Educational psychology Essay

School children in Durban, South Africa. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science,social sciences, humanities and applied sciences. [5] Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. [6] [edit]Preschools Main article: Preschool education The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate. [citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess thatknowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. †[7] [edit]Primary schools Main article: Primary education Primary school in open air. Teacher (priest) with class from the outskirts ofBucharest, around 1842. Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. [8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. [edit]Secondary schools Main article: Secondary education Students working with a teacher at Albany Senior High School, New Zealand. Students in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, â€Å"post-secondary†, or â€Å"higher† education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. MLC Kx12 in Portland, Oregon [edit]Autodidacticism Main article: Autodidacticism. Autodidacticism (also autodidactism) is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is â€Å"learning on your own† or â€Å"by yourself†, and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorbing process. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U. S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin(naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), and Leonardo da Vinci (engineer, scientist, mathematician). [edit]Vocational Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. [edit]Indigenous Main article: Indigenous education Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous  knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students. †[9] [edit]Anarchistic free schools Main article: Anarchistic free school An anarchistic free school (also anarchist free school and free school) is a decentralized network in which skills, information, and knowledge are shared without hierarchy or the institutional environment of formal schooling. Free school students may be adults, children, or both. This organisational structure is distinct from ones used by democratic free schools which permit children’s individual initiatives and learning endeavors within the context of a school democracy, and from free education where ‘traditional’ schooling is made available to pupils without charge. The open structure of free schools is intended to encourage self-reliance, critical consciousness, and personal development. Free schools often operate outside the market economy in favor of a gift economy. [citation needed] Nevertheless, the meaning of the â€Å"free† of free schools is not restricted to monetary cost, and can refer to an emphasis on free speech and student-centred education. [citation needed] [edit]Alternative Main article: Alternative education Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods. Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political,scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools,independent schools, homeschooling and autodidacticism vary, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community. Alternative education may also allow for independent learning and engaging class activities. [10] [edit]Special. In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning. [11] [edit]Education through recreation The concept of education through recreation was first applied to childhood development in the 19th century. [12] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. [13] Educationalist Lawrence L. P. Jacks, who was also an early proponent of lifelong learning, best described the modern concept of education through recreation in the following quotation â€Å"A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well. â€Å"(Jacks, 1932). [14] Education through recreation is the opportunity to learn in a seamless fashion through all of life’s activities. [15] The concept has been revived by the University of Western Ontario to teach anatomy to medical students. [15] ————————————————- [edit]Systems of higher education Main article: Higher education. The University of Cambridge is an institute of higher learning. Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt ofcertificates, diplomas, or academic degrees. Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. [edit]University systems Lecture at the Faculty of Biomedical Engineering, CTU in Prague. University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (orpostgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent, likeYale University, they can be public and State governed, like the Pennsylvania State System of Higher Education, or they can be independent but State funded, like the University of Virginia. [edit]Open Higher education in particular is currently undergoing a transition towards open education, elearning alone is currently growing at 14x the rate of traditional learning. [16] Open education is fast growing to become the dominant form of education, for many reasons such as it’s superior efficiency and results compared to traditionalist methods. [17] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, Caltech. It has been called the biggest change in the way we learn since the printing press. [18] Many people despite favorable studies on effectivness may still desire to choose traditional campus education for social and cultural reasons. [19] The conventional merit system degree is currently not as common in open education as it is in campus universities. Although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Currently many of the major open education sources offer their own form of certificate. Due to the popularity of open education these new kind of academic certificates are gaining more respect and equal â€Å"academic value† to traditional degrees. [20] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. [citation needed] There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on campus education that is not often directly offered from open education. [citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege. [edit]Liberal arts colleges. Saint Anselm College, a traditional New England liberal arts college. A liberal arts institution can be defined as a â€Å"college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. â€Å"[21] Although what is known today as the liberal arts college began in Europe,[22] the term is more commonly associated with Universities in theUnited States[citation needed]. Examples include St. John’s College, Reed College, Carleton College, and Smith College. [edit]Community colleges Main article: community colleges A nonresidential junior college offering courses to people living in a particular area. ————————————————- [edit]Technology Main article: Educational technology One of the most substantial uses in education is the use of technology. Also technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. One such tool are virtual manipulatives, which are an â€Å"interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge† (Moyer, Bolyard, & Spikell, 2002). In short, virtual manipulatives are dynamic visual/pictorial replicas of physical mathematical manipulatives, which have long been used to demonstrate and teach various mathematical concepts. Virtual manipulatives can be easily accessed on the Internet as stand-alone applets, allowing for easy access and use in a variety of educational settings. Emerging research into the effectiveness of virtual manipulatives as a teaching tool have yielded promising results, suggesting comparable, and in many cases superior overall concept-teaching effectiveness compared to standard teaching methods. [citation needed] Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions. [23] American students in 2001, in a computer fundamentals class taking a computer-based test Information and communication technologies (ICTs) are a â€Å"diverse set of tools and resources used to communicate, create, disseminate, store, and manage information. †[24] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings. [25] Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries. [26] In addition to classroom application and growth of e-learning opportunities for knowledge attainment, educators involved in student affairs programming have recognized the increasing importance of computer usage with data generation for and about students. Motivation and retention counselors, along with faculty and administrators, can impact the potential academic success of students by provision of technology based experiences in the University setting. [27] The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka. [28] The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming. [29] Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies. [30] The term â€Å"computer-assisted learning† (CAL) has been increasingly used to describe the use of technology in teaching. Classrooms of the 21st century contain interactive white boards, tablets, mp3 players, laptops, etc. Wiki sites are another tool teachers can implement into CAL curricula for students to understand communication and collaboration efforts of group work through electronic means. [citation needed] Teachers are encouraged to embed these technological devices and services in the curriculum in order to enhance students learning and meet the needs of various types of learners. ————————————————- [edit]Adult Main article: Adult education Adult learning, or adult education, is the practice of training and developing skills in adults. It is also sometimes referred to as andragogy (the art and science of helping adults learn). Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary assisting, medical billing and coding, real estate license,bookkeeping and many more are now available to students through the Internet. With the boom of information from availability of knowledge through means of internet and other modern low cost information exchange mechanisms people are beginning to take an attitude of Lifelong learning. To make knowledge andself improvement a lifelong focus as opposed to the more traditional view that knowledge and in particular value creating trade skills are to be learned just exclusively in youth. ————————————————- [edit]Learning modalities Students in laboratory, Saint Petersburg State Polytechnical University. There has been work on learning styles over the last two decades. Dunn and Dunn[31] focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli[32] recommended varying teaching strategies. Howard Gardner[33] identified individual talents or aptitudes in his Multiple Intelligencestheories. Based on the works of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter[34] focused on understanding how people’s personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc’s Type Delineator[35] follows a similar but more simplified approach. It is currently fashionable to divide education into different learning â€Å"modes†. The learning modalities[36] are probably the most common: * Visual: learning based on observation and seeing what is being learned. * Auditory: learning based on listening to instructions/information. * Kinesthetic: learning based on hands-on work and engaging in activities. Although it is claimed that, depending on their preferred learning modality, different teaching techniques have different levels of effectiveness,[37] recent research has argued â€Å"there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. â€Å"[38] A consequence of this theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. [39]Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Instruction Teacher in a classroom in Madagascar Instruction is the facilitation of another’s learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on manysubjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible. [42][43] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student  bias. [44] ————————————————- [edit]Theory Main article: Education theory Education theory can refer to either a normative or a descriptive theory of education. In the first case, a theory means a postulation about what ought to be. It provides the â€Å"goals, norms, and standards for conducting the process of education. â€Å"[45] In the second case, it means â€Å"an hypothesis or set of hypotheses that have been verified by observation and experiment. â€Å"[46] A descriptive theory of education can be thought of as a conceptual scheme that ties together various â€Å"otherwise discrete particulars. . . For example, a cultural theory of education shows how the concept of culture can be used to organize and unify the variety of facts about how and what people learn. â€Å"[47] Likewise, for example, there is the behaviorist theory of education that comes from educational psychology and thefunctionalist theory of education that comes from sociology of education. [48] ————————————————- [edit]Economics Main article: Economics of education Students on their way to school, Hakha,Chin State, Myanmar It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. [49] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country’s ability to learn from the leader is a function of its stock of â€Å"human capital†. Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[50] and the role of cognitive skills. [51] At the individual level, there is a large literature, generally related back to the work of Jacob Mincer,[52] on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling. [53][54] Economists Samuel Bowles and Herbert Gintis famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other. [55] ————————————————- [edit]History Main article: History of education Nalanda ancient center for higher learning. Plato’s academy, mosaic from Pompeii. The history of education according to Dieter Lenzen, president of the Freie Universitat Berlin 1994, â€Å"began either millions of years ago or at the end of 1770†. Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc. , formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC. [citation needed] The first large established university is thought to be Nalanda established in 427 A. D in India. [56][unreliable source? ] At its peak, the university attracted scholars and students from as far away as Tibet, China, Greece, and Persia. The first university establishments in the western world are thought to beUniversity of Bologna (founded in 1088) and later Oxford university (founded around 1096). A depiction of the University of Bologna, Italy, founded in 1088. Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid’s Elementspublished in 1607. In the West, Ancient Greek philosophy arose in the 6th century BC. Plato was the Classical Greek philosopher, mathematician and writer of philosophical dialogues who founded the Academy in Athens which was the first institution of higher learning in the Western world. Inspired by the admonition of his mentor, Socrates, prior to his unjust execution that â€Å"the unexamined life is not worth living†, Plato and his student, the political scientist Aristotle, helped lay the foundations of Western philosophy and science. [57] The city of Alexandria in Egypt was founded in 330BC, became the successor to Athens as the intellectual cradle of the Western World. The city hosted such leading lights as the mathematician Euclidand anatomist Herophilus; constructed the great Library of Alexandria; and translated the Hebrew Bible into Greek (called the Septuagint for it was the work of 70 translators). Greek civilization was subsumed within the Roman Empire. While the Roman Empire and its new Christian religion survived in an increasingly Hellenised form in the Byzantine Empire centered at Constantinople in the East, Western civilization suffered a collapse of literacy and organization following the fall of Rome in AD 476. [58] In the East, Confucius (551-479), of the State of Lu, was China’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan and Vietnam. He gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in the East into the modern era. In Western Europe after the Fall of Rome, the Catholic Church emerged as the unifying force. Initially the sole preserver of literate scholarship in Western Europe, the church established Cathedral schools in the Early Middle Ages as centers of advanced education. Some of these ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. [58] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School.

Malcolm X Citation Essay

â€Å"The future belongs to those who prepare for it today.† This quote by Malcolm X showed that he was ready for the future, whatever it may be. (Moncur). Malcolm X greatly affected the turn of black de-segregation in the 1950s. He had strong beliefs, suffered a gruesome assassination, and a remarkable legacy. Malcolm Little had many strong beliefs in himself and in people all over the world. Malcolm Little educated himself, so was able to find out what he believed. For one, he changed his name from Malcolm Little to Malcolm X because X was the original surname of the slaves from whom he had descended. He insisted that Blacks had the right to protect themselves. He had always believed that violence was occasionally reasonable. Even though he was put into prison in 1946 for burglary, and got out in 1952, he was still a very significantly important person. Malcolm X became very interested in the Nation of Islam. The Nation of Islam is based on conventional teachings, Black Nationalism, and self-help programs that helped the Blacks living in the ghettoes. He believed in and studied Elijah Muhammad, who was the leader of the Black Muslims and popularized their doctrines. He soon became a Black Muslim and as one, he encouraged other Blacks to form all-Black communities. After being a Black Muslim for awhile, he became the â€Å"Top Dog† and representative for them. On March 8, 1964, Malcolm X broke with the Nation of Islam and made a religious journey to Mecca, Saudi Arabia. In Mecca, he took the name El-Hajj Malik El-Shabazz. When Malcolm broke with the Nation of Islam, he became a target for death threats and pressure. On February 21st, Malcolm X was shot and his life was taken away from him in Harlem. No one thinks it is a coincidence the February 21st, was the first day of National Brotherhood Week. He was shot by a double-barreled shot gun and two pistols. Malcolm’s lawyer, Percy Sutton, said after he was proclaimed dead, â€Å"Malcolm knew he would be killed. He told me repeatedly-and as late as yesterday- that his life was in danger† (Finkelman). There were three men involved in the assassination of Malcolm. They were all members of the Nation of Islam. The main one who shot him in the chest was Talmadge Hayer. Hayer was born in 1943, making him twenty-two at the time of Malcolm’s death. Earlier in his life he was detained in prison for possession of guns and disorderly conduct. He testified that his accomplices were not guilty, but they were all convicted. The Audubon Ballroom was the place where Malcolm was shot. The Audubon Ballroom adjoined a theatre found in Washington Heights, NYC. Washington Heights is in a neighborhood north of Harlem. Recently, it was obliterated to make way for the new Columbia Presbyterian Hospital, the place were Malcolm X was taken when he was shot. Everyone that walks in the doors of the Hospital will see the memorial which was placed there for Malcolm X. Malcolm X was one of the most contentious persons of the century. He had met many people, traveled many places, and influenced many lives. Many young Black activists supported him. Malcolm X was captivating and witty, while his words gave hope to all who heard them. He was an incredible speaker and many people wished to quote him. Malcolm X once said, â€Å"How can anyone be against love?†(â€Å"Malcolm X†). I agree with him, no one can be against love. This is one of the many reasons Malcolm X supported the Blacks and helped them to believe that they had the right to be safe, the right to protect themselves, and the right to love.

Personal Aging process Essay Example | Topics and Well Written Essays - 750 words

Personal Aging process - Essay Example For instance, a research carried out on 660 people, those that had positive insights on aging lived 7.5 years longer on average (Cavanaugh and Fredda 2010). This was the effect of their perceptions with such factors as income, gender, health status, and loneliness under control. Most people view aging as an increased opportunity for illnesses such as blood pressure and heart failure. It is presumed that the old are more vulnerable to the most deadly conditions. As a result, many people view old age negatively. Another negative though associated with old age is the inability nature associated with it. The fact that old people cannot perform the most basic duties in life further results to the negative attitude. Unlike the youthful, aged people are not in a position to cook their food and wash their clothes. At advanced old age, the inability is increases. However, some positive things are associated with aging. Wisdom is one of the positive ideas that is associated with old age. This is one of the most valuable ingredients accompanying old age. It is a common phenomenon for young people to find and learn guidance from the older people’s lives, whether triumphant or tragic. The elder poses knowledge on how to judge a situation and make the most appropriate decisions. Age also comes with increases in confidence. A confident old individual incorporates the various skills acquired from the vast life experiences to perpetuate and demonstrate feelings on self-worth, healthy, and self-esteem (Cavanaugh and Fredda 2010. Old people also have an advantage of being more aware of themselves. They are in most cases content because they have a good balance between failures and success. They acquire a lot of practical wisdom from tragedy and triumph experiences, which provides a solid ground. A further positive issue associated with old age is that they serve as sources of historical past. Their recollections of historical events of significant impact demand for respect . They maintain primary positions in their ability to offer the community and family the significant sense of continuity in the past. They continuously provide remembrance of significant values that communities and individuals should uphold in the present and the future. Their presence is viewed as a connection between the past and the future (Palmore, 1999). Old age also comes with motivation in life. Older people are more aware than younger people, of how precious time is. They, therefore, desire to use it wisely. Enthusiastic interest in life promotes good health and inspires the younger generations. There are a variety of personal thoughts as far as aging is concerned. It is generally accepted that people are what they eat. However, people are also, arguably, what they feel and believe. Mentalities about old age are very prevalent today. Many people dread the thought of becoming older as a result of such negative mentalities. Three of the most common personal thoughts of old age is that elderly people are helpless, burdens, and incompetent. However, a study that was published in the journal of psychological science held that people that have such negative mindsets tend to be poorer as far as health is concerned. A third common personal thought about old age is people get more spiritual with age. This tends to give life more meaning. A fifth thought is that age often comes with respect. Most old people become source of

AT&T Wireless Term Paper Example | Topics and Well Written Essays - 3500 words

AT&T Wireless - Term Paper Example This essay discusses that AT & T Wireless has been a major player in the techno-communications industry and has made a lot of great impacts in society since its inception. Agreeably, the company has achieved so much and can boast of shredding shoulders with all other companies when it comes to naming global techno-communication giants. Apart from the fast that the company has grown in financial wise and has been credited with a number of technologically based innovations and inventions, there still remains a lot more that the company can do to wind up its achievement. It was option said that the sky was the limit but today a lot more corporate gurus are beginning to realize that there is much space beyond the sky and so the limit could even be pegged above the sky. If this is the case, then a lot more can be targeted for AT&T to achieve as a global corporate figure. But for whatever goal or vision is set for the company, the goal cannot be achieved in the absence of a well caved busi ness strategy. This is because it is these strategies that serve as roadmaps, yardsticks and radars for determining the policy direction to take into achieving the goals of the company. Based on this assertion by Kusi, The Plan Ware defines a business strategy as document or facility that â€Å"can provide the foundation and frame work for a business plan.† This means that before a strategy would be needful, there must be a business plan in place. With reference to AT & T Wireless, their business plan may be summed in their mission and vision statement, which is to become a leader in the provision of network of all wireless carriers. It is actually based on this business plan that a technology strategy has been highlighted below. Quoting directly from the AT&T Enterprise (2012), the most outlining strategy suggested for the company is the â€Å"Development of a gap analysis which addresses people, process, and technology considerations.† This means that there is an adv ocacy for the customer to strategically focus on customer needs and assistance whiles exploring ways of expanding their technological reach. This is a very comprehensive strategy that entails a number of fundamental models. First, the company must be in a position to appreciate the contribution of their customer as the most important stakeholders of the company. Second, the company must have a commitment to meeting customers at the point of their needs. Third, the company must be result oriented so as to be in a position to solve all technology based problems pointed out by customers. Finally, the company must seek of ways of expanding their systems and structure to cater for growing demand of support from their customers. It must be emphasized that this strategy is not a corporate social responsibility whereby the company is being asked to solve customers’ problems for free. Rather, it is customer-oriented strategy that indict upon the company to help the customer know that he or she has this problem and so needs this solution to the problem and that the company is in a position to offer the solution. In simple terms, the company should look out for problems to fix at a cost. This will create a win-win situation where by the customer would see the company as a ready-to-help mate and the company to will by this means be making her own profits. Section 2 - Core Competencies Given the strategy of the company as â€Å"development of a gap analysis which addresses people, process, and technology considerations†, there are a number of core competencies that can be built around the realization of this strategy. Because the strategy is more of reach out system of identifying the needs of people (customers) and applying the most appropriate technology based solutions to the problems, some of the core competences that can be outlined include beginner technology evaluation, corporate technology offer assistance and wireless security expertise. Each of thes e three core competences can briefly be highlighted as follows: Beginner

Portfolio Literature review Example | Topics and Well Written Essays - 1250 words - 1

Portfolio - Literature review Example Culture can also imply the works and practices of academic and more so creative activities. In order to explain the popular culture the last two definitions of the word culture must be utilized, the way of life- holidays such as Easter weekend, Christmas, these are mostly known as the livid cultures. The other definition of culture as suggesting practices- this would lead us to conceive of football, hip pop music, theatres, films and videos, popular culture is a derivative of the term culture and cannot ‘stand on its own’. The definition of culture elicits a complicated meaning because it is all encompassing, together with words such as education which can mean everything but not specific on a single item. However, since it is used in daily human discourse, it is important to conjure up a meaning, it can refer to the context, values, subjectivity, attitudes and skills on which the society or an individual defines his or their identity. Culture is different from popular culture as it is static, the latter is constantly changing, for instance dressing, and current trends depict people wearing tighter clothing. Culture is also based in homogenous grouping while popular culture is a based in large and heterogeneous groups often affiliated through mass media. Culture is the rubric of the society while popular culture is mostly an urban ‘thing’. Popular culture is also very spontaneous and according to Jones (2013), it is easy to learn unlike culture, which entails many actions to be followed. Mass media fuelled popular culture, and this has led to a powerful and overt influence of the media primarily a high consumption level and more sophistication. Gender and other forms of discrimination including disability have found solace in the media in expressing the perceived difference (Hui 2011, p.269). Culture as a way of life often targets minorities and people are adjudged harshly

Role of Agricultural extension in rural development strategies of Sub Research Proposal

Role of Agricultural extension in rural development strategies of Sub Saharan Africa - Research Proposal Example Tourism has been the major industry for more than two decades but the farmers of Zanzibar are not benefitting from the estimated 1.2 million tourists that visit the island annually. Once known for its spice plantations, large percent of Zanzibar’s land remain uncultivated and they import more than 70 % of vegetables and fruits (Nyang and Webo, 2012: 154). This paper proposes the use of farmer field schools in Zanzibar to help smallholder farmers make decisions, solve problems and obtain new techniques and skills. Farmers can reap a lot of benefits if they can apply what they will be taught in these schools. The farmers will also increase their productivity and profits through sharing knowledge with neighbors. There is a great need for field schools because: smallholder farmers in Zanzibar have very little knowledge on modern farming methods, many of them didn’t attend school and they only use conventional farming practices on their farm. Arable land in Zanzibar could be increased a great deal with introduction of these schools. Improving quality and productivity through group access to production, extension and training services and reduce cost of production through purchasing of farm inputs (including fertilizers, seeds and other equipment) in large volumes. The use of farmer field schools approach as an analytical framework began in South-East Asia in the 1980s and has played a big role in the farming sector. Farmer field schools approach has changed dramatically. The impact of rapid and sustained agricultural productivity in farming practices of Zanzibar is highlighted in literature. As put by Dixon et al, (2001: 108), factors that determine the growth potential of a farming system include: favorable access to services and infrastructure and appropriate resource endowments. This research is based on the assumptions that smallholder farmers of Zanzibar have little or no knowledge

Observations Essay Example | Topics and Well Written Essays - 250 words - 2

Observations - Essay Example Not only are these meals delicious, they are also nutritious and made from the finest and freshest ingredients. Likewise, these meals are served in high quality presentation that adds to the savory appeal. Concurrently, the staffs are very courteous, as they all serve customers with a sunny disposition. With a friendly smile, these personnel are noticed to be effectively trained in customer service, as well as in ensuring that the client’s diverse needs are addressed. In addition, the restaurant’s environment is just remarkable. The premises are maintained in pristine condition with cleanliness adhered to the highest levels. Also, management ensured that there are services that could be availed by other loyal clients who would like food to be pre-ordered and taken out. I observed that they have the Carside to Go service which enables customers to order online and drive to the nearest Applebee store to pick-up the food immediately. Overall, dining at Applebee’s is indeed a memorable and happy experience where customers would look forward to the next

Paper three Essay Example | Topics and Well Written Essays - 1250 words

Paper three - Essay Example However, as a means of comforting themselves, mourners frequently purchase silk linings, pillows, mattresses and other ‘comfort’ items that the non-living corpse will never enjoy, appreciate or even notice. These are the last gifts the living can ever bestow upon their loved one and allows the survivors to feel they haven't simply disposed of the body without ceremony or proper human respect. Although there would seem to be comfort in the belief in the body as merely a shell for the spirit, this idea simply does not offer the sort of comfort it should. As Lynch relates in his book, one woman mourning the death of her teenage daughter following a battle with leukemia reacted violently to the suggestion that the body before her was simple a ‘shell’, claiming "that is my daughter until I tell you otherwise" (85). Mourners continue to feel that their loved one is present somehow and families spend thousands of dollars on burial rites which would be unwarranted i f the body was just the shell. The increased mystery and horror associated with the corpse through children’s stories and zombie media outlets continues to suggest some element of the individual remains. As a result, the corpse retains a sense of power all its own, earning legal protections and capable of conveying more truths about the individual than the ‘shell’ theory would acknowledge. Much of the expense families suffer as a part of the funeral process is spent trying to preserve the body for eternity. Funeral homes make tremendous profit by selling mourners on the promise that the body will be preserved forever with embalming or high quality sealed caskets. Aiken (2001) points out families in California regularly pay as much as $5000 for a funeral in spite of much lower priced options opening the field to widespread corruption. Journalist investigations have revealed funeral home practices intentionally designed to inflate expenses while clergy members have openly admitted accepting a ten percent commission from funeral homes for their recommendations paid at a later date (Winner, 1999). Despite the promises, the only way to prevent the body from dissolving is to cremate the remains, both the cheaper of the available options and the one which automatically eliminates any hope of preserving the body as it was when living. In so many ways, modern society has continued to distance itself from death in ways that take some of the significance out of the event and make instead a frightening mystery. â€Å"Before the turn of the century, Americans may have been more in touch with death and as a result less fearful of the corpse. Farm accidents and childbirth complications caused many deaths in a more agrarian and pre-medically advanced society. Traditionally, Americans used to keep the deceased in their homes until everyone had a chance to view a body† (Emerick 43). By personally preparing the body for display in the front room and ho lding visitation within the home itself, people were more comfortable working with and around a corpse. As a result of this closer association with the dead body, they were also more comfortable with the related concepts of death and dealing with what was left behind. Children, witnessing these events, grew up without the same sorts of aversions to the dead that children today

Arguments for and against euthanasia and assisted suicide Essay Example for Free

Arguments for and against euthanasia and assisted suicide Essay Arguments for and against euthanasia and assisted suicide There are arguments both for and against euthanasia and assisted suicide. Some of the main arguments are outlined below. You should be aware that these arguments do not necessarily represent the opinions or policies of NHS Choices or the Department of Health. Arguments for euthanasia and assisted suicide There are two main types of argument used to support the practices of euthanasia and assisted suicide. They are the: ethical argument – that people should have freedom of choice, including the right to control their own body and life (as long as they do not abuse any other person’s rights), and that the state should not create laws that prevent people being able to choose when and how they die pragmatic argument – that euthanasia, particularly passive euthanasia, is already a widespread practice (allegedly), just not one that people are willing to admit to, so it is better to regulate euthanasia properly The pragmatic argument is discussed in more detail below. Pragmatic argument The pragmatic argument states that many of the practices used in end of life care are a type of euthanasia in all but name. For example, there is the practice of making a ‘do not attempt cardiopulmonary resuscitation (DNACPR) order, where a person requests not to receive treatment if their heart stops beating or they stop breathing. Critics have argued that DNACPR is a type of passive euthanasia because a person is denied treatment that could potentially save their life. Another controversial practice is known as palliative sedation. This is where a person who is experiencing extreme suffering, for which there is no effective treatment, is put to sleep using sedative medication. For example, palliative sedation is often used to treat burns victims who are expected to die. While palliative sedation is not directly carried out for the purpose of ending lives, many of the sedatives used carry a risk of shortening a person’s lifespan. Therefore, it could be argued that palliative sedation is a type of active euthanasia. The pragmatic argument is that if euthanasia in these forms is being carried out anyway, society might as well legalise it and ensure that it is properly regulated. It should be stressed that the above interpretations of DNACPR  and palliative sedation are very controversial and are not accepted by most doctors, nurses and palliative care specialists. Read more about the alternatives to euthanasia for responses to these interpretations. Arguments against euthanasia and assisted suicide There are four main types of argument used by people who are against euthanasia and assisted suicide. They are known as the: religious argument – that these practices can never be justified for religious reasons, for example many people believe that only God has the right to end a human life ‘slippery slope’ argument – this is based on the concern that legalising euthanasia could lead to significant unintended changes in our healthcare system and society at large that we would later come to regret medical ethics argument – that asking doctors, nurses or any other healthcare professional to carry out euthanasia or assist in a suicide would be a violation of fundamental medical ethics alternative argument – that there is no reason for a person to suffer either mentally or physically because effective end of life treatments are available; therefore, euthanasia is not a valid treatment option but represents a failure on the part of the doctor involved in a person’s care These arguments are described in more detail below. Religious argument The most common religious argument is that human beings are the sacred creation of God, so human life is by extension sacred. Only God should choose when a human life ends, so committing an act of euthanasia or assisting in suicide is acting against the will of God and is sinful. This belief, or variations on it, is shared by members of the Christian, Jewish and Islamic faiths. The issue is more complex in Hinduism and Buddhism. Scholars from both faiths have argued that euthanasia and assisted suicides are ethically acceptable acts in some circumstances, but these views do not have universal support among Hindus and Buddhists. ‘Slippery slope’ argument The slippery slope argument is based on the idea that once a healthcare service, and by extension the government, starts killing its own citizens, a  line is crossed that should never have been crossed and a dangerous precedent has been set. The concern is that a society that allows voluntary euthanasia will gradually change its attitudes to include non-voluntary and then involuntary euthanasia. Also, legalised voluntary euthanasia could eventually lead to a wide range of unforeseen consequences, such as those described below. Very ill people who need constant care or people with severe disabilities may feel pressured to request euthanasia so that they are not a burden to their family. Legalising euthanasia may discourage research into palliative treatments, and possibly prevent cures for people with terminal illnesses being found. Occasionally, doctors may be mistaken about a person’s diagnosis and outlook, and the person may choose euthanasia due to being wrongly told that they have a terminal condition. Medical ethics argument The medical ethics argument, which is similar to the ‘slippery slope’ argument, states that legalising euthanasia would violate one of the most important medical ethics, which, in the words of the International Code of Medical Ethics, is: ‘A doctor must always bear in mind the obligation of preserving human life from conception’. Asking doctors to abandon their obligation to preserve human life could damage the doctor–patient relationship. Causing death on a regular basis could become a routine administrative task for doctors, leading to a lack of compassion when dealing with elderly, disabled or terminally ill people. In turn, people with complex health needs or severe disabilities could become distrustful of their doctor’s efforts and intentions. They may think that their doctor would rather ‘kill them off’ than take responsibility for a complex and demanding case. Alternative argument The alternative argument is that advances in palliative care and mental health treatment mean there is no reason why any person should ever feel that they are suffering intolerably, whether it is physical or mental suffering or both. According to this argument, if a person is given the right care, in the right environment, there should be no reason why they are unable to have a dignified and painless natural death. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=,o=0;o e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return studymoose.com},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf(http)==0){return p}for(var e=0;e

Types of damages Essay Example for Free

Types of damages Essay According to the S. 74 damages which is the cash compensation by a court or another’s fault or negligence in suffering, the rules for damages can and frequently do vary based on the type of claim which is presented. There are many types of damages. Special damages are those which actually were caused by the injury and include medical and hospital bills, ambulance charges, loss of wages, property repair or replacement costs, or loss of money due on a contract. There are presumed to be a result of the other partys actions is general damages, but are subjective both in nature and determination of value of damages. These damages include distress, future problems of our life and crippling effect of an injury, loss of ability to perform various acts, shortening of life span, mental anguish, loss of companionship, loss of reputation, humiliation from scars, loss of anticipated business and other harm. The third damage is exemplary damages which combines punishment and the setting of public example. Punitive damages may be awarded when the defendant acted in a malicious, violent, oppressive, fraudulent, wanton, or grossly reckless way in causing the special and general damages to the plaintiff. On occasion punitive damages can be greater than the actual damages. Although the innocent asked for compensation, they are seldom awarded. Nominal damages are those given when the actual harm is minor and an award is warranted under the circumstances. For example, the most famous case was when Winston Churchill was awarded a shilling against author Louis Adamic who had written that the British Prime Minister had been drunk at a dinner at the White House. Liquidated damages are those pre-set by the parties in a contract to be awarded in case one party defaults as in breach of contract. This is similar to the measure of damages payable under common law as established in the case of Hadley v Baxendale (1854). In Tham Cheow Toh1, the appellant sold a metal melting furnace to the respondent. The appellants undertaking to the respondent that the melting furnace would have a temperature of no lower than 2,600 degrees F was not satisfied. The respondent alleged that the appellant had breached the contract and claimed damages of RM29,301. 38. The trial judge held that the melting furnace did not meet with the specifications thereby constituting a breach of the condition of the contract. A sum of RM7,501. 8 was awarded as damages for loss of profits. Abdul Hamid J: In the circumstances, I am of the view that the failure on the part of the defendants to supply a furnace which would meet the required temperature, constituted a breach of the condition of the contract entitling the plaintiffs to treat such breach as a breach of warranty. For the reasons which I have stated above, it is my judgment that the defendants are liable for the breach of the condition of the agreement and the plaintiffs clai m should therefore succeed. The Federal Court said that it is true that the amount awarded in this case was merely conjectural but there was at least some evidence before the court which might support the award. It is because that the case fell within the provisions of s 74(1) of the Contracts (Malay States) Ordinance, that is, when damages arising were such as might reasonably be supposed to have been in the contemplation of both parties at the time they made the contract, as the probable result of the breach of it. This is indeed the principle in Hadley v Baxendale (1854) . Case: Aruna Mills Ltd v Dhanrajmal Gobindram [1968] In Aruna Mills Ltd v Dhanrajmal Gobindram2, goods were to be shipped from India and the contract expressly stated that the buyers would take the risk of any devaluation of the rupee. The rupee was devalued and the price payable by the buyers was increased accordingly. However, a portion of that increase arose as a result of late shipment by the sellers, and it was held that the resultant loss could be recovered by the buyers. The ‘devaluation’ clause demonstrated that the parties had turned their minds to the impact of exchange losses. Lord Reid observed: â€Å"I am satisfied that the court [in Hadley v Baxendale] did not intend that every type of damage which was reasonably foreseeable by the parties when the contract was made should either be considered as arising naturally, in the usual course of things, or be supposed to have been in the contemplation of the parties. Indeed the decision makes it clear that a type of damage which was plainly foreseeable as a real possibility but which would only occur in a small minority of cases cannot be regarded as arising in the usual course of things or be supposed to have been in the contemplation of the parties: the parties are not supposed to contemplate as grounds for the recovery of damage any type of loss or damage which on the knowledge available to the defendant would appear to him as only likely to occur in a small minority of cases. In cases like Hadley v Baxendale or the present case it is not enough that in fact the plaintiff’s loss was directly caused by the defendant’s breach of contract. It clearly was so caused in both. The crucial question is whether, on the information available to the defendant when the contract was made, he should, or the reasonable man in his position would, have realized that such loss was sufficiently likely to result from the breach of contract to make it proper to hold that the loss flowed naturally from the breach or that loss of that kind should have been within his contemplation. Here, Lord Reid saw the law as applying an objective test, and one which reflects the realities of the business transaction entered into by the contracting parties. In the light of the decision of our court the law on remoteness of damage in contract is therefore as laid down in Hadley v Baxendale (1854) and restated in Victoria Laundry [1949] s 74 which provides that compensation is not to be given for any remote or indirect loss sustained is superfluous in view of the limits. Case: Tan Chin Kim Sawmill Factory Sdn Bhd v Lindeteves-Jacoberg (M) Sdn Bhd3 [1982] In Tan Chin Kim Sawmill, it is clear from these three clauses and from the terms contained in MIMB’s letter dated 2 June 1975, which terms were accepted by both the appellant and the respondent that the intention of the parties was that MIMB was to be compensated not only for all sums of money which would become due and payable by the appellant but also for â€Å"all losses, damages costs and expenses† suffered by MIMB. The letter and these three clauses by stipulating that sums other than rentals due are recoverable therefore make the financing case inapplicable to the case under the present appeal, and as such the amount of $527,039. 37 which the respondent paid as a cash price settlement for the equipment on 11 February 1977 was in fact the amount which the appellant itself was bound to pay under the lease agreement. In fact the appellant was informed of this fact by MIMB in its letter to the appellant dated 22 March 1976 and the respondent was offered back the equipment on the stated cash price settlement only in the event that the appellant was unable to pay MIMB the said cash price settlement by 1 April 1976. Abdoolcader J:  In the circumstances on a consideration of the evidence adduced both oral and documentary and for the reasons I have stated, I find no substance whatsoever in the contention of the plaintiffs that the first plaintiff was at any time the owner of the machinery in question or that the arrangement entered into to provide finance to the first plaintiff was otherwise than what the documents produced tales quales show it to be, namely, the provision of lease financing to the first plaintiff by the second defendant by way of a lease of the machinery to the former by the latter which had purchased it from the first defendant. The crux of the plaintiffs claim to the effect that the documents are a sham because they were a device to cover a transaction whereby goods were given as security for a loan must accordingly fail. Cadit quaestio, and it follows that the plaintiffs ancillary claims for damages and other relief must necessarily succumb, and it is perhaps only necessary for me to observe that in the matter of the plaintiffs claim for damages Mr. Rajah himself had to admit that the y have not satisfactorily proved every item of the damages sought. The Federal Court said that, in order to make a particular loss recoverable it is not necessary for the plaintiff to prove that the defendant could, as a reasonable man, foresee that a breach must necessarily result in that particular loss. Rescind S. 76 means that it is exercising the right to terminate the contract that communicated clearly by a party revocable contract. If the contract never existed, it is an irrevocable step that frees the other party as well from its contractual obligations. Rescission may be on mutual consent, by either party for reasonable cause such as a material misrepresentation. The second definition is unmaking of a contract by a court in the interests of justice. However, both parties are not possible to reinstate their original positions. Furthermore, rescind a contract defined as to affirm a contract void in its inception and to put an end so further defined as to terminate it and release parties from further obligations to each other and restore parties to relative positions which they would have occupied had no contract ever been made. Case: Lam Gow Anor V. Maju-Tekno Sdn Bhd Anor 4 [ 1994] In the present case, the plaintiffs had, on 27 June 1990 contracted to purchase land with a building thereon measuring 258 square meters. They did not discover that the said land only measured 193 square meters until July 1992. Immediately upon such discovery, they wrote to the defendant, complaining of the matter. The circumstances and the plaintiffs conduct indicate that there was no acceptance of the reduction in the size of the land by the plaintiffs. Ranita Hussein JC: â€Å"In my view, the reduction by 25. 19% in the size of the land alone can be regarded as having transformed the subject matter of the sale into one which the purchasers would not have purchased had they known of the true position at the time of the signing of the agreement. In other words, the difference aforesaid would not give the purchasers substantially what they bargained for. † For the reason above, I find that the plaintiffs have the right to rescission. Judgment is given to the plaintiffs for rescission and it is ordered that the sum of RM14,659 paid by the plaintiffs to the defendants be refunded with interest at the rate of 8% and costs. The interest is, as agreed by the parties, to take effect from 3 January 1991 to date of realization. It is also ordered that the plaintiffs be entitled to damages on account of the non fulfillment of the agreement, the amount of such damages to be assessed by the senior assistant registrar. The Federal Court said that the plaintiffs for rescission and it is ordered that the sum of RM14,659 amount paid by the plaintiffs to the defendants be refunded with interest at the rate of 8% and costs. The interest is, as agreed by the parties, to take effect from 3 January 1991 to date of realization. It is because that the plaintiffs be entitled to damages on account of the non fulfillment of the agreement, the amount of such damages to be assessed by the senior assistant registrar.

Improving Performance of Dye-Sensitized Solar Cells (DSSC)

Improving Performance of Dye-Sensitized Solar Cells (DSSC) Suppression of recombination channels of Dye-sensitized solar cells made of SnO2 using core shell structure of SiO2 extracted from rice husk N. F. Ajward, D.L.N. Jayathilaka, J.C.N. Rajendra and V.P.S.Perera Introduction Dye sensitized solar cells (DSC) are one of the most promising types of solar cells for next generation of solar cell technology that has power conversion efficiency as high as 12% (Nazeeruddin et al., 2011). Compared with conventional silicon photovoltaics, DSSCs offer the cost savings in the materials and a range of solution deposition methods for device manufacture. However, there are still many challenges to be met before DSCs can truly compete with current silicon solar cell technology. Device efficiency, stability and lifetimes and scalable methods for device fabrication are the key issues in this field of research. A lot of work has been done to improve efficiency of DSSCs taking different avenues, which includes increasing the surface area of the metal oxide, developing new dyes with broad absorption spectra, suppressing the recombination channels and introducing light-scattering materials in the film. Utilization of mesoporous film made of nano particles of titania for DSSC is the imperative innovation made by Gratzel and co-workers in 1991 to achieve high efficiencies (Regan B O and Gratzel M., 1991). After that it was realized the possibility to achieving high efficiencies even with other high band gap semiconductors such as SnO2 and ZnO made in nano range (Bergeron et al., 205, Keis et al., 2002). However DSSCs of high efficiencies comparable to that made of TiO2 films has been achieved with other high band gap semiconductor films made in the form of composites (Niinobe et al., 2005]. The improvement is principally accepted as the suppression of recombination of germinated charge carriers due to passivation of trap states and charge carrier confinement. Materials such as Al2O3, MgO, and ZrO2 have been used previously as barrier layers in DSSCs, but no record available for the use of SiO2 for the same purpose (Kay and Grà ¤tzel, 2002). But SiO2 particles have been used to scatter light in TiO2 films of DSScs. In this research work we improved the performance of DSSCs by introducing thin barrier layer of SiO2 surrounding the SnO2 crystallite to prevent recombination of charge carriers in the diffusion assisted transportation. Here the thin barrier of insulating material enhance the lifetime of germinated charge carriers of DSSC so as to improve the efficiency. Methodology Rice hHusks (RH) of BG 300 rice variety was collected and initially washed with tap water to remove soils and dirt. It was further washed with distilled water and dried at 120 ËÅ ¡C. The dried RH will bewas fully burnt to white ash at around 700ËÅ ¡C in a muffle furnace and the Rrice husk Husk ash Ash (RHA) was collected. which is white in colour. Extraction of Silica Aforementioned dried RHA was refluxed with 2M HCl and thoroughly washed with distilled water and dried. 10 g of the sample was stirred in 80 ml of 2.5 N sodium hydroxide solution. It was then boiled in a covered 250 ml Erlenmeyer flask for 3 hours and the solution was filtered using a Whatman No. 41 filter paper. Filtrate was allowed to cool down to room temperature and added 5 N H2SO4 until it reaches pH 2. Then NH4OH was added to the suspension until it reaches pH 8.5 and allowed to be at room temperature for 3.5 hours. The precipitated SiO2 was separated by filtration and thoroughly washed with distilled water. The silica obtained was oven dried at 120 0C for 12 hours and cool down to room temperature. Preparation of SnO2 Particles Tin (ivIV) chloride was dissolved in distilled water to obtain 0.5 M solution and ammonia was added stirring the solution to obtain fine particles of SnO2. The SnO2 particles are thoroughly washed with distilled water to remove chlorine ions. Then the particles are suspended in diluted ammonium solution for stabilization. Preparation of SnO2 and SiO2 core shell structures Tin (IV) Oxide particles were coated with ultra thin layer of silica by the following method. 0.5g of SnO2 particles were weighted and grinded in an agate mortar with 2 ml of ethanol. Then measured volumes of 0.5M sodium silicate which was prepared by dissolving extracted silica in NaOH was added at a time to different SnO2 samples that has been prepared as described above. After that 1 ml of acetic acid was added drop wise to that mixture. Sodium silicate around the SnO2 particles suppose to turn into SiO2 in the process of acidification. Fabrication of DSSC with SiO2/SiO2 composite The paste as prepared was used to coat films on Cconducting Ttin Ooxide (CTO) glass plates by the doctor blade method that cut into the size of 1.5 x 1 cm2. Prior to coating the films on the CTO glass, they were thoroughly cleaned by detergent, distilled water and acetone with ultrasonic agitation. CTO plates coated with SnO2/SiO2 films were dried on a hot plate heated up to 120 à ¯Ã¢â‚¬Å¡Ã‚ °C for 5 minutes. Then the films were sintered at 450 à ¯Ã¢â‚¬Å¡Ã‚ °C in a furnace for 30 minutes. When the films cooled down to the room temperature they were immersed in Ru-bipyridyl N-719 dye solution (0.5 mM in ethanol) for 12 h. After the dye adsorption, films were rinsed with ethanol and sandwich with platinum sputtered conducting glass substrates using clips. The capillary space in between the two plates of cells were filled with electrolyte containing 0.5M potasium iodide, 0.05M iodine in a mixture of acetonitrile and ethylene carbonate 1:4 by volume. Characterization Techniques I-V characteristics of the cells were measured under the illumination of 100 mWcm−2 simulated light source and computer controlled setup consisting of potentiostat/galvanostat. Elemental analysis of RHA was done using Atomic Absorption Spectroscopy. X-ray diffraction (XRD) patterns and SEM images were also obtained for SnO2/SiO2 composite films. Results and discussion According to the literature reports, silica extracted from RH is in naorange with least impurity levels. Elements that present as impurities in RHA of BG 300 rice variety were analyzed with atomic absorption spectroscopy. Percentages of impurities in RHA after burning and refluxing with HCl are given in table 1. Table 1: Percentages of impurities in RHA after burning and after refluxing in HCl. Impurities % in RHA after burning % in RHA after reflux with HCl Calcium 0.926 0.402 Magnesium 0.537 0.198 Manganese Not detected Not detected Ferrous 0.269 0.060 It is inferred from these results that the impurity level of RHA is low and can be reduced further by refluxing with HCl. That is because these impurities present in the RHA as oxides can be removed easily by acid wash. In this study we have investigated the possibility of using SiO2 thin barrier around the SnO2 particles to impede leakage of electrons for recombination processes which is one approach to increase the efficiency of DSSCs. Figure 1(a) shows the measured open-circuit photo-voltage (Voc) and short-circuit photocurrent (Isc) of DSSCs with different SiO2% by weight in the SnO2/SiO2 films. Figure 1: (a) Open-circuit photovoltage (Voc) and short-circuit photocurrent (Isc) of DSSCs with different SiO2 % in SnO2 films (b) Suppression of recombination of injected electrons in the conduction band of SnO2 by SiO2 shell. Initial increment of SiO2 % in the film gradually covers the SnO2 particles as an ultra thin layer and beyond certain limit of SiO2 contributes to the growth of the SiO2 layer around the SnO2 particles increasing the thickness. This is the reason why both the Isc as well as the Voc increase initially with the increment of SiO2 % in the SnO2 films of DSSCs. The increment of Isc and Voc is attributed to the suppression of recombination of injected electrons by the photo excitation of the dye in the conduction band of SnO2 due to the development of ultra thin layer of SiO2 around SnO2 particles (Figure 1b). The highest photocurrent of DSSCs with the addition of 2.5 % of SiO2 may have been achieved due to the perfect coverage of SnO2 particles with ultra thin layer of SiO2. But Voc continues to increase further up to 4% of SiO2 in SnO2 films. It is noticeable that the decrement of Voc afterward is not significant as in Isc after reaching the maximum. Anyway further increment of the thick ness of the ultra thin layer of SiO2 happens to decrease both Isc and Voc. The amount of dye adsorbed on the semiconductor film is also a detrimental factor on the performance of DSSCs. We have noticed that the dye absorbed on SnO2 films decreased with the increment of SiO2%. To quantitatively analyze it, we have desorbed the dye adsorbed on SnO2 films with different SiO2 %. This was done by allowing the films to adsorb dye for determined period and completely desorbing the dye by immersing the dye adsorbed SnO2 films in known volume of 0.5 M KOH solution. The concentration of the dye in the KOH solution was estimated spectroscopically at the wave length of 550 nm. Figure 2 given bellow shows the deviation of dye adsorbed on SnO2 films for different SiO2 %. Figure: 2 (a) Variation of dye adsorbed on SnO2 films for different SiO2 % and (b) structure of the N-719 dye. It is evident from the Figure 2 that the dye adsorption on SnO2 films decrease with the increment of SiO2 %. This may affect adversely on photocurrent of DSSCs. Although dye aggregations on semiconductor films also results to decrease photocurrent there should be sufficient amount of dye adsorbed on SnO2 crystallites for efficient operation of DSSCs. The decrement of Isc at higher SiO2 percentages is main consequence of low dye adsorption on SnO2 films. The adsorption of dye on SnO2 films decrease with the increment of SiO2 % because of the acidity of SiO2 which prevent chelation of N-719 dye on SnO2 films by the carboxylic groups. XRD and SEM analysis was also carried out to characterize the SiO2 ultra thin layer coated on SnO2 particles. Figure 3 shows the SEM of SnO2 film with 4.5% of SiO2. The resolution of the SEM images was not sufficient to identify the SiO2 thin layer. But it can be seen that the SnO2 particles are distributed in wide range of particle sizes which also affect adversely on the performance of DSSCs. The XRD pattern of the SnO2 film with 4.5 % of SiO2 is given in Figure 3(b). There was no any peaks appeared for SiO2 in the XRD pattern of the SnO2 films as well. The insertion in the Figure 3(b) is the XRD obtain for SiO2 powder obtained by acidification of Na2SiO3 with acetic acid and sintering at 450  °C for 30 minutes. It is found to be in amorphous form and most probably the SiO2 around the SnO2 is also amorphous. Because of the amorphous nature of SiO2 and low percentage might produce significant peaks for SiO2 in the XRD pattern. Figure 3 (a) SEM image of SnO2 film with 4.5% of SiO2 (b) XRD pattern of the SnO2 film with 4.5 % of SiO2. Insertion is the XRD obtain only for SiO2 powder. Conclusions The silica extracted from rice husk is with low impurity levels suitable for coating ultra thin layers of SiO2 arround SnO2 to fabricate DSSCs. Deposition of ultra thin layer of SiO2 on SnO2 particles improved the performance of DSSCs. The reason for decrement of cell performance with higher percentages of SiO2 is not only due to the barrier thickness, but also due to the low dye adsorption. It was observed by the SEM images that the particle size of SnO2 is widely diverse because of particle aggregation. It is recommended to use uniform size of SnO2 particles for better performance of DSSCs. some chemical treatment also required to enhance the adsorption of dye on SiO2 ultra thin layer on SnO2 particles. References 1. Bergeron B.V. , Marton A., Gerko Oskam G., and Meyer G.J.; (2005) Dye-Sensitized SnO2 Electrodes with Iodide and Pseudohalide Redox Mediators; J. Phys. Chem. B, , 109 (2), 937–943. 2. Kay A. and Grà ¤tzel M.; (2002) Dye-Sensitized Core−Shell Nanocrystals:à ¢Ã¢â€š ¬Ã¢â‚¬ ° Improved Efficiency of Mesoporous Tin Oxide Electrodes Coated with a Thin Layer of an Insulating Oxide; Chem. Mater., 14 (7), 2930–2935. 3. Keis K., Bauer C., Boschloo G., Hagfeldt A., Westermark K., Rensmo H., Siegbahn H.; (2002) Nanostructured ZnO electrodes for dye-sensitized solar cell applications; Journal of Photochemistry and Photobiology A: Chemistry, 148, issue 1–3, 57–64. 4. Nazeeruddin M. K., Baranoff E, Gratzel M., (2011) Dye-sensitized solar cells: A brief overview; Solar Energy 85 1172–1178. 5. Niinobe D. , Makari Y., Kitamura T., Wada Y., and Yanagida; S.; (2005) Origin of Enhancement in Open-Circuit Voltage by Adding ZnO to Nanocrystalline SnO2 in Dye-Sensitized Solar Cells; J. Phys. Chem. B, , 109 (38), 17892–17900. 6. Regan B O and Gratzel M; (1991) A low cost high efficient solar cell based on dye sensitized colloidal TiO2 films; Nature 353 737.

Why Rome Fell (a Condensed Version) :: essays research papers fc

Why Rome Fell (a condensed version)   Ã‚  Ã‚  Ã‚  Ã‚  The sun had long ago set, the newborn moon peeked out from behind a scattering of thin, high clouds. From a vantage point atop one of seven hills I could see glimpses of how this great city must once have looked. The mammoth buildings seem to shed their long years and are once again as they were; huge, awe inspiring, it is as if a portal in time had opened and I am afforded a glimpse into what was Rome. What could have caused this once master of all cities to fall? This paper will attempt to describe some of the explanations generally accepted, or should I say argued, and possibly shed some light on what could have caused the fall of what was, unquestionably, the most powerful empire in history.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that I must begin with the explanations given by Edward Gibbon. While few agree entirely with his logic, his Decline and Fall on the Roman Empire is certainly unavoidable in a paper such as this. His work could be best summed up by the word confusing. According to David Jordan, ‘the causes for Rome's fall march across the pages of the Decline and Fall, seemingly without pattern, and seemingly unrelated to each other. This quote taken from the seventh chapter of Jordan's Gibbon and his Roman Empire sum up my feelings concerning the work; however, I will attempt to show some of Gibbon's Causes for this decline. Two of Gibbon's causes are the political blunders of its emperors and their search for personal glory. These are especially obvious in his chapters on Constantine. In them Gibbon accuses the emperor of destroying Rome for his own personal glory. Another cause would have to be the anti-Roman nature of Christianity. Gibbons argues that the ‘insensible' penetration of Christianity was fatal to the empire by undermining the genius of a great people. On a pessimistic note, Gibbon also lists as a ‘causes' the inevitable collapse of all human institutions, some arguments on the corrupting nature of luxury, and some detailed reflections on the vanity of human wishes. While the arguments presented are lengthily backed, they seem to fail in explaining the true nature of the fall.   Ã‚  Ã‚  Ã‚  Ã‚  Others, many others disagree with Gibbon's explanations and proffer their own for approval. One such author is David Woomersley who in his work, The Transformation of the Decline and Fall of the Roman Empire , openly attacks Gibbon's work calling it ‘a blunt instrument with which to dissect these centuries.' That quote, taken from chapter sixteen, is one of many which show the violent disagreement of the two ideas.

The Study of the Affects of Long Term Agruculture on the Soils of Europ

The Study of the Effects of Long Term Agruculture on the Soils of Europe 1. Introduction Soil, like iron, is a natural resource. Just as iron is mined from the earth, soil is mined for its nutrients by farmers across the globe. What most people don't realize is that like iron, soil is a non-renewable resource. Soils form naturally at rates of 0.5-0.02 mm/yr, whereas the average human-induced erosion rate is 2.0 mm/yr in the U.S.(Yassoglou, 1987). These numbers reflect the dire predicament of soils around the world, and demand answers to questions such as: What causes the degradation of soils? What role have humans played in the deterioration of soils? How much more abuse can the soil withstand? Due to the lengthy history of agriculture in Europe and the Mediterranean, these areas might provide insight into the answers of these questions. 2. Is there a problem of soil degradation in Europe? 2.1 Factors that degrade soils Soil degradation as it pertains to agriculture, refers to a deterioration in at least one of the five soil qualities: volume, structure, organic matter and/or biological activity, chemical composition, and fertility. Of the many processes that lead to the deterioration of these qualities, erosion is the most prevalent and pernicious. Erosion contributes directly to the degradation of all five qualities, and is indirectly involved in other processes of soil deterioration (Yassoglou, 1987) . Due to its importance as a factor of degradation, and the limited scope of this paper, erosion will be the focus of this inquiry. 2.2 Variables that affect soil sensitivity to erosion Soil sensitivity is dependent upon the initial state of the soil following pedogenesis, influxes of material, and the... ...(Morgan,1987). Further study could be pursued in the effect of degrading influxes on single soil properties. A complete study of soil degradation within the European Community as a whole should be done, as well as adopting a set of universal standards for measuring soil loss (Yassoglou, 1987). An interesting question to pose at this point is " If soil degradation is such a problem, why hasn't productivity been adversely affected?" The irony is that the same technological advances that increase soil degradation , increase actual productivity of the farm. Fertilizers, pesticides, and machinery all increase yields per a given area, and it is these factors that have prevented an agricultural crisis in Europe. In essence, we are running our own experiment on the soil, to see if our technology can outrace its destruction of the very foundation upon which it is built.

License to Procreate

Caroline McCall Philosophy 211 Stephen Everett, Section 001 October, 12, 2012 License to Procreate The question â€Å"should people procreate† is a very opinionated one. There is no right or wrong answer just a personal opinion based on facts to support it, I happen to side with Hugh Lafollette in his essay â€Å"Licensing Parents†. I will argue that before people are allowed to procreate they should have to obtain a license which gives them the right to produce and raise children. Otherwise they should not be allowed any children until they have the license.First I will look at it from the child’s point of view and explain how it is rational for them. Second I will look at the reasoning and policies of this theory. Finally I will discuss how it would change the modern today and how it would be implemented. The licensing idea came about to protect children from harm. When children are little they cannot defend themselves and have no one but their parents to depen d on. â€Å"Each year more than half a million children are physically abused or neglected by their parents.Many millions more are psychologically abused or neglected, not given love, respect, or a sense of self-worth† (Lafollette 438). Children need constant care and support, some people are just not suitable to give the attention and love that a baby requires. An analogy of this would be a small puppy. My roommates and I really wanted a puppy for our house this year and one of the girls volunteered for it to be mainly hers so she would take it home with her during breaks and continuously watch it.When we went to the pet store they would not let us have a dog because we were college kids and they said we didn’t have the time that the puppy needed devoted to it. A couple weeks later we called and asked if there was any way we could get one still and they said we need to know your schedules, where it will at all times, who will be the main caregiver, and we need parenta l support. So in the end we ended up getting a five week old German Shepherd Lab mix, but only with the consent of someone who had accountable credibility.When I think of this I think of how we had every right to get a dog if we wanted to but we needed to understand what getting a puppy entailed, just like how parents have rights to a child but they need to understand that they have to have accountable credibility to raise a child. â€Å"Both slander and human sacrifices are prohibited by law; both could result from the unrestricted exercise of freedom of speech and freedom of religion. Thus, even if people have these rights, they may sometimes be limited in order to protect innocent people. † (Lafollette 440).Parents do have a right to bear children, but children have a right to a good and beneficial life. Are the parent’s rights more valuable or important than the child’s? Is it right to say that the parent is being selfish or self-centered if they bring a chi ld into the world that they cannot securely support? I think so because it is the parent’s duty to provide their child with the best life possible and to make sure they succeed the best they can. Just like with adopting the puppy there are tons of qualifications that you have to meet when adopting a child.My family adopted my sister when we were both six years old. I was very small but I can still remember some of the process that we had to go through. We had to go sign a ton of papers and then we had numerous interviews with both of the families. They wanted to make sure that we could afford another child so they looked at my parent’s incomes, their house, where we lived, how many kids they already had, how much time they could spend with the kids, etc. There were so many questions that we were asked just to make sure that she was going to be safe in our house.My mother was a stay at home mom so she had plenty of time to spend with us and we were able to afford for Ra chel, my sister, to be a part of our family. I know that if you are trying to adopt an infant the regulations are even tighter. Your house has to baby proofed and you have to have everything already ready for the baby when it comes home. If people have to go through those processes to get a puppy or even a child then why are we not requiring the biological families to do the same thing? Despite the trauma children often face before they are finally adopted, they are five times less likely to be abused than children reared by their biological parents. † (Lafollette 446). When you adopt you have planned and dreamed of having this child instead of a mistake that you are now stuck with. When you plan on having a child and are expecting it or wanting it there would be less resentment or frustration towards that child. Having this process or program would definitely change the way the world is today. It would reduce or diminish the babies produced for welfare checks.Seeing as how my sister was one of those babies its terrible for parents to be dependent on the welfare checks which is for the children but it doesn’t end up actually helping the children to an equal or successful life. This just goes to show an example of the parent that would not be given a license because they do not care about the child’s well-being they just want the money that keeps coming in as long as they keep having babies. If this program were to be implemented in order to get your license you would need to take classes and tests.The classes would consist of nutritional information, hygiene information, health hazards, descriptions of behaviors and actions at certain ages, and basic needs for the child. I would also like to include a fake baby session where the couple or parent has to then take home a fake baby, one that can cry and be recorded so that the teacher can later look at the records and determine whether or not they are ready for their license. Some high school students do this experiment but I think it would be highly effective for adults to try as well.After the classes I would like for some tests to be run on the potential parent or couple. A background check for previous violent or abusive records would obviously need to be looked into. Adults with an abusive or violent past from their parents or guardians are more likely to abuse their children than people who had a happy childhood. These adults are also less likely to be overall happy. After considering my third statement some might say that it intrudes on our constitutional rights. However, I do not agree with that because it’s just like having a driver’s license.You have the right to drive a car if you would like to but because It can put someone else that is innocent in danger they make regulations that allow you to drive or not. These regulations are put in place to keep everyone safe and happy. So you may drive a car without a license but if you get pulled over the re are going to be consequences because you may have put others’ lives in danger. Just like with having a child you have the right to have a child but because you are not licensed to have one you may be putting the innocent child’s life at risk and there will be punishments for it. The punishment for having an unlicensed child would e something like adoption. If for some reason you happen to get pregnant you can apply for the license as many times as you would like but if the infant is born without a license then it would be taken into the adoption agencies custody. It doesn’t violate your rights as an adult because that child has a right to fair and equal life just as you did when you were a child. An adult’s life’s choices or rights do not overcome a baby’s right. If you cannot provide the basics for a child then you should not be able to take it into a situation where it will never have an equal chance to succeed or be happy.Overall I hav e argued that people should not be allowed to procreate unless licensed through a process of interviews, tests, and classes where they will be evaluated to whether or not they would be acceptable parents. The children have a right to a successful and happy life because they are innocent people that have to have someone responsible to rely on to help make that happen. If the parents take the classes which teach them about how to be a great parent and help the child there should be no reason for them to fail unless they did not try or had a violent or abusive past and/or present.I couldn’t imagine not having my sister and I know that she would not be the person she is today had she not been adopted by my family. She has had a very successful past and has a very bright future. Situations like this definitely make modern day society better for children. This program would eventually shape this nation to where there would be less abuse and violence towards children and support hap pier adults in the long run. Sources Shafer-Landau, Russ. The Ethical Life: Fundamental Readings in Ethics and Moral Problems. New York: Oxford UP, 2012. Print.

Organizing and Controlling are Related Essay

Functions of management consist of organizing, planning, controlling, staffing, delegation and leading. (Koontz & Weihrich, 2000). These functions work together simultaneously as one can assist in the functioning of the other hence all managerial functions are important for the function. By this the opinion is that the function of organizing and controlling are related. These functions are implemented in the same direction. In order to show the relation between organizing and controlling, it is important to look into the functions of both of them. Organizing function comes into play when people work together in groups to achieve goals. They must have roles that they play. These roles are developed by people, are defined and structured by the organization to make sure what is contributed is a group effort. What workers do has a definite purpose and they know how their job objective fits into group effort hence the organization gives their authority, tools, information to accomplish the task. Organizing is that part of managing that involves establishing a structure of roles for people to fill in an organization. The purpose of an organization structure is to help in creating an environment for human performance. (Gareth, 2003). A structure will define the tasks to be done, the role established looking at abilities and motivation of the people available. The organization structure make it easy for managers to organize workers’ activities hence it will be easy to control them as each one know the role they should play, which makes supervision of work less, which saves time as well as resources of the organization. By organizing, the organizations must identity and clarify required activities, group activities necessary to attain objective, assign each group to a manager with authority necessary to supervise it and provision for coordination on the same level and among departments in the organization structure, which make controlling of activities manageable. Organization structure should clearly state who is to do what tasks and who is responsible for what results to eliminate difficulties while exercising control function because difficulties can be caused by confusions and uncertainty of assignment. The structure must reflect objectives and plans because activities come from them. It must also reflect the authority available to an enterprise management. It must be designed to work to permit contributions by members of a group and to assist people gain objectives effectively in the future, which is changing. An organization is staffed with people, the groupings of activities and the authority relationships of an organization structure must take into account people’s limitations and customs to be able to control their roles so as to know if the organization goals are being achieved. The organization process consists of establishing enterprise objectives, formulating supporting objectives, policies and plans, which are of planning. Also identifying and classifying the activities necessary to accomplish these, grouping activities in the light of the human and material resources available and the best way, under the circumstances, of using them, delegating to the head of each group the authority necessary to perform the activities and tying the groups together horizontally and vertically through authority relationships and information flows. Koontz & Weihrich, 2000). The span of management is influenced in two ways, narrow span where a great deal of time is spent with subordinates, which is related to little training, inadequate authority delegation, unclear plan of non-repetitive operations, fast changes in external and internal environment, complex task, use of poor communication techniques, ineffective meeting. (Black & Porter, 2000). The wide span is where little time is spent with subordinates and is related to thorough subordinate training, clear delegation to undertake well-defined tasks, well defined plans for repetitive operations and slow changes in external and internal environment, simple task and effective meetings. If the organization wants to use the controlling function effectively, it can use the wide span management. Delegation of authority, if it is poor, it will affect the span of management due to unclear authority hence organizing can be difficult, which can make the controlling function difficult as they function simultaneously. If a manager delegates authority clearly for a task to be undertaken, a well trained subordinate can get it done with the manager little supervision, but if the task is not clearly defined, then the subordinate does not have the authority to undertake it, which can lead to the staff not doing it and hence the manager spending a lot of time supervising it. Staffing is done by identifying workforce requirements, getting the required people who are available and recruiting them, selecting, placing, appraising, compensation, planning the careers and training. (Preble, 1992). If staffing is done effectively, the candidates will be developed as the current jobholders to be able to accomplish their tasks effectively and efficiently. If the candidates are given the right roles hence it will be through controlling that managers compare actual performance against goals, identify any significant deviations and take necessary corrective action. Leading assists in influencing people so that they contribute to organization and group goals. Managers can say that their problems arise from people, their desire, attitude, and behavior. (Robbins & Coulter, 2002). Since leadership implies followers hip and people tend to follow those who offer a mean of satisfying their own needs, wishes and desires. Leading involves motivation, leadership styles and communication. With no effective leading in an organization it can be very difficult to organize the employees and this will affect the controlling function as reports, statement produced to access control might have mistakes. Planning involves selecting mission and objectives and the actions to achieve them. It requires decision-making that is, choosing future causes of action from among alternatives. Jones & George, 2003). Plans range from plans of overall purposes and objectives to the most detailed action to be taken. Before a decision is made, only what exists is a plan study or a proposal not a real plan. Controlling activity relate to the measurement of achievement. Some mean of controlling like the budget, inspection records, each measure and show whether plans are working out making organizing easy. Compelling events to confirm to plans means locating the persons who are responsible for results to differ from planned action and taking necessary step to improve performance. These results are controlled by what people do. Control is where performance is measured and corrective action is taken to ensure the accomplishment of organization goals. Control also coordinates various activities, decision-making related to planning and organizing activities and information from directing and evaluating each worker’s performance. Control is concerned with records, reports, organizational progress toward aims as well as effective use of resources. Control uses evaluation and regulation. These reports are what assist in assigning roles to employees. Control uses evaluation and regulation. It can be separated into mechanical and sociological elements. There are three stages of control. The mechanical elements are predetermined definition of standards for a level of performance; measurement of current performance against the standards and corrective action when indicated is the sociological element. If an organization uses the three stages of control, it will have a flexible organization structure. The best approach of control will contain time, a high degree of mutual support, open and authentic communication, clear understanding of objective, utilization of resources and a supportive environment. These approaches will lead to conflict resolution, charged beliefs and attitudes, genuine innovation, commitment, strong management and prevention of consequence of control, which were unintended. A good control system has the following characteristics; it must reflect the nature of the activity, should report errors promptly, should be forward looking, it should point out exceptions at critical points, should be objective, flexible, reflect the organization pattern, economical, understanding and should indicate corrective action. With these conditions adhered to, it will be fast to organize people in the organization so as to meet the organization goals. Controlling mechanisms include procedures, evaluating devices, reports, inspection, audits, which all require planning and organizing hence the function must be performed simultaneously. For controlling to occur, there must be directing. All functions of management go together as if one of the functions lacks or does not follow the proper channel then the organization goals can fail to be achieved. Control can be used as a management tool to measure the degree to which predetermined goals are achieved and of applying necessary corrective actions to improve performance, policies, and procedure as standards. Among the controls are rules that are needed to let employees know what is expected of them and how functions are coordinated. Self-control includes being up to date in knowledge, giving clear orders, being flexible, helping others improve increasing problem solving skill, being able to handle pressure and planning ahead. Delegation is often viewed as a major means of influence and therefore, it can be grouped as an activity in leading rather than controlling. Delegation include assigning responsibility to an employee to complete a task granting the employee sufficient authority to gain the resource to do the task and letting the employee decide how that task will be carried out. This will make the organization decide which goals to pursue and course of action to adopt so as to attain the organization goals and how to allocate organization resources to attain those goals. Once the organization has established goals and associated strategies, funds are set aside for the resources and labor to the accomplishment of goals and tasks. As the money is spent, how it was spent and what it obtained. Review of financial statements is one of the more common methods to monitor the progress of programs and plans. In the organizing process, the key issue in accomplishing the goals identified in the planning process is structuring the work of the organization. The purpose of the organizing function is to make the best use of the organization’s resources to achieve organizational goals. Organizational structure is the formal decision-making framework by which job tasks are grouped and coordinated. The organizing function deals with all those activities that result in the formal assignment of tasks and authority and a coordination of effort. The supervisor staffs the work units, trains employees, secures resources and empowers the work group into a productive team. The first step in the organizing process is departmentalization. Once jobs have been classified through work specialization, they are grouped into manageable units and can be controlled. An organization chart displays the organization structure and shows job titles, lines of authority and relationships between departments. The nature and scope of the work needed to accomplish the organization goals needed to determine work classification and work unit design, so as to have control. Work process requirements and employee skill level determine the degree of specialization. Placing capable people in each job ties directly with productivity improvement. In order to maximize productivity, the organization must have the required resources and be able to control its expenditure by auditing its reports. Supervisors must match employee skill levels with task requirement to achieve organization goals. Teamwork is achievable if people can work together cooperatively and effective if they know the part they are to play in the team activity and the way their roles relate to each other hence making the control function attainable. By designing and maintaining these systems of roles is organizing. Koontz, 1958). The effort spent on improving predictions and forecasts are spent on increasing control, learning not only will the need for predicting and forecast be reduced, but managers’ ability to get what they want to increase. By organizing managers can design and create an organization structure, which is flexible to enable the function of control to be handled properly. Control aspects are emphasized on the basis of observation of the control process in terms of feedback or adaptive control. (Hitt & Mathis, 1986). Feedback is always introduced as one of the controlling functions, hence managers encourage that the feedback system be used a lot in the organization so as to know which organization goals have been achieved. Feedback is a type of control that takes place after a work activity is done. Managers can implement controls before an activity begins and after the activity has been completed. In order to measure whether plans of the organizations are being followed it is necessary for managers to compare planned performance with actual performance. (Ishikawa & Smith, 1972). Feedback can be used to give information in this area, as it is the forward and backward flow of information hence the supervisor will be able to know how the performance of a certain employee is. This will enable the supervisor check on the targets he sets for the employees if they have all been achieved or if they have been partly achieved and see the gap created. (Dixon, 2003). The actual performance and the planned performance show the gap. This will make it easy for the organization to determine which employees require training so as to get more skills and by this the organization will eliminate the gap. Plans cannot be effective unless managers monitor how well planned actions are matching actual achievements as implementation processes. Therefore, plans should not be just laid aside while being on the process or even after being decided on. Managers are responsible not only for making plans for the organizational goal but also for watching the plans to the end. Hence, to make sure that plans are organized the control function has to be effective to make sure that organization goals are achieved. If managers do not control, they would have no way of knowing whether their goals and plans were on target and what future actions to take. The plan can be meaningless if it did not help to accomplish the organizational goals. This can be avoided by controlling because the manager organizes and compares the actual performance against the goals, identify any significant deviations and take any necessary corrective action. Controlling provides the answers to whether or not the current performance of the organization should be continued or what corrections might be needed to make the performance satisfactory. Controlling cannot be implemented unless there is some resource hence the organization should have a structure, which takes this into consideration. There must be some organization and control on how resources will be allocated. Without an organization goal, no management functions can be put into practice. If the manager does not know which direction the company is going, they cannot choose what course of action to take hence controlling will be difficult. It seems that controlling is regarded as looking back considering the main role of controlling, which are feedback and monitoring. Managers can put controls when an activity begins. If the actual performance of employees in an organization is not as expected then plans and goals have to be set so that they are put in the right way. For control to work if the plans put in place by the organization are going in the wrong directions the manager needs to indicate the problem and also suggest how to solve it. The manager should also explain how the plan should be proceeded and guide toward the right direction. This will make it easy for the person organizing activities of the workers as workers will be given the roles they are able to achieve hence making organization goals attainable. The main role of planning is choosing appropriate goals and courses of action and controlling is monitoring systems to evaluate how well the organization has achieved its goal. Planning process steps include deciding which goals the organization will pursue, deciding what courses of actions to adopt to attain these goals and deciding how to allocate organization resources to attain these goals. Considering that organizing process looks at accomplishing goals identified in the planning process it will be good for an organization to evaluate the performance of employees so as to check if the goals are being attainable and if they do not look attainable performance assessment should be carried out as well as regulation of other activities, which can be time consumed due to lack of skills by the employees should be eliminated. In conclusion if managers are keen on the organization structure that the organization adopts be it flat, tall, product, geographical to make sure that the one implemented caters for the organization goals as well as objectives. The control function can be used to generate reports and audits will be done effectively in less time. This shows that control and organizing function has to work parallel for the effective achievement of organization goals.