Pax Romana Rome

Pax Romana Rome Answers Answer 1: Pax Romana Period of Rome Pax Romana Period can be defined as the period of Roman piece. This period of peace sustained for the centuries after the domination of Augustus. The accession by the Octavian to the imperial throne contributed in bringing an end to the international and civil warfare. His reign of 40 year from 27 BC 14 AD added to the unity, peace and progress of the Mediterranean world. The Pax Romana started with Augustus and attained new heights under 5 superior Emperors. The main contributions include increase in the number of cities which were self-ruled by magistrates of upper-class, development of roads and waterways. Pax Romana was responsible for creating a universal world-state where cultures and races were united without any discrimination. Apart from this, it shows the elimination and suppression of the artificial barriers, piracy and helped in establishing consistent coinage (The Roman World 509 B.C. to A.D. 180, 2007). Pax Romana period marked the great development in the field of commerce. Industry focused on organizing on the basis of the small-shop, which helped in attaining self-sufficiency. There was improvement in the Condition of those people, who belongs to the bottom of society especially the women and slaves. Apart from this, advancement was made in the field of history, science, art, architecture and literature, which helped them in reaching the highest peak. In this period, law, engineering and entertainment was revolutionized. The gladiator games were on the top list (The Roman World 509 B.C. to A.D. 180, 2007). Pax Romania was marked by the boom in the economy, the economy remained agrarian. In terms of the law and order, there was revival of the old traditions and ideal believes. Deteriorated temples were rebuilt by Augustus. Apart from this, there was revival in the old priesthoods and religious festivals were restored. There was the establishment of permanent court. This period marked the decline in the rate of corruption and the exploitation. Answer 2: Contribution of the different emperors of ancient Rome Julius Caesar: Gaius Julius Caesar served in Roman armed services and was a successful and clever politician. Caesar started his political career, in 78 BC, in the Roman Assembly, as a counselor and was known for his orating skills. He gave Rome a feeling of national plume and growth through his wide military subjections. He was largely responsible for the enlargement of the Roman dominance in the world. He brought a large part of Britain under Roman control by defeating the most talented Barbarian rulers. He increased security and stability in Rome where people knew nothing more than civil war (Life of Julius Caesar, 2008). Octavian Caesar Augustus: Augustus was born on 23rd September, in 63 B.C., in Rome. He was the first Roman Emperor and was adopted by his uncle Julius Caesar. He worked a lot for public welfare and also amalgamated and braced the Roman Empire. He rebuilt the city of Rome. It was said by the people that he founded Rome initially as a city of bricks and later converted it into a city of marble. He also introduced several laws related to marriage and slave. Many literary achievements took place during his reign. He also improved the infrastructural facilities and exercised great control over military and society (Augustus and the empire, 2008). Justinian: Justinian was born in 567 B.C. He was the eastern Roman Emperor and was the second emperor of the Justinian dynasty. During his reign, the empire rose to the heights of success. When he became the emperor, he prepared 3 challenging projects and executed them one after the other. Those 3 projects were: his code of laws, architectural works in Constantinople and conquests. Under his reign, all the laws were put under order and simplified, some were combined if possible and the outdated ones were deleted. He did great architectural works in Constantinople. He built new roads, bridges and sea walls to guard it from navy enemies. Several other walls were also built to protect the land route in the city. He also made a university, which was a huge source of education. He restored most of the lands to the Byzantine Empire from the Barbarians and made a great name in world history (Who was Justinian, 2008). Answer 3: Principles and Beliefs of the world religions Hinduism: It is third largest religion in the world and constitutes a great diversity of beliefs and principles. All Hindus think that every step is the way to reach god. They are considered as the broad minded person in the world. Hinduism includes many social classes and every one has their own regulation and compulsion for example, Brahmans are the best class and holy one. One important concept in the Hinduism is the revitalization, which means to bring back in life or the cycle of birth and death (Understanding the basic belief of Hinduism, 2008). Buddhism: It is the Fourth largest religion in world and known for its worldwide followers. It believes in affection and peace. It is based on four main principles: avoid the alcohol, do not harm anyone, do not lie and do not take. They believe that all are equal and there is no categorization between the caste systems. In Buddhism, the main reason for all problems is self attitude (Principle and belief of Buddhism, 2008). Judaism: It is the eleventh largest religion in world and followed by 14 million people. It is divided in three categories: conventional, improvement and conformist. It is noted as an influential religion in the world and has a great cycle of festivals. Shavuot, Sukkot and the Pesach are the three main festival of Judaism. Followers of it believe only in one god and assume that he is the creator of world. Christianity: It is based on the belief that rescuer is responsible for the merger of people with spirit. It believes in the concept of rebirth and derived from Judaism. The followers of this religion have a faith that elegance come to human only through the Christ worth. They believe that god has affection for all his followers whether they engage in an offence but they should have enough reason behind the offence (David Barrett et al., 2001). Islam: it is monotheistic religion and is the developer of moralistic values in thousands of its followers. Mainly five building blocks are there in Islamic religion like hajj, fasting, zakat, prayers, and shahadat. Muslims believe in Quran and lives according to the rules and regulation of it. They have to do pray five times in a day and yearly fast in Ramjan (ethos and values, 2006). References Augustus and the empire. (2008). Retrieved on June 23, 2008, from http://www.unrv.com/early-empire/augustus-empire.php David Barrett et al. (2001). A comparative survey of churches and religions AD 30 to 2200. World Christian Encyclopedia. Oxford University Press. Islam Background and Belief. (2008). Retrieved Jun 22, 2008 from http://family.jrank.org/pages/969/Islam-Background-Beliefs-Islam.html Life of Julius Caesar. (2008). Retrieved on June 23, 2008, from http://www.spaceandmotion.com/julius-caesar-life-history-biography-pictures-quotes.htm Principle and belief of Buddhism. (2008). Retrieved Jun 22, 2008 from http://www.google.co.in/search?hl=enq=principle+and+belief+of+buddhismbtnG=Google+Searchmeta= The Roman World 509 B.C. To A.D. 180. (2007). Retrieved on June 23, 2008, from http://www.emayzine.com/lectures/noteson%20Rome.htm Understanding the basic belief of Hinduism. (2008). Retrieved Jun 22, 2008 from http://www.google.co.in/search?hl=enq=principle+and+belief+of+buddhismbtnG=Google+Searchmeta= Who was Justinian. (2008). Retrieved on June 23, 2008, from http://writer.zoho.com/public/6_change/Justinian

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. Effective teaching is important because teaching is based on helping children progress from one level to another in a more sociable interactive environment and to get the approach right to get students to be independent learners (Muijus and Reynolds, 2005). Effectiveness does not mean being perfect or giving a wonderful performance, but bringing out the best in students. My experience comes from a Nigerian background, where traditional teaching method is more widespread than the modern method of teaching. It is in this line that I decided to investigate empirically which of the two methods is more effective in Nigerian primary schools. Primary education in Nigeria refers to the education children receive from the ages 6 years to 11 years plus. A lot of the teaching in primary schools is done with the traditional method especially in the government schools where the teacher is in charge of the classroom. The formal education system is 6-3-3-4, 6 stands for primary school. The primary education in Nigeria is controlled by the state and local government. Traditional method relies mainly on textbooks while the modern method relies on hands-on materials approach. In traditional method, presentation of materials starts with the parts, then moves on to the whole while in the modern approach, presentation of materials starts with the whole, then moves to the parts. Traditional method emphasizes on basis skills while modern method emphasizes on big ideas. With traditional method of teaching, assessment is seen as a separate activity and occurs through testing while with modern method of teaching, assessment is seen as an activity integrated with teaching and learning, and occurs through portfolios and observation (Brooks and Brooks, 1999). Teaching methods are best articulated by answering the questions What is the purpose of education? and What are the best ways of achieving these purposes? for much of pre-history, education methods were largely informal, and consisted of children imitating or modeling the behaviour of that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher, a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically, a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the government states. DIVERSITY IN TEACHING IN THE CLASSROOM For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students background, knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students learn in different ways, of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating. QUESTIONING A teaching method includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School (i.e. Ohio Graduation Test (OGT) Proficiency Test, College Entrance Tests (Act and SAT). before that we have to teach how to make questioner. If the question is perfect then this method will be effective. EXPLAINING Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, giving a discourse on a specific subject that is opened to the public. It is usually given in the classroom. This can also be associated with demonstrating and modeling. A teacher may use experimentation to demonstrate in a science class. A demonstration is the circumstance of proving conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid to learning. Students can visualize an object or problem, then use reasoning and hypothesizing to determine an answer. DEMONSTRATING Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here, teacher will also be a participant. He will do the work with his/her students for their help. COLLABORATING Students working in groups are another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills or presenting with roles. TRADITIONAL VERSUS MODERN METHOD OF TEACHING Traditional method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision making skills (Sunal et al 1994) while modern or constructivist approach to teaching involves a more interacting, student-based of teaching. Here, the students learn through group participation. STATEMENT OF PROBLEM Nigerian primary education is deteriorating at a very fast rate and this has been a great concern to the ministry of education, parents, teachers and others concerned. It was in this light that the researcher deemed it fit to investigate the varying influences of the traditional and modern methods of teaching on students academic performance. PURPOSE OF STUDY Because education is a vital aspect of society, the purpose of this study was to investigate the effects of teaching methods (Traditional Versus Modern) on students academic performance. The purpose of this study was also to investigate and determine which of the two major teaching methods was more effective. RELEVANCE OF STUDY The findings of this study would be found relevant to teachers, parents, students and the society at large. The findings of this study would be of great importance to Ministry of Education in drafting the curriculum for primary schools. The parents and the students also stand to benefit greatly if the effective teaching method was used to teach the students. Effective teaching method would improve the performance and learning of the students. And, lastly, the society at large would benefit because the children (students) are the leaders of tomorrow. SCOPE OF STUDY The study is particularly; i. Concerned with the determinants of teaching method effectiveness. ii. Concerned with examining influences of teaching method (Traditional and Modern) and determining which of the teaching methods is more effective than the other. RESEARCH QUESTIONS (1) To what extent if there is a shift in pedagogical practice from traditional methods to modern methods in Nigerian primary school in the classroom? (2) Which approach is more effective in terms of student outcomes and more successful between the traditional methods and modern methods of teaching? RESEARCH HYPOTHESIS (1) Modern Method of teaching is more effective than the traditional method of teaching THEORETICAL FRAMEWORK LEARNING THEORIES OF COGNITION Learning theories were used in this study as the theoretical framework to explaining how children learn. Classical conditioning The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the conditioned stimulus). The response to the conditioned stimulus is termed a conditioned response. Operant conditioning Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlov conditioning in that operant conditioning deals with the modification of voluntary behavior. Discrimination learning is a major form of operant conditioning. One form of it is called Errorless learning. Observational learning The learning process most characteristic of humans is imitation; ones personal repetition of an observed behaviour, such as a dance. Humans can copy three types of information simultaneously: the demonstrators goals, actions and environmental outcomes. Through copying these types of information, (most) infants will tune into their surrounding culture. Play Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness. Habituation In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of a stimulus. It is another form of integration. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. Humans have been able to handle certain cognitive tasks due to habituation. One example of this can be seen in small song birds if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Sensitization Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism. Imprinting Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be imprinted onto the subject. Enculturation Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture. The influences which as part of this process limit, direct or shape the individual, whether deliberately of not, include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. Rote learning Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations. Informal learning Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, Play, exploring. Formal learning Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. Non-formal learning Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops. Non-formal learning and combined approaches The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning. In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organizing, teaching, etc. In order to learn a skill, such as solving a Rubiks cube quickly, several factors come into play at once: Directions help one learn the patterns of solving a Rubiks cube Practicing the moves repeatedly and for extended time helps with muscle memory and therefore speed Thinking critically about moves helps find shortcuts, which in turn help to speed up future attempts. The Rubiks cubes six colors help anchor solving it within the head. Occasionally revisiting the cube helps prevent negative learning or loss of skill. LITERATURE REVIEW Interview data from marks, Schrader, and Levine (1999) revealed that paraedsucators perceived that their job responsibilities included: 1) Keeping students with disabilities from bothering general education classroom teachers. 2) Creating all modifications and adaptations for the child, and 3) Maintaining responsibility for all aspects of the childs education. These findings indicate that paraeducators perceived their duties to be actions that are not considered ethical (Heller, 1997): National joint committee on Learning Disabilities (NJCLD), 1999). Marks et al, reported corroboration of these perceived job duties by another group of paraeducators, but no observation were conducted and no comparison made to job description. French and Chopra (1999) conducted interviews with parents who reported that they believe inclusion without paraeducators is impossible. The parents cited reasons of health and safety, social and academic engagement in support of their assertion. Actually, these parents believe that paraeducators are more important than teachers to their childs inclusion. But parents also emphasized that paraeducators should stand back a little, too and to become invisible in a very calculated way (French and Chopra, 1999 p. 264). In Scotland, more than 4,400 classrooms were appointed between 2000 and 2001 in an effort to improve adult-to-student ratios. The program was federally funded and evaluated in three phases. All data sources verified that the amount of time students were engaged in active versus passive tasks increased as a result of the presence of the assistants, and that the presence of the assistants permitted teachers to improve the quality of their teaching time and to engage in more small group and individual work with students. Scottish teachers also reported that their expectation of students has increased because of the added support available to them. Students liked working with classroom assistants and appreciated the extra support. Student clearly distinguished between classroom assistants, whom they saw as helpers and teachers. This evaluation study did not disaggregate findings for special education students (Wilson et al 2002). Storey et al 1993, conducted a study using a multiple-probe across settings design to examine the effectiveness of a peer-mediated intervention conducted by classroom assistants on the social behaviour of socially withdrawn and socially skilled preschoolers in public school classrooms. Two socially skilled students were matched with one socially withdrawn student, and the group of three became the unit of study. The results demonstrated that all of the withdrawn preschoolers increased their social interactions with peers during the instructional triads studied. Social validation findings also indicated improvement in the students behaviour. Hall, McClannahan, and Krantz (1995) observed that paraeducators were reluctant to Step away from students in classroom interactions. Although they did not inquire as to the paraeducators beliefs about their roles, the researchers assumed that the paraeducators believed their primary role to be that of providing support and assistance juts as Marks, Schrader, and Levine later reported Hall et al, however, provided training for paraeducators on how to reduce the number of verbal and gestural prompts given to students and to use physical prompts were absolutely necessary. Observations subsequent to training revealed a significant reduction in the number of verbal and gestural prompts, indicating that the concepts the paraeducators had learned during training were being applied on the job. They then observed the amount of engagement and initiative on the part of students and found that both increased significantly. Young et al (1996) examined in elementary education classroom, each of whom as assigned a full-time paraeducators. Researchers assessed the on-task, in-seat, self-stimulatory and vocalization behaviours of the students as a function of paraeducators proximity, recording activities, and behaviours at 20-second intervals. They considered three conditions: Close proximity? Less than 2 feet away; More than 2 feet away; and Out of room. Teachers initiated contact with the target students occurred most often when the paraeducators was more than 2 feet away from students or when out of the room, but the teacher initiated contact with student less than 1% of the time when the paraeducators was closer than 2 feet away. This finding suggests that paraeducators proximity effectively reduced student opportunities to engage with the classroom teacher and could be used to support the argument that the presence of a paraeducators allows the argument that the presence of a paraeducators allows the classroom teacher to be relieved of responsibility for the child. At the same time, observations showed that the issue of gestures or cueing occurred less than 1% of the time a problem because all students had difficulty with verbal direction and needed cues and prompts. Nevertheless, students were on task, appropriate amount of time most often when working with a peer. Similar to the earlier conclusions of Storey, Smith and Strain (1993) regarding preschoolers, those authors concluded that the most appropriate role of the paraeducators working with elementary-aged children with autism is to facilitate peer interaction, and they did not recommend discontinuing the sue of paraeducators. Giangreco (1997) observed classrooms where students with significant needs were included and reported that dedicated paraeducators serving children one-to-one hovered over their charges, which limited opportunities for the students to benefit from the teachers instruction and interfered with social interactions among students. These findings were published in a widely read article that served as the wake-up-call for those who had rushed to provide every child with an individual dedicated paraeducators. At variance with these findings, Hill (2003) observed paraeducators working in classrooms where students with disabilities were included. Their observations focused on: 1) The activities in which the instructional assistant was involved; 2) Participants in the interactions; and 3) Whether the interaction occurred in or out of the classroom. Hill concluded that assistants facilitated inclusive practices by interacting more frequently with both exceptional and typical students together, rather than with the exceptional student alone, and that they spent significant time assisting in activities that did not include exceptional students. Hill also concluded that paraeducators promoted independence by limiting the amount of direct instruction they provided to exceptional students, so that students would attend to the classroom teacher for their instruction. Other reported benefits of employing paraeducators included improved student behaviour (Kotkin, 1998). In a series of well designed, quasi-experimental studies, Kotkin reported consistent improvements in the behaviour of boys with attention deficit hyperactivity disorder (1998). In one study, Kotkin (1998) tested the effects of social skills training versus the effects of combined social skills training and continued support a trained classroom aide. This study showed that the majority of students receiving the combined set of practices (Social skills training plus classroom aide) improved over the course of the year, whereas less than half of the students in the control group or the social-skills-only group improved (in terms of disruptive behaviour in class). Kotkin also examined the effects of social skills training and school-based token reinforcement components on response to provocation and frustration in aggressive boys. Repeated measures included direct observation of the boys participants role-plays of target skills, and teacher ratings. The data showed that boys receiving social skills training alone were able to perform in role-play but showed little improvement in natural settings. Token reinforcement improved the behaviour in boys prior to social skills training, but adding a trained classroom aide resulted in greater improvement. Moreover, the improved behaviour was maintained at follow-up (Kotkin, 1998). Werts et al (2001) considered the academic engagement of students with disabilities in general education classrooms. This quasi-experimental study examined those effects of paraeducators proximity to students. The findings showed that close proximity yielded higher levels of academic engagement, while greater paraeducators distance promoted social interaction. Others have noted positive student attitudes toward learning and school. For example, Mclntyre (1999) found that 9th and 10th grade students had improved attitudes and self-concept regarding math because of readily available assistance from a teaching assistant. The inference that may be drawn from these studies is that improved student achievements is related to the presence of paraeducators because improved student behaviour, positive attitudes toward subjects, and better self-concept are all known to be highly correlated with student achievement. Although none of the research on the impact of paraeducators on attitudinal factors, or on social or academic engagement factors compared the data to student-achievement data, one might extrapolate that increased student engagement and independence, as well as a higher adult-to-student ratio would be associated with increased academic achievement, given the ell-established findings about the positive effects of student engagement (Marzano , 2003) and small class size (Glass and Smith 1979): Shavelson and Towne, 2002). Yet, such extrapolation remains unconfirmed by empirical information. Harrington and Mitchelson (1986. 1987) interviewed teachers who worked with paraeducators. The teachers reported improved morale, reduce stress, and improved school-home-community relations. French and Chopra (1999), from interviews with parents similarly reported improved school home relations. The parents reported that paraeducators served as connectors between the schools and themselves and that the most frequent contact with the school came through the paraeducators. Parents spoke of many ways in which paraeducators connect their children and created connections between their children and teachers. Other reports describe paraeducators as a vital link to parents and the community, noting that they often live in low-income neighborhoods near their schools and are more familiar with their schools diverse enrollments (Chopra, 2002 and Jennings, 2000). Various anecdotal reports tell of paraeducators who assisted families in numerous ways. For example, in one case a family ran out of food stamps and had nor eaten and the paraeducators helped the family access a local food bank (Sack, 1999). At the conclusion of a study of school district policies regarding the employment of paraeducators, Policy Studies Associates (1997) reported to the U.S. Department of Education with recommendations that districts should tend to programmatic aspects of their school before deciding to invest in hiring or training paraprofessionals. Although this report did not recommend against employing paraeducators, the authors intent clearly was to focus on instruction that engages students in hard work and challenging curriculum. This perspective puts the role of paraeducators in a defined subordinate role to the program and asserts that measuring the effectiveness of paraeducators is of merit only if the program in which they work is sound. To date, only one of the reported attempts at measuring the effect of paraeducators on student achievement has considered the curricular and instructional program. Sam String-filed led a team of researchers in a complex study of paraeducators effectiveness funded by the American Federation of Teachers Schools were selected or participation only if they demonstrated high student achievement by students living in poverty and employed paraeducators in instructional roles. Therefore, the correlation between student achievement and paraeducators employment was the antecedent of the study. The research team found that effective programs generally included whole-school reforms and professional development involving the entire staff. The paraeducators held clear task assignments, both academic and managerial, and provided intensive instruction to children under the close direction of classroom teachers (AFT, 1999). In Scotland, a nationwide evaluation of a major initiative to put classroom assistants in every elementary classrooms in the country showed that, at the end of two academic years exceeded or met targeted levels. Researchers at the Scottish Council for Research in Education noted that job descriptions varied by district, and that supervision and training also varied considerably. They concluded that classroom assistants had an indirect impact on student achievement although they were unable to define the precise contribution the classroom assistants made to improving student achievement because multiple curricular initiatives had been implemented simultaneously (Wilson et al, 2002). Like the Scottish study and in contrast to the AFT study, the Tennessee STAR study attempted to answer the question of paraeducators effectiveness relative to student achievement but ignored the curricular and instructional program factors (Boyd-Zaharias and Pate-Bain, 1998). Moreover, Boyd-Zaharias and Pate-Bain (1998) reported that teachers provided no direction, that untrained paraeducators did whatever they wanted to do or only routine paperwork, and, significantly, that many teachers resented the paraeducators presence because the paraeducators employed during the study were political hires in an economy where jobs were precious. Those authors also noted that the teacher-with-aide and teacher-alone group were confounded by students moving between those classes during the experiment. In spite of flaws in the Tennessee study, groups with aides consistently performed slightly better than groups with teachers alone, but the differences were too small to show statistical significance (Institute for Educational Inquiry, 2000).further analysis of the Tennessee data showed a small improvement in reading scores for students who attended a class with a teacher aide for 2 or 3 years (Gerber et al 2001, pp. 123). Gerber et al admitted that other benefits that might be associated with employing paraeducators were not considered in the study. RESEARCH METHODS Research Setting The study was carried out in two primary schools in Lagos, Nigeria. Participants The sample was drawn randomly among the primary school students in Nigeria. Due to the limitation of time, only 20 participants were used for this study. 10 participants were selected from the public schools and 10 participants were also selected from the private schools. The rationale for this was to have 10 students that had been used to the modern teaching method and 10 students that were used to the traditional teaching method. The 10 students selected from the public schools were assumed to have been taught with traditional method of teaching while the 10 students chosen from private schools were assumed to have been taught with modern method of teaching. Research Instruments The researcher used 2 classrooms for this study. The first class used for the study was a classroom in a private primary school, where the classroom setting wore the look of modern classroom. And, the other classroom used was a classroom in a public primary school, where the classroom setting wore the look of the traditional classroom, where learning is individualistic

Making the Right Choices Essay examples -- Literary Analysis, Alonzo M

It may take many people to realize that the decisions they make today could possibly affect the outcome tomorrow and even later in life. When we are children, our parents and guardians are responsible for properly guiding us to make the right choices, they are the people who are supposed to teach us right from wrong and in most cases they are the people who reveals the many harsh realities of the world to us. Through childhood we may not worry about how the bills will get paid, or what job we will have when we are adults because for many people the answer to those questions often change with time. As we grow older it is up to us to follow their guidance and learn from what they have taught us and live in a society as one. Life is full of choices, some larger than others but during all stages of life we are given the opportunity to shape our own futures, make a difference in our community, and try to achieve our life goals. The decisions we make today could have an adverse affect on w hat we do tomorrow. In life, we are all faced with decisions regarding numerous life choices on a day to day basis. In Alonzo Mourning’s book â€Å"Resilience,† based on his experiences Mourning gives his audience suggestions to follow in his path to succeed in life to achieve our goals. We learn as adults that some of the choices we made in the past were not to our benefit, but we may not know the decision was wrong at the time. In many points in the book Mourning talks about the importance of having faith in God and praying about situations, because he feels his belief and faith in God is what gets him through many difficult times. When Mourning spoke with a young boy and his father regarding their common illness he advised the father, â€Å"Pray for it and ev... ... with people who are going to push you to work harder and make something of yourself. Having a strong support system will bring you a long way in life, just having people there to support you through good and bad times is something many others lack and forces them to give up. Through the many peer pressures in life, stay away from people who have bad qualities and indulge in drugs just for a â€Å"thrill† in life. Life is much better sober and once a person is addicted to drugs and other illegal substances, it is hard to recover. In life, friends will come and go, but if these â€Å"friends† don’t have your best interest at heart, then many you should rethink your friendship. Being skeptical is not a bad thing if your being cautious for yourself. As long as you try to follow these suggestions made by Alonzo Mourning, it will help you to succeed in life and achieve your goals.

In the National Gallery

In the short story In the National Gallery by Doris Lessing we follow a narrator, which gender is unknown for the reader. The story line takes place in the National Gallery – therefore the name of the short story. The narrator’s intention in the gallery is to find a picture big enough to be able to sit in the middle of the room looking at it, which is succeeded. An old man joins the narrator on the bench together with a younger man, also with the intention of looking at the picture.The old man lectures the younger man about Stubbs’ picture which shows that the old man already familiar with the picture, â€Å"How much I would have liked to know as much as he did[†¦]†(p. 2 ll. 15-16) However it does not interest the younger one, and he walks away while looking, â€Å"†¦ a bit rueful, like a pupil chidden by a teacher†(p. 2 ll. 21-22). The narrator makes up a relation between the young and the elderly man, which is shown in the following quot e, â€Å"†¦ as if saying, â€Å"Oh, let’s kiss and make up†Ã¢â‚¬  (p. 2 ll. 29). It shows how the narrator makes up an abnormal relationship between the two of them.As if they are boyfriends. It is not abnormal if they are homosexuals but the abnormal thing about the assumable relationship is the big generation gap. Another example of a big generation gap in the short story is when a group of young French girls steps into the gallery. The narrator mentions how the girls’ entrance creates a contrast to the normality in the National Gallery. In the group there is a sort of leader â€Å"a package to be admired† (p. 3 line 41-42) as the narrator says. The narrator explains to the reader how the old man on the bench is gazing intensely on the leader of the girl group.Of course the reader is not 100% reliable in the things he/she observes, but the old man’s interest in the young girl is patent in a quote, which is when the old man addresses the na rrator, â€Å"†She’s like a girl I was in love with once. (p. 3 ll. 71). He tells the narrator about how the girl from the past walked out on him, and this arouses old, hidden feelings in the old man. Throughout Doris Lessing’s In the National Gallery the reader follows the progress in the short story through a 1st person narrator. He/she acts passively and is just observing throughout the whole short story.The narrator attaches importance to the relationship between the elderly and the young man and also especially the relationship between the elderly man and the young French girl. The only time the narrator acts actively in the short story is when he/she talks to the old man about his first love that the French girl looks like. Because of the 1st person narrator the short story does not necessarily correspond with what is happening in reality. The group of girls and the two men is characters we only hear about through the narrator. It means that what the narra tor tells the reader about the characters is not necessarily true.We experiences them as the narrator do. This is show by this quote, â€Å"In the space of a moment the scene had turned ugly. †(p. ll. 24), this is just the way the narrator experiences the situation, but she/he doesn’t know how the young man and the old man is used to talk with each other and does not now their body language. It is also shown how the narrator is quick to judge in the beginning when the two men are having a discussion. He/she only hears few parts of the conversation between the two, and yet there is an immediately judgment, that the relationship between them are student and teacher, â€Å"A son?A younger brother? Certainly a pupil [†¦] (p. 1 ll. 12). However some of the comments between the two of them, as earlier mentioned creates some a kind of love affair. A 1st person narrator can never be looked at as a trustworthy narrator. Doris Lessing maybe uses this kind of narrator to ma ke her points more indirect and discreet. The short story would have been told in a whole different way, if she had used a third person omniscient point of view. With a first person narrator the reader is forced to think about what the narrator tells us if we want to get a deeper meaning of what is being told.An example of this is in the end of the short story. The group of girls is leaving the National Gallery and the narrator assumes that the old man is following them, â€Å"Slowly, he followed. Oh no, I was thinking [†¦] There was a wildness in the air, unexpressed, and raw, and dangerous. † (p. 5 ll. 151-154). What the narrator experiences in this quote do not correspond with the environment that usually is in a museum. The narrator gets carried away with his/hers lively imaginations since the narrator has these associations.On the other hand, a 1st person narrator gives a subjective, detailed description of the characters. In this short story the narrator for instan ce sympathize with the elderly man but also thinks that it is repulsive that he looks so intensely after the French girl â€Å"The man next to me was staring hard at her(p. 3 ll. 51). Because of the detailed description of the characters, the reader does not need to think about the underlying information about them. But again, a 1st person narrator is unreliable which the reader needs to be attentive about.

A Mixed Type

Everybody study hard for being successful in their business lifes. They have to finish their grades to graduate and to play role in business show. There is no need to say it is the matter of earning money for surviving. But we must also say that it is the rule: the more you work hard the more you earn. We can also say the information era has made the people work harder and learn much more knowledge since two decades. They find themselves in a manner of learning, searching and getting more information while they have to work harder in order to succeed in business life. The word â€Å"businestudentman† is used to describe the people who work while they are studying. So the businestudentman was born in such conditions which had covered his life. Moreover the economic problems are the key effect to the way which make the students to be a businestudentman. The problematic starts with the personal feelings of a businestudentman. He would never classify himself in his whole life as a student nor a worker. Because of his position is being changed in his environmental society he always have to live the diffucilties of this dilemma. This situation often makes him confused while playing his society roles. Acting as a student or as a worker is not properly being applied during this period. For instance, he can not accept an invitation to a gathering after school because of the necessity for going to work. On the contrary he can not find leisure time to play cards with his colleagues during the lunch-break because he must go to school. Especially if he lives in such a beautiful city like Istanbul, he has to work at the afternoons so that he can not attend to a meeting which is arranged by his school friends nearby the Bosphorus in spring months There are also some advantages of being a businestudentman. Taking into his hands of his economical freedom, he has a charming status beyond his schoolmates. He can offer meals to his schoolmates, pay the bills and act as a boss in front of them. Sometimes it would be harmful for his budget but the students like this kind of helpful friends who make them feel better. Also he would be an idol for his friends because of achieving both status. They think there are lots of things to learn from the businestudentman which will be useful for their future. Despite the fact that a businestudentman can not entirely feel and live his both status, having had the determination to be successful in playing both his roles and indispensability of the survival of such competitional challenges, his maintainability takes the most effective part of his personality for the businestudentman. So that he has strong personality with good merit and moral values which make himself as a sample in the society. As in the phrase emphasized â€Å"You can not teach an old dog new tricks†, the businestudentman is like the young dog who finds himself earlier against the diffulties of a man’s life.

Current Cultural Trends And Their Impact On Organizational Communications Essay

Communication in organizations depends on the type of organization and the setting of the workplace. The question is which management style should be used although it is safe to say that the best style of management is participatory. Current cultural trends have come into the picture and effectiveness is seen as the result when these trends are considered important in an organization. This is so because ensures that the output generated by the work of an employee is of high quality. When these cultural trends are noted well, employees are given tasks and the manager makes sure that the employees understand their duties and responsibilities. The employees are also given the chance to make their own decisions and impart their ideas and opinions in the process (All Business, Undated). Cultural trends affects management since it is the circle in which the management goes around. It is critical as the type of management, especially in a teamwork setting, would largely depend on the existing social culture between the employees. The manager will have a hard time adjusting if the social culture among his employees is not good, meaning the relationships are damaged or broken (Veser, 2004). Being efficient in the light of these cultural factors means producing outputs with little wasted effort because the communication is free-flowing. It is important, therefore, that employees are given good communication venues in order to come up with quality on the output they produce. Sometimes, an employee may be efficient but not effective. In being effective, one should could focus and concentrate on the particular work they have to do and dispose the clutter. It is better to be effective and produce good results than be efficient with poor outputs (Lifetools, Undated). Yes, quantitative techniques can be used to motivate employees in such a way that these tools will help them imagine or picture in their minds what the goal or strategy is all about. An organization is highly affected by cultural trends. It is particularly significant when there is an attempt to propose a change in the whole organizational system. Culture directly affects innovation and development in an organization. Culture serves as the foundation where the organization is laid upon, it is a conglomerate of ideas and beliefs of employees which nurtures the existence of the organization (Forte, 1998). Stakeholders can both help or pull down an organization. It could do either way, enhance the company or organization’s reputation or damage it. It should be ensured that there is a good existing relationship between the stakeholders or shareholders, otherwise the company will be in trouble. The advantage of managing this kind of relationships is that there will be various ideas when it comes to setting the direction of the company. A multi-stakeholder organization has a democratic and participatory environment. The setback is when these shareholders do not agree with each other and may result to split up. A borderless organization widens the scope of the management system, therefore there is the possibility that the management might be spread too thin in the organization. It will be harder to direct and lead a group that has wider, or worse no defined boundaries. It is necessary that management can focus and not flow to too many directions. It will be hard to gather the members as the organization grows, along with the different viewpoints and opinions (Jarillo, 1995). Going global has both positive and negative effects in an organization. It will be an advantage since the organization or company will be known in a wider arena and could even establish a network of stakeholders. Kentucky Fried Chicken, the fast food that sells chicken and is known all over the world, is a classic example of a success story of going global. But this may not always be the case as going global has its setbacks and weaknesses. For one, there is the possibility that the organization or business may not be accepted in another place other than its place of origin. Another would be that if the new branch or franchise does not perform well, it would carry the original name of the organization and would destroy the reputation of the original organization as well (Starks 2001). When members of a dominant culture become suspicious of subcultures and seek to isolate or assimilate them, it is often because the members of the dominant culture are making value judgments about the beliefs and practices of the subordinate groups. For instance, most Anglo-Americans see the extensive family obligations of Hispanics as a burdensome arrangement that inhibits the individual freedom. Hispanics, in contrast, view the isolated nuclear family of Anglo-Americans as a lonely institution that cuts people off from the love and assistance of their kin. This tendency to view one’s own cultural patterns as good and right and those of others as strange or even immoral is ethnocentrism. An individual becomes aware of his worldview as an individual comes as one applies his values in different situations. An example to illustrate this is when we see that most Americans today accept and approve racial equality in the workplace. Yet relatively few extend the value of racial equality to their family lives. They would not approve of a member of their own family marrying a person of another race or adopting a child of another race. Authors Sue & Sue (2002) have unique answers to communications across different cultures. Its focus on counseling racial populations as well as other diverse organizations makes us understand norms and cultures and its interrelationships. Their views have made clinicians take a second look at individual roles in understanding varied populations. People become aware of their worldview as an individual when they examine their values in relation to their environment. Values provide the framework within which people in a society develop norms of behavior. A norm is a specific guideline for action; it is a rule that says how people should behave in particular situations. Like values, norms can vary greatly from society to society. Polite and appropriate behavior in one society may be disgraceful in another. Norms also vary from group to group within a single society. From a societal perspective, choices and actions of an individual in U. S. society are highly influenced by norms. According to Turner and Killian’s emergent-norm theory, people develop new social norms as they interact in situations that lack firm guidelines for coping. These norms then exert a powerful influence on their behavior. The new norms evolve through a gradual practice of social exploration and testing. The crowd begins to define the situation, develop a justification for acts that would in other circumstances seem questionable. In this way, new norms may emerge that condone violence and destruction, but still impose some limits on crowd behavior (Turner and Killian, 1972, p. 21). Norms and values are resources for communication. They help us evaluate our past, interpret the present, and plan for the future. Can you think of two examples each of evaluating the past, interpreting the worth of the present, or planning for the future that do not involve implicit values and norms you use in everyday life? How so and why to each? New norms evolve through a gradual process of social exploration and testing. One or more people may suggest a course of action (shooting obscenities or hurling bottles, for example). Other suggestions follow. The crowd begins to define the situation, to develop a justification for acts that would in other circumstances seem questionable. In this way, new norms may emerge that condone violence and destruction, but still impose some limits on crowd behavior. The emergence of new norms, Turner and Killian argue does not mean that members of a crowd come to think and feel as one. Although it may appear to outsiders that a crowd is a unanimous whole, some participants may just be going along to avoid disapproval and ridicule. All these kinds of crowd action depended not just on the other people around but on the patterns of social organization by which people were both motivated to join the crowd and organized within it. One of the common sources of loss of motivation in the workplace is the presence of difficult employees (Darby 15). Employees are usually very sensitive with poor performers that are not given attention or sanctioned in the workplace (Blades, 1967). The presence of poor performers and the presence of problem employees usually affect the working environment and thus bosses should be able to improve the situation of the work environment in order to make working a positive experience for all. At the core, one of the important steps that should be employed is the ability of the manager or leader to identify the problem immediately. One of the key methods of problem identification is constant communication with the subordinates. It is very important to recognize that the differences in personalities in the workplace are really a major cause of conflict (Stanley 6). This means that the manager should always assume that there is always a tendency for conflict to arise. Even employees themselves are aware that conflicts are already occurring. In this particular scenario, the structure is that each technical team that handles technical support concerns of customers is headed by a team leader or manager. The role of the manager is to handle escalated concerns and the performance of the agents or staff. There is a problem of communication between the agents and the supervisor. The supervisor is having some problems with the performance of the agent and he handled this through massive sanctions against absenteeism and heavy corrective actions against minor offenses. The manager used a rather punitive system of motivating the employees, which the employees disliked because this adds to the already stressful job of handling technical problems of customers. The agents are also not very open to the manager regarding their problems because of his tyrannical method of leadership. The agents also viewed their manager as lacking technical skills and therefore do not really understand their line of work and the stress that is attached to it. Thirdly, there is an internal conflict between employees because they believed that some non-performers appeared to be more favored by the manager. The employees accomplishments are not recognized while their little mistakes are always emphasized. The manager should inculcate the recognition of higher level of needs of the employees. Glen (41) believes that motivating employees is really a difficult task because people have different sources of motivation. It is however very important for managers to never behave in a ‘demotivating’ way. According to Glen (41), the manager may not be able to motivate their people always, but the manager will always have a way of killing the source of motivation. To illustrate his point, he pointed out that in a technical company, it is very important that managers always consult their team. In computer companies, managers are always viewed to be less knowledgeable regarding technical areas. Inability to incorporate ideas from the team would generally make them feel that their talents are neglected. The technical expertise of the team should always be consulted because of the need to recognize their technical talents. The manager therefore should be responsive to the specific needs of the technical staff and understand the difficulties of their job and open the communication lines for solution. It is essential that in technical teams, where basis of membership is through technical skills, that the talents be recognized. The employees’ ability to make full use of their talents and skills would help them to maintain high level of performance. In this case, it is a recognition that motivation, does not merely come from rewards, but may also come from higher level of needs such as the need to have capabilities recognized and be utilized towards their full potential. On the issue of conflict, tt the core, one of the important steps that should be employed is the ability of the manager or leader to identify the problem immediately. One of the key methods of problem identification is constant communication with the subordinates. It is very important to recognize that the differences in personalities in the workplace are really a major cause of conflict (Stanley 6). This means that the manager should always assume that there is always a tendency for conflict to arise. Even employees themselves are aware that conflicts are already occurring. Secondly, there is a need for the manager to have an effective conflict resolution method. In most cases, it would be important that the manager provides individual conflict resolution (Stanley 6). This mean providing employees themselves is given the opportunity to resolve their own issues in order to empower them. The ability to resolve issues and conflicts help the employees in improving their level of confidence. Ability to resolve problems through their initiatives is one point of motivation for employees in the workplace. One way of illustrating an effective consolidation of cultural trends is illustrating the IBM example. IBM Institute for Business Value asserts that increased competition, changing workforce demographics and a shift toward knowledge-based work are requiring companies to place an increasingly higher priority on improving workforce productivity (Lesser and De Marco, Abstract). Companies rely on their Human Resources (HR) function to go beyond the delivery of cost-effective administrative services. They require the HR to provide expertise on â€Å"how to leverage human capital to create true marketplace differentiation. † Facing these challenges, many HR organizations have been actively revamping to more effectively deliver the strategic insights their businesses require. IBM’s study entitled â€Å"A New Approach, A New Capability: The Strategic Side of Human Resources† shows that competing in today’s environment requires companies to focus on building a more responsive, flexible and resilient workforce (p. 2). To do so, organizations must do a more effective job of sourcing talent, allocating resources across competing initiatives, measuring performance and building key capabilities and skills. HR organizations that provide strategic guidance on these issues can become proactive drivers of organizational effectiveness, rather than simply a supporter of these efforts. The HR organizations’ attempt to resolve the growing needs of quality recruitment by a new process of human resource hiring. This process is described as â€Å"positive discrimination in order to select the best† (Beardwell, 84). Others call it â€Å"affirmative action. † This refers to the concrete steps that are taken not only to eliminate employment discrimination but also to attempt to redress the effects of past discrimination (87). The underlying motive for affirmative action is the principle of equal opportunity, which holds that all persons with equal abilities should have equal opportunities. Those who obtain employment can be sure that the company values them. Unfortunately, this also means rejecting people who smoke, are clinically obese, have high debts, participate in high-risk sports, and the like. In addition, the company also seeks permission from employee to access various databases, which include: criminal records; credit bankruptcy and mortgage defaults; vehicle license checks; educational records; curriculum vitae and applications search. The company believes this is a modern, sophisticated human resource approach because it is able to compare employee’s profiles against the national average for physiological, psychological, social and demographic factors. Affirmative action affects small businesses in two main ways. First, it prevents businesses with 15 or more employees from discriminating on the basis of race, color, sex, religion, national origin, and physical capability in practices relating to hiring, compensating, promoting, training, and firing employees. Second, it allows the state and federal governments to favor women-owned and minority-owned businesses when awarding contracts, and to reject bids from businesses that do not make good faith efforts to include minority-owned businesses among their subcontractors (Encyclopedia para 2). The interpretation and implementation of affirmative action has been contested since its origins in the 1960s. A central issue of contention was the definition of discriminatory employment practices. The discriminatory employment practices as listed by the Department of Administration and Equal Opportunity (p. 1) include: gender identity, sexual orientation, race discrimination, sex discrimination, sexual harassment, religious discrimination, national origin discrimination, disability discrimination, and retaliation. Contrary, the prevailing employment practices include three things. First is the counseling and litigation with respect to employment discrimination (race/sex/disability/sexual harassment), wrongful termination, wage and hour issues, trade secrets/unfair competition, privacy in the workplace, workplace violence, executive contracts, affirmative action, use of independent contractors, OSHA, union organizing and other issues pertaining to hiring, promotion, compensation and discipline (Fenwick and West LLP, p. 1). Second is the representation of large and small employers in class actions and individual cases in state and federal courts and in arbitrations and mediations throughout the country. Last is the regularly advise employers concerning personnel systems, policies and practices that includes, among others: handbooks, policy manuals and drug testing programs, employment and independent contractor agreements, terminations, severance plans and releases, management training (sex harassment avoidance, EEO, rightful discipline: managing for high performance), protecting trade secrets and confidential business information, wage/hour and leave of absence compliance, disciplinary investigations, legal compliance audits, and whistleblower and retaliation claims (para 2 and 3). As the interpretation of positive discrimination evolved, employment practices that were not intentionally discriminatory but that nevertheless had a â€Å"disparate impact† on affected groups were considered a violation of affirmative action regulations (Encyclopedia of Small Business, section 2). Another central issue was whether members of affected groups could receive preferential treatment and, if so, the means by which they could be preferred. This issue is sometimes referred to as the debate over quotas. In the next level of new HR approaches is the care it provides for the employees’ well being. Companies are now committed to the health and wellness of its employees and this extends to the employees’ families. Companies do recognize that all employees from time to time have personal problems. If unresolved, these issues may affect emotional and physical health which ultimately could affect job performance. It is now within the HR’s goal to provide a confidential resource to all employees and their families to help address these issues before they interfere with well being. According to a review of the Gallup Studies by Harter, Schmidt, and Keyes (2002, p. 4), the well-being of the employees is to the best interest of the communities and organizations. They believe that the workplace is the significant part of an individual’s life that affects his/her life and that of the community. The average adult spends much of his/her life working. He/she spends much of his waking hours in work or about one third. Thus, the well-being of the employees is the best interest of the employers who spend substantial resources hiring employees and trying to generate products, profits and maintain loyal customers. Studies show that happy and productive employees clearly link emotional well-being with work performance (p. 2). In sum, work is a pervasive and influential part of the individual and the community’s well-being. It affects the quality of the individual’s life and his/her mental health and thereby can affect the productivity of the entire community. The ability to promote well-being rather than endanger strains and mental illness is of considerable benefit not only to the employees in the community but also to the employers’ bottom line. This aspect should be greatly taken care of by the companies’ HR organizations (Cornelius, p. 142). Concern for the well-being of employees extends to the environment. The company provides background music to help eliminate stress, it plays messages to staff throughout the day for the same reason: to relax people. Messages such as â€Å"stay calm†, â€Å"help colleagues†, â€Å"remember, the company is our community† are all designed for positive reasons. Employees also receive electronic messages by email. The company argues that this â€Å"thoughtfulness† ensures high morale. Video and audio surveillance ensures that staff feels secure. Other companies believe that the physical environment is also important to wellness and productivity. Fragrant aromas such as evergreen may reduce stress; the smell of lemon and jasmine can have a rejuvenating effect. These scents are introduced to all work spaces through the air- conditioning and heating systems. Scents are changed seasonally (Marx, Section 6). Some companies also believe that music is not only enjoyable to listen to but can also affect productivity. Thus, some companies continually experiment with the impact of different styles of music on an office’s or plant’s aggregate output. Personal computers deliver visual subliminals such as â€Å"my world is calm† or â€Å"we’re all on the same team. † Other companies have dietitians who guide the companies’ cafeteria and dining room. They make sure that the companies serve only fresh, wholesome food prepared without salt, sugar, or cholesterol-producing substances. Sugar- and caffeine-based, high-energy snacks and beverages are available during breaks, at no cost to employees. In a practical example of work productivity and employee performance, let us cite Dominion-Swann’s new workplace. Dominion-Swann (DS) is a technology-based company that respects its employees and whose knowledge is the core of its technological enterprise. It cares about its work community and value honesty informed consent, and unfettered scientific inquiry. Its employees understand company strategy. They are free to suggest ways to improve the company’s performance. It also offers handsome rewards for high productivity and vigorous participation in the life of its company. Committed to science, this company believes in careful experimentation and in learning from experience. Since 1990, DS has instituted changes in our work environment because it faced an uncertain future. Our productivity and quality were not keeping pace with overseas competition. Employee turnover was up, especially in the most critical part of our business- automotive chips, switches, and modules. Health costs and work accidents were on the rise. Its employees were demoralized. There were unprecedented numbers of thefts from plants and offices and leaks to competitors about current research. There was also a sharp rise in drug use. Security personnel reported unseemly behavior by company employees not only in our parking lots and athletic fields but also in restaurants and bars near our major plants. In the fall of 1990, it turned to SciexPlan Inc. , a specialist in employee-relations management in worldwide companies, to help develop a program for the radical restructuring of the work environment. There was instability while the program was being developed and implemented. Some valued employees quit and others took early retirement. But widespread publicity about the company’s efforts drew to the program people who sincerely sought a well-ordered, positive environment. DS now boasts a clerical, professional, and factory staff which understands how the interests of a successful company correspond with the interests of individual employees. To paraphrase psychologist William lames, â€Å"When the community dies, the individual withers. † Such sentiments, we believe, are as embedded in Western traditions as in Eastern; they are the foundation of world community. They are also a fact of the new global marketplace. DS’ four principles that underlie work-support restructuring are worth studying for every HR organizations who want to implement structural changes and get valued results. It consists of the following: 1. Make the company a home to employees. Break down artificial and alienating barriers between work and home. Dissolve, through company initiative, feelings of isolation. Great companies are made by great people; all employee behavior and self-development counts. 2. Hire people who will make a continuing contribution. Bring in people who are likely to stay healthy and successful, people who will be on the job without frequent absences. Candor about prospective employees’ pasts may be the key to the company’s future. 3. Technical, hardware-based solutions are preferable to supervision and persuasion. Machines are cheaper, more reliable, and fairer than managers. Employees want to do the right thing; the company wants nothing but this and will give employees all the needed technical assistance. Employees accept performance evaluation from an impartial system more readily than from a superior and appreciate technical solutions that channel behavior in a constructive direction. 4. Create accountability through visibility. Loyal employees enjoy the loyalty of others. They welcome audits, reasonable monitoring, and documentary proof of their activities, whether of location, business conversations, or weekly output. Once identified, good behavior can be rewarded, inappropriate behavior can be improved. These principles have yielded an evolving program that continues to benefit from the participation and suggestions of the company’s employees. This is a good support system to the promotion of the employees’ well-being. Providing support for employees with caring responsibilities in the workplace makes good business sense. Creating a positive work atmosphere that encourages employees to speak out is also another important factor. Benefits can be gained for both the employer and their employees. Companies nowadays attract qualified employees by providing a progressive and motivating work atmosphere. This is because such environment is an excellent opportunity for employees to grow professionally in a professional yet fun and casual environment. According to Susan Heathfield, HR Consultant, about 16 percent of the people responding in a recent Human Resources Forum poll have no performance appraisal system at all (p. 1). Supervisory opinions, provided once a year, are the only appraisal process for 56 percent of respondents. Another 16 percent described their appraisals as based solely on supervisor opinions, but administered more than once a year. The main reason is that performance appraisal is universally disliked and avoided. She concludes that, after all, how many people in an organization want to hear that they were less than perfect last year? How many managers want to face the arguments and diminished morale that can result from the performance appraisal process? This might be certainly true. Performance Management, however is geared towards employee development and organizational improvement (para 3). HR organizations should really implement the most effective and succinct measure of employee performance. Performance management begins when a job is defined. Performance management ends when an employee leaves the company. Between these points, the following must occur for a working performance management system. Heathfield suggests the following Performance Management and Development as the best initiatives to have a systematic appraisal in the general work system. It includes defining the purpose of the job, job duties, and responsibilities; defining performance goals with measurable outcomes; defining the priority of each job responsibility and goal; defining performance standards for key components of the job; holding interim discussions and provide feedback about employee performance, preferably daily, summarized and discussed, at least, quarterly; maintaining a record of performance through critical incident reports; providing the opportunity for broader feedback; using a 360 degree performance feedback system that incorporates feedback from the employee’s peers, customers, and people who may report to him; developing and administering a coaching and improvement plan if the employee is not meeting expectations (para 5). Based on the new tasks of the HR organizations as the company’s business partner, there are five key capabilities that are needed to make a strategic contribution to the organization (Lesser and De Macro, p. 6 ). These include: analytical skills; business acumen; consulting skills; change leadership skills; and the ability to share knowledge across the HR organization. HR organizations need analytical skills to develop evidence-based recommendations and effective business cases. They must understand how data flows through various HR and financial systems, and how to obtain and analyze human capital data that supports their recommendations. HR organizations also need to be proficient in developing models and scenarios that determine the cost and impact of changes in HR policies and procedures. Participants in our study found that they were unlikely to have sufficient depth in these ills within their own HR organizations and considered them among the most difficult to develop. HR organizations also need business acumen in the form of understanding their business unit’s strategies and operations. To serve as true advisors to the business, they must understand the dynamics of their industry, as well as the day-to-day activities performed by different functional units and how individuals within the units are evaluated. They also have to understand the needs of customers and partners to better see how their human capital decisions impact stakeholders beyond the organizational boundaries. Many organizations reported that this in-depth knowledge of the business was often in short supply within their HR groups. HR organizations will have to serve as lead advisors to their business units on human capital issues. To do so, a number of consulting skills are essential, including the abilities to build trusting relationships with senior executives, diagnose organizational problems and determine root causes, develop recommendations and business cases, and create action plans. Further, they must have the strength and conviction to deliver difficult messages to senior leaders, even if those messages may prove to be unpopular. HR organizations also need to be effective at driving change through the organization. This includes soliciting and initiating participation from individuals within the business unit to support change efforts, aligning recognition and performance measurement systems to support desired activities, and effectively communicating with multiple stakeholders. HR organization not only needs to provide expertise to the business units they support, they also should share knowledge across the HR organization (Mello, p. 138).

Roman Culture And Western Civilization - 2038 Words

As the Romans held on to Greek culture so eagerly it quickly became the foundation of Roman culture. Roman forms of architecture evolved mostly from reshaping Greek models, but clearly stands apart from its ancestors. The Romans were quick to adopt new techniques in construction; new use of materials, and new architectural structures. The Romans made innovations to fully fulfill the practical needs for the society as a whole. Among these architectural changes basilicas, temples, amphitheaters, bridges and aqueducts, and residential blocks can be found engrained in Roman culture as it positively impacted the lives of Romans. These inventions were paid for, organized, and spread around by a state which fully supported the Roman Empire. The Romans influence in monumental architecture as well as many other aspects of Western life remains clearly visible today as it did back then. Western civilization presently compromises Western Europe and North America and are believed to have derived from the influence of cultures found in the Roman Empire. In this research essay, I will discuss and contrast Roman culture to Western Civilization as well as emphasizing on the influences provided by the Roman Empire that are still prominent today. First, What is architecture and why is it crucial to the rise of the Roman Empire?Architecture is the art or practice of designing and building structures (Webster). Without its architecture, Rome wouldn’t have been such a huge influence acrossShow MoreRelatedThe Role Of Roman Influence On Western Culture And Civilization1811 Words   |  8 Pagesin history we take for granted because we lack the understanding of their significance. Roman influences have a dominating presence on western culture and civilization. To subtract these influences from our ethos would leave a cavernous hole in our western identities. However, Rome had to fight for it’s power and position; often against impressive rivals. One of the most notewor thy battles fought by the Romans are the Punic wars, a series of three battles that span roughly between 264 B.C.E and 146Read MoreAncient Greek And Romes Impact On Western Literature1642 Words   |  7 Pages The impact greek and roman culture had on western civilization The ancient Greeks and Romans were two of the greatest civilizations of the ancient world. The two civilizations thrived in their ancient environments which eventually led to a large amount of wealth within these two cultures. It is because of this that these ancient cultures were able to make a variety of advancements in literature, architecture, art and many other fields. These two civilizations also produced some of the ancient world’sRead MoreThe Influences On Western Civilization1559 Words   |  7 PagesThe Influences on Western Civilization by the Hebrew-Christian and Greco-Roman Traditions Western Civilization, as it is known today, is a coalescence of various cultures, ideologies, and practices that have been preserved over centuries of human life. Although a countless number of societies have influenced Western Civilization, Hebrew-Christian civilizations and Greco-Roman civilizations have been the two most influential. Both of these civilizations and their traditions have left equally deepRead MoreGreek And Roman Civilizations : Greece And Ancient Civilizations1503 Words   |  7 Pages Greek and Roman Civilizations In examining the impact that the ancient world has had on modern Western civilization, the two ancient civilizations which are frequently understood as having had the greatest influence are Ancient Greece and Ancient Rome. These two civilizations would eventually come to shape much of what would become the modern European culture, politics and society, and by extension, a vast proportion of global culture and society. In scrutinizing the trajectory of modern historyRead MoreGreek And Roman Civilizations : Greece And Ancient Civilizations1498 Words   |  6 Pages Greek and Roman Civilizations In examining the impact that the ancient world has had on modern Western civilization, the two ancient civilizations which are frequently understood as having had the greatest influence are Ancient Greece and Ancient Rome. These two civilizations would eventually come to shape much of what would become the modern European culture, politics and society, and by extension, a vast proportion of global culture and society. In examining the trajectory of modern historyRead MoreCivilization is Connected from the Mesopotamians to the Powerful Roman Empire836 Words   |  4 Pagesthat have left an enduring influence. Society has developed many components which became foundational to Western culture from the Mesopotamian civilizations to the emergence of the Romans. The contributions of a variety of cultures shaped the course of Western history. The Mesopotamians and Egyptians are among the first civilizations to make a valuable contribution to Western Civilization. Both Babylonians and Egyptians managed to produce written systems of communicating ideas. The BabyloniansRead MoreEarly Western Civilization: Molded by Conflict or Consensus842 Words   |  3 Pages The question has been posed whether early Western Civilization was molded by conflict between civilizations or by consensus between divergent civilizations. Although it can be argued that both conflict and consensus have affected the development of Western Civilization, one of these has had more of an influence than the other. As early as Ca 3000, at the dawn of civilization, there has been conflict. When the city-states of Sumer were established, warfare and competition broke out due to disagreementsRead MoreWhat Did the Greek and Roman Culture Leave for Europe889 Words   |  4 PagesWhat did the Greek and Roman culture leave for Europe The ancient Greek and Roman civilization is not only the cradle of Europe culture , but also the Western culture. The two major ancient civilization is the worlds two eternal monument of cultural history, is the golden age of the West with great relish. Hard-working people of ancient Greece and Rome created countless masterpieces with their wisdom. Ancient Greek culture is the source of Roman culture, Roman culture developed constantly onRead MoreWhat Did the Greek and Roman Culture Leave for Europe883 Words   |  4 PagesWhat did the Greek and Roman culture leave for Europe The ancient Greek and Roman civilization is not only the cradle of Europe culture , but also the Western culture. The two major ancient civilization is the worlds two eternal monument of cultural history, is the golden age of the West with great relish. Hard-working people of ancient Greece and Rome created countless masterpieces with their wisdom. Ancient Greek culture is the source of Roman culture, Roman culture developed constantly onRead MoreColosseum, Arch of Titus, Basilica of Constantine, Palace of Docletian1354 Words   |  5 Pages The Western civilization as we know it traces back to Europe, as well as the Mediterranean. More specifically, it is comprised of mainly Western Europe and North America. The Western culture as a whole exemplifies the social norms, political systems, heritage, and customs. Much of those influences have arisen by no other than the contributions done by Rome. Rome has not only shaped a significant amount of the Western civilization in various ways such as the architecture, forming of a republic, diffusion

How Is Love Presented by Shakespeare in Romeo and Juliet

In this essay I will be looking at how Shakespeare presents love in Act 2 Scene 2 of Romeo and Juliet from lines 18 through to 127. After reading the majority of act 2 scene 2 we are now able to understand and interpret Shakespeare’s language and language devices further. Act 2 Scene two is set in the shadow beneath Juliet’s bedroom window, with Romeo hiding in the darkness. Romeo listens on as Juliet speaks of her love for Romeo to what she thought was the darkness however as we as the audience know Romeo is able to hear everything she is saying. Once Romeo has revealed he is below Juliet in the garden the two begin to exchange expressions of devotion for one another, this is what we will be unravelling in this essay to understand and†¦show more content†¦By also referring to a rose we are able to make the connection that Romeo is her rose which is so beautiful and pure. Shakespeare here is presenting love in a way of nature as we saw early in Scene 1, we can now understand that by Shakespeare earlier speaking of Romeo needing to find his flower (rose) to his thorn (Rosaline) and now by Juliet speaking of Romeo being like a rose Shakespeare has created a link and an answer to show that Romeo has now found flower as has Juliet. Moving on to lines 46-47 Shakespeare writes â€Å"Retain that dear perfection which he owes... Without that title. Romeo, doff thy name...† Juliet here speaks saying keep that greatness and all your characteristics which you have without the Montague name and just get rid of the Montague name, trade it in... Juliet then goes on to say â€Å"And for thy name, which is no part of thee, take all myself.† Explaining that if he does trade in the name, which really has nothing to do with him, he can have all of her, she will be his. Romeo then decides it is time to reveal to Juliet that he has been hiding beneath her, hearing all she has said in reply to her requests Shakespeare writes â€Å"I take thee at thy word: Call me but love, and I’ll be new baptis’d; Henceforth I never will be Romeo.† Romeo here is answering Juliet’sShow MoreRelatedHow Is Love Presented in Romeo and Juliet and Two Poems from the Shakespeare Literary Heritage1213 Words   |  5 PagesHow is Love presented in Romeo and Juliet and two poems from the Shakespeare Literary Heritage Love is presented in a variety of different ways in Romeo and Juliet and my chosen poems from the Literary Heritage: Stop All the Clocks and Sonnet 130. For instance, in Romeo and Juliet Shakespeare is attempting to challenge the tradition of courtly love that was prominent in the Elizabethan era. He is suggesting that the tradition of courtly love is artificial and essentially false. CourtlyRead MoreWilliam Shakespeare s Romeo And Juliet1696 Words   |  7 PagesShakespeare’s Romeo and Juliet as a notable representation of genuine hetero love. This theory intends to dig all the more profoundly into the issues of affection and sexuality in the play and investigate its inconspicuous underlying topics of homoeroticism and hazardous heterosexuality through a dissection of the film adjustments of Romeo and Juliet from the recent twentieth-century: Franco Zeffirelli‟s 1968 Romeo and Juliet and Baz Luhrmann‟s 1996 William Shakespeare s Romeo + Juliet. Love and sexua lityRead MoreRomeo And Juliet Character Analysis1084 Words   |  5 Pagesnot. Most people take about a week or maybe even a month. This type of fact about love is presented in Shakespeare’s play, â€Å"Romeo and Juliet†. 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Love is presented as an intense and overwhelming force in the story and different forms of love are presentedRead MoreWilliam Shakespeare s Romeo And Juliet1529 Words   |  7 PagesShakespeare was a well-known 16th century playwright and author. In a range of his sonnets and his popular play, ‘Romeo and Juliet’, he presents his views and ideologies of love and challenges the conventions of love at the time. Shakespeare does this in a multitude of ways that subtly but effectively changes society’s view on love. Throughout the majority of his sonnets and in ‘Romeo and Juliet’, Shakespeare goes against the Petrarchan views on love which were courtly love and also were the normRead MoreWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreThe Dramatic Significance of Act 1 Scene 5 of Romeo and Juliet1328 Words   |  6 PagesAct 1 Scene 5 of Romeo and Juliet This scene is very important to the whole play of Romeo and Juliet. Mainly because its where Romeo and Juliet first meet and fall in love, we also see tybalts anger which shows us the obstacles that will become a problem in Romeo and Juliets relationship. In a usual Shakespeare tragedy the main character that is noble of birth has a flow, which brings about their downfalls and death of others. Romeo and Juliet kind of fits inRead MoreThe Tragedy of Romeo and Juliet1172 Words   |  5 PagesIn William Shakespeare’s play â€Å"Romeo and Juliet†, Shakespeare presents characters in difficult situations in Romeo and Juliet through various language techniques and structure. Romeo and Juliet were star-crossed lovers. Both Romeo and Juliet were from feuding families that would not approve of their marriage. In the play they are presented with many difficult circumstances. The play was set in the Elizabethan era; there was a significant change in religion, family and politics. Attitudes and keyRead MoreWilliam Shakespeare s Romeo And Juliet1205 Words   |  5 PagesLove is presented in numerous different manners it is depicted using techniques such as; imagery to emphasise infatuation or to create a visual imagery in the readers mind and metaphors to imply a resemblance. For instance both poets William Shakespeare and Elizabeth Barrett Browning use a literary device ca lled Iambic pentameter which helps with their rhyming scheme this is used to make the love in the poems appear stronger. In Romeo and Juliet the theme of love is prominent throughout the playRead MoreWilliam Shakespeare s Romeo And Juliet1591 Words   |  7 PagesShakespeare is a prominent figure present throughout history. His writing is credited as some of the most influential pieces written in English literature. Shakespeare was born in 1564 in England. He attended school, but did not further his formal education after dropping out of grammar school. In 1590, he left his wife and three children in order to become a playwright and actor. He was successful with this, and, because of his reputation, became a popular playwright in England. After his death