Summary of the Biography of Edgar Allan Poe

Biography of Edgar Allan Poe Edgar Poe was born in Boston on January 19, 1809. That makes him Capricorn, on the cusp of Aquarius. When Poe was 6, he went to school in England for 5 years. He learned Latin and French, as well as math and history. He later returned to school in America and continued his studies. Edgar Allan went to the University of Virginia in 1826. He was 17. Edgar Allan had no money, no job skills, Edgar went to Boston and joined the U. S. Army in 1827. He was 18. He did reasonably well in the Army and attained the rank of sergeant major.In 1831, Edgar Allan Poe went to New York City where he had some of his poetry published. He submitted stories to a number of magazines and they were all rejected. Poe had no friends, no job, and was in financial trouble. In 1835, Edgar finally got a job as an editor of a newspaper because of a contest he won with his story, â€Å"The Manuscript Found in a Bottle†. Edgar missed Mrs. Clemm and Virginia and brought them to Rich mond to live with him. In 1836, Edgar married his cousin, Virginia. He was 27 and she was 13.As the editor for the Southern Literary Messenger, Poe successfully managed the paper and increased its circulation from 500 to 3500 copies. Despite this, Poe left the paper in early 1836, complaining of the poor salary. In 1837, Edgar went to New York. He wrote â€Å"The Narrative of Arthur Gordon Pym† but he could not find any financial success. He moved to Philadelphia in 1838 where he wrote â€Å"Ligeia† and â€Å"The Haunted Palace†. His first volume of short stories, â€Å"Tales of the Grotesque and Arabesque† was published in 1839. Poe received the copyright and 20 copies of the book, but no money. Poe found himself without a regular job once again.He tried to start a magazine called The Stylus and failed. He won a hundred dollars for his story, â€Å"The Gold Bug† and sold a few other stories to magazines but he barely had enough money to support hi s family. Often, Mrs. Clemm had to contribute financially. In 1844, Poe moved back to New York. Even though â€Å"The Gold Bug† had a circulation of around 300,000 copies, he could barely make a living. He and his family moved to a small cottage near what is now East 192nd Street. Virginia's health was fading away and Edgar was deeply distressed by it. Virginia died in 1847, 10 days after Edgar's birthday.After losing his wife, Poe collapsed from stress but gradually returned to health later that year. On September 27, Poe left Richmond for New York. He went to Philadelphia and stayed with a friend named James P. Moss. On September 30, he meant to go to New York but supposedly took the wrong train to Baltimore. On October 3, Poe was found at Gunner's Hall, a public house at 44 East Lombard Street, and was taken to the hospital. He lapsed in and out of consciousness but was never able to explain exactly what happened to him. Edgar Allan Poe died in the hospital on Sunday, Octo ber 7, 1849.Quotes from Edgar Allan Poe â€Å"It will be found, in fact, that the ingenious are always fanciful, and the truly imaginative never otherwise than analytic. † – from â€Å"The Murders in the Rue Morgue† â€Å"It is more than probable that I am not understood; but I fear, indeed, that it is in no manner possible to convey to the mind of the merely general reader, an adequate idea of that nervous intensity of interest with which, in my case, the powers of meditation (not to speak technically) busied and buried themselves, in the contemplation of even the most ordinary objects of the universe. † – from â€Å"Berenice†

Carbohydrate Lab Report Essay

Qualitative identification of a substance is of significant importance in chemistry. Physical constants such as melting points have traditionally been used by organic chemistry for identification of unknown compounds. As for inorganic substances, the precipitation of a solid, results of a flame test, or the formation of a colored substance could all be keys to identifying a sample. Chromatography and spectra are amongst the newer techniques practiced today. A problem that arises in biochemistry when attempting to identify a particular compound is that the tests that are utilized to identify these compounds rely on the reaction of a functional group and therefore will yield positive reactions with more than just one compound. This means that more than one test has to be performed in order to deduce which compound is present by process of elimination. Carbohydrate chemistry allows us a great opportunity to better understand qualitative testing. The tests run within this experiment are usually carried out to identify simple carbohydrates. It is possible that by running these tests with a variety of different carbohydrates we determine the identity of an unknown sample. Tests Benedict’s Test Tests for: Reducing Sugar (+), Nonreducing Sugar (–) Positive result: Red precipitate Negative result: No precipitate Bial’s Test Tests for: Pentoses (+), Other (–) Positive result: Change in color to cloudy dark blue Negative result: Not cloudy dark blue Barfoerd’s Test Tests for: Monosaccharides (+), Disaccharides (–) Positive result: Red precipitate Negative result: No precipitate Seliwanoff’s Test Tests for: Fructose (+), Other (–) Positive result: Change in color to orange Negative result: Not orange Glucose Oxidase Test Tests for: Glucose (+), Other (–) Positive result: Changes color Negative result: Remains same color Starch Iodine Test Tests for: Starch (+), Sucrose (–) Positive result: Change in color to blue Negative result: Not blue Discussion We determined our carbohydrate to be ribose considering it matched up perfectly with all the test results we had ran. Ribose was the only carbohydrate of the ten that had similar reactions to the tests performed. The three tests that ribose was subject to were Benedict’s test, Bial’s test, and Barfoerd’s test, all of which ribose tested positive for. Since the unknown also tested positive to these three tests and negative to all other tests that we ran, this means the unknown is a reducing sugar, a pentose, and a monosaccharide. We did have a bit of trouble trying to decide whether the unknown was arabinose or ribose because they both tested positive to the aforementioned tests. However, arabinose had a greenish tint and our unknown matched in color more closely to ribose’s dark blue. Read more:Â  Iodine Test for Starch Lab Report

History of Black Nurses Essay

Trained schools for students who wanted to pursue a career in nursing came about in the 1800s when Florence Nightingale advocated the idea. The only students that were accepted into these programs where white students, blacks were not allowed any education during this time. Blacks were not given equal rights as the white people, and were denied the right to have an education. There were many black young women who were very interested in nursing, and were dedicated to pursue their dream, and wouldn’t stop trying until they were given equal rights and accepted into these nursing programs. Some black women would follow along with the black soldiers in the Civil War and provide care to these wounded soldiers, as well as provide food, and also teach them to read and right. The first school of nursing was formed after two black men in Chicago, Illinois won the support of their community, and made a hospital out of a small brick building. The black people also came together to form the National Association of Colored Graduate Nurses, an organization formed to protect the black nursing profession, and to stop discrimination towards them. History of Black Nurses During the early 1800s nursing was mainly caring for the sick by family members or slaves. Nurses provided care in homes, and when World War I and II came about, nurses were sent off to provide care to the wounded soldiers. There was not a trained system for nurses to learn and gain experience in the profession, so all of the care that the sick were provided was by untrained nurses. It wasn’t until Florence Nightingale recognized the idea of providing a trained, organized system for nurses to learn before they worked as a professional nurse. Many schools arose out of her idea, however white students were only accepted into these nursing schools, blacks were not accepted. Black people were not given equal rights as the whites, and were denied the right for education and were therefore, denied acceptance into these nursing programs. Mary Eliza Mahoney was born to Charles and Mary Jane Mahoney in 1845, in Boston, Massachusetts. She began to show an interest in nursing when she was a teenager, and worked at the New England Hospital for Women and Children as an unofficial nurse aid, a cook, janitor, and washerwoman. When she was thirty-three years old, she was accepted to a nursing program. as one of forty-two, being the only black student, (Hines, 2004). Although she had to deal with racial discrimination and long hours of lectures and patient care, she made it to the end of the program as one of four. In 1879, she graduated from the New England Hospital for Women and Children in Boston, making her the first black professional nurse in the United States. After Mary Mahoney graduated from nursing school, she worked mainly as a private duty nurse for the next thirty years. Her work became widespread as a private duty nurse. Her patient’s loved her calmness, and professionalism, and she began receiving requests from different states, (Haltey, 2010). After working for private duty for thirty years, Mahoney opened a director of an orphanage in Long Island, New York, and remained there for the next ten years. In 1908, she became a cofounder to the National Association of Colored Graduate Nurses, (Hines, 2004). Mary Mahoney became an inspiration to many black women wanting to pursue a career in nursing. She fought through discrimination, as well as the pressures of nursing school, and graduated with a nursing degree. She helped to open the door for the black population that wanted to become a professional nurse and put an end to the discrimination. Susie King Taylor was born a slave in 1848 on the Grest family farm in Georgia. When Susie was seven years old her owner, Mr. Grest, allowed her to move to Savannah with her Grandmother who had been previously freed by him, (MacLean, 2007). Susie was denied education because she was black , however, her Grandmother would not let this stop her from becoming educated. Susie was sent next door to the neighbor who taught her how to read and write for the next two years, and after she learned this, she was sent to a few other people to become educated. At 14 years old, Susie was taken by boat by Union Soldiers to St. Simon’s Island. Here she met her future husband, Edward King, an army sergeant. She worked with the First Regiment of South Carolina Volunteers, which was made up of slaves, who had been freed by the Union Army. Susie was asked to start a school for children on St. Simon’s Island, and she willingly agreed. Susie taught about forty children, and she also taught adults at night. (MacLean, 2007). In 1863, Susie traveled with her husband’s regiment. She became the first black nurse during the Civil War, and helped to care for wounded soldiers. During her off hours she taught the soldiers how to read and write, and also cooked and laundered for them. She wrote in her diary about the nursing shortages during the war, and was happy to provide nursing care to the sick soldiers. She continued to serve as a nurse until the war ended in 1865. (MacLean, 2007). When the war was over, her and her husband moved to Savannah, Georgie. In 1866 she opened a school for freed black children. Shortly after the school opened, and Susie gave birth to her son, her husband Edward King passed away. In the 1870s, Susie moved to Boston and remarried nine years later. She also joined and became president of the Women’s Relief Corps, which was an association for the Veterans of the Civil War. After being asked by the Women’s Relief Corps, as well as the Army, she agreed to write an autobiography about her experiences during the war. In 1902, Susie King Taylor published her autobiography, Reminiscneces of my Life in Camp: A Black Woman’s Civil War Memoirs, (MacLean, 2007). In 1902, Susie received a letter from the commanding officer in the First South Carolina volunteers stating, â€Å"I most sincerely regret that through a technicality you are barred from having your name placed on the roll of pensioners, as an Army nurse; for among all the number of heroic women whom the government is now rewarding, I know of no one more deserving than yourself,† (MacLean, 2007). Adah Thoms was born in 1870 in Richmond, Virginia. Before she pursued a nursing career, she attended school studying elocution and speech at Cooper Union. Shorty after, she attended the Women’s Infirmary and School of Therapeutic Massage and graduated in 1900. She was the only black woman of thirty students, (White, 2010). She also attended the Lincoln Hospital and Home School of Nursing. After graduating she became assistant superintendent of nurses at the Lincoln Hospital and Home School of Nursing for eighteen years. During her years there, she added another course to the nursing curriculum, public health, and made public health a recognized field of nursing, (White, 2010). Adah Thoms helped with Martha Franklin, and Mary Mahoney to organize the National Association for Colored Graduate Nurses, and was appointed as its first treasurer, and was later president of the organization for seven years. She was also very dedicated to ensuring equal opportunities for black nurses, and worked hard to try and achieve these rights. Thoms worked with the chairmen of the American Red Cross to convince the Surgeon General to allow black nurses to enroll in the Army Nurse Corps, (White, 2010). Black women would enlist to try and serve as nurses during World War I, however the Surgeon General refused to let any black nurses serve. Eighteen black women were eventually accepted to serve as nurses during WWI due to the nursing shortages, and were only allowed to provide care to black soldiers. (White, 2010). Thoms was recognized for her dedication to obtaining equal rights for black nurses. She added to the nursing curriculum, served in the NAGCN as treasurer and president, worked with the Red Cross to campaign for equal rights of black nurses, and opened the door for nurses to serve in the military. For her bravery and commitment, she was the first to receive the Mary Mahoney award when it was established in 1936, and was also inducted into the American Nursing Hall of Fame in 1976, (White, 2010) Mabel Keaton Staupers was born in 1890, in Barbados. In 1903 she moved with her family to the United States, and made a home in Harlem. She graduated from Freedman’s Hospital School of Nursing in Washington, DC in 1917, and began her nursing career as a private duty nurse. In 1920, she collaborated with Dr. Louis T. Wright, and Dr. James Wilson, to organize the Booker T. Washington Sanatorium, which was the first facility in Harlem where black doctors could treat black patients, (American Nurses Association, 2010). In 1922 she was assigned to create a survey for the Harlem area for the health needs of the community. With the results of this survey, the New York Tuberculosis and Health Association was organized, and Mabel Staupers was the first Executive Secretary, and kept this position for the next twelve years, (American Nurses Association, 2010). In 1934, Mabel was appointed as the first nurse executive of the NACGN. During this time she began a campaign for nurses to gain integration into the Armed Forces Nurses Corps, and by 1941 black nurses were allowed into the Army, but not with full integration, and the US navy continued to prevent black nurses from enrolling. Staupers gained the help of Eleanor Roosevelt, who was first lady at the time, and wrote a letter to Franklin D. Roosevelt to recognize black nurses. With support from the public, the Army and Navy both accepted black nurses by January, 1945, (American Nurses Association, 2010). Mabel Staupers is recognized for ending the discrimination of colored nurses, and allowing the colored nurses full integration into the Armed Forces Nurses Corps. She was appointed president of the NACGN in 1949, and the association voted itself out in 1951, and merged with the American Nurses Association after their goal of full professional integration had been met. In 1951, Staupers was given the award for the Spingarn Medal from the National Association for the Advancement of Colored People, and published an autobiography in 1961 called, No Time for Prejudice: A Story of the Integration of Negroes in Nursing in the United States, (American Nurses Association, 2010). The first school of nursing for blacks was formed in 1891 in Chicago Illinois, (Provident Hospital History, 2010). Emma Reynolds was a young black women trying to gain an education to pursue a career in nursing. She applied to nursing schools in Chicago, and had been denied by everyone, for the simple fact that she was a black woman. Her brother was Reverend Louis Reynolds, who felt that something should be done so that black women could be educated in nursing. He sought help from a respected black surgeon in Chicago, Dr. Daniel Hale Williams. The two of them gained support from their community, many blacks, and a few white citizens. They were given donations of supplies, equipment, and financial support. The Armour Meat Packing Company had secured a down payment on a three story brick house with twelve beds, that they turned into the first school of nursing for blacks, Provident Hospital, (Provident Hospital History, 2010). Many black nurses have made history as they were struggling for equal rights for their profession. During this struggle, the National Association of Colored Graduate Nurses was formed in 1908, (Massey, 1993). The founder of this association was Martha Franklin, with cofounders Mary Eliza Mahoney, and Adah Thoms. This association was founded to fight discrimination towards black people who wanted an education in nursing, as well as being a part of the American Nurses Association. The association fought long and hard for their rights as equals, and led campaigns across the United States. One of its biggest achievements was successfully fighting for full integration of black nurses into the Armed Forces Nurses Corps. After black nurses were allowed to serve in the US Army and Navy, they were also allowed full integration into the ANA. After this association gained their right to become educated in nursing, be a part of the nurses in the US Army and Navy, and join the ANA, they voted their selves out and merged with the American Nurses Association in 1951, (Massey, 1993). The black population in the 1800s were not given equal rights as the white population. They were denied many rights, and education was one of them. Many brave women struggled to fight to put an end to discrimination, and to be able to pursue a career in the field that they loved, nursing. It took a lot of hard work and dedication, however they made it happened. These women opened the doors for other black people who wanted to become a professional nurse, and because of them all minorities are now welcome into the field of nursing.

How Can Social Media Sites Be Used To Improve Knowledge Sharing, Build Essay

How Can Social Media Sites Be Used To Improve Knowledge Sharing, Build Social Capital, Support Innovation, And Aid Problem Solving In Multinational Corporations - Essay Example The use of Twitter for professional enhancement is well established now. The educational philosophy of constructivism offers a strong rationale for greater social media integration within the organization. These days, just as the sweep and reach of social media has increased, so have the niche media spaces that facilitate the interaction. Hence, beyond the prominent household names of Facebook, Twitter and LinkedIn, we now have other specialized avenues for interaction like wiki portals and Youtube repositories of learning videos. In today’s competitive business environment, it is imperative for mutli-national companies to adopt social media strategies for external and internal communication. Social media sites like Facebook, Twitter, LinkedIn, etc can be useful allies for managers in promoting knowledge sharing and team building. If applied selectively and appropriately, these media facilities can be sources of innovation and problem solving within the business corporation. T he term ‘social media’ is a bit misleading and off-putting for managers, as it sounds as an avenue for recreation and time-pass. But when one understands the full scope of possible activities that could be carried out through these sites its utility for managers becomes clear. Another positive aspect of social media sites is their malleability/customizability to specific organizational purposes and goals. Beyond the prominent sites like Twitter, Facebook and LinkedIn, there are a host of more specialized sites for sharing pictures or bookmarks or applications have cropped up. There are also niche professional blogs and wikis which are seeing steady increase in patronage. (Zielinski, 2012) The objective of this essay is to argue in affirmation of the positive role of social media to improve knowledge sharing, build social capital, support innovation and aid problem solving in multinational corporations. Social media as a tool for innovation and research: A key area where social media sites differ from conventional sites is the content. The former generate their own content, â€Å"collaboratively creating, editing, sharing, tagging, and organizing information, reshaping the contributions of others and engaging in peer-to-peer discussion. These are emergent technologies, meaning that structure and content and even application emerge with use, from the needs and activities of the users.† ("The Revolution Will Be," 2011) And it is in this feature of dynamic and contemporaneous content that best suits knowledge sharing exercises. This feature is as well suited to the organizational task of building social capital. Management thinker James Surowiecki has argued in his book, The Wisdom of Crowds, that by tapping the power of social media and in creating goal-specific discussion forums etc, substantial social capital can be built. In forums such as these, people from diverse backgrounds and opinions can bring to table â€Å"shrewd judgments and cre ative solutions†. The management can play a constructive role in this process by setting up apt mechanisms to collect and assimilate feedbacks, inputs and opinions. Surowiecki’s concept is closely aligned with that of ‘crowd-sourcing’, which is an emerging model of employee participation in the creative processes of business development. And social media outlets have been the backbone of prominent examples of crowd-sourcing. ("The Revolution Will Be," 2011) For a company to excel in innovation, it must allow employees a convenient and

Uncooperative Witness & Collection of Evidence Assignment

Uncooperative Witness & Collection of Evidence - Assignment Example Given such circumstances the investigator has to find ways and means of convincing that witness to agree or find another way to collect the required evidence. Introduction The process of collecting evidence to be used in the prosecution of an offender usually involves collecting evidence from witnesses. Witness accounts are usually by far the best type of evidence in criminal cases as a god truthful witness can be most convincing at a trial. However, when witnesses choose to be uncooperative due to fear or any other type of misgivings, it may make it hard for a prosecution to be successful and may even result in the acquittal of a guilty person or the throwing out of the case on a technicality. It is the investigators’ work to ensure that they get the most reliable and believable witnesses but it is also important that the witness be willing and able to testify in a court of law when called upon to do so. It is therefore the work of the investigator and the prosecution in prep aring witnesses for court and also ensuring that their testimony is availed to the judge and jury in the most efficient manner. 1. The investigator’s work is to ensure that all the evidence is presented to a court of law in a way that makes it possible for the correct finding to be made based on facts and evidence presented. One of the prime duties in accomplishing this is the finding, interviewing and preparing of witnesses that will be able to give useful evidence at trial (Shirreff, 2011). This process can be hampered when a witness is reluctant or uncooperative because of what they may perceive as negative impacts of their testifying at a particular trial. The investigator therefore needs to be very careful in their handling of the witnesses by clearly explaining to them the reasons why their evidence is required. The evidence that the witnesses give needs to be handled in a manner that ensures that it is not contaminated either by being influenced by that of other witnes ses in the same trial (Bertino, 2011). It is important that the investigator familiarizes himself or herself with the situation of the witness and that all the circumstances in which they have to testify. This needs to be clarified ducting the interview process and be recorded as such to ensure that the witness knows that the investigator is fully aware of what the witness thinks will be the impact of their testimony on himself and others. Such collection of evidence in an orderly and calm composed manner also ensures that the witness feels safe and secure in the trial. It is important the investigator also makes the witness aware of any danger that they may be placing themselves in by testifying and also, more importantly, the remedies that are available in law to mitigate this. One of the paramount duties of the investigator is to protect the integrity of all their evidence including the evidence that is given by the witnesses and in this case it means protecting the witness thems elves (Bertino, 2011). 2. There are some ways in which an investigator can ensure that an important witness co-operates with the investigation. One of the most important ways is to reassure the witness that the impact of their evidence is to get the right person imprisoned and also where

Quality Management at Toyota Motor Co Term Paper

Quality Management at Toyota Motor Co - Term Paper Example Most of the organisations use the standard based on ISO 9000. There is certain quality control models developed for automobile industry in various countries namely VDA for Germany, AVSQ for Italy and QS-9000 for US automobile industry among others. Since 1951, Japan offers Deming-Award for Quality Management (FinePrint, n.d.). Quality Management Based On ISO 9000 Source: (Comite euro-international du beton, 1998). 1. Brief Historical Background Toyota Motor Company is a renowned name in the automobile industry of the present world. Toyota manufactures vehicles as well as automobile-related products, such as engines, car air-conditioning compressors and car electronics components. Toyota achieved its success by applying its innovative idea of ‘lean marketing’. The aim of lean marketing is to offer additional values to the end customers (Morrison, 2011). Toyota established Toyota Motors Pvt. Ltd. in the year 1937 in Japan. In the year of 1938, production began in Honsha Pl ant. From 1959, with the initiation of Motamachi plant, the company started focusing on its quality performance that rewarded it Deming Application Prize in the year of 1965. Led by certain mergers and acquisitions, the company always focuses on the quality and comfort of its customers. Toyota Motor Company has diversified its business over the years throughout the world. In 2002, it entered into the domain of Formula One World Championship. It has taken several initiatives with respect to the quality control issues as well as for the environment. It has implemented advanced technology to manage the quality. The company has taken initiative for utilising hydrogen as alternative fuel, providing plug-in vehicles among others. The philosophy of the company is to serve customers at prompt and to satisfy the customers with enhanced quality. Toyota has its own experts to check the quality of the vehicles in various situations in order to ensure the customer safety. Toyota has put emphasis on ‘traffic safety education’ since the 1960s and never intends to compromise on the quality of vehicle. Toyota recommends safety driving lecture sessions in support of drivers as well as ‘traffic safety education’ activities designed for teenagers (Moneycontrol.com, 2007). Toyota fulfils its corporate social responsibilities (CSR) by offering safe and reliable vehicles to its customer. The automobile industry is facing newer challenges day-by-day. There are certain factors for which companies face newer challenges that can create higher demand like globalisation and increasing competition along with others. In addition, there are safety requirements and environmental commitments which have a major influence of Toyota’s operations. In the present context, customers are not satisfied with standardised vehicles; they want their personal requirements to be incorporated by the company in the vehicles that they want to purchase. Thus, Toyota has to take into consideration the needs of customers in commensurate with the quality standards of the vehicle and has to ensure that quality standards do not deter due to the added features. Toyota’s fundamental philosophy depends on five values that assemble its employees towards corporate course of action with the intention to support further development, are indicated in given figure.

History and the law Essay Example | Topics and Well Written Essays - 500 words

History and the law - Essay Example In America, the history of exceptional began right after the World War II. A group of parents came together to organize advocacy groups. American Association of Mental Deficiency was the first special education group that the advocacy groups started. The organization held its initial convention in 1947. In 1950, the Civil Rights Movement fueled the formation of several parent organizations. The parent organization included the Muscular Dystrophy Association, the United Cerebral Palsy Association, and J.F Kennedy’s Panel on mental Retardation (Kempe, 2002). The year 1960 saw the increasing of special education facilities. Children with special needs could access many schools at the local and state levels. The history of special education evokes a feeling that there exists a need for the education of children with special needs. Everyone is equal and deserves equal opportunities. The introduction of the special schools help students and the entire community realize the rights and needs of the special children (Chapman, 2012). IDEA act refers to a law which ensures that children with disabilities receive services in the entire nation. IDEA law governs how the public agencies and state provide special education, early intervention, and related services provide services to 6.5 million toddlers, infants, youth, and children with disabilities. Toddlers and infants with disabilities, age 2, and their families receive IDEA intervention services. This intervention services are under Part C of the IDEA (Chapman, 2012). The children and youth of ages between 2 and 21 receive IDEA intervention services, which are under Part B of the IDEA. There are six principles under IDEA. The zero reject, protection in evaluation, free public education, restrictive environment, parent participation and procedural safeguards. The requirements of the principle of zero reject helps in locating, identifying, and providing services

International Mass Communications Essay Example | Topics and Well Written Essays - 500 words

International Mass Communications - Essay Example For instance, 30% of women have been victims of domestic violence while 38% of murders of women are committed by the intimate partner. Moreover, domestic violence has serious implications such depression, effects on mother and baby, as well as long-term health problems. Austerity Pain also show that domestic violence is a serious atrocity since the trauma suffered by the victims is similar to the cruelty experienced by the survivors of war, terrorism, and concentration camps. Additionally, Pain draws a connection between domestic violence and geography and politics by stating that it affects communities, states and various wider groups’ interest. Moreover, this type of violence is an act of exertion of excessive power by the superior partners in a romantic relationship. Additionally, it set within the context of globalization, colonization, gender, and ethnicity, which further creates a political connection. Domestic violence occurs within the family unit, but since the family is a central cog in the nation, it therefore, becomes a political agenda. Majority of partners who commit domestic violence use it to gain and maintain control over their spouses and use force to instil fear in their spouses. The most vulnerable partners to domestic violence are women and children in the family or relationships (Kenney, 2011). Since perpetrators of domestic violence seek to gain power, the victims remain fearful and vulnerable as they suffer in silence. Victims of domestic violence tend not to tell what they are going through. In fact, they are made to believe that it is their fault, and thus, they are unable to voice their horrific experiences. Pain gives an example of Jennifer who thought she was responsible for the violence. This was because her partner made her believe so, and the culture of the society too conditioned her to believe that she is the one at fault. Domestic violence according to the lecture is also linked with the

Dawes Severalty Act 1887 Essay Example | Topics and Well Written Essays - 750 words

Dawes Severalty Act 1887 - Essay Example Those who lived in reservations were also acknowledged as Indians (Tripathy, 2006, pp.318-319). The colonial state provided rules to assess the â€Å"Indianness† of an individual for the purposes of giving grants or land allotments (Tripathy, 2006, p.318). In 1887, the government passed the Dawes Severalty Act 1887 (hereinafter called the Act), which aimed to divide Indian lands into individual or family-owned parcels of lands and this involved identifying who the Indians were, so that they could be entitled to land allotment. This essay aims to describe and to assess the Act, with respect to its impact on American Indians, specifically the Cherokees. The Dawes Severalty Act 1887, also known as the General Allotment Act, outlined procedures that aimed to divide communal Native American territories into individual or family-owned properties (Native Americas, 1997, p.20). Government agents were in charge of these allotments. This approach opened around 90% of Indian land to non- Indian settlement (Native Americas, 1997, p.20). In numerous instances, the government paid Indians a per-capita share of these lands' sales price (Native Americas, 1997, p.20). ... The Cherokees had not been greatly affected by the Act at first, although far-reaching negative results shaped their social and political organizations too. The positive effects of the policy are that it prepared families and children to think of themselves as farmers and landowners, and it also allowed proper land titling. Reformers wanted Indians to live as farmers and landowners, so that they could fit into the agricultural industry of that time (Native Americas, 1997, p.20). Unfortunately, the idea of â€Å"the Jeffersonian yeoman image† became â€Å"outdated† during the late nineteenth century, when America swiftly industrialized (Native Americas, 1997, p.20). Another positive effect of the Act is that it allowed proper land titling (Native Americas, 1997, p.20). It was easier for the government to allot lands to private owners, instead of treating large parcels of land as communal Indian territories. The Act, however, had more negative than positive effects. The A ct broke tribal governments and family relations and resulted to reduction of Indian territories. First, the Act broke traditional extended family relations, because families had to live far away from each other. Tribal leaders had to part with some of their wives and children, since their lands were divided among their children and wives (Native Americas, 1997, p.20). Second, the Act also reduced the role and power of tribal governments (Native Americas, 1997, p.20). The Bureau of Indian Affairs' publications underscored that policies like the Dawes Act aimed to curtail the functions of tribal leaders and to enhance the political power of the state over Indians. Third, the Act only opened many lands to be owned by the

Demand and Stores Coursework Example | Topics and Well Written Essays - 750 words

Demand and Stores - Coursework Example Therefore, the average daily demand during lead time is equal to L ? AVG. The safety stock is determined scientifically and is applied with the average daily demand during lead time to ensure that there is an adequate supply of inventory is in stores to prevent a loss of sale due to stock-out. The safety stock, which is the minimum level to which stock is expected to fall, is represented by the formula: z ? STD ? vL It is expected that inventory will fall to this minimum level just before the order for Q is received. Immediately after the order for Q units is received the inventory will return to its maximum level but will be depleted over time based on the average daily demand (AVG). The reorder level depends on AVG which is reviewed continuously. When Q units are added to the safety stock the maximum inventory level is achieved. This inventory is depleted over time. Therefore, it is expected that the expected level of inventory before receiving the order is: z ? STD ? vL While the expected level of inventory immediately after receiving the order is: Q + z ? STD ? vL Solution to Question 2 The periodic review inventory replenishment policy requires that inventory be reviewed periodically at regular intervals and that an appropriate quantity is ordered so as to achieve the base stock level after each review. This level of inventory should be sufficient to cover demand during the review period (r) and the lead time (L), in order to prevent stock out before the next order arrives. This implies that the base-stock level includes the average demand during the combined interval of r + L which is: (r + L) ? AVG as well as the safety stock which is calculated as: z ? STD ? v(r+ L) According to Simchi-Levi et al (2008), the maximum inventory level is reached immediately after receiving an order while the minimum level of inventory is reached just before receiving the order. It is therefore very clear that the expected level of inventory after receiving an order is equa l to: r ? AVG + z ? STD ? v(r+ L) while, the level of inventory immediately before order arrives is: z ? STD ? v(r+ L) which is the safety stock. Solution to Question 3 The target service level defines the percentage of orders received that must be filled. A good criterion that can be used is price. The five products that I sell in my department store are: shoes, clothes, appliances, furniture, and food items. In order of target service level from lowest to highest they will be listed as follows: Furniture – more expensive than all other items, profit margin is low, volume is relatively low, demand variability and lead time is high. Appliances – less expensive than furniture but tend to be more expensive than all other items, profit margin is high compared to furniture, volume medium range, while both demand variability and lead time is relatively high Foot-wear – the profit margin is high, volume relatively high, demand variability is not as low as with clothes , and lead time is not as low as with clothes Clothes – the profit margin is high, volume relatively high, demand variability is also relatively low while lead time may not be as low as with food items. Food items – they are cheaper than all other items; the profit margin tend to be low but turnover rate and volume is high, both demand variability and lead time is generally low. According to Simchi-Levi (2008) the service level is generally higher for products with high profit margin, high volume, low variability

Maiden Voyage Essay Example for Free

Maiden Voyage Essay The given passage taken from Denton Welchs Maiden Voyage starts with a clear and concise statement that brings focus on mainly three details, the first being that the writer is a lively and independent foreigner or in other words, an extrovert, the second and third being that the time is morning and there are two more characters, Mr Butler and Mr Roote involved respectively. Mr Butler clearly warns the writer that foreigners are not welcome here and he should preferably stay out of the locals way. This tells us that the Chinese prefer being isolated and like mixing amongst themselves. This statement is quite ironic because Mr Butler himself seems as if he is of English origin. No outgoing traveller would like hearing this and naturally the writer doesnt like being confined between the four walls of the room when he could be doing several other outdoor activities. The writer also uses strong emotional language such as hated, fiercely and brooding to reinforce this. The symbolism of the moth eaten ball and the old tennis racket informs the reader that hardly anyone uses the sports equipment. The incredibly rebellious writer vents outs his anger by striking these old worn out balls fiercely against the stable doors. It is this lack of excitement that leads the stubborn writer to trouble. He decides to take matters to his own hands and foolishly escapes out in the country side. Whilst this escape from drudgery is happening, Mr Butler and Mr Roote are so deeply engrossed in their own conversation that they fail to realize that the writer is running away. To the reader, this clearly suggests that they are content not to look outside their own world and have not moved on from this mornings conversation whereas the writer on the other hand has. The writer uses mysterious and exotic language to describe the country. The still silence, the hot sand, the stunted bushes left the writer overwhelmed maybe because he was used to an entirely different landscape. The grass is tall, tall enough for a person to hide and was also described as rank maybe because it had a stench to it and also, the fact that it was as sharp as knives made it even more hard as well as dangerous to walk on. The soles of my shoes began to burn suggests that temperatures were high, high enough to leave the writer dehydrated and exhausted. The reader is left behind with an image similar to that of that of a dream, a hot dream.

Effects of speech and language difficulties in children Essay Example for Free

Effects of speech and language difficulties in children Essay Speech, communication and language development are always at the heart of each and every child’s learning as well as the link to other areas of the child’s development. Without these skills in speech, language and communication, a child will not reach their full potentials. According to a report by the Charity ICAN, one out of ten children, about three children in every classroom have difficulties in communication that may require a help from a specialist (http://www.ican.org.uk). With this number of children with communication difficulties, it is very vital to have practitioners who are more knowledgeable to support these kids in speech, language and communication skills. It is very evident that there is an increasing number of children who are entering the education environment with language and speech problems. This speech will highlight some of the main causes of language and speech difficulties along with the effects this can have on the other areas of the child’s development. It will also highlight on the major measures to be taken to effectively boost the children’s communication skills. The effects of language and speech difficulties There are many factors that can cause difficulties in language and speech in children, these include: Childhood illness- a child with chronic ear infection can have a lot of difficulties in language and speech development. In this infection persist, there will be fluids in the ear and this will impact on the child’s hearing. This affects how a child will process the language and hence result in delayed language and speech skills acquisition. Use of bottles and dummies- A prolonged use of bottles and dummies by kids can adversely affect their language, speech and communication skills. Before kids learn to say a word or a sentence, they explore their voices through producing different sounds and noises. So, with a prolonged use of bottles and dummies will make the children adapt the sounds of these bottles and they will hence be using their voices less often. The teat from the dummy or bottle can also disrupt the tongue and lips movement at the front of the mouth and this leads to a distorted speech. Complications in using the oral muscles-children communications skills can also be affected by oral motor disorders. A kid with a oral motor disorder will find it very difficult in using their tongue, jaw and lips’ muscles. This will result in much difficulty in speaking as well as feeding. Developmental difficulties- this will affect the kids with Autistic Spectrum because they will find it very difficult to understand verbal or non-verbal skills. Birth difficulties- Dysathria is a condition that affects the muscles that are used for speech and hence leading to language and speech difficulties. This is mostly caused by changes to the brain during pregnancy and also at birth. Lack of simulation-kids learns through watching others. They copy language by observing the behavior and actions of the others around them. If the kids do not receive adequate simulation, they will end up having difficulties in communication skills. The literacy runs an initiative that is titled, â€Å"talk to your baby† so as to support early language simulation. They state that, â€Å"lack of early language stimulation can lead to language delay, and sometimes literacy and learning difficulties that then extend well beyond early literacy development and can be extremely costly or difficult to remedy.† Impacts of language, speech and communication skills Language, speech and communication skills are very vital for promoting other areas of learning. A child’s with communication difficulties, their overall development will be affected. The impacts of child’s language and communication difficulties vary depending on the individual needs of the child along with the severity of these difficulties. The following areas could be adversely affected. Play- play is vital for children’s development, structuring their confidence as they learn to think about problems, to explore and also to relate to others. When a child gets older, they start using languages to relate to others in the games. The other children start incorporating rules to the games. For a child to play the game he/she must follow the rules, but if they had difficulties in communication, they will obviously be left out and hence this would lead to low self esteem and loss of confidence. This will also affect the child’s Personal, Social and Emotional Development. Friendships- a child with difficulties in communication will find it very difficult in mingling with the others and hence their friendship with other children will be much compromised and this will lead to losing a lot from the others. Literacy- difficulty in understanding and processing language can lead to delays in acquisition of phonic and reading skills. Adapting the communication methods for these kids Since different children will have varying level of severity, there are different methods that can be employed to individual children to support their problems. Praise the childeren’s efforts- praising a child on what they have done well will raise the child’s self esteem and confidence, hence boosting their participation. Guided activity-Every time you talk with a child with this difficulty, always use a simple language or phrases. Slow down communication- give the child time to listen, think and work on what has been said. Rushing a child may make them think that they have failed. Children will be more likely to answer questions if they feel comfortable and are given the opportunity to participate. Use of visual aids-this could be a very successful strategy for training children with communication difficulties. In everyday’s communication, hand actions and gestures could support a conversation and also engage a child. Visual aids could be used to help children in understanding the day to day routine and making decisions. Conclusion To conclude, I would say it would be important for us to adapt the communication methods for the kids that are well suited for them to develop their good language, speech and the overall communication skills. Adaptation paper Effects of speech and language difficulties in children The choices made The main reason that I chose this topic is because everyone here has come into contact with a child with language, speech or overall communication skills difficulties. So it is very vital for us to understand the difficulties that these kids pass through so that we could be able to help them out of this problem. This is so because we are now the adults that these young ones are looking for help. Hence, it is very vital if we understood these difficulties so that we shall be able to help these children. Through this, I was sure that we shall understand how the language and speech difficulties can really impact on the young one’s overall development. Through this we shall be able to identify the extent of the problem and administer the best possible solutions. Also, one day we were all kids. We have seen many kids grow and hence through this we know the many requirements of a child in learning and the acquisition of communication skills. So I decided to choose on this topic to boost our knowledge on caring for these kids and also to be responsible adults. This is a topic that people think that they know everything that should be done but I had to dig out to come up with facts about it so as to substantiate on what others knew. For instance, on how language, speech and communication will impact on the overall development of the child, one could point out the social, personal and emotional development. This looks at how a child will develop self esteem and confidence and also at how children make decisions and choices. It is really important to learn the ways in which these communication problems could be modified because a kid with a communication and language difficulty may find it vey difficulty to express their preference and needs, and this makes it very difficulty to make their own choices and decisions. So the development of acceptable communication skills is very reliant on the help from the adults like most of my audience. Children may refrain from engaging or entering social institutions where they have difficulties in interacting and participating to the fullest this can adversely affect the their social and emotional difficulties. So it is very vital that I could address this issue. References http://www.ican.org.ukhttp://www.literacytrust.org.uk/talk_to_your_baby/about(http://media.education.gov.uk/MediaFiles/B/1/5/%7BB15EFF0D-A4DF-4294-93A1-1E1B88C13F68%7DTickell%20review.pdf) http://www.istockphoto.com Source document

Theories of Reflection in Teaching

Theories of Reflection in Teaching Understand the application of theories and models of reflection and evaluation to reviewing own practice. Analyse theories and models of reflection and evaluation. Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. (use SWOT analysis if possible) Introduction: Reflecting allows the teacher to mentally process, analyse and utilise an experiential knowledge in changing and replicating an outcome. The use of reflection allows the tutor to progress in their tuition. David Berliner (1992) indicates that the tutor advances in phases going from novice to expert Donald Schon in his book The Reflective Practice (1983) introduced reflective practice in which he used John Dewys learning through experience notion, based on other theories of learning and development like Jean Piaget, Kurt Lewin, William James and Carl Jung. Reflection according to Donald Schon is the ability of professionals to think what they are doing while they are doing it. He states that managing the indeterminate zones of professional practice requires the ability to think on the run and use previous experience to new conditions. This is important and needs the ability to reflect-in-action. As a teacher, I try to be student-centred, understanding, evidence-based and economical all at the same time. Schon also gives insight into how the reflective professional is formed. He describes the main ideas as: Reflective Practicum: A practicum is a setting created for the task of learning a practice D. Schon (1983). This links to learners learning by doing, with the tutors assistance. The practicum is reflective in two reasons: its intention of helping learners becoming proficient in a type of reflection-in-action, and when it functions properly, it entails a tutor learner dialogue of teacher taking the form of reciprocal reflection-in-action. (Argyris and Schon 1978) Tacit knowledge: arises from Michael Polanyis work where he describes the ability of picking out a familiar face in a crowd, without any thought, or a systematic features analysis. We cannot tell how this is done; hence the knowledge is unspoken or tacit Knowing-in-action: is also Schions idea which stems from the tacit knowledge concept. It is a type of knowledge that can be revealed in the manner we perform our duties and tackle problems. The knowing is in the action. It is shown by the skilful execution of the performance we are notably not able to make it verbally explicit. This tacit knowledge is obtained from investigations and also from the practitioners own reflections and experience. Reflection-in-action: occurs whilst a problem is being addressed, in what Schon termed the action-present. It is a response to a surprise such that the expected outcome is out of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (since knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about an already encountered issue. Reflection-on-action: is reflection after the event. Carefully carried out and recorded, willing suspension of disbelief. This phrase was made use of by Samuel Taylor Coleridge for describing the method of committing into an experience without judgement, in order to learn from it. Schon applies the term in association with the concept of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only come from experience D. Schon (1983). Hence there is a need for the experience to occur. Operative attention: relates to the readiness to use new information. This concept is partly obtained from Wittgensteins contention that the meaning of an operation can only be learned through its performance. It prepares the student for feedback on that activity and builds understanding. The Ladder of reflection: Argyris and Schon describe a vertical dimension of analysis which occurs in the dialogue between student and tutor. In order to climb the ladder you must reflect on an activity. In order to move down the ladder you move from reflection to experimentation. This being a ladder, you can also reflect on the process of reflection. From my point of view, this process assists to modify stuck situations. Moving up or down the ladder is not essential as long as it assists tutor and learners in achieving together convergence of meaning. Kolb: Kolbs theory and model relies on the idea that the tutor and learner learn by experience and then modify collected information into knowledge. Kolb was encouraged by both Dewy and Piaget in the 1970s as were many other theories. Concrete Experience (doing/having an experience): is the doing part which arises from the content and process of the classroom tuition together with other teaching duties and practices. Concrete experience also arises from ones own experience of being a learner. Reflective Observation (reviewing/reflecting on the experience): associates with analysis and judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and have seen a lesson that did not progress well. This may be called common-sense reflection. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching. Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development. Abstract Conceptualisation (concluding/learning from the experience): In order to plan what could be done differently next time, one must be informed by educational theory and advancement, for example, through CPD. Reflection is therefore a middle ground that brings together theories and analysis of past experiences. It allows a conclusion referring to practice. Active Experimentation (planning/trying out what you have learned): The conclusions formed at the Abstract Conceptualisation phase then create the basis for planned changes Active Experimentation. Active Experimentation then begins the cycle again; To implement change in teaching practice, one generates further concrete experience which in turn creates reflection and review to form conclusions referent to the effectiveness of those changes. Strengths Weaknesses Skills: Organization, interpersonal communication, problem solving, multitasking, and creative abilities. Education: Postgraduate degree, Diploma in Education Training (in view) Experience: One year teaching experience Networking: Have kept contact with teaching colleagues Character traits: Determined, hardworking, motivated, enduring, loyal, trustworthy, thrifty, and resourceful. Gaps in experience: One year teaching experience which might not be enough for senior roles in the education sector. Not yet achieved a Qualified Teacher Status Gaps in networking: Need to know a wide range of key players in the education sector. Opportunities Threats Technology: Online marketing, YouTube, mass communication Legislation: Government favours education sector Economy: May be buoyant for career growth. Demographics of Population: Large population, city, lots of job opportunities. Geographical: Schools and FE colleges are in the area. Sectors: Much growth in high-tech and hospitality sectors. Legislation: Government regulations restrict some education institution practices in pending privacy laws. Social Values: Some people may discriminate against being a democrat in a republican state. Economy: Current situations are terrible, unemployment is sky high. Demographics of Population: because I live in a crowded area there is more competition. Geographical: May have to move out of state to get a job. In analysing Kolbs theory model, I observed that it hugely depends on trying and re-trying of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schons Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for assessment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery. References: Argyris, C., Schon, D.   (1978) Organisational learning: A theory of action perspective.   Reading, Mass: Addison Wesley. Berliner, D. (Ed.). (1992). Exemplary performances: Studies of expertise in teaching. Reston, VA: The National Art Education Association. Dewy, J. (19930 How we think. A restatement of the relation of reflective thinking to the educative process. (revised edition), Boston: D. C. Heath. Kolb, D. A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall. Schà ¶n, D. (1983). The Reflective Practitioner: How professionals think in action. London:  Temple Smith Schon, D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury

Henry VIII Essay -- History, House of Tudor

During the Wars of Roses, a European royal house of Welsh origins rose to power, a dynasty, which rules England for the next one-hundred and eighteen years. The powerful and most well known dynasty is the House of Tudor. Henry VII became king in 1485 and took Elizabeth of York as his wife. T They had four children: Prince Arthur of Wales, Margaret Tudor, Henry VIII, and Mary Tudor (2). Henry VIII was born June 28, 1491 at the Palace of Placentia in Greenwich (2). Being the second born son Henry was raised and educated to take a secular role in life, most likely as the Archbishop of Canterbury(2). His grandmother Margaret Beaufort supervised his early childhood education (2). Henry was reported to excel at book learning as well as athletics required by those apart of the aristocratic society (1). But even as well educated, handsome, and athletic as Henry was his father continued to favor the elder Prince Arthur(2). When Henry had reach the age of 10 he took part in his brothers arranged wedding to the daughter of King Ferdinand and Queen Isabella of Spain(3). His job was to escort the bride; the bride was Catherine of Aragon who was later to be Henry VIII first wife. Shortly after the marriage, Arthur died on April 2, 1502 from night-sweats (2). This left Henry the rightful heir to the English throne right before his 11th birthday. Fourteen months after Arthur’s death, Catherine of Aragon was betrothal to Henry VIII, and then he was too young to marry (5). As Henry VIII grew up his father became less willing to have an alliance with the Spanish and he repudiated the betrothal of Henry and Catherine (5). After seven years his father dies and Henry VIII successes to the throne. He becomes the second monarch of the House ... ... death (5). She was granted the care of Princess Elizabeth but when the marriage to Thomas Seymour gets out the Princess was taken out of her care (5). Catherine moved households with Thomas Seymour. Then at age, 37 Catherine gives birth to her first daughter named Mary. Catherine soon fell ill with puerperal fever, which caused her death on September 5 (5). Catherine was buried, in the chapel at Sudeley Castle. Henry VIII life was marked with tragedy and achievements. The overall reign of the Tudor Dynasty is the same. The next two rulers Edward VI and Mary brought England down slowly. However, Princess Elizabeth saved the country and brought it to the best state the country had been in for years. Henry would have been proud of Elizabeth the Virgin Queen. Too bad the fate of not having an heir to the throne repeated and the dynasty was given over to the Spanish. Henry VIII Essay -- History, House of Tudor During the Wars of Roses, a European royal house of Welsh origins rose to power, a dynasty, which rules England for the next one-hundred and eighteen years. The powerful and most well known dynasty is the House of Tudor. Henry VII became king in 1485 and took Elizabeth of York as his wife. T They had four children: Prince Arthur of Wales, Margaret Tudor, Henry VIII, and Mary Tudor (2). Henry VIII was born June 28, 1491 at the Palace of Placentia in Greenwich (2). Being the second born son Henry was raised and educated to take a secular role in life, most likely as the Archbishop of Canterbury(2). His grandmother Margaret Beaufort supervised his early childhood education (2). Henry was reported to excel at book learning as well as athletics required by those apart of the aristocratic society (1). But even as well educated, handsome, and athletic as Henry was his father continued to favor the elder Prince Arthur(2). When Henry had reach the age of 10 he took part in his brothers arranged wedding to the daughter of King Ferdinand and Queen Isabella of Spain(3). His job was to escort the bride; the bride was Catherine of Aragon who was later to be Henry VIII first wife. Shortly after the marriage, Arthur died on April 2, 1502 from night-sweats (2). This left Henry the rightful heir to the English throne right before his 11th birthday. Fourteen months after Arthur’s death, Catherine of Aragon was betrothal to Henry VIII, and then he was too young to marry (5). As Henry VIII grew up his father became less willing to have an alliance with the Spanish and he repudiated the betrothal of Henry and Catherine (5). After seven years his father dies and Henry VIII successes to the throne. He becomes the second monarch of the House ... ... death (5). She was granted the care of Princess Elizabeth but when the marriage to Thomas Seymour gets out the Princess was taken out of her care (5). Catherine moved households with Thomas Seymour. Then at age, 37 Catherine gives birth to her first daughter named Mary. Catherine soon fell ill with puerperal fever, which caused her death on September 5 (5). Catherine was buried, in the chapel at Sudeley Castle. Henry VIII life was marked with tragedy and achievements. The overall reign of the Tudor Dynasty is the same. The next two rulers Edward VI and Mary brought England down slowly. However, Princess Elizabeth saved the country and brought it to the best state the country had been in for years. Henry would have been proud of Elizabeth the Virgin Queen. Too bad the fate of not having an heir to the throne repeated and the dynasty was given over to the Spanish.

Postmodernism: Myths and Realities Essay -- Postmodernism Philosophy E

Postmodernism: Myths and Realities A number of theorists and scholars have proclaimed that we now live in a postmodern world--a world better explained by theories and concepts different from those of the modern world dating from the Enlightenment and before. The theories and concepts of postmodernism are widely and prominently applied in adult education. So, how do postmodernists characterize postmodernism? What are the critics' critiques? Do proponents and critics agree on anything? Characterizing Postmodernism Discussing postmodernism and continuing education, Leicester (2000) writes that "postmodernism is not a systematic theory or unified movement so much as a loose umbrella term for a perspective" incorporating reactions against "the sovereignty of science, the dominance of 'western traditions' and the assumption of epistemological progress" (p. 73). However, some key features "overlap and criss-cross, appear and disappear in discussions about 'postmodernism' (ibid., p. 74): †¢Plurality of Perspectives. Multiple perspectives, accounts, and theories are respected. Eclectic thinking, drawing on and synthesizing multiple cultural traditions is encouraged. †¢Antiessentialism. A text (be it an individual word, a message, a concept, or any significant structure) has no inherent, essential meaning--no "one thing in common that makes us use the same word and which would give us the essence of the concept" (ibid., p. 74); rather, it is open to multiple interpretations. †¢Antifoundationalism. Truth and knowledge of it are not based on a fixed foundation of objective reality. Instead, truths are located in specific sociocultural contexts, outside of which no vantage point exists. †¢Antiscientism. In particu... ...The Postmodern Perspective on Home Economics History." Journal of Family and Consumer Sciences 92, no. 1 (2000): 81-84. Sokal, A., and Bricmont, J. Fashionable Nonsense: Postmodern Intellectuals' Abuse of Science. New York: Picador USA, 1998. Stufflebeam, D. L. "Conflicts between Standards-Based and Postmodernist Evaluations: Toward Rapprochement." Journal of Personnel Evaluation in Education 12, no. 3 (September 1998): 287-296. Thomas, R. M. "A Glossary of Postmodern Educational Terms." 1997. (ED 410 577) Tisdell, E. "Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice." Adult Education Quarterly 48, no. 3 (Spring 1998): 139-156. Usher, R.; Bryant, I.; and Johnston, R. Adult Education and the Postmodern Challenge: Learning beyond the Limits. New York: Routledge, 1997.

How Technology Will Shape Learning Essay -- Article Review, Marie Glen

Over the years, persons, usually teachers, have been trying to find out the best way to teach. Many agree that by using technology, students will gain more knowledge and they’ll focus more in class. As well as, many say that since computers were invented in 1945 and since technology has been advancing since then, students, mostly teenagers, have decreased their focus and knowledge of capability. An adept article by Marie Glenn, â€Å"How Technology Will Shape Learning† intelligently includes rhetorical devices and strategies such as the use of logos, ethos, expert testimonies, humor and evaluation techniques to strongly promote her positive conception of technology use in classrooms. In contrast, Kentaro Toyama’s article, â€Å"There Are No Technology Shortcuts to Good Education†, uses pathos, diction, expert testimonies and his personal observation to strongly oppose the theory of technology helping education. Although Marie Glenn and Kentaro Toyama have both written articles on the use of technology in education, Glenn’s arguments are better supported and more reasonable. Analysis of â€Å"How Technology Will Shape Learning† Marie Glenn begins her informative article skillfully by providing the reader with facts, studies and evaluation techniques that promotes her purpose of convincing her audience, mainly educational programs, that technology is beneficial in education. Glenn greatly meets her goal of convincing her audience by gaining credibility. She begins her article with the use of quantitative logos to support her argument and to establish her point of view about technology innovating education. Glenn states, â€Å"63% of the survey respondents from public and private sectors say technological innovation will have a major influence on t... ...allenge in education remains the longterm, directed motivation of the student- something which no technology today can deliver on its own, but which good teachers deliver regularly† (3). In their informative article, both Marie Glenn and Kentaro Toyama achieve their purposes within their writing. Marie Glenn proved more than enough by giving statistics and facts to declare her positive vision and benefits towards technology in education. While Kentaro Toyama stated frequently that technology doesn’t have the motivation, which according to him, is the source of improvement in education to teach students. Although Marie Glenn and Kentaro Toyama proved well discussable arguments, Marie Glenn was able to write a much more well rounded essay by using more logos and expert testimonies that restated her personal observations on the topic, â€Å"technology improving education†. How Technology Will Shape Learning Essay -- Article Review, Marie Glen Over the years, persons, usually teachers, have been trying to find out the best way to teach. Many agree that by using technology, students will gain more knowledge and they’ll focus more in class. As well as, many say that since computers were invented in 1945 and since technology has been advancing since then, students, mostly teenagers, have decreased their focus and knowledge of capability. An adept article by Marie Glenn, â€Å"How Technology Will Shape Learning† intelligently includes rhetorical devices and strategies such as the use of logos, ethos, expert testimonies, humor and evaluation techniques to strongly promote her positive conception of technology use in classrooms. In contrast, Kentaro Toyama’s article, â€Å"There Are No Technology Shortcuts to Good Education†, uses pathos, diction, expert testimonies and his personal observation to strongly oppose the theory of technology helping education. Although Marie Glenn and Kentaro Toyama have both written articles on the use of technology in education, Glenn’s arguments are better supported and more reasonable. Analysis of â€Å"How Technology Will Shape Learning† Marie Glenn begins her informative article skillfully by providing the reader with facts, studies and evaluation techniques that promotes her purpose of convincing her audience, mainly educational programs, that technology is beneficial in education. Glenn greatly meets her goal of convincing her audience by gaining credibility. She begins her article with the use of quantitative logos to support her argument and to establish her point of view about technology innovating education. Glenn states, â€Å"63% of the survey respondents from public and private sectors say technological innovation will have a major influence on t... ...allenge in education remains the longterm, directed motivation of the student- something which no technology today can deliver on its own, but which good teachers deliver regularly† (3). In their informative article, both Marie Glenn and Kentaro Toyama achieve their purposes within their writing. Marie Glenn proved more than enough by giving statistics and facts to declare her positive vision and benefits towards technology in education. While Kentaro Toyama stated frequently that technology doesn’t have the motivation, which according to him, is the source of improvement in education to teach students. Although Marie Glenn and Kentaro Toyama proved well discussable arguments, Marie Glenn was able to write a much more well rounded essay by using more logos and expert testimonies that restated her personal observations on the topic, â€Å"technology improving education†.

Closed Memo

JS6557 Professor Pratt  §16, Thursdays, 10:00 a. m. X Mailbox # 406 Final Draft Closed Memo September 5, 2012 Word Count: 2,975 On my honor, I submit this work in good faith and pledge that I have neither given nor received improper aid in its completion. /s/ JS6557 JS6557 Memorandum To: Managing Partner Salvo From: JS6557 Date: September 24, 2012 Re: McAnzen Case QUESTION PRESENTED DUIUnder Mississippi law, can McAnzen establish a defense of necessity for his DUI charge, when after realizing the severity of Hurricane Katrina and fleeing his home, he was arrested while driving under the influence even though that action was only done to prevent a significant evil and was his only adequate option to avoid the impending dangers of the storm? ESCAPE Under Mississippi common law, can McAnzen establish a necessity of defense to escape when he used no force or violence to flee custody, to avoid the mmediate threat of serious bodily harm, after he was pulled over and arrested during the o nset of the impending danger of Hurricane Katrina although he did not report himself immediately to proper authorities? BRIEF ANSWER DUI Probably yes. McAnzen will probably be able to survive a DUI charge because under Mississippi Law a defendant must meet three elements to establish a defense of necessity to DUI.He will likely meet all three elements because he drove under the influence only to prevent a significant evil, the harm he caused was disproportionate to the harm avoided, and driving was his last adequate option in hopes to avoid the impending dangers of Hurricane Katrina. ESCAPE Probably yes. McAnzen will probably be able to evade an escape charge because under Mississippi Law a prisoner must meet four elements to establish a defense of necessity to escape.Although he failed to meet all four of the elements undoubtedly, he will likely be able to establish his defense because he clearly met three of the four elements because the hurricane winds were an immediate threat of serious bodily harm, he did not have time to make a complaint to authorities, and he used no force or violence to make his escape to flee the impending dangers. STATEMENT OF FACTS After an argument with his wife, McAnzen wife left the home to recollect her thoughts while relaxed with a six-pack of beer while tuning into the local news station.The news graphically described the Hurricane that was predicted to hit but he didn’t give any warranty to it. Over the two-hour period, he consumed four of the six beers. A neighbor interrupted his television viewing to enlighten him of the actual severity of the storm and advise that McAnzen and his wife leave with him immediately. He declined the offered ride but began to worry about his wife’s absence. Although the weather began to worsen, he felt morally obligated to wait for his wife but could not find her. After waiting as long as he could he acknowledged that e had been drinking earlier in the night but if he did not leave he would have been endangered by the violent hurricane. He most likely wouldn’t survive the wrath of Hurricane Katrina. While driving he was being extremely careful but decided to put a CD in to assure he would stay awake and in doing so he crossed the centerline. He was then pulled over, in the middle of a detrimental hurricane, and eventually arrested for driving under the influence. After being pulled over for a traffic stop during the onset of Hurricane Katrina, McAnzen fled the scene as an â€Å"intention to avoid impending danger.After initially being pulled over and failing a field sobriety test, a huge gust of wind knocked over the arresting officer giving McAnzen time to escape the scene. He left the scene because he panicked after seeing the strong wind blow over the officer, which created a fear for his life. He fled to his sister’s home in Florida and when returning to Mississippi, he went immediately to his home, which indecently was completely destroyed by the destruction of the hurricane. He was then arrested. DISCUSSIONBoth of McAnzen’s decisions, driving under the influence and escaping from custody, are criminal actions but they were necessarily committed to ensure his personal safety during the onset of Hurricane Katrina. His actions are to be excused by the defense of necessity, which is when a person’s choices can be excused or justified even though they break a law because they were necessary. â€Å"Where a person reasonably believes that he is in danger of physical harm he may be excused for some conduct which ordinarily would be criminal. Knight v. State, 601 So. 2d 403 (Miss. 1992). Mississippi Courts generally find that for a defendant to establish a defense of necessity for a crime committed, he must prove that three elements were present: reasonable belief of fear, fear of physical harm, and no sufficient alternative. Id. In this situation he is charged with two separate crimes and both crimes are anal yzed differently according to specific elements that pertain to each of them.This is an affirmative defense because he has the burden of proof meaning he must prove that he met the elements of the defense to claim it. The following cases using the defense of necessity will help prove that McAnzen does establish his defense. The court in Stodghill v. State, 892 So. 2d 236 (Miss. 2005) found that the plaintiff George Stodghill’s attempt to use the defense of necessity in regards to his arrest for driving under the influence was not valid because he did completely satisfy all the elements of that defense.After a night of drinking at a remote cabin with family, his girlfriend became violently ill and exhibited symptoms of a seizure so he decided she needed immediate medical attention but felt like 911 would not come fast enough. Id. During the drive he committed two different offenses: speeding and crossing the centerline and subsequently he was pulled over and arrested. Id. He d id not fully comply with all of the elements because although he was trying to prevent a significant evil, there were alternative means for the transportation of his girlfriend that he chose not to rely on.Id. Willie Joe Knight, a black man, was driving along a road in a predominately white community in 1989 when after noticing a group of white children playing on the road side, he felt as if his vehicle had run over something. Knight v. State, 601 So. 2d 403 (Miss. 1992). After stopping to check for damages he concluded that he had probably run over something unimportant but was quickly startled by the screams of a witness claiming that he had run over a white child and that the child was trapped. Id.The angry crowd approached and he feared for his own safety because he, a black man, ran over a white child and with the rioting crowds pressure growing, he left the scene. Id. Knight openly stated he fled because he feared for the safety of his own life considering the racial aspect. Id. 406. The court concluded this was a case for a defense of necessity because he was motivated by fear and the present circumstances that induced that fear would be in a reasonable person in Knight's situation. Id. With this conclusion, his conviction was reversed and remanded. Id.In Corley v. State, 536 So. 2d 1314 (1988), the defendant escaped from the Carroll County Jail after he claimed to have been threatened by a jailer with a gun. After his escape he was consequently returned to the Carroll County Jail after being located at his home in Greenwood. Id. at 1317. He claimed a defense of necessity to escape because he had a fear for his life after the jailer’s threat but the Court held that his defense was not viable, therefore waived, because he chose intentionally to not return to custody after the danger was evaded. Their findings were ased on that Corley admittedly divulged that he planned on staying out of jail â€Å"as long as I could reckon. † Id. The Court found that failure to return to the authorities after reaching safety and failure to make a complaint about his danger demoted Corley’s reasoning and did not constitute his escape to be a defense of necessity because he did not meet all of the elements. Id. Since the elements were not met, the Court affirmed his conviction. Id. I. DUI McAnzen will most likely survive the DUI charge because can probably establish each element of the defense of necessity for that charge.Under Mississippi Law, to establish a necessity of defense, a defendant must prove: (1) the act charged was done to prevent a significant evil; (2) the harm caused was not disproportionate to the harm avoided; and (3) there was no adequate alternative. Stodghill v. State, 892 So. 2d 236 (Miss. 2005). 1. The act charged was done to prevent a significant evil; Courts have usually found that a defense of necessity was valid when the act charged was done to prevent a significant evil. This was established in Stodgh ill v. State, 892 So. 2d 236 (Miss. 2005).McAnzen chose to drive under the influence because it was the only way to ensure his safety from the hurricane. Like, McAnzen chose to drive under the influence because it was the only way to ensure his safety from the hurricane. His decision to drive under the influence was the only way to get him self to a safe environment although he had to break a law to do so. Like Stodghill, McAnzen drove under the influence because his only other option was not viable- to be physically harmed due to Hurricane Katrina. They both knowingly committed the same crime but only to ensure their own or other’s safety from their individual circumstances.It could be said that because hurricanes are common in this part of the country that he should have taken warnings of the storm more seriously. This cannot be entirely true because each hurricane has different levels of severity and when he realized the severity of Hurricane Katrina it was necessary that he leave his home immediately or risk being killed by the storm. 2. The harm caused was not disproportionate to the harm avoided; and Courts have previously found that a defense of necessity was valid when the harm caused was not disproportionate to the harm avoided. This was established in Stodghill v.State, 892 So. 2d 236 (Miss. 2005). McAnzen’s case easily proves this element because driving under the influence essentially saved his life because without making that decision he would have been likely killed by the effects of the storm. This is parallel to the situation in the Stoghill case because he had to make the decision to drive even though he had previously been drinking earlier in the night, in hopes to save his girlfriend who was suffering from a seizure. It could be said that McAnzen choosing to drive under the influence always has the chance to harm someone else in the process.This counter argument is not sufficient because who is to tell him that his life was not important just because he happened to drink earlier in the evening? Since the storm had rapidly gotten worse, most people had already reached safety making it a lesser chance that he would hit someone on the road. 3. There was no adequate alternative. Courts have formerly found that a defense of necessity was valid when the act is committed because there was no adequate alternative. This was not established in Stodghill v. State, 892 So. 2d 236 (Miss. 2005).The third element is established and provided by the moral obligation McAnzen felt for his wife. He declined the ride with a neighbor because he felt morally wrong leaving his wife, in the chance that she might return. When McAnzen could absolutely wait no longer for her return, he had no other adequate options but to drive to safety. His moral conscience was the reason that eventually he was stuck with no alternatives. Stodghill did not meet this. One could say that his moral obligation to wait on his wife was not an adequate r easoning to wait.He could have accepted the ride from his friend since his wife eventually never showed up and the acceptance was an adequate option. Because no one can define what a person’s certain moral obligations can or cannot be this counter argument cannot be found. He felt like he should wait on his wife, when she never returned his only option was to drive himself to safety. McAnzen frankly admits that he committed criminal acts when he operated a vehicle under the influence his argument provides that he had fitting reason to do so to ensure his own safety during the onset of Hurricane Katrina.In reference to the use of defense of necessity to his DUI charge, the court will find that it is his reasoning was appropriate and in accordance to all three elements. The Courts will likely find that a reasonable person would have made the same choices as he. I. Escape McAnzen will most likely survive the escape charge because can probably establish each element of the defens e of necessity for that charge. Courts have found that a prisoner’s escape can be permissible by law if the reason is the â€Å"intention to escape an impending danger† rather than the â€Å"intention to escape lawful imprisonment† which could not be justified.Under Mississippi Law, to establish a necessity of defense to escape, a defendant must prove: (1) immediate threat of serious bodily harm to prisoner; (2) prisoner has no time in which to make complaint to authorities about his danger (3) force or violence is not used in escape; and (4) a prisoner must intend to report immediately to proper authorities when he attains position of safety. Corley v. State, 536 So. 2d 1314 (1988). Although he does not undoubtedly meet all four elements it is likely the court will accept his defense because he clearly meets three; the fourth is very debatable. . Immediate threat of serious bodily harm to prisoner The first element is clearly met because there was an immediate threat of serious bodily harm to prisoner because McAnzen had a legitimate threat of serious bodily harm, the incoming Hurricane Katrina. His fear of impending danger was heightened when he saw the officer simply knocked over by the hurricane’s wind. Unlike McAnzen, in Corley the claim that an officer threatened him at gunpoint had not merit because it was never proven. It could be said that a gust of wind is not an immediate threat but that is not entirely true.The gust of wind was in fact an immediate threat of what was to come from the incoming hurricane. He knew that if a gust of wind was strong enough to knock down a grown man that the storm could easily kill him. 2. Prisoner has no time in which to make complaint to authorities about his danger; The second element, that the prisoner has no time to make a complaint about his danger, is easily met by the McAnzen case. Since he was arrested in the middle of existent hurricane weather he had no time to complain to authoriti es regarding his rationale for evading the danger.He was arrested without his viable reason even being considered. If the threat had been legitimate in Corley, Corley could have reported the incident to someone of authority instead of trying to handle the law himself. 3. Force or violence is not used in escape; and In the third element it states that force or violence is not used in escape. McAnzen used neither force nor violence because his escape was enabled after a natural occurrence of weather, the gust of wind, detained the officer.The argument cannot counter this because the gust of wind that knocked over the officer, allowing McAnzen to escape, was an act of nature not an act of force or violence. 4. A prisoner must intend to report immediately to proper authorities when he attains position of safety. The last element, that a prisoner must intend to report immediately to proper authorities when he attains position of safety, is the only element that is not clearly met by McAn zen but he is still likely to establish his defense.It is explicitly never met in Corley because he openly admits after the police collected him that he had no intentions of returning and would try to stay a free man as long as he could. McAnzen, on the hand doesn’t explicitly meet this element but has a completely different motive than the extreme one stated in Corley. He was forced leave the jurisdiction in which he was arrested to evade the danger of the approaching. He did not leave the jurisdiction to avoid his arrest; only to avoid the storm thus avoiding the impending danger.It will be countered that he should have immediately turned him self in. But neither who the proper authorities are nor when safety is obtained are explicitly defined. He could have believed the proper authorities were in the jurisdiction in which he was arrested. Thinking he should turn in himself in to Mississippi authorities would have given him no reason to do so when he arrived in Florida. It can be thought that he would turn himself in when returning home but his thought process was halted when he found his home had been completely destroyed.A reasonable person would have visited their home before reporting to authorities therefore this counterargument will not stand. CONCLUSION Both of McAnzen’s decisions, driving under the influence and escaping from custody, are criminal actions but they were necessarily committed to ensure his personal safety during the onset of Hurricane Katrina. He meets the individual elements of each charge that are required to establish the defense of necessity making his actions excusable. It is likely that the court will find that in his circumstances he made reasonable decisions.

Fail to Plan, Plan to Fail Essay

Those who fail to plan, plan to fail, or at least plan not to improve, according to the management literature. Look at school improvement, and there’s similar agreement pretty much across the literature that the schools that improve are the ones that plan. They establish a clear educational vision and consequent shared mission; identify goals or objectives that enable them to achieve that mission and thereby realise that vision; audit themselves, thereby identifying areas for improvement; and develop and implement educational programs on the basis of leadership 57 that audit that address areas for improvement n ways that help them achieve the mission. That process, much of the literature suggests, is recursive or cyclical. The key in the school improvement literature seems to be that there’s a first step, identifying your vision and shared mission, that then informs the next step, the planning process of identifying goals or objectives aligned with the vision and mission. Whether you look at the management literature or the school improvement literature, at its simplest, goal setting is a way of asking what do we want, do we have what we need so that we can develop and implement what we plan, do our various goals elate to one another or are any in conflict, and is there anything we’ve overlooked, including internal and external blockers? There, in 200 or so words, you have the whole easy-peasy school improvement planning story, and can stop reading and go and get that coffee right now. Or not. The problem, if you’re still reading, is that planning and goal setting can sometimes lead to fragmented, uncoordinated programs with conflicting objectives that actually work against one another. Yes, setting specific, challenging goals, and developing and implementing educational programs to meet them can drive school mprovement, but as Adam Galinsky, author with Lisa Ordonez, Maurice Schweitzer and Max Bazerman of ‘Goals gone wild,’ in the 58 teacher june/july 2009 Journal of the Academy of Management Perspectives, told the Boston Globe’s Drake Bennett, goal setting ‘can lead to crazy behaviours to get people to achieve them. ’ ‘We contend,’ write Ordonez, Schweitzer, Galinsky and Bazerman in ‘Goals gone wild,’ ‘that goal setting has been over- prescribed. In particular, we argue that goal setting has powerful and predictable side effects. Rather than being offered as an â€Å"over-the-counter† salve for boosting performance, oal setting should be prescribed selectively, presented with a warning label and closely monitored. ’ Tunnel vision To be fair, Ordonez, Schweitzer, Galinsky and Bazerman have their eyes set on performance management, and its tendency to an outcome orientation like a defined sales target, say, or reduced time spent on a process, rather than school improvement, and its tendency to the systemic development and implementation of programs. Nonetheless, people in a school who want to improve it will end up setting, or having set for them, some kind of performanceoriented goal. The message from Ordonez, Schweitzer, Galinsky and Bazerman is that they should pursue that goal with care. Let’s consider why goals, as Ordonez and colleagues put it, go wild. The first reason, they argue, is that a goal might be inappropriate or so specific that in pursuing it, people ignore important elements of their behaviour, and maybe even their attitudes and values, that are not specified by the goal. ‘Suppose that a university department bases tenure decisions primarily on the number of articles that (academics) publish,’ they write. ‘This goal will motivate (the academics) to accomplish the narrow objective of publishing articles. Other important objectives, however, such as research impact, teaching and service, may suffer. ’ Worse, say Ordonez and colleagues, referring to Barry Staw and Richard Boettger’s ‘Task revision: A neglected form of work performance’ in the Academy of Management Journal, goals can give us tunnel vision. In their study on the effects of goals, Staw and Boettger asked students to proofread a paragraph that contained both grammatical and content errors. They found that those asked simply to ‘do your best’ corrected both grammatical and content errors, while those who were asked specifically to correct grammar gnored content, and those who were asked specifically to correct content ignored grammar. The reason? Goals ‘inform the individual about what behaviour is valued and appropriate,’ argue Staw and Boettger. The goal-setting problem, Ordonez and colleagues add, is that when we plan we tend to latch on to specific, measurable standards rather than complex sets of behaviours, and the attitudes and values that underlie them, precisely because specific standards are easy to measure and complex sets of behaviours are not. Command performance The goal-setting problem, essentially, depends n whether a goal is set by command or by consultation, negotiation or – horror – genuine collaboration. Goals set by command are, by definition, set by those with the power, whether you like it or not, to set them. The risk of such goal setting is that, first, it may lead to goals that are inappropriate or overly specific and, second, that leaders and their followers can be prone to what could be called target fixation or what Christopher Kayes, calls ‘destructive goal pursuit’ in Destructive Goal Pursuit: The Mount Everest disaster, to which Ordonez and colleagues also refer. As they note, ‘Kayes identifies warning signs of leaders who have become excessively fixated on goals. These occur in leaders who express narrowly- defined goals, associate goals with destiny, express an idealised future, offer goal-driven justifications, face public expectations and attempt to engage in face-saving behaviour. ’ It’s a useful checklist to use to audit yourself or a leader in your institution, but remember, we tend to latch on to specific measurable things rather than complex sets of behaviours, and the attitudes and values that underlie them, precisely The goal-setting problem s that when we plan we tend to latch on to specific, measurable standards†¦ because specific standards are easy to measure. leadership 59 because the specifics are easy to measure and complex sets of behaviours are not. Performance anxiety Of course, one of the main planks of the education policy of this and the previous Commonwealth government is the standards agenda – the benchmarking of student achievement outcomes, which educators and schools then strive to achieve, and which at their worst could end up as ‘league tables. ’ Whether you’re a fan of the standards agenda or not, it’s clearly the mother of all oals in Australian education, and worth considering in terms of goal setting. Ordonez and colleagues have some interesting observations to make, particularly about what they call the serious side-effects of setting challenging or so-called stretch goals. These, they argue, can lead people to choose riskier strategies and to cheat, and can create a culture of competition that erodes cooperation. On ethics, they argue, ‘The interplay between organisational culture and goal setting is particularly important. An ethical organisational culture can rein in the harmful effects of goal setting, but at the same ime, the use of goals can influence organisational culture. Specifically, the use of goal setting, like â€Å"management by objectives,† creates a focus on ends rather than means†¦. Goal setting impedes ethical decision making by making it harder for employees to recognise ethical issues and easier for them to rationalise unethical behaviour. Given that small actions within an organisation can have broad implications for organisational culture, we postulate that aggressive goal setting within an organisation will foster an organisational climate ripe for unethical behaviour. That is, not only does goal setting irectly motivate unethical behaviour, but its introduction may also motivate unethical behaviour indirectly by subtly altering an organisation’s culture. ’ Handle with care If the bad news of the government-mandated standards agenda is that there’s a risk of a form of goal setting that creates a focus on ends rather than means, the good news for schools is that the school-improvement literature puts a premium on one thing that’s evident in the first 200 words of this story: collegiality. With any luck, your school- improvement planning process and the goals that you consequently set are the result of onsultation, negotiation and collaboration, not command and, if they are, chances are yours are learning goals, not performance targets. As Ordonez and colleagues observe, performance goals inhibit learning. ‘When individuals face a complex task, specific, challenging goals may inhibit learning from experience and degrade performance compared to exhortations to â€Å"do your best. † An individual who is narrowly focused on a performance goal will be less likely to try alternative methods that could help her learn how to perform a task†¦. Overall, the narrow focus of specific goals can inspire erformance, but prevent learning. ’ As Edwin Locke and Gary Latham recommend in ‘Building a practically useful theory of goal setting and task motivation: A 35-year odyssey’ in American Psychologist, we should be setting ‘learning goals’ in complex situations rather than ‘performance goals. ’ The problem, as Ordonez and colleagues note, is that, ‘In practice, however, managers may have trouble determining when a task is complex enough to warrant a learning, rather than a performance, goal†¦. The goal of setting the right goals is itself a challenging affair. ’ Perhaps it’s time for a new axiom: those ho fail to plan carefully, plan at their peril.