Edward Jenner, and Jane Jacobs Essay

This study gives an account of two authors’ works, Edward Jenner and Jane Jacobs who unusually employed scientific methods while researching and writing their novels. The study backs up on this proclamation by providing example and evidence from their text in reference to the books, â€Å"The Death and Life of Great American Cities† by Jane Jacobs and â€Å"Vaccination against small pox† by Edward Jenner. Although, both writers belong to completely different genre where one is a surgeon and the other an urban planner, both used logical explanation providing a method. In other words both are empiricists. Empiricism is a hypothesis of wisdom which states that knowledge crops up from experience. Edward Jenner’s work: Edward Jenner established a method which indicated that vaccination was an effective way of obstructing smallpox. For countless centuries, smallpox overwhelmed mankind. In current period we do not have to be concerned about it and all the credit goes to the incredible effort of Edward Jenner and afterward progress from his accomplishments. The famous scientist, in his three revolutionary expositions contains his proof in support of vaccination and illustrates individual cases. The once-feared curse of smallpox has been eliminated by blockade inoculation. Edward Jenner, in his works on Smallpox, very thoroughly documents all of his cases. In the background of medical science in the 18th century, this study was a major advancement as it takes up countless fittings of contemporary investigational science we take for-granted today: neutrality, hypothesis, and most significantly, reproducibility. Jenner creates a persuasive case that is beached upon information and direct surveillance in spite of the lack of severe controls and precise arithmetical examination. Edward became aware of the tradition that milkmaids who had cowpox could not acquire smallpox, a sickness which affects cattle. Jenner used a scientific method which included developing a hypothesis, formulating an experiment, performing the experiment, and taking comprehensive notes used to verify or invalidate the hypothesis. He describes many of his cases including that of Joseph Merret, Sarah Portlock and Mary Barge who all had smallpox as a result of different circumstances. Edward Jenner than made an observation as he writes â€Å"As I have observed, they who have had the smallpox, and are employed in milking cows which are infected with the cow-pox, either escape the disorder, or have sores on the hands without feeling any general indisposition† (Edward Jenner, pg 15). He then conducted experiments in order to prove this hypothesis. Jenner injected the cowpox virus into a hale and hearty boy named James Phipps who was eights years old. Afterward, he intentionally infused the smallpox virus into the boy. The boy did not surrender to smallpox, even after repetitive injections. Jenner conducted this experiment on a total of thirteen patients using cowpox as a vaccine and thus reached to the result, â€Å"After the many fruitless attempts to give the smallpox to those who had had the cow-pox, it did not appear†. (Edward Jenner, pg 29) Jane Jacobs work: The other example used here of work by research and methodology is of Jane Jacobs. The evidence of her work tactics as methodical is taken from her novel â€Å"The Death and Life of Great American Cities†. Jane Jacobs pioneering work is over three decades old which not only disrupted the conservative ideas on the construction of cities and assisted in reshaping city development, but she did this as an unskillful and as a woman, both historically frowned on in the world of academic psychiatry. With graceful and expressive writing style, Jane’s work guides us to consider every ingredient of parks, sidewalks, district, administration and economy, as a collaborative element encircling both, structure and going further to the implementation dynamics of our environment. Jane Jacobs acquired no proper education in architecture or urban development. She relied on personal interpretation of her environment in her town Greenwich in New York City to provide material for her accusations against the imposing gurus of the architectural occupation. Jacobs starts off by making an observation of brief history of where recent city development came from. â€Å"The Death and Life of Great American Cities† mainly contains observations made by common sense alongside statistical evidence, finances, sociology and values at the base of the author’s opinion. In her point of view, the muddle we identify as cities nowadays emerged from Utopian futurist from Europe and America in the beginning of 19th century. Jacobs claimed that modern system for of planning cities discards the city because it shows no regard to people residing in a society exemplified by layered complications and showing havoc. Now planners use reasoning based on presumptions to find ideology by which to plan cities. Of these strategies, the most ferocious was urban restitution; the most common was separation of uses (i. e. housing and business). She believes that these policies damages societies and inventive economies by forming remote, deviant urban areas. For Jacobs, the solution to this problem, leading to victorious city rests on one word: diversity. In the writers’ perception, this deficiency in diversification results in financial decline, slums, felony, and terrors that are all too known to listeners of the evening news. Cities that function in finest way, utilizes an extensive range of varied interests that draw people and not repel them. Unfortunately, administrator and social planners always believe that planning from the top is better always better than taking and initiative from the bottom. Jacobs concludes that all of these plans persist to apply pressure on the modern city, and that all of them are a failure. Jane Jacobs takes us on an instructive journey throughout the tribulations of modern urban foundation which is synthetically engineered to meet political and financial program. After reading this, we have a greater and clearer understanding of the inherent character of our cities as foundations should be. References Jenner, Edward. 1996. Vaccination against Smallpox. Published by Prometheus Books Hopkins, Donald. 2002. The Greatest Killer: Smallpox in History. Published by the University of Chicago Press Jacobs, Jane. 1961. The Death and Life of Great American Cities. Published by Vintage books Lynch, Kevin. 1960. The Image of the City. Published by The MIT Press Bazin, Herve. 2000. The Eradication of Smallpox: Edward Jenner and the First and Only Eradication of a Human Infectious Disease. Published by Academic Press

Organizational Culture Assessment Instrument Essay

The organization I last worked with is an IT/ITES company, which is one of the fastest growing fortune 500 companies. The organization has a balanced out structure however there is a little dominance towards ‘The Market’. As per my experience I can say that the reason for this is that the organization is relatively young and striving to compete with the best in the industry. This requires leaders to be competitive and to an extent demanding. Also the employees are dedicated towards the company’s vision and hence strive to achieve the goals and targets set for them. Culture – Strong. People are focused on innovating and brainstorming towards ideas that the management can implement and improve their processes. The company is people oriented which in turn creates a high commitment level from the employees. The organization has leaders who are efficient and ensure smooth running of the company. The company is sensitive towards the clients and customers and goes an extra mile to deliver better than the expectations. This is the reason for them to be able to retain customers and get new businesses. Another fact that I am aware of is that the organization has not till date fired any employee unless in extreme ethical sensitive issues. An example of people being valued and everyone considered equal is that when I joined the company as a fresher some of my friends who ad joined along with me sent a mail to the CEO regarding a certain issue and got a reply from him with the action that would be taken. Since mostly the organizational structure is balanced out there is not much discrepancy. I would however like the company reduce its dominance in the Market style and according to me that will happen with time. Yes there is a cultural congruence and that is mainly because the company’s culture was same as my expectation.

Ethical Considerations on the Muslim World

In the post-9/11 climate, the American people are bombarded with emotive images and language in the media to the point of reaching simply untrue conclusions about members of the Muslim world creating questions of an ethical bias in the United States media mainstream. This ethical assault on the emotions of the American people and the ensuing indoctrination of hatred toward people in the Middle East and Muslims living in the United States is an achievement that benefits politicians by instilling the emotions of fear and hate.The images that are depicted selectively, although in no way thoroughly, as they relate to the so-called War on Terror show events that create fear that a trend may be occurring, when in fact, the images depict isolated incidents that cannot be tied into one specific trend. As well, the wording that is used in various media outlets, namely the word â€Å"terror† and â€Å"terrorist† instills fear and brings about emotions to American viewers that are vulnerable to what they see and hear.As well, much of what is missing from the media in terms of the lives of average Muslim people only serves to further the bias that all Muslims must be terrorists, because when Muslims are depicted in the news, it is for violent acts. This, of course, is an emotive fallacy. This type of emotional appeal to fear has been studied by numerous academics and point to a propaganda model of what is presented to the people. â€Å"Propaganda does try to sway a mass audience to accept a conclusion based on premises that are popularly and widely accepted, and it does typically work by exciting the emotions and enthusiasms of the crowd† (Walton, 102).Certainly then, when emotions and enthusiasms are utilized by the media in portraying countries and peoples in a negative light and as enemies of the United States, this enthusiasm of an America united against a common enemy seems to serve just as well as demonizing these declared enemies. However, when the term â€Å"War on Terror† is used this is so unspecific that it also hinders reasoning by connecting people that belong to the Muslim religion in one group, instead of accurately portraying the members of the Muslim community as mostly peaceful with only a fringe element in question.The intended effect of this by unscrupulous politicians is to instill so much fear and hate as to replace compassion for the majority of Muslims in places like Iraq and Afghanistan. Another part of the propaganda model is to make sure that a country or a group of people are depicted as immoral and for this idea to be widely accepted. â€Å"Constant reference to a ‘war on terror’ did accomplish one major objective: It stimulated the emergence of a culture of fear. Fear obscures reason, intensifies emotions and makes it easier for demagogic politicians to mobilize the public† (Glassner, xii).So it seems that the reaction of the majority of people on America was to be initiall y immobilized by fear after 9/11 and they then were easily manipulated into mobilizing for politicians with an agenda. It becomes apparent that real and present dangers and social problems are deemed not interesting enough to make it to mainstream media, so instead the heroic stories of soldiers along with the horrific and largely isolated attacks by Muslim extremists are shown.It has also been argued that the presence of political analysts and other experts in a field are used to inform the people of the real dangers in the world, when in fact, it appears that these experts are chosen selectively and politically in order to boost television ratings. It also appears that television is a much more dangerous mode for the American citizen due to the very few sources of ownership in the media. This media monopoly, therefore, virtually suppresses the balanced voices of Americans who realize that the media serves as a weapon of propaganda.Again television news is the most troublesome. â⠂¬Å"Studies conducted†¦ have shown that people who are heavy television viewers, including viewers of television news shows, believe their communities are much more dangerous than do light television viewers† (Postman& Powers, 23). Certainly then, the media does instill fear as research has shown and it is the most dangerous of people that are portrayed, because this is more entertaining than showing Muslims living in peace or wanting peace.The news then, does not educate people by using logical means, what is used is an appeal to emotion. This appeal to emotion equals viewers resulting to the emotive fallacy of coming to the conclusion that Muslims and countries with the majority of it’s peoples as Muslims are inherently dangerous. Of course, there is nothing ethical about this presentation not on the part of media conglomerates or the politicians, who use propaganda as a tool to serve themselves politically.The fear now is that this â€Å"War on Terror† wi ll never cease due to the media spin on the dangers of terrorism and the ensuing jump to the illogical conclusions that this group and these peoples are dangerous. In conclusion, the emotive fallacy of coming to a popularly held belief that is held by the American people that Muslims and Muslim countries are dangerous is perpetuated by the media. Research has indicated that this is nothing less than propaganda and an unethical disinformation campaign. As well, other research has pointed out that television viewers are more likely to fall into this illogical thinking.Then if it is not fear that creates tensions and hatred toward this group it is the mobilization of citizens under a common goal, to defeat a declared enemy in a most-confusing war. References Glassner, Barry. (1999). The Culture of Fear: Why Americans are Scared of the Wrong Things. New York, NY: Basic Books. Postman, Neil & Powers, Steve. (1992). How to Watch TV News. New York, NY: Penguin Books Walton, Douglas. (2007) . Media Argumentation: Dialectic, Persuasion, and Rhetoric. Cambridge, MA: Cambridge University P

Academic analytics Essay Example | Topics and Well Written Essays - 1000 words

Academic analytics - Essay Example adley review acknowledges that benchmarking activities such as student engagement serve as indicators for gauging the institution’s quality (Commonwealth Government of Australia, 2008). Increased competition, accreditation, assessment and regulation are the major factors encouraging the adoption of academic analytics in institutions of higher learning. Although institutions of higher learning gather a lot of vital data that can significantly aid in solving problems like attrition and retention, the collected data is not being analysed adequately and hence translated into useful data (Goldstein, 2005.) Subsequently, higher education leadership are forced to make critical and vital decisions based on inadequate information that could be achieved by properly utilising and analysing the available data (Norris, Leonard, & strategic Initiatives Inc., 2008). This gives rise to strategic problems. This setback also depicts itself at the tactical level. Learning and teaching at institutions of higher education if often a diverse and complex experience. Each and every teacher, student or course is quite different. However, LMS is tasked with taking care of them all. LMS is a t the centre of academic analytics. It records each and every student and staff’s information and results in a click within the system. When this crucial information is added, compared and contrasted with different enterprise information systems provides the institution with a vast array of useful information that can be harvested to gain a competitive edge (Dawson & McWilliam, 2008; Goldstein, 2005; Heathcoate & Dawson, 2005). In order to retrieve meaningful information from institution sources i.e. LMS, the information has to be correctly interpreted against a basis of educational efficiency, and this action requires thorough analysis from people with learning and teaching skills. Therefore, a collaborative approach is required from both the people guarding the data and those who will interpret

Media Ethics (Philosophy) Essay Example | Topics and Well Written Essays - 1250 words

Media Ethics (Philosophy) - Essay Example And with this haunting one’s mind, there is basically nowhere to better start looking for the answer but in the very institution that is created for these dynamic exchanges – media. Recognizing the vast influence and the major role that mass media plays in he lives of people, Noam Chomsky’s definition of mass media strikes at the very heart of what it is all about. He claims that â€Å"the mass media serve as the system for communicating messages and symbols to the general populace. It is their function to amuse, entertain, and inform, and to inculcate individuals with the values, beliefs and codes of behavior that will integrate them into the institutional structures of the larger society.†1 If the very nature of mass media is what Chomsky describes it to be, it is but fitting for us to reevaluate the value of mass media, as we now know it. Edward S. Herman and Noam Chomsky in their book Manufacturing Consent: The Political Economy of the Mass Media claim that mass media is never really objective and fair in its account of what is happening around us, around the world. Rather, mass media since the start of the late modern period and made more significant after the end of World War II has been an institution that caters to the demands and whims of the capitalists owners and major stock holders in the field. Thus, tainting the noble start of media – to inform people. Chomsky is in fact claiming that media is in effect a tool that is being used for propaganda by the superstructure that dominates the society. And this is made possible because the â€Å"raw material of news must pass through successive filters, leaving only the cleansed residue fit to print. They fix the premises of discourse and interpretation, and the definition of what is newsworthy in the first place, and they explain the basis and operations of what amount to propaganda campaign.†2 And one of these filters is â€Å"anticommunism† as

Popular Culture Projects Essay Example | Topics and Well Written Essays - 2000 words

Popular Culture Projects - Essay Example Often it is found that the new innovation faced stiff resistance from what already was there, which can be named as traditional culture. But when the new culture infiltrates into the deeper layer of the society through various means it become the mass culture. It breaks all the societal taboos and mores framed earlier. One can say it is a cultural invasion. The whole world is witnessing now such a cultural invasion in the name of popular culture of the nineteenth and twentieth century. So many theories corroborate to the evolution of this popular culture which has deep impact on the every facet of human life. The new innovations due to large scale industrialization add to so called pop culture. Every moment the tradition in the society faces a competition with the modernity. But it is the people who decide what to prevail. Gone are those days when a few intellectual mass monopolized the culture and imposed that on the society to act accordingly. In this pop culture era elitist view o f the society take a backseat seeing the political culture changing its shape. Popular culture has been defined differently by different scholars. Raymond William(1983, p.237) argues that "the word 'popular' has at least four current meanings. First it can simply refer to those objects and practices that are well liked by a lot of people or it can refer to objects and practices deemed inferior and unworthy the term can also refer to work deliberately setting out to win favor with the people. Finally the term can refer to the objects and practices actually made by the people for themselves (cited by Harrington & Bielby, p.2) Alan Swingewood (1977, p.5-8) points out that the aristocratic theory of mass society is to be linked to the moral crisis caused by the weakening of traditional centers of authority such as family and religion. He also points out there is no question of domination here anymore. This view establishes the fact that popular culture has become the need of the people now (cited in Wikipedia, 2006) In modern urban mass society several factors contributed towards the evolution of popular culture such as 1. The development of industrial mass production, 2.the introduction of new technologies of sound and image broadcasting and recording, 3. the growth of mass production industries such as film, broadcast radio, television, book publishing industries as well as print and electronic news media (Wikipedia, 2006, http://en.wikipedia.org/w/index.phptitle=Popular_culture&oldid=72053444) The distinction between the highbrow and lowbrow culture became very faint with the advent of this popular culture. "Soon the term 'middlebrow' was introduced to qualify this phenomenon and to dismiss it as threatening the authenticity of both high and popular culture"(Wikipedia, 2006) With the pop music, video, adventure sports, evolve some persons who make some lasting and indelible impressions in the minds of public and are termed as celebrities. According to David Marshall, Canadian media theorists and author of the book Clebrity and Power , celebrities were an invention that heralded the democratic ear of fame business. The term celebrity has its roots in latin word

Stem Cell Research - The NIH, as the Federal government's leading Essay

Stem Cell Research - The NIH, as the Federal government's leading biomedical research organization - Essay Example The NIH has consulted with each of the investigators who have derived these cells. These scientists are working with the NIH and the research community to establish a research infrastructure to ensure the successful handling and the use of these cells in the laboratory". Government funded embryonic stem cells research is allowed in many countries including UK, Japan, France, Australia, and other countries. It was iniially prohibited in ths US by Dickey Amendment to Labor, Health and Human Services & Education Appropriations Act, 1996. Of the 71 blastocysts approved initially, only 22 remained in mid-2006, and many of them were of limited usefulness because of DNA damage. After former president Ronald Reagan died from Alzheimer's during 2004, Nancy Reagan, her entire family except for Michael Reagan, along with 58 senators launched a campaign to relax stem cells research legislation. Consequently, a federal bill passed the house for funding of embryonic stem cells from surplus embryos; however, the bill was vetoed on ethical grounds by President Bush. Stem cells have virtually unlimited applications in treatment and cure of many human diseases and disorders including Alzheimer's, diabetes, cancer, paralysis, etc. Stem cells come in two general types: Embryonic stem cells have potential to develop into all 220 types of cells found in human body. Adult stem cells have a limited potential to develop into some variety of cells. While no human trials have started yet for embryonic cells, adult stem cells have now reached human trials stage. While most religious and ethical issues revolve around embryonic stem cells, harvesting adult stem cells does not present any ethical problems but they are difficult to harvest, are severely limited in quantity and have limitations of flexibility. Further, adult stem cells can produce only a few of the 220 different types of cells in the human body. Future Policy Considerations: Liberal Outlook The pro-choice movement firmly believes that since personhood is attained much later during pregnancy, extracting stem cells from few weeks old embryo is not a murder as such. Further, considering the unlimited potential advantages offered by embryonic cell research, even this 'killing' is justified in larger interest of humanity. In vitro fertilization ("test-tube babies") involves the purposeful creation of multiple embryos, knowing and intending that most of them will either die after implantation in the womb or, if not implanted,

Behind AIG's Fall Case Study Example | Topics and Well Written Essays - 500 words

Behind AIG's Fall - Case Study Example This collapse also triggered skepticism about use of computer driven models. Warren Buffet had warned earlier about the potential risk involved with using such models. AIG either misled its investors or was really in the dark about the potential risk when in during a meeting last December, it assured the investors that this model gave AIG "a very high level of comfort." The problem with the model was that while it took historical data into account to assess potential of default, it would not consider the risk of future collateral calls or write-downs, which has destroyed AIG. The firm also suffered because it had not protected itself through hedging which resulted in exposure to very large collateral calls. AIG has already paid around $8 billion to $9 billion to Goldman Sachs Group in collateral because it was one of the trading partners. Such payments will continue even after the bailout. Gorton had always been passionate about mathematics and joined AIG in 1990. He was paid $250 per hour or around $200,000 a year for his model. He would collect data to assess and forecast losses of various assets including home loans and corporate bonds. AIG came to depend on his models excessively. Since Mr. Gorton never considered write downs or collateral payments to partners, his plan was faulty. He was only focusing on covering actual default.

Workplace communication barrier Research Proposal

Workplace communication barrier - Research Proposal Example The paper has mainly focused on the language barriers of Asian organizations as they language barrier has become a common part of these organizations. Language barriers are effecting the performance of employees as well as the managers. Research methodology and data collection is also mentioned in the last of the paper. In conclusion, findings and ethical consideration is also provided. Table of Contents Abstract 1 1. Introduction 3 1.1 Working Title 3 1.2 Overview: 4 1.3 Research Question: 5 1.4 Aims and Objectives/Purpose: 6 2.0 Literature Review 7 3.0 Research Method and  Methodology 17 3.1 Data Collection 17 3.2 Design of the Study 18 3.3 Sample Population 18 3.4 Sampling Technique 18 3.5 Research Methods 18 3.6 Findings 19 3.7 Ethical Consideration 19 Works Cited 21 1. Introduction 1.1 Working Title We are living in a smatter planet where everything is now been programmed, interconnected and been made more intelligent to cope up with the fast growing changes. And this change b rings a lot of new opportunities, specifically for the midsize businesses. According to Andersson (2002: 168), when the organizations faced conflict between their employees, these organizations have to face loss. Most of the organizations are facing challenges such as communication barriers and obstacles. But with the growth of more challenging and exceptional scale of requirement for supply and demand, the midsize companies started to face the difficulty to meet the dispute on an overall basis. To find the solution for such unprecedented challenges, the organizations has planned to increase communication and remove conflicts form the employees, so that, the organization may gain higher profitability and productivity. According to Akkirman (2005: 398), the organization has started work to remove the communication barriers, and carry forward the responsibility of playing the major mechanism behind the global economic growth. My topic is specifically based on the â€Å"communication barriers† that the organization is currently facing, and this is also affecting the business of the organization. In this research proposal my discussion will critically analyze the barriers and issues that the organizations have to face in their employees. The issues will also discuss briefly to know the reasons why the communication barriers are affecting business of the organization. This paper will also illustrate the issues that the employees have to face because of the less communication. According to the Abrell (2004: 44), employees are the most important and essential part of the organization, that’s why it is important to make them satisfied and happy with the policies and strategies. The first interval will present a preface to the theme of study accommodating the rationale and implication of the cream. The subsequent interval will present a detailed appraisal of communication barriers, prominence the preceding delves into carried out in this meadow. The trien nial division will swathe the methodology for this study. The psychoanalysis of result, conclusions and debate will be obtainable in the quadrant section. The quintal content subdivision shall bring the study to a close, given that assumption and functional commendation for supplementary investigation. 1.2 Overview: Most of the managers fail to improve communication and cooperation between the employees because of language barriers. William (2000:87) said that if there would not be a language barrier within the organization then this will definitely lead the team towards the success and effective work. Employees are the essential part of any organization and manager should motivate their employees to work together and provide them friendly environment, so that they may work with each other, and they may help other

Cognitive Development Theory Essay Example for Free

Cognitive Development Theory Essay As a prospective educator, it is important for me to understand the cognitive development theory and how it applies to individuals. Cognitive development is basically how the thought process begins. It is the way that people learn and how mental processes become elaborate and develop. These processes include remembering things, making decisions, and also solving problems. In order for a teacher to be effective, one must understand how children develop mentally so that each student can be accommodated in the classroom. There are many theories regarding cognitive development, and there are several factors that remain constant throughout all of them. These factors form some of the basic premises on cognitive development, which include the ideas that all people go through specific steps or stages of learning or understanding, and that certain qualifications must be met before learning can occur. It is the actual specifics of these basic premises that cognitive theorists have differing opinions about. (Slavin, 2009) Two theorists that display the basic premises of cognitive development are Jean Piaget and Lev Vygotsky. Both theorists have similarities and differences when it comes to their views on cognitive development. We will first begin with the views of the two on the nature or development of intelligence. Piaget believed that children are naturally born with the ability to both interact with and make sense of their environment. Children as well as adults use patterns of thinking called schemes to deal with different things in the world. The process of assimilation and accommodation is used to maintain balance in our daily lives. Piaget believed that â€Å"learning depends on the process of equilibration. When equilibrium is upset, children have the opportunity to grow and develop. † (Slavin, 2009, pg. 32) Different experiences that we face and factors in our environment contribute to developmental change in us. Vygotsky shared some similar ides with Piaget including the belief that the environment plays a huge role in the development of intelligence. He also believed that â€Å"development depended on a sign system, the cultures language or writing system, that children grew up with. â€Å"(Slavin, 2009, pg. 2) Both also believed that there is an invariant sequence of steps that is the same for everyone, and that development is influenced by cognitive conflict. While the two share a few similarities on the development of intelligence, there are also differences as well. Piaget feels that development precedes learning. This simply means that something must take pace before learning can begin. Vygotsky, on the other hand, feels that learning comes before development which is the exact opposite of Piaget. It simply means that you must learn something before development can occur. Piaget and Vygotsky also had both similarities and differences on the stages of development. We will first start with the differences beginning with Piaget who believed that there are four stages to cognitive development. They are the sensorimotor, perioperational, concrete operational, and formal operational. He felt that all children passed through these stages and that you could move faster than others, but not skip a stage. (Slavin, 2009, pg. 33) The sensorimotor stage occurs at birth through two years of age. It is the stage where infants explore their environment using the five senses and motor skills. This includes sucking, grasping, and touching. The perioperational stage is from two to seven years old. Language develops at a fast pace in this stage. At this time the childs thinking is also very self centered, and they lack the understanding of conservation. The concrete operational stage is from ages seven to eleven. At this time, thinking tends to shift from being self-centered to more logical. Problem solving is no longer restricted and the idea of reversibility also occurs. The last and final stage is the formal operational stage. This happens beginning with the age of eleven moving on into adulthood. Systematic experimentation is used to solve problems both symbolic and abstract thinking are now possible in this stage. Vygotsky felt that there was not stages, but different elements to cognitive development. The first element is private speech. â€Å"Private speech is a childs self talk, which guides their thinking and actions, eventually internalized as silent inner speech† (Slavin, 2009, pg. 43) When children are struggling with a difficult situation you often see children talking to themselves to help cope with the situation. When we become adults we still talk to ourselves, but it is usually silent. The next element of cognitive development is the zone of proximal development or ZPD. â€Å"This is the level of development immediately above the persons present level. † (Slavin, 2009, pg. 43) To better understand, this can be described as something that the child may not have learned yet, but are capable of being taught with the assistance of an adult. Educators often refer to this as a â€Å"teachable moment†. (Slavin, 2009, pg. 43) Now that we can see the differences between the two theorists, we can now explore the similarities between the two. Both heorists understand the importance of a child learning a cultures sign system. They both feel that this has a significant impact on development. The two also agree that environmental factors such as sounds, signs, and objects are equally important. Lastly, the two theorists believe that there are some tasks that a child may not understand depending on age, but Vygotsky feels that if it is in the zone of proximal develo pment then the child can be assisted with the help of an adult. Educators have been using both Piaget’s as well as Vygotskys theories in the classroom for years. An example of an activity that can be used in the classroom using Piagets theory of learning takes place in a kindergarten class. The teacher would ask the students to share what they do when it is raining outside. At this age we are in the perioperational stage where children tend to be egocentric. Some say that they go outside and jump in mud puddles while others may say that they stay inside and play with their toys. The children would share their experiences and they would all be correct because not everyone does the same thing. You can use Vygotskys theory of learning in at work in the classroom where third grade students are learning how to classify different types of dirt. You can place the students in groups where they can discuss how you properly classify the dirt. This will allow the students to hear other students thoughts, and see what methods they use to classify. Using this type of cooperative learning allows the students to learn from each other. When comparing both classroom applications we see that both classrooms are working as groups learning from each other. Piaget theory is seen in both classrooms. In the kindergarten classroom, the classroom is seeing that there are different ways to deal with the rain. The students are sharing their personal experiences and showing that there is no wrong answer. There are many ways of doing things . In the third grade classroom, the students are able to classify the dirt using touch and sight to see and feel the differences in each type. Both classrooms are interacting with the environment and learning from it. Vygotskys cooperative learning is also being played out in both classrooms. In the kindergarten classroom, the students are learning that there are different activities that can be done outside in the rain. Similarly, in the third grade class the students are using cooperative learning to find different ways of classifying dirt. In both classrooms the students are using the think out loud process. The differences in the two classrooms also stand out. When applying Piagets theory in the kindergarten classroom, you see that the students are in the perioperational stage. The students are egocentric and feel that what they say is the only right answer to the question. In the third grade class, the students are in the concrete operational stage. They are able to easily look at and see the differences in the types of dirt that they are working with. When it comes to Vygotskys theory in the kindergarten classroom, the students are working within their zone of proximal development. The students may not understand that they can do more than one thing in the rain because they have done the same thing every time. The teacher is using this as a teachable moment to allow the students to teach each other the different things that can be done. In the third grade class, on the other hand, private speech is being used. The students are saying their thoughts out loud to classify the dirt. When the students are using cooperative learning they are learning the different ways in which the other students use to classify the dirt. In conclusion, we can see how and why it is important to understand and know how to apply cognitive development theories in the classroom. Both Piaget and Vygotsky played major roles in how we teach our children in todays world. We can use information and skills from both theorists to shape our students into great learners.

Strategic Human Resource Management (SHRM) of Sainsburys

Strategic Human Resource Management (SHRM) of Sainsburys Importance of Strategic Human Management in Sainsbury: Strategic human resource management (SHRM) is a proactive approach of identifying better support for employees in order to accelerate the performance or the actions they provide in accordance with Human resource management (cipd.co.uk). The responsibility of Human resource manager is recruitment to retirement process of the employees and two types of functions are Managerial and Operational. Managerial function includes Planning, Organising, Staffing, Budgeting, Coordinating, Controlling, and Implementing. And the operational function includes Planning, Recruitment, Selection Induction, Training, Performance Appraisal, Compensations, Promotions, Welfare to employees, Recreations to employees, retirement (allinterview.com). The role has intended to identify the potential skills on employees and to focus the performance they supply into development. The importance of performance management is to provide more effective personnel who will be able to increase product market competition, provide the opportunities to share organisations vision and that way they realize the vision, the opportunities for the line manager for the acceptance of accountability to make such decision. Able to understand the key decision which is down to the line manager and the supervision (Millmore, et,al 2007). The policies and practices of Human Resource Management must meet with strategy in order to adapt integrated competitive environment and with the immediate business conditions that meet in an organisation. The integrated strategic has three dimension approach to apply. which is means the relationship between Human resources management policies and practices with strategic management, importance of internalization of HRM on the part of line manager and the workforce into an organisation to foster commitment or an identity of interest with the strategic target (Beer at el., 1984). The importance, purpose and contribution of strategic HRM in an organisation or to the achievement of the organisational objectives are discussed hereafter. As a Human resource manager in Sainsbury I am defining my role in Strategic Human resource management. AC 1.2: Activities of Strategic Human Resource management in Sainsbury: Sainsbury as one of the biggest supermarket in the UK has its strategic human resource extended widely. It has very good policy of STRM. The processes of SHRM in Sainsbury are 1.2.1. Strategic recruitment application process: Sainsbury as big supermarket has its recruiting process online for reducing time frame. The recruitment and selection includes the application process of applicants name, address, postcode, date of birth with marital status, two references and their contact information, national insurance number, employment history, qualifications and cv. After the application process they use e-mail or telephone to contact the applicant about the process. Consider alternative position may be applicable for applicant. Sainsbury keep the information for the internal record. Fulfil the legal obligations. If the application becomes successful Sainsbury make a personal record for the applicant and contact the referees are provided by the applicant (Sainsbury.co.uk). 1.2.2. Training and development programme: Sainsbury has design its training and development programme very constructive way. They have segmented the programme in different steps. Step1. Induction training: The induction training programme is compulsory for everyone. It takes place during first two days. A basic introduction to Sainsbury about its value, legal and compliance rules includes health and safety and food safety. Step2. Foundation and training: It is compulsory for all colleagues to be skill at this. It takes place during first 12 weeks. An introduction to job roles description that includes all the basic is required to know how productively and safely the work is done in individual department. Step3. Intermediate training: The intermediate training is fundamental for everyone. It takes place once foundation level is signed off. It includes the timescales depend on the hours but it takes place during first 12 month. This is the stage of develop the job role and deliver the required performance standard. Step4. Advanced training: Advanced and training is for management and team leaders, the job experts who want to develop the next stage of the job. It takes place once intermediate level is signed off. This includes how to manage and supervise the role. It also signed off of the legal and compliance of the job in the first 12 weeks (sainsburys.co.uk). 1.2.3. Employment career programme: Sainsbury has designed and develop a standard employment and development programme very constructively for their staff according to the needs. Career and development programme includes Colleague discount card, Annual bonus scheme, Family friendly policies, Parental leave, childcare vouchers, Pensions, Life insurance, Save as you earn, Sainsbury share purchase plan, Career breaks, Sainsbury social association programme Award for long service (Sainsbury.co.uk) 1.2.4. Loyalty of employee: Loyalty of employee which is called a great place to work. Sainsburys Training and development and reward programme has made its employees to be loyal in the organisation. By performing the best of human resource, Sainsbury won CBI Human Capital Award on 12th of October in 2009. It has over  £80 million bonus payments for 127,000 colleagues to encourage and earn their loyalty (J Sainsbury plc.co.uk). 1.3. Contribution of strategic human resource management in Sainsbury: The contribution of SHRM in Sainsbury is very rich. Sainsbury as a developed supermarket has identified its Human resource management policy according to the objectives. Contribution of SHRM is mainly focuses the performance of Human resource management in Sainsbury. The contribution of Strategic Human resource includes 1.3.1. Company growth: Sainsbury has gradual opportunities to grow supermarket space. It has currently 16.1 percent market share in the UK as a whole. According to the developing plan, Sainsbury introduced 10 minutes drive to Sainsbury of 40 percent UK population by opening 38 new supermarket which almost three quarters are in the areas where they currently under performed(J Sainsbury plc.co.uk). 1.3.2. Increase of revenue: Sainsbury has its total sales (including vat, including fuel) up 5.1 percent to  £21421 million (2008/09:  £20383 million). Total sales(including vat, excluding fuel) up 6.7 percent. Underlying operating profit up 8.9 percent to  £671million (2008/09:  £616 million).J Sainsbury plc.co.uk 1.3.3. Satisfaction to the shareholders: Sainsbury has been able to focus on the perspective of its stakeholder interest. According to the integrity of stake holder involvement it has very successful achievement of stakeholder satisfaction. The achieve includes world leaders in Fairtrade (value of  £218 million), we are Green to the core, largest retailer of freedom food, Leader in HR and people management, Official partner of London 2012 Olympic games, Making a positive deference to our community ( £86 million for schools and clubs).J Sainsbury.co.uk Task 2 Task 2: Human Resource Planning in HSBC Bank 2.1: Analyse the business factors that underpin Human Resource planning in HSBC Bank Strategic HRM Strengths: The strength of strategic HRM in the HSBC bank is to identify the right people in the right place. Strategic HRM is to focus HR activities that HSBC practise in order to develop the organisation. The strengths of Strategic HRM is to apply in HSBC bank with great effort in order to bring the outcome satisfactory and make the company develop in HR practice. HSBC as world local bank has various factors that strength the Human Resource planning. Particularly in the economic down town HSBC has come with successful business factors which made it able to identify the sectors they were need to develop. As a Human resource Manager following the Business factors that I have underpin the Human resource plan is 2.1.1. Business Growth: The impact of Strategic HRM in the World giant bank of business growth is to practise the Strategic HR activities properly by the Managers, individual bankers, cahiers and by the customer service assistant. HSBC as world giant bank has newly opened a retail branch in Glasgow by spending  £2.1 million and creating 18 jobs across Scotland. HSBC regulatory committee has authorised a further investment of opening a new HSBC premium branch to open in Thailand in 2011(Enterprising news, 2011). 2.1.2. Locations of operation: HSBC as one of the giant local bank in the world has its Headquarter in London and it is appearing in 8000 locations in 80 countries and the territories are across Europe, North, Central and South America, the Asia-Pacific region, the Middle East and Africa. Particularly HSBC has 1500 branches across UK (HSBC, 2011). 2.1.3. Business change: HSBC as one of the world giant bank has gone through a radical business change by adapting online Banking system. Where consumer can do their business activities after the banking hours close. The online banking system has identified to make flexible and conducive service for customer. In online banking customer can easily transfer the money, apply for credit card, apply for loan, apply for mortgage and also can apply for job as well (HSBC, 2011). 2.2: Assessment of Human resource Requirements in given situation: HSBC bank has bought the Indian retail and commercial businesses of Royal Bank of Scotland (RBS.L) as the part nationalised UK bank it retreat from overseas markets. According to HSBC it would pay a premium of up to $95 million over the tangible net asset value(TNAV) of the business after the deal has completed probably in the fast half of the next (2011) year (reuters.com) 2.2.1. Government policy (Regional): Human resource management policies of HSBC bank in fact, Government polices about the employees of RBS in India over the Acquisitions has remained unchanged as the Royal bank of Scotland in India 83% is owned by the British Government (reuters.com) 2.2.3. Government policy (Education): To make more skilled and more productive employee in the organisation HSBC Strategic Human resource programme has started running online academies by what allows the personnel to make their personal development programme. The online academy provide self-assessment programme, exams to the users who will find out where the position of the employees in the organisation and match this against the skills of what position they can look for (personeltoday.com). 2.3: Develop a Human resource Plan for HSBC Bank: HSBC as one of the biggest Bank in the world has its Human Resource management is very rich. It has to develop a human resource plan for its Human resource performance. Here I am as a Human resource manager of HSBC bank creating a Human Resource plan. 2.3.1. Organisational Objectives: HSBC as world local bank its plan must be based on SMART (Specific, Achievable, Measurable, Realistic and Time based). In terms of supplying best service all staff must be concern with objectives. 2.3.2. Selection and Recruitment: Selection is the initial stage of identifying the right people need for the organisation. After the selection process recruitment process must be based on the organizational structure to avoid the unwanted position. 2.3.3. Employee Development: Employee development plays a major role in the organisation. In HSBC bank there is a need for regularly revising Training programme. In average HSBC spends  £600 per employee on training programme delivered in 16 training centre worldwide. Here in the United Kingdom about 173,000 learning days so far recorded with around 33,000 employees attending face to face training (Thinking made easy, 2009). 2.3.4. Retention: Retention planning gives the chance to keep the skilled personnel in the organisation for long period. Developing a promotion and career plan aspect must be taken in order to avoid potential recruitment in the organisation. 2.4: Critically evaluate how human resource plan can contribute to meet HSBC bank objectives: The contribution of Strategic Human resource plan is to increase human resource activities performance in the organisation. It plays a vital role of providing the effectiveness in its action in order to improve the business performance. It attempts the link between personnel management practices and such as hard outcomes as profit (Millmore et,al 2007). The stages of contribution kept by human resource plan are defined below. 2.4.1. Improve performance: The contribution of Human Resource Management in the HSBC bank is to improve HR activities in the organisation. It is to identify in what are need to be develop or need to improve in order to provide extreme performance. 2.4.2. Business case (cost): The contribution of strategic human resource management is to reducing the cost of unwanted expense in HR practice. Minimising the cost is one of the key element of practising extreme human resource activities in HSBC bank. 2.4.3. Succession planning: HSBC has one of the key objective of Managing Growth is a strategic plan of implement formal and friendly behave between staffs. By what they understand that they can have skilful and perspective people in the organisation (Thinking made easy, 2009). 3.1. Explain the purpose of Human resource management in HSBC Bank: The purpose of human resource management in HSBC bank is in very wide perspective. It has mainly to identify and reserve the Human Resource activities in the organisation. The policies of HR in HSBC bank are 3.1.1. Health and Safety: HSBC bank put great importance on Health and safety to make sure that a safe environment is exist in the organization the measure of risk may arise from possible terrorist attack, the environmental disaster to fire, accident and diseases.. HSBC has encouraged its employees to take health and safety as a part of their own responsibility (Thinking made easy, 2009). 3.1.2. Equity and diversity: In HSBC bank Equity and Diversity programme is practised with lots of integrity. To develop the best diversity practice HSBC introduced locally the strategy of diversity Toolkit programme in 2004 in Hong Kong. To enhance the consciousness of the issue and develop a database of cultural and business etiquette HSBC introduced an interactive diversity competition on the employees intranet in Hong Kong (Thinking made easy, 2009). 3.1.3. Bullying and Harassment: HSBC as the world local bank has put the individual specific employee policies are imposed by the legislation and the regional cultural norms. All personnel are accountable for behaving colleagues with respect and dignity for creating the atmosphere free from Discriminations, Harassments and Victimisations. Unable to be abided by the policy may be subject to disciplinary procedures (Thinking made easy, 2009). 3.1.4. Working time and time off: HSBC bank has statutory requirement working hours and leave. Most of the staffs are required to work maximum 48 hours average in the working week. Any agreements must be writing and signed by worker. The bank has made detailed regulation on maximum rest period. The employees are entitled to take maximum of 5.6 weeks paid leave a year. The employees are also entitled to take, paternity leave, maternity leave, parental leave, abortion leave and the leave for family reason (hsbc.co.uk). 3.2. Analyse the impact of regulatory requirements on Human Resource policies in HSBC bank: The impact of regulatory requirements on Human Resource policies in HSBC bank is very important and essential for proper practice of regulatory policies and abides by the rules. It has emphasised on exercising Employment legislation and legal and regulatory requirements including pay, discrimination, equality employment right and responsibilities. The impact of regulatory requirements policies in HSBC bank are discussed below. 3.2.1 Sex discrimination act: Under the sex discrimination act 1995/1997 it is illegal to discriminate against someone o grounds of their sex (including gender re-assignment) or marital status (including civil partnerships) or on grounds of their actual and perceived sexual orientation. No one can discriminate because of the pregnancy or maternity (hsbc.co.uk). Race relation act: Under the race relation act 1992 it is illegal to discriminate against someone on grounds of Race, Colour, Nationality or Ethnic minority origins or on the grounds of their religion or philosophical beliefs. Anyone become failure to be abided by the rules would be faced proper action of termination (hsbc.co.uk). Employment act: under the employment act 2008 HSBC has introduced the basic employment law to the staff. The recruitment law cover the discrimination on number of grounds is illegal for instance, race, sex, age, disability, sexual orientation. Part time employees have the right to be treated with full respect as the full-timers have. Employees must deduct for NI and tax contribution from their wages, and pay them to Customs HM revenue under pay as you earn. Dismissing someone is automatically unfair and discriminatory if the dismissal is due to pregnancy or any reason to do with the childbirth (hsbc.co.uk). Task 3 Task 3: Review Human Resource Management in British Airways 4.1. Analyse the impact of organisational structure on the management of Human Resources According to Mintzberg (1979; Mintzberg et al 1998) there are two basic approaches to the formation of organisational structure, the contingency approach and configuration approach. The contingency approach of the structure of an organisation will depend on factors like the nature of the business and its strategy, its size, the geographical span of its activities, its age and history and the nature of the environment. He argues that rather than adapting the contingency approach it is sometimes better to base structure on configuration approach, factors like span of control, the need for formalization centralization and decentralization and planning system should be logically configured into internally consistent grouping (Stonehouse Campbell, 2004). Organisational structure is form of model which indicates the segmented management level and the imposed responsibilities belong to individuals. Impact of strategic HRM on the British Airways organisational structure is to set up a frame work in the favour of reducing unwanted vacancies, make positive and constructive formation in the organisation. Organisational structure of British Airways has given below. Geographical Impact: British airways as one of the biggest airline company in the world have great impact of its operation in all over the world. The organisational structure has big influence on running the Human resource in the company. Strategic HR and its function are involved with the company in order to make proper recruitment process to the promotion in that organisation and employ the right people in the right place. In terms of reducing the unprofitable routes and make the productive practice of Strategic Human Resource. Centralization impact: Centralization of British Airways organisational structure can put huge impact on its operation. British Airways business which is value adding activities can be highly impacted and effective by practising centralization of its organisational structure. The decision making process of centralized structural activities can produce the competitive market for British Airways. British Airways Organizational Structure (the official.com) 4.2 Analyse the impact of British airways organisational Culture on the management of human resources: Organisational culture: Organisation culture is the key element of management practice. In the aspect of organisational life culture keep a central and dimensional location in the organisation. Organisational culture sometimes perceived an explicit attention by how people think about the company, the value and the ideas how guided by the meaning and the belief of a cultural nature. Managing the organisational culture is important and the perception of it understand by the corporate world can develop the cultural practice and the performance (Alvesson, 2002). Organisational culture is the form of cognition and ideas, ideologies and the value of the organisation internal behaviour. This is kept in people mind when they work for British airways. Nurture the aspect of organisational culture in mind practise the responsibly is the progressive way of developing human resource in British airways. The relationship between culture and HRM functions: The relationship between culture and HRM function is very common and internally linked. HRM function includes Resourcing, Development, performance management, pay and conditions and employees relationship has the contingency approach to each others. The functions of HRM and the culture are practised at the same time to develop and exercise the Strategic Human resource management in the organisation. British airways can be idealised with this practice of cultural HRM functions to make en effective Human resource in the organisation. 4.3. Examining how the effectiveness of Human Resource management in British Airways: The effectiveness of Human resource management is to improve the existing business in BA. Human resource management strategy, human resource policies and Human resource operation is to provide the competitive advantages in the organisation. The contribution of HRM is to provide the achievement for organisation, help to acquire BA goals, reducing the cost, and increase the benefit by practising it. Organisational goal: Strategic human resource has identified the several field of effectiveness in BA. BA has the goal to develop customer focused and the performance of HRM that offer rewards for individual performance but also the recognition of different employee in the business has different demand in terms of benefit, Training and development (2009/2010 annual report) Human resources efficiency: Human resource efficiency means the activeness of the operation is provided by those people who are working for BA. British Airways has total manpower of 36832 across the operation which is the reduction of 3800 staff in the previous year (2009) all on voluntary terms. To improve the business BA has finished restructuring of the management in order to increase accountability of the business. It is now exploring the new way of boost the efficiency in staff to get better value for consumer by focusing the improvement of employees engagement (2009/2010 annual report). Performance Indicator: Performance indicator is a process of identifying the individual employees activity measurements. BA have the right Human resource leader of right support with motivation to create high performance HR culture, that means the managers may involve with the employees to get high class productivity. To measure the individual performance the surveys report will be introduced quarterly and include the engagement index by what managers can track and take the action (2009/2010 annual report). 4.4. Make justified recommendations to improve the effectiveness of Human Resource management in British Airways: British Airways is the UKs high profile and largest international scheduled airline. It flies the consumer at convenient times to the best located Airport around the globe. British Airways is the world leading global premium Airline with 144 Boeing, 84 Airbuses, 3 Avros and 7 Embraer E-jets. It has one of the world biggest structural and multicultural infrastructures around the world. Proper implementation of Human Resource practice can bring the effectiveness and the outstanding productivity in that organisation. This can help BA to achieve its target market and expected goals. Justified Recommendation: The effectiveness of strategic Human Resource management in BA is to perform the organisational performance of combination with strategic structure and the strategic cultural programme in order o provide better service to the customer. The effectiveness of the theory to adapt and implement existent structural and cultural exercises by utilising the resources it has to bring the improvement in the practice of human resource in the organisation. Regular monitoring programme, Reporting and Meetings could be very effective way to justify the performance of Human resource in British Airways in terms of improving the effectiveness. Benchmarking HR performance: Internal performance programme standard can be the effective way by looking at the comparative HR performance of others Airline Company of the same categorical or the look at the similar Airline Company that is providing the same service in the industry. British Airways can have in effect, the existence strategic HR groups by benchmarking against similar Airline Company rather than the individual. BA may be performing badly and loosing the competitiveness against others Airline organisations that can justify customers needs in different way.

My Educational Philosophy Essay -- Philosophy of Education Teachers Te

My Educational Philosophy Plato/Socrates and Rousseau have become major philosophical approaches. All these opinions are different compared to mine. Some are the same and some are different. I do agree with some of the philosophers’ points, but some I disagree with. My philosophical view relates to some of the philosophers views. First, Socrates (469-399 B.C.) view is on asking students repeatedly questions to make them rethink what they believe. He wanted to help others find the truths that lie within their minds. His questions dealt with the nature of love or the good. He wanted to help his students develop guides to a virtuous life. I agree with this to a certain degree. Helping students develop a guide to a virtuous life is good. Repeatedly asking students questions about "love" or the "good" is not a good approach. I think students have learned as they live. You have to learn through what you go through. Live and learn is a good philosophy. You have to think and learn before you react to something. Pushing a human to learn is not going to make them learn. Experience contributes to learning. It is a big part of learning. Thinking is also a big part. Plato is a philosopher whose view I partly agree with also. Plato believed that the human soul has three parts: intellect (reason), spirit (passion), and appetite (basic animal desires). This was his philosophy on life. He is right. We have reason to figure it out. There is a reason for everything. There is a reason why everything happens the way it does. If there was no reason, what is the purpose for anything? Spirit (passion) is also a true philosophy. Every human has the desire for passion. A hobby is a passion. A lover is a passion. Appetite (basic animal desires) ... ...em through it. The rules in the classroom are very important. There should be few and strict rules. If there were no rules, the teachers would get ran over by the students. The children need to know their limits in the classroom. They need to know who is in control. Although I have disagreed with some of Rousseau's views, I agree with most of them. Rousseau's philosophies are mainly what I agree with most. He was a great philosopher and he will follow me through my teaching career. I hope someday my ways of teaching, how I go about it, and what I teach, will reflect someone's life. I hope the student's look at me as a great teacher and someday they will look back on me and say "she taught me something I need to know for the rest of my life." I want to be one of the teacher's who are looked back on. I plan to peruse my teaching career. I am very excited about it.

Radcliffe Hall’s The Well of Loneliness Essay -- Radcliffe Hall’s The

Radcliffe Hall’s The Well of Loneliness - A Classic of Lesbian Literature? Radcliffe Hall’s novel, The Well of Loneliness, depicts the girlhood and womanhood of a non-conventional woman, Stephen Gordon, who after assuming her natural inversion during her adolescence, fights to find a place in the world. After fulfilling partially her aspirations by serving in I World War as an ambulance driver, she falls in love with Mary, another ambulance driver, and for a short while they defy the world with their happiness. This feeling, however would not last. The invert’s doom forces Stephen to the last exertion of self-denial and martyrdom when she renounces to her love for Mary and surrenders her to their common friend Martin to take care of her because she, not being a man, would never be able to give her an authentic life.   Ã‚  Ã‚  Ã‚  Ã‚  Nowadays, the novel is considered and sold as a lesbian literature classic throughout the world but for certain public it is not clear whether the characteristics and themes included qualify it as such or it is just a matter of popularity. In its favour it is necessary to consider it as an early precursor of any kind of declared lesbian literature (it was published in 1928). It was one of the first times that lesbian love was depicted extensively by means of a novel and it was an incredibly brave and honest attempt to bring daylight into the darkness of so many people’s life. One of the individual but essential steps lesbians were giving towards social...

Fly-Boys, by James Bradley :: Review of Fly-Boys

Fly-Boys written by James Bradley, reveals the truth about nine young American World War II pilots that were shot down over the island of Chichi Jima. Out of the nine pilots one was rescued by a submarine. The other eight were captured by the Japanese, and disappeared. After the war the American government, along with the Japanese, covered up everything that had happened on Chichi Jima. Which had meant that the lives of the eight Fly-Boys were erased. Only the American and Japanese governments knew that the pilots survived the war. In this novel James Bradley reveals the story for the first time. Although, critics might disapprove on all this information making him seem bias, but in reality it is the truth that has just never been discovered. Many Critics, and readers that have reviewed this novel have different opinions on the style of writing that James Bradley chose. Some raise the question â€Å"is Fly-Boys an anti-American book? So far from reading this book I could see why many would think that. It seems as if James Bradley is making a mockery of America. In fact all Bradley is doing here is explaining the truth of our government that he had figured out by intensive research grabbing a plethora of information from untapped government archives containing documents that no one would have ever imagined existed. He is also trying to show how the Japanese got brainwashed into the things they thought, did, and acted upon. In the first few chapters the words chosen seem as if Bradley is praising Japan by giving a lot of information from the Japanese side of things to show how bad the Americans were, â€Å" While America cheered the fliers as its best and brightest, the Japanese had a very different view.....airmen who dropped napalm on defenseless civilians living in paper houses were the non human devils.† I personally think that Bradley is just stating the truth while others would look at this and ponder why would he say this if he is American wouldn't he want to leave all that out to make us look better. The way the author chose to write this was to show both sides of war and not just taking one side. He does say one thing about Japan which praises them and then contrasts it to America making it seem worse from that side.

Whay Is There a Lack of Active Teacher Participation in Curriculum Development

Why is there a lack of active teacher participation in curriculum development? ED359 RESEARCH PROJECT Dharmendra . P. Sharma S99007424 Introduction and background In Fiji and in many Pacific Island countries there is a serious lack of active teacher participation in the curriculum development and implementation process. While there are some practicing teachers who write the curriculum in certain subject areas they are merely excluded from the decision making process regarding what is to be taught in schools and how it is taught.Curriculum development is considered a dynamic process and curriculum can be constructed through the work of the main stakeholders who are the teachers. However in most Pacific Island countries this may not be the case as the curriculum is sometimes referred to as a â€Å"Teacher proof† and â€Å"ready to teach† curriculum meaning that they do not have the liberty to choose from and modify certain aspects of the material given to better suit the classroom situation.From most of the research conducted in the past three decades it is clearly identified there is a serious concern regarding their involvement in setting the objectives, determining the teaching /learning approaches and the evaluation process . These aspects are largely taken care off by the Curriculum Development Unit. AimWith this is mind the aim of this research project is to investigate the reasons for the lack of active teacher participation in curriculum development and also to investigate strategies that would encourage more participation in every level of the decision making process when it comes to the development and implementation of curriculum in this country. After all teachers play a pivotal role in implementing the curriculum. At present the development and implementation are carried out by two different sets of people.The main research question therefore is why there is a lack of active teacher participation in curriculum development. This research project is justified as curriculum development is a universal issue and is of major importance in the pacific region as we try and adopt a curriculum which is suitable and relevant. The focus and the limitations The focus is mainly on the curriculum practices in Fiji with a few examples from around the region and some developed countries such as Australia and the United States. This provides a basis for comparison with the issues that we are facing.Studies from developed countries are also important in the sense that teachers in these countries have the liberty to choose from a given curriculum to be applied in the classroom. The main limitation of this research project is that curriculum change is a long term process and with the ongoing research in the areas of curriculum development there are many questions that are still unanswered. With the limited time and resources it may be difficult to look into all the areas of curriculum development. Another limitation for this project i s in regards to the Data collection.Getting views from all the Heads Of departments who are currently involved in curriculum development will not be possible as a result of time and financial constraints. Delimitations The study is delimited to Heads of Departments, Teachers with at least 5 years experience, Senior C. D. U officials and Principals of secondary schools. The research question The Main research question for this project is â€Å"Why is there a lack of active teacher Participation in Curriculum Development? † Since this is a sensitive issue in Pacific Education there are some prominent Pacific Academics Who have already looked into this Problem .Some of the issues that are highlighted in most of the available literature can be clearly divided into the following subtopics. Inadequate Training, The lack of Incentives, The role of principals and administrators, the role of the CDU and the school based curriculum development and the ten percent model. Literature revi ew Inadequate training The articles point out that most teachers are not taking part actively in curriculum development because they lack skills in that area. According to (Sharma) Teachers at times lack the necessary skills to take part in the curriculum development process.This is regarded as a major limitation in the area of School Based Curriculum Development which is applicable to Fiji. (Sharma, pp 5-8). In the case of Kiribati the case is more extreme as teachers in the field lack the basic teacher education in the first place. Tearo mentions that many of the teachers who remain in the teaching profession have no formal teacher training at all (Tearo,pp-9-11). This brings us directly to the issue of Teacher training. There is a need for relevant programs in the teacher training courses to deal with the issue of curriculum development and implementation. Thaman 1990) highlights the fact that the teacher education programs have not prepared the teachers for this new role therefo re they lack the necessary skills to actively take part . (Thaman 1990,pp 1-12) In the past teachers did not require teacher training in order to be posted to schools . This has a negative impact on the students educational achievements . Without this basic training in place curriculum development is definitely out of the question for most of the teachers. The lack of financial incentives A major issue while dealing with teacher participation in curriculum development is the issue of the remuneration.Most of the articles highlight the fact that the financial incentives provided are not attractive enough for the teachers. This scenario is directly related to the fact that the CDU lacks financial resources to adequately reward the teachers who at times have to spend the school holidays developing curriculum. In his report to the Fiji Islands Education Panel ( Sharma2001)clearly recommends the need for an increase in funding and resources that is allocated to the CDU in order to allow the Unit to play a more effective role in providing school based assistance to teachers. Sharma2001). (Young 1988) also highlights the plight of teachers In Canada where they felt that they were not adequately compensated for the time they spent in curriculum development activities. (Young 1988,pp109-121). In an invited plenary paper, presented at a regional conference in 1990 Thaman mentions that the teachers lack the professional and material support to be effectively involved in curriculum development process (Thaman 1990, pp1-12). The role of the Principal and administrators Another important reason that affects the degree of teacher participation in urriculum development is the role of the school principals. When the teachers have a favorable environment in school there is the possibility that their participation rates will increase . These includes the introduction of staff development programs. The Principals play an important role as according to (Sharma) they can help the t eachers change their attitude towards curriculum and also their profession in general. This is also a recommendation that was made to the education Panel in 2000(Sharma).There is also a challenge here for the teachers as at times the principals and administrators do not fully realize the important role teachers can play in curriculum development and they seem to adopt a narrow minded approach towards the role of the teachers . They do not allow them to participate in curriculum activities outside the school and also giving little recognition to the work of the teachers. Young 1988 clearly identifies the problem as ion her paper she highlights one of the critical findings.The administrators had a narrow view on the role of the teachers and the teachers received little recognition as well as the principals negative response to the release required by b the teachers to take part in curriculum development activities which at times required a two day release. (Young 1988,pp109-121). The Role of the CDU The Curriculum development Unit also plays an important role in encouraging a higher degree of teacher participation in Curriculum development.Although some teachers are involved in designing the curriculum they have little role to play when it comes to the decision making process on what is to be sent to schools as prescriptions. According to (Sharma 2001) some teachers expressed their concerns on the educational value of many curriculum materials sent to schools. (Sharma 2001). This is one of the reasons teachers do not feel like participating in Curriculum development activities as the prescriptions given by the CDU are making the teachers more passive and de-skilled.This leads to a more laid back approach and decreases the teachers desire to participate in curriculum development programs. School Based Curriculum development and The Ten percent model School, based curriculum development is also an initiative which will widely increase the rate of teacher participa tion. This is a move away from the more centralized models of development such as system and school based models. The teachers role in the curriculum development process cannot be overemphasized .The teachers can tasked with 10% of the over curriculum enabling them to work in areas of curriculum development in which they have most interest in. With this the teachers should be given more responsibility to develop curriculum at the school level. The curriculum can then be developed by the teachers themselves or in partnership with the parents and the communities. (Garret R. M 1990). Sharma also emphasizes the importance of school based curriculum development as teachers can be given the task of preparing curriculum for non-examination based subjects such as music and art& craft. Sharma) The school based approach and the 10% model are effective tools as they can boost the morale of the teachers and encourage them to be involved actively in the curriculum development process. These are the factors that are responsible for the low degree of teacher participation in curriculum development. Improvements in these areas are required in achieving an education system which will include teachers more actively in the curriculum development. Methodology Project Design The research method for this project is that of a Qualitative nature.The design is that of a case study . This research method and design are most suitable for this particular research project as there are multiple possibilities or outcomes possible for the research question. An Inductive nature of reasoning is synonymous with qualitative studies Samples are taken from populations to draw conclusions for the whole population. (Leedy&Omrod 2010). In this project interviews with teachers will provide a basis for drawing conclusions for teachers in general in regards to their response to the research question.Case studies are useful in evaluating any educational approach which in this case is Curriculum Developme nt. Sample & Population This study is aimed at the teachers who play the most important role in curriculum development and design as they are the implementers of curriculum themselves. CDU officials and Principals of Secondary Schools will also be aimed in this study as the secondary targets to clarify some of the issues raised in this research project. Data Collection and Analysis Data will be collected mainly in the form of interviews.For this purpose a recording device will be utilized as well as notes taken alongside. For the interviews prior arrangements will be made with the respectable institutions. Consent forms will be utilized for this exercise . The interviews will include open ended questions. The data collected from these interviews will then be organized thematically. Some of procedures utilized in organizing and analyzing data will be followed. This will include open coding, Axial coding, Selective coding, finding patterns and determining categories Results (Research findings)/DiscussionsThe teacher’s perspective on curriculum development From the several teachers who were interviewed and from the general talanoa sessions the data collected were assigned descriptive codes and the relationship s were used to determine common themes. This was an essential step to be used in presenting the research findings. From the interview with the several teachers from schools around the Suva area, the following categories were present after analyzing the data. * Experience/Inadequate training * Workload * Financial incentives * Teacher proof curriculum * External factors Experience/Inadequate trainingMajority of the teachers who were interviewed mentioned that they felt that more experience was required to take part in curriculum development activities . The normal selection criteria as mentioned by a senior education official in the C. D. U requires a teacher to have at least five years experience as well as to be the Head Of Department in that subjec t of interest to be considered by the C. D. U. The teachers also mentioned that being involved in Curriculum development was a task too difficult for them as they had taught that particular subject for only a certain number of years.A teacher who had 17 years of work experience admitted that she felt at ease while working as a curriculum developer and was never under any real pressure. Another interesting point mentioned was that most of the teachers did not undergo proper training in order to fully understand the importance of curriculum work in their teacher education programs. This as mentioned by some of the teachers was one of the major reasons for them lacking the general interest to take part on the curriculum development process. This goes well in line with the Research findings of Akhilanand Sharma.Where he mentions that Teachers may lack the necessary skills to take part in the curriculum development process. This is regarded as a major limitation in the area of School Bas ed Curriculum Development which is applicable to Fiji. (Sharma, pp 5-8). This clearly shows that if the teachers do not acquire the necessary skills, this becomes a limiting factor in their participation in curriculum development activities Workload Another area of concern for the teachers was the immense workload that they had as compared to the yesteryears . ith the introduction of the classroom based assessment and internal assessment there was more work for the teachers. Upon invitation by the C. D. U the teachers sometimes had to think twice as participation in curriculum workshops meant playing catch up later which can be a daunting task . This was one of the reasons given for not being actively involved in curriculum work. Young 1988 mentions that her study of teachers involved in curriculum work the teachers found little point in taking part when the materials produced were not necessarily used and on top of that it added to an n already heavy teaching load. Young 1988, pp11 9) Although this particular research was carried out in Canada from the informal conversations with the teachers there was a always a mention of the extra workload. – Financial incentives Although the teachers knew that it was important to contribute towards curriculum development majority felt that there was a general lack in financial incentives. Although amounts were not disclosed some teachers felt that that were not receiving the correct financial compensation for their time spent in developing curriculum.An interesting comment was made by one of the teachers as she mentioned that if curriculum review work was being funded by AID Organizations such as Aus Aid then the financial rewards were way better off than compared to being involved in curriculum activities with the local government. Thaman 1988 highlighted the plight for teachers as she mentioned that financial assistance to teachers in the form of allowances was merely enough to compensate the teachers for their ti me and effort and was minimal when compared to the huge amounts spent on overseas consultants. (Thaman 1988, pp4). This is certainly an area that needs to be looked into.However this depend on the current political and economic climate of the country concerned and also the policies that are in place in regards to financing curriculum development work. Teacher proof curriculum Most teachers believed that the C. D. U was providing prescriptions with largely ready to teach material and therefore the teaching becomes passive and the teachers are not challenged enough. Majority of the participants believed tha5t they were comfortable with this particular approach while come voiced their concerned as ready to teach materials were undermining the professional capabilities of the teachers.This seriously highlights the need to adopt the school based curriculum development model as mentioned by Sharma, where teachers select from whatever curriculum material is available and develop them for f urther use in the classrooms (Sharma). External factors There were other factors which were mentioned by the Heads of Departments . These included factors such as family commitment, the attitude of the principals towards their participation in curriculum activities. Some teachers mentioned that the principals at times had a negative attitude towards them participating in curriculum development activities.The curriculum development Unit From the interviews carried out at the curriculum development the data gathered can be categorized in the following areas * The actual process * The attitude of teachers * Financial benefits * The credibility of the C. D. U officers The actual process A senior education officer explained that the actual process in curriculum development. The Heads of departments who are selected for curriculum activities were done through recommendation from the C. D. U officials who conducted curriculum workshops in various schools.Upon selection the participants wer e trained in their respective areas. An interesting point to note here is that there are different groups assigned to the different tasks involved in the curriculum development process. While one group wrote the curriculum another group carried out the vetting and editing . This was required to make improvements to the curriculum produced. It verified the context, avoided repetition of concepts from another subject area and generally raised the standard of the curriculum material produced. At the point where decisions are made by the C.D. U on what is to be taught in schools the representatives of the teachers are informed of the implementation. The senior education officer also mentioned that some teachers may not be aware of the curriculum changes if the representatives fail to pass on the message to their colleagues. It is argued by Stenhouse 1975that prescriptions should be curriculum proposals that inform the teachers planning of the teaching and learning process rather than to determine the teacher’s plan of action. (Stenhouse 1975) The attitude of teachersAnother important point to mention that the C. D. U officials highlighted was that there were rare cases when the teachers rejected the offer to participate in curriculum work. This was mainly because of the fear of participating in curriculum development activities which was considered to be a higher level playing field as compared to teaching in the classrooms. As a result of this certain teachers had declined the offer to contribute towards curriculum development in their subject areas. Financial benefits Upon questioning the senior education officer agreed that financial ompensation may be a factor affecting certain teachers from participating in curriculum work. The Ministry Of Education has set aside a certain portion of their budget for curriculum development activities. The Officer mentioned that in certain cases the teachers who travelled from the rural areas had to file for claims on t he expenses incurred and it would take some time before they received their claims. There were some cases where the claims filed were not received on time and these may be the teachers who felt that they were not being compensated properly.The teachers generally had become money –minded and were not concerned about the important role they played in developing or reforming curriculum at the national level. The credibility of the C. D. U officers One of the major concerns that have been raised in many research papers is the creditability of the C. D. U officers in being part of the curriculum process. Upon questioning a senior education official mentioned that the selection criteria for the officials were very strict and personnel selected for positions within the department were highly qualified and carried the necessary experience.For example in senior positions most officials had more than a decade of experience. This is directly in line with the comments made regarding the department where Sharma 2001 mentioned that some C. D. U staff were not suitably qualified to develop and implement curriculum (Sharma p281) The Principals role in curriculum development. The principal plays an important role in facilitating active teacher participation in curriculum development. From the interviews conducted one very important theme can be derived. This includes Principal’s involvement in Curriculum developmentIt can be clearly identified that the principals are mostly willing to allow their teachers to participate in curriculum work. There was an exception however if the C. D. U requested the help of the teachers at a busy time in the annual calendar. If the Principal felt that the teachers performance in school would be affected he or she would not allow the teacher to engage in curriculum work. All the principals interviewed shared the same opinion. Development programs were also in place in collaboration with the C. D.U to facilitate the training of teac hers in the field of curriculum development . When posed with the question of their involvement in curriculum development, the principals mentioned that their first priority was the administrative affairs of the school simply meaning that curriculum development was not really a priority. As mentioned in a paper entitled â€Å"Principal a s a curriculum facilitator† Dr Sharma mentions that a contemporary secondary school principal is more involved in the administrative affairs of the school and as a result curriculum work is assigned top department heads .This has a major effect on the leadership and the supervisory role as a whole. (Sharma 1992, pp 18). One of the principals disagree with this notion stating that he was able to perform his duties as a leader by maintaining a balance between issues within the school and national issues such as curriculum work. Conclusion The research project makes an attempt to understand the reasons behind the lack of active teacher participa tion in curriculum development in the context of the Fiji Islands.The Research Question is to investigate the reasons for the lack of active teacher participation in curriculum development and also to investigate strategies that would encourage more participation in every level of the decision making process when it comes to the development and implementation of curriculum in Fiji. As a result of this the main target audience in the research includes the Heads of Departments who are actually involved in curriculum work at the ground level; the secondary target audiences are the Curriculum Development unit staff and Principals from selected schools from the Greater Suva Area.The Method use for this research is the Qualitative approach as there are multiple possibilities and outcomes for the study. From the small scale research conducted it can be clearly identified that there may be several reasons why teachers may not be actively participating in curriculum development. From the Tea chers perspective the reasons include the lack of training and inexperience, financial intensives and some external factors such as the role of the school, principals as they are the facilitators in encouraging active participation of teachers in curriculum development work.However from the information gathered at the C. D. U it can be stated that there may be some changes in the role that teachers play in the developing and implementing curriculum at the national level. Their role has become more active as they are being thoroughly consulted in all levels of the decision making process except the policy making of the Curriculum development Unit. As The research project was inspired by a paper written in the year 2000 it can be seen that there have been major reforms when it comes to the teacher’s role in curriculum development.It must be noted that the Principals also play an important role in encouraging teachers to be part of the curriculum process . It can be clearly iden tified from the data collected that there are programs in place which are focused at the professional development of the teachers. The principals therefore are facilitating and providing an encouraging environment for the teachers so that they can become active participants in the curriculum, development process It can be stated that in the coming years there will be a greater participation from the teachers in the curriculum development process.This is mainly due to the changes that are visible at present. With teacher education programs emphasizing curriculum development and the changing roles of the school principals it can be said that the future is looking bright as far as curriculum development is concerned in Fiji. References 1. Garret. R. M. 1990. The introduction of a school based curriculum development in a centralized education system ;A possible System†. In international Journal of educational Development,109(4)303-309. 2. Leedy. Paul D &Ormrod Jeanne E, 2010 Pract ical research, planning and design and design. Interenational Edition. New Jersey .Pearson educational Inc. 3. Sharma, Akhilanand. â€Å"Teacher Participation in curriculum Development-The Fiji context. † directions. . page. Web. 12 Aug. 2012. http://directions. usp. ac. fj/collect/direct/index/assoc/D1175398. dir/doc. pdf 4. Sharma, A. 2001. The National curriculum . In Learning together: Directions for education in the Fiji Islands (Ministry of Education Report of the Fiji Islands Education Commission/Panel 2000 pp278-89). Suva, Fiji: Government Printer. 5. Sharma, Akhilanand. â€Å"The Principal as a curriculum facilitator. â€Å"Directions. n. page. Web. 17 Aug. 2012. . 6. Stenhouse, L. 1975. An introduction to curriculum research and development, London: Heinemann 7. The National curriculum . In learning together: Directions for education in the Fiji Islands, Tewaeariki. â€Å"Strategies for optimizing the input of Teachers to Curriculum Development in Kiribati. †Å"Directions. n. page. Web. 17 Aug. 2012. . 8. Thaman, K. Helu. â€Å"Towards a Culture Sensitive Model of Curriculum Development for Pacific Island Countries. â€Å"Directions. n. page. Web. 16 Aug. 2012. . 9. Young, Jean. H. â€Å"Teacher Participation on Curriculum Development: What status does it have? † 3. 2 (1988): 109-121. Web. 17 Aug. 2012 Appendices For this project both structured and unstructured questions were utilized to gather the data required. For the teachers the questions mainly involved * Their involvement in the curriculum development process. * The quality of the materials produced at the C. D. U. * Whether the materials were teacher proof or not. * Their views on the reasons why they may not be actively participating in curriculum process if that is the case.For the C. D. U officers the questions involved * Explanations on the curriculum process. * Their views whether teachers were actively participating in The curriculum development process. * The sel ection criteria for the C. D. U officers For the principals the questions mainly involved * Their willingness to allow teachers to participate in curriculum activities. * Their involvement in Curriculum development. * The programs in the school that encourage professional development of the teachers. * Their views on the current state of affairs in regards to

Populism

Populism DBQ During the period of 1880-1900, farmers were facing many hardships. Financial issues were one of the main difficulties as well as long hours, droughts, insect plagues, and ranchers and cowboys. The farmers refused to back down without a fight. Farmers made valid complaints and expected something to be done about it. Their complaints weren’t being listened to and they took matter into their own hands. The Farmers Alliance was formed in the 1890’s to serve for needs of education, farming methods, and to organize economic and political action. A great hardship farmers faced was overproduction of crops.Because of the over production, crop prices were lowered and farmers weren’t able to make much money. In Document E, J. Laurence Laughlin, â€Å"Causes of Agriculture Unrest†, it explains the enlargement of supply without the corresponding increase of demand. This being something that caused some farmers to even go into a depression. Farmers needed more land to compensate for the price. Also happening during this time was the drastic change between gold and silver currency. The change was creating chaos. When gold became scarce, government took it upon themselves to make silver the new form of currency.In Document A, The Platform of the People’s (populist) party, it states that silver being the new currency as opposed to gold made the value of property and labor go down. Thus only adding to the difficulties farmers had to paying. The rising costs greatly affected farmers in the 1800-1900’s. Big companies kept their prices high making it almost impossible for small farmers to keep up. They also had to keep up with the middle man and warehouses and retailers stores that shared the profit. In Document F, James B. Weaver â€Å"A Call to Action: An Interpretation of Great Uprising†, it says monopolies are key to destroy competition.That’s exactly what they were doing to small farms so they’d no lo nger have competition. They would decrease the prices of raw materials then they’d increase the price to the consumer. This guaranteed farmers to be in debt for years to come. Document D, The Farmer’s Voice: a Chicago Newspaper, the cartoon shows a lineup of farmer’s mortgages going into foreclosure because they just cannot afford their farms anymore. Railroads during this time had to raise their prices as well. They charged more for short haults so they’d be able to stay in business. In Document G, Testimony of George W.Parker, Railroads were feeling the effects of the rising costs too. To survive, the only thing they could do was to raise their prices aswell. Value of money caused great tensions for farmers. As gold became less available to get and silver became predominant, it was changed into the new currency. The silver to gold ratio was 16 ounces of silver to 1 ounce of gold. In Document B, Acceptance Speech of William McKinley, he states debasement of currency means destruction of value. Free silver didn’t change anything for farmers, they were still in debt working long hours with horrible pay.As if the money wasn’t scarce enough, immigrats coming to the land and increasing population made circulation of the money even worse. In Document C, United States government data, you see the number in thousands of increasing population while the money in circulation takes a large dip before slowly regaining standard. Farmers faced many problems during the period of 1880-1900. The change in currency and rise of prices were main difficulties. The farmer’s complaints were justified. The hardships they went through were extremely tough and many made it through. The reason for some success was because they refused to back down without a fight.