful with is the rival to Agamemnon's crown, his cousin Aegisthus. The Chorus' distrust in her is shown by their comment to the herald in which they are trying to explain her boastful and yet sarcastic attitude, She speaks thus to teach you; to those who clearly can discern, her words are hypocrisy. Time and again in the play her strength is demonstrated when she forces Agamemnon, Aegisthus, and the Elders of Argos to bend to her will. For example, she influences the Elders to sacrifice to the gods for Agamemnon's safe return and temporarily wins their trust and support. In fact they sing her praises for suggesting it by saying, Lady, no man could speak more kindly wisdom than you. For my part, after the sure proof heard from you, my purpose is now to give our thanks to the gods, who have wrought a return in full for all the pains. Her shrewdness is also shown by the way she coaxes her husband into submission. She wants him to walk on rich purple tapestries in hopes that this would anger the gods and they will aid her in his murder. She does so by challenging his manhood like in the statement, Then let not blame of men make you ashamed. In which she is basically calling him a chicken. He gives in and takes off his sandals and walks on the tapestries even though he fears it may n ot please the gods. She single-handedly plots the murder of Agamemnon and Cassandra. When she is

Definition of Secession

Definition of Secession Secession was the act by which a state left the Union. The Secession Crisis of late 1860 and early 1861 led to the Civil War when southern states seceded from the Union and declared themselves a separate nation, the Confederate States of America. There is no provision for secession in the U.S. Constitution. Threats to secede from the Union had arisen for decades, and during the Nullification Crisis three decades earlier it appeared that South Carolina might try to break away from the Union. Even earlier, the Hartford Convention of 1814-15 was a gathering of New England states which considered breaking away from the Union. South Carolina Was the First State to Secede Following the election of Abraham Lincoln, southern states began to make more serious threats to secede. The first state to secede was South Carolina, which passed an Ordinance of Secession on December 20, 1860. The document was brief, essentially a paragraph which stated that South Carolina was leaving the Union. Four days later, South Carolina issued a â€Å"Declaration of the Immediate Causes Which Justified the Secession of South Carolina from the Union.† South Carolinas declaration made it abundantly clear that the reason for secession was the desire to preserve slavery. South Carolina’s declaration noted that a number of states wouldnt fully enforce fugitive slave laws; that a number of states had â€Å"denounced as sinful the institution of slavery†; and that â€Å"societies,† meaning abolitionist groups, had been allowed to operate openly in many states. The declaration from South Carolina also referred specifically to the election of Abraham Lincoln, stating that his opinions and purposes are hostile to slavery. Other Slave States Followed South Carolina After South Carolina seceded, other states also broke from the Union, including Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas in January 1861; Virginia in April 1861; and Arkansas, Tennessee, and North Carolina in May 1861. Missouri and Kentucky were also considered to be part of the Confederate States of America, though they never issued documents of secession.

Nursing Leaders as Ethical-Legal Change Agents in Health Care Assignment

Nursing Leaders as Ethical-Legal Change Agents in Health Care - Assignment Example ng leader, it is the view of this student that the framework for making legal and ethical decisions should entertain both key determinants of the law as well as the underlying and pervasive considerations for the patient (Jenkins, 2012). Though this may seem as an obvious approach, it is somewhat different from the way in which ethics are employed within other institutions outside of healthcare. By employing such a dual approach, it is incumbent upon the healthcare professional to analyze each and every situation from the perspective of legality as well as the end utility that it provides to the patient (Sorrel, 2008). Finally, with regards to the actions that this particular author will plan to take in order to solve moral distress caused by ethical dilemmas, this has been adequately and briefly enumerated upon in the preceding analysis. By seeking provide a feedback loop of sorts in order to manage and determine the level of utility that each and every decision will have to the shareholders in question, the healthcare provider can seek to implement such an approach to maximizing ethics and healthcare provision (Dauwerse et al, 2011). Dauwerse, L., Abma, T., Molewijk, B., & Widdershoven, G. (2011). Need for ethics support in healthcare institutions: views of Dutch board members and ethics support staff. Journal Of Medical Ethics, 37(8),

Operation Management Degree Case Study Example | Topics and Well Written Essays - 3000 words

Operation Management Degree - Case Study Example They are behind schedule with RA4. Susan has mentioned that they discuss the issue at the caf' when they meet. The caf' was very good in many respects, but problems were occurring since the new manager had taken over towards the end of the previous year. The caf' offered hot food for breakfast and lunch, snacks and sandwiches throughout the day and an out-of-hour's service area with tea and coffee and machine-supplied snacks. This had been a replacement for the 'hot food' service that had been available the previous year as part of cost saving measures that the new manager introduced. At that time, the software developers used to use the caf' in the evening, as they often worked late into the night but were rarely to be seen in the current times. Added to the above, the standard of the freshly prepared food varied enormously and stock outs were getting worse with more occasions when ingredients were missing or late and even some of the snacks supplies were becoming erratic. The canteen manager appeared to be having problems with a number of suppliers and this was having a big impact on the service offered. Obviously, there is a difference between the definition of quality for the caf' and the development team. The difference is limited to the kind of problems. However, conditions both at the caf' and the development team were worsening. Hassan needs to get to grips with the software development teams. ... The meals were expensive The queues in the caf' were ridiculous Added to the above, the standard of the freshly prepared food varied enormously and stock outs were getting worse with more occasions when ingredients were missing or late and even some of the snacks supplies were becoming erratic. The canteen manager appeared to be having problems with a number of suppliers and this was having a big impact on the service offered. Obviously, there is a difference between the definition of quality for the caf' and the development team. The difference is limited to the kind of problems. However, conditions both at the caf' and the development team were worsening. Hassan needs to get to grips with the software development teams. Quality is a big issue here; your task is to recommend ways in which they can assess and analyze the problems in more detail using suitable quality assessment. There is no doubt that the software development teams need a shot in the arm. It is pointless to blame anyone. The environment has deteriorated to an extent that nobody is able to produce quality work. Hassan has to make moves that will ensure proper working conditions to enable the software development teams perform to their maximum potential. In this situation, kaizen has the capability to bring about the necessary transformation. Actually, kaizen is the rallying point. Hassan must draw from the principles of kaizen and apply them to work for Wishton House. Basically, kaizen in Japanese means "to become good." In order to become good, there are some principles that must be followed. The foundational principles of kaizen are: teamwork, personal discipline, improved morale, quality circles, and suggestions for improvement. These are broad principles and Hassan must define them in the

Patient Internet Guide Essay Example | Topics and Well Written Essays - 500 words

Patient Internet Guide - Essay Example This research is being carried out to evaluate and present some useful advices which would help to learn more about a medical condition through online search: Preferably, the site must be sponsored by a medical institution, organization or association. There is a high probability that medical professionals are behind the content of such sites. An example of which is Mayoclinic.com. Avoid sites that look shabbily presented. Good sites invest money, effort and time to establish impact and credibility to the readers. As much as possible, the site must be a registered domain and not just a simple blog that can disappear anytime. Check the site’s domain name and standing in Better Business Bureau. The site must have a disclaimer stating that the information presented is not in any way a substitute for medical advice. Never give your personal information unless the site can be trusted. More importantly, the site must ensure that your personal information would not be shared. Search for forums where people give feedback about certain sites. User experience is a reliable way to get good comments or criticism about a certain site. Avoid forums that have members arguing all of the time. Remember, you need information not arguments. The site must present valid source of references for their journals or articles. Sites with peer-reviewed journals are highly preferable.  

POST TRAUMATIC STRESS AFTER TRAUMATIC INJURY Essay

POST TRAUMATIC STRESS AFTER TRAUMATIC INJURY - Essay Example This article aimed at investigating the history and tendency of PTSD after traumatic injury. The research stated null hypothesis as: Ho= â€Å"patients who develop PTSD after traumatic  brain injury would suffer the symptoms of trauma† where as the alternative hypothesis stated: Ha= â€Å"patients who develop PTSD after traumatic brain injury would not suffer from the symptoms of trauma†. Traumatic injury is taken as independent variable whereas post traumatic disorder is studied as dependent variable. Sampling procedure employed to gather data is probability sampling in which structured interview of the patients suffering form traumatic disorder were conducted. A sample of 96  patients was included in the study. The mean value  for posttraumatic amnesia was 36.97 days (SD=30.65) as established by use of â€Å"Westmead Posttraumatic Amnesia Scale†. The mean â€Å"Glasgow Coma Scale (GCS)†Ã‚  score  was 8.00 (SD=3.78). Mean posttraumatic amnesia and GCS  scores indicated that the average level of traumatic brain injury  was very severe. The 96 patients who participated in the 6-month assessment had (mean=8.00,  SD=3.78) (t=2.96, df=124, p

Graffiti Art in Los Angeles Research Paper Example | Topics and Well Written Essays - 750 words

Graffiti Art in Los Angeles - Research Paper Example While he began in these small venues, today Crash is recognized as one of the fathers of the graffiti art movement, and has had a tremendous influence on Los Angeles artists. In addition to being a highly influential graffiti artist, Crash curated the seminal 1980 Graffiti Art Success for America at Fashion MODA (Chang 2005). This exhibition launched the 1980s graffiti art movement that would spread its influence to Los Angeles. Another seminal graffiti artist that emerged from New York and would go on to influence Los Angeles artists was Fab Five Freddy. Fab Five Freddy was a member of the New York graffiti group the Fabulous Five. Freddy got his name for his consistent tagging on the number five on subway walls. Freddy became a part of the seminal New York film Downtown 81, as well as a number of other seminal pop art projects (Loos 2006). While New York foregrounded many of the aesthetic elements, Los Angeles would adopt these elements and implement them into their own unique styl e. In large part Los Angeles graffiti took on gang connotations. With the sprawling urban populace, gangland delineation became a prevalent issue and in many ways graffiti art was used to mark territory. Still, there also exists a wide variety of Los Angeles graffiti artists that are producing positive and cutting-edge graffiti art. Among the seminal Los Angeles graffiti crews are WISK, SER, CHAKA, SKEEZ, TRIAX and GESO (50mm Los Angeles, 2006). One of the prevalent artists in these regards is Riskyone. Riskyone started making graffiti art in the early 1980s and has continued until the present day. His style is brash and bright, and one can detect an influence by artists such as Keith Haring and New York graffiti artists. Prime-K2S is another prominent Los Angeles artist. Prime-K2S... While New York foregrounded many of the aesthetic elements, Los Angeles would adopt these elements and implement them into their own unique style. In large part Los Angeles graffiti took on gang connotations. With the sprawling urban populace, gangland delineation became a prevalent issue and in many ways graffiti art was used to mark territory. Still, there also exists a wide variety of Los Angeles graffiti artists that are producing positive and cutting-edge graffiti art. Among the seminal Los Angeles graffiti crews are WISK, SER, CHAKA, SKEEZ, TRIAX and GESO. One of the prevalent artists in these regards is Riskyone. Riskyone started making graffiti art in the early 1980s and has continued until the present day. His style is brash and bright, and one can detect an influence by artists such as Keith Haring and New York graffiti artists. Prime-K2S is another prominent Los Angeles artist. Prime-K2S exhibits a style influenced by modern computer technology, with much of his tagging be ing indicative of the typeface that word-processors demonstrate. In these regards, it’s a uniquely modern feel that distinguishes his work from other Los Angeles artists. Finally, Tolse, who is recently deceased, is also another seminal Los Angeles graffiti artist. While Tolse style is highly exuberant, he is perhaps most recognized for finding unique areas to tag. It’s clear that while New York foreground the graffiti art movement, Los Angeles artists adopted these styles and implemented them in their own work.

Video Analysis 4 Essay Example | Topics and Well Written Essays - 250 words

Video Analysis 4 - Essay Example At the commencement of 1990s, the company digressed from its dealings with other services and concentrated on telecommunications. Currently, the company leads in mobile communications with sales being approximated to be higher than $31 billion and still offers job opportunities to 56,000 individuals. The company has straightforward mission that is realized through consumer feedbacks thus ensuring consumer contentment. The company focuses on product design, network security and technological advancement experienced within the global environment. The information offered allows readers to understand how the background or foundation of Nokia was established, in order, to make certain that people within different contexts manage to communicate through utilization of its diverse phone brands. Nokia company has undertaken in diversified business ventures, to reach the current state that has enabled connection of billions of people around the globe. The mission that the company utilizes have considerably assisted in ensuring that the company acquires competitive advantage, with relation, to other mobile companies. Companies can easily switch activities provided the substitute has considerable potential and opportunities for receiving enormous sales (Kerin, Hartley & Rudelius,

Graffiti Art in Los Angeles Research Paper Example | Topics and Well Written Essays - 750 words

Graffiti Art in Los Angeles - Research Paper Example While he began in these small venues, today Crash is recognized as one of the fathers of the graffiti art movement, and has had a tremendous influence on Los Angeles artists. In addition to being a highly influential graffiti artist, Crash curated the seminal 1980 Graffiti Art Success for America at Fashion MODA (Chang 2005). This exhibition launched the 1980s graffiti art movement that would spread its influence to Los Angeles. Another seminal graffiti artist that emerged from New York and would go on to influence Los Angeles artists was Fab Five Freddy. Fab Five Freddy was a member of the New York graffiti group the Fabulous Five. Freddy got his name for his consistent tagging on the number five on subway walls. Freddy became a part of the seminal New York film Downtown 81, as well as a number of other seminal pop art projects (Loos 2006). While New York foregrounded many of the aesthetic elements, Los Angeles would adopt these elements and implement them into their own unique styl e. In large part Los Angeles graffiti took on gang connotations. With the sprawling urban populace, gangland delineation became a prevalent issue and in many ways graffiti art was used to mark territory. Still, there also exists a wide variety of Los Angeles graffiti artists that are producing positive and cutting-edge graffiti art. Among the seminal Los Angeles graffiti crews are WISK, SER, CHAKA, SKEEZ, TRIAX and GESO (50mm Los Angeles, 2006). One of the prevalent artists in these regards is Riskyone. Riskyone started making graffiti art in the early 1980s and has continued until the present day. His style is brash and bright, and one can detect an influence by artists such as Keith Haring and New York graffiti artists. Prime-K2S is another prominent Los Angeles artist. Prime-K2S... While New York foregrounded many of the aesthetic elements, Los Angeles would adopt these elements and implement them into their own unique style. In large part Los Angeles graffiti took on gang connotations. With the sprawling urban populace, gangland delineation became a prevalent issue and in many ways graffiti art was used to mark territory. Still, there also exists a wide variety of Los Angeles graffiti artists that are producing positive and cutting-edge graffiti art. Among the seminal Los Angeles graffiti crews are WISK, SER, CHAKA, SKEEZ, TRIAX and GESO. One of the prevalent artists in these regards is Riskyone. Riskyone started making graffiti art in the early 1980s and has continued until the present day. His style is brash and bright, and one can detect an influence by artists such as Keith Haring and New York graffiti artists. Prime-K2S is another prominent Los Angeles artist. Prime-K2S exhibits a style influenced by modern computer technology, with much of his tagging be ing indicative of the typeface that word-processors demonstrate. In these regards, it’s a uniquely modern feel that distinguishes his work from other Los Angeles artists. Finally, Tolse, who is recently deceased, is also another seminal Los Angeles graffiti artist. While Tolse style is highly exuberant, he is perhaps most recognized for finding unique areas to tag. It’s clear that while New York foreground the graffiti art movement, Los Angeles artists adopted these styles and implemented them in their own work.

Demonstration Presentation Essay Example | Topics and Well Written Essays - 500 words

Demonstration Presentation - Essay Example During my presentation am going to talk about the history of animation, types, and demonstrate how they can be designed using basic equipments. I will also elaborate on how one can benefit from the different animation designs. 1. Based on â€Å"historical dictionary of animation and cartoon† by Nichola Dobson, he mentioned that the invention of animation designs is attributed to Etienne Gaspard.This was first discovered in 1798 when he projected moving images using â€Å"Magic Lanteren†. 2. However the first animation graphic design to be produced to the public was in 1908. It was in the form of stop motion produced by a French film maker named Èmile Cohl’s with title â€Å"fantasmagorie† = â€Å"phantasmagoria† 4. During those days there were different types of animation designs. At this juncture I would kindly request all of you to be attentive as I mention some the designs. They include: 2D †¦ â€Å"2D, 3D, stop motion, and Sculpture. A. Since last year, I have been using my hobby of designing animations to get some benefits. I started by drawing free animation designs in the youth magazine until I became a member in animation

Gatsby Automobile Essay Essay Example for Free

Gatsby Automobile Essay Essay There are many different themes, images, and symbols in Francis Scott Key Fitzgerald’s The Great Gatsby that render great importance to the development of the story. One particular image and symbol seen throughout Fitzgerald’s novel that acts as a major contributor to the plot is the automobile. The image of the automobile can be seen in relation with any of the characters in the novel who involve themselves in with driving an automobile or even simply talking about an automobile. Two characters in the novel that Fitzgerald uses to portray the images and symbols of the automobile are Tom Buchannan and Jay Gatsby. These two automobile owners are created into the strongest conductors of Fitzgerald’s imagery and symbolism throughout the novel. The automobile can be seen as representing a few different types of images and symbols. A possible symbol of the automobile may stand for the respective automobile owner’s status in society. Almost all automobiles in the nineteen-twenties were black and just about as plain as could be. These black automobiles were owned by all those who could just barely afford an automobile, to those who were average, middle class people, to the extremely wealthy who could easily afford three or four automobiles. What makes this piece of history so important is the fact that Fitzgerald gives both Tom and Gatsby brightly colored automobiles. The personalities of these two characters effortlessly magnifies the showiness and in Gatsby’s case, gaudiness. Gatsby’s absolutely obnoxious Rolls Royce is â€Å"a rich cream color, bright with nickel, swollen here and there in its monstrous length with triumphant hat-boxes and supper-boxes and tool-boxes, and terraced with a labyrinth of windshields that mirrored a dozen suns. † No one in the nineteen-twenties had such an untasteful looking automobile that Gatsby. One obvious and straightforward possible explanation for Gatsby’s hideous automobile is that he wants to show off his wealth, status, and â€Å"success† in his many trades. Another not so obvious reason for this hideous yellow automobile could be an image produced by Fitzgerald to try to illustrate Gatsby’s need to reach out and grasp Daisy’s attention. Unfortunately, because Gatsby was formerly a much lower class man, living on a farm out west with his family, his wealth and riches cannot buy him any class or style. A very similar situation can be seen with Tom Buchannan and his automobiles. He too, is very showy and flashy in his actions to show the world his possessions. Tom, like Gatsby, has an unusual colored car. This blue automobile is a symbol of wealth, status, and riches, just like Gatsby, but it can represent another image. Every single time Tom heads over to Wilson’s Garage for some gas or to see Myrtle, Wilson asks Tom about purchasing his old automobile. Tom plainly and seemingly without thinking puts the topic off to the side as if it wasn’t important and he didn’t want to talk about it. Sadly for Wilson, the automobile in a sense symbolizes Myrtle. Tom pushes the car aside as if it didn’t matter much at all to him, just like he uses Myrtle and makes all those empty promises to her about trying to divorce Daisy and being together forever. The images and symbols throughout The Great Gatsby create many dimensions to such a superb plot and character development. These amazing images set up by Fitzgerald give the novel a complete feel of full development. Fitzgerald ties in all the different elements of the story by using the one simple entity of the automobile.

Qantas Airlines: Human Resources Management

Qantas Airlines: Human Resources Management The Qantas Airways is the largest airline in Australia. Its Human Resource Management operates in the company in four major areas, which are business segments, corporate, shared services, development, and learning. This report gives limelight to the Qantas airways HRM and its role in ensuring perfect operations of the company. It further discusses change management and job analysis and design. The company has undergone intensive change management such as cutting of prices and labour costs in order to ensure high productivity, moderation of wages as well as the introduction of flexible structures through a versatile and motivated workforce. Moreover, the HRM is also responsible of ensuring that right people are hired and given necessary training under job analysis and design. However, despite the roles that the company has entrusted the HRM, there have been heightened cases of accidents and strikes from dissatisfied workers alleging that they are paid meagre salaries. This shows a HRM gap in delivering its responsibilities. Therefore, the report further argues that the HRM has failed in its change management and job design and analysis strategy. In order to correct the situation, the report further proposes that the HRM change its training and communication model. As a means to an end, the report discusses some of the implications emerging from the HRM problems and ends with a comprehensive summary. Description of Qantas and HRM Activities The Qantas Airways is Australias largest airline. It has a solid history as it began its business years back by transporting passengers and mails. Today, the company has expanded its operations in almost 140 destinations across the globe. It is Australias largest employers with around 37,000 employees. The human resource management operates in the company in four major areas, which are business segments, corporate, shared services, and development and learning. Under corporate level, the HRM is responsible for employees remuneration as well as benefits, the industrial relations of the airline with its competitors and development of the management. In the business segment level, the HR teams often collaborate with other business segments to ensure successful delivering of strategies that will ensure competitive advantage. Human resource has a major responsibility in the company and under shared services; the HRM is responsible of managing workers records, supporting remuneration and r ecruitment process and managing employees compensation as well as coming up with strategic plans on staff travelling schedules and schemes (Belobaba, Odoni and Barnhart, 2009). Finally, under the learning and development level, the HRM comes up with training programs for employees to help them deliver their work effectively. HR Functions; Change Management and Job Analysis and Design at the Qantas Airways Discussion of Two HR functions in the Qantas Change Management The Qantas airline was formerly owned by the government hence did not perceive efficiency and profits as its prime goal (Rothkopf, 2009). After its privatisation in 1995, the HRM had to adopt various management practices in order to overcome the companys external and internal influences. The HRM in their change management has emphasised on cutting costs and more so reduction of labour costs to guarantee heightened productivity, moderation of wages as well as the introduction of flexible structures through a versatile and motivated workforce (Marks, 2007). Cutting labour costs in the Qantas airways have involved strict measures from the HRM such as reducing wages and salaries through eliminating costly practices (Hernandez, 2011.). The Qantas airline HRM has undertaken immense changes in order to cope with diverse external and internal factors (Gillen and Morrison, 2005). Various factors led to changes in the HR management such as the need to have more profits in the company and the fact that the company was under government ownership. This means that the airline had maintained its authoritarian hierarchical structure, autocratic form of leadership, and strict procedures and rules (Hughes, 2012). In addition, the airline has been involved in a major change as far as training is concerned and in 2003, the HRM facilitated in the expansion of the companys apprenticeship programme (Gunn, 1988). According to Kirkpatricks model of learning and training, training helps in ensuring affirmative results (Kearns, 2010). Job Analysis and Design Job design and analysis is the cornerstone of the Qantas HRM. Job analysis can be viewed as the hub of all human resource management activities that are needed for effective organizational functioning (Berman et al, 2009). Under job analysis, the HRM is responsible for planning, recruitment, selection, placement, and induction of workers (Berman et al, 2009). The procedures that are often supported by job analysis process include personnel selection, training, job evaluation as well as performance appraisal (Berman et al, 2009). In addition, the process of job analysis supports the Qantas organizational strategy in dealing with market competition and talent crisis. According to human resource theory, strategic HRM focuses on connecting all HR functions with organizational goals (Rothwell and Benscoter, 2012). The Qantas airline HRM in the process of job analysis determines various training needs of workers. Moreover, in job analysis process, the HRM determines on some of the things that affect behaviour in the company. After job analysis process, the next step is job design, which aims at outlining and organising duties, responsibilities, as well as tasks in a single unit in order to achieve particular objectives. Job design in the Qantas airways is essential in enabling effective feedback. In addition, training is an imperative part in job design in order to make sure that employees are conscious of their work demands. Training encompasses leadership training to employee orientation (Aulenbach, 2007). Development and training plays an imperative role in ensuring success of a company. Today, most organisations view training as an imperative role of human resource (Price, 2011). From research conducted, it is apparent that most organizations such as the Qantas airways are spending a lot of money on training with a belief that it will consequently give them a competitive advantage in both global and local market (Jackson, Schuler and Werner, 2011). According to human resource theory (Bacon et al, 200 9), workers need maximum support from human resource function. In that case, the Qantas airways offer training to staff in order to motivate them as well as ensure competitive advantage in the company. Frances (2009) avows that training is imperative in ensuring imperative piloting skills. In 2009, the company opened approximately $10 million staff training centres in an effort to build on economies of scale.The HRM through job design help the workforce to make vital adjustments. Problems and Implications Faced by Qantas Although the two major basic functions of HRM is to ensure successful change management and job analysis and design, the Qantas airline has undergone through various challenges in these two areas. The HRM in their change management focused on cutting costs such as labour costs in order to increase productivity, ensure moderate workers salary and introduce flexible structures. However, they have failed in ensuring effective and non-biased change management. This is because, workers recently have been complaining of being paid meagre salaries and even gone for strikes. Under change management, they should have ensured successful remuneration of employees. However, it is embarrassing to note that a reputable company like Qantas with such successful change management strategy has failed to take care of its employees. The unsolved salary issues have caused employee outcry and various scandals in the company. The pilots have been protesting over meagre salaries and the union workers have c ontinued to demonstrate over pay inequality arguing they are paid 25% less than their equals in Victoria (Hernandez, 2012). In a survey that was conducted in 2012, on three thousand Qantas employees, the workers expressed dissatisfaction with the management of the company mostly the HRM (McDonald, 2012). Serious staff challenges have continued threatening the company yet up to now the HRM is still reluctant to come up with a new change management model such as ADKAR model that will cater for the interests of workers and allow the company to focus activities on particular business results (Hiatt, 2006). Under Job analysis and design, it is apparent that the HRM made immense mistakes in choosing the right candidates. Despite heavy training programs that the HRM has invested in during job analysis and design process, it is only in 2008 that the company was involved in an in-flight incident, which caused serious injuries to passengers and death of 129 passengers due to specious commands (Frances, 2009). In addition, it is apparent that training has not had a positive impact in the company since in 2006, the Qantas Airways pilots failed to monitor their position hence ended up to the wrong runway. Moreover, in 2009, the companys pilots failed to acknowledge and decided to overshoot their destinations by 150 miles (Frances, 2009). Frances (2009) alleges that captains in the company are not competent enough as they lacked knowledge on use of stick shaker and stall recovery thus causing serious accidents. It is hence clear that the HRM department leaves a lot to be desired as incidences ha ve continued to intensify despite the companys change management and job design and analysis strategy (Louise, 2011). With such a successful airline company, it is apparent that its HRM is ineffectual and has only led to losses than success. The company asserts that it is committed fully to developing its people, yet they do not seem to know how they can forge a beneficial relationship with its staff. There has been a lot of change in the company including cutting of costs, developing training programs, outsourcing working rules and regulations, collaborating with the unions yet the situation seem to be moving from bad to worse. It is apparent that the HRM has been incompetent in hiring the right personnel and dealing with employees. Implications to Stakeholders Various stakeholders include trade unions, government, shareholders, customers, community, business partners, employees, the media, and non-governmental organisations. They all have a major influence on the companys performance and its strategy. The media coverage on wrong decisions in the Qantas have affected negatively on the companys image. The problems discussed obviously imply that the HRM, shareholders, and business partners have been reluctant in solving the current crisis hence affecting the performance of the company. Because of the accidents reported, most consumers are not keen on using Qantas airline hence affecting profitability (BBC News, 2012). Additionally, the challenges in the company have also affected employees and consumers on grounds that they have lost confidence with the running of the company (Sandilands, 2011). The looming disagreement between Qantas and its pilots shows clearly that the HRM and business partners have failed in ensuring they contribute in effective management of the company. In addition, the Non-governmental organisations have failed in conflict resolution between the Qantas and its employees. It is apparent that the HRM, business partners, and non-governmental organisations involved have failed in coming up with rational solutions to ensure such current disputes do not develop into a major crisis. Instead of the companys CEO, Alan Joyce holding productive talks, he has been busy making provocative comments in numerous heated exchanges. For instance, he condemned union members on issues regarding wages arguing that their talks and protests were baseless (Bamber, 2011). The union leaders in return criticised senior managers and accused them of tarnishing the brand image of the company while they were awarding themselves hefty salaries. This hence implies that the community a s well as Union members have lost confidence on the companys stakeholders and this in return has led to bad publicity and reduced profitability. Consequently, the media has given a wide coverage on the companys latest controversies meaning that it is benefiting financially because of the developing story. It is upsetting to see Qantas employees go on strike due to poor management issues in a company owned by various stakeholders. The shareholders, business partners, the HRM, CEO, and Nongovernmental Organisations have a major role to play in ensuring issues in the company are resolved and the company goes back to its initial profitable situation. Therefore, they need to sit down and come up with a rational plan towards improvement (Bamber, 2011). Action plan and Recommendations With the increasing incidences, there is hence a need to come up with an action plan. First, all the stakeholders must meet to discuss on ways to solve the recent crisis. In the meeting, there will be change of communication and training model to more rational models that are employee oriented. The HRM will carry out the process and engage other stakeholders to give ideas on how salary and training issues ought to be handled. The change process will take place from 1st to 28th November in the companys boardroom. To carry out the process, the employees will be interviewed in order to show some of the areas they would need change. The entire companys workforce and managers will be given information concerning the changed plan. The recent problems involving HRM function has caused the company to suffer financially. The Qantas airline in their website asserts that, Qantas is committed to providing meaningful jobs with competitive salaries and superior benefits (Qantas, n.d). However, they have failed in fulfilling their promise as the strikes reported tell a different story. In addition, they allege that they provide targeted, quality training to the Qantas group and assists in the development of skills (Qantas, n.d). However, the accidents reported show a major gap in their training strategy. The HRM should revisit their training and communication model and make a change on it. It is time the company moved out of a market approach change strategy that only focus on making profits and focus on employee oriented approach that consider the interests of workers. With an effective training model, there will be workshop and focus group sessions where employees air their grievances and come up with solutions to th eir problems (Frances, 2009). In addition, effective HRM communication should contribute successfully to teamwork, learning, innovation, safety, and productivity (Krizan et al, 2010). Moreover, the HRM should invest heavily on their pilot candidates and ensure that they get the right training. Coming up with a HR strategic oriented communication model is important in guaranteeing that employees are at par with requirements and needs of the company. This will help in discussing paramount issues affecting the running of the company. Once there is fit between communication and training model in relation to the role of the HRM, the next step should be to come up with a tactical plan on how the HR will be managing their roles to ensure there are no more scandals. The HR needs to be involved fully in daily operations of the company to ensure alignment with needs of the employees. Moreover, the HRM should come up with performance management plan, which is imperative in following up on the performance of the staff members. The HRM should also be transparent in its strategy. This means that the companys operational and strategic agenda should be communicated clearly to workers and must be accepted. This will ensure employees needs are met and there are no operational challenges. In addition, its mission should be shared with other shareholders to make sure they are on the right path to correcting the image of the company. Todays HR models recognise on the fact that people do not leave their issues at home when they are going to work. For the company to be successful, it should focus on the needs of the workers whether personal or professional. This will motivate the workers to deliver quality work. In that case, there will be less accidents and remuneration problems in the company (Frances, 2009). In addition, in training sessions, the HR should focus on changing staff members attitude towards work and teach them on how to have a positive attitude. This will help in motivating workers and encouraging them to air their grievances through dialogue. Conclusion Similar to other managers in an organisation, HRM has various functions. The HRM ensure successful change management and right people are hired in various ranks. However, the HRM has failed, as there have been increased cases of strikes from discontented workers. Additionally, there have been numerous accidents reported in the company. To avoid such incidences in the future, it is important for the company to change its communication and training model. In addition, they should be transparent in their operations and involve other stakeholders to ensure they are trending on the right path. This will help in reducing accidents and strikes from dissatisfied employees.

Kerouac :: essays research papers

Born on March 12, 1922, the youngest of three children in a French-Canadian family that had established itself in Lowell, Massachusetts, Jack Kerouac was by the age of ten already aiming to become a writer. His father ran a print shop and published a local newsletter called the Spotlight. Before long he began writing and producing his own sport sheet, which he sold to friends and acquaintances in Lowell. He attended both Catholic and public schools, and won athletic scholarships to the Horace Mann prep school (in New York) and then to Columbia University. In New York he fell in with fellow literary-icons-to-be Allen Ginsberg, the poet, and William S. Burroughs, the novelist. A broken leg hobbled his college football career, and Kerouac quit Columbia in his sophomore year, eventually joining the merchant marine and then Navy (from which he was discharged). Thus began the restless wandering that would characterize both his legacy and his life.   Ã‚  Ã‚  Ã‚  Ã‚  To Kerouac, â€Å"Beat† – a shorthand term for â€Å"beatitude† and the idea that the downtrodden are saintly – was not about politics but about spirituality and art. The thirty published and unpublished books he wrote from 1941 to 1969 include Kerouac’s thirteen-volume, more or less autobiographical â€Å"Legend of Duluoz† – a study of a particular lifetime, his own, in the manner of Honore’ de Balzac’s Human Comedy or Marcel Poust’s Remembrance of Things Past.   Ã‚  Ã‚  Ã‚  Ã‚  Kerouac set out to become the quintessential literary mythmaker of postwar America, creating his â€Å"Legend of Duluoz† by spinning poetic tales about his adventures. â€Å"I promise I shall never give up, and that I’ll die yelling and laughing,† Kerouac wrote in his diary in 1949. â€Å"And that until then I’ll rush around this world I insist in holy and pull at everyone’s lapel and make them confess to me and to all.† At the time when Norman Mailer was playing sociologist by studying â€Å"whit Negro† hipsters, Kerouac sought to depict his fascinatingly inchoate friend Neal Cassady as the modern-day equivalent of the Wild West legends Jim Bridger, Pecos Bill, and Jesse James. Like the Lowell boy he never quite ceased to be, Kerouac saw football players and range-worn cowboys as the paragons of true America; his diaries teem with references to â€Å"folk heroes† and praise for Zane Grey’s honest drif ters, Herman Melville’s confidence men, and Babe Ruth’s feats on the diamond and in the barroom. Kerouac brought Cassady into the American mythical pantheon as â€Å"the mad Ahab at the wheel,† compelling others to join his roaring drive across Walt Whitman’s patchwork Promise Land.

Advocacy in Human Services Essay

Under the Rainbow Inc. began when a group of four socially conscious people discovered a dire need for quality, unbiased welfare support without prejudice or borders and became an ‘incorporated association’ in February 2007. Since its inception, Under the Rainbow Inc. has been committed to excellence in the delivery of social welfare services based on their principles of charity, care and compassion. A range of services designed to promote independence and to enhance quality of life are provided by Under the Rainbow, all of which encompass care and support of local community members, in particular those who require relief from poverty and/or the dependents of any such persons. Advocacy is the primary role of case managers’ who volunteer at Under The Rainbow and in this human service setting and any other it is essential for services to be provided accurately. This essay will define advocacy in a human services context as well as discuss the type of advocacy that is beneficial to clients in this chosen human service setting. In conclusion, this essay will also describe issues that Under The Rainbow have encountered whilst implementing advocacy and change and the way the current political climate can effect their ability to engage in advocacy and deliver quality human services. Whilst the definition of advocacy in general is broad, in human service and social work practice advocacy is essentially the process of protecting human rights or to change discriminatory or abusive treatment to the vulnerable, whether working with an individual or a group (Corey, Corey & Callanan, 1998). Human service workers all act as advocates in the course of their work (Sorensen and Black, 2001) and the Australian Association of Social Workers ‘Code of Ethics’ (2002) supports this view citing, ‘The social worker will advocate for changes in policy, service delivery and social conditions which enhance the opportunities for those most vulnerable in the community’ however Forbat and Atkinson (2005) argue that advocacy is ‘not social work, but its principles and values resonate closely’. Regardless of ones  definition, the ‘key concept’ in the notion of any type of advocacy, is that it requires at least three parties: the client, the advocate and ‘the other side’ (School of Health and Human Services, 2007). Literature suggests that the differing types of advocacy seem as broad as its definition and a number of different types of advocacy exist, however within Under the Rainbow’s human service framework they are predominately concerned with ‘individual’ or ‘case’ advocacy. According to Hepworth & Larsen (1993), case advocacy is a way to ‘obtain resources or services for clients that would not otherwise be provided’ and this theory underlies Under the Rainbows belief that to advocate for a client is ‘to bring about some form of personal and/or social change’ (School of Health and Human Services, 2007). Under the Rainbow is a voluntary community based organisation which now boasts a membership of sixty-five individuals, many of whom work with clients as advocates for change. The goal for each volunteer who manages cases for Under the Rainbow is to promote fair, equal, and humane treatment through fundraising, charity provision (food and clothing), welfare work and social action against injustice for the disadvantaged. Under the Rainbow’s social work practice is mainly concerned with implementing changes in the local community to assist in poverty relief to predominately ‘voluntary’ clients (Barker, 1991), though some are referred. While the majority of Under the Rainbows’ charity work is concerned with ‘lending a hand’ materially and financially, they also work one-on-one with clients to determine why they ‘needed a hand’ in the first place and therefore consider both aspects of their human service delivery forms of ‘advocating’. However there is some argument as to whether charity and advocating is in fact the same thing. The assertion by L’Hirondelle (2002) that charity work ‘simply means offering one-on-one help without effort to give people the opportunity to participate in working with others to change their situation’ is challenged at Under the Rainbow who believe ’empowerment’ of a client is both valuable and essential. Individuals who seek help from Under the Rainbow often see themselves as ‘powerless’ and unable to make changes in their lives and sadly, those who are discriminated against, are often the most vulnerable. Under the Rainbow clients can be distinguished by many inequalities involving social issues in areas such as power, authority, and wealth, working and living conditions, health, lifestyle, gender, education, religion, and culture. Because the nature of Under the Rainbow is predominately a charity, they realise some of the clients who ask for welfare assistance will not want to be involved in any further actions for changing their situation and staff may only be required to ‘advocate’ once. However, they know from experience there are just as many of their clients who will want to get involved and connect with others in order to work together for social and personal ’empowerment’. To clarify empowerment further, Shulman (2005) states that the empowerment process involves ‘engaging the client, family, group, or community in developing strengths to personally and politically cope’ and a number of ’empowerment’ workshops and programmes covering issues such as budgeting, self-esteem and parenting are implemented at Under the Rainbow to facilitate this. Clients also often need help when dealing with other agencies and a Justice of the Peace service and help with letter writing, telephone and electronic correspondence is also offered. Often clients feel they have been treated unfairly by other advocacy and law agency’s and challenging another organisation’s reasoning, on a clients behalf or as an individual can be referred to as ‘persuasion advocacy’ (Reardon, 2001). Many times writing a letter or involving law enforcement agencies to negotiate a point has been successful for Under the Rainbow and their clients to further instil ’empowerment’. Therefore, Under the Rainbow staff believe offering an individual help, whether through the distribution of groceries or an activity similar to the ones discussed above, is seen as empowerment for social change. Under the Rainbow ‘advocate’ for and ’empower’ their clients, bringing people together where they are then able to take action to change their situation. Schneider  & Lester (2001) include empowerment in their definition as part of the practice of advocacy and conclude that ‘this value is based on the belief that individuals have strengths to acquire knowledge, become assertive, and develop skills, and through social work advocacy, these strengths can be set in motion’. Vanessa, who has worked with Under the Rainbow for nine months states, ‘when I interview clients, I encourage and pay attention to the capable person I see in front of me. My focus as an advocate is never on their previous history, as there is nothing I can do personally to change it. The importance for me is what the client wants from life and how it can be achieved’ (Pers comm. 2/4/08). Whilst working as an advocate Vanessa does not expect nor require a client to self-disclose, however they usually do, which Vanessa defines as a relationship based on trust and mutual respect. Respecting the privacy rights and confidentiality of Under the Rainbow’s clients is extremely important and they believe that excellent ethical conduct must be practiced in order to be a credible community advocate. Cultural, language, disability and other accommodations are also provided for. If personal conflicts of interest should occur the advocate will step aside and ask for help from another party. As Under the Rainbow is are self-regulating, ethical decision-making and the process of critical reflection, evaluation and judgment ‘through which a practitioner resolves ethical issues, problems and dilemmas’ (Trevino, 1986) is extremely important in both a personal and professional context. As well as individual and personal advocating, dissolving barriers and building a sense of community on a local level, Under The Rainbow promote ‘global consciousness’ and pride themselves on their broad worldview and high awareness of the inter-relatedness and sacredness of all living things. All Under the Rainbow Inc. members are active, both personally and professionally, in many social arenas confronting a broad range of social and political issues. Advocacy of this type, which refers to a connection with social movements’, is known as ‘activist’ or ’cause’ advocacy (Healy, 2000) and often involves ‘active criticism of or engagement with government  policies and practices’ (School of Health and Human Services, 2007). Many members of Under the Rainbow have strong lobbying and media skills and some of their more prominent contributions and support include subscriptions and memberships to other advocacy groups and organisations such as New Internationalist Magazine, Bush Heritage Australia, Amnesty International and Greenpeace as well as Indigenous organisations, animal and environmental protection groups and interests in many other diverse global activist platforms. Under the Rainbow has also purchased and helped plant thousands of trees in South East Queensland through the Queensland Folk Federation at the Woodford Folk Festival site. Under the Rainbow is self-sufficient and as yet to receive any government funding. Relying on donations from its members and the general public to support their services is successful, but often unpredictable and can cause frustration when resources are limited. However, being an incorporated association means that Under the Rainbow is only accountable to themselves, their donors, members, clients and community. Not being affiliated with any government, church or social agency means they are not subject to any other types of accountability usually required under public auspice and this is preferable. Under the Rainbows projects, which are both broad and long-range, draw only on individual and group advocacy skills from its membership pool, preferring to remain exclusive and not out-source help from other agencies. In recent years, new set of ideas, such as advocacy, consumerism, empowerment, participation, and anti-discriminatory practices have all influenced social work practice and this has had an impact on social work values. This new set of ideas is referred to as ‘radical values’ (Adams et al, 2002) and are concerned with challenging oppression and discrimination, it is within this value system that Under the Rainbow continues to operate. Advocacy is essentially the process of standing up for the rights of others who are being unfairly treated (Sorenson and Black, 2001) and has the potential to bring significant and sustainable change for the better. It can  empower individuals and communities and generate many resources whilst bringing diverse organisations together to work on common issues. Effective advocacy takes specific skills, commitment, effort, resources, perseverance, wisdom and collaboration all of which are faced by the Under the Rainbow volunteers on a daily basis. The case managers at Under the Rainbow realise they need to successfully master the skills needed to be an advocate, which takes time and experience. They are also aware that learning to be persuasive and using resources available to them will increase their level of competence and better assure a positive outcome for both themselves and their clients. I am proud to be a member of Under the Rainbow and my involvement in the challenging albeit very rewarding endeavours to facilitate advocacy for change in this small but powerful association. REFERENCE LIST Adams, R., Dominelli, L., & Payne, M., (2002). Social Work, Themes, Issues and Critical Debates (2nd ed.), Palgrave, Basingstoke. Australian Association of Social Workers (2002), Code of Ethics, Retrieved April 2nd, 2008, AASW Website: http://www.aasw.asn.au/adobe/about/AASW_Code_of_EthicsCorey, G., Corey, M., & Callanan, P., (1998). Issues and Ethics in the Helping Professions, Brooks/Cole, USA. Forbat, L., & Atkinson, D., (2005). Advocacy in Practice: The Troubled Position of Advocates in Adult Services, British Journal of Social Work, 35:3, pp. 321-335Healy, K., (2000). Social Work Practices: Contemporary Perspectives on Change, Sage, London. Hepworth, D., & Larsen, J., (1993). Direct Social Work Practice: Theory andSkills (4th ed.) The Dorsey Press, Homewood, Illinois. Trevino, L.K., (1986). Ethical Decision making in Organizations: A Person-Situation Interactionist Model, The Academy of Management Review, Vol. 11, No. 3, pp. 601-617. L’Hirondelle, C., (2002), Characteristics of Remedial Work vs. Social Change, Retrieved April 4th 2008, Victorian Status of Women (SWAG) Website: http://pacificcoast.net/~swag/index.htmlReardon, K.K., (1991), Persuasion in Practice, Sage Publications, Newbury Park, California. Schneider, R.L., & Lester, L., (2001). ‘Advocacy: A New Definition’, Social Work Advocacy, Brooks/Cole Publishing, Pacific Grove: California. School of Health and Human Services, (2007). Study Guide: Advocacy and Change, Southern Cross University, Lismore. Shulman, L., (2005). Skills of Helping Individuals, Families, Groups and Communities, Wadsworth Publishing Company, USA. Sorenson, H., & Black, L., (2001). Advocacy and Ageing, Australasian Journal on Aging, Vol. 20.3, Supplement 2, pp. 27-34.

Achilles Essay

Achilles set the model or heroism in the western world. Do you think Odysseus is a better model? Why or why not? The two heroes have their different characteristics and contributions to the English Literature. They were known by their every heroism acts, honored with their people and envied by their enemies. Odysseus was portrayed as a hero by the Greek because of his many virtues and, considered as a villainous falsifier by the Romans. (http/www:wikipwedia. com). He portrayed inconstant characteristics as a hero. He’s known to be cunning and deceitful, tricky and wise. One of the most influential Greek Champions of the Trojan War, a friend of Achilles whom he had convinced to join with Menelaus (King of Spartan) troops in sailing through Troy, and retrieve Helen (mistress of the King) that was abducted by Paris of Troy. Though, he tried to avoid from coming since an oracle prophesized that he’ll be delayed long in returning home if he went, but Palamedes placed his son in front of the plough which forced him to go. He became one of the most trusted advisers and counselors. He helped and brought the battle to victory. Just before the war begun, he accompanied Menelaus and Palemedes in an attempt to negotiate Helen’s peaceful return. Menelaus made unpersuasive emotional arguments, but his arguments almost persuaded the Trojan court to hand her over. He was indeed a hero of the Greek because of his strength and intelligence, his irresistible approach towards negotiations of the land’s boundaries and properties. On the other hand, Achilles was too a Greek hero of the Trojan War, the central character and the greatest warrior of Homer’s lliad, which takes for its theme the Wrath of Achilles. (http/www: google. com). He was known as the quickest and the most handsome of the heroes assembled against Troy. His great relationship with his friend Patroclus, who wore his armor the time he’s slain by Hector. On the movie â€Å"Troy†, he became more of a hero when he turned back and join the war to save the woman he first held as a captive at the first time they conquered one of the places of Troy. He showed passionate love with the Troy Princess and tried to keep her when King Menelaus invaded and murdered the King of Troy. Though, he presented a hubristic personality, however, his soft side was revealed by the time he fell in love with the Princess, being a good and trusted friend of Patroclus also. Achilles was invulnerable on all his body except for his heel, and was killed in battle by an arrow to the heel. (The movie is very visible on this part. ) Both Odysseus and Achilles were great, intelligent and peerless warriors. They were also in love when they’re forced to join the war. The first saved his son from placing in front of the plough and the later being so brave that he fear no kings, lived according to his will and desire, and went to save his Princess from danger. And though, Achilles was killed during the war and Odysseus was trying to get his armor away from Agamemnon. For me, they are just fair of becoming great models to everyone. They are heroes and great models in their own way and right. Achilles Essay Achilles possesses superhuman strength and has a close relationship with the gods; he has all the marks of a great warrior, and indeed is proved to be the mightiest man in the Achaean army. At the beginning his mind is calm and collected, he stands up justly for the men around him and shows understanding when confronting Agamemnon, however his deep-seated character flaws constantly hinder his ability to act with nobility and integrity constantly. He cannot control his arrogance or the rage that surges up when his pride is injured. This dislikable attribute of his causes him to abandoned his comrades and even pray that the Trojans will slaughter them, all because he has been insulted at the hands of his commander, Agamemnon. Like most Homeric characters, Achilles does not develop significantly over the course of the epic; his state of mind is constantly fluctuating between where his rage is being directed all through the book. Although the death of Patroclus prompts him to seek reconciliation with Agamemnon, it does not lessen his rage, but instead redirects it toward Hector. The event does not make Achilles a more deliberative or self-reflective character. Though his mind is filled with grief and despair over his friend’s death, this only helps fuel his bloodlust, wrath, and pride that continue to consume his mind throughout the epic. He mercilessly mauls his opponents, their bodies filling the river Xanthus, angering the god, which Achilles’ shamelessly takes no note to. He immorally desecrates the body of Hector, and savagely sacrifices twelve Trojan men at the funeral of Patroclus. He does not relent in this brutality until the final book of the epic, when King Priam, begging for the return of Hector’s desecrated corpse, appeals to Achilles’ memory of his father, Peleus. Yet it remains unclear whether a father’s heartbroken pleas really transformed Achilles, or whether this scene merely testifies to Achilles’ acceptance of the god’s words, as he had previously, before Priam’s arrival, been told by Zeus that his morning and defiling of Hectors body was enough. Achilles has a strong sense of social order that in the beginning, manifests itself in his concern for the disorder in the Achaian camp; a deadly plague is destroying the soldiers, and Achilles wants to know the reason why. His king, Agamemnon, will not act, so Achilles decides to act: He calls for an assembly of the entire army. In doing this, Achilles upsets the order of protocol; only Agamemnon can decide to call an assembly, but Achilles does so to try to return order to the Achaian camp. He succeeds, partially. He finds out why the plague is killing hundreds of Achaian soldiers, but in the process, he creates disorder when it is revealed that Agamemnon is responsible for the deadly plague. Thus, Achilles’ attempt to return order to the Achaian camp does little, ultimately, to establish order. Apollo lifts the plague, but after Achilles withdraws himself and his troops from the Achaian army, disorder still remains among the Achaians. Agamemnon, of course, is as guilty of creating the ensuing disorder as Achilles is, but Achilles seems petulant and argumentative. He is undermining the little harmony that does exist. In his argument that Agamemnon receives all the best war prizes and does nothing to earn them, Achilles forgets the valuable prizes that he has received. His rage even causes him to almost attempt to kill Agamemnon, but the goddess Athena saves him from this deed. It should be noted that Achilles does not leave the Achaian army without sufficient reason: Agamemnon demanded to have the maiden Briseis, Achilles’ war prize, and Achilles saw this act as a parallel to Paris’ kidnapping of Helen — he sees himself in the same position as Menelaos. Consequently, the quarrel between himself and Agamemnon is as righteous to him as is the war against the Trojans. But even after Agamemnon offers to return Briseis, along with numerous other gifts, Achilles remains angry, indicating that one of Achilles’ major character flaws is his excessive pride. The gifts that Agamemnon offers do not compensate for the public affront, the public insult Achilles believes he has suffered. A concern for gifts, the reader realizes, is far less important to Achilles than his concern for a proper, honored place in the world. After all, Agamemnon had previously given gifts and then taken them back. He could do so again, so the promise of more gifts is possibly an empty promise. This idea of social status is in keeping with the heroic code by which Achilles has lived, but in his isolation, he comes to question the idea of fighting for glory alone because â€Å"A man dies still if he has done nothing. † The idea developing in Achilles’ mind is that the concept of home (or family) and the individual are both important to society and to a heroic warrior. (Hektor is the embodiment of this view. Some critics see these ideas slowly developing through Achilles’ ability to relate to others on a personal basis, as he does with Patroklos, and as he does in his guest-host relationship with the ambassadors from Agamemnon. However, it is only after Patroklos’ death that these relationships and broader concepts of love begin to become significant for Achilles. Ironically, with the death of Pa troklos, Achilles begins to see life and relationships with other people from a mortal point of view, and at the same time, he is drawing ever closer to the divine aspects of love. He has an obligation to avenge Patroklos’ death, and he realizes his own shortcomings as Patroklos’ protector. He also sees that his sitting by his ships is â€Å"a useless weight on the good land,† something that is causing the deaths of many Achaian warriors. Unfortunately, however, Achilles is unable to see that the Achaians feel his withdrawal as keenly as he now feels the loss of Patroklos. It is Achilles’ anger, whether he is sulking or whether he is violent, this state of mind is paramount throughout most of the epic. Achilles’ violence closes with the death of Hektor and with Achilles’ mutilation of Hektor’s corpse. By now, under Zeus’ firm hand, the gods have moved from their own state of disorder to order. When the gods see Achilles act without any sense of pity for Hektor or his family, they come back into Zeus’ all-wise fold of authority. And eventually, through his mother, Thetis, even Achilles is finally persuaded to acquiesce to Zeus’ will. In the end, Achilles is exhausted. His passions are spent, and he consents to give up Hektor’s corpse.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL