Irelands Michael Collins And Emon De Valera :: essays research papers

Ireland's Michael Collins and Emon De Valera   Ã‚  Ã‚  Ã‚  Ã‚  There are many conditions under which Ireland was divided into two nations. Two main men were the main leaders of this split, Emon de Valera and Michael Collins. Sinn Fein also played a large role. Their differing visions for an Ireland free of British rule was the root motivation for the split.   Ã‚  Ã‚  Ã‚  Ã‚  Born in New York City in 1882, Emon de Valera was described as a 'tall, spectacled, schoolmasterly, of Jewish cast' as Tim Healy said. Edward Norman, the author of A History of Modern Ireland, added that de Valera was an 'austere theoretician' (Norman, 265). Michael Collins was born in 1890 at Clonakilty, Co. Cork. Edward Norman said his personality was to be to the contrary of de Valera's; he said Collins was not an intellectual and was a man of violent impulses. He took that statement further when he said the Collins would go as far to tumble his colleagues on the floor and bite their ears in playful attention. Now that de Valera's and Collins' personalities have been established, we can now analyze the events and actual conditions under which Ireland was under that led ultimately to her freedom.   Ã‚  Ã‚  Ã‚  Ã‚  All across Ireland people were repulsed by the executions which they considered to be needlessly brutal. What they lacked was new leadership to focus the restless energy of the Irish into effective political action, but it was not long in coming. At Christmas 1916 all rebel prisoners who had been interned without trial, those that the British had considered insignificant, were released as a goodwill gesture to the United States which had been very angry by British conduct regarding the rebels. This proved to be a costly mistake. Among those released was a cadre of IRB men who had spent their time in prison educating and organizing themselves into what came out to be a formidable political and military force. The leader of these efforts in prison was Michael Collins, who was still a little known Volunteer at the time.   Ã‚  Ã‚  Ã‚  Ã‚  Despite martial law, Collins contacted the members of his secret organization throughout Ireland and set in motion a clever plan to obtain political power. Using Sinn Fein as cover, the IRB began to run its members as candidates for parliament. Their successes throughout 1917 against Redmond's Irish Parliamentary Party candidates shifted power to Sinn Fein and caused a turmoil of public support for the republican movement throughout Catholic Ireland. After Collins release in June, 1917,Eamon de Valera, the oldest of the surviving 1916 rebels, joined Collins. De Valera was lucky for he had been

Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res

Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993. Nitric Oxide (NO) and the Nervous System Essay -- Medicine Biology Res Nitric Oxide (NO) and the Nervous System Better known as an environmental hazard, nitric oxide (NO) is produced in combustion engines and contributes to smog and acid rain and has been implicated in the catalytic destruction of the ozone layer (Lancaster;1992). Though NO is the bad-boy of the environment, it’s roles in the body are extremely diverse and in some instances can be deleterious or beneficial depending on the circumstances. NO has been connected with immune function, control of blood pressure and hypertension, impotence and penile erection, septic shock, insulin-dependent diabetes mellitus, and macrophage mediated destruction of oncogenic cells (Young;1993, Stroh;1992). However, its activities in the nervous system may be the most exciting discovery yet for this eclectic molecule (Koshland;1992). Due to NO’s radical structure, it is highly reactive and very short-lived within the body (6-15 sec.) making its detection difficult (Lancaster;1992); as such, it can therefore be synthesized only on demand since radicals are known to disrupt cellular homeostasis. NO is small and uncharged and it rapidly diffuses through cellular membranes from its site of synthesis making it in ideal intercellular paracrine-like messenger or poison (Lancaster;1992). In the body, NO reacts with redox metals such as copper, manganese, or the iron heme-like protein centers, and molecular oxygen forming nitrites and nitrates, the latter constituting the principal manner in which NO is inactivated in vivo (Snyder;1992). The enzyme which synthesizes NO, nitric oxide synthase (NOS), has been cloned and structurally resembles cytochrome P-450 reductase, possessing many sequence homologies and the same physical sites for binding of identic... ... in Cells. American Scientist, 80:248-259, May/June 1992. Murray, R. K., D. K. Granner, P. A. Mayes, and V. W. Rodwell. Nitric Oxide is the Endothelium Derived Relaxation Factor and is Also an Important Compound in the Nervous System. Harper’s Biochemistry, pp 657-658, Appleton & Lange, USA, 1993. Schuman, E. M. and D. V. Madison. A Requirement for the Intercellular Messenger Nitric Oxide in Lone Term Potentiation. Science, 254:1503-1506, Dec. 6, 1991. Snyder, S. H. and D. S. Bredt. Biological Roles of Nitric Oxide. Scientific American, 266:68-71+, May 1992. Snyder, S. H. Nitric Oxide: First in a New Class of Neurotransmitters. Science, 257:494-496, July 24, 1992. Stroh, M. The Root of Impotence: Does Nitric Oxide Hold the Key. Science News, 142:10-11. July 4, 1992. Young, S. The Body’s Vital Poison. New Scientist, 137:36-40, March 13, 1993.

Choose one case study and write an academic essay Essay

PART A = Identify the educational needs of the class/training group. Use these educational needs as the basis (headings) for outlining classroom practice, including strategies, in order to accommodate the diverse learning needs of the entire class/training group. Strategies are to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or relevant educational body) policies, frameworks, statements and directives that will have implications for this class/training group (include website address). Note how these policies will support your planning that you have written about in part A. Due Date: 20th January, 2014 Course: Education Specialization: Early Childhood Lecturer/Course Examiner: Noah Mbano Word Count: 2380 This assignment will identify and address the educational needs present in the early childhood case study. The educational needs being addressed will be the basis for Part A, which are, English as a second language (ESL), cultural diversity, social skills, intellectual disabilities and behaviour management. Pedagogical practices and strategies will be suggested to cater for the diverse learning needs of all children attending the service. The focus will be on the delivery of learning opportunities, according to need, to maximise students’ learning capacity and not to label the children. Part B will support the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service. PART A English as a Second Language (ESL)/cultural diversity The case study states that the centre has a number of children with different cultural backgrounds. The first educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop knowledgeable and confident self-identities (DEEWR, 2009). A positive sense of self is fostered when children are supported in their environment to feel safe, secure and supported (DEEWR, 2009). Early childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and engage within their new environment. From the start of their enrolment, students and their families should be welcomed and feel a sense of belonging at the service. The centre’s philosophy should be based on an understanding that parents should be recognised as the child’s first and most influential educator, whilst supporting the National Childcare Accreditation Council’s quality area two ‘Partnerships with families’ (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be encouraged to have a settling in period, which can be used to share knowledge about the center; it’s curriculum and cultural background. Educators should exchange this information verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to become more familiar in their new environment, whilst in the comfort of their parents. Enrolment strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures. Educators should build an understanding of individual culture including â€Å"norms, values, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions† (Ashman & Elkins, 2012). Educators can familiarised themselves with the families’ beliefs and values by providing the parents with English-language programs or translators, helping by collaborating and giving continuing support. Using these strategies to encourage family participation within the centre will support cultural diversity and an understanding of the world we live in. Example of  this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture. Workers in the industry report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their native language or invite them to talk about their culture or share a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of communication and observations to recognise confidence could be used. Have classroom routines and consistent expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and understood by children to reduce frustration and barriers from being formed (Ashman & Elkins, 2012). Social Skills The second educational need is the inclusion of social skills. Educators have the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each student’s positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps move towards an inclusive environment. An inclusive classroom should provide a safe, flexible learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualised approach aims to promote success and self-esteem (Ashman & Elkins, 2012). It cannot be assumed that social inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are actively involved in the organisation of the classroom; the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students’ friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done promptly with regular observation and review on progression  in social skills from the child. Through anecdotal evidence, documenting these observations have shown to support the reflection process and assist in justifying and preparing plans for the child’s individual needs, interests, strengths and weaknesses (Churchill et al, 2013). Intellectual disability The third educational need is the inclusion of children with intellectual disabilities. All schools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students’ ability based on their diagnostic label. Reasonable steps should be taken to ensure students with disabilities are given multiple means for participating in learning. These would involve learning through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for expressing what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012). Multiple strategies can be guided by the principles from the ‘Universal Design for learning’, which is a framework that shifts educators’ understanding of learner differences. It challenges them to rethink the nature of curriculum materials and endow them with the inherent flexibility necessary to serve diverse learning needs (Wright, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the method of instruction, providing additional human and technical resources, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be designed in such a way that the student with a disability is able to participate in the learning experiences on the same basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal ac cess, participation, and recognition that a person’s level of functioning will improve if appropriate, individualise and supports are provided. Behaviour management The fourth educational need is behaviour management. Before considering specific learning issues, there are a number of factors outside of the school that influence school behaviour issues; family, socio-economics, culture, religion and race; and socio-political factors. Educators should agree that it is important to establish a cohesive understanding of socio-culturally acceptable behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn best when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not yet learnt how to do what is expected. Strategies aimed at preventing misbehaviour include setting clear limits with input from the children and teaching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A critical aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most important strategies for any teacher is to be a role model and to create a supportive and welcoming classroom. This will encourage all students to persist and work together more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability. This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change suddenly and this can result in routines been disturbed, for example, changes at home and the circumstances affecting behaviour is out of your control. The main idea is to facilitate individuals in developing his or her authentic self, through fostering student’s knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldn’t suit  everyone’s needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that â€Å"the way children learn, is as unique as their fingerprints† (CAST, 2012). Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to listen to what others have to say, understand that they may have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn cater for the multiple ways of learning throughout the class. PART B The Early Years Learning Framework (EYLF) is Australia’s first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLF’s curriculum supports children’s learning from birth to five years of age, as well as their transition to school. Part A mentions strategies that relate to the EYLF’s curriculum The ‘Being, Becoming and Belonging: The Early Years Learning Framework is the document used in all services implementing the National Quality Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators. Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the importance of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National Quality Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that  impact on a child’s development and empower families to make informed choices about which service is best for their child. The NQF has many implications for the centre, including a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. ‘The Guide to the National Quality Framework’ directs centres in implementing the framework. The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the Seven Quality Areas; this ensures the organisation and its educator’s are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are; Educational program and practice, Children’s health and safety, Physical environment, Collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions. The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is implemented consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the lawful standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fundamental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of ch ildren, to help them reach their fullest potential. Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be  protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist people with a disability under the DDA. The DDA therefore has direct implications for the service when catering for children with disabilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability. These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re-designing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and strengthening of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The ‘Commitment to Action’ supports the planning for part A in such areas as developing stronger partnerships and strengthening early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008). References Ashman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW: Pearson Australia Australian Children’s Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http://acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdf Australian Government Department of Education, Employment and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR. CAST,inc. (2012, May 3). National centre on Universal Design for Learning: UDL at a glance [Video file]. Video posted to http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0 Churchill, Rick. (2nd Ed.). (2013). Teaching: making a difference. Milton Qld: John Wiley & Sons Australia, Ltd. Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http://www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.html Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Ministerial Council on Education, Employment, Training and Youth Affairs, {MCEETYA} (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http://www.curriculum.edu.au/verve/_resources/national_framework_file.pd Module 4 – Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984 National Childcare Accreditation Council. (2005). Quality Improvement and Accreditation System: Quality Practices Guide. Retrieved from http://www.ncac.gov.au/resources/qias_qpg.pdf Queensland Government. (2012). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/Details/C2013C00022 Unicef. (2012). Convention on the Rights of the Child. Retrieved from http://www.unicef.org/crc/

Slavery and Red Stick Creeks

Tale of Angola: Free Blacks, Red Stick Creeks, and International Intrigue in Spanish Southwest Florida, 1812-1821. Tale of Angola: Free Blacks, Red Stick Creeks, and International Intrigue in Spanish Southwest Florida, 1812-1821 by Canter Brown Jr. talks about the relationship between free blacks of Florida who were also known as the maroon people fighting a long with Red Stick Creeks Indians and international help against European men to keep the black people free.Also it talks about a piece of history in the state of Florida that no one knew anything about. With the help of these people the free blacks and some slaves were able to keep their freedom. Since there where not too many documented information much of the information comes from memories of past marooners or ancestors of those who knew the free blacks and/or the Red Stick Creeks. I think that this article gives a good examples on how black people and Indians fought together and formed military tactics to have the only slav e revolt in US history.According to article, Individuals who had arrived from the United States after the Revolutionary War who were unsuccessful of overthrowing Spain rule in the colony started the Patriot war of 1812-1814. The text states that in September 1812 Seminoles and blacks allied with Spain turned back a patriot advance only to run away when they thought that the white men would return. After hearing about the people called Angola which spread within the Spanish empire and also to the British, not only did These blacks also received help from Indians they also was helped by two British officers named Edward Nicolls and George Woodbine.These two men helped to created Florida’s second free- black refuge of the period and helped them bill a fortified outpost known as Negro Fort. These men and women got guns and weapons from the British and Spanish connections. They learned how to use them and the Indians knew the land so it was easy for them to escape capture. They la unched a series of diplomatic initiatives. In 1819 the Spanish tried to protect blacks and Indians by agreeing to the Adams-onis Treaty that transferred the colonies of east and west Florida to the united states by utting a certain language in the pact. Even though this did not work it showed that Spain was trying to use political power to help them. Also, many of times after these attacks on these people the ones who could get away to safety got picked up by fisherman and taken to the Bahamas were British officials allowed them to stay. This was a good article to read because I don’t know too much about Florida’s history because I am not from here and I never heard of the Angola people.I found it interesting that British and the Spanish tried to help. I always wondered why slaves in America never tried to revolt against slavery cause the history I know only talks about certain people who tried to revolt. It was always made to believe that black slaves and Indians were to dum to from an army. Weather all this information is true or not because most of it is told from second hand stories and can not be accounted for, but I would like to believe that the natives did fight with the free blacks and slaves to save each other.Jackson, David H. , and Canter Brown. â€Å"Tale of Angola: Free Blacks, Red Stick Creeks, and International Intrigue in Spanish Southwest Florida, 1812-1821. † Go Sound the Trumpet! : Selections in Florida's African American History. Tampa, FL: University of Tampa for the Florida A & M University Dept. of History, Political Science/Public Administration, Geography, and African American Studies, 2005. 5-18. Print. Jessica Geralds AMH 2091. 7 Response Paper 1 09/11/2012

Atheistic Existentialism †Life Domains Essay

Directions: Complete the â€Å"Atheistic Existentialism† column in the table below by filling in the cells from information provided in the textbook. Atheistic Existentialism / REALITY The only reality for an AE is the one they create for themselves†¦everything is matter – everything is connected as some form of matter or energy and in a cause and effect relationship Atheistic Existentialism / KNOWLEDGE The only knowledge comes from our own senses. Atheistic Existentialism / HUMAN NATURE To an AE – humans are allowed free-will, personalities and consciences – but don’t have any reason to do anything with it Atheistic Existentialism / HUMAN PROBLEMS Their problem is that they can’t deal with the fact that they have human personalities and tendencies – but don’t know why, or what to do with it Atheistic Existentialism / SOLUTIONS TO HUMAN PROBLEMS Humans alone have the only solution to their problem and the more they evolve the better they’ll be at fixing them, so live as if your inner desires do have some meaning and try to make an impact on the world. Atheistic Existentialism / HUMAN VALUE Truly there is no ultimate value of a human life, but Humans can have value because they create their own reality by making their own choices – good or bad. Atheistic Existentialism / HUMAN PURPOSE Our only purpose – according to an AE is that of making yourself into who or what you wish to be, otherwise there is no purpose. Atheistic Existentialism / ETHICS Ethics – Schmethics†¦As long as you make a conscience choice to do something – good or bad – you are determining what your ethics are. not living by the laws of man, or any other guide. Atheistic Existentialism / SUFFERING Nothing good comes of it – there is no purpose for it – so don’t do it. Atheistic Existentialism / MEANING OF LIFE There is no real meaning – each individual is able to determine what life means to them by their choices to be or not to be, do or not do, etc. Atheistic Existentialism / HUMAN DESIRE Kill it! Don’t be led by your inner needs, wants, voices, it is absurd to follow these â€Å"accidental causes† of evolution – because you don’t need anything more than the basics to survive. Personal Reflection Directions: Briefly summarize your personal reflection on the information that you have entered into Tables 1 and 2 in this assignment. It is interesting to see the â€Å"evolution† of these 3 worldviews. From the Naturalist who views everything as natural in it’s existence – you exist based on your senses and experiences alone to the Secular Humanist with their realization that humans are wonderful – great creatures with personalities and determinations, but it doesn’t matter†¦to the Atheistic Existentialist (AE) – who finally realizes that the innermost feelings and desires we have as humans do exist, but would be better off â€Å"killed† or cut out than to be nurtured and followed. To me – It is just man’s way of not wanting to give credit where credit is do! So many people feel they have to â€Å"give up† so much to follow God. The only way Satan can â€Å"win† is to have more souls in his army than God. He finds our weaknesses and zeroes in on them to keep us from realizing the truth. Man’s ego and sense of self is historically his ruination. It’s easy to see how in these days, these 3 views – all making humans the only thing that matter and by crossing out God, satan is able to lead many astray. (NIV) Matthew 7:13-14 † 13 â€Å"Enter through the narrow gate. For wide is the gate and broad is the road that leads to destruction, and many enter through it. 14 But small is the gate and narrow the road that leads to life, and only a few find it.†

Barton Case Study Essay

After analyzing the case, the theories and concepts that relate are: 1. 1 Evidence-Based Management (EBM) theory uses the best available evidence for making managerial decisions. The basic problem that Karen Barton faces with Dave Palmer is that he focused only on the reports that contained mostly qualitative benefits from the programs and did not contain much quantitative benefits and accordingly made his decision of cutting the budget. Whereas Organizational Behavior (OB) states that a manager should use all the three approaches of intuition, faddism and systematic study together. It states the use of evidence to inform the intuition and experience. 1. 2 Dave palmer also faces Overconfidence and Availability Bias, as he believed too much in his ability to make good decision when it was outside of his own expertise. As he was convinced after the telephonic conversation with Barton that there was nothing more left to discuss even though the last-and the-only executive education program he attended was ages ago in 1980. He even emphasized on information that was most readily at hand and ignored the fact that in-house program if introduced, could reinforce Stockton’s three-pronged agenda and it would smoothen the integration process. 1. 3 Equity theory explains that employees indulge into comparisons of the ratios of their own outcomes and efforts with those of others to check whether they are treated more or less favorably. Similarly in the case Karen compared her executive education budget cut by more than 75% to training for lower-level employees by only 10% which made her feel under-compensated and less favorable and secondly when Freita pointed out that he had to demonstrate the bottom line impact for every budget cycle Karen pointed out that If he could spend money on equipment maintenance, modification and improvement, Why couldn’t she do the same for people. This inequity motivated her to attain her goal. 1. 4 â€Å"Adjustment function† of attitudes enables a person to bend according to a new situation and to conclude how to act in future so as to attain benefits from such situations in future. In the case we see Karen was disappointed, judgmental and aggressive initially but later on her attitude changed towards the situation and she started to be more practical and relaxed in her approach, as it was critical for her to get the best out of the case that she would put forward in front of Palmer. 1. 5 Attribution Theory in social perception is when we see others behavior we want to understand why people behave the way they do. Karen similarly wanted to understand how Palmer’s mind worked and so she scanned through Palmer’s bio to decide on how she should make her case to get him on her side so that he approves it. 2. HOW SHOULD BARTON MAKE HER CASE FOR EXECUTIVE EDUCATION? From Barton’s chat with Freitas and Palmer we can infer that palmer is a clear-headed person who believes in performance and evidence. We also get an idea from her conversation with Freitas that her ambitious budget may create an interdepartmental rivalry within the firm. Keeping all these points in mind Barton requires a presentation that demonstrates both the qualitative as well as quantitative advantages of the executive education program and answers why does Zendal need these programs the most when the firm is dealing with recession and a merger. Firstly she will have to convince Palmer that the executive education programs have come a long way since 1980’s and that the executive education programs are not the same that they used to be when he attended them. She may cite the example of Dreyer’s Grand Ice cream firm. This will obviously not convince her boss, but will help her in getting the needed attention and seriousness from Dave Palmer’s part. She should start her case by showing Palmer the studies that clearly demonstrate a link between executive education, performance in management and shareholders value. She must tie up executive education programs with the business drivers of the firm and explain how the programs will help the firm in achieving them fast. Then she should talk to Palmer about the kind of leaders he wants in his organization. ‘Are the leaders of Zendal better than its competitors? What is unique about Zendal’s leaders? The aim of this would be to try to make Palmer realize how an in house executive education program will help Zendal in creating leaders that are different and better than its competitors. Also, the managers of the firm need to formulate fresh strategies to deal with recession and since a new firm has been acquired, the new executives should be made familiar with the existing culture of Zendal as they may find it hard to adjust according to their culture, which would ultimately lead to an inefficient performance from their part. Both these problems can be solved with a single stroke of an in-house executive education program. She must also state in her meeting that the employees who would attend these programs will be closely monitored and it will be made sure that they use the acquired knowledge. For the quantitative part she may follow the following framework to calculate ROI, on which Dave Palmer has been insisting upon. Investment * Tuition * Salary * Cost of not being able to be not be on the job Add all these up and we will get total cost (per participant) Return * NPV of improved capability in 2 years * NPV of improved team skill in 2 years * NPV of improved ability to make judgment in 2 years. Add all these up and we will get total financial results of the project But to employ this type of framework, the project must be first approved. For the time being she can show him all the satisfaction reports that she has been getting filled from employees who attend a program and explain how she is careful about the company’s funds and discourages employees from attending programs that have been rated â€Å"poor† or â€Å"Below average† three times in a row. Lastly to get her funds approved she needs to assure Palmer that there will be no inter departmental rivalry within the organization due to release of huge funds from the upper management. For that, her HR unit must go and talk to each of the departmental heads and understand their problems and design the education program according to their needs. This will help in two ways, firstly this approach will not generalize the program and serve the firm better by being precise and secondly the conversation with departmental heads will make the heads understand that spending of this huge amount is for the good of their own departments, Thus also solving the problem of interdepartmental rivalry. 3. REFLECTION UPON OUR EXPERIENCES OF WORKING IN A GROUP: Working with this group was an enriching learning experience for all the group members. It brought some difficulty and stress, because group members had different views on the case study but with the help of discussions and mutual understanding we decided which view to go with for the report. This was also an advantage of working in a group since we got to know many diverse opinions. The group went through the various stages of formation of a group. In the ‘Form’ stage of the group, the members were Aarti Sharma, Arjun Kumar, Pallav Goel, Sakshi Dixit, Vishal Chaudhary, Vipul and Yamini Arora. During the ‘Storm’ stage, the entire process of working in our group was very systematic in order to avoid any chaos. For the commencement, Aarti called for a group meeting to discuss about the assignment and bring the group together. She invited all members by sending mails. It was then decided that each member would read the case study and analyze the problems of the case study. Sakshi gave the print outs to each group member three days before the group meeting. In the ‘Norm’ stage, the group meeting was held and each member shared their views on the case study, key points were figured out and accordingly work was divided among the members. The task of putting together the entire project was assigned to Pallav. The group then ‘performed’ their assigned duties and in the ‘adjourn’ stage, since this group was created for a one-time task, the group was then dispersed. The whole group describes: * Aarti as an enthusiastic, dedicated and encouraging group member. She was good at analyzing the problems, performed writing and made us work as a whole group together. * Arjun was serious towards the case study and gave every possible contribution to the assignment on his part. * Pallav as proficient and hardworking. He devoted all the required time for the project and helped to bring together the entire project. * Sakshi as a reliable group member who timely completed the assigned tasks and played a role in communication with various non-boarding group members. * Yamini as an active participant in the group meetings and played an important part in analyzing various OB theories and concepts. She also took part in writing the project. * Vipul as a responsible team member as in spite of being unwell, he was in contact with the group throughout and put in his share of work and participated whole heartedly. * Vishal was a part of analyzing the case. The group decided to not elect a leader but selected a coordinator in order to pass information to all group members. Each of us displayed leadership qualities in the group at various times. We influenced each other’s behavior, actions and encouraged each other to dedicate time on the assignment. . Each group member was committed to the group and made contributions according to his/her potential. All inclusive, It was a satisfying experience of working with this group because we worked as a team with planning and learnt to work without any personal prejudices. REFERENCES: * Kesner, I, Burnett, S, Morrison, M, Tichy, N, & Ownes, D 2003, ‘Leadership Development: Perk or Priority? ‘, Harvard Business Review, 81, 5, pp. 29-38, Business Source Premier, EBSCOhost, viewed 20 October 2012. * Bolt, JF 1993, ‘Ten Years of Change in Executive Education’, Training & Development, 47, 8, p. 43, Business Source Premier, EBSCOhost, viewed 20 October 2012. * Traindis, H. C. (1971),Attitudes and Attitude Change,John Wiley and Sons. * Eagly,A. ,and Chaiken,S. (1993),Psychology of Attitudes,NY,Harcourt and Brace Jovanovich.

Must write an individual report of 1500 words. This report must be Essay

Must write an individual report of 1500 words. This report must be based on the consumer focussed web site you are due to presen - Essay Example Thus, website development is highly crucial and it should be mainly designed using a customer centric approach so that it can steal the show among their existent competitors in the market (Chaffey and Dave, 2008, p. 152). I am a member of a website development team who is developing a website which deals with laundry products and apparels. The paper will focus on my justifications regarding the Internet market techniques along with other crisp business strategies which will be highly useful in making our website stand well in the competitive front. Promotion of Brand Awareness The promotion of brand awareness is one of the crucial parts to highlight the website and is one of the benevolent strategies of the e-commerce industry. The brand awareness must be executed in such a manner that the customers receive detailed and rational information regarding the firm and its offerings. This technique can be used as a signal to the current and prospective customers, which will state that the customer is on the cutting edge. I will develop a model with product differentiation strategies along with an image rich message with a tag line which should be in line with the actual performance of the products of delivery. Another stylized technique which I will apply to promote the website is AdWords which are an established mechanism of targeting the potential customers and establishing brand awareness at a reasonable price. I would also be posting some testimonials from our pleased customers along with a few photographs of our ways of functioning to support the services offered in my website. Target Audience Another major decision is the selection of target customers. The market has to be segregated into subparts of customers and sections should be set in the order of priority. Since our website focuses on the marriage laundry, domestic and hotel laundry, the market will be divided into subparts and focus on the micro analysis. People think of marketing management as finding a s many customers as possible and increasing demand. But it is not the right policy and it is not possible for the marketing manager to serve all the customers coming in their way. Trying to serve all the customers, it would not be possible to serve any of the customers properly. So in our area of target, our top priority will be on the marriage sector as well as the hotel sector. For example, Holt Renfrew and Harry Rosen stores profitably target affluent professionals; Dollarama stores profitably target families with more modest means. The advertisement budget will also have to be considered and will be concentrated on key areas. The main things which will be taken into consideration are targeting, demographics, key words and the budget. Keeping a close watch on this, our target customers can be attracted (Website Promotion, 2012). Creating Value Proposition The value proposition of the company