Pluralism vs. Elitism in Public Policy Making Essay

Pluralism vs. Elitism in Public Policy Making - Essay Example The elitist view of power, on the other hand states that â€Å"political power should be in the hands of a relatively small part of the general population that shares a common understanding about the fundamental issues facing society and government†3. Those who advocate the elitist view of power argue that the general public is best served when a basic consensus exists among a country’s top leaders regarding fundamental issues. â€Å"Although these leaders may disagree on minor issues, or even compete against one another for positions of authority in government, the fact that they share a common view on issues that might otherwise split the nation is regarded as an important foundation for governing†4. With the practice of democracy in the United States as the principal basis of such claims by pluralists and elitists, is it safe to say that equality under the law is enforced in the face of political, social, and religious diversity among men, and the conflicting interests of their representatives? The Dispersal of Power among Groups Pluralism gives stress on the role of interest groups in political agendas in the United States. ... They further emphasize that politics is not the central decision-making of a united public acting through the state, but the result of continuous competition, bargaining, and exchange among groups representing different interests. Pluralists accepted Schumpeter’s broad view that what separate democracies from non-democracies are the methods by which government officials are elected. Democracy, in the United States of America, is generally regarded as synonymous to political pluralism despite the rise of scholarly notions that say otherwise. For Weber, elite domination within the state apparatus was inevitable. As Weber himself puts it, â€Å"all ideas aiming at abolishing dominance of men over men are illusory†5. The crucial feature of the state is located within its roles as the major authoritative associated within a given territory. For the state to maintain its central position it has to claim a monopoly of the legitimate use of force. Domination, or as Weber termed it, â€Å"the authoritarian power of command† is a necessary and inevitable feature of this process. However, the concentration of both economic and political decision making in the hands of a central government bureaucracy is incompatible with democracy. Democracy requires limited government, individual freedom, and dispersal of power in society On September 17, 1787 the Constitution of the United States of America was approved and instituted the following fundamental principles: (1) standard sovereignty, or control by the people, (2) a republican government in which the people select representatives to make decisions for them, (3) limited government with written laws, separation of powers, with checks and balances among branches to prevent any one branch from gaining too much power, and

Major Parties Platforms Essay Example for Free

Major Parties Platforms Essay Party platform is a list of the principles which a political party has set in order to convince the general public to vote in the political party into the office. It gives the party the objectives and goals that it will follow if it is voted in the office. In the United States they are two major political parties that is the Republican Party and the Democratic Party. The democratic party historically has supported the following platforms: ethnic minorities ,organized labor where it has emphasized on labor unions which provide a voting base that support the party and progressive reforms i. e. democratic party in it platform has always supported a more progressive tax structure that is able offer proper services and rule justly to its people. The Party has always favored greater government intervention in the U . S economy and opposed government intervention in the private sector since private sector are effective in helping the poor than the ruling government. On the other hand there is Republican party which historically has supported the following platforms: low taxation to the people due to the increases in the growth domestic product growth and also generate more income to the government, environmental standards , reduction in environment regulation, development of conservative policies in order to promote prosperity in the economy and also government protection. The party also advocates for a strong national defense for its people until recently when interventionist action ended. Republican has also stood up for corporation and individual decision making in promoting economic prosperity whereby one is economically responsible for the action and decision that he decide to incorporate. . Describe the Role of Third Parties in The Past Presidential Elections. The third parties have been of crucial importance in the US electoral process for a very long time. Third parties have sprung up from ideological spectrum although none of them has managed to win the election since the time of Abraham Lincoln. Third parties have much contributed in by pushing issues into light which would have been ignored by majority parties. For example if the issue looked at by third party finds resonance with the voters the major parties are likely to adapt the issue into their platform. Third parties have also helped in increasing voters turnout by bringing more people to the polls therefore impacting the chances major party candidate winning by gathering enough votes, for example in 2004 it was estimated that 33% registered republicans ,43%democrats and other parties contributing for 25%. Third parties also play a major role in the US policy and the political debates despite their minor presence in the congress. Therefore they end up contributing to the changing of the political debate and also the policy making process. Though this contribution the role of the third party depends on seriousness of the candidacy because he or she helps in Making the debate of issues more substantive and less vitriolic for example in 1992 when reform party nominated Ross Perot as the candidate for president. Ross Perot advocated for the reduction of budget federal deficit an issue that was not seriously looked upon in previous elections. By so this was where Perot Ross received a 19% of the total votes. REFERENCES George C. E, Martin P. W and Robert L. (2002). Government in America: People, Politics and Policy. Longman publishers: Texas http://www. wikipedia. com

Was The Atomic Bomb Used To Stop Soviet Expansion? :: American America History

Was The Atomic Bomb Used To Stop Soviet Expansion? There has been a long- standing debate on why the atomic bomb was used to defeat Japan. The threat of Russian advancement in Europe and in Asia was enough to worry the top officials in the United States and British governments. Wherever Russia would go, they would conquer that area for themselves. The imminent invasion of mainland Japan and the allied casualties that came with it were also a factor in the decision to drop the bomb. If the allied forces had invaded mainland Japan, many lives on both sides would have been lost, probably more than there lost in the bombing of Hiroshima and Nagasaki put together. The tactics that the allies had used up to this point cost hundreds of thousands of lives on both sides. This was when the Japanese only had maybe two or three thousand men on an island; whereas on the mainland millions of people would fight until their death to protect their country. Can you imagine if the Americans invaded mainland Japan, where they had not only soldiers to fight against but also the citizens of Japan? Massive destruction, immense loss of life, and the prolonging of the war until late 1946, would result to invading on foot instead of using the bomb. Revenge also played a role in the decision to bomb Japan. The Japanese were not following the Geneva Convention in regards to treatment of prisoners of war. This document says that prisoners are not to be put through torture of physical or psychological nature. The Japanese refused to comply that and would decapitate American prisoners, or shove bamboo shoots under their fingernails. The American government also wanted revenge for the surprise attack on Pearl Harbor. The Russia territorial expansion definitely played a factor in the dropping of the bomb. The Soviet Union had already taken Poland and many other countries during the war. The Soviets were helping the Chinese with the war against Japan and would later get the railroads in China and Manchuria when Japan completely surrendered. The Americans did not want Russia to get involved in the war against Japan.

Unit 4 Development

Unit 4: Development Through the Life Stages P1: Describe physical, intellectual, emotional and social development for each of the life stages of an individual. Through every life stage we experience physical, intellectual and social and emotional development. Physical development is when the appearance of the body changes. Intellectual development is the mental process of knowing, for example problem solving. The social and emotional development is when your emotions, your personality and social interactions begin. Conception is the process described when the penetration of an egg cell by a sperm cell fuses to form the first cell of a new living organism. Conception normally occurs in the fallopian tubes as a result of sexual intercourse. Pregnancy begins when the embryo implants or embeds itself in the living of the uterus wall and develops. An amniotic sac filled with fluid that surrounds the embryo and acts as a shock absorber. A placenta filled with the mother’s blood and through which the embryo obtains nutrients and eliminates waste. The umbilical cord contains the blood vessels that transport nutrients, oxygen and waste products between the embryo and the placenta. The first few weeks of the pregnancy are critical for the embryo and its development can be affected by the health and behaviour of the mother. The next life stage is birth and infancy this is to the age of 3 years. The physical developments throughout this stage are the following. The body doubles in height and quadruples in weight. Motor skills progress from simple reflexes to coordinates motor abilities such as grasping and walking. The child’s sensory and perceptual ability develops rapidly. For example when the baby is 0 to 6 months their short- sightedness reduces and their eyes begin to focus more clearly. Another physical development would the brain responding to stimulation, such as a child copying an adult clapping. The intellectual development in birth and infancy is when basic structure of language is learned through baby talk with adults. This development would usually occur 0 to 6 months. Babies often use crying, cooing and babbling as their first communication. Further language skills are developed by the age of 1, to constructing sentences by the age of 2. Children start to be aware of world progress through immediate sensory motor experiences such as hearing familiar voices and pointing. Lastly children start to think about the concept of objects, for example objects still exist when out of sight and awareness. This development occurs from 6 to 12 months when the child begins to pass objects between hands. It develops further at 18 to 24 months when children can throw a ball and use a crayon. By the end of birth and infancy children can build a tower of bricks and use scissors. The social and emotional developments in birth and infancy are the following. The child’s emotional responses change from basic reactions to more complex. For instance the child may become self-conscious when playing with other children. Independent behaviours increase with parental encouragement around feeding, dressing and toilet training. By the age of 18 to 24 months the child can use a spoon and remove some clothing. The ability to relate to playmates emerges at the end of birth and infancy the child; this shows the child has developed confidence and basic social skills. The fourth life stage is childhood; this is between the ages of 4 to 11 years old. One of the physical developments in the early ages of childhood is the brain; it attains 90% of adult weight by the age of 5 and develops faster than any other body part. Physical strength increase and body proportions become more adult like. Also athletic skills such as running and jumping dramatically improve in the early years of childhood. Fine motor skills involving the use of smaller muscles develop, allowing younger children to handle small objects with more accuracy such as pencils. When a child reaches the middle of its childhood the growth of the brain slows down, this is from the age of 7 to 9. Physical growth also slows but height spurts occur. Expansion of the heart and lung capacities supports more physical endurance such as swimming and football. In late childhood puberty begins with rising hormone levels. This also shows a specific physical change in gender, girls producing breasts and boys testes enlarging. Girls’ growth spurt begins with gains in height, weight and musculature. The intellectual developments for children in their early childhood are the following. Firstly social interactions with parents and play mates allow their knowledge about the world increase. Also language develops rapidly, resulting on average a 14,000 word vocabulary. In the middle stages of childhood a child’s memory capacity expands, as well as the ability to think about thought. As a result of this a child would be able to organise their own learning. In late childhood a child’s logical thought processes to abstract thinking. A child would have many language skills including synonyms, double meanings, metaphors and humour. There are several social and emotional developments that occur in the early stages of childhood. Firstly a child playing alone or with others becomes increasingly complex and imaginative. Also children become aware of gender roles. When children are near to the age of 6, they have the desire for independence and control over environment increases. This makes parent’s supervisory role more challenging. In the middle stages of childhood peer groups become more significant as dependence shifts to friends for help. Children experience loyalty and share mutual interests. The awareness of and involvement in outside world, increases awareness of family, economic and political conditions. In late childhood peer groups often divide into cliques due to many reasons, for example personality, style and beliefs. The awareness of gender stereotypes continues to increase. Issues increase around sibling rivalry and separation from family. The next stage in life is adolescence this is between the ages of 12 to 17 years old. The physical development in early adolescence is the body continues to grow in height and weight. Early adolescence is between the ages of 12 to 15. Another physical development is that girl’s growth spurts peaks while boys typically begin. The physical development in late adolescence which is ages between 16 to 19 years, this is the stage during puberty. This is when there are changes in level of growth and sex hormones which cause the development of sex organs. It also develops sexual characteristics. Females continue the develop breasts, but experience broadening of the hips, onset of menstruation and first ovulation, growth of pubic and armpit hair. Males experience growth of muscles, broadening of the shoulders, growth of the larynx, production of semen and body and pubic hair. Both genders have an increased activity of the sweat gland. One of the intellectual developments in adolescence is having the ability to grasp irony and sarcasm. The ongoing development of vocabulary expands to more abstract words. Also the understanding of complex grammar continues to improve. Lastly thinking becomes more self conscious and critical, this is usually influenced by the media. The ability to cope with new problems and situations is reached by the end of this period. There are many social and emotional developments in adolescence; this is mainly due to hormones. In the early stages of adolescence sexual orientation begins to emerge. This stage in life is where most parent and child conflicts are likely to happen. Also peer pressure is likely to increase at this stage. This is because children are getting to the age where they want to try new things out like alcohol, smoking and shoplifting. In late adolescence sexual orientation continues to develop, whereas cliques decline in importance. The process of developing and maintaining intimate relationships begin. At this stage your identity is greatly influenced by personal factors, including family and peer relationships, economic and political circumstances. Near the end of adolescence you are introduced to the world of work and career planning. Adulthood is between the ages of 18 to 65 years. The physical functioning increases through the 20’s and peaks around the age of 30, but can be maintained through exercise. In early adulthood, 20 to 40 years of age there is a gradual increase in weight and body fat and a decrease in lean muscle mass. The efficiency of many organ systems begins to diminish at the rate of 1% a year. Sexual responsiveness remains high throughout this period, although some men start to slow down. Physical appearance changes by developing grey hair and wrinkles towards the end of early adulthood, this continues into the middle stages of adulthood. When aged 40 to 65 years, health and potential onset diseases affected by preventive behaviour could appear. For example smokers could suffer from lung cancer. Also in this life stage gradual changes in hearing and vision will occur. Another main development in this life stage is menopause begins in women. In early adulthood the intellectual development of vocabulary and knowledge continues to grow through work interactions and every day problem solving. Wisdom begins to develop in early adulthood. In the middle of Adulthood reaction time and mental processing slows down due to old age. Another development in this life stage is short and long term memory remains relatively stable. The social and emotional developments in early adulthood are the following. Firstly the need of achievement is often met through satisfactory of work. Secondly friendships become particularly important for people who are single. Also personalities are most likely to change up to the age of 30, with additional maturation continuing into the 40’s. In the middle of Adulthood this is where it’s most likely for a mid life crisis, this is due to self confidence and their relationship with the world. This stage in life will often experience facing age discrimination. However this time of your life could experience the greatest productivity at work. The last stage of life is older adulthood this from the age of 65 and onwards. The physical development of this life stage is when the brain becomes smaller and functions more slowly. The body will weaken and this will affect organs and major body systems. A lot of older people suffer from arthritis because of muscle strength which causes stiffness of joints. In older adulthood short term memory may decline, but active exercise of mental abilities helps to maintain functioning. Intellectual developments in older adulthood include the decline of language abilities. In this stage of life there is a decrease in drivers due to the speed of processing information. Another development is the ability to receive information, organise and interpret it declines. There are also social and emotional developments for the older adulthood. For example the retirement experience is shaped by social class and gender factors, including income, health and amount of previous planning. In this stage of life human beings have a sense of well being which tends to be higher than all previous periods. Also a lot of older adults are extremely satisfied with life, this is usually dependent on family involvement.

A study of Neanderthal ‘homo neanderthalensis’ morphology in terms of Bergman’s rule and Allen’s rule

Carl Bergman, a 19th century German biologist, stated that in a warm-blooded, polytypic, wide-ranging animal species, the body size of the members of each geographic group varies with the average environmental temperature.According to this principle, warm-blooded animals living in cold climates would tend to gradually become larger than animals of the same species living in warmer climates.J.A.Allen however said that animals adapted to cold have shorter limbs and protruding body parts.Taking these two rules together we could expect those living in cold, Northern climates to have short limbs, protruding body parts and be larger than those living in warmer places.It is believed that homo neanderthalis came North out of Africa 600,000 years ago. After that period there was an increase in their cranial capacity. They populated Europe from about 130,000 until 28,000 years ago when they either became extinct, or were so absorbed by homo sapiens as to become invisible. Fossils finds, associ ated with various cold adapted creatures such as reindeer.They had brow and jaw ridges and protruding faces. Palmer tuberosities   and tools found show that they probably had twice the strength of modern man. According to muscle attachment points and bone thicknesses it seems that they were more robust than modern man, but also that they were more sedentary. Homo sapiens ranged far and wide, whereas Neanderthals tended to stay in northern climes. Body mass increased in time, until they were about 30% larger than the worldwide average according to John Kappelman.McDonald makes the point that they lacked the culture to protect themselves from the elements and so adapted genetically with short, massively strong limbs, thick torso, prominent central face etc. Limb proportions are close to those of modern day extreme northern peoples such as the Inuit or Lapps. This fits in with the rules quoted earlier.References  Allen, J.A. The influence of Physical conditions in the genesis of sp ecies. Radical Review, 1877, 1: 108-140.Bergman,C. quoted inhttp://www.bartleby.com/61/98/B0199800.html retrieved 17th October 2007Kappelman, J., â€Å"They Might be Giants,† Nature, vol. 387 (May 8, 1997), pp. 126-127.Neanderthals found at   http://www.ecotao.com/holism/hu_neand.htm retrieved 17th October 2007McDonald, D.S., 1996, Neanderthal morphology found at http://www.geocities.com/CapeCanaveral/Launchpad/3917/morph.html retrieved 17th October 2007   A study of Neanderthal ‘homo neanderthalensis’ morphology in terms of Bergman’s rule and Allen’s rule Carl Bergman, a 19th century German biologist, stated that in a warm-blooded, polytypic, wide-ranging animal species, the body size of the members of each geographic group varies with the average environmental temperature.According to this principle, warm-blooded animals living in cold climates would tend to gradually become larger than animals of the same species living in warmer climates.J.A.Allen however said that animals adapted to cold have shorter limbs and protruding body parts.Taking these two rules together we could expect those living in cold, Northern climates to have short limbs, protruding body parts and be larger than those living in warmer places.It is believed that homo neanderthalis came North out of Africa 600,000 years ago. After that period there was an increase in their cranial capacity. They populated Europe from about 130,000 until 28,000 years ago when they either became extinct, or were so absorbed by homo sapiens as to become invisible.Fossils finds, associa ted with various cold adapted creatures such as reindeer. They had brow and jaw ridges and protruding faces. Palmer tuberosities   and tools found show that they probably had twice the strength of modern man. According to muscle attachment points and bone thicknesses it seems that they were more robust than modern man, but also that they were more sedentary.Homo sapiens ranged far and wide, whereas Neanderthals tended to stay in northern climes. Body mass increased in time, until they were about 30% larger than the worldwide average according to John Kappelman.McDonald makes the point that they lacked the culture to protect themselves from the elements and so adapted genetically with short, massively strong limbs, thick torso, prominent central face etc. Limb proportions are close to those of modern day extreme northern peoples such as the Inuit or Lapps. This fits in with the rules quoted earlier.References  Allen, J.A. The influence of Physical conditions in the genesis of spe cies. Radical Review, 1877, 1: 108-140.Bergman,C. quoted in http://www.bartleby.com/61/98/B0199800.html retrieved 17th October 2007Kappelman, J., â€Å"They Might be Giants,† Nature, vol. 387 (May 8, 1997), pp. 126-127.Neanderthals found at   http://www.ecotao.com/holism/hu_neand.htm retrieved 17th October 2007McDonald, D.S., 1996, Neanderthal morphology found at http://www.geocities.com/CapeCanaveral/Launchpad/3917/morph.html retrieved 17th October 2007  

How Well Managers Manage Stress Management Essay Essay Example

How Well Managers Manage Stress Management Essay Essay Example How Well Managers Manage Stress Management Essay Essay How Well Managers Manage Stress Management Essay Essay We as a group identified the emphasis factors in one of our members current occupation and evaluated that what directors can make to relieve such emphasiss. We got all these information s from our group member who is presently employed in a nerve-racking occupation. His occupation is as an decision maker in mariners s company. He had force per unit area from clients and on other manus from his foremans to apportion the occupations to applied scientists, furthermore many other stress full factors like, a menace of downsizing in the company and many more which are discussed below. We tried to depict the emphasis factors and besides tried generate that what, actions the director took to seek to relieve these emphasiss. This study includes: A description of the most outstanding emphasis factors in a company in which our group member working, A description and rating of what the director did to assist or the other manner unit of ammunition in an company in which our group member working, A description of what farther actions, if any should be taken by the director in an company in which our group member working, We identified the primary cause of emphasis for employee at work topographic point where our group member working. Long hours working at the office and it is beyond his control, Finding it hard to articulate no to a responsibility for trepidation of losing future plants, as he is under fiscal force per unit areas, Exposure to straitening incidents at work like constabularies, prison officers, ambulance workers or other wellness professionals face on an more or less each twenty-four hours, Sensation of undervalued at work, taking to emphasize and tenseness on the place forepart, World-weariness and deficiency of motive, Frustration experienced in find the way to publicity which is invariably being blocked by person, Near the underside of the ladder in hierarchy of administration and hold small control over working twenty-four hours, Fear of redundancy is besides a added force per unit area to utilize more clip at work and to take on excess undertakings, Workplace unjust intervention and favoritism are earnestly impacting his self-pride, Steady alteration in the workplace scenes and the undertakings expected to execute, The most common symptoms and early warning marks of occupation emphasis which we have evaluated during our group treatment with our group member who is working in a nerve-racking occupation are Be short of involvement Negativism/Suspicion Low assurance Boredom Anxiety Disappointment Fatigue Hopelessness Isolation Infuriate/Touchiness Headaches, Stomach Problems Absenteeism s While working on this study it came in observation that there is scope of stairss by which one can cut down overall emphasis degrees and the emphasis he happen on the occupation and in the topographic point of work like, bettering physical and emotional wellbeing taking duty, placing and avoiding drawbacks, avoiding negative attitudes that add to the emphasis you experience at work and better your relationships with direction and colleagues by better communicating accomplishments. Signs and indexs of excessively much occupation and workplace emphasis for illustration, Sensation of cranky or down and concerned, Boredom and loss of involvement in work, kiping Problems, fatigue, concentrating on Trouble, tenseness or concerns, venters jobs, backdown from societal set up, failure in sex thrust, and usage of intoxicant or drugs to last. Stress on the occupation interferes with your ability to work and you can cut down it by Try to stay acquire traveling as it is an aerophilic exercising and effectual anti-anxiety interventions, sharpening focal point and relaxing head and organic structure, Make nutrient picks that keep you traveling and do you experience good, Eating little but frequent repasts throughout the twenty-four hours maintains an even degree of blood sugar in your organic structure. Adequate slumber is really necessary as deficiency of slumber can go forth you vulnerable to emphasize and when 1s sleep summation, ability to manage emphasis is conciliation, so when one well-rested it becomes much easier to maintain his emotional balance and it is a cardinal moral force in get bying with occupation and workplace emphasis. Job strain can be reduced by prioritising and forming by direction of clip by a balanced agenda, and non over-commit yourself, more over attempt to go forth earlier in the forenoon for be aftering regular interruptions, direction bids for plumping occupation emphasis by prioritize undertakings, interruption undertaking into little stairss, delegate duties, and cut down workplace emphasis by betterment in expressive aptitude and expressive aptitude at work topographic point is self-awareness, self-management, societal, relationship direction. HOW WELL YOUR MANAGER CAN MANAGE YOUR STRESS? A director s best involvement is to maintain emphasis degrees in the workplace to a minimal and directors must move as positive function theoretical accounts, particularly in times of high emphasis. All of the instructions stated in this history are of import for directors to follow. By bettering communicating like, cut down uncertainness about their occupations and hereafters, sharing of information with employees, functions and duties are clearly defined to employees, and friendly and efficient communicating without unjust or junior-grade. By confer withing employees akin to engagement in determinations which affect their occupations, audience with employees about their programming and work regulations, harmonizing to abilities and resources suited work load on employees, shun infeasible deadlines, presentation that each single worker is valued. By offering wagess and inducements by verbally and institutionally Praising good work public presentation, calling development chances, for more control over their work Promotions. By cultivating a friendly societal clime by for societal interaction among employees supplying them adequate chances, for harassment constitution of a zero-tolerance policy, actions consistent with organisational values by direction A director can maintain emphasis degrees in the workplace to a minimal degree where our group member work by moving as positive function theoretical account, particularly in clip of high emphasis. A director can command long hours working at the office and proper work agendas and twenty-four hours offs, friendly relationship by which he ca nt fell hard to articulate no to a responsibility for trepidation of losing future plants, as he is under fiscal force per unit areas, cut downing exposure to straitening incidents at work like constabularies, prison officers, ambulance workers or other wellness professionals face on an more or less each twenty-four hours, riddance of esthesis like undervalued at work, taking to emphasize and tenseness on the place forepart, by encouragement cut downing Weltschmerz and deficiency of motive, proper timely publicities to complete defeat experienced in happening the way to publicity which is invariably being blocked by person, deputing undertakings to junior staff to complete defeat of felling of near the underside of the ladder in hierarchy of administration and hold small control over working twenty-four hours, fright of redundancy is besides a added force per unit area to utilize more clip at work and to take on excess undertakings, no unjust intervention and favoritism at workplace which earnestly affect self-esteem, no uninterrupted steady alterations in the workplace scenes and the undertakings expected to execute. If his director take all the stairss discussed above so his and his colleagues like him can come out of the most common symptoms and early warning marks of occupation emphasis which we have evaluated during our group treatment with our group member who is working in a nerve-racking occupation in the vena of be short of involvement, negativism/suspicion, low assurance, ennui, anxiousness, letdown, fatigue, hopelessness, isolation, infuriate/touchiness, concerns, tummy jobs, absenteeism s. Undertaking 2 We see that many organisations that have moved to a squad construction, the squad is the chief unit where work gets done. However, most of these organisations recruit and hire as though there was one occupation description and the squad did non be. Now a inquiry arises that in world is that individual has natural strengths or inclinations. Recent research has found that leting people to play to their strengths can give maximal public presentation and employee satisfaction. It is really of import that as a squad to place the functions that you think are of import for squads in the workplace like accomplishments needed to execute each function in a squad, measuring of the motive needed for each function in a squad, measurement the accomplishments needed for each function in a squad, efficaciously recruit for the assorted places or functions in a squad, enlisting and choice program in a squad. HOW WOULD YOU GO ABOUT RECRUITING AND HIRING FOR TEAM MEMBER While increasing your squad or altering an active crew member it become really hard for you to happen the best manner for happening person which you want to work with, can swear, hold all the accomplishments, requirements and apprehensions you seem for. It is a dearly-won error of engaging the incorrect individual for the occupation. So for it you should hold to travel through a proper procedure of recruiting and hiring as discussed below every bit, Preparation For your concern you need to do readyings like a program before you start enlistings and inquire yourself the following questions as, why you need new staff? For extension Substitution of group associate Need of broad mixture of indispensable accomplishments How long do you necessitate that staff member and Looking for lasting or temporary/ full-time or parttime squad member What the occupation really take on and looking for to acquire the occupation done by happening a individual holding proper endowments, makings and experience. Making a clear occupation elaborate list and personal specification jacketing upper limit of yours demands as, In work account make certain the work account comprises the inside informations as rubric of occupation, working hours, working nature and types of work contracts- lasting, fixed, impermanent, free-lance every twenty-four hours occupations In individual specification make a list including necessary and attractive accomplishments, requirements, and virtuousnesss and understanding for which you re interested for. Ad in more topographic points, with the aid of intelligence documents both local and national degree, cyberspace, word of oral cavity and besides personal recommendations are ways to happen new staff. In Selection goes exhaustively through the applications you received and do a determination for the campaigner s best matching yours standards. After readying of short listed campaigners invite them to an interviews. Interviewing is ever best manner to run into up possible staff before taking them on, so agreement of an interviews with the best matched campaigners, for happening out more about them. The construction and formality of the interview depends on you, do a list of interview inquiries to hold a 2nd sentiment acquire person else with you. In follow up you have to see that some campaigners perform best during interviews but they are non practical so be certain that the mentions they have provided should be existent and at least two mentions, one from most resent occupation and 2nd personal. Besides be cognizant of verbal mentions. There are figure of other issues while enlisting like equity and diverseness Torahs, national insurance, equal chances and any favoritism like race and it is expensive clip pickings, and like an investing to happen a right individual for right occupation ensuing a valuable investing and plus for the concern in hereafter. The proficiencies can be gauged by utilizing a assortment of tools like psychosomatic trials, proficiency based audiences, situational analysis and like vies, and if individual is good on proficiencies distinct for the company, so we can state that the person would be able to set in the company environment and work civilization and would be able to execute at his best degree, so the basic things focused in any hiring includes application, background cheque, contract, screen missive, drug testing, employment counselor, interview, occupation fraud, occupation hunting, probation, recruiter, over making, mentions, course of study vit ( curriculum vitae ) , underemployment and work-at-home strategy. SKILLS NEEDED TO PERFORM EACH ROLE IN A TEAM. A group of persons with parallel accomplishments makes a squad, working together to accomplish end and everyone have different competences and they work together to execute different undertakings. Teams have a leaning to be more successful when undertakings require impulse, freshness, incorporation of maps in a complex and quickly changing milieus. A director in an organisation betrothed in different in four maps of programming, forming, traveling in forepart, and commanding and for it he/she should hold to execute three major types of functions as Decisional Interpersonal and Informational In decisional functions he/she necessitate to be after scheme and utilize resources, and there are four specific functions at that phase, as enterpriser to delegate resources to develop, as perturbation animal trainer corrects unforeseen jobs faced by the organisation, as resource distributor he/she determines which work units will acquire which resources, and last 1 is as negotiant to work with others to make understandings sing merchandises and services. In interpersonal functions he/she require to direct and oversee employees and the organisation. He/she may pass on future organisational ends or ethical guidelines to employees at company meetings ; he/she should hold to work like a leader. In informational functions he/she obtain and convey information. Five direction accomplishments irrespective of organisational degree are Technical proficiency in a peculiar workplace activity and these are things such as utilizing equipments Interpersonal- affecting human dealingss to others, or ability to work together successfully with squad members Conceptual- ability to see the organisation as a whole, affecting a consideration of how team work Diagnostic- to look into jobs, make up ones mind on a redress, and implement a solution, affecting other accomplishments Political skill- it involves deriving power and avoiding other employees from taking off power, There are four cardinal functions in be aftering for his/her squad efficaciously, i-e What, Who, How, When the undertaking be completed. Communicating the program efficaciously with the squad members one time, developed, and it will reply the above inquiries. In forming the group on the squad, the stairss concerned are, Understanding of the factors which make a squad member successful Right campaigner to fall in the squad besides requires questioning Valuable preparation for new squad members Continuing preparation and advancement of squad members In directing squad members one should hold, Understanding and the endowment to listen Understand others point of position Knowing that how strengths and failings affect squad Team members show willingness to work Dispersed exhilaration within squad Willingness to take on duty Communication is besides really of import, effectual communicating is centered on the receiving system of the communicating having the same message as was intended by the transmitter. EMPLOYEE COMMITMENT AND MOTIVATION Employee committedness and motive ca nt easy incontrovertible and be likely to be qualitative in nature and it is possible to collate and interpret qualitative information into quantitative steps. There are few tools/ indexs to look into and mensurate the motive by, Member of staffs committedness to the administration ends and aims Member of staffs engagement in planning Member of staffs Recognition Member of staffs alignment Member of staffs development Member of staffs marks met

Survivors of the F-277 essays

Survivors of the F-277 essays Just think for one moment, imagine yourself, right now: warm, sheltered from the elements, full with food and drink.....content. Just imagine yourself without any luxuries. How would you react? The article The Survivors of the F-277, was an explicit look on how the human sprit will do just about anything to stay alive. Trapped for over seventy days in the frigid mountains of the Andes, twenty-seven survivors had to do the unthinkable in order to stay alive, eat the dead. Torn between a faith and morals, the survivors decided that God had left the bodies in order for them to eat and stay alive. With the soul already at heaven it would be a sin not to eat the dead. Many of the survivors could not get over the fact of eating the dead, but with time and no luck of a rescue many turned to cannibalism as will in order to stay alive. Three brave souls ventures out or of the white wreckage that laid ruin in the mountains to find help. When help came the doctors kept the cannibalism a secret, but later the information was leaked out and one question came about and rang through the Chiles headlines, What would you have done? (james, pg.256) I thought that the article The Survivors of the F-277, was a story of courage. These survivors had just about nothing to survive on but each other. I could never answer the question what I would do if I was in that situation until I was actually in it. It would be hard to look past that there is an actual person and not just a source of meat. The human spirit is very strong is there is a will to live. The survivors did everything to survive and waited a fair amount of time before making the decision to eat the dead I just hope if I was put in the situation I would have had the will to survive. In the article The Survivors of the F-277, there were a number of relations that were found in chapter one and eight. Eating the dead would be called a taboo ...

Frankenworms Dancing Gummy Worms Science Experiment

Frankenworms Dancing Gummy Worms Science Experiment Turn ordinary motionless gummy worms into creepy, wriggling Frankenworms in this easy science experiment. Frankenworms Materials Gummy wormsBaking soda (sodium bicarbonate)WaterVinegar (dilute acetic acid)2 glassesScissors or kitchen shears Let's Make Frankenworms! Use the scissors or kitchen shears to cut the gummy worms in half or into quarters lengthwise. You want long, thin strips of worms.Drop the worm strips in one glass. Add a couple of spoonfuls of baking soda and enough water to dissolve some of the baking soda. If all of the baking soda dissolves, add more until some undissolved powder remains.Let the worms soak in the baking soda solution for 15 minutes to half an hour.Pour vinegar into the other glass. Drop a baking-soda-soaked worm into the vinegar. What happens? At first, nothing appears to happen. Then, bubbles start to form on the surface of the worm. The worm starts to move. After some time, the reaction stops and the worm stills. Why Do the Worms Move? The gummy worms wriggle because a chemical reaction between baking soda (sodium bicarbonate) and vinegar (weak acetic acid) produces carbon dioxide gas. This is the same reaction that causes a baking soda and vinegar volcano to erupt lava! The tiny gas bubbles released by the reaction stick to the body of the gummy worms, eventually merging into bubbles big enough to float part of the worm. If the gas bubble detaches, it floats to the surface while that part of the gummy worm sinks back down. Tips for Success If your worms appear dead in the water, you may be able to revive them: See if you can cut the worms thinner. You may wish to ask an adult for help. A thinner gummy worm is a lighter gummy worm and thus much easier to make move. Thin worms absorb baking soda better, too.Try adding more baking soda to the soaking solution or soaking the worms longer. The baking soda needs to get into the gelatin that makes up the worms so that it can react with the vinegar to make bubbles.

Organism patenting in Africa Coursework Example | Topics and Well Written Essays - 2000 words

Organism patenting in Africa - Coursework Example They practiced these methods using DNA that was recombinant. Sometime after, Organism patenting was allowed after certain methods were seen fit to help with development and inventions. Patenting was allowed with one cardinal rule; that the patenting of living organism was and should be man-made. Since 1980, there have been many experiments that have been the result of patenting of the genetically modified organisms. Patenting of an organism includes the use of bacteria, viruses, certain seeds and plants. Another group of organisms that can be used is non-human species, particularly animals (Kankanala, 127, 2007).  Patenting does not only occur to the above named species. They can also occur from human cells, though these have to be in an isolated and manipulated state. Plants that are seemingly new and their seeds can be patented. Patenting does not come without its cost. There have been controversies that have gathered up from the time patenting occurred and has mostly been influe nced by the concern over the expense of certain patented medicines and other tests. There have also been concerns with genetically modified food which has brought concern as to whether the food originated from genetically modified seeds. Another main concern has been whether the farmers who plant the seeds of these plants have a right to harvest and plant the seeds. Each state has their own law regarding patenting rights, and some may allow certain patenting methods and organisms to be used while others may not. In this essay, attention will be paid towards patenting in Africa. Africa has been known to have issues with food, disease and health. Patenting in Africa is brings about stability and improve the living condition by ensuring that organisms patented can be able to survive; that plants can be able to tolerate the unfavorable conditions of the soil topography (Kankanala, 158, 2007).   There is one issue however; organism patenting seems to do more harm than good. This is bec ause despite the development of these organisms in order to make them more enhanced and beneficial, certain setbacks have proven to shake the foundation of the patenting scheme. For the negative feedbacks that are gotten from these experiments, it is the end user who is suffering, not the inventor. Take a case where certain bacteria is modified, patented and is introduced into a community that has had problems with the plants systems and animals, in that their survival is challenged. If the modified bacteria solution does not go as planned; say after harvesting the crops and consuming them, those who will suffer the most will be the end users. What this means is that scientists are just using people as experimental objects. They do not take responsibility and they must be liable to pay for their wrong doings. In a seemingly good society, they have introduced and organism that instead of doing a positive thing has turned out to be hazardous. It can be argued as a violation, but then again they may argue that it was just an experiment gone wrong. When patenting is done, it is done with the intention of making things and the lives of people more comfortable and lively. When this does not happen; when the opposite of good happens, responsibility is not taken by anyone. Many individuals have become ill because of the consumption of patented bacteria; have become more ill because maybe the virus that was patented has not served its purpose, or

Molecular Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Molecular - Speech or Presentation Example Suppose furthermore that these variants are distributed in the population independently of one another. Since A and B are now dependent, the probability of a randomly selected person to have the two variants, A1 and B1, will increase as these two variants will in most cases be found together (dependent distribution) In the movie Superman, the infant Kal-El’s father Jor-El gives him a crystal about the size of a tube of toothpaste and leaves a recorded message telling him that it contains the combined knowledge of the â€Å"28 known galaxies.† Suppose that this extraterrestrial crystal is a covalently bonded array of atoms spaced about 0.4 nm apart (like diamond on Earth) and that it contains information encoded in defects in the crystal lattice (For example, a defect could be a missing carbon atom. b. If a human encyclopedia of the 21st century fits comfortably on a digital video disk (4.7 GB, or 38 . 109 bits), about how many encyclopedias worth of information per â€Å"known galaxy† could Jor-El have recorded on his crystal a. You are a city inspector. You go undercover to a bakery and buy 30 loaves of bread marked 500g. Back at the lab you weigh them and find their masses to be 493, 503, 486, 489, 501, 498, 507, 504, 493, 487, 495, 498, 494, 490, 494, 497, 503, 498, 495, 503, 496, 492, 492, 495, 498, 490, 490, 497, and 482 g. you go back to the bakery and issue a warning. Why? b. Later you return to the bakery (this time, they know you). They sell you 30 more loaves of bread. You take them home and find their masses to be 504, 503, 503, 503, 501, 500, 500, 501, 505, 501, 501, 500, 508, 503, 503, 500, 503, 501, 500, 502, 502, 501, 503, 501, 501, 502, 503, 501, 502 and 500 g. you’re satisfied, because all the loaves weight at least 500g. But your boss reads your report and tells you to go back and close the shop down. What did she notice that you missed? 4. Molten wax is placed into a cold metal pan; the wax becomes solid and the metal rises

Newtons Law of Motion Assignment Example | Topics and Well Written Essays - 1000 words

Newtons Law of Motion - Assignment Example Where the gram mass is taken to be 0.001kg. Generally, force is the agency to make a change. Mechanically, a force is anything that changes an object’s velocity. Force is characterized as a vector quantity this is because it has both direction and magnitude. An external force, on the other hand, is a force whose source is off the considered system. The Net External Force that acts on the object the acceleration of the object in the force’ direction. The acceleration is directly proportional to force and indirectly proportional to mass. The SI unit of force is Newton. One Newton is defined as the resultant force that gives a one-kilogram mass an acceleration equivalent to 1m/s^2. A pound is equivalent to 4.45N. Newton’s First Law states that â€Å"An object at rest will remain at rest; an object in motion will continue in motion with constant velocity, except insofar as it is acted upon by an external force† (Bradner & Susskind, 2006). Force is defined as the changer of motion. Meaning that there is a conventional tendency of an object to maintain its current position. All objects tend to resist changes in their current motion state. When the unbalanced force is absent, the object in a moving motion will maintain its motion state. Conversely, Newton’s Second Law was framed based on the momentum concept. Therefore, it is the net force F, that acts on the object with a mass m is zero, the object will accelerate in the force direction. The acceleration is proportional to force and indirectly proportional to object mass. With force in Newton’s, mass in kilograms, and acceleration in m/s^2, the relationship between the three variables is written as When the forces applied to an object are the elements of the external force that acts on the object. It is common knowledge that heavy objects need more force to move similar distance as the lighter objects.  

The trial of Saddam Hussein Essay Example | Topics and Well Written Essays - 1500 words

The trial of Saddam Hussein - Essay Example According to Michael Sharf, the Saddam Hussein trial can be classed as one of the most important cases in international law because (a) the scale of atrocities was high (b) Hussein was a top ranking leader (c) interest of the international community due to the coalition led against Iraq (d) sets a legal precedent for international crimes and (e) effect of the trial and whether it was perceived as fair.1 While Saddam Hussein was guilty of heinous offences against his countrymen, nevertheless, the question of whether or not his trial was fair and whether any substantive human rights issues were raised is a legitimate one, in the interest of future trend sin international criminal law. The basic premise that underlies human rights law is the fact that they are universal2, and therefore transcend social, cultural and political barriers and differences3. An international crime cannot be left within the exclusive jurisdiction of the national authority that would normally exercise control o ver such instances4 since international crimes may implicate those in positions of power and authority in the local Government. War crimes, genocide, crimes against humanity5, torture and aggression are all included under international crimes and international criminal law is the law that governs such crimes.6 The International criminal Court which came into being in 2002, has jurisdiction over nationals for crimes occurring on the territory of all states that have ratified the Rome Statute.

Strategic Management Essay Example | Topics and Well Written Essays - 750 words - 11

Strategic Management - Essay Example r apprehending trivial matters such as where to dispose litter, and important matters such as departmental or a fellow employee’s internal telephone code. This organisational learning process is important since it enables employees to be absorbed deeply into organisational culture, mission, values and goals without a considerable input of the organisation. Another learning process which I came to appreciate during my tenure in Skipton Financial Services [SFS] is the use of training programmes. To ensure that this programme is effective, SFS has made several arrangements such as workshop drives, learning travels and retreats. SFS has seasoned heads of departments and these come in handy when learning programmes are being conducted. SFS uses its spacious conference rooms and state-of-the-art sound systems to facilitate the workshop drives. Secondly, learning travels are conducted annually, and involves, traveling with a designated team to an institute or a centre for professional learning, for the inculcation of higher organisational values, skills and talents. Retreats may also be conducted to aid the impartation of desired organisational skills and talents. Like all other corporate retreats, SFS’ case involves withdrawing the personnel from the normal organisational scene, with the intention of reflecting, evaluating and giving employees the chance to contemplate, recharge, bond and renew their vigour, skills and commitment. Workshop drives and training programmes, corporate retreats and learning travels have all proved useful in furthering the attainment of performance target. Nevertheless, since corporate retreats and learning travels are always expensive, they are usually attended by designated employees. This designation may be informed by rank or the portfolio that an employee holds, the exhibition of exemplary talents, skills and commitment to SFS’ goals and values, or tremendous improvement in an employee’s performance. Conversely, workshop drives

Folk Songs Teaching Approaches Essay Example | Topics and Well Written Essays - 500 words

Folk Songs Teaching Approaches - Essay Example This should not be the case as we have to preserve our culture and for this to be taken seriously, then, there has to be better approaches for teaching folk songs to students. There are a number of levels and methods for teaching folk songs whereby the method used coincide with the purpose of the students in learning the folk song or the purpose of the teacher in teaching the folk dance. The main aim of the teacher when it comes to teaching folk songs is to maintain quality with limited resources. Another component which is important in teaching folk songs is to understand folk song in the context; the creator of the song, which particular occasion is the song sang by the those who created it, the customs and traditions surrounding the occasion of the song, other elements of the culture that spawned it of which the song is but single element. The teacher teaches the steps, the style and the context of the folk song as he has mastered them. It is easier to teach the steps and it is difficult to teach the style while on the other hand the context has not been fully researched to be adequately learnt. However, it becomes difficult for even the best dancer to teach the styles of each different region. The teachers must admit to their students that it is difficult for one master styles of every folk songs they dance in order to encourage them.

Strategic Management Essay Example | Topics and Well Written Essays - 750 words - 11

Strategic Management - Essay Example r apprehending trivial matters such as where to dispose litter, and important matters such as departmental or a fellow employee’s internal telephone code. This organisational learning process is important since it enables employees to be absorbed deeply into organisational culture, mission, values and goals without a considerable input of the organisation. Another learning process which I came to appreciate during my tenure in Skipton Financial Services [SFS] is the use of training programmes. To ensure that this programme is effective, SFS has made several arrangements such as workshop drives, learning travels and retreats. SFS has seasoned heads of departments and these come in handy when learning programmes are being conducted. SFS uses its spacious conference rooms and state-of-the-art sound systems to facilitate the workshop drives. Secondly, learning travels are conducted annually, and involves, traveling with a designated team to an institute or a centre for professional learning, for the inculcation of higher organisational values, skills and talents. Retreats may also be conducted to aid the impartation of desired organisational skills and talents. Like all other corporate retreats, SFS’ case involves withdrawing the personnel from the normal organisational scene, with the intention of reflecting, evaluating and giving employees the chance to contemplate, recharge, bond and renew their vigour, skills and commitment. Workshop drives and training programmes, corporate retreats and learning travels have all proved useful in furthering the attainment of performance target. Nevertheless, since corporate retreats and learning travels are always expensive, they are usually attended by designated employees. This designation may be informed by rank or the portfolio that an employee holds, the exhibition of exemplary talents, skills and commitment to SFS’ goals and values, or tremendous improvement in an employee’s performance. Conversely, workshop drives

Organisational Change Case Report Essay Example | Topics and Well Written Essays - 2250 words

Organisational Change Case Report - Essay Example However, the restructuring process resulted in loss of customer loyalty and negative publicity. In the current study, various models for organisational change have been studied and the best model for Qantas change management has been selected. This model has been used in various applications in order to facilitate better communication and increase motivation as well as employee engagement. The model is also helpful in determining the various strategies through which the business can be improved and made sustainable. Conclusions helped in wrapping up the entire report with important points. Recommendations have been given in terms of the failure of earlier strategies as well as future strategies, which can be an added advantage to the current change management process. Contents 1. Introduction 3 2. Critical Evaluation of Diagnostic Models 3 2.1 Open system Model 3 2.2 Congruence Model 4 2.3 Burke-Litwin Model 5 2.4 Choice of Diagnostic Model for Qantas 6 3. Application of selected mod el to Qantas 6 3.1 Application in the formal organizational system 7 3.2 Application in informal organization 8 3.3 Application in Employee management 8 4. Conclusion 9 5. Recommendations 9 References 11 1. Introduction Qantas is an airline carrier in Australia. The airline carries 65 percent share of the domestic market of Australia and around 19 percent of international passengers travelling in and out of the nation. Sydney airport is the major hub (Qantas, 2013a). The company saw a huge decline in their profit margin in the year 2012 when profits went negative (Qantas, 2013b). As a result, the management decided to bring about huge restructuring in their organization as well as strategies. The airline carrier has been involved in organizational restructuring as a result of the increasing economic downturn and loss of revenue. The organization was in news because of its massive reduction in management staffs and employee layoffs as a fundamental review process (Paraskevas, 2006). Through this organizational change management process, the company hopes to cope up with the ongoing economic challenges and revive its organization from the present global financial downturn. The objective of this report is to analyze the change management process occurring in the organization. The study will involve use of various diagnostic tools for organizational change management and identify the tools best suitable for the organization. Literature review as well as organizational practice will be considered while reviewing and identifying recommendations and selecting appropriate methods. 2. Critical Evaluation of Diagnostic Models 2.1 Open system Model It is an organizational model which recognizes that an organization exists in the framework of a bigger environment which affects its performance and in turn also affects the way an organization interacts with the change. According to this model, firms operate within external environment, taking specific inputs and transformin g those using technical and social processes (Sullivan, 2004). The outputs are returned to this environment and used as feedback for firm’s functioning. Open system model can be described on the basis of its various properties described below; Environment: Open system environment involve people and organization exchanging resources and information with the environment.

Computer Use in Early Childhood Education Essay Example for Free

Computer Use in Early Childhood Education Essay Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a persons life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical Development of Fine (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton Hardwood (2005), Zebenbergen Logan (2008), Walters Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L. O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

differences and similarities between huckleberry finn and tom sawyer :: Free Essays

The similarities and differences between Twain’s The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn are two novels that focus on the lives of two different young men living in the same town. Both young men are the main characters of each novel. Tom’s character was based much on the life of the author Mark Twain. Both lost their mother at a young age and both were too smart for their own good. The novels are similar and different in many ways. One way that they are similar are the titles. Both titles give us an idea that the book is about two different boy’s adventure. Another way is their faith both boys reject religion. Huck reason is that when he prayed for what he wanted, he didn’t get anything so he thinks Christian faith and praying is pointless. Both boys personalities are very different practically opposites. Tom is a very unpredictable, uncooperative, and lazy ch ild with a carefree attitude who gets a thrill out of fighting and playing. He is very intelligent for his age even though he smoked. He’s a mischievous child who lives by the quote â€Å"Work consists of whatever a body is obliged to do, and that play consists of whatever a body is not obliged to do † if there’s something wrong to be done he’s going to be doing it. Deep down inside is a boy who has a very low self esteem and trys to hide it. Tom feels unloved even though he has a family and whenever he feels unloved he imagines his own funeral and questions his existence. Probably that’s the reason why he a troubled child he doesn’t feel that he’s living for any good reason, so he might as well be bad.

The European Monetary Union (EMU) - The Euro as a Single Currency Essay

The European Monetary Union (EMU) - The Euro as a Single Currency Liberalizing trade is nothing new to the world, but we have never witnessed such a vast economic integration between sovereign countries like the integration carried out in the European Union. Customs duties between European countries started to come down steadily in the early 1950s and were abolished in 1968 with the introduction of a customs union and the implementation of the common external tariff. The official proclamation of the single market on 1 January 1993 marked the ending of non-tariff barriers to trade between Member States. European Monetary Union will make it possible to complete European economic integration. The introduction of a single currency will mean price transparency, that is prices of goods can be directly compared on the markets of the participating Member States, which will merge into one market. Obstacles to trade such as the transaction costs, which add up to 0.4% of the EU GDP per year, and the exchange risk, will be eliminated. The competitive positions of companies can no longer be established by exchange-rate movements but will reflect productivity, inflation and cost differentials. This should permit a better allocation of capital and of available resources. The member countries will also be able to save administrative costs used for hedging operations. Over and above its positive effects on price stability and public finances, the single currency will make it possible to complete the single market and increase the benefits, which have already flowed from it. Monetary Union will create an area within which national financial markets will become an integrated, wider and more flexible market. Financial institutions and financial centers will face new competitive conditions. The size of a specific national market will lose its significance. Competition will increase and could lead to greater harmonization across the euro area. The introduction of the euro will have a great impact on the financial sector. This is because of three main reasons: Â · The European System of Central Banks will be operating the single monetary policy in euro. So, it will be necessary for financial institutions to be able to operate in euro. Â · Governments will issue all new debt in euro. Therefore, financial institutions, payment systems and clearing ... ...ch the problems associated with the changeover to the euro will be resolved. Second, the national currencies of the EMU members are no longer independent. They are fixed to the euro. A speculation between currencies of the member states is pointless because this is equal to speculation with a currency of the same type. The introduction of the euro in 1999 was an event, anticipated for a long time. Following, the euro has faced some problems due to the transaction period, but there is a strong belief that these problems will be easily overcome as the young currency accumulates power. Now that, the euro has become the official currency of the European Union (with some exceptions) there will be no more national currencies of the member states. In this way, we become witnesses of the highest level of integration among independent nations in the world history, when the European Union is expected to become the leader in the world economy. Bibliography: 1. Kreinin, International Economics, 1991, Harcourt Brace Jovanovich 2. Cecchini, The European Challenge, 1992, Wildwood House 3. European Central Bank’s web site: http://www.ecb.int 4. EMU official web site: http://www.emu.int

Gothic Fiction Speech Essay

Slide 2- What is it? Gothic fiction is the literature of nightmare also referred to as Gothic horror. It delves into and feeds on the ghoulish and monstrous creatures that haunt the very darkest places in your mind. Fears of claustrophobia, entrapment, terror, horror, pain, madness, the supernatural and the inexplicable. The word â€Å"Gothic† derives from â€Å"Goth†, the name of a barbaric Germanic tribe that invaded Europe. Gothic medieval architecture such as cathedrals attributes a majestic style often with savage or grotesque ornamentation. It branched off from the Romanticism movement which occurred during the 18th and 19th century. Gothic fiction â€Å"gives shape to the concepts of the place of evil in the human mind.† Slide 3- Origins (historical context) An intellectual and secular movement that dominated the eighteenth century. The rise of Gothicism has been attributed by several scholars as a response to the Enlightenment thinkers who favoured rationality and reason over emotions and feelings. It rejected anything that resembled the â€Å"barbarism† of the medieval period in their eyes. Their purpose was to demonstrate that science and â€Å"natural† philosophy were the only means of obtaining knowledge, and not religion which was considered â€Å"irrational†. Gothic fiction was an essential part of the Enlightenment movement as it provided an escape from rationality and reason. Over time though, philosophers and writers began to rebel against the Enlightenment movement and privilege the irrational, emotional and uncanny. Whilst the Enlightenment movement looked to the classical periods of Greece and Rome, Gothic writers looked to the Middle Ages as their inspiration and model. Slide 4 Revolution Revolution had a significant influence on the establishment of Gothic fiction. The French revolution began in1789 and brought a â€Å"Reign of Terror† to the people and â€Å"shook the foundations of European statehood†. Critics suggest the Gothic movement arose during the French Revolution as the social anguish and pain gave rise to the dark imagery and character of the Gothic. As violence and blood-shed persisted, the terror of the Gothic novel in amalgamation with imagery of chase and capture and the threat of evil conquering good, reflects the general anxiety and anguish of the people; the writers and the reading public. Romanticism (1780-1850) Romanticism was the movement that emerged as a reaction to Enlightenment values and promoted â€Å"liberty in literature†. Artists were free to express their most intense emotions and escape from reason and rationality. Through this movement some looked to the gothic past whilst others turned to religion, the supernatural and Nature. After the French Revolution there was a burst of writers inspired by these core concepts of human nature, emotions, irrational entities, individualism and the realms of your imagination. Gothic romance became increasingly popular and many writers took from Walpole’s The Castle of Otranto. Slide 5- Conventions Walpole’s novel established the stock conventions of Gothic fiction that would inspire and continue to be adapted in contemporary society: – Intricate plot- plots within plots with multiple narrators – Stock characters (Virginal maiden, hero, tyrant/menacing villain) – Subterranean labyrinths/hidden rooms and passageways – Ruined castles (later made way to haunted house) – Supernatural occurrences – Remote/isolated setting- wide landscape and therefore nowhere to escape from. – Darkness as intrinsic to humanity – Graveyards/churches/ruins – Monstrous creatures- ghosts, devils, vampires, witches, spirits, angels. – Misty weather – Dreams/vision – Mood/sense of mystery or dread – Justice- E.g. Most common is the â€Å"sins of the father† – Family secrets/ ancestral curses – The double or the â€Å"Doppelganger† (German for â€Å"double-goer†) – Mysterious deaths Slide 6- Evolution of Genre Horace Walpole is credited as the founding figure of gothic literature with his novel The Castle of Otranto (1765). The stock conventions of Gothic fiction were established through his novel; the haunted castles, supernatural occurrences, hidden passageways, etc. Writers such as Clara Reeve and Ann Radcliffe adapted Walpole’s plot to contextually and aesthetically be more socially acceptable in18th century realism by exploring the concept of â€Å"explained supernatural†. Gothic novels were looked down upon by well-educated people as sensationalist women’s entertainment. Anne Radcliffe introduced the dark and menacing figure of the Gothic villain, the â€Å"Byronic Hero†. The gloomy villain, forbidding mansion, and persecuted heroine evident in novels demonstrates Walpole’s and Radcliffe’s influence on Gothic literature. By the Victorian era, Gothic fiction ceased to be the dominant genre and was dismissed by critics. Edgar Allan Poe posed as an innovative American writer during in the 19th century, a re-interpreter of Gothic fiction. He payed greater attention to the psychology of the characters he conjured up. In his story â€Å"The Fall of the House of Usher† he explores the â€Å"terrors of the soul† as most of his characters descended into madness whilst incorporating Gothic tropes of death, decay and madness. The 1880s saw the revival of Gothic fiction feeding off contemporary fears such as â€Å"ethical degeneration† with famous authors such as Robert Louis Stevenson, Arthur Machen and Oscar Wilde producing gothic works. The twentieth century significantly contributed to the genre with the introduction of film. During the 1920s and 30s movies were based around Dracula, Frankenstein and werewolves then later films began to draw on Poe’s works. The twentieth and twenty-first centuries maintained an ongoing fascination with horror, terror, the supernatural vampires and werewolves demonstrating the ongoing power of the Gothic in contemporary society. Slide 8-Psycho Contextual Placement The beginning of the twentieth century saw the renewed popularity of the horror tale and it is supposed that it was a way of expressing the horrors of World War I. There were numerous variations of Gothic fiction established in this time. Successful mass Gothic novels, often called Modern Gothic or Gothic Romance were written for females, by females like Daphne Du Maurier’s Rebecca (1993 considered the archetypal Modern Gothic thriller. The 60s, when Psycho was released was an era of great positive change for the role and rights of women. It was a time of sexual revolution which was exploited in the media especially film. Hitchcock broke all film conventions featuring the â€Å"leading female protagonist having a lunchtime affair in her sexy white undergarments in the first scene†. This was significant because before the 60s female sexuality was repressed. In relation to Gothic fiction, the Gothic genre gave way to modern horror fiction. Slide 9- Psycho Conventions Psycho employs several stock gothic conventions including: An Isolated/remote setting with the motel off the side of a large motorway, separated from the outside world. The spooky old house is architecturally Gothic and critics have stated that it is â€Å"a fine 20th Century stand-in for Dracula’s castle.† Bates characterises villain who is psychologically unstable reincarnating his dead mother, whom he murdered, through himself when committing the murders but doesn’t take the responsibility. Themes of corruptibility, confused identities, voyeurism, human vulnerabilities and victimization, the deadly effects of money, Oedipal murder, and dark past histories are realistically revealed. Through the shower murder scene, it is suggested that horror resides in everyday life rather than in the alternate worlds of the supernatural, the fantastic, or the Gothic. The film employs psychological terror rather than the monsters and supernatural trappings that were associated with the genre at the time (1960s). Hitchcock’s psycho changed the direction of the genre with the subsequent rise of â€Å"splatter films†. Slide 11- Fall†¦Contextual Placement During his short life he faced many hardships which influenced his unique style. He was a victim of depression and turned to alcoholism. He was influenced by the Gothic movement in England and in his case the term Gothic can be used interchangeably with Dark Romanticism. Critics classify Poe as a post-Gothic writer but he nonetheless incorporated the Gothic style in his masterpieces. Contextually Poe’s adapted direction of Gothic fiction; the psychological effects of guilt and sin, the conflict between good and evil, people plagued with madness; all stemmed from the absence of parental figures and his alcoholism. Poe is often considered the father of the horror genre. Slide 12- Fall†¦Conventions The Usher house portrays the clichà ¯Ã‚ ¿Ã‚ ½ Gothic house- as stated by Professor Fred Botting â€Å"The house is both a Gothic manifestation, an architectural ruin set in a desolate and gloomy landscape and a family equally in decay dying from an unknown and incurable disease.† Captures the element of claustrophobia, with Madeline falling victim to the confinement of a coffin whilst still alive and the mental confinement of the characters in the house. Psychological haunting is evident through Roderick’s knowledge of burying his sister alive and the intense guilt he feels. The seemingly supernatural noises that occur whilst the narrator reads a story, intensifies this guilt. Terror encompasses the characters, particularly Roderick, building up steadily as the anticipation of Madeline’s supposed death loiters. The horror is revealed when Madeline, bursts through the doors wearing a gown covered in blood. Decay and ruin are evident physically with the decaying of Roderick and Madeline and the Usher bloodline. In the end both Roderick and Madeline die together followed by the house crumpling around them confirming the collapse of the Usher family. Slide 13 Rather than characterising the traditional complex narrative structure, it is told in first person by one person only and contains an increasing intensifying suspense building to an excessive climax. The climax confirms Roderick’s fear as Madeline bursts through the doors covered in blood. Through this dramatic climax the Gothic value of excess is seen. Poe is a key figure in the transformation of Gothic fiction placing a larger emphasis on the internal rather than the external. He delves into the psychology of man and of the true nature of evil. Through his works Poe has had an ongoing influence of Gothic on contemporary literature. Slide 15-Shining Contextual Placement With the introduction of film in the twentieth century, the most prominent variation of Gothic literature was established. With this new outlet of technology, horror and terror could a be explored on a totally different level with special effect features, lighting and filming intensifying the gruesome and dark imagery of the genre. Punter effectively states the particularities of twentieth century gothic fiction: â€Å"Contemporary gothic reflects and provides a singular symbolic language for the discussion of preoccupations of our time: capitalism, inhumanity, information overload, child abuse, serial murder, pollution, and corruption†. Child and domestic violence, serial murder and corruption are clearly evident Slide 16- Shining Conventions The Shining exhibits traditional Gothic conventions as well as modern adaptations of the genre. The huge old vacant hotel that ends up being haunted hides a dark past of brutal murder. There are numerous supernatural events involving the ghosts of the previous family, Danny’s visions of their murder and the chases through the hallways. The double or the â€Å"doppleganger† seen at the end of the film presents a photo shown of a ball in 1921 with Jack standing in the middle of the gathering suggesting that Jack could be a reincarnation of himself and lives out the horrific events of the past once more. This also ties in the convention of The theme of appearance and reality is prevalent in the film, Gothic fiction exploring this murky ground between what is â€Å"real† and â€Å"fantasy†. This is what descends Jack into madness. Eee/ Gothic fiction has undergone significant transformation as seen and continues to significantly influence contemporary literature. Even though many conventions have been refined, adapted or created the core values and character of Gothic have provided society with an outlet into the dark world of decay, death and mystery leading you on a â€Å"road to that sublime place in the mind composed of fear and beauty.†