Fast Food Nation Essay

In any case, inexpensive food and its impeding impacts have gotten a plague. For a long time, individuals have been neglectful of the development of the cheap food industry. Nonetheless, in the course of recent decades, the cheap food industry has about assumed control over our American culture; anyplace, one can see its huge impact. Subsequently, in his book, Fast Food Nation, Eric Schlosser depicts the impact of the business. By executing unfortunate interests for foul play and appall, insights from respectable sources, and dread of the results of cheap food, Schlosser shows the normal grown-up how the inexpensive food industry is demolishing American culture as an approach to change its issues. All through his book, Schlosser reliably attempts to make a passionate intrigue, especially to one’s foul play and nauseate to delineate his assessment. At the point when one hears things, for example, â€Å"The cheeseburger propensity is just about as safe†¦as getting your meat out of a trash can† (Schlosser 195), the individual in question can't resist the opportunity to be sickened. Obviously nobody needs to be informed that the person is eating refuse. In addition, Schlosser talks about other regurgitation initiating certainties, for example, the various measures of savage creatures among the creatures whose meat turns into the food that individuals eat at a drive-through eatery (202). He additionally discusses how consistently there are a great many dead creatures bought to be taken care of to the creatures that eateries give as meat (Schlosser 202). In conclusion, Schlosser composes, â€Å"There is crap in the meat† (197), which promptly catches the reader’s eye and consequently demonstrates his woeful intrigue to powerfully pass on his sentiment. Would anybody truly need to eat a defecation burger for lunch? Also, out of 355 nitty gritty pages, Schlosser’s measurements are inescapable. He continually utilizes them to back up his announcements with proof, in any event, devoting one 6th of the book to notes loaded with measurements with trustworthy sources. In spite of the fact that he as of now expresses his realities powerfully, they become additionally persuading with this utilization of logos. For example, at ordinarily, creators will make up an announcement and go about as though it were a confirmed actuality. Be that as it may, when he composes, â€Å"There is a 100 percent turnover rate annually† (Schlosser 325) and cites it from a distributed article, one can really realize the turnover rate without scrutinizing its legitimacy. Moreover, when Schlosser expounds on how 7. 5% of all ground hamburger tests are polluted with Salmonella and statements it from a Nationwide Microbiological study, one doesn't make some hard memories accepting its authenticity (Schlosser 333). One of the most enticing techniques Schlosser utilizes in his book is his intrigue to his audience’s important apprehensions of inexpensive food. For the vast majority, living is a superb blessing and in the event that anything might remove it, individuals would without a doubt maintain a strategic distance from it. Schlosser works superbly at posting the hurtful outcomes; since he unmistakably hates the inexpensive food industry’s impact, he does this to help change against its impact. For instance, when Schlosser raises the presence of E. coli O157:H7 in inexpensive food, he doesn't just say, â€Å"It is bad† (199). He goes on and explains with incredible detail, giving an account of a multi year old kid named Alex who passed on account of the bug (200). In addition to the fact that he dramatizes the story he portrays the occasions sequentially to draw the best reaction from the peruser. Schlosser composes, â€Å"It advanced to diarrhea†¦Doctors quickly attempted to spare Alex’s life, penetrating gaps in his skull to ease pressure, embeddings tubes in his chest to keep him breathing†¦ Toward the end, Alex endured mind flights and dementia, done perceiving his mom or father† (200). These occasions, independently, as of now appear to be unnerving. Together, it amplifies the impact. Tenderness and logos assume a significant job all through Schlosser’s whole book. He is plainly against the inexpensive food industry’s pervasive impact and thus, he composes with terrible interests, trustworthy sources, and dread inspiring depictions to nullify its effect on American culture. What he composes has demonstrated to be valid; cheap food has negatively affected society. While cheap food may have a few advantages, it’s unfavorable over the long haul. Step by step, the impact of cheap food keeps on developing and mischief the American culture.

Make Your Self Essay in English More Effective

Make Your Self Essay in English More EffectiveTo make yourself essay in English readable and therefore more effective, there are a few things you can do. For example, you should make sure you have a well-thought out thesis statement. This is an important point in making the writing effective and will help you make the transition to writing a better essay.Writing a thesis statement is basically the outline of your essay. It tells what you want to say, where you want to take the essay, and when you want to finish. You should think about this for several months before you write your actual essay. You need to decide how you want to convey your thesis statement. Once you have an idea of where you want to go with your paper, the best way to prepare for your essay is to make a few lists or documents.A list of concepts or ideas that you want to present is a good idea. It should include your thesis statement, whether you want to present it as an idea or as a statement, and what you plan to do once you have your thesis statement written. It will be easier to know the process you want to use to convey your thesis statement if you have a long list of these points. Include everything from a definition of the idea or concept to a description of how it is used. Keep in mind that the more thorough your list is, the better your final essay will be. After you have your list, look over your document and cross off any topics that do not relate to the thesis statement.After you have your list, make a few reminders about the types of writing you will be doing. For example, your thesis statement is the most important part of your writing. This means you will need to start your paper on a strong note. As you write, make sure you write clearly and this is also important. Also, when you write, try to be concise so you can communicate your ideas easily. While writing, keep your writing simple. You should stay away from writing very technical ideas. You will find that many students go ove rboard in their papers by trying to present complicated ideas. If you can avoid the use of technical terms, you will be much better off. The goal of your essay is to express your ideas as simply as possible.When you write, make sure you take small steps at a time. Rather than writing the entire essay in one day, take it piece by piece. This way, you will work towards completing a big idea. Of course, you cannot take things one step at a time. Write as quickly as you can, and if you run into a problem, ask someone else for help.Finally, when you are finished writing, give yourself a little breathing room. Try to read through your paper and use your notes to make sure you understand what you are reading. If you need a break, try reading something or taking a short nap.These tips for making yourself essay in English more effective can make all the difference. The next time you write a paper, just remember these few tips for making it more effective. Good luck!

Things That You Should Know About Paper Writing Jobs

Things That You Should Know About Paper Writing JobsThere are a lot of opportunities in the internet for paper writing jobs. In fact, there are a lot of sites that you can post your resume and get a bunch of offers. You can also take the time to search for several sites online, so that you can come up with some options. If you need to start looking for your own paper writing jobs, there are a few tips that you should know.The first thing that you should know is what kind of paper writing jobs are available online. It is essential that you know the kinds of things that you want your resume to be about before you begin searching. The last thing that you want to do is waste your time and effort on paper writing jobs that you really don't want.The second thing that you should know is where to look for paper writing jobs. You need to make sure that you are aware of the types of places that you can go to get your resume posted. This way, you will be able to choose the ones that are right f or you.Next, you should take the time to compare the rates that you get when you go to different sites. When you compare these rates, you will be able to decide which sites to use. The prices are generally very similar between the places, but you need to find out which ones are better. You want to be sure that you are going to get good rates.You will also want to consider where the paper writing jobs that you want to submit your resume will be from. In many cases, you will want to focus on sites that are only focused on job-hunting for college students. This means that you should consider sites that are only looking for college students for their papers.Lastly, you should understand that paper writing jobs can range from the bad to the wonderful. There are a lot of opportunities that are not worth the time that you put into them. So, if you do not want to waste your time, you should try to avoid these kinds of opportunities.These are all the important things that you should know abo ut paper writing jobs. You will be able to come up with paper writing jobs that you will love to do. As long as you take the time to find these things out, you will be able to find the best paper writing jobs.These are all the things that you should be aware of if you want to find paper writing jobs that are fun to do. Just remember that if you want to be able to get a ton of paper writing jobs, you should make sure that you know the important things that you should be looking for.

Education For Citizenship Analysis - Free Essay Example

Sample details Pages: 15 Words: 4483 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Rationale à ¢Ã¢â€š ¬Ã‹Å"Can a concept of citizenship à ¢Ã¢â€š ¬Ã‹Å"based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality?à ¢Ã¢â€š ¬Ã¢â€ž ¢ (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its à ¢Ã¢â€š ¬Ã‹Å"values of wisdom, compassion, integrity and justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as à ¢Ã¢â€š ¬Ã‹Å"peace and conflict resolution, social equality and appreciation of diversityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (ibid). Don’t waste time! Our writers will create an original "Education For Citizenship Analysis" essay for you Create order Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that à ¢Ã¢â€š ¬Ã…“there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalitiesà ¢Ã¢â€š ¬? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; * The first section shall focus on citizenship itself; the history, philosophy and Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s position regarding citizenship. * Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. * The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective. * The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly à ¢Ã¢â€š ¬Ã‹Å"citizenshipà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢ but also à ¢Ã¢â€š ¬Ã‹Å"Scottish Primary Schoolsà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"intoleranceà ¢Ã¢â€š ¬Ã¢â€ž ¢. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship à ¢Ã¢â€š ¬Ã‹Å"divides people into those who belong and those who do notà ¢Ã¢â€š ¬Ã¢â€ž ¢, whilst political scientist, Greer and Matzke state simply that citizenship à ¢Ã¢â€š ¬Ã‹Å"is a set of rights that come from belonging to a communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being à ¢Ã¢â€š ¬Ã‹Å"at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its trainà ¢Ã¢â€š ¬Ã¢â€ž ¢. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated à ¢Ã¢â€š ¬Ã‹Å"The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definitionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as à ¢Ã¢â€š ¬Ã‹Å"a status bestowed on those who are full members of the communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Marshall (1963), cited in Powell, 2009:25). During the 1950à ¢Ã¢â€š ¬Ã¢â€ž ¢s, he proposed that citizenship could be à ¢Ã¢â€š ¬Ã‹Å"divided into three elements, civil, political and socialà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshallà ¢Ã¢â€š ¬Ã¢â€ž ¢s model for citizenship has been criticised due to his three elements being à ¢Ã¢â€š ¬Ã‹Å"defined by equalityyet in practice they operate in a context of social inequalityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to à ¢Ã¢â€š ¬Ã‹Å"consider ways in which social disadvantage undermines citizenship by denying people full participation in societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will à ¢Ã¢â€š ¬Ã‹Å"play a full and active part in society politically, socially, economically, environmentally and culturallyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that à ¢Ã¢â€š ¬Ã‹Å"a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a mythà ¢Ã¢â€š ¬Ã¢â€ž ¢. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate à ¢Ã¢â€š ¬Ã‹Å"the importance of citizenshipà ¢Ã¢â€š ¬Ã¢â€ž ¢ and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s children are exposed to these experiences because in terms of citizenship, à ¢Ã¢â€š ¬Ã‹Å"an ignorant citizen is tantamount to a contradiction in termsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that à ¢Ã¢â€š ¬Ã‹Å"there is not much agreement about what it is, other than it is a à ¢Ã¢â€š ¬Ã‹Å"good thingà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Maitles, 2005:2). It à ¢Ã¢â€š ¬Ã‹Å"is criticised as an indoctrine by some and considered the best route to global peace by othersà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; à ¢Ã¢â€š ¬Ã‹Å"The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Gundara, 2000:16) Whilst à ¢Ã¢â€š ¬Ã‹Å"preparing youth for participation in society has always been an educational goalà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated à ¢Ã¢â€š ¬Ã‹Å"we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secureà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to à ¢Ã¢â€š ¬Ã‹Å"social issues and dilemmasà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2002:12) and educating children on à ¢Ã¢â€š ¬Ã‹Å"the diversity of identities within Scotlandand the need for mutual respect, tolerance and understandingà ¢ â‚ ¬Ã¢â€ž ¢ (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called à ¢Ã¢â€š ¬Ã‹Å"controversialà ¢Ã¢â€š ¬Ã¢â€ž ¢ issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that à ¢Ã¢â€š ¬Ã‹Å"We should not underestimate the role of education in instilling in the minds of people core human rights valuesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access à ¢Ã¢â€š ¬Ã‹Å"children are seeing these issuesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (AGC, 1998:12). At primary school age à ¢Ã¢â€š ¬Ã‹Å"children are picking up, whether from school, home or elsewhereof what social problems effect themà ¢Ã¢â€š ¬Ã¢â€ž ¢ (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that à ¢Ã¢â€š ¬Ã‹Å"inequalities in society, have a detrimental effect on the education for citizenship proposalsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classroom may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that à ¢Ã¢â€š ¬Ã‹Å"To say we all enjoy rights is a mockery, given the realities of the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and à ¢Ã¢â€š ¬Ã‹Å"This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, à ¢Ã¢â€š ¬Ã‹Å"those who cannot remember the past are condemned to repeat ità ¢Ã¢â€š ¬Ã¢â€ž ¢ (Georg e Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: à ¢Ã¢â€š ¬Ã‹Å"Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group.à ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as à ¢Ã¢â€š ¬Ã‹Å"savagesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Hagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics à ¢Ã¢â€š ¬Ã‹Å"were attacked from the pulpit and in the streetà ¢Ã¢â€š ¬Ã¢â€ž ¢, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a à ¢Ã¢â€š ¬Ã‹Å"shadowy cornerà ¢Ã¢â€š ¬Ã¢â€ž ¢ of our society and only shows itself in peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s attitudes and prejudices (McCrone and Rosie, 2000:200). Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Hagan is more blunt and simply states that à ¢Ã¢â€š ¬Ã‹Å"Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as à ¢Ã¢â€š ¬Ã‹Å"A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schoolsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become à ¢Ã¢â€š ¬Ã¢â€ž ¢90 minute bigotsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt à ¢Ã¢â€š ¬Ã‹Å"demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would sufferà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: à ¢Ã¢â€š ¬Ã‹Å"The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for allà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their à ¢Ã¢â€š ¬Ã‹Å"display on difference are root causes of social divisionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can à ¢Ã¢â€š ¬Ã‹Å"put sectarian attitudes into dustbin of history and build a better societyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in à ¢Ã¢â€š ¬Ã‹Å"eradicating sectarianism in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢ and claims that à ¢Ã¢â€š ¬Ã‹Å"Curriculum for Excellence is itself a programme for tackling sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called à ¢Ã¢â€š ¬Ã‹Å"Donà ¢Ã¢â€š ¬Ã¢â€ž ¢t Give it, Donà ¢Ã¢â€š ¬Ã¢â€ž ¢t Take ità ¢Ã¢â€š ¬Ã¢â€ž ¢, with the sole aim of supporting teachers to à ¢Ã¢â€š ¬Ã‹Å"promote anti-discriminationà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Scottish Government, 2005). Then, in 2007, HMIe, released à ¢Ã¢â€š ¬Ã‹Å"Count Us In: Promoting understanding and combating sectarianismà ¢Ã¢â€š ¬Ã¢â€ž ¢, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because à ¢Ã¢â€š ¬Ã‹Å"the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with othersà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2007:1), therefore, we must teach our children to à ¢Ã¢â€š ¬Ã‹Å"see beyond their own interests and commitment and take a wider, more impartial viewà ¢Ã¢â€š ¬Ã¢â€ž ¢ of the world (Mil ler, 2000:29). Schools across Scotland have adopted a wide variety à ¢Ã¢â€š ¬Ã‹Å"of approaches to anti-sectarian education which contribute to successful learningà ¢Ã¢â€š ¬Ã¢â€ž ¢ (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢ as it creates opportunities to à ¢Ã¢â€š ¬Ã‹Å"develop and deepen childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s knowledge and understanding of identity/ies, diversity, equality and communityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controversial issues such as à ¢Ã¢â€š ¬Ã‹Å"human rights, peace and conflict resolution, social equality and appreciation of diversityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the à ¢Ã¢â€š ¬Ã‹Å"legacy of sectarianism in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢ can be wiped out (Salmond, 2005). However, if initiatives such as à ¢Ã¢â€š ¬Ã‹Å"twinningà ¢Ã¢â€š ¬Ã¢â€ž ¢ are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), à ¢Ã¢â€š ¬Ã‹Å"lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how à ¢Ã¢â€š ¬Ã‹Å"differenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ is experienced outside schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, à ¢Ã¢â€š ¬Ã‹Å"educationhas much to contribute to an understanding of this conflict. So far it has failed to do soà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism à ¢Ã¢â€š ¬Ã‹Å"this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exilesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion 1. Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. 2. Freedom to manifest oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 1. States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. 2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. 2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 1. States Parties shall respect the right of the child to freedom of thought, conscience and religion. 2. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. 3. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlandà ¢Ã¢â€š ¬Ã¢â€ž ¢s Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young personà ¢Ã¢â€š ¬Ã¢â€ž ¢s age and maturity. (National Archives, 2011a)

Essay on A Short History of the Basque Country - 3639 Words

A Short History of the Basque Country Archaeological and ethnographic findings indicate that Basque [people] evolved from Cro-Magnon [...] in this area over a period dating from about 40,000 years ago until distinct features were acquired approximately 7,000 years ago. Two thousand years later the sheep, not native to these lands, was introduced and horse and cattle farming came into being, as shown by Adolf Staffe. These circumstances made it necessary for the people to travel periodically and cultural contacts were thus made. This period in the history of the Basque people can only make sense if it is studied in conjunction with the cultures of the surrounding areas, in the basin of the River†¦show more content†¦P. Villasante says that the Basques, in calling themselves Euskaldunak (those who speak Basque [Euskera]) and the country Euskalerria, i.e. Basque speaking country, are making cultural history in that it is the language that has moulded and given the Basque people a sense of unity, a sense of being a nation. Antonio Tovar comfirms this and explains the situation by saying that the Basques did not take part in the battles between Carthaginians and Romans; Silius Italicus refers to the fact that there were Basque soldiers in Hannibals armies. The Basque only intervened to defend Sertorius, the Roman general who had shown respect for them. The relationship between Romans and Basques was cordial: Pompey founded Pompaelo, Pamplona, in the settlement that was Iruna (the city in Basque). Roman influence further north was less evident, however. This meant that the Basque language survived in its entirety, with its multiple influences. 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The Effects Of Immigration On The United States - 752 Words

A few weeks ago, a picture about a dead boy on the beach let us pay attention to Migration waves. Governments have to consider how to limit migration trends because they think a large number of immigrants will lead to a terrible effect on local residents. Based on this point, some countries adopted some strategies to limit migration. They reduced some benefits and increased the difficulty to immigrants. Even some governments such as Japan government refuse to people to immigrate. Even though immigrants bring some benefits, governments are still afraid of the negative impact of immigration on the following three aspects: local market, wages and social stability. However, some facts and research show the terrible effect is not significant to these parts. And immigrants also bring some benefits to local residents. A traditional viewpoint on immigration is that foreign population will have a terrible effect on native people to get fewer opportunities to find work. Some people believe imm igration will bring a huge impact on local markets because their requirements of jobs are always lower than the local residents’ requirements. It means they will get more chance than local people. However, a survey from Michel J. Greenwood about US immigration shows the influence of immigration to local markets does not have appreciable effects. In this survey, he said a possible explanation about why immigrants do not influence on local people was that immigrants were not distributed inShow MoreRelatedThe Effects Of Immigration On The United States1434 Words   |  6 PagesAlthough, there are many different approaches in viewing the immigration reform in the United States. Immigration can be seen as a much more complex issue than just what meets the human eye. Most immigrants do not cross the border solely because they are looking to break the law, they do so because they are attempting to seek better opportunities and lifestyle for themselves and their families. 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An obscure jinni free essay sample

At first, I was confused: why is it that the challenges that society faces today seem to be subtle? Upon much thought and contemplation, I realized there’s an obscure jinni that has infiltrated our society immensely. I have always looked upon my dad as my mentor. I admire his equanimity, sound judgment, and above all, his diligence. All qualities I have learnt to nurture and attain in my life .However, until just lately, we (me and my dad) seemed to be virtual strangers. we never used to talk about anything except about my grades and the school fees. So, when I finished high school and my dad asked me to help him in his business, I was more than willing. I had always longed to get close to him in any way, shape or form and here was my one chance. One day, my dad asked me to take him to town, together with his Friend, Ken, where dad wanted to buy electrical equipment. We will write a custom essay sample on An obscure jinni or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ken and dad conversed ebulliently and I only listened, not participating actively in the discussion.ken explained how he had managed to trick a tyre dealer and got away with two tyres, for free! ‘’Even if that seller calls, I can’t return the tyres. can you?’’ he asked my dad. ‘no way, I can’t’’ ,my dad replied frivolously. Holy Mary! Is that mendacity? Hypocrisy? Or what? My mind could not form the right word for the action ken had done and what my dad seemed to advocate for. One thing was evident, though, it was by all means not RIGHT. I felt the urge to refute ken’s actions but I had no courage. After all, I had been taught to respect and accept what my elders said. However, the little education I had gained seems to contradict this archaic belief. My whole body and conscience did not augur with what ken had done. luckily, I found my voice and can now speak and stand up against treachery. Though at that instant I didn’t stand up to ken and dad, I acknowledged the existence of a colossal vice. Surprisingly and shockingly, there is a plethora of this vice in our society. Treachery is an oblique vice that is slowly eroding our moral scruples. We need to stand up against it; to refute, repudiate and eschew it altogether. And in unison, we will be able to eradicate treachery for it encumbers our society’s development. i, we ,need to unite and exterminate this vice.

Issues in Human Resource Strategies That Improve Organizational Performance free essay sample

A rapidly changing economic environment, characterized by such phenomena as the globalization, and deregulation of markets, changing customer and investor demands, and ever increasing product market competition, has become the norm for most organization. To compete, they must continually improve their performance by reducing costs; innovating products and processes; improving quality, productivity, and speed to market; and more importantly by improving their individual performance within the organization. In order to do this, a set of distinctive human resource strategies, defined as internally consistent bundles of human resource practices (Dyer Reeves, 1995), is clearly essential. Sparrow and Marchington (1998) suggested that HR practices are the most advanced, the most sophisticated, and the most efficient basis for organizing and for obtaining high performance from employees since it seeks to strategically integrate the interests of an organization and its employees. In addition, a number of studies have also indicated that there is a positive relationship between effective HR strategies and organizational performance. We will write a custom essay sample on Issues in Human Resource Strategies That Improve Organizational Performance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Specifically, it is suggested that HR practices can improve organizational and operational performance when matched with quality manufacturing strategies (Stone, 2002). Nevertheless, despite the positive relationship found between HR practices and firm performance, there are a number of issues and questions surrounding them. One problem in relating HRM and performance is the lack of theoretical background; resulting in both terms remain ambiguous concepts. Other questions arise in relation with the link between HR strategies and performance are the inconsistent findings in regards to what constitutes a high performance HR strategy (Becker Gerhart, 1996; Cooke, 2001) and the problems with HRM and performance measurements (Guest et al. , 2003). The aim of this essay is to outline and explain the issues in developing human resource strategies that improve organizational performance. Specifically, the essay shall begin with presenting the issue of theoretical background of the concept of HRM and organizational performance. Subsequently, it shall discuss the issue about diversified strategies used to improve performance, and the problems in measuring HRM and performance. ?HRM and Organizational Performance: The Lack of Theoretical Background Guest (1997) pointed out that to improve our understanding of the impact of HRM on performance; we need a theory about HRM, a theory about performance, and a theory about how they are linked. Unfortunately, there has been a great deal of debates amongst leading researchers and practitioners about the concept and contributions of HRM practice in managing employees in overall organizational objectives (Loosemore, Dainty Lingard, 2003; Analoui, 1998; Sparrow Marchington, 1998). McCarthy and Stone (1986) argued that the concept of HRM is ambiguous and that its contribution to organizational performance remains unclear and is not well understood. In addition, Sparrow and Marchington (1998) pointed out that rather than adding value to the business through its strategic integration with managerial objectives, HRM can remain a disappointingly mechanistic function. Similarly, there is no universal theory about performance (Guest, 1997). It was proposed that the meaning of performance involves two dimensions; the types of criteria and the weight of each. Organizations have different interpretations of performance according to the sector of their industries. Service providers, for example, might consider customer satisfaction as their top performance indicator, while manufacturers might view inventory level as an important criterion to measure their performance level. In addition, some organizations put financial results on top of their performance indicator list and employee’s job satisfaction at the bottom, but others may view this in the opposite position. As a result, it is hard, if not impossible, to define the concept of performance that applicable for all organizations. The impact of HR practices on firm performance is without a doubt an important topic in the fields of human resource management, industrial relations, and industrial and organizational psychology (Huselid, 1995; Jones Wright, 1992). This literature, although largely conceptual, concludes that HR practices can help to create a source of sustained competitive advantage, especially when they are aligned with a firm’s competitive strategy (Jackson Schuler, 1995; Wright McMahan, 1992, both as cited in Huselid, 1995). Specifically, a large majority of published studies found an association between HR practices and firm performance, regardless of whether they are cross-sectional or longitudinal, whether conducted at establishment or company level, whether based on strong performance data or subjective estimates, whatever sector they are based on, whatever operational definition of HRM is used, and wherever they are conducted (Guest et al. , 2003). Nevertheless, despite the positive thrust of most empirical findings, Wood and de Menezes (1998, as cited in Guest et al. 2003) failed to find consistent associations between HRM and performance. Furthermore, Wood (1999) has also argued that the relationship between HRM and performance is relatively weak. One possible explanation lies in the various contingency factors, other than HR activities, that might contribute to organizational performance such as organizational culture (Kotter Heskett, 1992; Van der Post et al. , 1998), business strategy (Richard Brown Johnson, 1999), and political considerations (Ferris et al. 1998). ?Improvement Strategies: Is There One Best Way? Much of the research on the link between HRM and firm performance has looked at single HR practice such as compensation or selection, while others attempted to look on the impact of combining different HR practices to improve firm performance (Becker Gerhart, 1996). Pfeffer (1998, as cited in Tyson, 1997), for instance, put forward a seven-principle best practice which he believed is universally applicable. The seven best practice HRM elements include; employment security, selective hiring, self managed teams, high compensation contingent on organizational performance, extensive training, reduction of status difference, and information sharing. Theoretically, bundling several HR practices should produce greater performance effects than any of the individual human practices (Dyer Reeves, 1995). However, in reality, there is no single standardized bundle of HR strategies that is universally applicable for all organizations. Each firm might require different bundles of HR strategies to improve its organizational performance.

How to Get Into Yale 4 Expert Admissions Tips

How to Get Into Yale 4 Expert Admissions Tips SAT / ACT Prep Online Guides and Tips Yale is one of the most competitive schools on the planet to get into. If you’re wondering how to make your application stand out from the crowd, you’re in the right place. In this article, we’ll go over everything you need to know about how to get into Yale, including how hard it really is to get into Yale, what Yale is looking for in its students, what test scores and grades you need, and how to ace your Yale application essays. How Hard Is It to Get Into Yale? Yale is extremely selective - it accepts less than 7% of applicants every year. That means that only seven out of every 100 students get into Yale. In order to be competitive as an applicant, you’ll need to have near perfect grades, excellent test scores, and standout essays. What Is Yale Looking for in Its Students? Yale wrote an entire essay on what it looks for in its students. While the post doesn’t go into many specifics, it does offer some helpful nuggets of wisdom about what the admissions committee considers when evaluating applications: Academic ability: Yale wants its students to be top-of-the-line academically. Yale puts a lot of weight into your high school transcript, so you’ll need to achieve great grades consistently. Your high school teachers will also speak to your academic ability - your letters of recommendation should show that you’re hardworking and academically curious. Who you are outside of school: You’re required to write many different essays for Yale. Use your essays as an opportunity to paint a vivid portrait of yourself, one that goes beyond your academic performance. Highlight your interests and make yourself seem like a real person, not just a collection of numbers. What you’ll do with Yale’s resources: Yale wants students who will take advantage of its many resources. Your application should demonstrate that you’re ready to take on challenges and that you take grab opportunities when you see them. Yale isn’t looking for complacency - it’s looking for students who will take advantage of every moment on their campus. Amazing recommendations: While your transcripts give quantitative information about your academic ability, your recommendations give qualitative insight. Yale will rely on your teachers’ letters to really highlight who you are as a student. Teachers often write about things that a simple â€Å"A† on a line can’t convey - like your wit or sense of humor when responding to different challenges. Can You Apply to Yale Early? Yale offers both regular application and early action deadlines. The early action deadline is November 1 and you’ll hear about your acceptance on December 15. Yale’s early action program is a single choice early action program, which means that you can only apply to one school (Yale) but your acceptance isn’t binding. Statistically, you do have a slightly higher chance of getting into Yale early action than at the regular decision deadline, but the difference is not that significant. If Yale isn’t your first choice, we wouldn’t recommend applying there early, since you won’t be able to apply early anywhere else. Yale Application Deadlines and Requirements You can apply to Yale using either the Common or Coalition application. You’ll need to take write at least two essays, plus the short answer questions, regardless of which application you apply with. The number of essays you write depends on whether you’re applying with the Common Application or the Coalition Application. You’ll also need to submit three letters of recommendation. Yale requires that you send either SAT or ACT scores, with the writing component. You do not have to have completed any specific coursework in high school in order to apply. Here’s a full list of requirements: EITHER, the Coalition Application with Yale-Specific Questions, OR The Common Application with Yale-Specific Questions, OR The QuestBridge National College Match Application $80 Application Fee or Fee Waiver Two Teacher Recommendations One Counselor Recommendation School Report (including Transcript) Standardized Test Results Mid-Year Report (due when first semester/term senior grades are available at your school) Early action applications are due on November 1, regular admissions on January 1. What GPA Do I Need to Get Into Yale? You need to be at the top of your class, GPA-wise, to be accepted into Yale. The average GPA of admitted applicants to Yale is 4.19. That means you need basically straight A’s in order to even be competitive with other applicants. You’ll need to take AP or IB classes as well, both to boost your GPA and to show that you’re capable of handling college-level coursework with ease. What Test Scores Do I Need to Get Into Yale? It should come as no surprise, but you need extremely high test scores to be considered seriously as a Yale applicant. The average SAT composite score of admitted applicants at Yale is 1540. That breaks down to a 770 on the math section and 770 for the reading/writing score. In other words, you’ll need a basically perfect score to be considered. Yale requires you to send in all of your SAT scores, but the committee is able to look at a student's highest officially reported score on each section of the SAT. If you don’t have a 1540+ on the SAT yet, you need to seriously reconsider taking the test to get as close to that score as possible. Make a plan, commit to studying, and work hard. The average ACT score of admitted applicants at Yale is 33 - slightly less competitive than the average SAT scores. That being said, 33 is still high and if you have lower than a 31 on the ACT, you should consider retaking the exam. Yale Application Essays Yale requires all of its applicants to answer some combination of three specific essay questions. If you’re applying to the engineering school, you’ll have to answer an additional prompt. Let’s take a look at the three prompts. Then, we’ll talk about who needs to answer them. Think about an idea or topic that has been intellectually exciting for you. Why are you drawn to it? Reflect on your engagement with a community to which you belong. How do you feel you have contributed to this community? Yale students, faculty, and alumni engage issues of local, national, and international importance. Discuss an issue that is significant to you and how your college experience might help you address it. If you’re applying with the Common Application, you’ll choose two of those prompts and answer them in 250 words or fewer. If you’re applying with the Coalition Application, you’ll answer one prompt in 300 words or fewer. You’ll also include an audio, video, image, or document file that you have created that is meaningful to you and related in some way to your essay. You’ll write one sentence to show how this relates to your essay. Students applying to Yale’s engineering program must also submit the engineering essay as part of their application. Here’s the Yale engineering essay prompt: If you selected one of the engineering majors, please tell us more about what has led you to an interest in this field of study, what experiences (if any) you have had in engineering, and what it is about Yale’s engineering program that appeals to you. Please respond in 300 words or fewer. All applicants will complete six short answer questions regardless of which application you’re using. The six short answer questions for the Yale essays range in word limit from 35 words to 300 words. These essays are specific to the Yale application - you won’t find them on any other college or university’s application. Although they are short, the Yale supplement essays are just as important as the longer essays. If you want to learn more about how to answer the Yale essays and short answer questions, check out our in-depth article on the subject. Tips for Getting Into Yale It’s hard to get into Yale, but not impossible. You need to put serious work into your application to be considered. Here are some tips you can follow as you’re working on your Yale application. #1: Work Hard at Getting Great Grades You need great grades to be accepted at Yale. If you’re still in your freshman, sophomore, or junior year of high school, plan to take some advanced classes to up your GPA. You’ll need to be disciplined and work hard to compete with the other applicants. #2: Ace Your Standardized Tests You need high standardized test scores in order to be admitted to Yale. You should plan to take the SAT at least three or four times. Remember, you can take the SAT up to six times before the admissions committee starts to wonder why you keep taking the test. If you’re taking the Yale, you should study for and take the test as many times as necessary to meet (or beat) the average ACT score of Yale admitted applicants. #3: Write Standout Essays You have plenty of opportunities to flesh out your personality with your essays. You should put equal weight on all of the short answer questions, even the ones with a 35 word limit. If you're worried that one of your essays isn't strong enough, seek out a second opinion. #4: Secure Awesome Recommendations Yale puts a lot of emphasis on the recommendations you get from teachers - make sure you get good ones! Pick teachers who really know you - ones that you've worked with closely and have seen your best work. You want letters from teachers who can speak to your strengths beyond academic ability. Recap: How to Get Into Yale Getting into Yale is extremely difficult, but it's not impossible! Your application will need to be incredibly polished in order to stand a chance. Make sure your academic record is near perfect, your recommendations stellar, and your essays engaging, and you'll be competitive with the other applicants. What’s Next? Worried about how to write an amazing college essay?Readour step-by-step guide on how to write a college essayand take a look at our analysis of 100+ real college essaysto get a feel for what colleges want- and don't want- to read in an application. If you're getting ready to apply to college,it's time to learn what colleges expect from you. This article will help you better target your application to suit what each school you apply to is looking for. If you're planning to take the SAT or ACT as part of your application, try out some of our famous test prep guides, like"How to Get a Perfect Score on the SAT"and"15 Key ACT Test Day Tips." Want to get into Yale or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Minimizing risks in Shipping Lines Research Proposal

Minimizing risks in Shipping Lines - Research Proposal Example Identify and formulate new strategies, techniques or methods to identify and address risks due to the various factors like operational costs, oil prices, interest and exchange rates, political and environmental changes, etc. which are either highly exorbitant, volatile, or detrimental to affect the smooth and safe functioning of the shipping industry. Plan to use both primary and secondary data for the purpose of research. Primary sources off data like interviews and questionnaire will be used. Secondary sources like books, journal publications, articles, official websites, newsrooms, etc. would be used along with the primary sources of information. The primary sources of data that would be taken into consideration would represent a small section of people and their views and feedback based on their experience and varied roles in the industry which would then be generalized for the whole industry which may pose problems when taken for formulating high impact strategies by the governmental or policy making bodies. This use of limited primary data can be compensated by using secondary data from books, articles, journals, websites, newsrooms and other reliable sources. As the interviews would be conducted at shipping d... Plan to use both primary and secondary data for the purpose of research. Primary sources off data like interviews and questionnaire will be used. Secondary sources like books, journal publications, articles, official websites, newsrooms, etc. would be used along with the primary sources of information. Your signature Date Name(s) of proposed Supervisor(s) for this Dissertation: Confirmation of approval of proposal and its ethics by the Programme Leader/External Examiner: Signed Date RESEARCH ETHICS CHECK FOR MA DISSERTATIONS INVOLVING HUMAN PARTICIPANTS This form should be submitted at the same time as the Dissertation Proposal Form Your Name: Your Degree Programme: Your Dissertation Supervisor's name: SECTION 1: DETAILS OF YOUR PROJECT 1. What is the title of your dissertation Minimizing risks in Shipping 2. What do you consider to be the main ethical issues or problems that may arise with the proposed study and what steps will be taken to address them The primary sources of data that would be taken into consideration would represent a small section of people and their views and feedback based on their experience and varied roles in the industry which would then be generalized for the whole industry which may pose problems when taken for formulating high impact strategies by the governmental or policy making bodies. This use of limited primary data can be compensated by using secondary data from books, articles, journals, websites, newsrooms and other reliable sources. 3. Where exactly will the interaction with participants be As the interviews would be conducted at shipping dock yards maritime control offices, etc. interaction would be with

Discuss the evolution of enamelled glass in medieval Egypt and Syria, Essay

Discuss the evolution of enamelled glass in medieval Egypt and Syria, focusing on Carboni's book Glass for the Sultans - Essay Example This includes changes in history, politics and culture during the time, all which allowed glasswork and artistic symbols to begin to alter and to show a different understanding of the social knowledge of the time. The glass making that occurred in Egypt and Seria during the medieval times was a result of newer concepts related to society. This time period was known for the ability to conquer several lands and areas, all which were beginning to build and develop politically and within the infrastructure. The Middle Eastern area, ranging from Greece to Spain and Egypt, all were moving through these main influences within politics. Many were focused on conquering neighboring countries, as well as expanding influences. More importantly, the Islamic world began to develop, with many associating the ideas of enameled glass with the religious and philosophical thought processes within the country. The glass making in this region was divided into two time periods. The first was known as the Abbasid Era, which had the time period from 750 – 868. During this time period, Alexandria and Syrian were known for developing the different enameled glass, specifically with a focus on creating intricate pieces for royalty. More importantly, the works that were created were defined by contrasts and colors that associated with religious beliefs and the idea of sacred works during the time. The second time period was linked to Egypt during the Tulunid Era, ranging from 868 – 905. This began to alter from enameled glass to stained glass surfaces, mostly seen in accessories such as lanterns and vessels. The glass used in both these eras were known not only for their ornamentation, but were also created for practical means. There was use of the stained and enameled glass for buildings and architecture while lighting different archways were the main focus of most of

Assessment for Teacher Essay Example for Free

Assessment for Teacher Essay The primary purpose of assessment is for the learner to provide evidence of learning by demonstrating the understanding of content and achievement of learning outcomes. This gives an insight of their strengths and areas of development. Whereas for teacher, it provides a moment to review their assessment strategies in terms of effectiveness and facilitate progression by giving constructive feedback. It also informs the curriculum board, managers, and relevant staff to evaluate learning programmes for any improvements. Learners are assessed through various stages of learning journey by using variety of methods and strategies. They are usually assessed formatively before or during the course and summatively near or the end of it. Formative assessment provides a continuous source of information about students’ progress, improvement and problems encountered in the learning process. It could be an â€Å"Initial Assessment† to determine prior knowledge or â€Å"Diagnostic Assessment† to find areas of development and strengths. Feedback is an integral part of it. (NCFOT, 1999) said it â€Å"occurs when teachers feed information back to the students in ways that enable the student to learn better, or when students can engage in a similar, self-reflective process†(Principle 4). It has also been supported by several educationists such as Scales (2008 p. 179), Black and William (1998: 17) and Reece and Walker (2007 p. 325). Formative assessments are not graded which allows flexibility to modify and adjust the teaching practices and reflect the needs and progress of learners as well as motivating them. However, formative assessment in its purist form is seldom used (Brookhart, 1999). I feel that teachers should be given training to as â€Å"how† and â€Å"when† to employ it successfully. There are variety of methods by which students are assessed formatively such as Accreditation of prior learning (APL), Observation, Oral Questioning, Discussion, Role play, Case study, Essays, Projects, Assignments, MCQs etc. which when used in combination has proven effective in measuring a variety of complex learning outcomes (Reece and Walker, 2007, p. 326) It is useful for development of â€Å"Cognitive†, â€Å"Psychomotor† and â€Å"Affective Domains† of learning as explained in Bloom’s Taxonomy and could assess higher order skills of these domains. Some teachers are predominantly concerned with cognitive learning with some use of psychomotor skills but affective learning can be a useful tool in changing attitudes i. e. gender, culture etc. even if it’s not a requirement of a course. Summative Assessment happens at the end of the course, unit etc. and is for grading and decision purpose. It is used for informing employers, institutions etc. about learner’s overall performance. It does not however, give information about detailed abilities of learner and there is no feedback so it is debated for its complete reliability and validity. (Scales, 2008 and Rust, 2002). Learners are assessed summatively mostly by Examination, Assignments, Portfolios, and Essays. They develop the skill levels of ‘cognitive and psychomotor domains’ depending on how effectively they are set out and the type of course. ‘MCQs’ and ‘Viva’ for instance can provide better coverage of syllabus as well as assessment of deeper knowledge whereas essays does not serve the same purpose but assess higher levels of cognitive domain i. e. synthesis and evaluation. Feedback is an important element of assessment and is directly related to motivation. In order to accelerate learning process it has to be timely, positive and constructive. â€Å"Maslow’s hierarchy makes us think about the total experience.. From physiological factors. to relationships (do we give positive regard and development feedback? ) to self-esteem needs (‘I’m no good ’), his hierarchy provides a useful device to help us understand learning and motivation(Scales, 2008 p. 72). We need to keep records to track and monitor the progress of our learners. They are many different types of internal, external and formal and informal records. Internal records include mark books, matrix, learner progress sheets/ reviews and results of mock tests. In ESOL, we keep records of Initial interview, Initial assessment, spiky profile, ILPs, Diagnostic assessment, Formative assessment, observation reports, feedback reports, peer/self assessments and Summative assessments to assess the progress of learners and efficacy of programme and teaching. The external records include all the evidence in form of written work or internal verification to sent to external bodies i. e. exam board, auditing bodies, other educational organisations, support staff, etc.

We All Scream For Ice Cream Essay -- essays research papers fc

We All Scream For Ice Cream Who in their right mind could say no to the irresistible taste of ice cream? Being one of my most favorite snacks, I will admit that a carton of ice cream never stays in the fridge for more than a week. I can remember always having ice cream as a very special treat when I was younger, mostly chocolate and vanilla. Nowadays there are so many flavors of ice cream from simple chocolate to cola flavored. Ice cream may not be as popular as you think it is so here are some fun facts the show just how much us American’s love this simple dessert. Currently, ice cream is America’s second most favorite dessert according to a 1997 Nielsen survey. About 2.3 billion dollars of ice cream is sold in the America’s per year. Its competition, the cookie, holds 3.6 billion dollars in sales per year. The United States is currently the number one country in the world for consumption of ice cream. Its followers are New Zealand, Denmark, and Sweden, to name a few. I consume a large amount of ice cream, but to discover that each American consumes about 23.2 quarts of ice cream a year I was shocked! Keep in mind this is just an average because in the Northern Central States they consume over 41.7 quarts a year. For myself ice cream is best enjoyed a sunny day when you just cannot seem to escape the heat, this is why ice cream sales are the highest in the months July (National Ice Cre am Month) and August. I do not want any of my readers to try to tell me they do no... We All Scream For Ice Cream Essay -- essays research papers fc We All Scream For Ice Cream Who in their right mind could say no to the irresistible taste of ice cream? Being one of my most favorite snacks, I will admit that a carton of ice cream never stays in the fridge for more than a week. I can remember always having ice cream as a very special treat when I was younger, mostly chocolate and vanilla. Nowadays there are so many flavors of ice cream from simple chocolate to cola flavored. Ice cream may not be as popular as you think it is so here are some fun facts the show just how much us American’s love this simple dessert. Currently, ice cream is America’s second most favorite dessert according to a 1997 Nielsen survey. About 2.3 billion dollars of ice cream is sold in the America’s per year. Its competition, the cookie, holds 3.6 billion dollars in sales per year. The United States is currently the number one country in the world for consumption of ice cream. Its followers are New Zealand, Denmark, and Sweden, to name a few. I consume a large amount of ice cream, but to discover that each American consumes about 23.2 quarts of ice cream a year I was shocked! Keep in mind this is just an average because in the Northern Central States they consume over 41.7 quarts a year. For myself ice cream is best enjoyed a sunny day when you just cannot seem to escape the heat, this is why ice cream sales are the highest in the months July (National Ice Cre am Month) and August. I do not want any of my readers to try to tell me they do no...

Human Resources and Organizational Behavior for Health Care Leadership in Health Care Management Essay

There are people that need a strong leader in order to thrive in their job. There are also people that don’t need a strong leader because they have the drive to be successful but may need a push every now and then. When it comes to an organization and the dynamics of it, managers be charismatic because of dealing with so many different personalities in the group. Being a charismatic leader requires self-confidence and trust in his/her subordinates. Showing trust in huge as it instills confidence in that employee and tells them they don’t have to look over their shoulders. They can do their jobs freely which can lead to more production in the organization. Conflicts are a natural part of human interaction and it’s inevitable. Part of being a good leader is having effective conflict management skills. When conflicts arise, managers must know how to manage them so that bigger problems don’t grow. There are so many aspects of being a manager and leading. Employees in the organization depend on good leadership and if that need is not met, it can lead to workplace disfunction. Keywords: Charismatic, Conflict, Leadership, Dynamics, Management When the management job is talked about, leadership often comes to mind. It takes a strong minded, organized, and determined individual to do this job. Over seeing a number of different employees can at times not be the easiest job. Leaders must be willing to accept and meet challenges that come for the betterment of patient healthcare. Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Leading Creatively Usually when healthcare leaders have a question they take a rational approach until the right or wrong answer has made it up the chain of command. This approach can be effective in some cases but in healthcare thing are always changing. A regular leader loves to avoid mistakes which all mistakes are not avoidable. Someone who is creative loves to learn from mistakes as it can give them more ideas to choose from. Today, the healthcare environment is even more complex as reform and market forces transform the way healthcare is delivered and managed. Belief systems, values and attitudes are shifting. Creative thinking and agile, adaptive leadership will be required to make hospitals, health systems and networks sustainable as the healthcare delivery landscape transforms (http://www. ccl. org/leadership/landing/healthcare/index. aspx). As a leader in healthcare, managers must show their employees that they are willing to be innovative and let their ego go as group collaboration becomes the norm. By modeling this, the employees will be more willing to work together for the good of the organization and the patients. The Center for Creative Leadership (CCL) has developed a model that health systems can use to adapt and thrive in uncertain times by creating direction, alignment and commitment. There are six essential organizational capabilities that are a prerequisite for success: Collaborative Patient Care Teams- The team will extend to include clinicians outside the hospital environment which will place a much greater emphasis on higher-order collaboration skills. Resource Stewardship- Requires individual ownership and accountability for the decisions that will ultimately allow the system to thrive and manage its resources judiciously. Talent Transformation- Leaders will need to hire and develop talented individuals who can see the next wave of plausible solutions and innovations and lead transformational change. Boundary Spanning- Leaders draw on networks and relationships as they work systemwide to meet the mission of healthcare. Capacity for Complexity, Innovation and Change- Effective leaders move populations from old established processes to new models of effectiveness and understand the underlying emotional impact of change and how it varies by individual. Employee Engagement and Well-being- Employees are most productive and committed to their organization when they are engaged emotionally, mentally and physically. (http://www. ccl. org/leadership/landing/healthcare/index. aspx). These organizational methods are the essential keys for managers to not only lead their workplace to the way of the future but also helping to lead other organizations. The collaboration aspect is key as it will require everyone to be cohesive and understanding. Power and Influence Power is a defined as having behavioral or fate control over the behavior of another. It exists only when there is an unequal relationship between two people and where one of the two is dependent upon the other (Borkowski, 2011). Power can be a trap for some managers which can lead to abusing it. When employees see and experience this happening they pull away and lose respect for that manager. This can be the downfall of an organization as it can cause employees to lose motivation, commitment, and creativity. There are five bases of social power: reward power, coercive power, legitimate power, referent power, and expert power. An individual is not limited to just one source of power. Reward power is the ability to give rewards, something that holds value to another individual. Coercive power is the ability to punish either by administering a punishment or by withholding something that an individual needs or wants. Legitimate power is given to an individual on the basis of a given role or position. Referent power stems from P’s affective regard for, or identification with, O. The greater the attraction, the greater the identification. Expert power exists when P awards power to O on the basis of P’s perception of O’s knowledge within a given area (Borkowski, 2011). In class discussion the general consensus was managers that had the trust and respect of their employees, had the most power. A manager is an expert of the knowledge he/she has over a subordinate. When managers use that expert power in the right way, which is to teach his/her subordinates, they will feel that the manager is wanting them to expand their knowledge for their success as well as the organization. This in turn continues to build trust and deep respect for the manager. As an educator, this is modeled for us by our administration. Our superintendent and principal have both been teachers in the classroom but have since moved into the roles that they have now so they are the experts when it comes to some of the issues that come up. They attend countless meetings of changes that may happen either with our district or state so that then they can inform us. Once we have a good grasp of what is going to take place we can then inform our students. The expert power that our administration had has been passed to the teaching staff so that then we can pass that knowledge to the students. Decision Making Decision making is an everyday part of our lives whether we realize what type of decision we make or not. Sometimes we make decisions rationally and sometimes intuitively. The fact is, we want to make the right decision but that is not always going to be the case because we can never see what the outcome of that decision will be and we have to live with that. As in any decision model we use, there are pros and cons of each. In the rational decision making model it brings logic and order to decision making. This approach also can help ensure discipline and consistency. Here are the sequence of steps used to rationally develop a solution: Identifying a problem or opportunity, gathering information, analyzing the situation, developing options, evaluating options, selecting a preferred alternative, and acting on the decision. A strength of this model is that it provides structure and discipline to the decision making process. A weakness of this model is the time that is needed to go through this process (http://www. the-happy-manager. com/articles/rational-decision-making-model/). Another decision making model that is used often is intuition. Intuition can make you a much more effective decision maker, especially when you deal with non-standard situations or in expedient decision making. However there are points that need to be considered for instance, when you need to use intuition, can it be effective, and how this decision model ranks versus rational analysis (http://www. time-management-guide. com/intuition-decision-making. html). In class discussion, classmates used a few different models most notably the two mentioned above. There were a few that used both or weighed heavily on just one. I was one that used both rational and intuitive. There are times in coaching when I use the rational approach to make a decision concerning practice. For example, if I need to set up teams that are equal in talent as opposed to starting five and bench, I have to think about who matches up better with who, or what drills are going to be the most beneficial and productive on a given day. My intuitive approach is used during game situations. For example, when to utilize timeouts, when to substitute players, what play to run, or when to switch defenses. Either way, decisions ometimes don’t work out the way you envision but you learn to live with it and move on. Conflict-Conflict Management Another aspect of being a leader in management is conflict and conflict management. Some situations are easier to handle than others but a manager that has effective conflict management skills can diffuse a bad situation before it gets worse. Interpersonal conflict is a natural outcome of human interaction that involves two or more individuals who believe that their attitudes, behaviors, or preferred goals are in opposition (Borkowski, 2011). This type of conflict is probably one the most common in the workplace simply because there are personal characteristics and issues, interactional difficulties and perspective and perceptive differences. As a result of the diversity of today’s workplace, an extensive range of differences exists between personal and cultures. When dealing with groups of people, many interpersonal conflicts involve role confusion. If a person doesn’t understand their expectations it can intensify the conflict leading to unhealthy relationships. As a result, reactions such as aggression and hostility can take place. There are many strategies we can use in conflict situations whether we use some more often than others or not. It’s important that the strategy we do use is appropriate for that particular situation even if it’s not the strategy we habitually use (Williams, n. d. ). Some strategies we can use for conflict management are; Forcing, Accommodating, Avoiding, Compromising, and Collaborating. When forcing, the manager is using formal authority or other power that he/she possesses to satisfy their concerns without regard to the concerns of the party they are in conflict with. Accommodating is allowing the other party to satisfy their concerns while neglecting your own. Avoiding is not paying attention to the conflict and not taking any action to resolve it. Compromising or attempting to resolve a conflict by identifying a solution that is partially satisfactory to both parties, but completely satisfactory to neither. Lastly, there is collaborating or cooperating with the other party to understand their concerns and expressing your own concerns in an effort to find a mutually and completely satisfactory solution (Williams, n. . ). When leading an organization, understanding how conflict arises is helpful for anticipating situations that may become conflictual. This was something that was talked about in our class discussion. Another idea that was mentioned was that seeing all sides of a situation makes a good manager because it helps the employees develop trust. A situation that stands out to me is looking up from speaking with another student and witnessi ng a student get hit with a ball by another student. We will call the student that got hit (A) and the student that threw the ball (B). Obviously student (A) was not happy about getting hit so the first thing he does is run to confront student (B). Some pushing was done by both and then I intervened. Not seeing student (B) throw the ball just the outcome, I calmed them both down and I asked student (B) why he hit student (A) with the ball. He said he was trying to throw it to someone else but that student (A) stepped in at the wrong time and got hit so it was a just an accident. After student (A) heard the story he understood and apologized for pushing student (B) and student (B) also apologized. The strategy I used was collaborating as we all came to an understanding to what happened. Conclusion Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Managers are pulled in so many different directions and they must be able to adapt. Being a leader in an organization is not easy, however being a leader period is not easy. A manager must be aware of what is happening in their organization to lead effectively. Not everyone has the same expectations but part of being a charismatic leader is showing that trust and confidence in his/her employees shows them that even though you are the manager, you trust what they are bringing something positive to the organization. Managers relationship with his/her employees is important as the day to day operations depend on the behaviors of everyone. The relationship connectedness between subordinates and managers is key to productivity in the workplace.