Being Unemployed and the Impact of Unemployment

In this modern day, that which defines the person’s private life including his lifestyle is his personal accomplishments with regards to his work or job. He fails to see the significance of other people within the community in his achievements. Now, this paper would try to see how community and the society affect the character and attitude of the people who are unemployed.The first part of the paper would discuss the very concept of unemployment and the underlying factors that cause unemployment. The second part would present the effects of unemployment to the individuals and to the society/community.The last part would include an analysis of the problem of unemployment and conclusion First Part: What is Unemployment? Unemployment pertains to a condition wherein a willing person lacks opportunity to obtain any job or work. (Sinfield) Such lacking of opportunity can be either caused by the person himself or by the different factors that affect the community (i. e. economics, po litics, etc. ) The unemployed person could really find difficulty in finding job when he himself lacks certain requirements. For example, an aspirant wants to work with a particular company. However, he did not pass the qualifications and standard of that company (e.g. educational attainment, background check-up). Hence he loses the chance of acquiring a job mainly because the problem is he himself. No matter how willing a person is if he would not pass the standard or qualification of a company, it is most likely that he would not get a job. On the other hands, there are factor that affect unemployment. First is the economic element. The companies are closing their doors to applicants because the economy is very low such that hiring them would endanger the standing of the companies (perhaps the companies think that they cannot afford to pay the wages of these applicants if ever they hire them).Second is political element. The political instability may cause economic stability. Thus the result would be the refusal of the companies to hire new workers. (Walters) Lastly, environmental element can also be a factor in the problem of unemployment. The people may find difficulty in looking for jobs when they are situated in a place wherein companies would most likely refuse to establish themselves. These are just some of the factors that can really affect the problem of unemployment. Second Part: What are the Effects of Unemployment?Effects of unemployment can be directly manifested in the people’s lifestyle and character. (Sinfield) People who are unemployed usually live in places that are far from industrialized regions (i. e. rural areas, slum areas). They find so much difficulty in meeting their everyday needs such as food, clothing, shelter and others. Some cannot even afford to eat three times a day. The way they dress up can really show how unfortunate themselves being unemployed. Unemployed people may express their disappointment and depression by the way they behave toward other people.Unemployed people may become forceful or unwilling to socialize with other people. These people are usually the ones who boldly declare dissent towards the government and its programs and policies. (Moller) Third Part: Analysis and Conclusion on the Impact of Unemployment As an analysis, the problem of unemployment is really dependent on the key factor or elements that govern the structure and function of society. They significantly affect the lives of the unemployed (and even the employed) people.Nevertheless, if these key elements would be in good condition, the unemployment rate could be resolved granted that there are great efforts that would be put in its actualization. The effects of unemployment show how people react and behave toward other people. Moreover, unemployment may also define how people should live and think. (Moller) As a conclusion, unemployment is really a defining mark of the standard of living (or of how people live). More often, jobless people pursue to obtain work unfortunately due to the cited key elements that govern the society, having jobs is not really easy for them.And manifestations of the effects of unemployment could be illustrated by how unemployed people interact with the community or society. References: Moller, Valerie. The unemployment blues: Psychological effects of unemployment on the individual. Centre for Social and Development Studies, University of Natal, 1992. Sinfield, Adrian. What Unemployment Means. Blackwell Publishers, 1981. Walters, William. Unemployment and Government: Genealogies of the Social . Campbridge University Press, 2000.

Educational Psychology and Learning

TeacherThe role of the teacher is to examine and calibrate the progress of each pupil which they are responsible for. The teacher plans the lesson and schemes of work as well as directs the class. A Teacher carries out assessments and evaluations and follows the national curriculum. They are accountable and responsible for each and every pupil under their jurisdiction. It is their role to collect and summarise information to identify each pupil’s achievement. The teacher identifies the learning objective and reports to the class when it should be accomplished.A teacher will comply with end of term/year reports and be able to communicate with staff, other professionals and parents regarding each student’s progress and ability. A dedicated teacher would be acquainted with a pupil’s interests and their learning styles. Be enthusiastic and committed and the ability to work with a diversity of needs. A teacher has to be flexible, highly motivated have excellent organi sational skills and be a good motivator. Importantly a teacher should demonstrate being a good role model, maintain discipline and praise their pupils.Learning Support PractitionerThe role of the teacher assistant is to promote a pupil’s learning and development by supporting the pupils, teacher, school and national curriculum. The key role is to support and guide the pupil to help achieve the learning objective. Their job is to help the pupils under the direction and guidance of the teacher. A teaching assistant should have a good knowledge of the subject of which they are supporting in order to deliver it effectively. They should be able to deliver feedback to the teacher on pupil’s progress and monitor it, as well as liaise with the teacher on the previous learning objective and reflect on it.A teaching assistant have to observe and comply different formats of observations. Provide clerical support and monitor and maintain resources. A T.A. also has to be a good rol e model, maintain discipline, be flexible and respect pupil’s social and cultural background. Good organisational skills and the ability to praise pupils are essential.Ultimately the two roles desire the pupils to reach their full learning potential. Both should complement each other, work alongside each other as a team in order to achieve the best outcome for each student .JAYNE WEBB MAY 2012-05-041.2SUMMARISE THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT.Summative Assessment or Assessment of LearningSummative Assessment is conducted to identify the progress which pupils have made at the end of term, end of course or scheme of work. This is a summary of the overall learning of a pupil’s achievement which involves pupils undertaking standardised tests or external examinations. This form of summative learning is to judge the progress made at the end of a period of study. Summative Assessment is completed for:SAT’S results Class teacher assessments Rev iews of pupils with SEN Pupils’ annual school reports External examinations GSCE’s & AS & A LevelsFormative Assessment or Assessment for learningFormative Assessment is the ongoing monitoring and assessment of pupil’s work with accompanying feedback to help them improve their performance. Formative assessment makes judgements about the pupils’ progress that is currently being carried out with an intention of informing teachers and pupils about how their work may be modified, improved or changed. This form of assessment for learning engages not only the teacher but the pupil and can be used to check the learning in any lesson.Teacher using open ended questions that will encourage the pupil to think for themselves â€Å"How do you think that could have been done better?†Listen to pupils’ explanations and description of methods on how they study.A Teacher/Teaching Assistant asking questions to pupils to check their understanding.Observing pupil s is a most informative method of gaining knowledge on a pupil’s progress. There are different types of observation depending on the learners needs.A learning objective should always be identified at the start of the learning activity, so a pupil will understand what they are learning and at the end have they achieved the learning objective. This method teaching will engage a pupil in reviewing their own progress. JAYNE WEBB MAY 2012-05-051.3EXPLAIN THE CHARACTERISTICS OF ASSESSMENT FOR LEARNING.Assessment for learning is the key term of using assessment as part of teaching and learning in ways which will raise learners’ achievements.Assessment for learning is highly effective in improving the quality of learning, which is why it has been introduced and proved to be successful. The definition of assessment for learning – it is the process of seeking evidence, interpreting for use by learners and teachers to decide where the learners are up to in their learning a nd where they need to go and how best to get there.The key characteristic of assessment for learning is that it shares the learning objective and its aim with the pupil. In doing so it identifies to the learners exactly how they have to perform to achieve a higher grade, consequently recognise the standards they are aiming for. Questioning the learners about their work enables them to see more clearly what they need to  do next.This engages the learner and involves them in peer assessment and self assessment, so that they are ultimately able to reflect on and recognise their own achievements. This enables pupils to build up on their skills before moving on to the next step. This process involves providing meaningful feedback to the learner on their progress so they know specifically where they are going and how to get there. An important aspect of assessment for learning is that the teacher/teaching assistant continually motivates and promotes confidence with the learner. This who le process is ongoing throughout every learning objective, for both the teacher and the learner in reviewing and reflecting on assessment information.JAYNE WEBB MAY 2012-05-051.4EXPLAIN THE IMPORTANCE AND BENEFITS OF ASSESSMENT FOR LEARNING.Research proves that assessment for learning has a big impact on teaching as it improves the quality of learning for the learner. The learner is not detached from their learning but is actively involved. This empowers the learner to reflect on their progress and improve on their performance. The effect of the learner being more in control of their learning thus increases confidence self-esteem and motivation. The way one feels about them self can have a huge impact on their learning. Research has recognised that assessment for learning has a profound influence on engaging pupils and keeping them interested.Pupils with do not feel part of the learning process may develop low self-esteem, become disengaged and lose interest. By self-assessment pupi ls understand where to improve their studies and how. Effective feedback is important so both able and less able pupils are fully monitored and supported in order for them to reach their full potential. It enables a pupil learning to be adjusted to their own particular needs. Assessment for learning is a device that makes possible for a pupil to understand the aim of what they are doing, what they need to do to reach that aim and where they are in relation to it.JAYNE WEBB MAY 2012-05-05 1.5EXPLAIN HOW ASSESSMENT FOR LEARNING CAN CONTRIBUTE TO PLANNING FOR FUTURE LEARNING CARRIED OUT BY: A)THE TEACHER B)THE LEARNERS C)THE LEARNING SUPPORT PRACTITONERTeacherAssessment for learning greatly contributes to the future lesson planning of the teacher. It informs them of where the pupil is at with their learning and helps dictate the next step of the learning process. It takes place day to day in the classroom and keeps the teacher up to date with each pupil’s progress. This practice s helps the teacher make decisions regarding planning of future learning as well as share targets with the learner. Effective assessment for learners allows teachers to pass on the responsibility of managing their own learning to the pupil.LearnersThis process informs learners to know and recognise the standards for which they should aim. It identifies where they are in relation to this aim and how to achieve it. It helps immensely with an individual’s learning and the increased self awareness of how to learn will develop their confidence and motivation. By self assessment and looking at assessment criteria, pupils are able to ask for support in areas of which they are struggling and distinguish when to ask for it.Learning Support PractitionerThis process informs the actions of a learning support practitioner on what is the best step to take, as well as alter their actions. The whole process enables teachers and learners to review and reflect on personalised learning / thinki ng skills PLTS. This procedure will inform a learning practitioner on how to approach pupil questioning based on what they have discovered about how a pupil learns. Therefore, this increases confidence and promotes effect learning. They may have to alter the pace of the learning to suit every learner so all are given an opportunity to revisit parts of indecision.Reflective Log:At the Alt Valley Community College initially the students are set diagnostic skill tests which indicate their competencies and weaknesses consequently,  identify exactly where they need more help and practice. This informs the Tutor and T.A. to plan for future learning with this student as well as helps the student recognise aims for their own personalised learning programme. For example please see page 7 & 8. JAYNE WEBB MAY 2012-05-05 2.1OBTAIN THE INFORMATION REQUIRED TO SUPPORT ASSESSMENT FOR LEARNING.The learning objectives for the activities The personalised learning/ thinking skills PLTS goals for ind ividual learners The success criteria of the learning activity The assessment opportunities and strategiesAt the beginning of each learning activity the teacher should identify the learning objective, stating exactly what the learners should know at the end of the lesson. A good method of identifying the aim several teachers write W.A.L.T. (what are we learning today) on the board, or W.I.L.F. (what I’m looking for.) This way the learners can keep relating to the aim throughout the learning activity, and keep on task. The teacher must notify the learners about how they are going to be assessed, and how it will take place, in addition to how it will be measured.This procedure helps the learner to take more responsibility for their own learning, a proven effective technique. A pupil needs to think about their own personalised learning whilst working towards a learning objective. Personalised learning is the process of tailoring and matching teaching and learning around way diff erent learners learn in order to meet individual needs, interest and aptitudes to enable every pupil to reach their most advantageous potential.This helps to promote their own personal development through self-realisation, self-development and self-enhancement to become active, responsible, self-motivated learners. The Teacher/Teaching Assistant and learner always need to look at the success criteria of the learning activity. The standard and success criteria should be shared with the learner. For example:What pupil is learning – to write in paragraphs Success criteria – pupil able to write in paragraphsWhy they are learning it – learner is only able to achieve a grade D in  English if they are unable to write in paragraphs, to achieve a higher grade they must learn to write in paragraphs. How assessment will take place – teacher and teaching assistant will check pupil’s work to ensure they are consistently writing in paragraphs. A proven method is providing examples to the pupil which helps to meet the success criteria. As learners are supported assessment opportunities and strategies have to be used to motivate pupils to think about their work and progress. This is the process of utilising the best approach and techniques for the ongoing assessment during the learning activity.JAYNE WEBB MAY 2012-05-072.2 USE CLEAR LANGUAGE AND EXAMPLES TO DISCUSS AND CLARIFY PERSONALISED LEARNING GOALS AND CRITERIA FOR ASSESSING PROGRESS WITH LEARNERS.Usually secondary school pupils have personalised learning goals for each subject which are noted on their interim reports, which are updated as the term progresses. The personalised learning goals reflect the learning objective of activities and take account of the past achievements and current learning needs of individual learners. The subject teacher usually collates pupils with the same ability and personalised learning goal so they can work together and their needs tailored as a group. Individual or personalised learning plans are in place for pupils with additional needs and their personal targets documented. This will have been agreed and signed with the pupil, parents/carers and teachers.Reflective Log:At the Alt Valley Training Centre I did an assessment of learning on a pupil’s diagnostic skills numeracy examination. I noticed the pupil completely failed the percentages part of the paper. This pupil was due to undertake an apprenticeship in joinery. I spoke to the pupil and brought these findings to his attention and emphasised the importance of percentages in joinery, and the success criteria in achieving it, in order to complete his apprenticeship. I downloaded resources regarding this topic and I am at present in the process of working with him for the ongoing assessment of the learning activity.JAYNE WEBB MAY 2012-05-072.3 USE ASSESSMENT OPPORTUNITIES AND STRATEGIES TO GAIN INFORMATION AND MAKE JUDGEMENTS ABOUT HOW WELL LEARNERS ARE PARTICIPATING I N ACTIVITIES AND THE PROGRESS THEY ARE MAKING. Ensure pupils understand the learning objective or any individual learning targets so they can assess their own progress as they proceedExplain to pupils on how to reach the learning objectiveListen to pupils describe their work and their reasoningCheck pupils understanding through questioning and using open-ended questionsObserve pupils noticing the kinds of strategies they are using and what they are finding difficultEngage pupils in reviewing their own progress throughout the learning activityInform pupils on how they will be assessedIf possible provide examples of work produced by other learnersContinually provide support and oral feedback as pupils are working as well as assessment and praiseGive opportunities for self or peer assessmentIf possible allocate time for pupils to discuss work before handing it inProvide written feedback Reflective Log:I worked with the students whom failed the percentage paper. I demonstrated the metho d of percentages and then asked him a few questions to check whether he understood. He then attempted some himself and was struggling.I continued to sit and observe him and asked him why he was doing the sum via that method. I continued to encourage him and explain the necessity of this qualification. I repeated my strategy to him and we continued through the work booklet. On completion I praised him for his diligence and informed him I would mark it later. JAYNE WEBB MAY 2012-05-072.4 PROVIDE CONSTRUCTIVE FEEDBACK TO LEARNERS TO HELP THEM UNDERSTAND WHAT THEY HAVE DONE WELL AND WHAT THEY NEED TO DEVELOP.For assessment for learning to be effective every learners needs constructive feedback. This developmental pointer is crucial if progress is to be made. It can affirm the pupils’ strengths and identifies the weaknesses. Pupils need feedback during and following each learning activity. The information should be given which centres on their performance and be conveyed positivel y. Pupils should be notified that the feedback is based on facts and should not be taken personally. There are different types of feedback:Affirmative Feedback which if possible should be given during the learning activity to encourage and motivate Developmental feedback which gives suggestions on how to do better next time Both types of feedback can be given orally or written but really need to be given as soon as possible so the pupil can take it on board and action it.This also applies to teachers marking, if feedback is given too long after an activity children forget and find it harder to apply. Research has found that marking within the child’s presence is more helpful to each individual. A technique teachers use for writing on a good learning exercise is â€Å"two stars and a wish† or for improvement guidance â€Å"E.B.I. (even better if)† and suggestions provided. Best practice checklist for providing feedback:Remain non-judgemental Focus on strengths Wo rk through one thing as a time Give constructive feedback where needed and guidance on how a child can improve Link feedback directly to what has been observed or written End the session positivelyReflective log:Regarding the percentage students I sat with him to mark his paper, we worked through it step by step and I praised him on his competent working out calculations, as we were then able to identify at which point his method went wrong. I got him to look at some questions logically and in every day terms so he could then maybe estimate the answer and recognise the difference in his answers. On completion he felt confident about the activity; whereas at the beginning he told me he would never to be able to do it. I conveyed to him how pleased I was with his progress.JAYNE WEBB MAY 2012-05-16 2.5 PROVIDE OPPORTUNITIES AMD ENCOURAGEMENT FOR LEARNERS TO IMPROVE UPON THEIR WORK.Each pupil is an individual and this fact must be recognised and considered when doing assessment for lear ning. Their own personal standards of achievements must be measured against their previous record and not compared to other learners. The next stage of learning must be based on their previous understanding and so on. It is unachievable to continue with the learning plan when a pupil has not understood the previous stage. Learning needs to be built up in a step by step formula, whereas one stage of procedure supports the other to gain an overall concept of the task in hand.Pupils should always be encouraged to discuss any difficulties they entail throughout the learning activity and previous learning experiences. This effective method helps to consolidate their knowledge and reinforce their understanding before moving on with the next topic. This helps motivate them and to promote confidence and self-esteem. These three factors have a huge impact on learners and every effort should be made to uphold and support them. Pupils with low self-esteem should be allocated more time and pati ence and learning objectives clarified regularly. On occasion support staff has to modify or adapt the learning objective in order for them to achieve it.To encourage each pupil to take responsibility for their own learning it has to be discussed with them and the onus placed upon them in relation to: How they think they can improve on their previous practiceWhat do they think went wrong? Did they rush the learning activity?Opportunities provided so they can improve: Do they want to redo the learning activity? Do they wish to stay in at break time? Would they prefer to take it home and do it as homework? Or have they got any other suggestions. JAYNE WEBB MAY 2012-05-123.1 USE INFORMATION GAINED FROM MONITORING LEARNERS PARTICIPATION AND PROGRESS TO HELP LEARNERS TO REVIEW THEIR LEARNING STRATEGIES, ACHIEVEMENTS AND FUTURE LEARNING NEEDS.Assessment for learning is ongoing throughout the learning activity. The review of pupils’ work if possible should be processed during the le arning session. This is not always achievable during certain teaching presentations but if feasible time should be allocated for review. This enables students consider their work at each stage. This encourages the pupil to take responsibility for their own learning and for the teaching assistant to support and translate the teaching.Techniques to help learners review their learning strategies: Using open-ended questions- Where are you up to in your learning? Where do you need to go? And how best to get there. This helps them measure their progress against previous learning activities. Class discussion/in groups/ with a partner/ by yourself. Helps them to think about how they acted the learning activity and think how they could do it differently in the future. Provide sheet with learning objective for learners to refer to and explain objectives Provide oral feedbackUse examples of work in class discussions to highlight the ways that work can be improved Provide positive and construct ive feedbackMatch learning objective to needs in order to provide challenges and set appropriate targets Praise success throughout the learning activity Reflective Log:As part of the Joinery Apprenticeship Diploma the students have to complete and pass a Construction Skills Certificate Scheme CSCS. In order to be  allowed on site. They each individually complete this test online, which is out of 40 questions and the pass mark is 36. The summary identifies the right and wrong answers. I speak to the students during the activity and ask what the reasoning behind them choosing a particular answer was. At times they are placed in pairs so they can work together and accumulate each other knowledge to increase their mark. They are continually told of their last mark and their target each time is just to increase it by 1 mark. We celebrate success and the students gain satisfaction on their own progress and increase confidence that they â€Å"can do† it. JAYNE WEBB MAY 2012-05-123 .2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNING.All teaching staff has to listen to all learners in order to identify their own particular strengths and weaknesses in each learning objective. They have to be given the opportunity to converse so that they know and recognise the standard for which they should aim. Via feedback from the learner informs teachers on how to be pro-active to their needs. Consequently, learners discover what they should do next in order to improve. Their own particular learning style has to be considered, for example intrapersonal learners do not thrive doing collaborative group work. By communicating their own personal preferences and ideas helps individuals to own and drive their own attainment. Learners should be encouraged to adopt their own personalised learning approach, which involves taking a highly structured and responsive approach to each learner, in order that they everybody is able to progress achieve and participate.This allows them to explore their own particular interests and reflect on their individual aspirations and learning habits. Research has shown that young people will produce better quality work when dealing with content they have an interest in. Positive encouragement can greatly enhance a learner; it promotes confidence and can give them the boost they needs when they are struggling with a particular task. A constructive comment can help achieve the objective and gain success criteria. This helps the learner to remain engaged and on task in addition to them gaining satisfaction regarding their own progress.Schools have strategies to check on pupils’ learning: Traffic light system- Pupils like to fit in with the class and do not like to be seen asking for help or lack  confidence in requesting it, a pupil has a picture at the top of the page and can colour 1 of 3 lights which indicates on how their coping with the learning activit y, red=help, amber just about on task, green no problems, therefore teachers can identify if help is required. Foggy bits- pupils are given the opportunity to write down or articulate the parts of the session or activity that have not been clear, Write a sentence- pupils are able to put in a sentence the key points of the learning at the end of a unit of work or learning activity.Talk partner review- pupils are given the opportunity to talk to their partner about what they found difficult and what they enjoyed in the learning activity. This can also be done at the beginning of a session to see what the already know. Post it notes/white boards- pupils can easily write down what they have learnt, found easy or hard. JAYNE WEBB MAY 2012-05-153.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS.When pupils are involved in assessing their own performance, they can often provide teachers and teaching assistants with insights into their o wn learning. Research has indicated that pupil involvement is likely to encourage pupils to become more focused upon the teacher’s intended learning outcomes, helps them to become more aware of personal areas in which they have strengths and weaknesses and in some instances assist in the management of behaviour.Assessment information is only of value when it is used to improve teaching or learning. Pupils need to know how they are progressing and appreciate being involved in discussions about their own learning. Even on a informal basis teaching staff should find opportunities to engage pupils in discussions about how they feel they are getting on with their work. Supporting pupils with self-assessment techniques:Clarify the purpose of the task – This is so pupils understand why they are doing it Keep assessment criteria simple – Be very clear on what pupils are being assessed against. If there are more than two criteria make them very specific. Encourage pupils to periodically check learning against the criteria – This will keep them focused on what they have to do. Ask pupils to tell you what they think they are doing and why – This enables the teacher to check that children have understood the task and how their learning will be measured. An ideal technique for pupils to build up their assessment skills is through working with adults and their peers.This method enables them to look more objectively at their own achievements. Collaboration in peer assessment allows each pupil to look at one another’s work and notice how it relates to the assessment criteria. They are then able to discuss what they have been asked to do and how their work reflects this, as well as bring to their attention to what teachers are looking for when measuring achievement. Peer assessment should not be used to compare pupils’ grades and achievements. That is why it is important to make it clear to pupils on what they will be assessed a gainst. Peer assessment can also assist in peer learning whereas one pupil can obtain hints and tips from another.JAYNE WEBB MAY 2012-05-153.4 SUPPORT LEARNERS TO: A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THEIR EMERGING LEARNING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESSES OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. A) Reflect on their learning:Pupils need to be encouraged to reflect on their learning during the process, and not just when it is completed. This is in order to reveal what is the best approach as well as if they are taking the best way towards achieving success criteria.This helps them to understand their own personalised learning and develop thinking skills for improvement. Techniques are to question the pupil to check he understands the purpose of the task, ask what they are doing and why, notify them on what they are being assessed on and be very specific and encourage them to check periodically against the le arning criteria, to ensure they are keeping focused. B) Identify the progress they have made:Teachers need to check that pupils are able to assess their own progress that they have made when working. This can be done through self or peer assessment. Throughout the learning session teachers/teaching assistant should maintain continuous dialogue about the progress they have made. This can be identified by asking questions for example, tell me what you have learnt during this session, and if a question is asked see if another pupil can answer it, or by asking pupils to write down what areas of the topic they found difficult. C) Identify their emerging needs:As a pupil looks at their learning they will begin to know what they need to improve on. They should be told which level they have presently attainted and what they need to do to achieve the next level. For a pupil who is performing beneath their capability a discussion may provide formative points which indicate how they could impr ove. D) Identify the strengths and weaknesses of their learning strategies and plan how to improve on them: The strengths and weaknesses of pupils learning has to be brought to their attention.Assessment materials/resources can be useful and re-assuring to identify to pupils their weaknesses. Or recognize their misconception and use it as a basis to work upon, as this can lead to a more positive to learning from their mistakes. Notify the pupil the area they need more practice on and encourage them to be resilient in their studies. For the pupil who is doing well, a discussion of an assessed piece of work may help them to improve even further by developing those strengths which have been identified to them. Another way of supporting learners is to allow them to keep a journal, in which they can keep a note of their learning and own personalised targets. Self-esteem should always be promoted.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNIN G ACTIVITIES B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING.A) Learners participation and progress in the learning activities: When doing assessment for learning techniques the teacher assistant must work closely with the teacher to plan how they are going to fit it into the learning activity. Discussion before the lesson will enable the best opportunities to be sort that then can be included into the activity. The teaching assistant must then provide feedback to the teacher on how the learner contributed to the lesson and how much improvement they have made.This is  in order to find the best strategies to use in the future. Different techniques need to be considered depending on the learner, as some students find some more thought provoking than others. B) Learners engagement in and response to assessment for learning: A Teaching Assistant must consider the different aspect s of assessment for learning when giving feedback to the teacher. The teaching assistant must attempt to connect the learners with their own learning and provide feedback to the teacher on how successful it was. This can be done by completing an observation sheet or orally. Another good method is jotting down comments from the learners during the activity.The teacher may find it useful to know whether the pupil was more responsive and eager to participate if they were told that they doing assessment for learning. Alternatively feedback can be given through group feedback, in which the learners discuss the results of peer assessment with adults. In this way the teacher can find about their learning and feed back is given direct at the same time. C) Learners progress in taking responsibility for their own learning: Learners have to be encouraged to take responsibility for their own learning. Teaching assistant must notify the teacher on how the learner is managing to deal with it. During assessment for learning learners should be asked â€Å"where they are up to in their learning, where they are going and how to get there.† By this method pupils will come to understand that they are the drive behind the force as well as the teaching staff. Usually a successful learning activity identifies that the students have taken responsibility for their own learning. Attempts should be made to empower the learner, for example tell children when working out maths problems include your working out which also creates marks.JAYNE WEBB 2012-05-16 4.2 USE THE OUTCOME OF ASSESSMENT FOR LEARNING TO REFLECT ON AND IMPROVE OWN CONTRIBUTION TO SUPPORT LEARNING.Following learning activities the teacher and teacher assistant need to discuss and reflect on its outcome. This identifies whether or not the learning activity has been successful. A Teaching Assistant must look at their own approach to the learning activity and judge whether their own  approach could be improved when supporting pupils l earning. It should be considered whether different strategies could have worked better with pupils. What can be done to challenge the pupils more and did I question them correctly. There is always room for improvement and reflection on activities gives the opportunity for it to be corrected. Regarding reflection one should think about:How they questioned and encouraged the pupils to look closely at the assessment criteria. How they gave feedback to pupils. How they supported both peer and self assessment. Did they remain non judgemental. Did they focus on strengths? Work through one thing as a time. Give constructive advice where needed and guidance on how a child could improve. Link feedback directly to what has been observed or written. Did the session end positively?Reflective log:I assisted a student working through a maths booklet. I found the students was not co-operating in the activity and was distracted with other happenings in the classroom. I continued with the activity, asking questions, explaining methods etc. Till completed. On reflection it appeared to me that I had done too much of the practicalities and not supported the learner. I should have abandoned the learning activity as it was not vital to the days learning and include the student with the rest of the classes learning activity. That approach would have worked better as the student would have been more engaged.JAYNE WEBB MAY 2012-05-16 3.2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNINGReflective Log: Whilst checking the students’ diploma booklet I noticed two students were struggling with spelling, punctuation and grammar and the aims of each question. I spoke to them each separately and explained would they like me  to help them as that was my purpose being here. They both divulged that they were finding the theory difficult. I worked with each student looking through their booklet and asked them to identify their problems in order for me to help them.I discovered that the key words on each question, for example, compare, contrast, analyse, justify etc the students did not comprehend. Afterwards I diligently assessed the booklet making a note of key words and wrote a summary of them together with a dictionary definition, which I stapled to the work booklet. This I showed to the learners assuring them they would find it helpful. I reiterated to them any further problems would they please speak to me and confirmed I would observe them closely in the classroom.3.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASSESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS Reflective Log:Regarding the above students I spoke to the tutor and identified their needs and suggested if he and the students agreed could I coach them with their English whenever possible. Presently, we sit together and work through communication and spelling books and I reveal little tips for example, necessary â€Å"rememb er a shirt has 1 collar and 2 sleeves† etc. The students do not cope well with self-assessment; they have not got a long concentration span and poor resilience.But I do continually positively encourage it. I have found that peer assessment has worked well as there is a competitive spirit involved with both of the learners. They have commented on their surprise at their own progress. I confirm to them the importance of English not only to achieve their joinery diploma but an essential life skill.JAYNE WEBB MAY 2012-05-263.4 SUPPORT LEARNERS TO A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THE LEARNERS EMERGING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESS OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. Reflective Log:I was assisting students in a functional skills maths class, the learning objective was to teach the students area, volume and perimeter. The students were not very motivated and I explained the importance of these topic s to achieve their hairdressing diploma as well as in everyday life. I observed each student and commented on their correct formula and suggested they look at parts again.Peer assessment worked quite well in the session as they liaised with each other and gained tips to further their learning. At the end of the session we asked what they found difficult and identified topics to revisit. I liaised with the Tutor and we decided to redo the learning activity at a later date but decided the best approach was to visit each topic- area, formula and perimeter on a separate day as we felt that the students were overloaded with all the different formulas.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNING ACTIVITY B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING. Reflective Log:I was asked by the Tutor to observe a student who was completing a ratio booklet and rep ort to her verbally on her progress. This particular student is deemed as lazy and sluggish and has no work ethic. She was reluctant to participate and wanted too much help, in the hope that I would do it for her. As I was keyed up to her approach I engaged her as much as I dared, by explaining then asking questions to check if she understood. I made clear the importance of ratio in hairdressing and her aim to achieve it. She had to begin taking responsibility for her own learning.Surprisingly, she was quite competent with the learning objective. I praised her success and reiterated she had to start working with the tutors and commented, â€Å"Where are you up to in your vocation at the moment? Not interested in maths, you know where you going- hairdressing, How are you going to get there- by working with the tutors and taking notice in the maths class. I spoke to the Tutor and she agreed that was the best approach and we would continue to use these tactics.

History of film in Latin America Essay

Film is a medium of entertainment where sequence of images is projected on a screen creating an illusion of movement (Parkinson, 24). Film industry started in 19th century as a tool of entertainment, communication and mass media. The motion pictures technology had a great impact on politics and society at large (Ibid, 45). Latin America is the region in Central and South America. The region has 21 countries with the main languages being Spanish, French and Portuguese. Main races that occupy the regions are Amevidians, who are majority in Bolivia and Peru African, Asians, Caucasians, Mestizos, Mulletoes and Zambos. Most of Latin Americans are Christian and mostly catholic Christian . Latin America has a diverse culture, but generally, the Latin America culture is influenced by Africa culture especially in Brazil, Venezuela, Columbia, Haiti, Cuba and Costa Rica. Europe culture which were mainly brought by Spanish, Portuguese and French. And the native culture of people who inhabited the continent prior to arrival of Europeans (Parkinson, 61). Latin America has rich and diverse film industry. The industry started in mid 20th century as entertainment tool. Mexicans, Brazilian, Cubans and Argentineans have rich history in filming. They have also made significant step in development of film industry. In Argentina, cinema become prominent in first half of 20th C, however, it suffered during the 1976- 83 military dictatorship (Parkinson, 36). But the industry re-emerged and even produced the academy award winner, the official story in 1985. In Brazil, cinemas and movies become important tools in the society, in mid 20th century. Cuban cinema also developed tremendously especially after it enjoyed government support since the Cuban revolution. They have produced important film-makers like Tomas Gutierrez Alea. Mexican cinema in the golden era of 1940s greatly boasted the film industry. Mexican films have received recognition world over (Ibid, 54). Beside film being used as an entertainment tool, it has also been used as mass media tool to shape the political order in many Latin America countries. Political struggle to have government respect the citizen rights were mainly carried through the film medium. Latin America experienced many coups and revolution in first half of 20th century as people struggle for freedom and right which they were denied by the repressive regimes (Missing). Cinema and print media was used to call people to demand for their human rights and speak against cruelty by the repressive governments. Repression is control by holding the subject down. It amounts to forced subjugation (The Official Story). Human rights and freedom are basic rights to which all human beings are entitled to. They include civil, political, cultural, and economic rights. Examples of human rights and freedom includes right to life, right to liberty, freedom of expression, freedom from discrimination on any basis, freedom of assembly and association, freedom of worship and right of owning property etc. Many of political regimes in Latin America countries in early 20th century denied their citizen their basic rights. This precipitated revolution and social-political struggles most of which were met with crude repression (Men with Guns). Artist and film-maker, used cinemas, movies to express the people’s call for their civil rights. Literature artist also used their skills and knowledge to express the people’s call for their rights. One of the best film work set is Latin America that depict the political situation that was in 20th century is ‘Missing’. The movie was first released in 1987 in US and was directed by Costa-Gavras. It is a powerful political drama that revolve around the life before and after a 1973 coup is a south American – country (even though the movies does not reveal it refers to the Chile) which was very volatile the movie capture the who whole situation as it was, strict curfews, armed police terrosing people, many people close to 30,000 being killed, mass kidnapping, torture and ‘disappearance’ of people who were considered leaning to former regime (Missing). The movie is based on a true story of an America-activist and writer Charles Horman who disappeared in Chile at the height of America-backed violent military coup in 1978 (). This story was also in a book by Thomas Hauser. The film focuses on struggle of Horman wife Beth (Sissy Spacek) and conservative father End Horman (Jack Lemman) as they search for Charles. The film vividly show how the oppressive ruling junta oppressed people in the streets, both Sissy speak and her farther-in-law were stonewalled not only as the ruling military but also the America consulate (Missing). They only leant later that the American government had been betraying their effort to find Charles and that America government was friendly to the South America tyrant. Violation of human rights and repression is clearly present where the military dictator impose curfew and torture to all those who speak against the civil strife which was perpetuated by the ruling junta (Ibid,) The US government which also played key role in the coup also is keen to muffle all voices that were against the forced takeover. This is seen as the American embassy betrayed Ed (jack) and Beth (Sissy)’s effort to find and reconcile with Charles. Media and press freedom was suppressed as the writers and journalists were not allowed to cover the killings, torture, raping and kidnapping. Freedom of movement was denied as 24 hours curfew are enforced, there was gross violation of human right as people were butchered, kidnapped, jailed and women raped (). Violence existed as there was military and tyranny regime which disposed the civil government led by twice-elected Salvador Allende. President Salvador Allende led a leftist regime which the US government was keen to topple so on to reduce the spread of communism in the western world. The effort of CIA to block president Allende to vie for the second term by spreading propagandas and supporting dissidents to oppose Allende’s government also was a major driver that plugged Chile to civil strife. Violence is perpetrated by corrupt political regimes which are just out to fulfill their selfish interests (). Military machine is used to enforce cruel order and untold suffering to the citizen and mostly for those who are perceived as opposing the ruling power (). In this movie we have seen that, in civil strife, many citizens usually dies, other maimed and the survivors have to live with fear, and in a suppressed political environment (). Many who survive these ordeals use films and other mass media tools to express what they are going through and call for need to address their plight. Victims are the citizens while victimizers are politicians who fight to retain or get into power (). The film was an eye opener to what victims of coup have to undergo as selfish power hungry dictators fight to access or cling on power. It also pointed how influence from interested foreign government can bring hell on the life especially in politically volatile countries. The ‘Missing’ film describe how a south-America country goes through change of political regime from civil to military regime led by ruthless junta which caused gross human right violation (). The film explains well what civilians underwent in the 1973 coup the curfews, torture, kidnappings and ‘disappearance’ of those who voice out the suffering of the civilians (). The visual effects of events during and after the coup as shown in the movie has a strong emotional impact to the viewer that best explain and communicates human right violations and repression enforced by military. ‘Men with guns’ is an American political drama film written and directed by John Sayles. Set is unrevealed South American country it’s a story about a man who discovers political events that were going on in his country (Men with guns). It was first released in Canada in 1997 and was filmed in Mexico. The plot of the movie start as Dr. Fuentes (Federico Huppi) an old medical profession who had been teaching young people to provide health care to poverty-stricken citizen in a country where small-scale agricultural communities struggle to make end meet (Ibid). He is described as being ignorant of political event in his country. After Dr. Fuentes heard rumors that his former students are lost and possibly dead he decides to go and investigate the issue. Later Dr Fuentes discover that his student have been killed by ‘men with gun’ indicating that there has been people executing people who oppose them and damp them in the jungle (Men with guns). This was done to repress the guerillas who where opposing the junta rule, as Dr Fuentes moved deeper into the hill, he teams up with Padre porillo ( a defrocked priest who lost his faith), Domingo (a deserter from the army), conejo (a boy who survive by stealing) and Graciela (a woman who turned mute after she was raped). Dr Fuentes discovered that army officer were killing, torturing and raping those who were opposed to the military regime, especially young activist. Dr Fuentes’s journey describes clearly the weight of price to pay to bridge between not knowing and knowing, silence and acknowledgement assumption and truth (Men with guns). Just like ‘Missing’, this film exposes repression and human right violation meted out to civilians by military regimes. The victims are still citizens who struggle for their life and standing for their rights, freedoms and beliefs. The film depicts political process during 1960 – 80 where most Latin America countries experience revolution and military coups. Unlike the other, this film describes and emphasis the needs to find out what others in a country are going through. ‘Men with guns’ teaches us that although we are alone in our personal struggle to find information, freedom and right we are never alone in our common humanity struggle to freedom and rights. This is so on the doctor, the priest, the soldier, and the mute woman found themselves in same mission to get the truth and acknowledge it (Ibid). ‘The official story’ is another political thriller that revolves around story of a single family. Directed by Roger Ebert, it was first released in 1985 (The Official story). In the movie, Alicia is married to Robert, wealthy, powerful man with government connection. They have adopted a girl. Alicia is ignorant of political situation in Argentina until Anna an old high school friend enters in her life (Ibid). Anna narrated to Alicia how her lover a leftist ‘disappeared’ and she was kidnapped and tortured. She later discovers what was going on when she came across demonstration by family member of a missing person (). She began to realize that her husband was part of repressive government and their adopted child may be stolen from a mother who was a political prisoner (The Official story). Alicia meets an old woman who may be the grandmother of the adopted daughter and they become close (Ibid). They found strength in each other. Like the ‘Men with guns’ the movie demonstrates that there could be crimes being inflicted on other while certain class or group of people are innocently unaware. In this film, army officer are killing leftists and those who are opposed to the government. There is a gross violation of human rights and repression by government. The victims are the citizens who stand for their right. The movie clearly demonstrates how repressive regimes commit civil crime and mass murder without awareness, acknowledgement from the internal community. It vividly captures the political process that many Latin America counties went through in late 20h century (The Official story). ‘Of Love and Shadows’ is a political drama novel written by Isabel Allende. Isabel is a Chilean writer who is president Salvador Allende’s niece (Isabel, 42). The book is a story of love and shadows of political commitment. The story centers on a daughter of a wealthy family and son of a Spanish exile with whom she becomes involved (Ibid, 32). Both of them, as a reporter and photographer, uncovered a hideout crime that puts not only their love but also their life at risk. The book is set in a country under military dictatorship where arrest, disappearance and executions are rampant. Irene a reporter and Francisco a photographer are prepared to risk everything for the sake of truth and justice. They discovered crimes by the ruling military to those who opposed or undermine the military regime. At the end Irene, a daughter of a wealthy family which was backing the military regime and Francisco, son of a Marxist professor who was opposed to junta rule, are caught up in terror and violence (Ibid, 46). Like the three films, this book is about repressive regimes that was common in many South American countries in the late 20th century . The victim are citizens who stand against the repression and human right violation. This book demonstrates what majority of Latin American went through during revolution and political regimes coups. The novel helped to create awareness of crimes that military regime and political tyrant inflicted on citizens and hence call for intervention. The book vividly describes physical, mental and psychological effects of crime and human right violation to individual and society as whole. It shows that love can overcome hate as the two passionate lovers marshal on despite what they go through (Isabel, 76). ‘Child of dark’ is a diary written by Carolina Maria de Jesus in 1960. The diary contains what Carolina went through in her life in a slum of Sao Paulo, Brazil (Lavine, 24). The dairy contains what Carolina faced in her life as a fevelado (slum dweller) and political and social facts which were present during Carolina life. She writes how poverty and desperation caused people to compromise their dignity to get food (Ibid, 35). Carolina vividly describe the dreadful life around her life, but despite these she forget to have better life and gave her three children the best through writing (Lavine, 45). Her writing drew attention of politician who tried to involve agencies to give relief to the poor, however these projected faded. This diary shows how government avoided the social welfare obligations to the poor citizens as they focus on upper income class welfare (Ibid, 84). In conclusion, the three films and the literature works where very important in advocating for the writes of the citizen and exposing violation by some government. The films demonstrated the political history of Latin America countries and political process they underwent to achieve democracy and political freedom.

Organization Design 4370 Essay Example | Topics and Well Written Essays - 500 words

Organization Design 4370 - Essay Example In a large organization like Chipotle, the communication channels need to be clear to avoid other informal channels that can cause anxiety and rumors across the organization. Communication should follow the line of command with immediate supervisors giving information to their subordinates. However, the hierarchy should be one that promotes faster transmission of information and ensures that each individual is attended to as appropriate (Daft 125). The 10 levels might therefore delay the dissemination of data and impede the realization of the business goals. Moreover, with the wide geographical coverage, the customers that are served by Chipotle have diverse cultural beliefs and practices. This implies that the business must recognize the different tastes and preferences and monitor closely variations in demands. In developing their products, differentiations must be made without losing the identity of their products (Daft 125). Moreover, before engaging the developments of the new products, Chipotle will have to conduct a market research and get the approval of the head office. This will result in increment in the quantity of sales and customer loyalty. In addition, the latitude in making decisions should also be well defined by the company. Chipotle management have to determine which decisions to be made by the regional managers and those to be made by the centralized management. Decisions that affect the regional stores only should be made by the regional managers while the decisions that affect more than one regional outlets should be left for the centralized managers. However, the central management should authorize some of the decisions that are left on the regional managers to ensure that they in line with the company vision and mission. On top, Chipotle will face the risk of integrating their processes and operations. The company has to ensure that the

Auditing Essay Example | Topics and Well Written Essays - 750 words - 9

Auditing - Essay Example Correspondingly, this essay intends to evaluate and explain the newly elected treasurer, Mr. Kristos about what was right and what was wrong in the above action. External auditor is appointed to conduct audit on behalf of the shareholders of the audited organisation. External auditor serves as proxy for the shareholders and thus, primarily requires the external auditor to be independent of the management of the audited organisation. Notably, auditing standard requires independence in terms of mind as well as appearances (Mihret et al., 2011: Cheung & Hay, 2004). Although, external auditor is nominated for the advantage of shareholders but the shareholders are rarely accountable for the appointment as well as removal process of external auditor. Correspondingly, management is accountable for hiring external auditor while shareholders are rarely offered with the choice to hire external auditor. Similar practice can be related with the action of Mr. Kristos where he has dismissed audit firm on his sole discretion. It is extremely crucial that nominated external auditor must be able to identify deficiencies during the audit and must be able to q uestion the audited organisation based on the findings derived from the audit process. Such deficiencies are firmly related to internal control, unfair or misleading financial reporting and accounting policies or standards adopted by the audited organisation. In general practice, the external auditors are engaged in various interactions with the management of the audited organisation. Notably, such interaction for a long time tends to the emergence of special relationships between the management of the audited organisation and the auditor (Iskandar et al., 2010; Aksu et al., 2007).). In circumstance where the existence of relationships between the audit firm and the audit client is apparent, the appointed auditor is often not perceived to be independent of

The project initiation document focused on a work-based enterprise Essay

The project initiation document focused on a work-based enterprise - Essay Example The tools that will be used to control the project include a Gantt chart and a network diagram. It is recommended that project leadership be at a high level to facilitate the successful completion of the project. Introduction Projects are a part of the ongoing activities in an organisation. Projects will facilitate the growth of Bryson Motors Co Ltd. Schwalbe (2009) indicates that a project is a temporary endeavour which aims to create a new product, service or result. This project is temporary and aims to create a new result at the company. The company already has a customer service department but this project aims to improve it so that customers’ needs can be better satisfied in an efficient and effective manner. The current situation is that there is a lack of regular updates in relation to shipping and document processing. The company does not have the staff and other resources to fully satisfy some of the needs of customers. Projects typically go through a cycle and this project is no different. The standard cycle of a project consists of four phases. They are initiation, planning, execution and closure. The main emphasis in this paper is on the initiation phase. In some cases changes will be required to the original plan and so this will therefore require adaptation. Initiation represents the first phase and during this time the scope and objectives of the project are determined and outlined. The planning stage sets out the human resource plan, the financing plan, the communication plan, and the risk management plan. In some cases there may be a need for a process of adaptation. This will be determined from the monitoring activities of the project manager. If changes are necessary then the plan will be adjusted in order to facilitate the implementation of these changes. The results of the project – in this case the implementation of a computerised system to facilitate the transportation management system. If every thing is satisfactory and o bjectives are achieved then closure of the project is in order. Aims and goals It has been identified that Bryson Motors Co. Ltd is having problems in the provision of quality customer service. The aim of this project is to improve customer service at the company through the implementation of transportation management system software. This will facilitate growth and development of the organisation as customers will be attracted to the quality of the company’s customer service. However, before this can be done a computerised system needs to be put in place to capture all the activities that takes place between the company and its customers as well as the company and its suppliers. The formation of goals and objectives includes a definition of the scope which indicates the actual work that needs to be done; the unique product, service or result that will be delivered as well as the result that is expected (Schwalbe 2009). Customers will be able to access information on their sh ipment (order) from the web instead of having to call Bryson Motors directly. This will free up sales staff to the extent that they will then be able to spend more time getting more customers and therefore earning more income for the company and for themselves. Scope of project This project will involve the work of an external contractor setting up a computerised system that will be able to incorporate transportation management system software. This will enable the tracking of shipment and documentation of

Human Resources Essay Example | Topics and Well Written Essays - 750 words - 8

Human Resources - Essay Example The second option of becoming a hybrid organization also brings the difficulty of implementing change across the company considering that Sonoco is a highly diversified organization. The more optimal option is to create a third option whereby the advantages of both options are adapted while their shortcomings are addressed forming an incorporated approach. Some functions of the organization that directly affects the division will be handled by the division such as staffing and succession planning. The divisions are in a better position to know their staffing needs since they are the one directly involved in the operation of the business units. Succession planning that includes promotion, leadership and project of future staffing needs must also be delegated to the division. Operational functions which are unique to each business units such as coaching, feedback and personnel development are also delegated to the division making each division dynamic and could easily respond to the realities of their environment. This quick responsiveness to change also adds value to the organization. Other HR functions should be retained with the central organization such as compensation and benefits and personnel program. This will address the issue of competition that the decentralized structure of organization has wrought to the company by ensuring that the arbitrary determination of employee contribution to the company is removed. This will not only bring the cost down as the administrative expenses are cut down by scaling the system used for compensation, it also adds value to the organization in terms of savings and consistency and responsiveness of functions that were acquiesce to the divisions. Centralization of personnel program also ensures that company values are aligned with the organization. This is complemented by the centralization of performance management

Germany's Political Situation Research Paper Example | Topics and Well Written Essays - 1000 words

Germany's Political Situation - Research Paper Example The state has high living standards, and an inclusive system of community security. The country is known worldwide for its cultural and political history (Hilmer, 2002, p. 5). Germany’s political influence is well documented both locally and international. The country influenced global politics that led to the two World Wars and locally through the Nazi regime. However, the country has grown politically, and it currently is a democratic hallmark for other countries. Germany has a federal, representative and parliamentary system of government. The political system functions under a structure laid out in the constitutional document of 1949. Amendments to the constitution require 66% majority votes from the chambers of parliament. The fundamental principles of the German constitution express human dignity, federal structures, and separation of power and rule of law as valid in perpetuity. The President heads the state, and the presidential institution has the representative power s and responsibilities. The President comes to power through a federal convention, which constitutes members of the Bundestag and state delegates. The President of the Bundestag has the second highest official powers after the president. This President, elected by the Bundestag, oversees the daily sessions of the German parliament. The Chancellor occupies the third highest office in Germany. The Chancellor heads the government and is appointed after elections by the Bundestag (Schmidt, 2005, p. 149). The Chancellor heads the government and has executive powers similar the Prime Minister in other democracies. The parliament has the federal legislative powers, and it consists of the Bundestag and the Bundesrat. The Bundestag undergoes direct elections through proportional representation. Members of the Bundesrat make the government of 16th federal state, and the state cabinet (Schmidt, 2005, p. 155). Since 1949, party system dominated German politics. The Christian Democratic Union an d the Social Democratic Party of Germany characterized German politics, with all German Chancellors having membership of the two parties. However, liberal parties such as the Alliance ‘90/The Greens and the Free Democratic Party also played crucial roles in German politics. The law system in Germany has its basis on the Roman law that is civil. Germany comprises 16 states, referred to as Lander. Each state has a constitution, and they are largely autonomous with regard to internal organization. Germany has states of varying sizes and populations. In 2009, the country was divided into 403 districts, with 102 urban districts and 301 rural districts (Wheeler-Bennet, 1965, p. 468). In the past, Germany was divided into kingdoms, which later united to form the German Empire. This empire had a ruler known as an Emperor or Kaiser. The Kaiser did not gain power through election, but rather through inheritance or nomination. Only men took part in the elections of the Reichstag, as wome n did not have voting powers. The Reichstag or Imperial Assembly was a weak body. This body could not formulate laws; it could only pass, reject or amend bills initiated by the Kaiser appointed chancellor. During the early days of the empire, the Reichstag functioned in agreement with the Kaiser; this means that the Kaiser controlled the body. However, with time, the body became less compliant with Kaiser’s wishes. Disagreement between Kaiser and the Reichstag led to

My Philosophy of Management Essay Example | Topics and Well Written Essays - 1250 words

My Philosophy of Management - Essay Example They range from reduced costs, improved quality of products and services, increased employee involvement, higher employee retention, reduced conflict, reduced absenteeism, enhanced creativity and innovation, and better adaptability and flexibility. In fact, a team can be defined as a group of people who enjoy autonomy in decision-making and creativity. In the absence of bureaucracy, this team is able to function without friction and develop a common vision. Realization of teamwork is followed by the elimination of ‘us vs. them’ attitude. Thus, my opinion is that an organization should be flat. Another important point that supports this assumption is that all people love to feel useful, important, successful, proud and respected. In an organization with high degree of bureaucracy and hierarchy, it is highly possible that many employees feel unused, disrespected and anonymous. However, as the organization becomes flat, employees are more likely to feel equal and important. The Means of Motivating Employees My efforts to motivate employees are based on the understanding that everyone has the desire to be justly and fairly acknowledged and appreciated in public. Thus, my philosophy will be to ‘applaud in public and reproach in private’. First of all, when employees achieve something, recognition and appreciation will be ensured in public. As studies show, motivation and positive feedback are positively correlated to work performance and various other factors like employee retention. Another important point is that this reward and recognition will be as fair and open as possible. This is so because if employees feel that certain employees are given a more favorable treatment, there will be further decline in their morale. So, when there is reward or recognition, it will be ensured that the reward system is fair and transparent. There are various studies which support this opinion. To illustrate, Wayne, Shore, Bommer &Tetrick (2002) proved t hat perceived organizational support is influenced by various factors including leader-member exchange, procedural and distributive justice, and feelings of inclusion and recognition. Also, the scholars point out that reward and punishment systems are important factors in deciding perceived organizational support. The next important point is punishment. It is highly necessary to be careful about using punishments because punishment has less positive and more negative effects, according to scholars. According to Milbourn (1996), punishment only curbs an undesirable behavior; and it does not make an employee demonstrate a desirable behavior. The mere fact is that punishment leads to fear, psychological distress and the feeling of humiliation, especially when it happens in public. So, my assumption is to replace punishment with positive reinforcement and one-to-one guidance. First of all, there will be clear guidelines regarding every aspect of the workplace and employee conduct. Adher ence to the same will be appreciated and applauded in public. When it is found that an employee errs, the same will be immediately brought to his notice. However, when it is found that the mistake is even more serious, the employee will be met in private and the details discussed without the fear of punishment. Thus, by using positive reinforcement instead of punishment, an organization can increase the possibility of developing desirable behavior in employees. The most Suitable Organizational Structure There are various organizational structures

Entrepreneurship Essay Example | Topics and Well Written Essays - 1750 words - 2

Entrepreneurship - Essay Example Top management is the one that usually determines the corporate culture. Corporate culture involves the main aims of an organization, the strategies that will be employed in meeting those aims and the way the stakeholders should behave while striving to achieve those aims. It takes the effort of the top management to maintain its culture, this is by interacting a lot and communicating effectively, especially to employees of what is expected of them, according to Auxillium West (2008). The culture can be either weak or strong. Weak is where the employees fail to identify with the values of the organization hence need to be pushed to carry out tasks from the organization’s point of view. While the converse is true for strong cultures as people tend to think as a group on the direction to be taken during decision making. Various methods have been employed in grouping cultural change. Some of them include Geert Hofstede who argues that organizational culture is influenced by natio nal and regional cultural groupings such as the different levels of power in the organization (power-distance orientation) , risk degree (uncertainty avoidance), individualism vs. collectivism, masculinity vs. femininity and time horizon (Long term vs. short term). Charles Handy groups include the power culture where power is centered in the hands of a few, role culture, task culture centered around the job to be done, person culture where the individual is deemed to be superior to the organization. Edgar Schein, a Massachusetts Institute of Technology Professor argues that culture is the most difficult thing to change in an organization, more than the products, services, leadership, and other characteristics of an organization. In Schein’s model, the physical attributes of the organization that are tangible such as the buildings, awards, employee dressing etc belong to the first level. The culture of the

American Slavery 1606-1775 Essay Example | Topics and Well Written Essays - 1000 words

American Slavery 1606-1775 - Essay Example However, this also suggests that slavery was an important institution within the colonies long before the need for outside support was necessary. â€Å"Unquestionably it was a demand for labor which dragged the Negro to American shores, but the status which he acquired here cannot be explained by reference to that economic motive. Long before black labor was as economically important as unfree white labor, the Negro had been consigned to a special discriminatory status which mirrored the social discrimination Englishmen practiced against him.†2 This treatment of the black individual within the new continent began with the Spanish, expanded to the colonies as the native populations began dying out and became increasingly abhorrent in regards to denying human rights as the nation moved toward Revolutionary War. Initially, when the Spanish controlled the Caribbean islands, their interests were only in the mining of silver and gold. When the riches of the mines had been exhausted, the search for additional wealth moved inland and the Spaniards adopted a plantation based economy.3 Products from the Americas such as tobacco, cotton, cocoa and sugar were becoming increasingly popular in Europe which caused the Caribbean plantations growing these commodities to grow accordingly. The shortage of man-power to operate these ever-growing plantations required many numbers of slaves from Africa to be imported. As the Spaniards were reaping the rewards from its colonization of the Americas, their need for additional labor in the mines and plantations continued to grow. However, the local population was dwindling with the influx of disease and abuse and this, combined with Spain abolishing the enslavement of natives in the Americas in the mid 1500’s, necessitated a need to acquire Africans to fil l their labor requirements.4 In the initial phase of slavery in the

Some People Think That They Can Learn Better by Themsleves Than with a Teacher Essay Example for Free

Some People Think That They Can Learn Better by Themsleves Than with a Teacher Essay There has been a great deal written about the studying way of students for the past thousand years. Educators have started to wonder whether students should learn with intructors or not. Some people who are against this idea may argue that students ought to study by themsleves, which are likely to block their creativeness. One idea that has received much attention is that the majority of students tend to obtain knowledge from their teachers mainly because of its convenience and utility. This essay will discuss the teachers’ crucial function is not just the offer of excellent traning method but also an motivation for student. First and foremost, the wisdom of teachers can help learners steer their own boat in the ocean of life. For one thing, researchers have claimed that intructors may provide students with a wide range of advance knowledge thanks to their in-depth experience. When students learn without asking teachers’ assistance, they arenot be able to recognize their mistakes on their own and learn other difficult aspects in a lesson as well. For example, a number of students are in trouble in mathemartics; therefore, is is too hard for them to find out the way which in order to solve the problem. Teacher instructs and offers a variety of extra exercises so as to help them afterwards. For another, with teachers, students get the information not only in textbooks and materials but also the teachers’ knowledge. Almost teachers use adequate knowledge and accumulated experience to find the hidden talents of students. Realizing the students’ strong and weak points, which can help inst ructors implement approriate teaching methods for students. Second, a numerous entertainment activities, namely watching TV, searching web and playing games can distract students when they decide to learn subject by themselves at home. Put diferrently, teachers force students concentrate on lessons. They also approach a particular topic logically by taking it step by step. Without teachers, students will skip parts of learning process that arenot nesscesary for them, which can limit their understanding. Opponents of this may state that some people rather to waste their time to go for classes they can learn better with attend online classes by using internet at home since in a competitive world, time is one of the most concerned factors. Furthermore, there is not specific time, age limit to gain something new in online class. They have a point in thinking like that. On the other hand, they forget the fact that students usually start to feel nervous when exams come knocking at the door and teachers are able to prevent this situation by some special methods. In conclusion, it is undeniable teachers play important roles to motivate their children to become a successfull person.First, teachers with wide knowledge always provide students with a good direction to acheive goals. Moreover, they can push students in order to focus on the lessons. If this trend continues, more and more intellectual new generation will lay down a prosperous country.

Importance of Being a Global Citizen

Importance of Being a Global Citizen Introduction Globalization is the process by which national and international economies are integrated through the global network of trade, communication and transport. It implies the opening of nationalistic perspectives to a larger outlook of an interconnected word that enables free transfer of goods and services across all corners of the world. Globalization is mainly aided by the evolution of transport and communication networks. However globalisation has brought about numerous world issues with it. It is in this context that the term global citizen comes in. On the other hand a global citizen is someone who identifies himself/herself as being a part of the growing community. The actions of a global citizen are always focused toward building the values and practices of the community. We live in a world where people are different. People have different cultural practices, different background experiences and different perspectives about life. However through globalisation all these people are brought together as one common community. For this common community to exist people have to the emotions and behaviour of others. Understanding the value of all these differences enables people to co-exist peacefully in the world. This serves as the sole context of understanding the importance of being a global citizen. Most problems or global conflict whether they take place very many miles away from us or just next door are global issues and require the actions of global citizens .Being a global citizen brings people together to solve these international issues affecting the world. It also enables good interaction practise which build great connections with others. One is able to learn from others from other parts of the world and exchange various educational ideas giving them a different perspective of viewing other people. Advancement in communications technology has enabled one to easily learn online and interact with various professional from different world institutions (Isin, 2013). As a global citizen one not only makes friends but is able to advance his professional career .For me being a global citizen has served to help me advance in all fields of my life possible be it personal life or professional goals. There have been numerous disagreements between different theorists about the concepts of global citizenship. Some theorists use seemingly synonymous terms to describe the concept of global citizenship which lead to the disagreements. As most theorist study different fields they may derive their definition from the field they study. This makes their definition of global citizenship biased to their field of study. In an effort to integrate the various fields and come up with a common definition Reysen and Katzarska-Miller reviewed global education literature and conducted various interviews with global citizens and came up with consistent themes regarding the topic. Global citizenship is the valuing of diversity, social justice, environmental sustainability and the urge to feel responsible for the betterment of the world (Reysen Katzarska-Miller, 2013). However in all these aspects of global citizenship two of serve the most important of them all. The first is valuing diversity. This is the understanding and appreciation for varied cultures in the world .Through appreciating these cultures one is able to interact openly with people from different cultures and background. This is very important as in the current world co-existence with others who are different from us is not an option. No matter where one lives in the world you are bound to meet people who are different from you. Though understanding this concept becoming a global citizen becomes easier. Intergroup helping is the other aspect of global citizenship that is very important. It involves providing aid to people who are outside ones group and people who one is unfamiliar to. One is able to do this through providing financial assistance or food donations to people who are in dire need of them. People can also volunteer to work in some of the hunger stricken areas or simply join organizations which provide such assistance and work with them. These actions build good relationships with other people. Through intergroup helping one is able to build a large connection of friends around them while reducing the effect of some of the global catastrophes on other people .This brings out the true picture of a global citizen. Two instances in my life have taught me to appreciate the above mentioned aspects of global citizenship. I once resided in a neighbourhood of people from different cultures as a kid. Playing and interacting with kids from different races and nationalities was very difficult for me. However things became very easy when i learnt to understand and appreciate them. I began making friends and enjoying the neighbourhood. The other one is last summer I visited a childrens home where I observed the various problems the kids experience while in there. I could only see sad faces observing me .However when i came back to the same home with some donations, the kids were very happy to see me .I was able to easily interact with them and we shared very many stories learnt that when you show kindness to the kids they really appreciate your effort. That is the most important thing for a global citizen. A short course on international Affairs helped me understand all these problems that face the world and the various ways of coming up with solutions as a global citizen. I would encourage other global citizens to take the course too. References Isin, E. F. (2013). Democracy, citizenship and the global city. Routledge. Chicago Reysen, S., Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858-870.

Humanism And The Renaissance Religion Essay

Humanism And The Renaissance Religion Essay Humanism was a cultural movement that began early in the fourteenth century and was chiefly associated with the Renaissance during the 15th and 16th century. Wilkins defies Humanism as a scholarly and initially reactive enthusiasm for classic culture, accompanied by creative writing in Latin on classic lines (Wilkins, 1959, p.169). Humanism became the most important intellectual movement of the Renaissance, thanks to the early efforts of Petrarch (1304-1374) and Boccaccio (1313-1375). Giovanni Pico della Mirandolas Oration on the Dignity of Man (1486) became a humanist manifesto of sorts (Davies, 1997, p.95). Humanism, of 19th century German coinage, is derived from the late 15th century Italian humanista, or humanist, a teacher of the humanities, or studia humanitatis (Wright, 1993, p.155). Humanitas, from which humanist derives, is Ciceros translation of the Greek paedeia, literally cultural education (Kenney, 1982, p.258) or simply an educational and cultural program based on the study of the classics and coloured by the notion of human dignity (Kinney, 1986, p.xi). The Renaissance humanist movement originated in Italy. It was through church and literary contacts with Italy that humanism spread to Britain in the first half of the 15th century. At first, some English patrons paid Italian secretaries and scribes to prepare for them manuscripts of ancient and more recent texts (Cannon, 2009, p.336). According to Cannon, around c.1500 the teachings of poetry, rhetoric, and those classical writers neglected in the Middle Ages had become appreciated at both Cambridge and Oxford universities (Cannon, 2009, p.336). Sir Thomas More (?1477-1535) was one of Englands greatest humanists, a Christian saint known for his piety, devotion, and integrity. He was also a Member of Parliament, a diplomat, an ambassador, and Lord Chancellor of England. He was also a man of great learning and wit. Associated with the northern Renaissance, he tried to wed the Christian ethos with ancient wisdom. In 1535, he was beheaded for not acknowledging Henry VIIIs rule of the English church (Chesney, 2004, p.163). Thomas Mores Utopia (1516) is a Christian-humanist view of an ideal society. The books real title is The Best State of a Commonwealth and the New Island of Utopia, which thus refers to Platos Republic. More offers this vision not only as a mental idea, but also as one that humans can strive to create in this world (Hansen, 2006, p.214). The text is a self-conscious effort by More to offer his readers a Christianisation of Platos Republic (Starnes, 1990, p.22). Mores book fuses the practical implications of Ciceros vita activa, and the social radicalism of the New Testament (Peltonen, 2004, p.10). Mores book, Utopia, is the last great Christian synthesis of the Renaissance. The Christian aspect of the synthesis is Christs gospel of caring for the poor, the oppressed, and the downtrodden. The Platonic, Republican tradition is the Greek aspect of the synthesis (Scott, 2004, p.32). More wrote the Utopia with a satirical tone, allowing him to speak his truth while telling his deeper story esoterically (Sider, 2007, p.139). Utopia takes the form of a dialogue led by a Socratic wise man, Raphael Hytlodaeus. The first book sets the stage for all that is to follow, and the second book is an exposition of the communal, social, and political arrangements of the Utopians (Starnes, 1990, p.24). Scholars have identified a number of classical and Christian traditions that influenced Mores conception of the polity described in Book II of Utopia. In addition to Platos Republic, these sources are: Augustines City of God, the ideals of the monastic calling; the pagan virtues of wisdom, fortitude, temperance, and justice; and the notion, derived from the Christian church fathers that private property arose as a consequence of original sin (Baker, 1999, p.57). Such sources clearly place Mores Utopia within the framework of northern Christian humanist concerns. However, the absurdities and contradictions in Utopia seem to undermine the view that More was serious. The Greek roots of names create absurdities the expression utopia is coined from Greek words and means no place (Donner, 1945, p.2); Raphael Hytlodaeus name is also unusual. His Christian name links him with the archangel Raphael and means the healing of God, however his surname, Hythlodaeus, means nonsense, therefore his name would mean something like the healing (one) of God, knowing nonsense (Starnes, 1990, p.24). The dialogue form, so familiar to Renaissance writers, allowed a writer to argue the opposite side of a case precisely to follow up its implications. Structurally, Mores immediate model was Platos Parmenides (Ackroyd, 1999, p.425). In Utopia, More presents the real world in Book I and the ideal in Book II. In Book I, in the Dialogue of Counsel, Raphael and More engage in the familiar humanist debate regarding civic duty: Should intellectuals stay aloof from public life or engage in politics? Raphael gives voice to the ideal of contemplation, while More puts the case that Cicero made in De officiis, the case for action. Who wins the argument? The case put by More follows Cicero verbatim in places. Recognising this, it is possible to argue that More (the author) has refashioned Platos image of an ideal society in order to argue that service to the commonwealth, and perhaps the best state of a commonwealth itself, involves statecraft, diplomacy, and compromise (Guy, 2000, p.46). Hence, unlike Plato, whose ideal pointed to the only solution, More sought the best possible solution. In conclusion, Utopia fuses the ideals of Platos Republic, the political pragmatism of Ciceronian humanism, and the social radicalism of the New Testament (Wegemer, 1998, p.109). There are connections between Utopia and Mores own life. Utopia embodied Mores quest to understand the proper relationship between philosophy and public life in an ongoing dialogue (Skinner, 2002, p.224). Francis Bacons fragmentary text, The New Atlantis, clearly offers an alternative to Thomas Mores humanist vision of Utopia. Though composed about one hundred years apart, the similarities between the two texts are striking. Both narratives take place on remote islands previously unknown to European explorers, and the stories are related by sailors who, having become lost at sea, discover the islands when blown off course by life-threatening storms. Both societies, though unknown to Christian Europe, have through some miraculous event become aware of and been converted to Christianity, and both have benefited from social reforms made by a wise and enlightened king. However, the differenced are equally striking. In Mores Utopia, the problems the plague European society are ameliorated by a closely ordered communal society in which power and wealth are strictly controlled and evenly distributed. In Bacons Bensalem, however, the well-ordered society is a result of prosperity that is itse lf the result of natural philosophy and technology; it is a society ruled by wise men who study of natural philosophers allows them to reap the benefits of Gods creation for themselves and their fellow citizens. Mores text is a somewhat pessimistic view of humankind, which suggests that the baser elements of our nature may only be suppressed through the most vigorous control. Bacons New Atlantis is a much more optimistic text that hints at the relative perfectibility of human nature through art and science (Salzman, 2002, p.28). The New Atlantis was most likely written sometime in 1624 and was published posthumously in 1627 by Rawley along with the Sylva Sylvarum (Coquillette, 1992, p.275). According to Spedding, the story of Solomons house is nothing more than the vision of the practical results which [Bacon] anticipated from the study of natural history diligently and systematically carried on through successive generations (cited in Coquillette, 1992, p.257). Rawley called it a fragment, and it clearly seems to be incomplete (Manuel and Manuel, 1979, p.254). Speddings confidence in Bacons intellectual integrity is impossible to confirm. Many of Bacons philosophical texts are unfinished, while the aphoristic style of others makes them seem incomplete. It was, after all, a tenet of Bacons philosophy that scientific communication should be incomplete, a goad to spur the auditor to further investigation. Whether it is complete or not, however, The New Atlantis offers an intriguing glimpse of a society led by wise men whose knowledge is secured by natural philosophy, not an ideal world released from the natural to which ours is subject, but of our world as it might be made if we did our duty by it (cited in Coquillette, 1992, p.258). For the Renaissance humanist, the issue of character was of utmost importance. The idea humanist was the vir bonus dicendi peritus, the good man speaking well, whose eloquence arose from a harmonious union between wisdom and style and whose aim was to guide men toward virtue and worthwhile goals, not to mislead from for vicious or trivial purposes (Gray, 1963, p.498). Central to the appeal of The New Atlantis is the character of the Bensalemites. They possess, in Speddings words, sober piety, serious cheerfulness, tender and gracious courtesy, open-handed hospitality, fidelity in public and chastity in private life, grave and graceful manners, order, decency and earnest industry (Bacon). In addition, the inhabitants of Bensalem were, for the most part, Christians, having encountered a mysterious chest containing the books of the Bible. They were equally well acquainted with the histories and mythologies of other lands, including those of the Far East and the Americas. This knowledge was gained both from their own travels to other lands and from travellers whom they had received throughout history. The narrator of The New Atlantis meets a number of individuals whose actions demonstrate the character of the larger society of Bensalem. The first meeting between the ships company and a citizen of Bensalem takes place after they seek refuge in their harbour following a storm. The crew saw on the shore of the city divers of the people, with bastons in their hands, as it were forbidding us to land; yet without any cries or fierceness but only as warning us by signs that they made (Bacon). When the Bensalemites deliver to the ship a scroll, which offers them sanctuary for sixteen days, as well as asking after their needs for food, water, medical treatment, or repairs to their ship, it is evident that theirs is a hierarchically-ordered, Christian society, acquainted with the world outside its borders, clearly cautious, but not apparently xenophobic. The ships company, who are put at ease by this encounter, inform the Bensalemeites of the status of their ship and health and are later in vited into a place called the Strangers House where they are accommodated of things both for our whole and for our sick (Bacon). Given their belief in the possibility of language to achieve practical certainty and to move individuals to right action, the production and consumption of literary texts were acts of great importance for early Renaissance humanists. Quattrocento humanist rhetoric was situated within the context of civic humanism and allied to the virtue of prudence, or practical wisdom. Because the marker of the individuals achievement of humanist values was eloquence, the art of rhetoric was critical to the humanist project. As it was practiced during the quattrocentro, however, rhetoric was a truncated version of classical rhetoric because it did not extend to legislative and legal settings (Kahn, 1985, p.38). Rather, it was primarily epideictic rhetoric the rhetoric of praise or blame. Unlike other scholars who stress the limitations on rhetoric and view quattrocentro rhetoric as a precursor to a purely aesthetic form of the art, Kahn suggests that the conflation of rhetoric and poetics enlarges the sphere of literature, since the written text now takes on the functions of deliberative and judicial rhetoric (Kahn, 1985, p.38). Thus, the production of the work of literature, or any work of art, was a deliberative or prudential act, as was consumption of that work through the act of reading: [P]rudence or practical reason that is deliberation about action in a social or political context is also at work in the artists production of a work of art. Prudence is, in this sense, the precondition of artistic decorum, just as it is of ethical decorum. As a result, the work of art is seen less as an object than as reflecting a certain process or activity or judgment. (Kahn, 1985, p.39) Consequently, knowledge of the literary text can only be practical, since the interpretive practice of reading requires the same acts of discrimination, the same judgments of decorum, as does the authors practice of writing (Kahn, 1985, p.39). For the humanists, then, literary texts and these included primarily poetry and drama, dialogues, and texts such as Philip Sidneys Defense of Poesy- were considered appropriate rhetorical activities that could lead individuals to right action in the realm of human affairs. Bacons New Atlantis follows in this tradition and is intended to lead both the king and fellow citizens to the right action of embracing natural philosophy. Civic humanism during the Renaissance was nowhere more fully developed than in England of the fifteenth and sixteenth centuries, and texts such as Thomas Elyots Boke Named the Gouvernour and Thomas Mores Utopia, were critical elements in the transmission of humanist values. Although they are generically very different The Boke Named the Gouvernour is an advice book to rulers while Utopia is a detailed description of the life and habits of the citizens of a fictional island both texts are concerned with the proper way to organise and govern society. Such texts, as Kahn has suggested perform an essentially rhetorical function, in that the act of reading was seen as a deliberative and prudential act. Mores Utopia, for example, acted as a critique of various social ills, and offered as a solution a highly-structured communal society whose laws and customs were founded upon Christian and humanist values. Like his fellow humanists, Bacon was interested in improving society, and his New A tlantis, which is clearly a response to Mores Utopia, offers the very different view of how to accomplish that goal (Salzman, 2002, p.28). Both Mores Utopia and Bensalem of Bacons New Atlantis are island societies, discovered by sailors lost at sea. More imagines a communal society in which power is diffused because its leaders are drawn from the general population and serve for limited terms. In Bacons ideal society, the leaders are philosophers who are dedicated to the proficiency and advancement of knowledge as a means of improving their society. The social institutions in Utopia are based on humanist ethical principles; in The New Atlantis, ethical principles are derived from natural philosophy, and the pre-eminent social institution is a philosophical society. In Bensalem, nature is not only the source of material benefits, but serves a normative function as the source of knowledge from which serves as a basis for an ethical system. Bacons blending of Stoic concepts with humanist values. The leaders of Bacons Bensalem are more reminiscent of the philosopher-kings of Platos Republic. An essential difference between Mores Utopia and The New Atlantis is that More assumes that societys resources are limited and guards against discord by levelling class and monetary distinctions; Bacon suggests that the new philosophy will reduce discord because it creates and abundance of material goods (Price, 2002, p.2). With the political uproar of the English Civil War (1642-1648), saw the end to the British Renaissance. Nonetheless, humanism and classical culture continued to be a powerful influence in Britain. During the 18th and 19th century, architects designed new buildings applying the classical tradition, and education focused on Latin and Greek languages and literature (Cannon, 2009, p.336).