Discuss how and why leaders are able to influence their followers Essay - 1

Discuss how and why leaders are able to influence their followers. Illustrate your answer by using examples from different power - Essay Example Any form of leadership whether born or made must be associated with factors of situation, communication and followers. Since different leadership styles are applied under different situations, for a leader to be able to control and coordinate his followers then he must have a clear understanding about human knowledge, emotions, demands and how to consolidate goals and objectives of the firm. Moreover, good leadership is associated with appropriate communication skills which, involves giving illustrations whether verbally or through any other form and the followers reluctantly admit or accept the instructions without cohesion or use of force. In very concept of leader’s follower relationship, majority prefers leaders with whom they can give a lot of respect while offering guidance to the achievement of some visions and mission of a group (Neeraja 2011). Power In a broader context, power has been known to work effectively together with leadership or where leadership but the two are distinct and independent. By definition, power is described as the ability to influence the behavior of specific people or alter the cause of action with experience of no or very minimal resistance from the followers. There are several forms of power and each and every leader should be in a position to handle any form. Several researches have indicated that most leaders are psychologically ill prepared to handling different forms of power and therefore appropriate training is often advised so as to avoid cohesion and intrigues that may erupt form a group controlled by a specific leader (Lussier 2012). Concerning the guidance of an organizational behavior, power is considered as a vital concept totally different from authority that legitimizes organizational working. Several psychologists have come up with different forms of power but the most common types of powers include: Reward power This type of power involves a leader motivating the employees by offering incentives so as to enable them increase organizational productivity. All the aspects of financial demands would call for reward power. The main purpose of this type of power in an organization is to recognize the employees’ latitudes for the job well done. Besides, most leaders recognize this as the best method of cultivating employer employee relationship in an organization (Lane and Draft 2008). Coercive power This is where a leader instills fear on the followers so as to enhance organizational performances. It involves the use of threat and force by identifying the mistakes of the employees who therefore toil extremely hard son hard to sustain their jobs by meeting the targets. It is however, advised that leaders should avoid this type of power because no credibility and quality performance can be achieved by subjecting a person into coercive influence (Lane and Draft 2008). Legitimate power This type of power is accorded to a person to achieve a higher rank so that he can lead a specific t eam or a group of people. Legitimate power becomes more valid when organizational employees are able to recognize that position as the head they are able to abide with the direction of command of a specific head such as head of

Roles, responsibilities and relationships in lifelong learning Essay Example for Free

Roles, responsibilities and relationships in lifelong learning Essay Within your role and responsibility as a member of teaching staff you will be expected to follow what is referred to as a Code of Professional Practice (2008). This outlines the key aspects of teaching legislation and the regulatory requirements. It is your duty to maintain professional integrity and uphold the reputation of the professional institute. Identifying the needs of both the institute and of the learners is fundamental. Your scheme of work will demonstrate the integrity and reputation of the institute you represent, whilst also facilitating the needs of the learners. Therefore, it is your responsibility as a member of our teaching staff to meet the professional requirements valued by the institute, and to be accountable for the scheme of work that you teach to the learners. It is your responsibility to behave in a professional manner that does not damage the reputation of the institute. Utilising your Continuing Professional Development (CPD) programme, it is also your responsibility to keep up to date with any new developments within your specialist subject (Specific Legislation), and new teaching practises via the IFL (Generic Legislation). Some key aspects of generic legislation are: Code of Professional Practice (2008) this code was developed by the Institute for Learning (IfL) and covers aspects of: †¢ professional integrity †¢ respect †¢ reasonable care †¢ professional practice †¢ disclosure †¢ responsibility. Children Act (2004) Every Child Matters provided the legal requirements for five key aspects: †¢ be healthy †¢ stay safe †¢ enjoy and achieve †¢ make a positive contribution †¢ achieve economic well-being. Equality act (2010) This brings disability, sex, race and other grounds for discrimination into one legislation. It covers nine key aspects: †¢ age †¢ disability †¢ gender †¢ gender identity †¢ race †¢ religion and belief †¢ sexual orientation †¢ marriage and civil partnership †¢ maternity and pregnancy. Equality in general means that everyone is treated equally and fairly this has been underpinned with appropriate legislation which ensures that this happens both for the teacher and in the learning environment. Diversity takes this all one step further by ensuring that you value the differences between individuals. For example you may have a mixed group of students with differing levels of ability or experience who are aiming to achieve the same qualification but at a different level, you could set different activities or targets for them in order to gain the qualification. The Equality Act 2010 provides rights for people not to be directly discriminated against or harassed because they have an association with a disabled person or are perceived to be disabled. Each learner is an individual who should be treated as an equal and with respect regardless of gender, marital status, sexual orientation, disability, race, nationality, age, religion or circumstance. Within the learning environment there should be codes of practice which ensure staff are aware of the law and how to implement it into their job roles. The laws relating to equal opportunities can be developed into an inclusive strategy as shown by Kandola and Fullerton, Equal OpportunitiesDiversity and Inclusion Concentrates on removing discriminationMaximises learner potential Can be an issue for disadvantaged groupsIs relevant to all learners Relies on positive action by manager and the organisation as a wholeRelies on implementing policies and practices in contest Equality is about the rights of the students to have access to and participate and attend within their chosen learning environment. Inclusive learning is about involving all students, treating them equally and fairly. Some students could feel excluded during the session if their particular needs were not met. Therefore through initial assessment or the induction process any needs could be identified. As a teacher you should try to promote a positive culture of equality of opportunity within the sessions whereby all students can attend, participate and feel safe and valued. My roles and responsibilities in lifelong learning are primarily to have teaching and learning strategies which are appropriate to your specialist area. The first time you meet your learners they will subconsciously make assumptions about you, and it is through your behaviour, verbal (and non-verbal) communication, i. e. body language, that you will correct these assumptions. It is important that you do not make any judgements or assumptions. You must remember to be aware of your gestures, facial expressions etc, as your learners will pick up on these characteristics. Communication is key and most importantly, it is your personality and passion for your subject that will inspire your learners. As learners enter in to the classroom they will look at their surroundings, at the teacher and at each other. To ensure this has a positive effect on the learner you should: †¢Be on time †¢Smile †¢Be welcoming †¢Look clean and presentable †¢Be prepared †¢Look calm and organised and confident †¢Ensure the room is prepared for the learners †¢Friendly introductions. The teaching and learning cycle is so called as it can begin at any stage and keep on going. The role of a teacher will usually follow, †¢Identifying needs – finding out what your organisations, your own and potential students needs are, carrying out initial assessments and agreeing individual learning plans †¢Planning learning – preparing a scheme of work, session plans and teaching and learning materials to ensure you cover the requirements of the syllabus †¢Facilitating learning – teaching and facilitating learning using a variety of approaches †¢Assessing learning – checking your students have gained the necessary skills and knowledge †¢Quality assurance and evaluation obtaining feedback from others, evaluating yourself and the programme in order to make improvements for the future. Students need to know why it is important for them to learn, what they are going to learn and how they will do this. One way to make sure your learners have a positive learning experience is to analyse how learners learn. A teacher who understands what helps a learner learn is a better teacher as they recognise the differences are prepared to alter their teaching to suit those differences this is called differentiation. Kolb proposed a four stage experiential learning cycle by which people understand their experiences and as a result modify their behaviour. Honey and Mumford based their analysis on how people learn on Kolb’s learning cycle. They advocate that people either learn best by either doing something (activist), by thinking back on something (reflector), by investigating ideas and concepts (theorist) or by finding relevance or association (pragmatist). Students should be motivated to learn as their keenness to learn will affect their attention and learning ability. Maslow introduced a Hierarchy of needs in 1954, he felt that objects should be removed that prevent a person from achieving their goals. He argued that there are five needs which represent different levels of motivation which must be met. When students satisfy their needs at one level they should be able to progress to the next. To help student’s motivation you should ensure that the learning environment you create meets your students first level needs. You should try to have a purposeful learning environment where your students feel safe, secure, confident and valued. Teaching and learning strategies will vary according to what you want to get out of the session, the time allowed and what materials and resources are available. In order to ensure that you are meeting individual’s needs you will have to understand learning strategies. These are visual, auditory and kinaesthetic (VAK) learning styles, designed by Honey and Mumford, and based on a theory first established by David Kolb. Honey and Mumford designed a Learning Styles Questionnaire (LSQ) which helps identify learning needs. Examples of Visual learning techniques, use cards, posters, prompt sheets, display tasks on boards, supplement verbal exposition with pictures and diagrams etc. Auditory learning techniques, talk through ideas, ask questions and listen to learners. Kinaesthetic learning techniques, use breaks to get learners moving, locate different activities in different parts of the room, use role play or practical activities etc. You may encounter learners that have a higher sensitivity to kinaesthetic learning, than either visual or auditory. The LSQ is recommended if you are to successfully identify the learning needs of your students, and design a scheme of work that differentiates each individual effectively. Within the learning environment it is important to promote appropriate behaviour and respect for others. Setting ground rules is a highly effective method. If you include everyone from the beginning in setting the ground rules (via an icebreaker) they will feel more involved and will be more likely to adhere to them. For example, if you simply told your learners how to behave they may oppose it. If however you initiate an open discussion, your conclusive material will be more effective as the learners will take ownership of the rules they have set. At the forefront of every session should be a beginning, a middle and an end, this structure will ensure that you have an organised approach to teaching and learning. This will help to organise the learners and also help with classroom atmosphere. An initial or diagnostic assessment is a formal way of ascertaining you student’s prior skills or knowledge of the subject to be taken and whether they have any specific needs. Diagnostic tests can also be taken to diagnose information with regards to literacy, language and computer skills. The information gained from these can help to plan sessions to meet any individual needs or to arrange further training or support if necessary. Initial assessment will allow for, †¢Differentiation and individual requirements to be met †¢Ensure students are on the right programme level †¢Ensure the student knows what is expected of them †¢Identify an appropriate pace at which each student will progress. †¢Identify any information which needs to be shared with colleagues †¢Identify additional support needs †¢Identify learning styles †¢Identify transferable skills The results can help with individual learning plans (ILP’s) or action plans with your students, ensuring they are on the right level. Within the learning environment you will have professional boundaries within which to work and it is important not to overstep these by becoming too personal with your students. Boundaries are about knowing where your role as a teacher stops and working effectively within the limits of that role. You need to be in control, fair and ethical with all your students and not show any favouritism towards any particular students, for example by giving one student more support than the others. You may not want to take your break with students or join their social networking sites as you could overstep the mark into being a friend rather than a teacher. Boundaries could also be constraints of your teaching job, for example, the amount of paperwork you need to complete or lack of funding or resources. Other professionals with whom you may need to liaise with are other professionals. These could be other teachers, support workers, administration staff etc. You may also need to liaise with other people such as parents, guardians, inspectors and visitors. You should always remain professional when in contact with others and not overstep the boundary of your role. When you attend meetings or professional events you must act professionally at all times. Some students may have needs, barriers or challenges to learning that may affect their attendance or achievements. Knowing the boundaries of the teacher’s role is essential to an effective learning environment. The interests of the learner is most important and as a teacher we would like to help but are we really the most effective person for the learner to consult. The Behaviour Code 3 of the IfL Code of Professional Practice states: â€Å"Members shall take reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their wellbeing and development. † Your students may trust you and tell you something confidential, however you may need to pass this information on to more experienced people, particularly if your student is vulnerable and or in need of expert help. You may encounter students with varying degrees of needs, therefore you should remain impartial but sensitive. Although you may think you can deal with some of these needs it may be better to seek help or advice or refer your student to someone who can help. You should always refer your students to an appropriate specialist or agency if you can’t deal with their needs. Never feel you have to solve your student’s problems yourself and do not get personally involved. You could find out what is available internally within the organisation or where you can refer them externally. Records must be maintained, not only to support the teaching and learning process but also for inspectors, auditor’s verifiers and external quality assurers. The information contained in records helps to measure learning and the effectiveness and appropriateness of the programme overall. Information such as attendance, progress or achievement could be shared with colleagues. If accurate records are not maintained your student’s progress could become unstructured and their achievements may not be documented. Records must be up to date, accurate and legible. Records can be useful for your organisation for accidents, appeals, equal opportunities and funding purposes. Records should be kept confidential and secure at you organisation. The Data Protection Act 2003 is mandatory for all organisations that hold data. As a teacher you must work within the boundaries of the law and professional values. There are many laws, directives and professional ethics which are updated often. The main Acts and rules which we should refer to are, Health and Safety at work Act 1974 – which states that everyone has a responsibility for the safety of themselves and others. Therefore rules must be followed and safe practices adhered to. The Management of Health and Safety at Work Regulations 1999 – this legislation seeks to prevent unsafe practices and minimise risk, e. g fire and emergency procedures, first aid at work and safe handling practices. Risk Assessment – All activities have an element of risk, it is the teacher’s responsibility to assess the level of the risk and establish practices to minimise risk and record such activities. Child Protection Guidelines – Eg Crb checks (criminal record bureau). Keeping records is a fundamental part of the teacher’s role, this can be kept on paper or electronically. The documents are required for, auditing purposes, information gathering, Quality assurance systems, health and safety management and financial accountability. Although paperwork is time consuming it must be completed regularly and accurately. Other departments may need to refer to your paperwork, claim funding or allocate appropriate support for learners. Communication is the key to encouraging student motivation and respect, managing behaviour and disruption and becoming a successful teacher. It should always be appropriate and effective and to the level of your students. If there is a disruption you need to handle this professionally to minimise any effect it may have on teaching and learning. This behaviour must be addressed immediately and not ignored. Good behaviour and motivation can be maintained by keeping sessions active and teaching your subject in an interesting and challenging way. Behaviour patterns could highlight the need for additional support as disruption could be a way of asking for help. You should lead by example and always be polite, show respect and say please and thank you, this will help encourage this respectful behaviour in your students. Within the learning environment you should also promote respect between students by encouraging trust, honesty, politeness and consideration.

Charles Dickens :: GCSE English Literature Coursework

Charles Dickens Charles Dickens, a nineteenth century writer, tells a story about a young boy in England and the adventures that happen to him. In reading the book the reader becomes entwined in the plot by Dickens^Ã’s expert writing and style. Using different scenes and scenarios, Dickens displays his characters' personality in a way the few other writers could. In the book Oliver Twist, Dickens uses different events that happen around Oliver instead letting Oliver decide his own fate. In the book, other characters determine Oliver^Ã’s path in life, and Oliver is the subject around which the story revolves. The accidents in the story give depth to Oliver and add depth to the story that increases elements of mystery and suspense. In the beginning of the book, Mrs. Thingummy is helping Oliver^Ã’s mother give birth to the young child. Mrs. Thingummy takes charge of Oliver^Ã’s life just as he is born by stealing Oliver^Ã’s only link with his father, his mother^Ã’s husband. Stealing the mother^Ã’s ring also commits Oliver to a life of lower social status because of his supposed illegitimacy. Oliver moves to the dark forces in the book when he starts with absolutely nothing from his very birth. The sides of good and evil, light and dark respectively, are also devices used by Dickens to display different sides of the social coin in England. Accidents tie in closely with this device because it is by accident that Oliver transferres to one side or another. After spending time in the dark forces, Oliver then switches back to the light side by a run in with Mr. Brownlow, a compassionate citizen who pities Oliver and later takes care of him. Of all the people that Oliver could run into Mr. Brownlow happens to be one of those people who Oliver desperately needed and who could and would provide for Oliver. In another example of an accident, and a shift back into the dark forces, Oliver happens to make a wrong turn and end up in the hands of a band of crooks who earlier had taken possession of Oliver. By chance the appropriate person was in the alley that Oliver, by chance, walked into when he was passing through the city of London. In the last transition of chance, Oliver is caught breaking and entering into a house that the band of crooks intends to pillage. This house contains another compassionate and tender character that becomes like a mother to Oliver. Luckily, and by chance, the shot that one of the

Free Hamlet Essays: Foils of Hamlet :: GCSE Coursework Shakespeare Hamlet

Foils of Hamlet In the classic play Hamlet by William Shakespeare is a work that has and will test time. [SS - 1] In this piece of work there are many characters that contribute as foils. A foil is a minor character in a literary work who by the similarities and differences in what the character does (compared to a more important character) or by simple [sic] being there for another character to talk to which helps the audience understand a more important character. [SS - 1] There are many foils of the main character, Hamlet. Some of these foils of the main character include Hamlet and Ophelia, Hamlet and Horatio, and [sic] There are many reasons why Ophelia is a foil for Hamlet. If Ophelia was not in the play Hamlet would not have a love and there really wouldn't be a love story in the play. They are both basically the same social class and the same age. Eventhough [sic] Hamlet is a prince, Ophelia is close to him in social class because she is the daughter of Polonius, councilor to the king. They are both in the upper class. They both love each other. On the other hand, some of the differences are Hamlet is male and Ophelia is female. Also Hamlet is a little [more] on the crazy side than Ophelia. The importance of Ophelia in the story is to have a love for Hamlet and to have Hamlet talk to someone lovingly. This is why Ophelia is a foil of Hamlet. [How does "having Hamlet talk to someone lovingly" relate to the theme of the play (or to the characterization of Hamlet)?] Another foil of Hamlet is Horatio. Some similarities of Hamlet and Horatio are they are the same age and the same social class. Other similarities are that they are fellow students and basically best friends. Throughout the play there is no one closer to Hamlet than Horatio probably because they are such good friends. In the play Hamlet talks the most to Horatio which would be why he is considered one of Hamlet's foils. Some of the differences are that Horatio is sane and Hamlet is considered crazy. Basically, that is the only difference between the two. The importance of Horatio in the play is to be a best friend who Hamlet can come to and talk about what is going on in his life.

Assessment and Technology Essay

My mission statement for my classroom is to be able to incorporate technology into it as well as into the curriculum so that it is more challenging and demanding for the students. Also incorporating it will bring the students to want to learn and engage in a twofold environment that will join together traditional learning and technology centered instruction. Classrooms and students who have access and the ability to use different technologies such as computers, Smart-boards, digital cameras, digital recorders, e-tablets, smart-phones, iPads, ect will be able to have an advancement for designing, formulating, and organizing projects which will give the students a tremendous boost in the learning process. My intentions for the classroom is that I would like my students to comprehend the advantages of technology as well as how it will continue to develop and progress in their lifetime and assist in preparing them for the public in the 21st Century. Vision I foresee a classroom full of students that are properly equipped with several different uses of technologies that will allow me as a teacher to be resourceful with the students in the classroom along with the classroom curriculum. I visualize technology being applied in the classroom to allow students to be more involved with their coursework and encourage critical and creative thinking alongside with collaboration, communication, life, and career skills. Rationale I decided to involve in my mission statement the idea of preparing my students for the 21st Century as well as having a multitude of different technologies is because in the reading from Information, Media and Technology Skills, talks about the quickly changing technology tools and being able to collaborate which will help the students be efficient in the 21st century (Partnership for 21st Century Skills). Being able to use multiple technologies such as the mission statement states will help the students grow with the technology and make it more feasible for them to use technology in their projects. Also in the mission statement I stated technology such as laptops and ipads because students growing up with technology such as those everyday and using them for games or other activities, if students can use technology for that then they can use those types of technology in the classroom to learn (Teachers, technology and training). When it comes to my vision statement I chose this because I believe that all children as well as my students should be able to apply technology to their everyday learning environments (Unleash the power of technology in education). Communications Plan Incorporating technology into the classroom can either hinder the learning environment or help it depending on how the technology is used to teach as well as in communication with the students, teachers, and the parents. Communication should not be taken lightly. There are a few methods that can be used to communicate with parents that I intend to use in my class such as: contact list, phone calls, e-mail, letters, and a website. Not only is communication with parents important but communication within the classroom, with the students, has the same importance. With this communication a tremendous way of communication in the classroom is through collaboration. When a class first begins I will have my class fill out an emergency contact form so that I am able to have the phone numbers of their guardians to keep in contact with them. This will help me give phone calls to parents and guardians to keep them updated on grades as well as behavior. If a child is distracting the classroom and making it a poor environment for learning then the numbers will come in handy to give the parent a phone call and let them know that the child is having behavior problems within the classroom. Another good way for communication that I intend to use is email and letters to the parents. The emails and letters will have updates about what is going on at the school as well as the classroom. A letter will be sent out to the parents asking for emails and addresses as well as asking permission to send out weekly updates on what is going on in the classroom and the school. Finally, another way to communicate with parents is through a class website. Through the website the parents will be able to see what is going to be taught that week as well as grades for each child. This is an easy way for parents to check out what their child is learning and how well they are doing (School Community Journal). A superior way to communicate within the classroom is through collaboration. Collaboration has many forms such as groups within the classroom along with groups outside of the classroom. An example of that is collaborating with a different school by either going to the school or having another classroom come to mine. Also, there is using technology such as Skype and other Webcam-Ming programs to have another classroom from the opposite of the country on the smart-board or screen to communicate with each other for a few lessons (Multicultural Education). When it comes to students using the Skype, or any other program on the internet, students need to learn what is appropriate to use as well as when it is an appropriate time to use the program. Within the first week I will teach the students the proper way to go about using the internet and have a set of rules as well as consequences for the internet to maintain a proper learning environment (Internet Research). Integrating Technology Into The Classroom Educators are able to integrate technology into the classroom by using various technology devices. A good example that many classrooms have today is the Smart-Board. With the use of this technology the students are able to write on the board as well as learning games by touching the board with a finger or a special marker. Also with the Smart-board, teachers are able to show their students videos through the internet. Another great type of technology to use is a webcam-Ming source such as Skype or Tiny-chat which will be an advantage for the students as a tool to use to bond with other students around the world. In my Special Education classroom, my Comprehensive Classroom Technology Plan will consist of assistive devices. Assistive devices comprise any device that disabled kids and students can utilize to help them learn and function more effectively. The most current studies show that around 4,000 assistive technologies have been designed for students and teachers. Such devices include wheelchairs, hearing aids, glare reduction screens, screen magnifier, Braille note taking devices, voice recognition software, and devices that are simple by having the child follow letters and pictures on a screen. Children that contain special needs or a disability have an assortment of communication devices and have modifications for their every day life to help them get through everyday life (Education World). A familiar device is a small computer screen with pictures, letters, and words that help children that cannot communicate efficiently. The device helps the children to communicate with others with the screen because they have trouble speaking and making sentences to tell people if they may need something. Another device is a specialized wheelchair. For children who have no communication functions there is the advance technology of a special wheelchair that they can stare at a picture or words to communicate with others. Some might think that smart-boards are only for main stream students, however, in a special education class the smart-board is a very useful device to help the students engage with the classroom. There are activities and games that the students can go up to the smart-board and do such as answer questions that pop up on the smart-board. Over billions of dollars have been invested into wiring schools for desktop computers. A wireless network is able to present an engaging alternative that secures superior access for the student (Wired Versus Wireless). Nearly two thirds of institutions are using wireless networks. Also known as WLAN, wireless networks are defines as a â€Å"local area network, not connected by cables or wires† (The Journal). Wireless is what people see more in classrooms today. in the company of a wired classroom there are more benefits by being able to educate students on how equipments are to be connect together. Wired classrooms scamper the threat of the students tripping over the wires. It is said that wireless is less secure; however, either way information can be stolen or secured. In Conclusion, integrating technology into the classroom is the teacher way of the 21st Century. Technology in the classroom is a creative way of learning. Every year technology grows and brings about more opportunities for children to cultivate and learn with ease. Look back 20 years ago, children who were unable to communicate truly where unable to communicate. Now, children who cannot speak properly have a way to express themselves and learn with the technology integrating in the classrooms. Rationale I decided to talk about assistive technology with integrating technology in a classroom because from experience most special education classroom is all about technology being used. Many students use technology just to communicate in the classroom. The technology used helps the students learn at their own pace because they are able to look at pictures and words to create the best guess on either an answer to a question or a statement they need to make. I think it is so amazing on how more advance a special education students is rather then a main stream student. Technology for Assessments The use of technology in the classroom has grown abundantly within years with not only the effect of entertainment but also the result of learning. With technology being integrated into classrooms, the technology can also be used to enhance assessments such as formative assessments and summative assessments. Furthermore, teachers should use both traditional as well as technology to assess student learning. When it comes to assessing a student it entails viewing what the students can do and depicting conjectures on the student’s capability (Caacentre). Technology helps to assess students by giving them more learning tools in the classroom. Today’s advancements in technology offer more opportunities to teachers and students that were unfeasible before. Applying a variety of technologies in one lesson can facilitate the understanding to all students (Shelbyed). There are a few advantages that have been known and discovered in regard to technology being included in the classroom. One advantage is when technology is being used in the classroom its extensive range of utilizing has the prospective to reach students of all different learning capabilities along side with being more proficient. Another benefit is that due to the curiosity and motivation technology encourages in the students makes the use of technology in the classroom significant. Lastly, there is the advantage of enhanced preparation in the students for the future when it comes to using technology that is targeted at attending to each learning method (Shelbyed). Along side with advantages there are disadvantages. When it comes to the disadvantages of using technology a major one discussed is the cost of the technology being used with the pre and post tests given. Another disadvantage is that it becomes more summative rather then formative and becomes difficult to segregate what changes need to made. Finally, there is also the frustration of receiving results in a timely manner (Morningside). There are two assessments that are used in the classroom. First there is summative assessment which is intended to measure the achievement of each student at the conclusion of each unit. This assessment also gives a concluding grade. The next assessment is formative assessment which includes techniques that are deliberated to ascertain the progress of each student during the learning process and makes it possible to obtain feedback to the teacher as well as the student (Caacentre). Educators should integrate technology in the classroom; however, teachers should not only use technology to assess students. When there are multiple ways to assess students all methods should be looked upon and used to give the students the best education as well as get the most responsive feedback from the assessments. In conclusion, with the growth of technology in the classroom, it becomes more actively used not only in the learning process but is also used along side assessing the students. Summative and formative assessments are used to obtain the growth of the students during each lesson and technology can have a huge factor in assessing the students by encouraging them. The uses if technology can have a huge impact on the students and can help enhance the learning and assessment process. Rationale When coming up with the conclusion in my writing I used personal experience for the most part and how technology benefited when assessing me. I used clickers in my government class in high school to takes tests and when I put in my answer it would show up on the smart board if the answer was correct or not. Another way I formed my conclusion was reading an article about integrating technology as a teacher. In the article it talks about how intergrading technology in the classroom may be difficulty at times but it can give many students the encouragement they need to do well on an assessment especially when technology is used the way it was used in my government class. It gives the students an opportunity to get quick feedback in that instance; however, technology can have its hiccups which can result in a less timely manner of feedback (Beginning with a Baseline). Technology Ethics in the Classroom Throughout the past 10 years technology has grown significantly and began being used within the classrooms. Due to the elevated use of computers and the internet, fraud, plagiarism, and copyright becomes a higher risk in essays and assignments. Not only should firewalls be put on the computers to block certain sits, students should be taught the appropriate sites that should be used. Students ought to be educated on how to use citations in their essays to keep from plagiarizing. There are three ethical practices of technology that I would use to implement the classroom: resources, expression, and responsibility. Countless amounts of teachers dread having to deal with â€Å"academic dishonesty† within the assignments of the students due to the easy ability that it can be done (An Ethical Dilemma). However, with the proper teaching students can learn the suitable sites to use as well as how to prevent plagiarism. In most classroom settings it is told to the students never to use Wikipedia. Sites such as Wikipedia should be taught to students to use with care and never as a citation due to the fact that anyone can write on it and it could be false information. When students are asked to write an essay they may struggle because they lack the knowledge needed for the essay which then the internet then serves the person as a â€Å"real equalizer†. There are access to hundreds and thousands of sites that are available (Tech Talk). A good educator will take the time to teach the students useful sites to get research as well as not to copy what is said from the sites word for word. There should be an agreement signed by each student that if plagiarism is used there will be consequences such as having to rewrite the essay for less credit. Besides just educating the students on the sites, they should also begin to get educated on citing the sources used in their essays as well as quotations. Citations can be very difficult for students especially the younger grades. Plagiarism is the act of entailing that another individual’s work is in fact your own work. When teaching the students about citations it should first be known that even if they are going to cite where they obtained the information from do not copy and paste. When a statement is copied word for word it should be put in quotation marks (Avoiding Cut and Paste). Depending on how the school or classroom is run there are several ways of citing. For the younger kids it should first be taught in MLA style to make it easier to grasp as well as because students most of the time do not use APA format until the last couple years of high school or even until college. After the students are educated on citations, a good way to help guide them is by giving the students a website that can further assistant them so that there is less plagiarism. A site that I would recommend to my students is easybib. com, which helps all styles of citations. Three ethical practices of technology that I would implement in my classroom are resources, expression, and responsibility. With these three a teacher can put into the agreement that will be signed by the students that there needs to be proper use of resources such as using knowledge and skill, expression such as skills and practices, and responsibility such as values and ethics. These are to be more similar to guidelines when it comes to ethics in technology. In conclusion, with the advancement in technology throughout the years, technology has become more common in the classroom. Plagiarism has become an issue that teachers dread to have to deal with. I believe with the proper educating of this to the students the plagiarism in the classroom will become scarce. Students need to learn the rights and wrongs of technology. Reflection Technology growth has had a major impact at schools and within classrooms. With the growth of technology comes more ways of learning as well as more safety to be taught with technology. My comprehensive technology plan helps guide me with the learning process for my students with the use of technology; it increases both the productivity and efficiency for students  and teachers. When coming up with an efficient plan it should include the reduction of costs and making certain the compatibility with already accessible technology. With the plan should come five steps which consist of: Define the accessible technology strategy, Identify requirements, Design, develop and purchase technology, Implement and Train, and Maintain technology and continue learning. These steps make for a productive and efficient comprehensive technology plan. In the first step, define the accessible technology strategy; the educator defines how accessible technology can be put into the classroom by creating a mission and vision statement that will set the ground work. Knowing this will help me as a teacher integrate accessible technology into the classroom. Within the vision statement should be how accessible technology plays a role in the learning environment. My vision statement states how I foresee that students will be equipped with a multitude of technologies as well as how I visualize the technology will be applied. In the mission statement it helps to clarify the vision statement. The mission statement will help in step 5 when I as a teacher will measure the success. My mission statement includes incorporating technology into the curriculum and what incorporating technology into the classroom and curriculum will do for the students (Microsoft Accessibility). The next steps are more details of the mission and vision statement made into the actual comprehensive technology plan. Throughout my whole plan I describe how technology benefits the classroom and the different ways it benefits. One important way technology benefits is through communication. With the use of the internet, computers, and even smartboards, teachers are able to communicate easier with parents through emails, websites, and newsletters. Furthermore, students are able to communicate with other students in the same grade level and are able to work together through sources such as Skype. Also mentioned in my plan is internet security which is an important subject when it comes to technology in the classroom. Students should be taught the appropriate sites to use as well as how to  cite the sources they use for essays and assignments. It truly is amazing how technology has progressed and grown throughout the years and that students that are not only in main stream but special educations students as well are able to use technology to grow further in their education. There are several assistive technologies that have been specially designed for students and teachers such as hearing aids, screen magnifiers, picture software and voice recognition software. Some of these devices help these children with their everyday life along side learning. Another point put into the plan is the use of technology in assessments. Although technology and assessments combined can be a real pain in the butt at time, with time and work it is a very useful way for technology to coincide with assessments. It is easier for teachers to grade rather them going through several papers as well as make a students more interested in the assessment because they are using a computer or something they know how to work. Overall, the comprehensive plan is a very useful source to integrate technology into the classroom. Reference  Banister, S. , & Vannatta, R. (2006). Beginning with a baseline: Insuring productive technology integration in teacher education. http://search. proquest. com/docview/200006665? accountid=7374 Caacentre. (1993). Using Technology to Assess Student Learning. http://www. caacentre. ac. uk/dldocs/alter. pdf â€Å"Developing an Accessible Technology Plan. † Microsoft Accessibility. Microsoft, 2012. Web. 16 Aug. 2012. . Donlevy, J. (2005). Teachers, technology and training: Envisioning the future: The U. S. department of education’s national technology plan. International Journal of Instructional Media. http://search. proquest. com/docview/204262994? accountid=7374 Education World. (2011). Assistive Technology in the Classroom. http://www. educationworld. com/a_tech/tech/tech086. shtml/ Fielding, Randall. Wired Versus Wireless. (1999). Technology in School Computer Networks. http://www. designshare. com/Research/Wired/Wired1. htm. Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal. http://search. proquest. com/docview/195462342? accountid=7374 Green, T. (2002). Using classroom simulations and technology to expore multicultural issues in a middle school classroom. Multicultural Education. http://search. proquest. com/docview/216321225? accountid=7374 Loertscher, D. V. (2011). Unleash the power of technology in education. Teacher Librarian. http://search. proquest. com/docview/902627384? accountid=7374 Morningside. (2012). Adavantages and Disadvantages of Various Assessment Methods. http://www. morningside. edu/academics/research/assessment/documents/advantagesdisadvantages. pdf Morss, D. A. (1999). A study of student perspectives on web-based learning: WebCT in the classroom. Internet Research. http://search. proquest. com/docview/219859371? accountid=7374 Partnership for 21st Century Skills. (2011). Information, Media, and Technology Skills. http://www. p21. org/overview/skills-framework/61-imt-skills. Pennsylvania State University. (2012). Avoiding Cut and Paste Plagiarism with Citations. Teaching and Learning with Technology. Shelbyed. (2012). Technology in the Classroom. http://www. shelbyed. k12. al. us/schools/rms/faculty/wrodgers/technology%20int/students. html Street, Chris. (2008). ProQuest. Tech Talk for Social Studies Teachers: Writing about Nazi Germany and Leni Riefenstahl: Using Technology Information: a Journal for Readers, Students and History. The Social Studies. The Journal. (2012). Wireless vs. Hard-Wired Network Use in Education. http://thejournal. com/articles/2002/11/01/wireless-vs-hardwired-network-use-in-education. aspx Thomas, Ebony Elizabeth. (2011). ProQuest. An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age. English Journal.

Silent destroyer essays

Silent destroyer essays America the Beautiful! So why are we destroying it everyday with the use of pesticides? It has been proven that pesticides have affects on its surrounding, although made to improve earths resources, they typically take there negative effect on the environment in time. Pesticides affect more than the environment; they also affect the animals and humans living in the environment. There are alternative, to this major problem but, we as the caretakers of earth must act fast. In the following paper Im going to share with you what pesticides are. Ill tell you why they are not safe to use and some of the affects of pesticides. Last, I will talk about some new alternatives there are instead of using pesticides. Pesticides are toxic chemicals that poison the earth and its environment. Pesticides main use is to kill pests that destroy food crops. They are also used in forests, lakes, city parks, lawns, hospitals, schools, and homes. There are four types of pesticides; insecticides, herbicides, fungicides, and rodenticides. Insecticides kill insects, herbicides manage weeds, fungicides control mold and mildew, and rodenticides kill rodents. Pesticides are also found in a large range of products from shampoo to paper. Pesticides may be found wherever we live and work, in the air we breathe, in the water we drink, and in the food we eat(Mott Why are pesticides not safe to use, and what are there affects? Pesticides have many affects on the world today. Pesticides affect the environment in two different ways, It affects the water we drink and the soils we plant our crops in. Pesticides also affect the food we eat. Not only can pesticides be detected in food they are also found in humans and animals. So why are we moving so slowly to fix the problem? Everyday pesticides are dumped into our environment. Over time most of the pesticides make thier way to a source of water, whether it&...

Is AP US History Hard Expert Discussion

Is AP US History Hard Expert Discussion SAT / ACT Prep Online Guides and Tips AP classes are typically more challenging than regular high school classes, but some are harder than others. Based on testing statistics and an examination of the curriculum, we can come up with accurate assessments of the true difficulty level of each AP class. In this article, I'll analyze AP US History exam scores, student testimonials, and course content to give you a clear picture of how hard the class really is! What Factors Go Into Determining the Difficulty of an AP Class? There are five factors that we will consider when deciding whether AP US History is a difficult class compared to other APs. I'll give you a quick rundown on all of them before we dive into answering our main question: isAP US History hard? Factor #1: Passing Rate This is the percentage of students who earn a 3 or above on the exam.Lower passing rates may indicate a more difficult class.However, sometimes, passing rates in the hardest subjects are unexpectedly high because only the most dedicated students take those classes.A smaller group of more serious students makes for a larger percentage of passing scores overall. Factor #2: Five Rate The 5 rate is the percentage of students who earn 5s (the highest possible score) on the AP test.If the 5 rate is on the lower side, it may indicate that the material is more difficult to master.A low 5 rate can also sometimes happen with very popular classes.The proportion of students who are prepared for an AP test tends to decrease as the total number of students taking it increases. Factor #3: Content Difficulty This boils down to the amount of material the course covers and how advanced that material is.Some courses have high 5 and passing rates because their content is extremely challenging, and only very driven students will take them, not because they are easy classes. Factor #4: Student Testimonials What do students say about the class? There should be some consistency based on the fact that everyone learns essentially the same curriculum, and everyone ends up taking the same test.Student feedback can provide more information about the day to day challenges of the class and the nature of the workload. Factor #5: Timing of the Class A final factor to consider is when students usually take the class.Classes that students take later in high school will be more difficult overall, although some students perceive them as being easier than other AP classes that they took when they had less experience.The reverse is true of classes that students take as underclassmen. When you've taken too many AP testsin your time. What Do Statistics Say About the AP US History Exam? To start off, I’ll examine the statistics for passing and 5 rates on the AP US History exam in 2015. Passing Rate The 2015 passing rate was 50.7 percent.Only three other tests have lower passing rates: AP US Government and Politics, AP Environmental Science, and AP Physics 1.This comparatively low passing rate would suggest that the test is difficult, but we can’t say that for sure yet. AP Environmental Science, for example, is a test with an even lower passing rate, but that class isn’t considered particularlydifficult.It’s low because more people who have little to no experience with other high-level classes tend to take AP Environmental Science as a one-off AP for their transcripts.A high volume of under-preparedstudents skews the passing rate lower, so the low passing rate means less about the difficulty of the class in this case. For AP US History, since it’s one of the most popular AP classes (the number of students enrolled was second only to English Language and Composition in 2015), the passing rate may likewise be skewed slightly lower because there are so many students at different levels of preparation who take it.However, students who take AP US History also tend to be students who are better prepared and have probably taken other AP/honors classes as well.The low passing rate might be slightly illusory because of the sheer number of people taking the test, but students who take it are (overall) high-achieving, so the data still points to the test being pretty hard.This fact is strongly linked to the difficulty of the content and intensity of the workload in AP US History, which I'll describe in more detail later in this article. Five Rate The 5 rate for AP US History in 2015 was 9.3 percent.Only seven other AP assessments had lower 5 rates than AP US History, as compared to the 27 with higher 5 rates.This would again suggest that the test is more difficult compared to other AP tests.However, five rates can also be skewed high or low depending on the popularity of the class and the types of students who take it. Some objectively difficult classes have high five rates because they’re less popular, and the students who do take them are more well-prepared and dedicated to the subject (Chinese Language, for example).AP US History is a popular class, so there may be a wider spectrum of preparedness amongstudents, bringing down the five rate.But, as I mentioned in the first part of this section, it’s also a class that is usually taken by the most high-achieving students, so there shouldn’t be wide-ranging problems with a lack of preparation.The low five rate combined with the types of students who take AP US History suggest that it is a difficult test. So far, based on testing statistics, we’re leaning towards the conclusion that AP US History IS hard.Let’s take a look at the otherfactors to see if they line up. Besides being the best AP score, five is also the ideal number of fingers for a human. What a kooky koincidence! Is the APUSH Content Difficult? AP US History covers the past few hundred years of history in this country, so there’s a lot to remember for the exam.However, memorization isn’t the main challenge.Throughout the test, you’re asked to analyze historical documents, demographic and other charts, and political illustrations from various periods in history.You have to apply your background knowledge to these sources and draw conclusions by blending skills of factual recall and deeper analysis. The free-response section is particularly challenging in this regard.Writing a coherent, well-supported argumentative essay on such a high-pressure test isn’t easy.And for the document-based question, you also have to incorporate at least six of the seven sources into your essay while using outside knowledge to bolster whatever point you’re making. I would argue the content is challenging because of the way you’re asked to synthesize what you’ve learned and relate it to themes that span multiple periods in history.These types of assessments are usually reserved for college classes because of the high-level thinking skills required.You have to look beyond the facts to draw larger informed conclusions. You want me to synthesize the what now? Do Students Think AP US History Is Hard? History was my best subject in high school, but I definitely didn’t think AP US History was an easy class.The tests were always challenging because my teacher had us take them with the same time constraints as the real AP exam.We would have one 50-minute class period to answer a bunch of multiple-choice questions and write a long essay.I remember the tests being stressful, but most people did well on the AP test because they knew what to expect. APUSHwas time-consuming outside of class because of the number of textbook reading assignments and other outside projects.We had â€Å"seminars† every couple of weeks where we were assigned to different sides of a historical issue and had a class-wide debate.We had to do write-ups of each seminar and were graded for participation during the debate.There were also quizzes on the nightly readings at the beginning of every class, so your grade would suffer if you didn’t do the homework. The consensus among other students (based on what I’ve seen in online forums) is reflective of my experiences.Most say that AP US History is a lot of work. Not all of it is difficult, and much of it is interesting, but it will take up a big chunk of your time.You have to be prepared to put in the effort, especially if you prefer science and math to the humanities,and the type of work you do in the course doesn’t come as naturally to you. I'd also like to consider briefly the last of the five factors I mentioned in the first section, which is when students tend to take this class.AP US History is typically taken later in high school (during junior or senior year).Many students have already experienced other AP classes, and all are familiar with the high school workload. Still, they find AP US History to be challenging in comparison to other classes.Our theory in the section on testing statistics has held true here as well - seems like this is a tough class from any angle. You're required to use authentic study materials and methods from each period. Sorry, electricity didn't go mainstream until the 1920s. Will AP US History Be Hard for YOU? It seems like APUSH is a hard class overall, but every student is different.You may have to do more research and self-reflection before you decide definitively whether this class will fit comfortably into your schedule.Here are a couple of measures I’d recommend taking if you want to get a clearer picture of what your experience with APUSH might be like: Ask Teachers and Past Students About the Class The most reliable way to decide whether AP US History will be difficult for you is to ask students and teachers who are familiar with it to give you their perspectives.If you know any older students who have similar academic records to you, ask them what they thought of the class and the workload.You can also ask your current history teacher if he or she thinks you’ll be able to handle AP US History based on your performance this year.You can even ask your guidance counselor what his or her opinion is of the class based on the performance of past students. Every AP US History class is slightly different because teachers have the freedom to design their own curriculum within the course framework. Be Aware of Your Academic Strengths and Weaknesses Which subjects challenge you the most? If you’re better at quantitative subjects like math and science and struggle with subjects that require lots of reading, writing, and memorization of facts, you can assume that AP US History will be difficult for you.On the other hand, if you prefer subjects that incorporate critical reading skills and essay writing (and have some interest in history), the class will probably be much easier. Keep in mind that this might be different from other history classes you took earlier in high school. Lower-level history classes are about factual recall, whereas the skills you need for AP US History are more analytical.It’s about applying your knowledge rather than just restating it. Check Your Class Schedule AP US History is a time-consuming class, so you should consider your schedule to make sure you aren’t overloading yourself by adding it into the mix.If you’re taking other challenging AP classes at the same time, you should be prepared for a daunting workload. Don’t take on too much, or you'll end up sacrificing your sanity and/or GPA. Pay attention to warning signs that your eyes may be bigger than your academic stomach. Conclusion: So, Is AP US History Hard? Based on all the factors I’ve examined in this article, AP US Historyis a hard class compared to most other APs.It has low passing and 5 rates, the content is challenging, students testify to a heavy workload, and most people don’t take it until junior or senior year.You should think carefully before you decide to enroll, but don’t underestimate yourself.Even if it’s a challenge, most students also think it’s an engaging and interesting class, and you’ll learn valuable analytical skills that will come in handy later in your academic career! What's Next? Looking for resources to help you get through this class with minimal suffering?Check out our list of the best review books available for AP US History this year. You can also read my ultimate study guide for AP US History for advice and links to tons of online practice questions! US History is on the more difficult end of the AP spectrum. Are there any easy AP classes to balance out your schedule? Read this article to find out which AP classes will be easiest for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Argentinas Dirty War Research Paper Example

Argentinas Dirty War Research Paper Example Argentinas Dirty War Paper Argentinas Dirty War Paper At the Eleventh Conference of Latin American Armies, in October of 1975, Argentinas commander in chief of the military forces, Jorge Rafael Videla, pointed out to reporters inquiring about the fight against subversion: In order to guarantee the security of the state, all necessary people will die. When another journalist asked for clarification on the meaning of subversive, he replied, Anyone who opposes the Argentine way of life. 1 A few months following this declaration, on March 24, 1976, the military seized control of the nation; overthrowing the constitutional government, then lead by Isabel Peron. General Videla, Admiral Massera and Brigadier Agosti became the newest leaders in a sequence of military coups. Although this trio would go down in history as the bloodiest one of them all, a series of four more military juntas also followed. In 1981, General Viola, Army Chief of Staff, succeeded Videla upon the conclusion of his term. Although barely assuaging, Viola attempted to reopen conversations with the political parties which were still banned. The even more intransigent General Galtieri replaced him months later. Finally, in 1982, General Bignone was set up to manage the process of transitioning the government towards free elections. This evil period in Argentine history brought the word desaparecidos -the disappeared ones-into everyday parlance. As a terrifying foretaste of what was to come, renowned Peronist leader, Bernardo Alberte, was visited in the early hours of the seizure by a federal police unit. He was then thrown out of his sixth-story apartment building, while his family helplessly witnessed the entire torture. With this, one of many thousand deeds of horror, the new regime took hold of the nation. 2 It is estimated that during this period a total of 30,000 people were disappeared. The political unsteadiness of Isabel Perons administration had, amongst other things, established the grounds for the military coup. Outrageous inflation, murders and profound divisions within the political factions made this intervention appear unavoidable to practically everyone. A cautiously planned campaign by conservative groups of the media, with the support of Argentinean landowners, as well as the pressure of the international financial sector, fashioned an image of these rulers as honest men that would guard the countrys interests against the bloodshed that could occur if guerrilla organizations gained control. However, although the government by the army intended to provide a strong and unified front publicly, each one of them became notable for their internal power struggles, as well. Following the coup, the Constitution was replaced by, what is commonly known, as El Proceso (Statute for the Process of National Reorganization). This statute vested the military rulers with the capacity to exercise legislative, executive and judicial powers in their administration. Jointly, they now controlled trade unions, political groups and institutions of higher learning. Censorship was pervasive, habeas corpus was undermined and all constitutional guarantees were suspended indefinitely. Hence, ninety percent of the courts judges were substituted by new ones. The regime, in their self-portrayal of guardians of the Argentine values of tradition, family and property, deemed any disapproval of their rule as subversive behavior. Therefore, anyone and everyone suspicious of such attitudes would be eliminated, in the interest of protecting the welfare of the nation. As stated by Videla: The repression is against a minority which we do not consider Argentine. 3 The death penalty as a punishment for political crimes was incorporated to the string of new laws and decrees that not only amplified the power of the military, but also that of police officials. During a period of eight years, four different military regimes, took hold of all aspects of government, undertaking one of the most atrocious campaigns of despotism recognized in the Western Hemisphere. It would only be following the fiasco of the war for the Falkland Islands (known as the Malvinas Islands, to Argentineans) that democracy would be, finally, reinstated through the election of President Raul Alfonsin, in 1983. Context of The Dirty War Following World War II, Argentina was positioned eighth amongst the most affluent countries in the globe. Buenos Aires was a refined city, known to the rest of the world as the Paris of South America. As described by Marguerite Feitlowitz, its exceedingly European people were noted for being cultured, sophisticated and cosmopolitan. Up until the mid-seventies, Argentina had the highest literacy rate in all Latin America. In addition, because of the fertility of its expansive and fertile soil, it is one of the few nations in the world that shall never require the importation of food. Nevertheless, despite these achievements, this country has been socially, economically, politically self-destructive, as well. Politicians not only habitually consume their enemies, but also any restive allies too. An example of this was the fall of General Peron. General Juan Domingo Peron was a controversial leader that became president, for the first time in 1946. He was admired by the extreme left and extreme right alike. Peron was a strong supporter of the descamisados (shirtless ones) and organized labor. He was also a fan of Mussolini and Hitler, and a lure for progressive Jews who also provided asylum to thousands of Nazis. Peron became a strong adversary of the oligarchy by nationalizing services and industries and consequently keeping the employees in line with a combination of giveaways and the iron glove. 4 In 1955, the military toppled Perons government and the Peronist Party became outlawed. Juan Domingo Peron remained in political exile, in Spain, until1973, when he returned to be President for a second time in his career. The Montoneros was one of the primary guerrilla organizations to which the antisubversive campaign was originally directed. Although this particular group grew out of the much larger Peronist union movement, by 1976 Peronist leaders not only openly condemned the Montoneros, but also hired paramilitary assistance in order to combat and kill guerrillas. However, by the time the 1976 military regime came to power, the revolutionary groups in Argentina had been all but obliterated. Its is estimated that the total amount of insurgent force members was limited to only about two thousand, while only twenty percent of them were actually armed. On the other hand, the number of the armed forces was close to a quarter of a million people. Clearly, the so-called threat posed by left-wing insurgency was merely an excuse to take complete charge and impose the regime s own terror campaign. These new leaders set out to modify-through any means available-the political, economic, social and cultural makeup of Argentina and to establish themselves as the supreme and unchallenged rulers. 5 Political Culture: Recurring Phases of Gory Rule The history and political culture of this nation has, for long, been tainted by recurring cycles of bloody rule. Researchers date this modern military period back to the 1930s, when Jose Uriburus aggressive coup detat took place. This would become the first military intervention since 1854. From this point and until 1976 there were a total of nine civilian supported military seizures of the government, two other presidents selected by the armed forces, two blatantly rigged elections and also two terms of quasi-fascistic Peronism. 6 On average, each of these governments lasted slightly beyond two and a half years. Military control in Argentine politics not only stems from the weakness and inadequacy of civilian institutions, but also from the particular power of the armed forces within its culture. An irony in the history of this country is that not many officers took part in Jose Uriburus coup; however from that episode on the political culture of Argentina became highly militarized. Although the military forces have illustrated over and over how inadequate their governmental skills are, elected administrations have continuously sought the protection of their power. As summarized by French sociologist Alain Rouquie in his Pouvoir militaire et societe politique en Republique Argentine, No president-civilian or military-has managed to stay in office against the wishes of he men in uniform. Despite all of its cultural sophistication, the foundation of the Argentinean society is quite medieval. Fashioned after the Praetorian Guard, its conventional triad is comprised of the landowning oligarchy, the armed forces and the Catholic Church. Argentina has consistently showed uneasiness about the chaotic nature of democracy. On the other hand, the cool and heavy handed strength of the military provided them with the perception that government was less vulnerable to corruption. During the 1960s, high profiled newspapers-such as La Opinionsupported another series of coups. Because the military preferred an economy based on international capitalism, they were presumed to be more in sync with the interests of the upper and middle classes than the other factions which were after a statist economic policy with an emphasis in organized labor. In the 70s, a huge devaluation of the peso and rampant unemployment rates, exacerbated guerrilla conflict between ultra-right and ultra-left militia broke out. Violent behavior was widespread and everyone was in danger. In 1974, in the midst of such turmoil, Peron dies and control is taken over by his wife, Isabel. As a reaction to the intimidation of the left, the Peronist administration forms the Triple A (Argentine Anti-Communist Alliance. This death squad was originally under the management of the Federal Police and later on under the control of the Minister of Social Welfare. In 1975, Isabel Perons administration officially declared that subversion had been eliminated all subversive elements. Argentina, though supposedly democratic, was for all intents and purposes, under siege. As mentioned earlier in this paper, the armed left had originated from the Peronist movement, although there were other factions, which had a Maoist cast. Naturally, the Che Guevara was highly regarded by them. Although the Montoneros was the largest of the opposing organizations, the Maoist-inflected Peoples Revolutionary Army (ERP) and Peoples Armed Force (FAP) were seriously active as well. The United States and the National Security Doctrine In 1959, Fidel Castros rise to power was a source of much concern to Latin American conservatives and moderates alike. A year later, Argentina implemented the Plan for Civil Insurrection Against the State (CONINTES). This plan was not only aimed at terrorists, but also anyone who identified with or assisted in concealing them. Therefore, lead by a senior officer, the country was split up into military zones. As was to be expected, Washington was not welcoming to Fidel Castro, since he was perceived as a possible weapon of the Soviet Union in the Cold War. The United States was resolute in its objective to keep South America on its side. In 1963, Defense Secretary Robert MacNamara, addressed the United States Congress by asserting that, Our best return on investment in military aid probably comes from the training of selected Army forces and key specialists in our military academies and training centers in the United States and abroad. These students are carefully selected by their countries so that they, in turn, become instructors when they go home. They are the leaders of the future I dont need to dwell on the value of having people in positions of power who have a first hand nowledge of how we think and act here in the United States. For us having these people as friends is invaluable 7 The National Security Doctrine became the political foundation of the military juntas. Since the rule of right-wing General Ongania, soldiers were being methodically trained regarding the threat posed by anyone who did not remain associated to the military and Christian values that protected the world against communism. As many ot hers, Ongania was considerably biased by the United States counterinsurgency courses and lectures that had promoted the doctrine all over South America. This National Security Doctrine was comprised of a sketchy set of concepts and its cohesive power restive in its definition of the enemy, as communism. 8 A remnant of the Cold War, it was created in order to guard the economic power of the United States in South America. United States trepidation about another Cuba drove their efforts to train Latin America against Marxism. This dogma held that a third world war was in peril between the free world and Communism. Commander of the Third Army Corps expanded on this further, by saying: On one side were the subversives that wanted to destroy the national state to convert it into a Communist state, a satellite in the red orbit, and on the other side, us, the legal forces, which by the authority of two decrees of the then constitutional power, participated in that struggle. The internal foe was more dangerous than those out of the country, however, because it endangered the basic Christian and Western ideals of the Argentinean society. The role of the armed forces was to protect Argentinas ideological purity. The government started to intercede in other nations internal matters and joined the Southern Cones military dictatorships in combating subversion. Eventually, this model was exported to other countries-such as Guatemala, Nicaragua, El Salvador and Honduras-where the Argentine actively trained soldiers on repressive techniques against insurgency, as well. In order to synchronize military activities in these nations, General Viola, proposed the doctrine of Seguridad Continental (National Security). This created a actual secretive system for the repression. Political refugees from Uruguay, Chile, Paraguay and Bolivia were warned that they would be deported, if they jeopardized, in any way, the national security of the country. Acknowledging the hazard the UNHCR (United Nations High Commissioner for Refugees) issued a global plea to assist in relocating the refugees elsewhere. According to the belief of the armed forces, the worldwide tactic of Communism now required that the state responded with a wide-reaching international approach. The predictability of a third world war systematically conditioned the minds of the officers and soldiers running the day-to-day operations. Thus, allowing them to justifiably exercise the gruesome methods of repression that were being requested of them from the juntas in power. In his personal account on his kidnapping and subsequent detention, Timerman, editior of La Opinion, discusses what he would overhear from the officers, at he detention center where he was kept: attendance to weekly courses given by the army on such war, was obligatory for the entire staff of torturers, interrogators, and kidnappers. The massage conveyed by this academy was simple: Communism needed To be stopped, and Nazi tactics and methods were the only effective tools For fighting the subversion Since Argentinas labor movement was the foundation of the Peronista Party, workers from the trade union was one the main targets of this campaign. Any demands for social or economic change coming from these groups, were interpreted as the inner workings of a communist scheme. Therefore, Finance Minister Martinez de Oz (who was also president of Acindar-one of three steel industriessubsidiary of U. S. Steel, member of ITT and Pan Am Airway board of Directors) instituted economic strategies that disenfranchised these particular employees. Oz voided progressive labor regulation, froze salaries and increased the wages of officers of the military. As a result, international investment sector was favored at the cost of the national industry. In the meantime, the large credit lines extended by foreign banks and the IMF (International Monetary Fund) supported the economy. However, this period known as plata dulce (sweet money) wouldnt last for long. As put by journalist I. Guest: Down came the barriers, up went the peso and in came the loans, again10 Influences in Counterinsurgency Instruction In 1951, the United States Defense Department established its Military Assistance Program, in accordance to the Inter-American Treaty of Reciprocal Assistance. The purpose of such program was to arm and coach South American armed forces. The Inter-American Defense College in Washington was a highly regarded center, in the U. S. , where the hand-picked candidates would be qualified in counterinsurgency techniques. Another infamous location, where eligible soldiers were rewarded with this unique training, was the United States Army School of the Americas (SOA). The SOA was, initially, established in 1946 in Panama Canal Zone and later on moved to the state of Georgia, in the United States. Here, fifty seven thousand Latin American soldiers were trained on blackmail, torture, bribery and murder. The courses were financed by the United States taxpayers money. Amongst the military men that were trained in this academy were Nicaraguan dictator Somoza, Panamanian drug trafficker Noriega and Argentinas General Galtieri. The academies manuals that surfaced in recent years advised that hypnosis and truth serum be utilized to induce interrogations. Additionally, it was also recommended that parents of political prisoners be arrested in order to encourage talk. The handbooks, which were translations from earlier American English versions, from the sixties, clearly violate todays United States policy. As far a military instruction is concerned, the United States was not the only resource of knowledge for the armed forces of Argentina. The French who had combated subversion in Algeria and Indochina also influenced the Argentine military curricula, as well. The Chief of Police of Buenos Aires between 1976-79, General Camps, was an admirer of the Frenchs take on repression, moreso than the American way. Camps, who believed that terror was a rite of passage and who proudly and openly, admitted his responsibility in over five thousand disappearances expanded on this point as follows: France and the United States were the great disseminators of antisubversive doctrine. They both. , but particularly the United States, organized centers to instruct in the fight against subversion. They sent advisors and teachers. They disturbed a huge amount of bibliography. Unfortunately,. All of that Ended in failure, although it was possible to analyze why they hadnt triumphed There was a basic difference: they were fighting outside their own territory, In countries of different race, a different language, different customs. That Situation is totally distinct from the situation in our Latin American countries. It is important to clarify that the French optic was more correct than The North American; the former had a global concept; the latter were all but Exclusively military. All that was fine until we reached adulthood and Applied our own doctrine which enabled us to triumph against subversion. 11 In the fifties, a military operation from France arrived at the Escuela Superior de Guerra in Buenos Aires (National War College), in order to teach courses in Revolutionary War-also known as Anti-Communist Warfare and Anti-subversive Warfare. During the 1950s and 1960s, articles written by French officers, were published in the schools journals. 12 During the 1970s the Argentine students, published new works that built on the earlier French principles of torture. Many Argentine researchers have acknowledged the influence of this particular mission in the shaping and of Argentinean military tactics and strategy. Clearly, the exchange of ideology at this College was of significant importance as it afforded the Argentine armed forces, yet added rationalization in their application of torture during their operations in the Dirty War.

Billabong International Case Study Example | Topics and Well Written Essays - 1250 words

Billabong International - Case Study Example The past few years have seen an increase in the E retailing business. With E Bay and Amazon recording remarkable success, this decades business portals like Ali Baba and EC21 of Korea or 163.com of China have come up from different regions of the world. The trend of this era is to have e-commerce enabled business for success. Due to this any businesses have started including their own business portals ad web pages on their website include e commerce pages to capitalize on the traffic visiting their website. Considering the marketing strategies of billabong International, I would suggest that there is only one customer requirement that has been overlooked and that is the e availability. Billabong international has a web presence but I would suggest that it requires exclusive web pages that showcase their product lines along with prices and discount schemes if any. Such a web portal would not only serve the needs of the Australian and New Zealand based web surfers surfing online for surf boards and other sports products but would also serve the purpose of drawing attention from other parts of the world like developing countries with high growth rates including Pakistan and India, two up coming markets where our competitors Nike and Adidas are very strong in the apparel sector. Presence in the surf board sector is limited and surf boards are available only at limited outlets. This is mainly due to the fact that surfing is not a very popular sport in these two countries. However, these are untapped markets where by promoting this sport, Billabong will be expanding its geographical markets as well. Considering the above, we propose that Billabong International should launch: 1. Their E Business Portal, a website or WebPages on its existing websites that are geared towards generating internet sales i.e. E Retailing. 2. Our second proposition is that Billabong should launch an International Exhibition, in Australia, to display its surfing and other products and invite industry professionals and the consumers purchasing its products from data collected from outlets. These are likely to purchase goods from the exhibition. Purpose: The objective of this research is to determine how successful an E Portal would be and what value would it add to Billabong International. What factors may lead to website failure What impacts might that have on the brand name How and what information needs to be collected to ensure that the E Commerce enabled website would be successful. This report seeks to answer all of these questions through primary and secondary research. SECONDARY RESEARCH Secondary research was carried out to find out the size of the market, the target market requirements and the change in shopping trends over a period of years. a.Size of the Market Forrester research states that the amount of ecommerce activities worldwide reached US $ 6.8 trillion in the year 2004 as compared to just US $ 43 Billion in 1998.New Zealand and Australia are part of this same cycle. According to a report by META Group , New Zealand is one of the top ten countries where E-commerce can be developed. According to International Data Corporation " IT solutions in New Zealand will account for 29.6% of the total spending in the IT market

Business Strategy Essay Example | Topics and Well Written Essays - 1750 words - 3

Business Strategy - Essay Example to remain progressive and contemporary with the changing business environment and has always tried to meet the consumer demand (Hitt, Duane and Hoskisson, 2012, pp.76-77). The company carries extensive research on the needs and tastes of the customers and at the same time constantly changes their advertising campaigns. The main aim of the company is to develop their products in the best possible way and give their customers a great place to socialize, eat and have a great experience. McDonald’s has achieved its competitive advantage through charging low price for its products and increasing the volume. McDonald’s attracts the consumers on a regular basis and at the most affordable prices. It aims at regular visits of the customers and hence does not display very high priced products on their menu. The product prices of McDonald’s are not standard for all the countries. It differs according to the location or rather the pricing strategy of McDonald’s depends on the local competition and promotions. McDonald’s has even changed the eating habits of the customers and attracts people at the peak hours by offering very low rates. McDonald’s follows an aggressive pricing strategy. McDonald’s products taste the same whichever country they operate, but they try and indulge some local taste so as to make it more appealing to the local consumers (Jeannet and Hennessey, 2005, pp.213-214). The company expands its operations internationally through franchising. They even aim at being the quick service restaurant and give their customers a good experienc e in terms of product quality, taste and cleanliness. The business strategy of McDonald’s comprises of the franchisee model, product consistency and act like retailer think like a brand strategy. The franchisee model that is adopted by the company helps it to maximize on the returns and minimize the investment. According to this model only 15% of the total number of restaurants of McDonald’s is actually owned by

Business Synoptic (reflective statment) Essay Example | Topics and Well Written Essays - 1000 words

Business Synoptic (reflective statment) - Essay Example The learning outcomes are assured in business synoptic module because we get a chance of solving the problems demonstrated in the case study solely depending on our own knowledge gathered through the entire process of learning. Case study is an eminent means of reflecting various theoretical concepts learned through any module in practical situations (Monash University, 2010). The chart below provides a pictorial representation that I followed while solving the case study assignment. Firstly, I developed the methodology and then precisely, I followed those steps for arriving at a result. Most important stage of this methodology was to read the case comprehensively, again and again, so that every critical issue can be understood from the case. As a second stage, I really tried hard to identify the most crucial issues that I needed to handle for solving the case. Based on the issues identified, I formulated my strategy of researching various academic sources relevant in solving. Resear ch process along with understanding of the critical issues in the case helped me to a great extent in forming views about the main problems in the case. Based on the views formulated, reflective analysis has been made by me and concise solution has been presented. During the formulation of views about the case problem, the attendance that I made to the two workshops were of great help, the influence of which I could feel during writing solution to the case study’s questions. During solving the case, I came across a number of theories that I learned during my earlier classes. Here the integration of the knowledge became prominent for me when those were applied in the practical evidences provided in the case. The theories that I used are not many but whichever I have used were relevant to the case situation. The theories are emerging market analysis, performance analysis, corporate level strategy, mainly global strategy and multi-domestic strategy and the theory of management s tructure. Case study analysis provides the best results when sufficient strategic analytical tools are appropriately used in finding the results (Mind Tools, 2011). Figure 1 Answer to Question No: 2 It is evident that case study analysis provides us a wide scope of excelling in our areas of work, be it professional or academic. Through the module, I have developed various skills which I am sure will be beneficial in not only solving problems in my education career but also will help in gaining competitive position in the practical field (Lee & Et. Al., 2009). The following figure depicts the areas in which I have acquired skills through case study analysis. The most important skill that I gathered from the study is that of problem solving ability. The analysis demanded a lot of effort in solving the problems identified from thorough understanding of the case facts. The facts might even be wrong as I am not a perfect analyst but whatever knowledge I have in the area of strategy formu lation, I have applied in solving the problem (Raviv, 2003). The second most important skill that I acquired in the process is that of innovative thinking. Strategy demands innovation-I learnt this line during gathering education in this area and during the process of solution, I understood the real meaning of innovative thinking when I was bound to apply all my traits. This application process generated the

To Outline a Synthesis or Summary of two Quantitative Research Paper

To Outline a Synthesis or Summary of two Quantitative Articles about Nursing Rounds - Research Paper Example Meade, Amy L. Bursell and Lyn Ketelsen (2006) entitled â€Å"Effects of Nursing Rounds on Patients’ Call Light Use, Satisfaction and Safety† which found that hourly rounds by nursing personnel played a significant role in reducing patient falls as well as increasing their satisfaction while at the same time reducing the use of the call light. This study has been designed in a quasi- experimental like the previous study where hourly rounds are conducted by the nurses from two units namely 4S and 6S. 4S is a control unit where data was collected on an hourly round while 6S has been designed to maintain the current practice where there is no change implemented. Research has shown that falls among patients in the US are a problem given that 2.3 to 7 falls occur in U.S. hospitals every 1000 patient days and about 30-48% percent of these falls result in injury among both old and young patients. However, in this study, it has also been found that hourly nursing rounds can decr ease the rate of falls among the patients by 52 %. The study found that patients admitted in hospitals often require assistance with personal tasks such as the use of the toilet as well as during eating times where they will call for assistance using the call light. This study also found that the level of patient satisfaction is determined by his or her perception of the way a nurse conducts her duties. While the call light offers a lifeline to the patients in hospital, it has also been observed that it can be stressful on behalf of the practicing nurse. It often contributes to issues such as fatigue among the nurses and this negatively impacts on their patient care management which is often compounded by the existing shortage of staff. Therefore, hourly rounds have been found to be effective in this particular study which was carried over a twelve month period. At least, the study has been carried over a long period compared to the previous one. The sampling method employed by the study is non-probability sample on all subjects who are 18 years and over admitted to 4 South (Oncology/OBGYN) or 6 South (Orthopedic/Neurology) at Hospital during the period of the research. This method is ideal given that the results are likely to be reliable since it is inclusive of all subjects. This section also summarizes an article by Tucker, S.J. et al (2011) which is entitled "Outcomes and Challenges in Implementing Hourly Rounds to Reduce Falls in Orthopedic Units.† According to this article, patient falls remain a problem especially in acute care facilities as they have negative impacts such as injury to the affected people. Basically, patient fall can be described as unplanned descent to the floor (Curie, 2003). These range from 1.7 to 25 per 1,000 patient days with approximately 6–44% of these resulting in injury. Thus, patient safety through the reduction of falls is a very important phenomenon in the health care industry and can be derived from implementi ng structured nursing rounds interventions (SNRIs) according to this particular study. This study has been designed to establish the rate of patient fall during the three period intervals namely: baseline, during the 12-week SNRI implementation, and 1-year following implementation. According to this paper, evidence of effective interventions to prevent and reduce patient falls is mixed (Oliver et al. 2007; Currie 2008). However, in some studies like the work of Christine M. Meade, Amy L.

Benefits, impediments and critical success factors in B2C Annotated Bibliography

Benefits, impediments and critical success factors in B2C - Annotated Bibliography Example instead it provides insight that may be important for conducting future studies and development of theories while paying emphasis to obstacles and success faced by thousands of companies that have adopted and are adopting e-business techniques. In this study, the case study approach was used in which eight case studies were studied and analyzed while focusing on the benefits that a company expects to gain from e-business system and the benefits that the company actually gains and secondly the focus was on what are the issues experienced by those who implement e-business solutions and thirdly, the focus was on locating the critical reason that leads to the success of businesses that adopt e-business solutions (Dubelaar, 2005, p.1254). A total of eight companies were studied by the researchers, six of these companies had online existence and two of these companies were those who operated mainly through physical outlet, but they even had limited online existence. The study concluded that the major obstacles for companies in adopting an e-business solution were issues in operations, technology, leadership and lack of effective design for their business. The reasons that led to the successful application of e-business solutions were: application of doing business online and offline combined, delivering high value, customer retention and satisfaction, keep a bird’s eye on the activities of the competitors and lastly trust building. The researchers believe that if an e-business solution is to work in the factor of the company, the adoption of the solution should be relevant to the business, value adding to customers and should provide ease of operation for the organization. Since various businesses are adopting various e-business solutions such as selling over the internet and advertising, this journal article helps students learn what they have to do as managers to ensure that their business experience success as they adopt one of the e-business strategies and how

To Outline a Synthesis or Summary of two Quantitative Research Paper

To Outline a Synthesis or Summary of two Quantitative Articles about Nursing Rounds - Research Paper Example Meade, Amy L. Bursell and Lyn Ketelsen (2006) entitled â€Å"Effects of Nursing Rounds on Patients’ Call Light Use, Satisfaction and Safety† which found that hourly rounds by nursing personnel played a significant role in reducing patient falls as well as increasing their satisfaction while at the same time reducing the use of the call light. This study has been designed in a quasi- experimental like the previous study where hourly rounds are conducted by the nurses from two units namely 4S and 6S. 4S is a control unit where data was collected on an hourly round while 6S has been designed to maintain the current practice where there is no change implemented. Research has shown that falls among patients in the US are a problem given that 2.3 to 7 falls occur in U.S. hospitals every 1000 patient days and about 30-48% percent of these falls result in injury among both old and young patients. However, in this study, it has also been found that hourly nursing rounds can decr ease the rate of falls among the patients by 52 %. The study found that patients admitted in hospitals often require assistance with personal tasks such as the use of the toilet as well as during eating times where they will call for assistance using the call light. This study also found that the level of patient satisfaction is determined by his or her perception of the way a nurse conducts her duties. While the call light offers a lifeline to the patients in hospital, it has also been observed that it can be stressful on behalf of the practicing nurse. It often contributes to issues such as fatigue among the nurses and this negatively impacts on their patient care management which is often compounded by the existing shortage of staff. Therefore, hourly rounds have been found to be effective in this particular study which was carried over a twelve month period. At least, the study has been carried over a long period compared to the previous one. The sampling method employed by the study is non-probability sample on all subjects who are 18 years and over admitted to 4 South (Oncology/OBGYN) or 6 South (Orthopedic/Neurology) at Hospital during the period of the research. This method is ideal given that the results are likely to be reliable since it is inclusive of all subjects. This section also summarizes an article by Tucker, S.J. et al (2011) which is entitled "Outcomes and Challenges in Implementing Hourly Rounds to Reduce Falls in Orthopedic Units.† According to this article, patient falls remain a problem especially in acute care facilities as they have negative impacts such as injury to the affected people. Basically, patient fall can be described as unplanned descent to the floor (Curie, 2003). These range from 1.7 to 25 per 1,000 patient days with approximately 6–44% of these resulting in injury. Thus, patient safety through the reduction of falls is a very important phenomenon in the health care industry and can be derived from implementi ng structured nursing rounds interventions (SNRIs) according to this particular study. This study has been designed to establish the rate of patient fall during the three period intervals namely: baseline, during the 12-week SNRI implementation, and 1-year following implementation. According to this paper, evidence of effective interventions to prevent and reduce patient falls is mixed (Oliver et al. 2007; Currie 2008). However, in some studies like the work of Christine M. Meade, Amy L.