Module 11 text questions-Creative photography Essay

1. What makes someone a professional photographer? What qualities do you think a professional photographer should have? – If they do the same thing, only get the majority of their income from it. 2. What are three different types of photography? Which type do you think you’d most like to focus on? Why? – Commercial photography, Forensic photography, and scientific photography. I’d probably like commercial photography the most because I like photographing my friends modeling and I would want my work to be shown in magazines and advertisements. 3. What do you think would be the best and worst aspect of being a professional photographer? Why? – Worst- Having low pay, or barely any jobs. – Best- Traveling and experiencing different types of photography. 4. What tasks or responsibilities would photographers have if they owned their own business? – Marketing their business, editing their photos, and selling their work. 5. What is the job outlook for photographers? What factors are influencing the job outlook? – In 2008, there were over 150,000 professional photographers in the U. S. And the average photographer earned almost $30,000 per year. 6. What are the educational or training requirements for becoming a professional photographer? What options exist for individuals? -There is no specific education needed. It usually depends on the type of photography you want to do. All photographers would want to have training in the subject they want to work in. 7. What are the steps to becoming a professional photographer? -Have an interest in photography -Receive a university degree or other training – Develop a strong portfolio 8. What is stock photography? Do you think you’d like to take stock photographs? -Stock photographs are photographs that are made for specific commercial purposes. I think it would be fun o take them, so yes. 9. What do you think is the biggest challenge for professional photographers? – Probably finding a good job in photography. There are not many, and I wouldn’t want to just work as an assistant. 10. How do the careers of freelance and salaried photographers differ? Which one do you think you’d prefer? Why? – Being a freelance photographer has more freedom involved and you don’t have a boss, unlike salaried photographers. I think I’d rather be a salaried photographer because I’m not very independent and I like having a set job, not making it up for myself.

Part Four Chapter V

V Shirley Mollison was convinced that her husband and son were over-stating the danger to the council of leaving the Ghost's posts online. She could not see how the messages were worse than gossip, and that, she knew, was not yet punishable by law; nor did she believe that the law would be foolish and unreasonable enough to punish her for what somebody else had written: that would be monstrously unfair. Proud as she was of Miles' law degree, she was sure that he must have this bit wrong. She was checking the message boards even more frequently than Miles and Howard had advised, but not because she was afraid of legal consequences. Certain as she was that Barry Fairbrother's Ghost had not yet finished his self-appointed task of crushing the pro-Fielders, she was eager to be the first to set eyes on his next post. Several times a day she scurried into Patricia's old room, and clicked on the web page. Sometimes a little frisson would run through her while she was hoovering or peeling potatoes and she would race to the study, only to be disappointed again. Shirley felt a special, secret kinship with the Ghost. He had chosen her website as the forum where he would expose the hypocrisy of Howard's opponents, and this, she felt, entitled her to the pride of the naturalist who has constructed a habitat in which a rare species deigns to nest. But there was more to it than that. Shirley relished the Ghost's anger, his savagery and his audacity. She wondered who he might be, visualizing a strong, shadowy man standing behind herself and Howard, on their side, cutting a path for them through the opponents who crumpled as he slayed them with their own ugly truths. Somehow, none of the men in Pagford seemed worthy to be the Ghost; she would have felt disappointed to learn that it was any of the anti-Fielders she knew. ‘That's if it's a man,' said Maureen. ‘Good point,' said Howard. ‘I think it's a man,' said Shirley coolly. When Howard left for the cafe on Sunday morning, Shirley, still in her dressing gown, and holding her cup of tea, padded automatically to the study and brought up the website. Fantasies of a Deputy Headmaster posted by The_Ghost_of_Barry_Fairbrother. She set down her tea with trembling hands, clicked on the post and read it, open-mouthed. Then she ran to the lounge, seized the telephone and called the cafe, but the number was engaged. A mere five minutes later, Parminder Jawanda, who had also developed a habit of looking at the council message boards much more frequently than usual, opened up the site and saw the post. Like Shirley, her immediate reaction was to seize a telephone. The Walls were breakfasting without their son, who was still asleep upstairs. When Tessa picked up, Parminder cut across her friend's greeting. ‘There's a post about Colin on the council website. Don't let him see it, whatever you do.' Tessa's frightened eyes swivelled to her husband, but he was a mere three feet from the receiver and had already heard every word that Parminder had spoken so loudly and clearly. ‘I'll call you back,' said Tessa urgently. ‘Colin,' she said, fumbling to replace the receiver, ‘Colin, wait – ‘ But he had already stalked out of the room, bobbing up and down, his arms stiff by his side, and Tessa had to jog to catch him up. ‘Perhaps it's better not to look,' she urged him, as his big, knobble-knuckled hand moved the mouse across the desk, ‘or I can read it and – ‘ Fantasies of a Deputy Headmaster One of the men hoping to represent the community at Parish Council level is Colin Wall, Deputy Headmaster at Winterdown Comprehensive School. Voters might be interested to know that Wall, a strict disciplinarian, has a very unusual fantasy life. Mr Wall is so frightened that a pupil might accuse him of inappropriate sexual behaviour that he has often needed time off work to calm himself down again. Whether Mr Wall has actually fondled a first year, the Ghost can only guess. The fervour of his feverish fantasies suggests that, even if he hasn't, he would like to. Stuart wrote that, thought Tessa, at once. Colin's face was ghastly in the light pouring out of the monitor. It was how she imagined he would look if he had had a stroke. ‘Colin – ‘ ‘I suppose Fiona Shawcross has told people,' he whispered. The catastrophe he had always feared was upon him. It was the end of everything. He had always imagined taking sleeping tablets. He wondered whether they had enough in the house. Tessa, who had been momentarily thrown by the mention of the headmistress, said, ‘Fiona wouldn't – anyway, she doesn't know – ‘ ‘She knows I've got OCD.' ‘Yes, but she doesn't know what you – what you're afraid of – ‘ ‘She does,' said Colin. ‘I told her, before the last time I needed sick leave.' ‘Why?' Tessa burst out. ‘What on earth did you tell her for?' ‘I wanted to explain why it was so important I had time off,' said Colin, almost humbly. ‘I thought she needed to know how serious it was.' Tessa fought down a powerful desire to shout at him. The tinge of distaste with which Fiona treated him and talked about him was explained; Tessa had never liked her, always thought her hard and unsympathetic. ‘Be that as it may,' she said, ‘I don't think Fiona's got anything to do – ‘ ‘Not directly,' said Colin, pressing a trembling hand to his sweating upper lip. ‘But Mollison's heard gossip from somewhere.' It wasn't Mollison. Stuart wrote that, I know he did. Tessa recognized her son in every line. She was even astonished that Colin could not see it, that he had not connected the message with yesterday's row, with hitting his son. He couldn't even resist a bit of alliteration. He must have done all of them – Simon Price. Parminder. Tessa was horror-struck. But Colin was not thinking about Stuart. He was recalling thoughts that were as vivid as memories, as sensory impressions, violent, vile ideas: a hand seizing and squeezing as he passed through densely packed young bodies; a cry of pain, a child's face contorted. And then asking himself, again and again: had he done it? Had he enjoyed it? He could not remember. He only knew that he kept thinking about it, seeing it happen, feeling it happen. Soft flesh through a thin cotton blouse; seize, squeeze, pain and shock; a violation. How many times? He did not know. He had spent hours wondering how many of the children knew he did it, whether they had spoken to each other, how long it would be until he was exposed. Not knowing how many times he had offended, and unable to trust himself, he burdened himself with so many papers and files that he had no hands free to attack as he moved through the corridors. He shouted at the swarming children to get out of the way, to stand clear, as he passed. None of it helped. There were always stragglers, running past him, up against him, and with his hands burdened he imagined other ways to have improper contact with them: a swiftly repositioned elbow brushing against a breast; a side-step to ensure bodily contact; a leg accidentally entangled, so that the child's groin made contact with his flesh. ‘Colin,' said Tessa. But he had started to cry again, great sobs shaking his big, ungainly body, and when she put her arms around him and pressed her face to his her own tears wet his skin. A few miles away, in Hilltop House, Simon Price was sitting at a brand-new family computer in the sitting room. Watching Andrew cycle away to his weekend job with Howard Mollison, and the reflection that he had been forced to pay full market price for this computer, made him feel irritable and additionally hard done by. Simon had not looked at the Parish Council website once since the night that he had thrown out the stolen PC, but it occurred to him, by an association of ideas, to check whether the message that had cost him his job was still on the site and thus viewable by potential employers. It was not. Simon did not know that he owed this to his wife, because Ruth was scared of admitting that she had telephoned Shirley, even to request the removal of the post. Slightly cheered by its absence, Simon looked for the post about Parminder, but that was gone too. He was about to close the site, when he saw the newest post, which was entitled Fantasies of a Deputy Headmaster. He read it through twice and then, alone in the sitting room, he began to laugh. It was a savage triumphant laugh. He had never taken to that big, bobbing man with his massive forehead. It was good to know that he, Simon, had got off very lightly indeed by comparison. Ruth came into the room, smiling timidly; she was glad to hear Simon laughing, because he had been in a dreadful mood since losing his job. ‘What's funny?' ‘You know Fats' old man? Wall, the deputy headmaster? He's only a bloody paedo.' Ruth's smile slipped. She hurried forward to read the post. ‘I'm going to shower,' said Simon, in high good humour. Ruth waited until he had left the room before trying to call her friend Shirley, and alert her to this new scandal, but the Mollisons' telephone was engaged. Shirley had, at last, reached Howard at the delicatessen. She was still in her dressing gown; he was pacing up and down the little back room, behind the counter. ‘†¦ been trying to get you for ages – ‘ ‘Mo was using the phone. What did it say? Slowly.' Shirley read the message about Colin, enunciating like a newsreader. She had not reached the end, when he cut across her. ‘Did you copy this down or something?' ‘Sorry?' she said. ‘Are you reading it off the screen? Is it still on there? Have you taken it off?' ‘I'm dealing with it now,' lied Shirley, unnerved. ‘I thought you'd like to – ‘ ‘Get it off there now! God above, Shirley, this is getting out of hand – we can't have stuff like that on there!' ‘I just thought you ought to – ‘ ‘Make sure you've got rid of it, and we'll talk about it when I get home!' Howard shouted. Shirley was furious: they never raised their voices to each other.

Working with violence and harm Essay Example | Topics and Well Written Essays - 2500 words

Working with violence and harm - Essay Example aves, brain washed and thereafter used to perpetuate acts of terrorism or used in drug trafficking among other social ills in the society while their masters draw all the financial benefits. Ironically, human trafficking is rife in the developed countries. Human beings are the most valued of all living things, they have dignity and value for their lives. Human trafficking devalues human dignity by making people look like other products in shops and stores all over the country. The trade is therefore inhumane since it makes some people look subordinate to others a fact that results in open conflicts of interests. Humans sell their labor willingly through the acquisition of formally recognized employments. Additionally, humans have the freedom of choice, which is the most important of all human freedoms, rights and privileges. This makes people live happy and satisfying lives, human trafficking on the contrary breaks all the societal harmony by taking turning humans into modern day slaves to be used by others as though products for financial gains. This is arguably the worst effect of human trafficking; it denies people their conscience and freedom by putting them under the ownership of others with equal features and abilities (HART, 20 09). Most of the victims of human trafficking are often from poor families most probably in the developing countries in Africa, Asia and the Latin America. This makes it easier for the perpetrators of such atrocious acts to convince their victims with fake promises of better jobs and better lifestyles in the Europe or in the United States of America (UNITED NATIONS HUMAN SETTLEMENTS PROGRAMME, 2007). Once in these countries, the victims are compelled into the illegal and life threatening activities. Some of the victims die in the process owing to the amount of risks involved in the activities that such people engage in. drug traffickers have often used corpses in transporting large consignments of drugs into foreign countries. This

Legal Monopolies Essay Example | Topics and Well Written Essays - 500 words

Legal Monopolies - Essay Example The USPS enjoys certain exclusive rights in the regulation of its services, most of which have been placed to discourage potential competition like the private mailboxes. Further, the agency is exempted from any tax cuts, implying that innocent citizens through its lines of credit shoulder most of its operations. With the existence of the monopoly status, however, the citizens have enjoyed exclusive services, which are reliable and serve the whole country without discrimination or regional imbalance. With the backing of the state resources, the USPS continues to serve the American population through the delivery of mails in convenient ways and at affordable prices to the average citizens. However, a closer analysis reveals the incompetent nature accompanying legal monopolies, mainly owing to the low quality services that are associated with their activities. Critics have argued that the privatization of the institution would ensure that it provides better services to the citizens, an d that it increases its efficiency. Indeed, there should be regulations to control the boundary of activities for the legal monopoly as the first step towards transparency and resolution of problems that have continued to face existing monopolies. An analysis of the mail market reveals that the lack of competition has contributed to the deteriorating nature in the quality of services provided. (Feulner) contends that,† Competition would bring down prices, and the post office would have to become more responsive to customers if it wanted to survive†.

Oil, Iraq and U.S. Foreign Policy Term Paper Example | Topics and Well Written Essays - 1250 words

Oil, Iraq and U.S. Foreign Policy - Term Paper Example The Bush administration used the fear of terrorism as a political tool to garner public and congressional support for the invasion of Afghanistan, the country where the infamous Al Qaeda architect Osama bin Laden was thought to be hiding. Bush quickly thereafter justified sending the bulk of the military to Iraq because it was also a terrorist threat because of its massive stockpiles of ‘weapons of mass destruction.’ Of the 13 terrorists linked with the 9-11 attacks, nine were from Saudi Arabia (none from Iraq) who obtained passports from Iran and took orders from an Afghanistan-based organization. No weapons, no link to terrorism and no legal reason to attack. However, Bush decided to invade Iraq for causes deemed unacceptable to the vast majority of other nations so he repeatedly relied on and used false information to justify it. He lied. This discussion will examine how the truth was a casualty early and often during the lead up to the war and outlines some of the co nsequences brought about by these far-reaching and deadly deceptions. The U.S. justified its invasion and occupation of Iraq to the nations of the world by proclaiming, if not proving, that it was a mission to remove weapons of mass destruction which threatened not only the U.S. but all other nations as well. Secretary of State Colin Powell and other administration officials, particularly with the U.S. Department of State, eagerly endeavored to state their rationale for aggressive military actions and make it as palatable to as many other countries as they could. Deputy Secretary of Defense Paul Wolfowitz is quoted in an interview with Vanity Fair magazine dated May 28, 2003, as saying â€Å"For bureaucratic reasons, we settled on one issue, weapons of mass destruction† (Shovelan, 2003).

International relation-What is anarchy in IR What causes war Essay

International relation-What is anarchy in IR What causes war - Essay Example Because of this, not only are there different views that explain causes of war, but the same has also given rise to views on international conflict, with many foreign policymakers and political scientists viewing war as a continuation of politics, and others, as a culmination of a debilitated international systems. The causes are to be discussed in the discourse that extends forthwith. According to Kenneth Waltz, one of the principal causes of war is human nature. This aspect of human nature as a cause of war is inclusive of personal characteristics such as personality, activities, opinions and choices which may shape the course of international relations, or eve exacerbate an already antagonistic inter-state relation into a combative outbreak. In this case, such an individual will usually be a political leader, a major actor within an international system, or a decision maker. Just as Waltz posits, leaders who fall within this rubric are likely to take on characteristics that are aggressive, likely to harbour misperceptions that exist among leaders [on matters that are important in the international system] and amiable to the characteristics and aspirations of the public masses. In this light, using this theory means that the causes of war have been placed onto one or several individuals who are involved in a conflict. History seems to lend credence to the school of thought immediately above and that of Waltz. This is especially the case when one considers World War II whose cause was anteceded by Adolf Hitler’s expansionist ideals. It is a fact that on 31 January, 1933, then German Chancellor Adolf Hitler made it known that if Germany was to be made strong, he would have to ready herself for war. Consequently, in 1933, Hitler began to secretly rearm Germany and made this effort public in 1935. Since the rearmament was against the Treaty of Versailles, Germany broke ranks with the United Kingdom, Russia and France- powerful states which felt

Epidemiology Research Paper Example | Topics and Well Written Essays - 2000 words

Epidemiology - Research Paper Example Technical and financial amenities by developed countries are available for use to prevent resurgence of this infectious disease. The people who do not want to follow preventive education are the most vulnerable to risk factors. To reduce the enormous global burden and long-term goal of better control of this communicable disease, there is a need for international surveillance. The pathogen Mycobacterium tuberculosis is responsible for tuberculosis (TB). The person carrying the dormant tuberculosis germs is prone to tuberculosis, if the germs become active and multiply. ‘Latent TB infection’ (O’Donoghue, 2006), is the dormant state of infection in the body. Those with latent infection can easily transfer the disease to another person through contact. Ease of infection of this airborne disease is caused by exposure to infected droplet nuclei. It spreads through activities such as cough, sneeze, laugh, singing, etc. of the disease-carrying person. Approximate estimated figures show that the incidence of TB effects around 33% of world population. Reports show that about nine million people can suffer from tuberculosis disease in a year. Resource-limited countries have the highest prevalence of the disease and because it has not yet been completely uprooted, the chances of outbreak of the disease in other countries including the U.S. cannot be (LoBue, Sizemore, & Castro, 2009). In the â€Å"primary tuberculosis†, the patient can recover completely. This cured person still contains noninfectious, but live mycobacterium. This ‘primary inactive tuberculosis’ could follow one of the three paths in the future. It might remain inactive throughout the life span of the infected person, or it might develop into ‘active tuberculosis’ from its own infection, or the same person might get exposed to new infection called ‘reinfection tuberculosis’ (Jekel, Katz & Elmore, 2001). HIV infected individuals

Housing reform. Providing and regulating housing for the working Essay

Housing reform. Providing and regulating housing for the working classes - Essay Example However the response of the state was neither as swift nor as rapid as it could have been. Most developments in housing reform came through after the first half of the nineteenth century. These developments were largely initiated as a result of people’s growing unrest over the issues of housing. Housing reform’s initiation can be traced back to growing public dissent over poor living conditions. Working class people were forced to live in closed and cramped quarters. Most working class labourers preferred to live close to their work place. This meant that people were forced to rent out small living spaces and overcrowding was a rampant problem. New housing areas were developed but the lack of unplanned efforts made urban sprawl worse than before. Sanitation was scant and the outbreak of diseases such as cholera, diarrhoea and typhoid was common. Death rates were high particularly in children. One estimate puts the chance of children under one year of age dying as one in six. Things began to change as people started to converge under the efforts of early pioneers such as Octavia Hill and Edwin Chadwick. Chadwick’s work titled Report on an Enquiry into the Sanitary Condition of the Labouring Population of Great Britain and on the Means of its Improvement (1842) sought to initiate reform especially in building ventilation as well as open spaces surrounding buildings. Another major aspect of his report is that the health of working classes could be improved by street cleaning, ventilation, sewage, water supplies and drainage. (CDC, 2011) This development was aided by the formation of The Society for Improving the Dwellings of the Labouring Classes in 1845. This society demanded that low rent dwellings should be created to facilitate the labouring classes. (Info Please, 2011) All of these developments clearly signify the fact that until the first half of the nineteenth century there were no signs of state intervention to improve housing conditio ns. These developments also indicate that the move to improve housing conditions was accepted and supported by the general masses. This pressure led the government to initiate a series of reforms that lasted well into the twentieth century. The gradual development of public resentment forced the Parliament to pass the Shaftesbury Act (The Labouring Classes Lodging Houses Act) in 1851. This act espoused the construction of new lodging houses as per some minimum standards. These standards delineated the use of certain features such as ventilation, sanitation etc. in all buildings constructed after the passage of this act. (Info Please, 2011) Another act was passed known as the Common Lodging Houses Act of 1851 which mandated the registration of keepers of common lodging houses. This Act gave wide powers to local authorities to inspect common houses. Moreover local authorities were allowed to create regulations related to common lodging houses. (Education Resources, 2011) The next dire ction assumed by the government to improve housing conditions was to create model housing neighbourhoods. Simultaneously the efforts of Octavia Hill helped to create housing areas where housing management was carried out professionally. Rent collection, housing welfare, repairs and rent accounting were done by individuals especially designated for such tasks. This development came through in 1865-66 in Marylebone. (CIH, 2011) It can be deduced that at

Discussion in M7 Essay Example | Topics and Well Written Essays - 250 words

Discussion in M7 - Essay Example ording to their various function, that is, the hierarchical structure shows the head of the organization from chairman to deputy ,to head of departments, and so on. The sequence of leadership move from high rank to the lowest rank in the organization (Pinson, 2005). This type of organization is a stifle cross-functional collaboration as different employees with different specialization work for a common goal.tis type of collaboration is very useful as employees are only assigned in duties they are specialized (Tesmer, 2002). This system enhances innovations through creative collaboration of employees. The process based organizational structure is a business organization where there is compilation of activities that t utilizes one or more input of different types and produces output that is valuable to the customer. Processes are very important in every organization, for instance major processes such as sales, manufacturing and logistics always brings in more functional skills and cross external boundaries of the organization (Pinson, 2005). In process-based organizations, there is no individual in charge of the organizations process. The process owners therefore have the duty to efficient and effective in managing internal organization processes (Tesmer, 2002). Process based organization are important maintenance of functional organizational structure, therefore processes cannot become the only basis for most organization. It is recommended that, the process base organization should establish the process of integration division within the organization; they should also focus on ways in which processes can be transformed into organization strategy design (Pinson, 2005). Besides, the organization should also adopt matrix organizational structure than pure process based structure and lastly they should to give a definition of the organization in a precise way to make them

Personal Ethics Statement Essay Example for Free

Personal Ethics Statement Essay Ethics is a branch of philosophy, which address various issues that regards to morality and the general human behavior in society (Vendemiati 2004). Ethics identifies whether something is good or bad, ignoble or noble, just or unjust, or whether acts of people should be classified as being vices or virtues. Being ethical entails a number of integrated moral aspects that revolves around the common moral law of doing good and avoiding what is evil. Personal Ethics Statement Based on my personal experience and learned life lessons, being ethical means having the correct moral standards and practices that guide ones behaviors and the actions taken in life thus making one to be able to constantly do what is right and avoid evil. Being ethical therefore means having the right thought, always being positive in life, and ensuring that one has the right attitude that would guide in ensuring that immoral behaviors that could harm other people’s lives either directly or indirectly are avoided at all cost. Ethics also involve individuals being able to accept the wrong things they do and be willing to change for the better. Being ethical, according to me, therefore involve being morally upright, having the morally accepted life values, and having the desire to serve other people through ones best use of mind, body, and spirit without being coerced to do so. Based on my life experience and the studies that I have previously conducted, I have come to learn that though religion is a vital aspect of the common moral law, being ethical involves more that being good to oneself. The life experience has also made me to understand the fact that ethics involves being in a position to be submissive to the higher authority and ensuring that one avoids doing what is immoral. The fact that people who do not harm other people physically, morally, or socially get to be appreciated and loved by others elaborates what being ethical really means – being good (Mackie 1990). Previously, I have been making ethical decisions based on the teachings I have received from my parents and teachers and through copying the positive aspects of my friends and other people around me. I have always strived to ensure that the decisions I make in life do not contravene the common moral law and other governing rules and regulations in society. This involves being just and ensuring that I make decisions that would have a long term benefits and enhance the common good of all humanity. My core believes and values are that all people are equal and that we all deserve to be treated equally by being accorded the respect we deserve as human beings. I also strongly believe that the decisions we make in life should constantly be guided by the common moral law of doing good and avoiding evil rather than our self interest. Since I always strive to ensure that I accord other people fair treatment and mutual respect, I always expect to receive similar fair treatment and to be appreciated for the good things I do. Furthermore, I do not expect favors from other people but rather expect to be corrected whenever I do wrong. For instance, whenever I do favor to other people such as giving them medication when they fall seek, I always expect to be thanked and not to be given a token in return. This is illustrated by the fact that whenever my neighbors and friends are in need of food or tuition fees, I have always strived to ensure that I share with them the food I have or help them get the money, if I can, and I do not demand repayment to be made. Conclusion According to Mackie (1990), ethical standards are crucial in reinforcing the practice of the morally upright behaviors and acts in society. Courage is important for people to constantly act in an ethical way. Good personal and interpersonal leadership and management skills help individuals to make morally upright decisions without thinking of one’s self interest. For instance, treating customers with respect and wide acceptance improve business performance. References Vendemiati, A. (2004). In First Person, The outline of Ethics, The general perspective, Rome, The Urbaniana, The University Press. Mackie, L. J. (1990). Ethics: The Invention of the Wrong and the Right. London, Penguin. ISBN: 0-14-013558-8.

The Management of Industrial Relations

The Management of Industrial Relations How Has The Management Of Industrial Relations In Britain Changed In The Last Three Decades? What Does This Tell Us About The Respective Roles And Influence Of Employers, Management, Trade Unions And The State In Industrial Relations? This paper attempts to examine the changes which have taken place during the 1980s, the 1990s and the period 2000-2010 within the field of industrial relations. According to Edwards (2003:9) The employment relationship is by definition a relationship between an employee and an employer this direct relationship may be mediated by the two other key institutions to IR, the trade union and the state. Therefore this essay will also seek to explore the respective strategies, roles and powers of these actors. The paper has two sections; the first one represents the 1980s and the 1990s whereas the second one represents the period from 1997 into the last decade. In the first section the essay starts by describing the interventionist role that the Conservative government of Margaret Thatcher adopted when it came in power in 1979. The legislations passed by the government constitute the reason of the development of very confrontational industrial relations throughout the two decades as they caused an imbalance of power in favour of the management and against trade unions. After seeing the legislative initiatives launched by the government the paper will attempt to describe the advantageous position of managers and employers who managed to re-exert managerial prerogative and to impose harsh managerial strategies. With the power always on their side managers imposed their own â€Å"rules† in the employee relations and showed a preference for individualism (employee/management relationshi p) rather than collectivism (union/management relationship) as they saw benefits such as greater flexibility and greater control over employees. Managers in the UK also start placing attention to HRM policies in the 1980s and seek to implement them in an effort to achieve business goals. But evidence suggests that they failed to implement appropriate Human Resource Management strategies. After that this paper will examine the decline in union membership, in unions ideology and therefore the decline of their overall power. In the second section of the essay we will study the period during which â€Å"the New Labour† was in power. In its effort to put an end to the special relationship it had with the trade unions in the past and to promote neo-liberalism the â€Å"New Labour† kept most of the legislation of the previous government but also established its own. Its main goal was to promote workplace â€Å"partnership† which meant that all actors; employers, employees, trade unions and government would work in collaboration to obtain mutual benefits. The strategies implemented by the government in order to promote workplace â€Å"partnership†, on the one hand helped in fostering employee involvement and communication within the workplace and on the other hand helped unions to reassert some of their lost power. During the period 1979 and 1997 the government clearly allied itself with the side of managers and employers in an effort to protect capitalism (Salamon 2000:92). Later on we will see that the alliance between employers and government against trade unions and the unequal distribution of power meant the beginning of an adversarial employment relationship and industrial relations. Committed to its liberalist/laissez-faire ideologies the Conservative government of Margaret Thatcher which came in office sought to achieve one goal: to aid management to reassert its authority and power by constraining the power of trade unions. By adopting a very interventionist role the government proceeded with the launching of eight legislations within thirteen years and targeted at curbing unions ability to organise, their ability to pursue industrial action and particularly strikes and it interfered with their internal affairs (Salamon 2000:103). Salamon (2000:65) itemises a number of laws passed by the government during the period 1989-1997 and which account for the decline of the power of trade unions: The Thatcher Conservative government abolished the closed shop and removed the statutory recognition procedure. It prohibited secondary industrial action. Trades unions were required to ballot union members and proceed to industrial action only with the consent of the majority. The government legally enforced the trade unions to use the ballot process for their national elections. Although the costs of conducting ballots were initially subsidised by the government, the Trade Union and Employment Right Act of 1993 put an end to the provision of funds but the procedure was still legally required (Salamon 2000:152). Furthermore they were considered responsible for unlawful actions authorised by unions officers, committees or shop stewards unless they denounced them. Unions were deprived of their right to punish members who opted not to partake in industrial action even if it was legal. In addition to all these, it was easier for employers to fire employees who took part in strikes. In addition to the legislative restrictions that the government imposed on trade unions it also proceeded with the abolishment of tripartite institutions on which the trade unions were represented such as the MSC and the NEDO (Salamon 2000:65). During the 1980s and 1990s managers saw the balance of power shifting towards their side. This was due as we have seen to national legislation suppressing trade unions. Salamon (2000 :248) argues that this reassertion of power as well as the economic climate with the economic recession, the high rates of unemployment and the competition taking place at the international level prompted managers to adopt a managerial style called macho management. Purcell (1982) cited in Salamon (2000:248) explained macho management as the style of tough managers who neglected and scorned trade unions and whose ultimate interest was to manage and establish order. They were characterised by a great unwillingness to change their policies, to negotiate and to make concessions and they preferred dealing directly with employees rather than through unions. This desire to deal with employees on a individual basis also accounts for the a shift from collectivism to individualism. In other words managers used to have to deal with employee issues through their intermediaries that is to say bodies that represented them, such as trade union whereas now they have to confront employees directly (Salamon 2000:66) . Salamon (2000:82) also explains that the new strategies initiated by the management during the period meant that employees were now engaged through individual contracts and whose terms and conditions were different than the rest of their colleagues and that their reward was dependent on their individual performance. Salamon (2000:66) explains that managers embraced individual employment relationships rather than collective ones as they were more flexible. This flexibility and this emphasis on individualism was also explained by managers attempt to introduce Human Resource policies which made their apparition in the UK in the early 1980s and promised managers what they sought: organisational effectiveness and increased performance (Salamon 2000:234) by eliciting employee commitment. According to Salamon (2000:235-236), these strategies were also ways of enhancing managerial authority because employees were directly now accountable to managers, managers were more able to obtain control and now had the freedom to design strategies that would limit empowerment conceded to employees, and set some boundaries to the terms and conditions of the employment contract. Generally from now on they had more freedom in the decision-making while at the same time employees were committed to them. Once more Salamon (2000:239) explores the possibility that managers took advantage of HR practices in order to manipulate employees and claims that in reality managers only desire is to be able to do their work with the slightest possible confrontation from employees. Kessler and Purcell (2003) claim that there is little evidence, from the WIRS data, demonstrating that organisations were willing or had the potential to use HRM strategies. Instead during the period most managers opted for Bleak House strategies. They also claim that managers mostly resorted to opportunistic and cost minimisation strategies. On the same tone, Blyton and Turnbull (2004:129) explain that the economic downturn during the 1980s and 1990s, the acute international competition, the low skills equilibrium in which the UK was entrapped and the feelings of job insecurity made it impossible for employees and employers to develop the trust needed for the implementation of HR practices and therefore the management relied on opportunistic and pragmatic strategies. The issue of employee voice and most particularly employee representation elicited great attention by the government and the management when the European Court of Justice held in 1994 that the legislative initiatives of the government run counter to the EU directives and that the UK had ended up not respecting employee collective consultation rights. The Conservative government was enforced to amend its regulation which had come to mean that managers should either recognise unions at their workplace or/and set up other forms of collective representative bodies elected by the employees. This prompted some organisations too set up work or company councils. The creation of these councils raises three issues. First of all, they might be a threat to employee rights because managers might use them to by-pass trade unions. Secondly, they are not legally recognized so they have no rights and thirdly, employee representatives in these councils have not the training or experience of trade unio n officials and might therefore not elicit the attention and the respect of the management (Salamon 2000:188). As an example Salamon (2000:189) presents the case study of Bristol West, a non-unionised company which in 1994 introduced the â€Å"partners councils† which were employee representative bodies which allowed employees to express their opinion on the firms Human Resource issues. Although the councils were reserved only for employee representatives the company tried to ensure that there was a professional or manager with them. However, according to Ackers and Payne (1998) cited in Salamon (2000:260), it turned out that the reassertion of managerial authority , the HRM strategies introduced aiming at promoting individualism and employee voice and participation and the decline of powers of trade unions did not give to managers what they sought: order, cohesion and employee commitment. That is why they turned to the â€Å"workplace â€Å"partnership approach in pursuit of these goals. The governments hostile position towards the trade unions as well as the harmful measures it took against trade unions had as subsequent repercussion the decline of union membership. This is illustrated by the figures presented by Salamon (2000:67) according to which during the period 1879-1998 union membership dropped by 5,5 million and by the figures provided by Blyton and Turnbull (2004: 139) which demonstrate that during 1979 and 1997 the number of trade union members fell by over 41 per cent. Nevertheless Salamon (2000:109, 111) also reckons that union membership experienced a striking decline in membership in the 1980s and 1990s because of the changes that took place in industrial and employment structures. The economic conditions of the time meaning low inflation and high levels of unemployment kept workers away from joining unions. Unions used to recruit as members full-time male manual workers who worked in large manufacturing firms as well as the public sector. The shift fo r the manufacturing sector to the service sector, the reduction in the size of firms, the rising female and part-time employment had meant that the trade unions not only lost members but they also had to turn to other types of industries and organisations, in order to seek members, which had not been easy because these organisations had no tradition in union organisation. Diamond and Freedman (2001) cited in Blyton and Turnbull (2004: 143) mention that many unemployed union members had no inducement in maintaining their membership because trade unions were not concerned by people who were on welfare while Cully et al. (1999: 212-213) cited in Blyton and Turnbull (2004:143) argue that other employees contested the unions ability to offer benefits and that is illustrated by the WERS98 data according to which only a 46 per cent of union members believed that trade unions actually provided them with benefits. The trade unions collective consciousness was also negatively affected by the governments legislative measures aiming to (Salamon 2000:152) promote ‘responsible unionism, ‘return the union to its members and protect the individual member against union ‘tyranny. Through the Employment Act of 1988 union members obtained individual rights to inspect the unions financial data to ensure that funds were not spent on illegal actions, to resort to the help of court in case the union would be pursuing unlawful industrial action affecting the member, to be protected from being punished by the trade unions whenever they refused to partake in industrial action even if it was lawful. Salamon (2000:153) argues that now the individual member had the right to refuse to accept and to call into questions decisions of the unions even if they were taken democratically. The individual member could go against the unions. Salamon (2000:124) also argues that the ideologies on which trade unionism relies with the most important one its â€Å"collective solidarity† had also declined due to the fact that trade unions started offering â€Å"modern services† to employees individually. The decline in union membership and collective solidarity that have been already discussed overwhelmingly account for the erosion of power of trade unions. Nevertheless other factors have also contributed. Trade unions found themselves not only confronted to managers and employers who have always been reluctant to cooperate but they also had to face the governments hostility (Salamon 2000:111). Moreover the trade unions were further alienated due to the shift from the concept of collectivism endorsed by trade unions to the concept of individualism embraced by the managers who introduced HRM practices such as direct manager/employee consultation and information or performance-related pay. Salamon (2000:118) discusses the loss of the power of conducting collective bargaining by trade unions due to three main reasons. First their collective bargaining power was curbed by the legislation launched by the Conservative government. Secondly there was the decentralisation of collective bargaining, meaning that the terms and conditions obtained in collective bargaining were no longer applicable across an industry. Furthermore the managers tended to prefer deciding the terms and conditions of employees based on an individual basis as well as to opt for a system of remuneration based on the individuals performance or ability. Millward et al. (2000:197) cited in Blyton and Turnbull (2004:150) claim that during the period 1984-1998 the proportion of employees covered by collective bargaining dropped from 70 per cent to 40 per cent. During the 1980s and the 1990s trade unions were on the defensive. They tried to survive during the 1980s and early 1990s because of the unfavourable economic, political and organisational conditions. In other words they had no choice but to make concessions in order to be become more attractive to managers. These concessions included the establishment of single-union agreements with no strike activity and employee councils (Salamon 2000:130). In 1997 The â€Å"New Labour† came in power with the intention to promote its neo-liberalism strategies. In the past the Labour party had close links with the trade unions with the most significant one their financial contributions to the party (Salamon 2000:122). However when it took over in 1997 it attempted to distance itself from the trade unions and in its intention to do so, it maintained most of the legislative initiatives of the predecessor government. Nevertheless it launched two laws in support of the trade unions. The first of them was the National Minimum Wage Act of 1998 which allowed for the introduction of a national minimum wage (Salamon 2000:68). The second one was the Employment Relations Act in 1999 which allowed for the establishment of a statutory procedure permitting union recognition, provided that an employer could not refuse to employ, punish, fire or discriminate against an employee who is or intends to join a trade union or has taken or intends to pa rticipated in industrial action. The legislation provided for time off from work for trade union officials of independent recognised trade unions without pay loss in order for them to respond to their responsibilities within the union and also allowed for union members to be accompanied by trade union officials during grievance and disciplinary procedures (Salamon 2000: 197). The labour government also signed the social protocol of the treaty of Maastricht and as a result the European Working Time directive as well as the European Works Council directive became part of the UK law (Hyman 2003:54). In addition, the government passed legislation regarding part time employment and parental leave. From the late 1990s towards the beginning of the 2000-2010 period the UK workplace experienced the emergence of the notion of â€Å"partnership† a notion that alludes to the idea that the state, employers, employees and trade unions can collaborate in order to achieve common targets and benefits (Salamon 2000:21). The emergence of the workplace partnership approach was allowed when the â€Å"New Labour† came in power. This approached seemed to be desired by the main actors involved in industrial relations who saw it as the solution to their concerns. The government was determined to eradicate the conflicts in the UK workplace, trade unions saw it as a way of striking an alliance with the management and the government in the pursuit of common benefits and the management saw is as way of achieving order and cohesion at the organisation level as they wished (Salamon 2000:260). Salamon (2000:263) highlights two attributes of the â€Å"partnership† approach which are the commitment for actors to cooperate in order to enhance organisational effectiveness and performance and the recognition that employers and employees have different interests and that is why they should use employee voice and communication mechanisms in order to foster their relationship. Blyton and Turnbull (2004: 253) mentions that during the last years the Labour governments wish to promote the aforementioned â€Å"partnerhip† and the European social policies and Britains effort to put in place the EC Information and Consultations Directive have resulted to an acute interest in various forms of employee involvement and participation. Apart from the improvements that took place during the previous two decades in the matter employee voice and employee representation with the set up of work councils (Salamon 2000:188) , the new governments decision to accept the European Work Council Directive has strengthened even more employee voice but most particularly the adoption by the management of direct forms of participation. Kersley et al (2006:139) searched for evidence of direct forms of communication such as face to face meetings, written two-way communication and downward communication and found out that 63 per cent of all workplaces offered face- to- face meeti ngs as well the opportunity for feedback, and that this figure covered 67 per cent of all employees. They also argued that the WERS2004 data demonstrated that there was a decline in union representation and an increase in direct forms of communication. Although union membership and union recognition had fallen between 1998 and 2004 this decline was much smaller than during the 1980s and 1990s. Between 1998 and 2004 methods of employee representation dropped from three-fifths to approximately one half. On the contrary direct forms of communication were more common and sometimes they had increased (Kersley at al. 2006:143) This emphasis on employee involvement and participation is illustrated by the case study provided by Marchington and Wilkinson (2008: 407) who mention the example of Midbank a firm which won a Saturday Times award for implementing high commitment Human Resource policies and facilitating Employee Involvement and direct and indirect methods of Participation. More precisely, some of the forms of information dissemination as well as employee participation they adopted were the presence of a single union, consultation forums and company newspaper to which employees could contribute. Within the context of partnership Johnstone et al (2007) cited in Marchington and Wilkinson (2008:417) give us the case study of NatBank which signed a partnership agreement in 2000 with the recognised union (Unifi) in their effort to ameliorate the union-management relationship , to contribute to organisational effectiveness and performance, to work for the interest of employees, shareholders and customers an d to commit to the implementation of best practice HRM. The partnership has so far proved to be a success with some of the advantages being a better decision making, and improved employment relations thanks to better communication. From 1997 trade unions were given the opportunity to reassert part of their lost power and influence due to the favourable legislation launched by the â€Å"New Labour†. Trade unions were now able to abandon their defensive position of the 1980s and 1990s and to adopt one more proactive position. Salamon (2000:21) argues that trade unions considered â€Å"partnership† at work as a way of developing a more positive and proactive relationship with managers and play the part in order for the idea of â€Å"social partnership â€Å" to successfully work. This would simultaneously allow them to defend their members interests and to contribute on their part to the workplace and society (Salamon 2000:21). Munro and Rainbird (2004) present the example of the UNISON/employer partnership, a partnership concerning workplace learning and explain that the partnership does not only generate benefits for union members but it also generates benefits to employers who provide cost-effec tive and high quality development to employees through this partnership. The government also seems to be placing great emphasis on this partnership as it has passed legislation (Employment Act of 2002) allowing to Union Learning Representatives to take paid time off in order to carry out their duties and most significantly it has set up the Union Learning Fund. Moreover in 2007 the government conceded the management of the fund to Unionlearn within the TUC acknowledging in this respect the important role of unions in governmental strategies.(Hoque and Bacon 2008). This essay has endeavoured to examine the changes in the roles and in the exertion of power of the actors involved in industrial relations, and most particularly the roles of the government, of the trade unions, of the management and of employers, during the 1980s, the 1990s and the period 2000-2010. It has demonstrated that during the 1980s and the 1990s the legislative agenda of the Conservative government led in very confrontational and adversarial industrial relations as it increased the gap between employers power and trade unions power. Macho management, shift from collectivism to individualism and the attempt of the introduction of HRM practices are the most important processes of the period. In 1997 the â€Å"New Labour† which was elected in power committed itself to implementing the European social model, by promoting fairness and social justice in UK industrial relations as well as harmonisation by promoting the model of â€Å"workplace† partnership. References Blyton, P. and Turnball, P. (2004). The Dynamics of Employee Relations. 3rd edit., Basingstoke: Palgrave Macmillan. Edwards, P. (2003)(ed.). Industrial Relations: Theory Practice in Britain. 2nd edit., Oxford:Blackwell. Hoque, K. and Bacon, N. (2008). Trade Unions, Union Learning Representatives and Employer-Provided Training in Britain. British Journal of Industrial Relations, 46(4), 702-731. Hyman, R. (2003). The Historical Evolution of British Industrial Relations in Edwards, P. (2003)(ed.). Industrial Relations: Theory Practice in Britain. 2nd edit., Oxford:Blackwell. Kersley, B., Alpin, C., Forth, J., Bryson, A., Bewley, H., Gix, G. and Oxenbridge, S. (2006). Inside the Workplace: Findings from the 2004 Workplace Employment Relations Survey (WERS 2004). London: Routledge. Kessler, B., and Purcell, J. (2003). Individualism and collectivism in industrial relations in Edwards, P. (2003)(ed.). Industrial Relations: Theory Practice in Britain. 2nd edit., Oxford:Blackwell. Marchington, M. and Wilkinson, A. (2008). Human Resource Management at Work. 4th edit., CIPD Munro, A. and Rainbird, H. (2004). Opening doors as well as banging on tables: an assessment of UNISON/employer partnership on learning in the UK public sector. Industrial Relations Journal, 35(5), 419-433. Salamon, M. (2000). Industrial Relations, 4th edit., London: FT Prentice Hall.

groth of the self :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Unfortunately I was not able to make it to our last site visit and to our group meeting. I had a terrible cold and needed rest. However, I emailed one of my group members so that she could up date me. I also made sure to call my students and apologize for my absence.   Ã‚  Ã‚  Ã‚  Ã‚  Today, Monday I went back to site and we had overhead presentation. The students were really involved and eager to participate. In the overhead pictures of different people were shown and the students were asked to describe the person. Many of the students commented that the people in the picture looked like drug dealers, rapist and so on. Most of their comments were negative towards what the individuals in the picture looked like. The students were really shocked to find out that all of those people in the picture were university students and really successful. This was our introduction and then we broke into groups and discussed the prejudice article.   Ã‚  Ã‚  Ã‚  Ã‚  I was really happy that both my students were really eager to express their opinion and to share their experiences with prejudice. They were really trying to analyze the negative and positive effects of prejudice. I have a wonderful group and I can see that they are becoming more and more involved each time. What would you do if you really loved the student?   Ã‚  Ã‚  Ã‚  Ã‚  I think that because I live the students and because I have opened up to them they are becoming more interested and involved. I really enjoy listening to my students responses to their ways of thinking and seeing things. Therefore, to show them my love I respect their ideas and I encourage them to think and to question everything. We were really working on our analytical skills and I hope to improve my own analytical skills through them. I am really happy with my students but I wished they took the homework a bit more serious. I think that because they have a week until we meet again they postpone the homework for so long that they eventually forget to do it or they just loose the assignment. But since I car for my students I have decided to make it my responsibility to remind them at least two days before. I plan to call them at and inquire on their week and end the call with a quick reminder to do their reading assignment and written note and questions for our n ext discussion.

Aids And Its Causes :: Free AIDS Essays

AIDS and Its Causes 1.INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  In June 1981, the centers for The Disease Control of the United States reported that five young homosexual men in the Los Angels area had contracted Pneumocystis Carinii pneumonia( a kind of pneumonia that is particularly found in AIDS patient). 2 of the patients had died. This report signalled the begninning of an epidemic of a viral disease characterized by immunosuppression associated with opportunistic infection( an infection caused by a microrganism that does not normally produce disease in human; it occurs in persons with abnomality functioning immune system), secondary neoplasms( any abnormal growth of new tissue, benign or malignant) and neurologic mainfestation, which has come to be known as AIDS.   Ã‚  Ã‚  Ã‚  Ã‚  Though Aids was first discovered in U.S.A, AIDS has been reported from more than 163 countries around the world and an estimated 10 million people are infected worldwide. Worsestill, the pool of HIV- infected persons in Africa is large and expanding. 2.RISK GROUP AND MODE OF TRANSMISSION   Ã‚  Ã‚  Ã‚  Ã‚  Studies in the U.S.A. have retentified five groups of adults at risk for developing AIDS. The case distribution in these groups are as follows: (1). Homosexuals or bisexual males constitute the largest group, about 60% of the reported cases. This includes 5% who were intravenuous drug as well. (2). Intravenous drug users with no previous history of homosexuality compose the next largest group, about 23% of all patients. (3). Hemophiliacs (the people who have inborn disease characterized by excesssive bleeding and occuring only in males) especially those who received factor VIII concentrate before 1985, about 1% of all patients. (4). Recipents of blood and blood components who are not hemophiliacs but who received tranfusions of HIV-infected whole blood components (e.g. platelet, plasma) account for 2 %. (5). Other high risk groups: 86% of patients acquire disease through heterosexual contacts with members of other high risk groups. 80% of children with AIDS have a HIV-infected parents and suffer from transplacental or perinatal transmission.   Ã‚  Ã‚  Ã‚  Ã‚  Thus from the preceding discussion, it should be aparent that transmission of HIV occurs under conditions that facilitate exchange of blood fluids containing the virus-infected cells. Hence, the three major routes of transmission are sexual contact , parenteral routes( ie adminstration of a substance not through the digestive system) and the passage of the virus from infected mothers to their new borns where are mainly by three routes: in the womb by transplacental spread, during delivery through a infected birth canal, and after birth by ingestion of breast milk. 3. CAUSES   Ã‚  Ã‚  Ã‚  Ã‚  It is little doubt that AIDS is caused by HIV-I, a human type C retrovirus ( RNA virus the contains the enzyme, reverse transcriptase , to

George Polya :: essays research papers

George Polya (1887-1985) -Chronological order: Fibonacci, Simon Stevin, Leonhard Euler, Carl Gauss, Augustus DeMorgan, J.J. Sylvester, Charles Dodgson, John Venn, and George Polya   Ã‚  Ã‚  Ã‚  Ã‚  George Polya was born and educated in Budapest Hungry. He enrolled at the University of Budapest to study law but found it to be boring. He then switched his studies to languages and literature, which he found to be more interesting. And in an attempt to better understand philosophy he studied mathematics. He later obtained his Ph.D. in mathematics from Budapest in 1912. He later went on to teach in Switzerland and Brown, Smith, and Stanford Universities in the United States.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Solving problems is a particular art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice†¦if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems. -Mathematical Discovery   Ã‚  Ã‚  Ã‚  Ã‚  In 1914 while in Zurich Polya had a wide variety of mathematical output. By 1918 Polya published a selection of papers. These papers consisted of such subjects as number theory, combinatorics, and voting systems. While doing so he studied intently in the following years on integral functions. As time went by he was noted for many of his quotes such as the following. -In order to solve this differential equation you look at it till a solution occurs to you. -This principle is so perfectly general that no particular application of it is possible. -Geometry is the science of correct reasoning on incorrect figures. -My method to overcome a difficulty is to go round it. -What is the difference between method and device? A method is a device which you use twice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (www-groups.dcs.st-and.ac.uk)   Ã‚  Ã‚  Ã‚  Ã‚  One of Polya’s most noted problem solving techniques can be found in â€Å"How to Solve it†, 2nd ed., Princeton University Press, 1957. 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This can be described as See, Plan, Do, Check.   Ã‚  Ã‚  Ã‚  Ã‚  Polya continued to write many more books throughout the years and has been distinguished as one of the most dedicated mathematicians. George Polya :: essays research papers George Polya (1887-1985) -Chronological order: Fibonacci, Simon Stevin, Leonhard Euler, Carl Gauss, Augustus DeMorgan, J.J. Sylvester, Charles Dodgson, John Venn, and George Polya   Ã‚  Ã‚  Ã‚  Ã‚  George Polya was born and educated in Budapest Hungry. He enrolled at the University of Budapest to study law but found it to be boring. He then switched his studies to languages and literature, which he found to be more interesting. And in an attempt to better understand philosophy he studied mathematics. He later obtained his Ph.D. in mathematics from Budapest in 1912. He later went on to teach in Switzerland and Brown, Smith, and Stanford Universities in the United States.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Solving problems is a particular art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice†¦if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems. -Mathematical Discovery   Ã‚  Ã‚  Ã‚  Ã‚  In 1914 while in Zurich Polya had a wide variety of mathematical output. By 1918 Polya published a selection of papers. These papers consisted of such subjects as number theory, combinatorics, and voting systems. While doing so he studied intently in the following years on integral functions. As time went by he was noted for many of his quotes such as the following. -In order to solve this differential equation you look at it till a solution occurs to you. -This principle is so perfectly general that no particular application of it is possible. -Geometry is the science of correct reasoning on incorrect figures. -My method to overcome a difficulty is to go round it. -What is the difference between method and device? A method is a device which you use twice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (www-groups.dcs.st-and.ac.uk)   Ã‚  Ã‚  Ã‚  Ã‚  One of Polya’s most noted problem solving techniques can be found in â€Å"How to Solve it†, 2nd ed., Princeton University Press, 1957. 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This can be described as See, Plan, Do, Check.   Ã‚  Ã‚  Ã‚  Ã‚  Polya continued to write many more books throughout the years and has been distinguished as one of the most dedicated mathematicians.

Engineering Education Scenario in Singapore Universities with Reference to India

Engineering Education Scenario in Singapore Universities with reference to India Dr. Sushma S. Kulkarni, Director, Prof Martand T. Telsang, Dean academics Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, www. ritindia. edu 1. 0 Relevance of Engineering education in India with respect to global scenario India has seen sudden growth of engineering Colleges in last 5- 7 years. In 2005-06 the number of colleges was 1475 and total number of seats was 499697. Whereas the numbers in 2010-11 is increased to 3241 colleges and 13,24,246 seats (data as published on AICTE website).The number of engineering colleges in the current year 2012-13 will soon rise to 3500 and more. The mushrooming of Institutes is in very small span of time and also geographically unbalanced. Now when we compare the technical education scenario in India with the world the situation is alarming. At present the number of engineering graduates passing out from these institutes is approximately 14 lack b ut the survey conducted by various agencies like NASSCOM indicates a deep concern regarding the quality of graduates in terms of their employability, research abilities, conceptual clarity and practical exposure of graduates.There are many challenges our Engineering Institutes are facing and this need to be attended to. With this objective in mind a study of three Universities in Singapore is presented namely National university of Singapore ,Nanyang Techlogical University & Nanyang Polytechnic which the author recently visited. 1. Engineering Education in USA, Singapore and India When we compare the Engineering Education (EE) in three countries in terms of numbers, engineering graduates passing out are highest in India, followed by USA (almost 1/8th) and then Singapore.The focus of EE in USA and Singapore is on interaction with Industries, Industry based live projects, Industry Chair, research centre in collaboration with Industry, Incubation Centers etc. Curriculum is focused on h ands on learning with Mini projects from first year onwards for developing innovative and creative mindset in students. There is provision for field training, giving global exposure to students with credits weight-age(the students actually spend 3 months in a different country and carry out some relevant study based project). Entrepreneurship is given special one subject weight age in curriculum.We could see proper blend of Humanities based subjects in the curriculum with an objective of creating engineers sensitive to the needs of society. Other common features are Faculty development centers and English language learning centers for both Faculty and Students. We could also see open study spaces for students to promote self and group learning. 1. 2Current Scenario, Quality issues Indian Engineers have earned a name for themselves all over the world. We could meet a large number of Indian professors in US universities as well as in Singapore Universities.Professors are highly respec ted as research flows from university to industry, highly paid jobs, special status for research professors to carry out research, in some places scientists are appointed to lead special research projects. PG level students are involved in the projects wherein they get an opportunity to learn on real life 1 applications. We now need to rethink about the EE in India in the global context with the sudden expansion of EE and the related issues of Quality of education imparted in these new institutes.There is National Board of Accreditation (NBA) , norms of AICTE etc. But merely adhering to the norms will not ensure quality of graduate engineers. The Institutes need to work beyond norms to inculcate academic ambience in terms of academics, research, industry institute interaction etc. India is also thinking of signing Washington accord so that our graduates are accepted all over the world. But what about complying with the conditions of Washington accord? Challenges in India The challen ges which we are facing today are the Leadership and governance to be provided in the Institute.There is sudden shortage of academic leaders because of this abrupt unexpected expansion of technical education. There is also shortage of teaching faculty cadre-wise from professors to associate professors and assistant professors. Inadequate number of faculty with required qualifications are not available. Post graduates and PhDs passing out give first preference to industry jobs because of the glamour and the higher salaries attached to it. In India teaching jobs are not rated the highest and status wise also not as exceedingly respected as in USA or Singapore.Quality of Students Few premier Institutions like IIT, NITs, Government College and certain private universities attract the talent. Rest other institutions the Aptitude & attitude to learning engineering is low, hence the quality of input to such other institutes is not as per the expectations. As per the government policies stu dents with minimum 45% marks and for reserved category students the eligibility criteria is 40% marks in Physics, chemistry and mathematics. Thus sometimes these students have very poor fundamentals and are not basically hard working type.Engineering education necessitate that the students should have very good analytical skills, fundamentals of basic sciences, good logical, verbal and non verbal abilities along with application oriented mindset, sincerity, hard work and ability to think and apply knowledge. Although the 12th standard marks may not directly reflect all these abilities of students but the results of the almost all the newly started Engineering Institutes indicate that a large number of students are struggling with their first year results and the passing percentage is as low as 10% in certain institutes. Research cultureIt is a great challenge to develop research culture in engineering institutes. The faculty needs to have the aptitude and attitude to do research and get a satisfaction and enjoyment in carrying out research through various projects. Generally it is seen that there is fear of taking up research work because of: * Basic mindset developed in school as well at home not to try anything new as failure in any project is not accepted * Innovation and creativity are not encouraged at school, college, university level through our curriculum No free hand given in terms of funding to try and experiment new things Open and free access to equipments to try and play around with equipments in laboratory so that it becomes enjoyable  » Government should give projects from their thrust areas along with funding to the engineering institutes along with proper mentoring and guidance so that it reaches students and gradually research aptitude and interest is developed instead of a fear of research. Industry – Institute Interaction Graduates passing out from these institutes mainly take up jobs in Industries and a very small percentage opt f or PG or research jobs.Those opting for entrepreneurship generally do job for 4-5 years to understand the business and related systems. Thus giving exposure to industry working is important. It is important that Industry based electives are introduced in curriculum, real life projects are given to final year students and field training made mandatory during the four year of engineering education. Industry academia interaction should lead to the development of curriculum with industry representatives, industry visits, laboratories set up with industry collaboration to bring the latest technology to institutes and develop as centre of excellence etc.This industry interaction will bridge the gap between the two and our graduates will be accepted by industry in a better way. It is observed that when we correlate the theoretical concepts with real life situation the students find it more interesting and easy to understand. Infrastructure Infrastructure and laboratories create the ambienc e for teaching learning in the institute. Lab work is the pulse of engineering program. It helps students to visualize what they learn in theory and verify the laws, phenomenon, parametric studies etc.Learning by doing is one of the basic methods of developing thought process and acquiring various skills. It is significant to learn what other universities around the world are doing to achieve the desired quality in engineering education. Tie up with reputed global Universities to learn and understand their best practices and accordingly try to implement it can help to develop quality processes. 1. 3 Our plan to visit Singapore University Their meticulous planning was seen right from our first email requesting them to give us appointment to visit their university.Appointment and Schedule of our delegation , objectives of our visit, what particularly and specifically we would like to see, how many people will be there in delegation along with their position , who will lead it etc. all the details were finalized through email communication. We were received as per schedule, shown around the campus as per our objectives and then finally meeting with the President and other higher officials of the university was arranged to give us the details of university through presentation along with deliberations on areas of collaboration for mutual interest. They were truly professional in their approach.As our delegation was headed by Honorable Rural Development Minister, Mr Jayant Patil, all the protocols were followed as per the status. Objectives of our Visit * To study the strategies to transform RIT in to Technological University and transformation from Under Graduate Teaching Institute to Research Institute. * To study the best practices of respective universities / institutions. * To understand the Governance Structure & Funding Pattern of the University. >To study the Focus of Research, Frontier Areas of Research, Research Funding and Research Promotion Schemes. Opp ortunities for Collaborative Graduate & Undergraduate Programs (Twinning Programs). * State of the Art Technologies in Teaching – Learning (Educational Technology). * To find out how Universities attract and retain the best talent world wide as a faculty (specific strategies and schemes) * To study Industry collaboration in Research and Methods for Promotion of Entrepreneurship 2. 0 An overview of universities in Singapore Three universities were visited namely National University of Singapore, Nanyang Technological University and Nanyang PolytecnicCertain observations & experience in each University * Students from all over the world could be seen making it truly an international level university, all the universities have excellent residential facilities for more than 10000 students, residential facility provided such that there is good mix up of students. * about placements – International employment in companies, 2 in 3 graduates are hired before graduation  œ the motto of universities is take the students to the world and bring students from the world to the university Faculty appraisal & tenure system followed in each university. Variable salary given to faculty based on experience and performance. Any newly inducted faculty has a tenure period of minimum 6 years which can be extended up to 9yrs. If the faculty is not confirmed in 9 years then the faculty is discontinued * Rigorous Curriculum in association with Industry, Industry attachment programs, faculty deputed to industry for industry exposure and capacity development * Government supported Universities in the form of funding for research, student fees etc. Classrooms are designed with state of art technology with different type of sitting arrangements in furniture, White LCD screens on each wall of class room connected to laptop on each table so that the students can view from any side. * CR specially designed in such a way to promote interactive two way teaching process. Not the traditional way of all the students facing the teacher and teacher restricted to dais during teaching. Circular or hexagonal tables provided with 4-5 students per table. * Student entry and attendance allowed in the Class room with the use of RFID reader and card which is carried by student Teaching Methodology and pedagogy given lot of importance with class rooms specially designed as per requirements * Faculty appointment done for following purpose: for teaching only, for research only and few for both teaching and research * Governance Structure with Board of trustees ,Senate, Academic Council, Board of Studies, President, Provost, Deans * Entrepreneurship education – special courses and programs offered for experiential entrepreneurship, special lectures arranged by entrepreneurs and founders, courses offered in partner university Patents, publications and citations considered for appraisal of faculty * Though technological university it had proper blend of all other streams like Arts, * humanities, sciences, medicine, MBA, Institute of Education, Environment and life sciences, media, Journalism, Information and communication etc. * Theory lectures conducted for large number of students from 120 to 400, up to 600 in some cases, Lecture theaters & halls well furnished, with proper lighting and automatic audio and video recording facility. Lectures also put on the intranet for he students to refer to whenever required. One to one focus on students learning in tutorial sessions. * More emphasis on open & self learning. Separate Rooms provided for students with Internet and various software along with Laptops and Desktops etc in a separate building named as education resource centre wherein: Facilities to do self study, general practice assignments/ presentations, etc. Lot of closed open spaces made available to student for purpose of study. Curriculum has focus on developing knowledge based presentation skills/ organizing thoughts.Individual Assign ments and preparation of students encouraged with proper assessment and feedback to students * Research funding given by government up to 80% and 20% by industries in thrust areas identified. PG and PhD students take up such research projects under the guidance of faculty * student fees supported by government in the form of scholarships , for students from Singapore supported up to 75% and other than Singapore up to 60% * No non teaching peon level staff seen in university, Faculty was self supported Salient features of each University National University of Singapore –The National University of Singapore (NUS) is Singapore's global university with distinctive strengths in education and research and an entrepreneurial dimension. NUS offers comprehensive curricula in the Faculties of Arts & Social Sciences, Business, Computing, Dentistry, Design & Environment, Engineering, Law, Medicine and Science. As a research-intensive institution, the University continues to build on its core areas of research excellence and to make an impact with revolutionary discoveries. Reflecting strong research output a total of 2,146 papers are published in internationally refereed journals.NUS is actively involved in international academic and research networks such as the Association of Pacific Rim Universities (APRU) and International Alliance of Research Universities (IARU). This global networking further enhances its international presence. NUS produce research of international quality and impact in a broad range of fields. To maintain its competitive edge, the university seeks to reinforce its core research infrastructure, faculty and programs. This is achieved by identifying and developing rapidly-emerging areas and promoting multi-disciplinary research.With a prime location at the heart of University Town (UTown), there is a constant buzz at the Education Resource Centre (ERC) where many of the facilities are accessible 24/7. Open to the NUS community, the ERC attrac ts students with its array of IT and multimedia facilities, plentiful study clusters and group discussion spaces where students can brainstorm for group projects or work individually on course assignments. Designed to foster collaborative learning, the technology-infused seminar rooms in UTown also encourage professors to introduce new teaching methods, which could eventually be replicated to the wider NUS community.Such strategic planning demonstrates the University's commitment to enhance the overall educational experience for all NUS students. Separate Centre for English language communication (CELC)-Separate English language development programs for Faculty and students, there is focus on reading, writing, speaking and listening in English, special courses organized for Chinese students before they join regular degree programs. The Student Counselling Centre (SCC) offers a supportive and conducive environment for any student with personal issues or challenges to seek help and gu idance from a professional counselor.A team of registered psychologist, counselors and case coordinator provide help and support for students from diverse religious, cultural, ethnic and sexual background 3. 11 Salient Features * Leading global university centered in Asia. 37,000 students. * Center for English Language communication. * 180 partnered Universities. Research-intensive institution with Research Areas as- Ageing, Risk Management, Water and Environment, Biomedical Science mainly focusing on inter-disciplinary research. Variable salary for faculty based on previous experience and achievements 3. 20 Nanyang Technological University (NTU) Nanyang Technological University (NTU) is an international university in all respects recruiting both undergraduate and graduate students from many countries, not only in S E Asia and in terms of faculty recruitment but have people from well over 40 countries. IntheQS World University Rankings 2011, NTU is ranked 58th in the world – a quantum leap from its 74th placing in the 2010 ranking.This makes NTU one of the fastest-rising universities in the top 100 of the 2011 QS World University Rankings, as well as the fastest-rising Asian university. It is highly ranked in both World and Asian terms and are currently ranked 14 in Asia and Business School is ranked 24 in the World by the Financial Times in respect to their MBA programme. There has been a renewed impetus given to research, stimulated in part by the recruitment of leading scientists and technologists from across the World. These leading figures will nucleate advanced research groups in forefront area.The university is fully committed to the development of multidisciplinary research in many areas of research Endeavour. The university has established its own high level international advisory body – the NTUR ‘Research Council', all major projects are expected to have high level international advisory panels and Appointments, Promotion and Tenu re process for faculty is extremely rigorous. In undergraduate education, NUS has seen a rise in the qualifications of the students admitted to NTU. NTU has five distinct programs that allow students to study, do research and work overseas.Among these are the Global Immersion Programme, with four different work/study/research options with leading companies and partner-universities in Asia, Europe and North America. Currently, 43% of undergraduates enjoy overseas exposure, which helps them acquire a global mindset. Tech-savvy and adaptable, graduates of the university are sought-after and well-paid, drawing some of the highest starting salaries among local university graduates. NTU has unveiled its five-year strategic plan, NTU 2015, which maps out how it will become a great global university by 2015.Under this, NTU will build on its current strengths and heritage to make its mark internationally in five areas – sustainability, healthcare, new media, the best of the East and W est, and innovation. The areas leverage NTU's diverse strengths, particularly its longstanding expertise in engineering and business, and the interfaces these have with various disciplines such as healthcare, science and the humanities. With almost S$1billion of research funding in the area of sustainability, NTU is already a global leader in this area. 3. 21 Salient features * Currently ranked 14 in Asia * 34,000 students Research funding 80% from Govt. and 20% from Industry. Multidisciplinary research, Research areas – Earth science innovation center, Environment and Life science, Bioengineering, Bacterial Biofilm field Faculty on tenure for 6 years and maximum up to nine years. Alumni associations formed all over the world in countries like China, india and Thailand. Has a strong alumni base of 1,56,000 in 105 countries NTU believe in 4I' s Inspire, inculcate, innovate, incubate Laboratories have equipments made easily available to students. Very impressive Guest book sign ing ceremony with the guest and the president of NTU . 30 Nanyang Polytechnic (NYP) Campus Brief history Established on 1 April 1992. Enrolled its pioneer batch of students for its School of Health Sciences and School of Business Management in July 1992. Set up the School of Engineering and the School of Information Technology in July 1993. The French-Singapore Institute, German-Singapore Institute and the Japan-Singapore Institute were transferred from the Economic Development Board to the Polytechnic in February 1993. Operated from five temporary campuses – Bukit Merah, Jurong, Outram, Tiong Bahru and Yishun – before moving to its permanent home in Ang Mo Kio in April 1998.Set up the School of Design and School of Chemical & Life Sciences in November 2000. The School of Interactive & Digital Media was established in November 2006. Mr Chan Lee Mun took over as Principal and CEO in August 2007, Mr Lin Cheng Ton went on to head NYP International. 3. 31 Salient Features * Strategic plan for five years * Works with National Manpower council to work out the manpower needs of industry * Industry collaboration learning factory concept. * Teachers with at least 5 years experience in Industry . * Being a diploma level institute ,Patents registered. * Research driven by faculty & Industry. Polytechnic students take up research projects led by faculty. * Work closely with Industry and inject realism in work. * Innovation Centre * Market-Oriented Planning, Training Systems, Capabilities Development * Application and Development Oriented Training > Regional and International Orientation 3. 32 The Teaching Factory Concept A hallmark concept of Nanyang Polytechnic (NYP) – the Teaching Factory Concept – is a concept that facilitates effective learning in the implementation of broad-based curricula in the first two years and specialist studies in the final year.The students spend 3-6 months in industry for internship to understand business environm ent and commercial value. It is a concept which adopts a practice and application-oriented training approach that combines the learning and working environment from which realistic and relevant learning experiences arise. 4. 0 Conclusion It was seen that all the three Institutes have developed into world class Universities and polytechnic within a span of 15-20 years and this was planned as a strategy and supported by Government.If India has to be known for such globally reputed universities then it calls for a systematic strategic plan to set up goals and achieve it over a planned period with the support of our government and its policies. With all the resources available in our country and strategic planning we can develop our Engineering Institutes into world class Institutes. 8 There was nothing very different in the working and constitution of NTU and NUS. Both the universities were offering Engineering programs along with all the other programs like sciences, medicine, commerc e, journalism, humanities etc.Proper policies to focus on faculty development & creation of research culture can help to transform our Engineering Institutes. There has been a shortage of qualified faculty with PhDs and post graduates in engineering for a long period now. We need to scale up PhD and PG programs in our universities ensuring the quality standards . We also should have attractive schemes to be able to attract and convince the young generation for higher studies so that there will be a pool of eligible , qualified research minded people available to satisfy the demand of industries and education sector. There is shortage of 1. 5 lakh engineering teachers.As per NASSCOM News room â€Å"as demand for engineers grows, experts say India has only 10 to 30% of qualified Instructors it needs†. Government policies are supporting the government aided & funded institutes or Government Institutes – what about private unaided Institutes which comprise almost 90 % of C olleges in India, If in India more number of institutes should be able to provide manpower which is employable & useful to contribute to indigenous Research & Development, Entrepreneurship in Engineering field, then it is must that our Engineering & Technology Institute should start adopting world class best practices.From all top Institutes almost 1/10th of our graduate engineers wish to take admission in foreign Universities for their post graduate and Ph. D. programmes. We need to reflect on this issue very seriously. How can we develop and improve prevailing engineering education system in India where our own students will give top priority to study. Can Industries, small to medium scale depend on University and Engineering Colleges for their Research & Development?Can we identify certain Institutes as centres of Research & Development for Industries where they can collaborate? We are not thinking of large scale industries with higher turnover of more than Rs. 1000 crores as the se industries can set up their own R & D units. If Industries also come forward with their needs and identify certain Education Institutes in their region to collaborate and work together then it will have dual benefit of getting proper manpower and continuous Training as well as Research & Development support, incubation centre etc.The students will get real life projects to work on, will be exposed to latest techniques and they will find their engineering education more relevant though experiential learning. Industries should develop faith in Institutes so that both can work together for mutual benefit. We at RIT have developed the following action plan after the visit to transform RIT in to Technological University and also transformation from Under Graduate Teaching Institute to Research Institute. 1. Strategic planning of the institute for 5 years with the goal of transforming it into University . Construction of large capacity lecture theater (approx. 600 capacity) with all th e facilities to screen and record the lectures. 3. Small capacity tutorial rooms (approx. 15-20 capacity) with comfortable furniture and recording facility. 4. Faculty training at NYP of 1-2 weeks/months duration in advanced technology. 5. Student exchange programs for post- graduate programs at NTU. 6. Seeking expertise in water science research from NUS, earthquake engineering research and nanotechnology from NTU. 7.Implementing the concept of teaching factory at undergraduate level. 8. Use of advanced Pedagogical technologies for enhancing learning effectiveness. References 1 . Abdul Lathaf Naha , The Hindu, August 16, 2011. Where have Engineering Teachers Gone? 2. Prof. PP Bahuguna, Professor, Indian School of Mines, Dhanbad, â€Å"Faculty Crunch in Technical Institutes in India and Possible Solutions†,www. indiaeducationreview. com/article/faculty-crunch 3. www. nus. edu. sg, www. ntu. edu. sg, www. nyp. edu. sg [pic] Few photographs of visit to NUS, NTU, NYP

Learing Doesnt Ocurin Classroom Essay

â€Å"It has been said: not all learning takes place in classroom. Compare and contrast knowledge gained from personal experience with knowledge gained from classroom instruction. In your opinion, which source is more important? Why?Learning takes place not only in the classroom but also in our everyday lives. This is because to learn does not mean just to gain academic knowledge. Rather, learning refers to acquisition of any kind of knowledge that can give us instructions on how we should behave. Information that we get in the classroom is, without any doubt, useful and proven and it can broaden our mind. However, school years are relatively short in terms of a life span, and, therefore, there are a lot more things that can be attained outside classroom and that are equally or even more valuable. First of all, Personal experience is essential for obtaining indelible knowledge. For instance, in an early age of our lives we were thought how to speak, to say please and thank you, things that never depart from us. This is knowledge that was learned from where our learning experience derived from, home, where our basic knowledge begins. Second, the relationship among the people as well as friendship values is not taught by teachers in the classroom. Those relationships have known only by personal experience. Further, the young age people are not aware of love, these things you have to find out for yourself you can’t learn them from somebody else. Finally, some of the new technology and new things were discovered by personal experience and not classroom knowledge. For instance, today’s popular phone was discovered by Alexander Graham bell. It was discovered accidentally. Learning in the classroom although it has many benefits, all knowledge is not obtained from class because subjects are only taught by a teacher. But some lessons, which are pertaining to life, only will demonstrate by personal experiences. Every person should be learning more from real life than class room. I think real life is the best example for learning and obtaining knowledge. Once knowledge is gained by personal experience it is never loss.

Children Today Essay

There are many factors which lead to the way children act today. The way a child is raised, is a reflection of the lack of respect which an adolescent embraces for their elders. Over time, generations of human beings have become more reliant on technology. This has made mankind lazy and uncultured, causing a reflection on our children. Also, there have been many laws which were set against structure in a child’s life. Whether the child is at home, school, or with a care giver such as a â€Å"babysitter†, there are limits to how a child can be disciplined. However, when a child has a lack of authoritative parents, it often times produces the young one’s disrespect for others. The powerful painting by Banksy entitled, Girl Patting Down Army Soldier, demonstrates role reversal between child and adult. The image clearly illustrates a young girl in a pink dress and pig-tails, patting down a strong, fierce soldier. Soldiers represent power and authority, and this littl e girl is taking over that roll. This, to an extent, is the way our generation of children are becoming. They believe they are equals with adults in this world. They do this by bossing their parents around, and disrespecting them day after day. The way our world uses technology is only part of the reason why our children are so ignorant today. In the past, parents would send their children outside to get their pride and joy out of their hair and to have some fresh air. Presently, they set their child in front of a television to watch a show or play a video game. Due to the fact that most parents do not monitor every show or game their child takes part of, many children begin learning how to act by observing what is on the television screen in front of them. The television show entitled, Toddlers and Tiaras, is a prime example of these types of shows. Here, children of various ages dress as though they are twenty years old, yet act the total opposite. Kids which are two and three yeas old talk back to their parents and constantly role their eyes at the people they love. There are also multiple children hitting their competition and parents when they do not get what they want. When any child watches this type of show, they often times will begin to mirror the negative behavior. In fact, according to Illinois State Medical Society’s  experiment entitled, Monkey See Monkey Do, â€Å"In a matter of seconds, most children can mimic a movie or TV character, sing an advertising jingle or give other examples of what they have learned from watching media. These examples may include naming a popular brand of beer, striking a â€Å"sexy† pose, acting impolitely, or play fighting. Children only have to put a movie into the DVD player, flip through the channels, open a magazine, click on a web site, pop a video game into an X-Box or watch television to experience all kinds of messages. The impact of these messages can build slowly when children see and hear them over and over again.† Our youth today does not understand what is real and what is not on the T.V. If kids do not have guidance from their parents, they will most likely begin transforming into impolite little people. Therefore, parents need to not place their child in front of the television, but rather spend more time with them. Many kid’s care givers are also beginning to spend more time with their technology instead of their child. This is beginning to cause children to act up due to the fact they feel they are getting no attention. An article on The Washington Post entitled, Parents are ignoring their children for their Blackberry, stated, â€Å"If you’re taking [parental attention] away from the child, for what looks like it is not a good reason, kids might think, ‘What am I doing wrong that my parents don’t like me?’ and may start acting out to get their parents’ attention because they have a hard time distinguishing positive from negative attention.† Although parents do not mean to push their child away and make them feel as though they are less important than their phone, they are. This is why our generation of kids are beginning to throw tantrums and are becoming more impolite. The laws which have been set against a child’s punishment have changed tremendously over the past fifty years. This is a large factor of why our children have become so disrespectful to the people around them. In the past, teachers had the right to inflict corporal punishments on children. This is a form of discipline which ended around 1989 in Oregon. According to American Academy of Child and Adolescent Psychiatry, corporal punishment is a method which a, â€Å"Supervising adult deliberately inflicts pain upon a child in response to a child’s unacceptable behavior.† The purpose for this  type of punishment was to try to prevent non-tolerated actions to reoccur. It was meant to change their long-term behaviors and to show the child what was and was not acceptable. In current times, children can not be touched in any physical matter from any one other than their parent or guardian. This is because it is now illegal to physically harm kids. This law has led some children to understand they can get away with excessive amounts of negative behaviors due to the fact there are less ramifications that follow their unfavorable actions. Because of these laws, kids can not be disciplined to any amount which the state would find excessive. Therefor, when these kids become disrespectful, there is no possible way for the children to be disciplined by any teacher or caregiver. The law of non corporal punishment has effected our children to a point because they cannot be punished for their actions, making them more disrespectful. There are many parents who hold a lack of authority. This is part of what is producing our youth’s disrespect for others. An authoritative parent is someone who expects a lot from their child. They also have strict rules which they predict will be followed at all times. These parents are also a large part of child rearing. According to ChildRearingMatters.com, â€Å"The aim is always to bring?out?the best in each child, and to prevent and overcome difficulties.† In other words, parenting. When a child’s parents lack this, their children in most cases, end up running the house. These children think they are their own parent. When this occurs, the adolescent ends up pushing their own parents around as well as the others around them. Many children today are becoming unexceptionably disrespectful to their elders and others around them. This is due to the way they are raised and brought up since birth. There are three main aspects which have created this issue which is occurring now. These include the number of parents relying on technology, the laws which protect children from any form of physical discipline, and the lack of authoritative parents which these children have. If the way our children are raised never changes, the issue of disrespect towards others is only going to worsen. Having respect for other is a large aspect of life. If children can not learn how to respect others, how are they supposed to respect themselves?