Effective leader Essay

People should try to resolve any issue that comes up. For example, in the area of the workplace, situations arise in which there is conflict between one or more of the parties. In that situation, serving the interest of one party is a detriment to the others. Unethical conduct of business is a catch-all phrase or umbrella term for anything contrary to business ethics. As such, unethical conduct of business encompass those prohibited by law expressly such as fraud, those prohibited by law impliedly such as unfair and deceptive practices, and those that are not included in the definition of fraud or unfair and deceptive practice but which otherwise considered contrary to good or public morals or fairness. As defined, ethical business conduct is doing something that is not required by law, contract, or other obligation and which is a positive contribution to society. Therefore, a contrary conduct is unethical and can spell confusion. This means doing something which is prohibited by law, contract, or other obligation or which has a negative contribution to society, thus robbing one of tranquility. Through interactions with various kinds of people one gets to know particular complexities of people and use this to a good advantage. An effective leader is a pathfinder, a team builder, and a gardener. As pathfinders, they have to recognize needs and accommodate the legitimate needs and wants of all stakeholders by clarifying Vision, Context, Direction, Location, Goals, Strategy, Purpose and Pace. As team builders, they will help others achieve together as they create healthy, safe conditions for risk taking; help others become leaders; provide resources and be a resource themselves; help some move from dependence to independence; help others get things done; get out of the way. Then, as gardeners, they work hard, often behind the scenes, to create a culture and mores that embody core principles and values; help determine how people work together; help them agree on worthwhile purposes; create enthusiasm and understanding in a critical mass of followers; identify and remove obstacles; provide support systems; provide recognitions and rewards; organize and supply raw materials; prune, when necessary; and plan for the harvest. Pajares’ essay is useful in gathering material to strengthen the core beliefs about personal tranquility as these teachers remain in the forefront as role models to children. Thus, if we want our parents to have the peace of mind, they need to be reassured that their children are educated well, and that there is a need for teachers who are well-trained, highly-respected professionals. They need to be able to instill in children that what they actually need in order to lead productive, successful, happy and moral lives is the ability to delay gratification and tolerate frustration. Once they master these abilities, they will have the foundation for values instilled by family and faith. Pajares again looks into the beliefs of people as weighing more in a learning process, instead of what is objectively true. These beliefs are reinforced because of the mastery of one’s core abilities. (Pajares). Suddenly, for Hinojosa, she states that â€Å"I wanted what everyone else had. I wanted to be a full, well-rounded, accomplished woman. I could not get away from the Mexican yardstick for measuring womanhood—becoming a mother. † Thus, her memoir reflects her love for life and how she envisions her life as a mother. This paper explores the social learning theory and how this relates to her life. † Maria had only the best loving relationships of people around her at the early age of six. She explains, â€Å" It’s all I saw around me. Parejas. Couples. Moms and Das who looked as if they had been together forever and who would stay forever as well. † (p. 4). Hinojosa is a successful host of NPR’s Latino USA. She also works as an urban affairs correspondent for CNN, accomplishing things she never ever imagined then since she was born in Mexico. Thus, in order to become a better person with a healthy view of life and peace of mind, one must be able to identify one’s core competencies. Skills are to be developed according to the actual needs of the organization and not merely based on generalities and perceptions. Work-based learning will address this concern by integrating actual experiences and practices in developing new knowledge about the organization. Practice and theories are merged together in such a setting. People can overcome barriers to effective communication. They must first be aware that barriers exist and can cause serious organizational problems. Then they must be willing to invest the effort and time necessary to overcome the barriers. (Hinojosa). Indeed, learning is a lifelong process. In order to get maturity, different kinds of leadership are required at different times. But at all times it is a combination of character and competence that is needed. Inspiring leadership must be coupled with the organizational skill born of seasoned technical expertise. This integrated blend of character and competence is often evident by its absence more than its presence. It is rare, and like most rare things, it is extremely valuable. One needs to develop this strength of character in all my dealings and share that with others. Basic to peace and tranquility is the fact that we are able to make decisions and freely choose from among alternatives. It is only man who can consciously do that and Hoagland, as observant as he is looks at animals as stylized characters with no freedom to exercise and play out their parts in life. It is like saying, â€Å"If I do this, then we will be better off than if I do that. This is in some way called evaluation. It is considering the effects of a process. Is the process helpful or harmful? To whom? In what ways? Under what circumstances? What are the consequences of dong this? Some people use the word â€Å"criticism† or â€Å"judgment† for this appraisal. One attains tranquility when one’s likes and dislikes are reconciled. One’s likes and dislikes are partly the wisdom of one’s organism, partly the result of helpful learning that protects one and keeps one out of trouble, and partly the result of harmful learning. Harmful learning includes certain kinds of accidental learning brought about by chance circumstances, as well as conditioned responses that were once appropriate but are no longer so.

Foundation and Empire 7. Bribery

Sergeant Mori Luk made an ideal soldier of the ranks. He came from the huge agricultural planets of the Pleiades where only army life could break the bond to the soil and the unavailing life of drudgery; and he was typical of that background. Unimaginative enough to face danger without fear, he was strong and agile enough to face it successfully. He accepted orders instantly, drove the men under him unbendingly and adored his general unswervingly. And yet with that, he was of a sunny nature. If he killed a man in the line of duty without a scrap of hesitation, it was also without a scrap of animosity. That Sergeant Luk should signal at the door before entering was further a sign of tact, for he would have been perfectly within his rights to enter without signaling. The two within looked up from their evening meal and one reached out with his foot to cut off the cracked voice which rattled out of the battered pocket-transmitter with bright liveliness. â€Å"More books?† asked Lathan Devers. The sergeant held out the tightly-wound cylinder of film and scratched his neck. â€Å"It belongs to Engineer Orre, but he'll have to have it back. He's going to send it to his kids, you know, like what you might call a souvenir, you know.† Ducem Barr turned the cylinder in his hands with interest. â€Å"And where did the engineer get it? He hasn't a transmitter also, has he?† The sergeant shook his head emphatically. He pointed to the knocked-about remnant at the foot of the bed. â€Å"That's the only one in the place. This fellow, Orre, now, he got that book from one of these pig-pen worlds out here we captured. They had it in a big building by itself and he had to kill a few of the natives that tried to stop him from taking it.† He looked at it appraisingly. â€Å"It makes a good souvenir – for kids.† He paused, then said stealthily, â€Å"There's big news floating about, by the way. It's only scuttlebutt, but even so, it's too good to keep. The general did it again.† And he nodded slowly, gravely. â€Å"That so?† said Devers. â€Å"And what did he do?† â€Å"Finished the Enclosure, that's all.† The sergeant chuckled with a fatherly pride. â€Å"Isn't he the corker, though? Didn't he work it fine? One of the fellows who's strong on fancy talk, says it went as smooth and even as the music of the spheres, whatever they are.† â€Å"The big offensive starts now?† asked Barr, mildly. â€Å"Hope so,† was the boisterous response. â€Å"I want to get back on my ship now that my arm is in one piece again. I'm tired of sitting on my scupper out here.† â€Å"So am I,† muttered Devers, suddenly and savagely. There was a bit of underlip caught in his teeth, and he worried it. The sergeant looked at him doubtfully, and said, â€Å"I'd better go now. The captain's round is due and I'd just as soon he didn't catch me in here.† He paused at the door. â€Å"By the way, sir,† he said with sudden, awkward shyness to the trader, â€Å"I heard from my wife. She says that little freezer you gave me to send her works fine. It doesn't cost her anything, and she just about keeps a month's supply of food froze up complete. I appreciate it.† â€Å"It's all right. Forget it.† The great door moved noiselessly shut behind the grinning sergeant. Ducem Barr got out of his chair. â€Å"Well, he gives us a fair return for the freezer. Let's take a look at this new book. Ahh, the title is gone.† He unrolled a yard or so of the film and looked through at the light. Then he murmured, â€Å"Well, skewer me through the scupper, as the sergeant says. This is ‘The Garden of Summa,' Devers.† â€Å"That so?† said the trader, without interest. He shoved aside what was left of his dinner. â€Å"Sit down, Barr. Listening to this old-time literature isn't doing me any good. You heard what the sergeant said?† â€Å"Yes, I did. What of it?† â€Å"The offensive will start. And we sit here!† â€Å"Where do you want to sit?† â€Å"You know what I mean. There's no use just waiting.† â€Å"Isn't there?† Barr was carefully removing the old film from the transmitter and installing the new. â€Å"You told me a good deal of Foundation history in the last month, and it seems that the great leaders of past crises did precious little more than sit – and wait.† â€Å"Ah, Barr, but they knew where they were going.† â€Å"Did they? I suppose they said they did when it was over, and for all I know maybe they did. But there's no proof that things would not have worked out as well or better if they had not known where they were going. The deeper economic and sociological forces aren't directed by individual men.† Devers sneered. â€Å"No way of telling that things wouldn't have worked out worse, either. You're arguing tail-end backwards.† His eyes were brooding. â€Å"You know, suppose I blasted him?† â€Å"Whom? Riose?† â€Å"Yes.† Barr sighed. His aging eyes were troubled with a reflection of the long past. â€Å"Assassination isn't the way out, Devers. I once tried it, under provocation, when I was twenty – but it solved nothing. I removed a villain from Siwenna, but not the Imperial yoke; and it was the Imperial yoke and not the villain that mattered.† â€Å"But Riose is not just a villain, doc. He's the whole blamed army. It would fall apart without him. They hang on him like babies. The sergeant out there slobbers every time he mentions him.† â€Å"Even so. There are other armies and other leaders. You must go deeper. There is this Brodrig, for instance – no one more than he has the ear of the Emperor. He could demand hundreds of ships where Riose must struggle with ten. I know him by reputation.† â€Å"That so? What about him?† The trader's eyes lost in frustration what they gained in sharp interest. â€Å"You want a pocket outline? He's a low-born rascal who has by unfailing flattery tickled the whims of the Emperor. He's well-hated by the court aristocracy, vermin themselves, because he can lay claim to neither family nor humility. He is the Emperor's adviser in all things, and the Emperor's too in the worst things. He is faithless by choice but loyal by necessity. There is not a man in the Empire as subtle in villainy or as crude in his pleasures. And they say there is no way to the Emperor's favor but through him; and no way to his, but through infamy.† â€Å"Wow!† Devers pulled thoughtfully at his neatly trimmed beard. â€Å"And he's the old boy the Emperor sent out here to keep an eye on Riose. Do you know I have an idea?† â€Å"I do now.† â€Å"Suppose this Brodrig takes a dislike to our young Army's Delight?† â€Å"He probably has already. He's not noted for a capacity for liking.† â€Å"Suppose it gets really bad. The Emperor might hear about it, and Riose might be in trouble.† â€Å"Uh-huh. Quite likely. But how do you propose to get that to happen?† â€Å"I don't know. I suppose he could be bribed?† The patrician laughed gently. â€Å"Yes, in a way, but not in the manner you bribed the sergeant – not with a pocket freezer. And even if you reach his scale, it wouldn't be worth it. There's probably no one so easily bribed, but he lacks even the fundamental honesty of honorable corruption. He doesn't stay bribed; not for any sum. Think of something else.† Devers swung a leg over his knee and his toe nodded quickly and restlessly. â€Å"It's the first hint, though-â€Å" He stopped; the door signal was flashing once again, and the sergeant was on the threshold once more. He was excited, and his broad face was red and unsmiling. â€Å"Sir,† he began, in an agitated attempt at deference, â€Å"I am very thankful for the freezer, and you have always spoken to me very fine, although I am only the son of a farmer and you are great lords.† His Pleiades accent had grown thick, almost too much so for easy comprehension; and with excitement, his lumpish peasant derivation wiped out completely the soldierly bearing so long and so painfully cultivated. Barr said softly, â€Å"What is it, sergeant?† â€Å"Lord Brodrig is coming to see you. Tomorrow! I know, because the captain told me to have my men ready for dress review tomorrow for†¦ for him. I thought – I might warn you.† Barr said, â€Å"Thank you, sergeant, we appreciate that. But it's all right, man; no need for-â€Å" But the look on Sergeant Luk's face was now unmistakably one of fear. He spoke in a rough whisper, â€Å"You don't hear the stories the men tell about him. He has sold himself to the space fiend. No, don't laugh. There are most terrible tales told about him. They say he has men with blast-guns who follow him everywhere, and when he wants pleasure, he just tells them to blast down anyone they meet. And they do – and he laughs. They say even the Emperor is in terror of him, and that he forces the Emperor to raise taxes and won't let him listen to the complaints of the people. â€Å"And he hates the general, that's what they say. They say he would like to kill the general, because the general is so great and wise. But he can't because our general is a match for anyone and he knows Lord Brodrig is a bad ‘un.† The sergeant blinked; smiled in a sudden incongruous shyness at his own outburst; and backed toward the door. He nodded his head, jerkily. â€Å"You mind my words. Watch him.† He ducked out. And Devers looked up, hard-eyed. â€Å"This breaks things our way, doesn't it, doc?† â€Å"It depends,† said Barr, dryly, â€Å"on Brodrig, doesn't it?† But Devers was thinking, not listening. He was thinking hard. Lord Brodrig ducked his head as he stepped into the cramped living quarters of the trading ship, and his two armed guards followed quickly, with bared guns and the professionally hard scowls of the hired bravos. The Privy Secretary had little of the look of the lost soul about him just then. If the space fiend had bought him, he had left no visible mark of possession. Rather might Brodrig have been considered a breath of court-fashion come to enliven the hard, bare ugliness of an army base. The stiff, tight lines of his sheened and immaculate costume gave him the illusion of height, from the very top of which his cold, emotionless eyes stared down the declivity of a long nose at the trader. The mother-of-pearl ruches at his wrists fluttered filmily as he brought his ivory stick to the ground before him and leaned upon it daintily. â€Å"No,† he said, with a little gesture, â€Å"you remain here. Forget your toys; I am not interested in them.† He drew forth a chair, dusted it carefully with the iridescent square of fabric attached to the top of his white stick, and seated himself. Devers glanced towards the mate to the chair, but Brodrig said lazily, â€Å"You will stand in the presence of a Peer of the Realm.† He smiled. Devers shrugged. â€Å"If you're not interested in my stock in trade, what am I here for?† The Privy Secretary waited coldly, and Devers added a slow, â€Å"Sir.† â€Å"For privacy,† said the secretary. â€Å"Now is it likely that I would come two hundred parsecs through space to inspect trinkets? It's you I want to see.† He extracted a small pink tablet from an engraved box and placed it delicately between his teeth. He sucked it slowly and appreciatively. â€Å"For instance,† he said, â€Å"who are you? Are you really a citizen of this barbarian world that is creating all this fury of military frenzy?† Devers nodded gravely. â€Å"And you were really captured by him after the beginning of this squabble he calls a war. I am referring to our young general.† Devers nodded again. â€Å"So! Very well, my worthy Outlander. I see your fluency of speech is at a minimum. I shall smooth the way for you. It seems that our general here is fighting an apparently meaningless war with frightful transports of energy – and this over a forsaken fleabite of a world at the end of nowhere, which to a logical man would not seem worth a single blast of a single gun. Yet the general is not illogical. On the contrary, I would say he was extremely intelligent. Do you follow me?† â€Å"Can't say I do, sir.† The secretary inspected his fingernails and said, â€Å"Listen further, then. The general would not waste his men and ships on a sterile feat of glory. I know he talks of glory and of Imperial honor, but it is quite obvious that the affectation of being one of the insufferable old demigods of the Heroic Age won't wash. There is something more than glory hereand he does take queer, unnecessary care of you. Now if you were my prisoner and told me as little of use as you have our general, I would slit open your abdomen and strangle you with your own intestines.† Devers remained wooden. His eyes moved slightly, first to one of the secretary's bully-boys, and then to the other. They were ready; eagerly ready. The secretary smiled. â€Å"Well, now, you're a silent devil. According to the general, even a Psychic Probe made no impression, and that was a mistake on his part, by the way, for it convinced me that our young military whizz-bang was lying.† He seemed in high humor. â€Å"My honest tradesman,† he said, â€Å"I have a Psychic Probe of my own, one that ought to suit you peculiarly well. You see this-â€Å" And between thumb and forefinger, held negligently, were intricately designed, pink-and-yellow rectangles which were most definitely obvious in identity. Devers said so. â€Å"It looks like cash,† he said. â€Å"Cash it is – and the best cash of the Empire, for it is backed by my estates, which are more extensive than the Emperor's own. A hundred thousand credits. All here! Between two fingers! Yours!† â€Å"For what, sir? I am a good trader, but all trades go in both directions.† â€Å"For what? For the truth! What is the general after? Why is he fighting this war?† Lathan Devers sighed, and smoothed his beard thoughtfully. â€Å"What he's after?† His eyes were following the motions of the secretary's hands as he counted the money slowly, bill by bill. â€Å"In a word, the Empire.† â€Å"Hmp. How ordinary! It always comes to that in the end. But how? What is the road that leads from the Galaxy's edge to the peak of Empire so broadly and invitingly?† â€Å"The Foundation,† said Devers, bitterly, â€Å"has secrets. They have books, old books – so old that the language they are in is only known to a few of the top men. But the secrets are shrouded in ritual and religion, and none may use them. I tried and now I am here – and there is a death sentence waiting for me, there.† â€Å"I see. And these old secrets? Come, for one hundred thousand I deserve the intimate details.† â€Å"The transmutation of elements,† said Devers, shortly. The secretary's eyes narrowed and lost some of their detachment. â€Å"I have been told that practical transmutation is impossible by the laws of nucleics.† â€Å"So it is, if nuclear forces are used. But the ancients were smart boys. There are sources of power greater than the nuclei and more fundamental. If the Foundation used those sources as I suggested-â€Å" Devers felt a soft, creeping sensation in his stomach. The bait was dangling; the fish was nosing it. The secretary said suddenly, â€Å"Continue. The general, I am sure, is aware of a this. But what does he intend doing once he finishes this opera-bouffe affair?† Devers kept his voice rock-steady. â€Å"With transmutation he controls the economy of the whole set-up of your Empire. Mineral holdings won't be worth a sneeze when Riose can make tungsten out of aluminum and iridium out of iron. An entire production system based on the scarcity of certain elements and the abundance of others is thrown completely out of whack. There'll be the greatest disjointment the Empire has ever seen, and only Riose will be able to stop it. And there is the question of this new power I mentioned, the use of which won't give Riose religious heebies. â€Å"There's nothing that can stop him now. He's got the Foundation by the back of the neck, and once he's finished with it, he'll be Emperor in two years.† â€Å"So.† Brodrig laughed lightly. â€Å"Iridium out of iron, that's what you said, isn't it? Come, I'll tell you a state secret. Do you know that the Foundation has already been in communication with the general?† Devers' back stiffened. â€Å"You look surprised. Why not? It seems logical now. They offered him a hundred tons of iridium a year to make peace. A hundred tons of iron converted to iridium in violation of their religious principles to save their necks. Fair enough, but no wonder our rigidly incorruptible general refused – when he can have the iridium and the Empire as well. And poor Cleon called him his one honest general. My bewhiskered merchant, you have earned your money.† He tossed it, and Devers scrambled after the flying bills. Lord Brodrig stopped at the door and turned. â€Å"One reminder, trader. My playmates with the guns here have neither middle ears, tongues, education, nor intelligence. They can neither hear, speak, write, nor even make sense to a Psychic Probe. But they are very expert at interesting executions. I have bought you, man, at one hundred thousand credits. You will be good and worthy merchandise. Should you forget that you are bought at any time and attempt to†¦ say†¦ repeat our conversation to Riose, you will be executed. But executed my way.† And in that delicate face there were sudden hard lines of eager cruelty that changed the studied smile into a red-lipped snarl. For one fleeting second, Devers saw that space fiend who had bought his buyer, look out of his buyer's eyes. Silently, he preceded the two thrusting blast-guns of Brodrig's â€Å"playmates† to his quarters. And to Ducem Barr's question, he said with brooding satisfaction, â€Å"No, that's the queerest part of it. He bribed me. Two months of difficult war had left their mark on Bel Riose. There was heavy-handed gravity about him; and he was short-tempered. It was with impatience that he addressed the worshiping Sergeant Luk. â€Å"Wait outside, soldier, and conduct these men back to their quarters when I am through. No one is to enter until I call. No one at all, you understand.† The sergeant saluted himself stiffly out of the room, and Riose with muttered disgust scooped up the waiting papers on his desk, threw them into the top drawer and slammed it shut. â€Å"Take seats,† he said shortly, to the waiting two. â€Å"I haven't much time. Strictly speaking, I shouldn't be here at all, but it is necessary to see you.† He turned to Ducem Barr, whose long fingers were caressing with interest the crystal cube in which was set the simulacrum of the lined, austere face of His Imperial Majesty, Cleon II. â€Å"In the first place, patrician,† said the general, â€Å"your Seldon is losing. To be sure, he battles well, for these men of the Foundation swarm like senseless bees and fight like madmen. Every planet is defended viciously, and once taken, every planet heaves so with rebellion it is as much trouble to hold as to conquer. But they are taken, and they are held. Your Seldon is losing.† â€Å"But he has not yet lost,† murmured Barr politely. â€Å"The Foundation itself retains less optimism. They offer me millions in order that I may not put this Seldon to the final test.† â€Å"So rumor goes.† â€Å"Ah, is rumor preceding me? Does it prate also of the latest?† â€Å"What is the latest?† â€Å"Why, that Lord Brodrig, the darling of the Emperor, is now second in command at his own request.† Devers spoke for the first time. â€Å"At his own request, boss? How come? Or are you growing to like the fellow?† He chuckled. Riose said, calmly, â€Å"No, can't say I do. It's just that he bought the office at what I considered a fair and adequate price.† â€Å"Such as?† â€Å"Such as a request to the Emperor for reinforcements.† Devers' contemptuous smile broadened. â€Å"‘He has communicated with the Emperor, huh? And I take it, boss, you're just waiting for these reinforcements, but they'll come any day. Right?† â€Å"Wrong! They have already come. Five ships of the line; smooth and strong, with a personal message of congratulations from the Emperor, and more ships on the way. What's wrong, trader?† he asked, sardonically. Devers spoke through suddenly frozen lips. â€Å"Nothing!† Riose strode out from behind his desk and faced the trader, hand on the butt of his blast-gun. â€Å"I say, what's wrong, trader? The news would seem to disturb you. Surely, you have no sudden birth of interest in the Foundation.† â€Å"I haven't.† â€Å"Yes – there are queer points about you.† â€Å"That so, boss?† Devers smiled tightly, and balled the fists in his pockets. â€Å"Just you line them up and I'll knock them down for you.† â€Å"Here they are. You were caught easily. You surrendered at first blow with a burnt-out shield. You're quite ready to desert your world, and that without a price. Interesting, all this, isn't it?† â€Å"I crave to be on the winning side, boss. I'm a sensible man; you called me that yourself.† Riose said with tight throatiness, â€Å"Granted! Yet no trader since has been captured. No trade ship but has had the speed to escape at choice. No trade ship but has had a screen that could take all the beating a light cruiser could give it, should it choose to fight. And no trader but has fought to death when occasion warranted. Traders have been traced as the leaders and instigators of the guerilla warfare on occupied planets and of the flying raids in occupied space. â€Å"Are you the only sensible man then? You neither fight nor flee, but turn traitor without urging. You are unique, amazingly unique – in fact, suspiciously unique.† Devers said softly, â€Å"I take your meaning, but you have nothing on me. I've been here now six months, and I've been a good boy.† â€Å"So you have, and I have repaid you by good treatment. I have left your ship undisturbed and treated you with every consideration. Yet you fall short. Freely offered information, for instance, on your gadgets might have been helpful. The atomic principles on which they are built would seem to be used in some of the Foundation's nastiest weapons. Right?† â€Å"I am only a trader,† said Devers, â€Å"and not one of these bigwig technicians. I sell the stuff; I don't make it.† â€Å"Well, that will be seen shortly. It is what I came here for. For instance, your ship will be searched for a personal force-shield. You have never worn one; yet all soldiers of the Foundation do. It will be significant evidence that there is information you do not choose to give me. Right?† There was no answer. He continued, â€Å"And there will be more direct evidence. I have brought with me the Psychic Probe. It failed once before, but contact with the enemy is a liberal education.† His voice was smoothly threatening and Devers felt the gun thrust hard in his midriff – the general's gun, hitherto in its holster. The general said quietly, â€Å"You will remove your wristband and any other metal ornament you wear and give them to me. Slowly! Atomic fields can be distorted, you see, and Psychic Probes might probe only into static. That's right†¦ I'll take it.† The receiver on the general's desk was glowing and a message capsule clicked into the slot, near which Barr stood and still held the trimensional Imperial bust. Riose stepped behind his desk, with his blast-gun held ready. He said to Barr, â€Å"You too, patrician. Your wristband condemns you. You have been helpful earlier, however, and I am not vindictive, but I shall judge the fate of your behostaged family by the results of the Psychic Probe.† And as Riose leaned over to take out the message capsule, Barr lifted the crystal-enveloped bust of Cleon and quietly and methodically brought it down upon the general's head. It happened too suddenly for Devers to grasp. It was as if a sudden demon had grown into the old man. â€Å"Out!† said Barr, in a tooth-clenched whisper. â€Å"Quickly!† He seized Riose's dropped blaster and buried it in his blouse. Sergeant Luk turned as they emerged from the narrowest possible crack of the door. Barr said easily, â€Å"Lead on, sergeant!† Devers closed the door behind him. Sergeant Luk led in silence to their quarters, and then, with the briefest pause, continued onward, for there was the nudge of a blast-gun muzzle in his ribs, and a hard voice in his ears which said, â€Å"To the trade ship.† Devers stepped forward to open the air lock, and Barr said, â€Å"Stand where you are, Luk. You've been a decent man, and we're not going to kill you.† But the sergeant recognized the monogram on the gun. He cried in choked fury, â€Å"You've killed the general.† With a wild, incoherent yell, he charged blindly upon the blasting fury of the gun and collapsed in blasted ruin. The trade ship was rising above the dead planet before the signal lights began their eerie blink and against the creamy cobweb of the great Lens in the sky which was the Galaxy, other black forms rose. Devers said grimly, â€Å"Hold tight, Barr – and let's see if they've got a ship that can match my speed.† He knew they hadn't! And once in open space, the trader's voice seemed lost and dead as he said, â€Å"The line I fed Brodrig was a little too good. It seems as if he's thrown in with the general.† Swiftly they raced into the depths of the star-mass that was the Galaxy.

A Study On Classroom Management Education Essay

Classroom direction focal points on three major constituents: content direction, behavior direction, and covenant direction. Harmonizing to specializers in the field of instruction, school and schoolroom direction aims at promoting and set uping pupil self-denial through a procedure of advancing positive pupil accomplishment and behaviour. Therefore academic accomplishment, teacher efficaciousness, and teacher and student behaviour are straight linked with the construct of school and schoolroom direction. Classroom direction accomplishments are an built-in portion of instructional rating of both the pupils and the instructors themselves. Actually, classroom direction schemes are a more toothsome name for schoolroom subject. This paper will discourse the indispensable constituents to do schoolroom direction effectual. Part I. BODY LANGUAGEBody linguistic communication is an of import portion of communicating, which can represent 50 % or more of what we are pass oning. If one wishes to pass on good, so it makes sense to understand how they can ( and can non ) use their organic structure to state what they mean. It comes in bunchs of signals and positions, depending on the internal emotions and mental provinces. Acknowledging a whole bunch is therefore far more dependable than seeking to construe single elements. Body linguistic communication is a term for communicating utilizing organic structure motions or gestures alternatively of, or in add-on to, sounds, verbal linguistic communication or other communicating. It forms portion of the class of paralinguistic communication, which describes all signifiers of human communicating that are non verbal linguistic communication. This includes the most elusive of motions that many people are non cognizant of, including blink and little motion of the superciliums. In add-on, organic structure linguistic communication can besides integrate the usage of facial looks. Although they are by and large non cognizant of it, many people send and receive non-verbal signals all the clip. These signals may bespeak what they are genuinely experiencing. The technique of reading people is used often. For illustration, the thought of mirroring organic structure linguistic communication to set people at easiness is normally used in interviews. It sets the individual being interviewed at easiness. Mirroring the organic structure linguistic communication of person else indicates that they are understood. Body linguistic communication signals may hold a end other than communicating. Both people would maintain this in head. Perceivers limit the weight they place on non-verbal cues. Signalers clarify their signals to bespeak the biological beginning of their actions. One of the most basic and powerful body-language signals is when a individual crosses his or her weaponries across the thorax. This can bespeak that a individual is seting up an unconscious barrier between themselves and others. It can besides bespeak that the individual ‘s weaponries are cold which would be clarified by rubbing the weaponries or huddling. When the overall state of affairs is amicable, it can intend that a individual is believing profoundly about what is being discussed. However, in a serious or confrontational state of affairs, it can intend that a individual is showing resistance. This is particularly so if the individual is tilting off from the talker. A harsh or clean facial look frequently indicates straight-out ill will. Such a individual is non an ally, and may be sing combative tactics. Consistent oculus contact can bespeak that a individual is believing positively of what the talker is stating. It can besides intend that the other individual does non swear the talker plenty to â€Å" take his or her eyes off † the talker. Lack of oculus contact can bespeak negativeness. On the other manus, persons with anxiousness upsets are frequently unable to do oculus contact without uncomfortableness. Eye contact is frequently a secondary and deceptive gesture because we are taught from an early age to do oculus contact when speech production. If a individual is looking at you but is doing the arms-across-chest signal, the oculus contact could be declarative that something is trouble oneselfing the individual, and that he or she wants to speak about it. Alternatively, if while doing direct oculus contact a individual is shirking with something, even while straight looking at you, it could bespeak the attending is elsewhere. Incredulity is frequently indicated by averted regard, or by touching the ear or rubing the mentum. So is eyestrain, or itching. When a individual is non being convinced by what person is stating, the attending constantly wanders, and the eyes will gaze away for an drawn-out period. Boredom is indicated by the caput leaning to one side, or by the eyes looking directly at the talker but going somewhat unfocused. A caput joust may besides bespeak a sore cervix, and unfocussed eyes may bespeak optic jobs in the hearer. Interest can be indicated through position or extended oculus contact. Deceit or the act of keep backing information can sometimes be indicated by touching the face during conversation. It should be noted that some people, with certain disablements, or those on the autistic spectrum, usage and understand organic structure linguistic communication otherwise, or non at all. Interpreting their gestures and facial looks, or deficiency thereof, in the context of normal organic structure linguistic communication normally leads to misinterpretations and misunderstandings, particularly if body linguistic communication is given precedence over spoken linguistic communication. It should besides be stated that people from different civilizations could construe organic structure linguistic communication in different ways. Part II. DISCUSS LEGAL ISSUES IN REGARDS TO SCHOOL DISCIPLINESchool subject today would be a tougher job than of all time, even without all these alterations, because of the countrywide addition of troubled households and disorderly childs. Some schools, particularly those in interior metropoliss, have pupils who are literally violent criminals. School subject has two chief ends: ( 1 ) guarantee the safety of staff and pupils, and ( 2 ) create an environment conducive to larning. Serious pupil misconduct affecting violent or condemnable behaviour lickings these ends and frequently makes headlines in the procedure. However, the commonest subject jobs involve noncriminal pupil behaviour. These less dramatic jobs may non endanger personal safety, but they still negatively affect the acquisition environment. Disruptions interrupt lessons for all pupils, and riotous pupils lose even more learning clip. Research workers calculate that in many schools, pupils lost 7,932 instructional yearss ( 44 old ages ) in-school and out-of-school suspensions in a individual academic twelvemonth. The being of subject jobs in school may lend to an environment that facilitates school force and offense. On a day-to-day or hebdomadal happening, jobs such as pupil racial tensenesss, intimidation, sexual torment of other pupils, verbal maltreatment of instructors, widespread schoolroom upset, and Acts of the Apostless of discourtesy for instructors in public schools. The happening of unwanted pack and cult activities, and due to the terrible nature of these incidents, nowadayss all studies of pack and cult activities during the school twelvemonth. Secondary school principals across the United States revealed that most decision makers felt more strict due procedure processs should follow in subject instances than those required by federal ordinances and school policies. The principals besides tended to believe that bodily penalty should be permitted under certain fortunes and that both unequal instructor preparation refering subject and a deficiency of equal alternate plans for pupils were the major factors restricting schools ‘ abilities to keep order. However, today principals lack the tools they used to hold for covering even with the boisterous childs. Once, they could throw out such childs for good or direct them to particular schools for the hard-to-discipline. The particular schools have mostly vanished, and province instruction Torahs normally do non let for lasting ejection. So at best, a school might pull off to reassign a pupil criminal elsewhere in the same territory. Educators today besides find their custodies tied when covering with another disruptive and much larger group of pupils, those covered by the 1975 Persons with Disabilities Education Act ( IDEA ) . This jurisprudence, which mandates that schools provide a â€Å" free and appropriate instruction † for kids irrespective of disablement and supply it, furthermore, within regular schoolrooms whenever humanly possible efficaciously strips pedagogues of the authorization to reassign or to suspend for long periods any pupil classified as necessitating particular instruction. This would non count if particular instruction included chiefly the wheelchair-bound or deaf pupils whom we normally think of every bit handicapped. However, it does non. Over the past several decennaries, the figure of kids classified under the mistily defined disablement classs of â€Å" learning disablement † and â€Å" emotional perturbation † has exploded. Many of these childs are those one time merely called â€Å" unwieldy † or â€Å" antisocial † : portion of the legal definition of emotional perturbation is â€Å" an inability to construct or keep satisfactory interpersonal relationships with equals and instructors, â€Å" in other words, to be portion of an orderly community. Prosecutors indicates that disproportional Numberss of the juvenile felons they now see are particular instruction pupils. With IDEA limitations haltering them, school functionaries can non react forcefully when these childs get into battles, expletive instructors, or even put pupils and staff at serious hazard, as excessively frequently happens. One illustration captures the jurisprudence ‘s absurdness. School functionaries in Connecticut caught one pupil go throughing a gun to another on school premises. One, a regular pupil, received a yearlong suspension, as federal jurisprudence requires. The other, handicapped ( he stuttered ) , received merely a 45-day suspension and particular, individualised services, as IDEA requires. Most times, though, schools can non acquire even a 45-day reprieve from the pandemonium these childs can unleash. It is of import to maintain the ultimate end in head while working to better school subject. As instruction research worker ‘s points out, â€Å" the end of good behaviour is necessary, but non sufficient to guarantee academic growing. † Effective school subject schemes seek to promote responsible behaviour and to supply all pupils with a hearty school experience every bit good as to deter misconduct. Part III. CONVENANT AND CONDUCT MANAGEMENTConduct direction is centered on one ‘s beliefs about the nature of people. By incorporating cognition about human diverseness ( and individualism, at the same clip ) into a peculiar instructional doctrine, instructors could pull off their schoolrooms in a better, more effectual manner. Research workers have pointed out the importance of helping pupils in positive behaviours. In be aftering schoolroom direction, instructors should see utilizing an self-asserting communicating manner and behaviour. In add-on, they should ever cognize what they want their pupils to make and affect them in the several acquisition activities, under the general conditions of clearly and explicitly stated school broad and schoolroom regulations. Harmonizing to Iverson and Froyen, behavior direction is indispensable to the creative activity of a foundation for â€Å" an orderly, task-oriented attack to learning and larning † , therefore taking to allowing pupil ‘s greater independency and liberty through socialisation. An effectual behavior direction program should besides mention to teacher control and disposal of effects. The undermentioned constituents of such a program are focused on in this sum-up: acknowledging responsible behaviours, rectifying irresponsible and inappropriate behaviour, disregarding, propinquity control, soft verbal rebukes, detaining, discriminatory seating, clip owed, time-out, presentment of parents/guardians, written behavioural contract, puting bounds outside the schoolroom, and reinforcement systems. All of these constituents are presented so they can be identified in illustrations of best instruction patterns. Covenant direction stresses the schoolroom group as a societal system. Teacher and pupil functions and outlooks shape the schoolroom into an environment conducive to larning. In other words, the civilization of any given school is alone to that school. However, it is straight influenced by the civilization of the larger community whose educational ends are to be met. A strong connexion between school and community must be invariably revised and modified harmonizing to the demands of social dynamism. As schools become really diverse, instructors and pupils should go cognizant of how to utilize diverseness to beef up the school/classroom societal group. Quality schools are defined by instructor effectivity and pupil accomplishment under the protections of edifice strong interpersonal accomplishments. In this visible radiation, instructor and pupil relationships are indispensable to guaranting a positive school and schoolroom atmosphere. Classroom direction subject jobs can be dealt with either on an single footing ( between instructor and pupil ) or by group job work outing ( category meetings ) . As common trust builds up between instructor and pupils, the latter are bit by bit released from teacher supervising by going separately responsible. This is how both â€Å" pedagogues and pupils become co-participants in the teaching-learning procedure, endeavoring to do the most of themselves and their corporate experience. † Part IV. CLASSROOM MANAGEMENT PlanClassroom direction and schoolroom organisation are intertwined. High school pupils possess sophisticated societal accomplishments and by and large experience that instructors need to gain their regard before they are to the full willing to collaborate. In order to acquire loath pupils on their side, instructors need to show a clear schoolroom direction program that creates a positive acquisition environment and exhibits consistence, lucidity, equity, foresight, and the sharing of a schoolroom direction program. Consistency is instructors tell pupils what to anticipate and so present. This applies to all facets of the high school schoolroom runing from placing trial yearss to presenting direction. Get downing every English category, for illustration, by presenting a inquiry for treatment or written response, helps set up a everyday that pupils can anticipate. Clarity is being clearly explicated their acquisition aims for the class every bit good their outlooks for pupil behaviour. Discuss these subjects with pupils during the first hebdomad of category and supply specific illustrations of what pupils are expected to carry through and how they are expected to act. Practicing schoolroom regulations is non entirely reserved for simple school. By exemplifying through role-play with pupils what is considered appropriate and inappropriate behaviour, instructors leave no room for pupil reading on these of import points. Fairness relates to handling pupils every bit, administrating both congratulations and effects based on behaviour non on the pupil. It besides applies to demoing regard for your pupils by puting realistic outlooks and offering counsel and support to assist pupils achieve those ends. A foresight map out categories in progress with pupils. Spend the first few yearss of category discoursing an overview of what you hope to carry through every bit far as content, accomplishment development, and pupil behaviour and category format. If a pupil does non stay by category outlooks, they know in progress what repercussions they will confront. The sharing of schoolroom direction program is to incarnate these features and high school instructors need to get the hang schoolroom organisation. By showing a elaborate schoolroom direction program in authorship, instructors set the tone for an organized high school schoolroom. A schoolroom direction program includes class aims, category outlooks, assignment calendar, and pupil information. Course Objectives identifies the general subjects your class will cover every bit good as accomplishments your pupils will develop over the class of a semester or school twelvemonth. Class Expectations, or category regulations, include coming to category prepared, turning in assignments on clip and behaving in a manner that Fosters student larning. Be specific in outlooks and be clear about the reverberations pupils will confront if they do non adhere to these regulations. Assignment Calendars should place subjects covered for one one-fourth. Important yearss such as debuts to new units, trials , assignment due day of the months and exam reappraisals should be clearly marked. School vacations and instructor working daies should be outlined every bit good. Student Information should be completed by pupils during the first hebdomad of school. In the event that you want to update parents on a major achievement or severe trouble their kid has encountered in your category, you will hold the necessary contact information available to hasten parent communicating. Part V. RESEARCH ARTICLEIn a article written by Sherry H. Brown, School Discipline: What Works and What Does n't, it does n't take a batch of research to state us that school subject is different today than it was in the 1950s. This article discussed assorted surveies that showed pupils who misbehave in school express a assortment of grounds for making so:Some think that instructors do non care about them.Others do non desire to be in school at all.They do non see success in school of import anymore.Students are incognizant that bad behaviour will ensue in penalty they will non wish.Discipline hatchet mans have to travel through long processs of due procedure: hearings, specific charges, informants, and entreaties.I read this article to my category, despite these hurdlings ; pupils of Inkster High School agreed that subject is needed in schools. One pupil stated, â€Å" If there were no subject, the school would non be distinguished from the street. † This article pointed out countries that cause disciplinary jobs in school.†¢ Denial: In many schools, their pupils intimidate instructors. Out of fright of revenge, they fail to describe jobs or disregard them trusting that the pupils responsible will discontinue the bad behaviour by themselves.†¢ Troubled Students: State and Federal Torahs require that some particular needs pupils receive particular attending. Many grownups and school systems believe that â€Å" troubled pupils † are non responsible for their actions, therefore they are non punished every bit badly as other pupils are.†¢ Legal Procedures: Because of the raised consciousness of the civil rights of kids, the jurisprudence requires grownups to travel through expensive, time-consuming and confusing processs in respects to school subject. These legal processs do protect the rights of kids, but make it really hard to halt school subject jobs.†¢ Modeling: Many grownups fail to pattern the behavio urs they want from pupils. Modeling the regulations that pupils are to follow should be required of all grownups. All grownups in a community, particularly parents and instructors, need to pattern unity, honestness, regard and self-denial.†¢ Enforcement ; Because of internal administrative jobs or deficiency of processs, many school functionaries fail to implement the regulations or punish pupils for misdemeanors. Some fear cases from parents ; others merely do non care, or they are â€Å" burned out. †Ã¢â‚¬ ¢ Time-out and Detention: In-school suspensions, time-out and detainment have been antique solutions for troubled pupils. Yet today, many pupils do non mind detainment, preferring it to traveling place to an empty or opprobrious family. Many consider time-out a quiet topographic point to work. Detention lets them socialise after school. In add-on, both time-out and detainment get them attending from caring grownups.†¢ Fuzzy Rules: Surveies have shown that many r egulations are non purely enforced. Many school and schoolroom regulations do non do sense to pupils. Some subject codifications are â€Å" fuzzed † and non clear on outlooks and penalties. Some riotous pupils are labeled with codifications like ADHD ( Attention Deficit/Hyperactivity Disorder ) or Emotional Damage. This leads some school staff assume that they can non implement positive behaviour and alternatively must fall back to inquiring parents to â€Å" medicate † them.†¢ Self Esteem: Many schools have emphasized self-pride over and above everything else. Some instructors are afraid to train or demand good behaviour because it will ache the kid ‘s self-pride.School subject has become lax over the old ages, as our relationships have weakened. Amalgamate school systems and mega schools have made the separation between household and school wider than of all time. These mega schools have mostly ignored the local community. In add-on, some parents have lost touch with their kids for many different grounds. For school subject to be successful, we need to reconstruct those relationships. Parents and schools need to work together to transfuse the importance of instruction into kids of all ages. Finding subject processs that work is a occupation for pupils, parents, and instructors to research together. In today ‘s society, working together within the school and community will assist learn kids that working as a squad can efficaciously work out the job. Part VI. ReferenceCipani, Ennio: Classroom Management for All instructors: 12 Plans For Evidence-Base Practice. Pearson Custom Printing, 2003 Cohen, David ; Body Language, What You Need To Know, 2007 Froyen, L. A. , & A ; Iverson, A. M. ; School-Wide and Classroom Management: The Brooding Educator-Leader ( 3rd Ed. ) . Upper Saddle River, NJ: Prentice-Hall. 1999 Iverson, Annette M. Building Competence in Classroom Management and Discipline. Pearson Custom Printing, 2003. Livingston, Drs. Sharon and Glen ; How to Use Body Language. Psy Tech Inc. , 2004 Brodinsky, Ben. Student Discipline: Problems and Solutions. American Association of School Administrators Critical Issues Report. Sacramento, California: Education News Service, 1980. Gram molecules, Oliver C. Strategies to Reduce Student Misbehavior. Washington, D.C. : Office of Educational Research and Improvement, U.S. Department of Education, 1989. Hymowitz, Kay S. : Who Killed School Discipline? City Journal, 2000

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Wage Earnings in Canada - Research Paper Example Nevertheless, the paper will discuss issues related to wages earnings in Canada. There was legislation as a form of government intervention in the labor market, whereby in Canada the minimum wage laws focused on women, who were in certain types of employment. The scope of the legislation was later spread to cater for the workers and men. In fact, by 1960, numerous workers had been covered with the laws of minimum wages (Fisher & Hostland, 2002). During that time, women and children were the prime focus of the legislation since they were subjects of exploitation by employers due to their vulnerability. In addition, the legislation was focused on imposing the minimum standards conditions of employment in order to introduce a health-working environment or the workers. The minimum wage legislation had a key objective that concerning guaranteeing the workers a decent and fair wage in all sectors, and this legislation has other intended and unintended impact on the labor market. There were unfavorable effects on employment due to principles of minimum wage legislation; hence, it was justified only on the grounds of offering incentives for leaving income maintenance programs in the form of welfare. Moreover, in the case where monetary returns to work are high, there are incentives of engagement in the labor market were opposed through an income maintenance programs. Moreover, this is considered to be saving to taxpayers, and it was preferred by transfer receipts, since workers prefer to work if the wages are sufficient. There has been a lower real life time earnings in the resent worker compared to the previous workers, whereby the tenure are not higher compared to those of preceding cohorts. Therefore, the patterns are related to effect of approximately 35percent of the Canadian workforce has workers are experiencing stagnation or reduction of wages (Baker & Stanger, 2008). Consequently, there has been a decline of society tolerance, due to the problems experienced b y low skilled workers, and this is transmitted through political economy effects. Canadian workers, despite the job tenure has median real hourly earnings with an overall decline in the real median wage that was 12percent and for the new entrants, the median real hourly wage plummeted in the recession experienced during 1980s. There was a recovery through an economic boom during the late 1980s, though this was succeeded by another recession in early 1990s. Median hourly earnings were less than 26percent in 1997 compared with 1981, due to the increase of the wages entrants. Hourly wage did not change much though it increased by 2007, whereby there was a 15percent below the value in 1981. There has been a similar pattern of wages for a worker in a period of five years, due to the entrants and a decline with a smaller magnitude. Median income of fulltime worker in Canada, during 2008 experienced an increase of $53, from $41,348 in 1980 and $41,401 in 2005, while entire economy labor yi eld during the same period was 37.4 percent (Larson, 2012). There were issue that were identified in the same year, which include; inequality in earnings, reducing terms of trade of labor measurement issues and a reduction in the labor share. Currently, the minimum wage earners various Canadian provinces has been rising over five percent and Labor Relations and Workplace Safety Minister Don Morgan made has recently made an announcement of a rise in

Health Research Methodology Essay Example | Topics and Well Written Essays - 2500 words

Health Research Methodology - Essay Example I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form. OFFICE USE ONLY If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above. Signature XINTONG?HAN Date 28/04/2011 OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address. Agreement XINTONG?HAN Date 28/04/2011 PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS (University Rule 39) ? A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or course for an extension of the time within which to submit the assignment. (39.1) ? Where an extension is sought for the submission of an assignment the application must : bein writing - preferably before the due date; and set out the grounds on which deferral is sought.( see39.2) ? Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5) ACADEMIC MISCONDUCT (University Rule 40) All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ASSIGNMENT RECEIPT To be completed by the student if the receipt is required UNIT  NAME OF STUDENT  STUDENT ID. NO.  NAME OF LECTURER  RECEIVED BY Topic of assignment  DATE RECEIVED The Effects of Parents and Childhood Obesity Introduction With the development of the economy, the number of overweight and obesity children are increasing dramatically in many countries (Schmidt, p. 3, 2008), and this is becoming an important health issue of children (Schmidt, p. 3, 2008). In the past ten years, the number of overweight and obese children has actually tripled, especially in developed countries (Lobstein & Rrelu, 2003, p. 195). In Australia, twenty percent of children are overweight (Wake et al., 2007, p.1044). Population data shows the amount of overweight children increased dramatically, and that this increase has even been seen among four-year old children (Vaska, 2004, p.353). The above concerns are significant concerns because childhood obesity can lead to many diseases, such as diabetes, hi gh blood pressure. It is a disease which is linked with various activities including increased screen time, lack of enough physical activities, and the increase in fast food consumption. Parents have a crucial role in the childhood obesity phenomenon. After all, they supply children with food resource; and

Self Development Plan Assignment Example | Topics and Well Written Essays - 2000 words

Self Development Plan - Assignment Example Before this, I did not need to think or consider because I met people from the same religious background since birth. Of course, people did come from varied cultures even in Madinah, the city in Saudi Arabia that I hail from, but having the same religious background, we had something in common. Interacting with them was never an issue. I did realize the difference when I arrived in Toronto. I come from a decent family and hence the luxury of Canada was not a shock. I had been exposed to comforts and convenience and hence adjusting to Canadian lifestyle was not a problem. Being an Arabic Muslim male in mid-twenties, leaving home was exciting because little did I know what I would encounter. With a desire to be at par with people in the western world, with a desire to compete for jobs at an equal level, I decided to undertake Masters Studies in Canada. I did realize that one has to come out of the shell, one has to explore the world to equip oneself and to gain competency. This gave me the courage to leave the comfort zone and arrive in Canada. I lived in Toronto for 18 months before enrolling for Masters and moving on to Saint John City, New Brunswick. I soon realized that it is not enough to have academic competency; one also requires cross-cultural competency. I guess this thought came to my mind because I identify myself as a Muslim and not as another human being coming from a different background. I became conscious of my culture when I encountered people from an entirely background. Canada and Saudi Arabia differ vastly in their cultural background. I did face problems in the beginning simply because the exposure back home was limited. However, since there were a few people from my region already domiciled in Canada, I received some guidance from them and learnt the rest as I lived. Fortunately I did not avoid cultural difference; I accepted its importance, which according to Bennett (2004) is ethnorelativism. My exposure to diverse cultures helped me accep t an entirely different culture with ease. I also realized that the cultural values norms and beliefs that I had unconsciously imbibed were relevant to that region. Here I would need to adapt to different cultural nuances. This implies that acceptance has set it as one recognizes that one’s own culture is one of the different cultures prevailing in the world. In fact I found that Canadians too, were receptive and accepted Islamic culture as they had been exposed to many from the Arabic countries. Toronto was a multicultural city and I encountered people from diverse cultures such as China, India and Africa. I used to be taken aback at the way children, once they finished education, moved out their parents’ house. I obviously was trying to compare with the situation back home. At the same time I was stared at, and none ventured to stretch their hand in friendship. Gradually, I smiled and they smiled back. I was relieved to some extent and it also gave me the feeling tha t with time, things would be different. As acceptance set in, tolerance also crept in. Knowledge of other Cultures I realized that exploring your own cultural identity can be the hardest thing to do. Our own culture is so deeply ingrained in us but unless we understand our own rules and norms we shall not understand other cultures. I was quick to adapt to a new culture because prior to arriving in Canada I had done some reading on this culture which helped me develop a positive attitude towards it although I lacked

“Sophie’s World” by Jostein Gaarder Essay Example for Free

â€Å"Sophie’s World† by Jostein Gaarder Essay After I read â€Å"Sophie’s World† by Jostein Gaarder, I was opened up to the different ways of thinking by many well-known philosophers. Each philosopher had their own point of view and ways of thinking. Ranging from religious perspectives to over the top ideas that were unaccepted by the people of their time, these men tried to answer philosophical questions such as â€Å"What is our purpose in life?† and â€Å"Where did the world come from?†. During their times, such thinking was looked down upon and some even got executed for threatening their cultures way of thinking. Socrates, who encouraged his pupils to increase their range of beliefs, got poisoned for breaking ancient Greek religious views and was said to be ‘corrupting the youth’. A few of these philosophers had points that agreed with my own beliefs, such as Soren Kierkegaard. Kierkegaard said that the truth does not only lie in objective things such as facts, but also in subjective things. He believed that life was more about your own values and beliefs rather than reason and strict rules. I relate to his laid back since of mind, because I am a laid back type of person. Many of today’s creative ways of thinking would not have been achieved without someone just relying completely on their own imagination. Even though this book was intriguing, it really didn’t change my way of thinking. Yes, it was entertaining to learn about how ancient philosophers tried to explain the world, I’m not sure it impacted my life in any way. Like all of these philosophers changed by brain teasing ideas that were forced upon me. I did agree with some points that these philosophers made, but only ones that supported my Christian faith. The book itself said â€Å"Where both reason and experience fall short, there occurs a vacuum that can be filled by faith.† Science and philosophy can only go so far. Science can explain why things have to hit the ground after it had been thrown and philosophy can attempt to explain if it didn’t hit the ground one time why a grown person would be more shocked than a kid. But the fact is no one can explain why something happens at a  certain time, at a certain place. Only faith can do that. Even though those philosophers attempted to explain things like where the Earth came from, none of them ever came to an agreeable conclusion. This book did make me think deeper about some of the concepts that were easier to grasp, but I believe philosophy is something I am not interested in. However, I did take interest in the section of the book about psychology,and I think many of the philosophers could have also been classified as psychologists also. This section included interesting facts about dreaming and the subconscious mind. Philosophers sometimes supported their reasoning with observations from the subconscious mind. For example, unexplainable things easily classified as ‘supernatural’ actually came from the imaginative part of the brain. These chapters taught me that the brain can do impressive things, even while sleeping! Studies show that the brain usually sends messages from the conscious brain to the unconscious brain in the form of dreams. Even if you don’t realize it, your brain is secretly  telling itself what it wants during your sleep and it is receiving them and analyzing them as images that we would see when we are awake. That’s how some dreams feel so real when they are clearly just your unconscious mind â€Å"speaking† to you. All together, â€Å"Sophie’s World†, like every other book, has its pros and cons. To completely enjoy the book, let the book take you to places you never thought possible. Open your eyes and prepare for the ride of your life, one you will never forget.

Compromise Of 1877 Frederick Douglass History Essay

Compromise Of 1877 Frederick Douglass History Essay Frederick Douglass was one of the most well-known fiery orators and his famous speeches, including The Meaning of July Fourth for the Negro, were published in many different abolitionist newspapers. On July 5, 1852, Douglass was invited to present a speech about the importance of the Fourth of July for Americas black people. In his speech, Douglass condemned the attitude of the American population toward slavery. In fact, Douglass was very radicalized by the passage of the Fugitive Slave Law in 1850. This law allowed the search and arrest of escaped slaves in areas where slavery had been abolished. In addition, the law obliges the population of all states to actively participate in the capture of fugitive slaves, and the severe punishment for the slaves, those who harbor them, and those who have not contributed to the capture of a slave. That is why, Douglass became radicalized by the passage of the Fugitive Slave Law in 1850 and stated that these events were very cruel in American history. Reconstruction was a period in the U.S. history after the Civil War, from 1865 to 1877 years. In the U.S. history, reconstruction involve, firstly, a historical period following the Civil War between the North and the South, and, secondly, the transformation of the South in the period from about 1865-1866 to 1877 during the restructuring of the government and society in the former Confederacy. Three adopted amendments to the Constitution have affected the whole country. In various southern states, reconstruction began and ended at different times, in the end, the completion of this process is generally considered to be a compromise of 1877. Reconstruction policy was implemented after the fact when the slaveholding South found itself completely at the mercy of the Federal Army. President Abraham Lincoln during the war created the Reconstruction government in several Southern states Tennessee, Arkansas and Louisiana, and gave the land to former slaves in South Carolina. After Lincolns assassination, President Andrew Johnson tried to follow the policies of his predecessor and appointed new governors in the summer of 1865. Soon, he said that the objectives of the war the national unity and the elimination of slavery have been achieved and, therefore, the reconstruction was complete. All in all, it is possible to conclude that despite a lot of abuse and the fact that Reconstruction did not go swimmingly, all the goals were achieved in a proper way and it completed the separation between the North and South. Thus, Reconstruction can be considered to be a success. The movie Glory is based a true story that tells about the 54th Massachusetts Volunteer, which took place during the Civil War. The 54th Regiment was the first unit of the U.S. Army composed entirely of blacks (except for officers). The regiment was formed in 1862 and headed by young Colonel Robert Gould Shaw, who believed that former slaves could also be good soldiers. Colonel Shaw will have to deal with racial prejudice of his enemies and friends, the officers, who began to despise him for his choice. The major differences existed among the black soldiers of the 54th Massachusetts Volunteer Infantry were the fact that the regiment included not only the free blacks, but also the escaped ones who together struggled for their freedom rights. Additionally, they both were from different regions of origin and had different educational backgrounds. However, despite discrimination during the Civil War, blacks could prove that they were good soldiers willing to struggle to the death for their rights. The Emancipation of Proclamation was a document that consisted of two orders of Abraham Lincoln issued during the Civil War. The first decree issued on September 22, 1862, declared free all slaves in any state of the CSA. The second decree issued on January 1, 1863, named the 10 individual states to be covered by the abolition of slavery. At the beginning, the Emancipation of Proclamation was criticized because it emancipated slaves only in the areas where the United States of America had no power. However, the Proclamation brought freedom to thousands of slaves in the day when it entered into force, and in nine of the ten states in which it was applied (Texas was the only exception). In such a case, it is possible to say that the Emancipation of Proclamation was an act of justice, which brought freedom to black slaves and strived to abolish slavery. From the beginning of the Civil War, blacks in the North have made persistent attempts to win the right to serve in the federal army and to defend their freedom. F. Douglas during the Civil War tirelessly explained that the key political issue is the destruction of slavery and insisted on the admission of blacks in the Union Army. However, until the middle of 1862 the government refused them in this. Only under the influence of military setbacks and the growing pressure from the masses, it was decided to call blacks in the Union Army. Before the Civil War, blacks were recruited into the navy, but only in non-combatant positions without the right to bear arms. Thus, nearly two years of war blacks were not allowed to join the army, and only the number of serious injuries has forced Republicans to accept blacks into the Army. Compulsory recruitment of blacks into the army was resolved only by the law of 24 February 1864, that is, in the final year of the war. Blacks fought with unparalleled courage and played a huge role in the victory of the North. Hence, it is possible to draw a conclusion that blacks during the civil war showed many examples of heroism and resourcefulness and had a great impact on the outcome of the Civil War.

There Are Four Main Sources Of Irish Law

There Are Four Main Sources Of Irish Law There are four main sources of Irish Law. Pick one of these sources and examine it in detail as it affects the Early Childhood Care and Education area. Law does not come from one source and can change with time. Previously Brehan Law was Irelands native law, up until it was replaced by Common Law when Ireland was taken over by Great Britain. Now post British rule Irish law is taken from The Irish Constitution, 1937, Legislation passed by our government (primary and secondary), Case law and European Union law, these are the main sources but some other sources are Public International law, Cannon law, custom, media and Scholarly writing. In order to examine Case Law in Ireland it is important first to explore the definitions of law, it s place in Irish society. It is necessary to be aware of the process of law making in Ireland, who it affects and how it is practiced and it is enforced. The name given to the science of law is Jurisprudence. The laws of nature have always existed but Legal laws are put there by humans. Moral and ethics can drive humans to regulate behaviour, e.g. to use manners and to wait in turn, to respect each others land and not to steal. Rules of moral value are sometimes governed by the good conscience and fear of other peoples opinions, in Irish societal history this is evident in the times of Roman Catholic influence and is greatly linked to religious beliefs, but most moral laws are also tied in and related with legal rules especially if they are seen to cause a harm to society. E.g. murder, rape, pollution. The collection of people forming the Irish society has a set of rules in which they must abide by. Laws are set for the common good of the society and by the society to ensure that a certain standard of behaviour is maintained by that society. Legal law in Ireland does not just cover harm to the society; it also regulates private human acts such as suicide, abortion and animal cruelty. These legal rules are enforced on society through the court system. If there were to be no law system in Ireland it would be faced with anarchy. Law can be defined as The written and unwritten body of rules, derived from custom, formal enactment or judicial decision, which are recognised as binding on persons who constitute a community or state, so that they will be imposed upon and enforced among those persons by appropriate sanctions. (Cited by Murdoch.) H, 1998) The Irish Constitution, 1937 as the main source of law in Ireland is a written document containing the rules that are applied to the state. It contains the fundamental rights of the Irish people and also the regulations for its Government, the regulations for administration of justice. It also holds regulations on the division between the judicial branches of the state and the executive legislative branches of the state. The constitution has enumerated rights to equality, to personal liberty, to life of the unborn and equally to the mother, to freedom of speech, freedom to associate, freedom of assembly, family rights and protection, Inviolability of the dwelling, the right to education(with parental primacy, freedom to private property, to religious freedom and to directive principles through social policy. Some rights that are also implied by the Constitution are the rights of the child, the right to know the identity of ones birth mother, the right to earn a living, the right to strike, the right to dissociate, the right to travel, the right to protect ones health, the right to bodily integrity, the right to marry and form a family, the right to communicate, the right to silence, the right to privacy, the right to life of the individual, the right to legal representation, the rights to fair procedures in decision making, the right to access to legal advice and the rights to fair procedure in decision making. The Constitution lays out all the important rights that the society needs in order to live positively and in harmony and it is up to the state to protect the rights of society by enacting legislation. Any legislation that does not protect the rights according to the constitution is not legally binding. Outside of European Law, the Oireactas is the name of the only place in Ireland that can make laws for the state. It consists of the President and Dail Eireann and Seanad Eireann (the two houses of Oireactas.) A new law starts as a bill which is a proposition for a new legislation which is usually initiated by the government who will have already consulted it with other bodies that it may affect. In some cases the government will set up a green paper containing its ideas and ask for views and feedback on those ideas from individuals and groups of people. This bill must pass through both the houses of Oireactas though it usually starts off in the Dail Eireann. The Dail will then examine and debate its contents and suggest changes or additions to the bill. The members will then vote on whether to pass the bill or not to pass it. The bill will then be travelled to the Seanad Eireann and they will go through the same process again. They can then decide to pass the bill without any changes needed, the can decide not to pass it at all or they may decide to send it back to the Dail Eireann with more changes to be discussed. If the Seanad dont agree with the bill or asks for the Dail to make more changes it will lapse 180 days later, but the Dail can still pass the bill within the deadline once it has passed through the both houses the Seanad only has the power of suggestion and of slowing the process down. The Taoiseach then passes the bill to the President of Ireland to be signed. The President has the ultimate power then to pass the bill, if the president thinks that the bill may be unconstitutional he/she is entitled to further consultation with the council of state. It is sent to the Supreme Court to be discussed further. If the president does sign the bill it becomes an Act which means it is a Legal/statute law. This law must stay consistent to the constitution or else it is not valid. Legislation can also be delegated to and implemented through use of statutory instruments; this is known as secondary legislation or subordinate legislation. This means some power is passed down to an executive authority to administer and implement the requirements that are needed to fulfil a primary legislation given by the legislature. The Childcare Act that was passed in 1991 is an example of a Primary Legislation. Examples of secondary legislation can be seen within The Childcare Act. In one part The 1991 Childcare Act stated that; The Health Service Executive has a duty to promote the welfare of children who are not receiving adequate care and protection. (Cited in Citizens Advice, 2008) This lead to The Childcare (Placement of Children in Foster Care) Regulations, 1995. The Childcare (Placement of Children in Residential Care) regulations, 1995, and The Childcare (Placement of Children with Relatives) regulations, 1995. Also under The Childcare Act; the HSE is given the responsibility of ensuring the health, safety and welfare of children attending pre-schools (Cited in Citizens Advice, 2010) from this the Pre-school Service Regulations 2006 and Garda clearance for employees in childcare were created. When a law is seen to be broken or infringed in Ireland it must be taken to court. The courts will look at the behaviour in question and the definition of the law in question and see if the facts add up to an offence. There are two different classifications of law in Irish society. They can be described as Private Law / Public Law or Civil/Criminal Law. Private law deals with the relationships of individual people within Ireland, whereas Public Law deals with the relationships between Ireland as a state and the individual. The purpose of private law/ or civil law is to protect the interests of the individual persons in Ireland and give them rights to defend their interests with. If an individual person is rightfully wronged by another they can defend their interests civilly and orderly, and resolve the dispute in court. Some examples of private law cases are ones that deal with Landlord and tenant issues, Custody issues, personal injury and breach of contract issues. In usual circumstances there is a money pay out, compensation or an injunction Public Law/ or criminal law is concerned with the relationships of the individual and Ireland as a state and is of collective interest to the Irish society. It deals with actions by a person that are forbidden by the Irish as a state and these actions are punishable through imprisonment, community service or fines. Acts such as murder, sale of drugs and sexual assaults are dealt with before the public courts. This is done in a public court scene in most cases as it is a crime against the public, whereas it may endanger or distress the victim exceptions are made and their identities are kept hidden. Procedural/or substantive law is the set of legal rules that are exercised by the court. This outlines the procedure by which the law is to be enforced through the courts and the rules of evidence and forms the courts structure. Some examples of the substantial law used in a civil court would be Property law, Contract law or Tort law. Constitutional law, Administrative law, criminal Law and Public International Law are seen in Public law cases. In interpreting the legislations in the court, the court must be certain of the intentions of the legislature at the time that it was passed. The court has three rules to put into place if they are unsure of the legislation, if it is unclear to them or if it is appearing to show more than one meaning. The literal rule which means that the judge keeps to the ordinary meanings of the words according to the legislation, The golden rule which means that if by following the literal rule this leads to an absurd result then the literal rule must be changed and finally the mischief rule which means that the judge may investigate as to why the legislation was proposed to be certain of what particular mischief it was set up to fix or prevent or what or who it was meant to protect. In the unlikely case the Dail reports may be necessary to interpret the unclear legislation. Ireland like, England, America, Australia and New Zealand is part of a common law jurisdiction. This means in common with the other countries the Irish state uses previous court decisions to help them to make decisions in other cases. The previous cases are kept within law reports. Law that is more so shaped from judicial decision and precedents rather than statute is known as Case law and they govern the impact that court decisions will have on future cases. It comes more from jurisprudence than it is does legislation, though it serves to determine the legality of existing laws and can check or put more of a balance to the law that is put in place by the legislators. Case law is the overall decisions that are reported by courts which are known as the courts of first impression. They make new interpretations of the law. They can be then be cited as precedents. The process in action is known as stare decisis. New Interpretations are then distinguished from statutory law. When the Irish Parliament passes a legislation, although a great deal of research goes into the anticipation of how well it will work, nobody knows if it works until it is tested in court. When it is applied or interpreted in a particular way, especially when a new direction or diffentiation appears, the case will often be reported so that other courts will follow this new interpretation in the interests of keeping consistency. The higher the court, the more significant this will be. If a case is appealed and reaches the High Court or the Supreme Court, then the lower courts will have to apply the law in the same way as in that upper court unless the case before them has some significant difference. That is why case law is important. It acts as a guide for judges, magistrates and lawyers. One simple example of case law in action might be when actors in the television series Law and Order cite court decisions to the prosecutor to convince her that they have a case against a certain person. Something like States vs. Jackson supports the idea that the defendant was guilty of felony murder. Case Law is an area which was previously contained within the confines of ones own country has assumed international proportions and that therefore one is not concerned simply with domestic case law. References;