History Essay

Essay Question: Underlying causes of 1905 revolution in Russia were not political. Whatever else the revolutionaries wanted it was not to overthrow the Tsar. How far do you agree with this claim? I agree that the underlying causes of the 1905 revolution were not only political there were also economic, social and military factors that lead to this revolution. Firstly the social causes of this event. Even though in 1861 the Emancipation of the Serfs had occurred by the early 20th century nothing really had changed for the lower class of Russia society. They were not called Serfs anymore and no longer were a part of a feudal system however the still experienced a low standard of living, had to work long hard hours in menial jobs and poor harvests and famine havocked their lives. The massive gap between the rich and the poor continued to widen as the Tsar and the royal family lived in extravagant luxury and the peasants that made up 85 percent of the people were left to starve and fend for themselves. Another social factor than increased the peasants growing discontent with their ruler was the process of urbanization that led to overcrowding in the cities and horrible living conditions. Overall all these factors and more led to the popular belief among the Russian peasantry that change was needed, that change didn’t need to be the removal of the Tsar. In fact they were happy to work with him to achieve more equality and better living and working conditions for themselves. Next there were the economic causes of this revolution. In the 1900s the world was struck by a recession, Russia in particular was heavily affected. They were so affected because Russia relies so much on its exports especially of grain for its revenue and strength of its economy. So when the worldwide price of grain dropped during the recession mass unemployment results due to the fact that 85% of Russia populations are farmers that grow grain and other foodstuffs. Moreover due the recession the value of the Russia currency (the ruble) drops and therefore Russia exports of grain drops due to farmers not wanting to sell their grain due to an unstable market price. Widespread poverty among the masses grows leading to even more discontent and want for change. This leads on to my next point. The military cause of the revolution is simple and that is the Russo-Japan War. Tsar Nicholas II fearing the growing discontent among the people. So he comes up with an idea of a distraction to make the peasants forget about the horrible situation they are facing. At first his plan works well and the people forget about their troubles and support the war effort. That is until Russia starts losing. This idea needs to be put into context as Russia is the largest country in the world and should simply steamroll a tiny insignificant country like Japan. Defeats on land and at sea shocked the Russian public and if that wasn’t bad enough the war instead of making people forget about their struggles with poverty and starvation causes shortages of fuel and food, high prices and unemployment. As Russia suffered defeat after defeat they were forced to sign a treaty with Japan and became the laughing stock of European powers such as Germany and Great Britain. This shocking defeat also forced the Russia people to consider how incompetent the Tsar and his ruling party were. That they can’t even defeat a tiny island nation like Japan. However there were also political causes to the 1905 revolution such as the harsh Tsarist regime and the three main groups of opposition to the Tsar reign. The Tsar had already shown himself to be weak and indecisive through his actions again the Japanese in the Russo-Japanese war form 1900-1904. He had also made his views clear on the idea of a democratic/constitutional government calling them ‘senseless dreams’ and basically ignoring the pleas of his people for basic reform. The Social Revolutionaries tried to create a peasant revolution based around socialism and were a real ‘party for the youth’ but failed epically. The liberals appealed to the Tsar in a reforming manner but as I previously stated the Tsar refused to back down and give up any of his powers. However political causes amounted a minor role in the 1905 revolution as the other above factors were more important. Overall the underlying causes of the 1905 were not really political and while there was some political influence to the revolution. There were social factors such as urbanization and poor living standards. Furthermore economic factors such as poverty and unemployment ultimately led to dissatisfaction with the ruling class and change was required by the peasants. What the revolutionaries wanted was basic freedom e. g. freedom to form political parties, basic rights as human beings and fundament government reforms. Their main aim was for the people to have an interactive government system that sought the best for Russia. While it was true the peasantry of Russia was tired of autocratic rule they didn’t really want to overthrow the Tsar. All they really desired were some basic reforms to improve their lives.

European Settlement in Latin America Essay

Between 1450 and 1750 C. E. , Europeans entered Latin America and created new political structures, increased trade, and brought their religion. This happened because the Spanish conquered the Aztecs and Incas, while Portugal took over what is now Brazil. Hernando Cortes conquered the Aztecs while Francisco Pizzarro conquered the Incas. The Aztecs and Incas were two great Native American civilizations. In Latin America, slavery remained unchanged. These areas that the Spanish and Portuguese conquered later developed into their own self-governing states. In 1494, the Treaty of Todesillas split the New World in two when Pope Alexander VI drew the Line of Demarcation. Spain received the majority of the land while Portugal received modern day Brazil. While Spain constructed a massive military, Portugal established many settlements on the east coast. In 1519, Hernan Cortes conquered the Aztecs by killing Montezuma, the Aztec emperor. In 1532, Francisco Pizzaro conquered the Incas by killing Atahualpa, the Inca emperor. The Incas had such highly centralized government that they could not run without an empire. Because of guns, germs, and steel, Spanish conquistadors were able to conquer the Aztec and Inca empires. The Spanish also had an advantage in military technology, having steel swords, iron mail, and horses. Without domesticated animals, such as pigs and cows, the Aztecs and Incas had now immunity to European diseases such as smallpox, typhus, and influenza, which killed almost 95% of the indigenous population of Latin America. In 1549, the first Jesuit missionaries arrived in Brazil to spread Catholicism. In the late 1500’s, there were no longer Native American slaves because of the large decrease in their population due to European diseases. Some Native American tribes forced there slaves to undergo human sacrifice, such as the Aztecs. There were now Black African slaves. While this was happening, the Portuguese switched from establishing trading posts to building an extensive colonization. 240,000 Europeans entered Latin America in the 16th century. They imported millions of slaves to run their plantations. The Portuguese and Spanish royal governments expected to rule these settlements; collect 20% of all the treasure found, and tax as much as they could get away with. Silver soon became 20% of Spain’s total budget. During the end of the colonial period, it was very common for the Native Americans to intermix with the Europeans. The offspring were called â€Å"Mestizos†, which are people of mixed ancestry. They formed majorities in many colonies. In the late 16th century, Peru participated in the Manila Galleon Trade. This was a trade where China gave Mexico porcelain, silk, ivory, spices and myriad other exotic goods in exchange for New World silver. Potosi, Peru became the fifth most populated city in the world by 1620 because of silver production. However, in the mid-17th century, silver production declined, but the decimated indigenous population in the central Andean region progressively begins to stabilize and free-wage labor replaces required labor in the mining regions. The most significant continuity for the European settlement in Latin America was slavery. Slavery did however change from Native American slaves to Black African slaves, but the concept of slavery remained the same. The key changes were new political structures, increased trade, and Europeans brought over their religion. The Spanish and Portuguese royal governments conquered Latin America.

Finnis’s Natural Law Theory

Basically, Finn's's natural law theory are divided into three main parts, each with its own purpose and function. According to Finnis, there are first, a set of notions that â€Å"indicate the basic forms of human flourishing as goods to be pursued and realized† and that every human being should have the idea on how they should act. Secondly, Finnis further argued on the notion of â€Å"a set of basic methodological requirements of practical reasonableness †¦ Which distinguish sound from unsound practical thinking and . provide the criteria for distinguishing between [reasonable and unreasonable acts]. Thirdly, a methodological requirements that allows one to distinguish between acting morally right or morally wrong and â€Å"to formulate . .. a set of general moral standards†. 1. First Main Part of Finnis Natural Law Theory : Basic Human Goods Finn's' naturalism is both an ethical theory and a theory of law. Finnis introduced the theory of basic goods in human li fe as the first part of his natural law theory.Based on the set of notions that, â€Å"indicate the basic forms of human flourishing as goods to be pursued and realized† which according to Finnis, every reasonable person would ssent to the value of these basic goods as objects of human striving, and these basic goods are â€Å"indemonstrable but self-evident principles [that shape] our practical reasoning. â€Å"Finnis distinguishes a number of equally valuable basic goods namely, life, practical reasonableness, knowledge, play, friendship, religion, and aesthetic experience.Finnis argues that the list of basic goods is exhaustive in that â€Å"other objectives and forms of good will be found †¦ to be ways or combinations of ways of pursuing .. and realizing †¦ one of the seven basic forms of good, or some combination of hem. † His argument basically means that in order to achieved the basic good, the elements of seven basic goods must be fulfilled. A perso n is said to achieved basic goods even if he achieved either one of the basic forms or combinations of the basic forms, he don't need to pursue all of the seven basic goods at the same time.Since the human basic goods does not provide any hierarchy between the seven forms, hence, the basic goods are incommensurable. According to Finn's, none of the basic goods â€Å"can be analytically reduced to being merely an aspect of any of the others, or o being merely instrumental in the pursuit of any of the others,† and â€Å"each one, when we focus on it, can reasonably be regarded as the most important. In simple words, Finnis argues that, each of the forms of basic goods are to be distinguished from each other because each forms has intrinsic values. 1. 1 .Knowledge Stating that knowledge is good, or thinking of knowledge as a value, is not the same as saying that knowledge is a moral value. By saying knowledge is to be pursued† since it is ag and that goods are to be pursu ed†Finnis is not saying that a moral obligation has been created. Finnis's basic goods are to be thought of as intrinsically good in that all of these values should be considered good for their own sake and not for an instrumental purpose Finnis more particularly describes the good of knowledge as that of speculative knowledge, explaining that this good is the good of knowledge being â€Å"sought for its own sake. This reference to knowledge can also be articulated as truth†so that one can say that this is truth sought for its own sake in the same manner as knowledge. Here, Finnis is not describing an instrumental use of knowledge, but rather â€Å"the pure desire to know' merely out of curiosity and â€Å"an nterest in or concern for truth and a desire to avoid ignorance or error † Finn's's primary argument for the value of the knowledge, as for the value of other items on his list, is by appeal to the reader's intuition: It is obvious that those who are well-i nformed, etc. simply are better-off(other thing being equal) than someone who is muddled, deluded, and ignorant, that the state of the former is better that the state of the latter, not Just in particular case of that, but in all cases, as such, universally, and whether I like it Otr not. Knowledge is better that ignorance

The World's Best Managers and Leaders Are the Best Communicators Essay

The World's Best Managers and Leaders Are the Best Communicators - Essay Example This research will begin with the statement that communication is a significant aspect of everyday life. Communication in organizations is extremely vital for success since it is the chief tool that organizations use to achieve coordination. Organisational communication is achieved by downward, upward and sideways (lateral) communication. Communication is a transaction, which is a two-way process of reaching a mutual understanding. Participants in the communication process exchange information (encoding and decoding), news, feelings, and ideas and share the meaning of that information. Communication is a chief function of management at all levels ranging from the top levels to the lowest management levels. There is so much power in communication. For instance, in the speech given by President John Kennedy in Berlin in 1963, Kennedy said: â€Å"Today, in the world of freedom, the proudest boast is bin ein Berliner†. The speech was in a rejoinder to the Soviet threat during the cold war era. The words were what the people wanted to hear, and they were swept by a flow of pride and warmth. The speech moved the massive audience as it was made during a desperate context in history. In addition, this communication had an impact since it was given by a great orator, which is a spectacular example of how communication made President Kennedy a renowned leader. Leadership can also be exhibited through communication in less dramatic circumstance, particularly in organizations. ...Branson is a living proof that leadership and communication are two inseparable things. His success comes from his ability to gain trust and support of partners, bankers, customers and other stakeholders. He demonstrates a democratic leadership style that entails listening to other s and empowering them as well. Branson management does not follow recipes highlighted in text books in his leadership. Although he never graduated from university, Branson leadership leaves a lot to be desired. There is no preset recipe for management according to Branson. One of the management philosophies employed by Branson is communication. He believes that communication is a key tool for motivating workers. In his work schedule, the first thing in the morning is reading emails from various people, and responding top complaints. Richard also sends success stories that he has read to his employees as he believes it as a way of sharing success to others. He believes in commucation throughout all level s of an organisation. He interacts with his staff even in out of office situations. He believes that business should be viewed as fun, and fun entails listening to people. Branson is popularly known for his communication with his employees and customers, as well as his ability to mix with populace of all status. This sets apart from other business leaders. In addition, Branson has a special gift in public relations. He does not feel to make his voice known to the media, and he has always gets away with the media to attract attention and has an instinctive comprehension of what appeals to them. Moreover, he does not fear being interviewed by journalists, which is not common among business leaders. Branson communication skills may be

Can public international law effectively moderate contemporary warfare Essay

Can public international law effectively moderate contemporary warfare - Essay Example International law is made by international treaties, which generates directives binding upon the parties, and accustomed laws, which are essentially state practices accepted by the community at large as establishing patterns of demeanor that have to be followed. Countries that are signatories to the international law do observe it, and infringements are relatively low (Basak, 2010). Nonetheless, such infringements such as racial oppression and armed attacks are exposed and attack the heart of the system, which is the generation and protection of international peace and justice. Just similar to normal assaults on national legal systems such as rapes, incidences of murder and robbery, corresponding attacks on international law show the weaknesses of the system devoid of their disparagement. In spite of the infrequent gross violation, the vast common requirements of international law are adhered to. This paper will seek to determine the effectiveness of the principles of international l aw in moderating the contemporary warfare. ... the threat or use of force Proscription on the use of force is the most significant principle that regulates International law, because of the magnitude of war, deeds of hostility and their consequences on the international system and associations between countries (Brownlie, 1999). This prohibition applies not only to the member states of United Nations but also to every nation. Additionally, this proscription is applicable to not only territories but also to borders and international distinction lines, because of the sensitivity of such lines in the cold war perspective (Armstrong et al, 2007). Most significantly, this principle forbids the indirect use of force. This is particularly significant since failing to include indirect use of force would mean that nations would indirectly do what they were prohibited to do. On one hand, it is clear that many nations respect this proscription. Additionally, this principle has been modified to include â€Å"lawful† use of force in nu merous instances using the powers of the UN Security Council. For instance, the Security Council Resolution 678 (1990) that permitted alliance forces to apply â€Å"all necessary means† including the use of armed force to sojourn Iraq’s illegitimate seizure of Kuwait (Dixon & McCorquodale, 2005). On the other hand, however, this principle has been the most challenged and breached principles of the international law. For example, the use of force for self-defense intentions, which is accepted in the customary international law as a â€Å"lawful† application of force, has been wrongly applied by the United States as an effort to validate illegitimate hostility (Basak, 2010). The USSR and US used â€Å"self-defense† to justify their use of force during the Cold War. In this regard, although this

Medical oncologists job satisfaction in light of Medicare Dissertation

Medical oncologists job satisfaction in light of Medicare reimbursement cuts, new legislation such as the Sunshine Act and burno - Dissertation Example The levels of job satisfaction have a strong influence in the efficient performance of job related functions. In the case of the physicians and nursing professionals the lower the levels of job satisfaction, the less efficiency in the delivery o patient care, and lower the patient satisfaction in the care received (Burke, 2004). It is for this reason that more than four decades earlier a key factor in health care delivery was the emphasis in attempts to increase the job satisfaction levels among physicians and nursing professionals, with a lot of concentration on financial rewards and improved working conditions. Evidence from studies subsequently has shown that these efforts have not produced the desired results. Over the past decade physician job level satisfaction has declined significantly, and is gauged by the lack of willingness to repeat their studies in medicine, were the option available to them (Burke, 2004). A key dimension that has emerged in the delivery of healthcare cu rrently is the requirement for lowering the costs in the delivery of care, but at the same time maintaining higher levels of quality in the delivery care. In addition there are changes that have occurred in the market place involving increase in competition and legislative financial pressures that are consistent with the requirement for lowering costs and increasing quality in the delivery of healthcare. ... tant exposure to the suffering of their patients, loss of patients, and the grief of the survivors, and are expected to provide relief in all these circumstances. In other words the normal practice of medical oncologists is stressful (Cherny & Catane, 2004). In addition to work pressures, medical oncologists face added financial stress coming from legislative action that will cause cut in Medicare re-imbursement from 2012 onwards (Walsh, 2011). 2. Aim of the Study The aim of the study is to evaluate job satisfaction among medical oncologists in the face of the increased challenges that they face in their practice of health care. 3. Objectives of the Study This study has three objectives, which are: 1. Evaluate the impact of Medicare reimbursement cuts on job satisfaction among medical oncologists. 2. Evaluate the impact of the Sunshine Act on job satisfaction among medical oncologists. 3. Analyse the impact of burnout due to work and family conflict on job satisfaction among medical oncologists. 4. Significance of the Study The elderly population in the United States of America (USA) is growing, which will place increased demands on providing care for their health needs. The incidence of cancer is known to rise with age. In addition, derived from the benefits advances in medical science there is and increase in the survivorship of cancer patients. Hence there will be increasing demand for medical oncologists to meet the health care needs of the general population, as well as the growing elderly segment. In a recent study conducted by the American Society of Clinical Oncology there is already a shortage of medical oncologists that will only worsen over the next decade. The study forecasts that in 2020 12,547 oncologists will be added to the strength of practicing

Briefly explain the major objectives or underlying philosophies of HRM Essay - 1

Briefly explain the major objectives or underlying philosophies of HRM and what activities these may involve - Essay Example One of the major objectives of human resource management is to develop a personnel base that is motivated and has the necessary potentials, and to maximize on such human resource towards achieving organizational objectives. This identifies the role of the branch of management in ensuring a healthy and productive workforce. Creating a workforce with the required potential for meeting the objective involves activities such as recruiting, selecting, and training employees. While an informed employee selection ensures skills and personalities towards meeting job demands, activities such as rewarding and recognizing employees together with providing favourable work environments achieves a motivated workforce that can achieve organizational goals effectively. Human resource management also aims at developing and sustaining a â€Å"suitable and sound organizational structure† with a subsequent goal of good interpersonal relationships towards teamwork (Geet and Deshpande, 2008, p. 1-2 0). The desired integration also aims at alleging individuals’ goals for ensuring focus and effectiveness in organizational ventures. In order to achieve such unity and cohesion, human resource managements ensure activities that promote â€Å"belongingness, team spirit† and personal contributions to the organization (Geet and Deshpande, 2008, p. 1-20). Activities such as bonding retreats, seminars on benefits of interpersonal relationships, and focus groups to identify possible barriers to organizational cohesion are therefore essential (Geet and Deshpande, 2008). Human resource management also aims at developing a work environment that sustains employees’ morale and promote â€Å"value system and environment of trust and mutuality of interest† (Geet and Deshpande, 2008, p. 1-20). Activities towards favourable work environment include matching job descriptions with employees’

Outsourcing Research Paper Example | Topics and Well Written Essays - 1750 words

Outsourcing - Research Paper Example Outsourcing has turned out to be a key business aspect, providing many firms with the chance of hiring an outside firm, to help in the completion of their production processes, and a well reduced cost but high productivity rate. The decision to undertake outsourcing is a sign of future increase in profits.A number of factors have become considered before a firm can decide whether outsourcing is the right path for the firm to take. To many organizations the objective of outsourcing is to improve the company’s financial competitiveness, majorly through reduction of costs. The author argues that, companies that specialize in various support functions work cheaper since they benefit from various scale of economies, use the latest technology and expert knowledge. A number of organizations make the decisions outsource mainly since they want to try and focus on their key competencies, and check minimal value in creating in house processes out of these main competencies. Human resourc e outsourcing helps in reducing the overall work load of the present Human Resource staff. According to him, this gives the firm an opportunity to focus on its strategic decision making process, and development of the major competencies. Outsourcing HR processes can provide managers with an opportunity to pay close attention to their main businesses, instead of spending their valuable time on different HR processes, which are constantly turning out to be complex and more advanced. HRO reduces attrition; losing an indispensable employee can cost the management tens if not hundreds of thousands. In The United States alone, the annual cost of an employer turnover is close to $5

EPS Essay Example | Topics and Well Written Essays - 250 words

EPS - Essay Example All in all, Pinterest provides a healthy, interactive platform where buyers and sellers interact via pictures which are indeed more powerful than words. Also, the team at Pinterest can get a hands-on understanding of the customers who use it which it can use in future to generate useful customer insights for businesses. It can, therefore, become a powerful customer database where customers’ tastes, preferences, buying habits, lifestyle and personality can be examined through the content they upload (Falls). The next potential big thing is Dropbox. The reason why it is considered the next big thing is that they are profitable. The company started by the provision of a paid cloud storage service and with the growing number of subscribers, it is increasingly likely that individuals will surpass the storage limit which shall enable the company capitalize on its premium paid service (Barret). A major reason why it is likely to become a big hit is that it is enabling users meet their storage needs in today’s multi device world. Considering how devices have become disposable and users switch to a new device each year, it allows customers to have a wireless, virtual, safe backup of all their data. Finally, the new virtual marketplace – TaskRabbit, according to me, shall also be a big hit. The platform allows time starved consumers to get people to work for themselves through just a few clicks. The company is gradually expanding its market in order to avoid the chicken and egg issue. It will be particularly useful for organizations that do not have a minute to spare for daily errands. TaskRabbit’s system is very well organized which is demonstrated by their targeted city-wise marketing

The Impact of Student Fees upon Society Essay Example | Topics and Well Written Essays - 1250 words

The Impact of Student Fees upon Society - Essay Example The sociological theory of functionalism argues that societies, much like the human body, are made up of separate but interdependent parts (Taylor et al, 2000). Each part has a distinct but important function in maintaining the whole. If something should disturb one part of the system, then all other parts will be affected too; in order to survive they then have to work together to re-establish equilibrium. Functionalists argue that members of a society must hold some common beliefs, perceptions and attitudes - a value consensus - in order to function effectively. This consensus is achieved through socialization, which is performed primarily by the family and the education system in modern industrialized societies (Taylor et al, 2000). This is to say that each part of society functions both in autonomy and dependence upon each other part. Thereby, on a macro level, one can examine how nations work, with governments, religious systems, educational systems, families, and other institutions each fulfils its own ascribed purpose, and effectively makes the nation function well as a whole. On a smaller level, one can see how communities work, with churches, schools, businesses and families working to make their communities a pleasant place to be. At the university level, however, we see the inter-workings of functional institutions as well; academics, athletics, student organizations, instructors, and students themselves all work together to form a unified whole that is the university. Furthermore, that university, in turn, becomes an important part of society, helping it to function as a whole by providing education and socialization experience to its citizens-the students. Emile Durkheim, arguably the father of the functionalist approach to sociology, viewed education, primarily as a way of projecting the norms and values of a society on to a younger generation, thereby creating value consensus - a generally accepted view of the aims and goals of society (Taylor et al, 2000). For example, if a child is able to respect and understand the rules and values of a school, then she will be able to assimilate to the rules and values of wider society. "It is by respecting the school rules that the child learns to respect rules in general, that he develops the habit of self-control and restraint simply because he should control and restrain himself. It is the first initiation into the austerity of duty. Serious life has now begun," (Durkheim in Taylor et al, 2000). That is to say that children are socialized or interpellated into society through their interactions with social institutions. This socialization does not however, cease in grammar school. Rather, it continues well into adulthood, and the mid-twenties, where individuals are still learning how the world really works. (Sorry, No reference here-My own idea.) Durkheim believed individuals are born 'asocial beings' - having no understanding of society's language, ability, or traditions, and in order to survive we must learn these both as members of a group and as individuals. We must become "social beings" (Durkheim, in Taylor et al 2000) - that is, individuals must acquire a sense of belonging to something far wider than their individual situation, and that developing an allegiance to the wider society is an essential aspect of maintaining a healthy society

Victims Of Society Essay Example for Free

Victims Of Society Essay Often literature is used to underline some social problems, to criticize and to some extent eliminate certain defects of social system. For example, fictional characters may be depicted as victims of society. Thus, A Doll’s House by Henrik Ibsen focuses upon this dilemma in society during Victorian epoch. Ibsen raises much controversy on the roles of males and females in society and tires to attract attention to hypocrisy and use of public opinion to suppress individuality. A number of literary critics treated Ibsen’s play as a means for infringing social norms and rules, for instance, Bjorn Hemmer, literary critic and researcher, in his article in The Cambridge Companion to Ibsen, observed: â€Å"The people who live in such a society know the weight of ‘public opinion’ and of all those agencies which keep watch over society’s ‘law and order’: the norms, the conventions and the traditions which in essence belong to the past but which continue into the present and there thwart individual liberty in a variety of ways† (Hemmer, 83). Almost every key personage of A Dolls’ House is presented as a victim of society. Torvald is a victim of society, because he is forced by the need to fit into society’s standards and to be treated as a representative of a high social status. Torvald knows very well about the pressures, produced by the society upon him and shows his willingness to get adjusted to them. Though Torvald is a victim of social circumstances, Ibsen makes it absolutely clear that he is quite comfortable and satisfied with the idea. Torvald has reached everything he may have wanted, and everything he may have been expected by society to have, in life. He established a family, with a beautiful wife and three children, a big comfortable house, a respectable job, which provided him with a higher status in society, he supervises other people in his business, and enough money so that he can spoil his pet, Nora. Probably, due to all these achievements Torvald does not want to do anything such as â€Å"touch any case that isn’t well nice† if it can affect his image and make him bad reputation. Torvald is ready to do whatever is required to prevent the need to â€Å"cut costs to an absolute minimum† and â€Å"save every cent† again, in other words he is not ready to lose what he has earned at any cost. The last scene makes it apparent when he wants to conceal Nora’s misdeeds, only to prevent it leaving a bad mark on his name: â€Å"I must try to buy him off somehow. This thing must be hushed up at any price. † (Ibsen, Act 3) Torvald would do everything to keep up to any expectation set by society for people. He created his own social image as someone who must maintain an important and influential role in the family. He is confident that maintaining such an image will make him become similar to everybody else, in society. Being the male and husband Torvald believes that it is his responsibility to be the family supporter the head of the household: â€Å"you will not find me lacking in strength or courage. I am a man enough to bear the burden for us both. † (Ibsen, Act 2) The implications of social impact on Torvalds moral convictions appear in Act 3. The realization that society may get to know about Nora’s actions almost kills Torvald. He cannot go through the fact that his wife tried to give support to him and save his life: â€Å"he’s so proud of being a man- it’d be so painful and humiliating for him to know that he owed anything to me (Nora). † (Ibsen, Act 1) Social tradition claims the opposite the man is to support the family and to protect them. Another critic of Ibsen’s works Gail Finney in the same book The Cambridge Companion to Ibsen says that in the notes for A Doll’s House, Ibsen comments that a mother in modern society is â€Å"like certain insects who go away and die when she has done her duty in the propagation of the race. † (Finney, 91) The evidence for this opinion one can find in Torvald’s rejection of his wife as soon as he discovers her secret; he insists that she is not good for bringing up their children if her good name is disgraced. The importance for being accepted into society for Torvald is also evident when Torvald reveals about Nora’s agreement with Krogstad. It becomes obvious that Nora and Torvald’s ideal marriage had been a falsification made for society’s sake. Torvald introduces society’s views and destroys Nora’s belief that he truly loved her: â€Å"As regards to our relationship- we must appear to be living together just as before. Only appear of course. † (Ibsen, Act 3) He appears as an absolute hypocrite and cares how her actions may harm his reputation. Torvald’s wife Nora is also a victim of society because of Torvald’s wish for being a perfect family, in order to fit in into social stereotype. As a consequence, Nora is convinced that it is her responsibility as a wife to live up to Torvald’s expectations and play the established role, in order to satisfy the society. At the beginning of A Doll’s House a reader perceives Nora as a doll controlled by her husband. She relies on him in everything. At first Nora enjoys playing the role of Torvald’s obedient wife. She finds it appropriate to be comfortable in society. The Christmas presents bought for the children prove that she follows the stereotypical views of society. She makes her children to respond to the different treatment by feeling different and behaving differently. She reinforces the stereotypical gender roles that keep her in subordination to her husband. Nora treats her daughter the same way she seems to be treated all of her life – that is, as a doll: â€Å"A trumpet for Bob. And a doll and a cradle for Emmy. ’ (Ibsen, Act 1) Nora protests against society’s morals that â€Å"a wife can’t borrow money without the husband consent. † (Ibsen, Act 1) but as she realizes it is not proper and wrong thing to do, nevertheless, she finds it â€Å"great fun, though, sitting there working and earning money. Almost like being a man. † (Ibsen, Act 1) As the play proceeds Nora becomes aware that she has been disillusioned that it is her duty to act as the ornament and prize to her husband, the role which society has given to her. The moment in A Dolls’ House where Nora takes off her fancy dress, symbolizes her refusal to remain the same person as she was: â€Å"Taking off my fancy dress†¦I’ve changed. † (Ibsen, Act3). Finally she finds courage to reject playing the role to please society. The example of a person who once being a victim of society changes as soon as the whole situation changes is Mrs. Linde. The social circumstances made her marry the man who she did not love, but could support her ill mother and two brothers. But after her husband’s death she behaves as an independent woman. She must work to support herself and become self-sufficient. Torvald in this case again reveals his biases in relation to women’s proper roles in society: â€Å"Well, it is not altogether impossible. I presume you are a widow, Mrs. Linde? †¦ Ah! well, its very likely I may be able to find something for you† (Ibsen, Act 1) The analysis of the choices the characters from the play make in society, either to follow the social convention or be a social outcast, like Dr. Rank, reveals characters readiness to be a victim of society. Dr Rank while being a respectable man with important profession of doctor and supposed to be an important and honorable member of society he is a victim of both his father’s mistake and social conviction that he deserved such fate. Through Torvald’s words it becomes evident that Dr. Rank was always an eyesore for perfect social circle: â€Å"He with his sufferings and loneliness was like a cloudy background to our sunlit happiness. Well, perhaps it is best so. † (Ibsen, Act 3) No matter, whether major or minor, most of the characters throughout the whole play are presented as victims because of their wish to be accepted into society. A Doll’s House openly declares the need for a renewed society’s understanding of males and females role. Works Cited list: Goldman, Emma, The Social Significance of the Modern Drama.The Gorham Press, Boston, 1914 Retrieved on 18 Nov. 2005 from http://sunsite3. berkeley. edu/Goldman/Writings/Drama/doll. html Hemmer, Bjorn. Ibsen and the Realistic Problem Drama. The Cambridge Companion to Ibsen. Ed. James McFarlane, Cambridge University Press, 1994, 68-88. Ibsen, Henrik. A Dolls House. 1879. Trans. James McFarlane and Jens Arup. 1981. Retrieved on 07 Nov. 2005 http://www. classicreader. com/booktoc. php/sid. 7/bookid. 2011/ Finney, Gail. Ibsen and Feminism. The Cambridge Companion to Ibsen. Ed. James McFarlane, Cambridge University Press, 1994, 89-105.

Social dance Essay Example for Free

Social dance Essay Dance does not leave behind clearly identifiable physical artifacts such as stone tools, hunting implements or cave paintings. It is not possible to say when dance became part of human culture. Dance has certainly been an important part of ceremony, rituals, celebrations and entertainment since before the birth of the earliest human civilizations. Archeology delivers traces of dance from prehistoric times such as the 9,000 year old Rock Shelters of Bhimbetka paintings in India and Egyptian tomb paintings depicting dancing figures from circa 3300 BC. One of the earliest structured uses of dances may have been in the performance and in the telling of myths. It was also sometimes used to show feelings for one of the opposite gender. It is also linked to the origin of love making. Before the production of written languages, dance was one of the methods of passing these stories down from generation to generation. [2] Another early use of dance may have been as a precursor to ecstatic trance states in healing rituals. Dance is still used for this purpose by many cultures from the Brazilian rainforest to the Kalahari Desert. [3] Sri Lankan dances goes back to the mythological times of aboriginal yingyang twins and yakkas (devils). According to a Sinhalese legend, Kandyan dances originate, 250 years ago, from a magic ritual that broke the spell on a bewitched king. Many contemporary dance forms can be traced back to historical, traditional, ceremonial, and ethnic dance. Partner Dancing in Art Dance at Bougival by Pierre-Auguste Renoir (1882–83) Eadweard Muybridges phenakistoscope A Couple Waltzing (c. 1893) Dance classification and genres. Main articles: List of basic dance topics and List of dances Dance categories by number of interacting dancers are mainly solo dance, partner dance and group dance. Dance is performed for various purposes like ceremonial dance, erotic dance, performance dance, social dance etc. Dancing and music See also: Category:Music genres Many early forms of music and dance were created and performed together. This paired development has continued through the ages with dance/music forms such as: jig, waltz, tango, disco, salsa, electronica and hip-hop. Some musical genres also have a parallel dance form such as baroque music and baroque dance whereas others developed separately: classical music and classical ballet. Although dance is often accompanied by music, it can also be presented independently or provide its own accompaniment (tap dance). Dance presented with music may or may not be performed in time to the music depending on the style of dance. Dance performed without music is said to be danced to its own rhythm. Ballroom dancing is an art although it may incorporates many fitness components using an artistic state of mind. Saman Dance from Gayo people of Sumatra, Indonesia Morris dancing in the grounds of Wells Cathedral, Wells, England An amateur dancesport competition at MIT Professional dancers at the Tropicana Club, Havana, Cuba, in 2008 Dance studies and techniques See also: Dance theory, Choreography, and Dance moves In the early 1920s, dance studies (dance practice, critical theory, Musical analysis and history) began to be considered an academic discipline. Today these studies are an integral part of many universities arts and humanities programs. By the late 20th century the recognition of practical knowledge as equal to academic knowledge lead to the emergence of practice research and practice as research. A large range of dance courses are available including: Professional practice: performance and technical skills Practice research: choreography and performance Ethnochoreology, encompassing the dance-related aspects of anthropology, cultural studies, gender studies, area studies, postcolonial theory, ethnography, etc. Dance therapy or dance-movement therapy. Dance and technology: new media and performance technologies. Laban Movement Analysis and somatic studies Academic degrees are available from BA (Hons) to PhD and other postdoctoral fellowships, with some dance scholars taking up their studies as mature students after a professional dance career. Dance competitions A dance competition is an organized event in which contestants perform dances before a judge or judges for awards and, in some cases, monetary prizes. There are several major types of dance competitions, distinguished primarily by the style or styles of dances performed. Major types of dance competitions include: Competitive dance, in which a variety of theater dance styles—such as acro, ballet, jazz, hip-hop, lyrical, and tap—are permitted. Open competitions, which permit a wide variety of dance styles. A popular example of this is the TV program So You Think You Can Dance. Dancesport, which is focused exclusively on ballroom and latin dance. Popular examples of this are TV programs Dancing with the Stars and Strictly Come Dancing. Single-style competitions, such as highland dance, dance team, and Irish dance, which only permit a single dance style. Today, there are various dances and dance show competitions on Television and the Internet. Dance occupations There are different careers connected with dancing: Dancer, dance teacher, dance sport coach, dance therapist and choreographer. Dancer Dance training differs depending on the dance form. There are university programs and schools associated with professional dance companies for specialised training in classical dance (e. g.Ballet) and modern dance. There are also smaller, privately owned dance studios where students may train in a variety of dance forms including competitive dance forms (e. g. Latin dance, ballroom dance, etc. ) as well as ethnic/traditional dance forms. Professional dancers are usually employed on contract or for particular performances/productions. The professional life of a dancer is generally one of constantly changing work situations, strong competition pressure and low pay. Professional dancers often need to supplement their income, either in dance related roles (e.g. , dance teaching, dance sport coaches, yoga) or Pilates instruction to achieve financial stability. In the U. S. many professional dancers are members of unions such as the American Guild of Musical Artists, the Screen Actors Guild and Actors Equity Association. The unions help determine working conditions and minimum salaries for their members. Dance teachers Dance teacher and operators of dance schools rely on reputation and marketing. For dance forms without an association structure such as Salsa or Tango Argentino they may not have formal training. Most dance teachers are self employed. Dancesport coaches Dancesport coaches are tournament dancers or former dancesports people, and may be recognised by a dance sport federation. Choreographer Choreographers are generally university trained and are typically employed for particular projects or, more rarely may work on contract as the resident choreographer for a specific dance company. A choreographic work is protected intellectual property. Dancers may undertake their own choreography.

Creative Art Therapy on Schizophrenia | Literature Review

Creative Art Therapy on Schizophrenia | Literature Review CHAPTER II REVIEW OF LITERATURE A literature review is an account of what has been published on a topic by accredited scholars and researchers. As a piece of writing, the literature review must be defined by a guiding concept. It is not just a descriptive list of the material available, or a set of summaries. (Dena taylor-2010). A literature review is a text written by someone to consider the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Review of literature is a written summary of the state of an art on a research problem. It helps the researcher to familiarize themselves with the knowledge base. It includes the activities involved in identifying and searching comprehensive picture of a state of knowledge on that topic (Polit and Hungler, 1995). The review of literature has been described under the following headings: SECTION A: Studies related to schizophrenia SECTION B: Studies related to Creative Art Therapy SECTION C: Studies related to Creative Art Therapy on schizophrenia SECTION A: STUDIES RELATED TO SCHIZOPHRENIA An experimental study was conducted to assess the effectiveness of clozapine in the treatment of resistant schizophrenia in Beijing, China. Twenty two patients with treatment of resistant schizophrenia were selected for the study by using randomized sampling technique. This samples were assessed by using the positive and negative syndrome scale for schizophrenia. The results showed that 60% of the study participants responded to clozapine therapy during the observation period. The researcher concluded that clozapine has therapeutic efficacy in treatment of resistant schizophrenia. (Xiang,Y. T, 2009). A descriptive study was conducted to assess the importance of genetic factors in men with early onset of schizophrenia in Surat, India. A total sample of 40 male schizophrenic patients with clinical onset before the age of 25 years were selected by using convenience sampling technique. Samples were assessed by using structured questionnaire. The results showed that one of the parent of 12(30%) patients had the history of schizophrenia. The researcher concluded that the genetic causes are more important in the etiology of schizophrenia. (Mukesh Patel, 2009). A descriptive study was conducted to assess the side effects of antipsychotic drugs in patients with chronic schizophrenia. A total no.of 1493 schizophrenic patients were recruited at 57 United states sites by using convenience sampling technique. They were evaluated using the positive and negative syndrome scale for schizophrenia. The result showed that olanzapine was associated with more discontinuation for weight gain or metabolic effects and perphenazine was associated with more discontinuation due to the presence of extra pyramidal effects. The researcher concluded that majority of patients discontinued the medicines owing to inefficacy or intolerable side effects or for other reasons. (Lieberman,J.A, 2005). A descriptive study was conducted to assess the association between violence and schizophrenia in Mullen, Australia. A total no.of 40 patients were selected by using purposive sampling technique. Patients were assessed by using structured questionnaire. Research shows that violence is a result of comorbid substance abuse or psychotic symptoms. The result showed that most studies conform the association between violence and schizophrenia. The researcher concluded that the proportion of violent crime in society attributable to schizophrenia falls below 10 %. ( Walsh,E. 1997). A preliminary study was conducted to assess the effect of psycho education program on self efficacy of schizophrenic patients utilizing the psychiatric day care. A total no.of 33 schizophrenic patients utilizing the psychiatric day care were selected by convenience sampling technique for this study. Generalized Self Efficacy Scale (GSE Scale) was used for the evaluation 1 month before intervention, immediately before intervention and after the completion of intervention. He has incorporated the social skills training into psycho education. The results showed that Self Efficacy score changed significantly between immediately before and after completion of the intervention. The investigators concluded that the psycho education was effective in increasing the self efficacy among schizophrenic patients. (Yamaji ,2005). An explorative study was conducted to assess the behavioral impairments and social disabilities among schizophrenic patients. A total no of 520 patients from seven countries were participated in the study. Disability assessment scale and Psychological impairments assessment scale were used to for this study. The results showed that there is an impairment in sexual relationship, workplace, self care and also in social roles. Negative symptoms such as inactivity, loss of interest, initiative and poverty of speech also present in the patients. (WHO, 2000). A descriptive study was conducted by Schizophrenia Research Foundation and Madras Medical College to assess the prevalence of schizophrenia in Tamil Nadu. Two areas Chintadripet and Triplicane were chosen for the study and door to door survey technique was adopted. The Indian psychiatric survey schedule and present state examination schedule was used for assessing the prevalence of the schizophrenia. The study was concluded that the prevalence rate of schizophrenia was highest in the area and a higher rate have seen in males and in age group of 15 – 45 years respectively. The higher prevalence rates were shown in slum areas, those living alone, in those with no schooling, in Christian communities and in the unemployed group. (Padmavathi, 1998). SECTION B: STUDIES RELATED TO CREATIVE ART THERAPY An experimental study was conducted on the effectiveness of Creative Art Therapy on the treatment of aggression in Netherland. A total no.of 100 samples were selected by using convenience sampling technique. They were used the structured questionnaire in this study. The results showed that expressing aggression with help of art material safely helps to explore one’s aggression. The researcher concluded that art therapy is an useful modality to suppress the anger that explodes in uncontrolled destructive aggression. (Henk, 2006). An interventional study was conducted to assess the effectiveness of Creative Art Therapy in reducing anxiety and fear in hospitalized children in Punjab, India. Samples of 22 children in the age group of 3-10 years were selected by using the convenience sampling technique. Creative Art therapy intervention was given 60 minutes for seven days. The Beck Anxiety Inventory Scale was used to measure the anxiety of the samples. The result shows that there was a significant difference between pre test (22%) and post test (11%) scores of anxiety. So the researcher concluded that the creative art therapy is effective in reducing fear and and anxiety among hospitalized children. (Hamre.H,J, 2006). An experimental study was conducted to assess the effectiveness of creative art therapy with incarcerated women who have experienced the death of a loved one. A total no.of 7 samples were selected by using purposive sampling technique. Semi structured interview was conducted before the study. One hour Creative Art Therapy sessions were offered to eight incarcerated bereaved women for a period of eight weeks. After two weeks after treatment, a 45-minute interview provided to the women with the opportunity to describe their personal experiences and responses in regard to the Creative art Therapy sessions. Result shown that seven women described positive outcomes following the Creative Art Therapy intervention and they had an opportunity to express their feelings. (Horn et al., 2004) An experimental study was conducted on the effectiveness of Creative Art Therapy and cognitive behavior therapy with sexually abused children. A total no.of 120 samples were selected in the age group between 8-11 years by using purposive sampling technique. Two group research design were used by dividing the group into two groups, 60 children in each group. Therapy sessions were held once a week for 12 weeks. Symptoms were assessed with trauma symptom checklist for children. The result showed that there is a significant reduction in symptoms commonly associated with sexual abuse who had been received creative art therapy than cognitive behavior therapy. (Pifalo. T, 2002). An experimental study was conducted to assess the effectiveness of creative art therapy on self esteem and anxiety of nursing home elderly residents. Quasi experimental research design was used. A total no.of 20 older adult psychiatric patients were selected by using purposive sampling technique. The state trait Anxiety Inventory Scale and Beck Depression Inventory were used to assess the anxiety and depression. Creative art therapy intervention was given three days per week for four regular weeks. The result indicated that the creative art therapy improved the level of self esteem and reduced the anxiety and depression of older adults. (Henry, L. 1997). SECTION C: STUDIES RELATED TO CREATIVE ART THERAPY ON SCHIZOPHRENIA An experimental study was conducted to assess the effectiveness of creative art therapy as an adjunctive treatment for patients with schizophrenia in London. A total no.of 43 participants were selected by using randomized sampling technique. Symptoms were assessed with the help of Positive and Negative Syndrome Scale. Allocated participants were offered with activity three sessions a week for 90 minutes per day and the duration for an average of 2 months. The result indicated that Creative Art Therapy produced statistically significant positive effect on negative symptoms. (Philrichardson, 2007). An experimental study was conducted to assess the effectiveness of creative art therapy among schizophrenic patients. Totally 45 participants were selected by using convenience sampling technique. Twenty sessions of creative art therapy have given for the selected samples. Symptoms assessed before and after the intervention by using positive and negative syndrome scale. The result showed that improved mental health especially reduction in negative and general symptoms in schizophrenia. (Crawford, 2007). An experimental study was conducted to assess the effects of Creative Art Therapy among schizophrenic patients and their relatives on symptoms, personal and social skills. Total no.of 9 patients and 7 patient’s relatives included in this study. Totally 17 sessions of Creative Art Therapy intervention were given for the patients and relatives for 30 minutes duration. Participants were assessed by using Positive and Negative Syndrome scale. Whereas all participants relatives were assessed through Beck Depression Inventory Scale. The results showed that creative art therapy can reduce negative symptoms, particularly social functioning and depressive symptoms of schizophrenia in which antipsychotics are not helpful. (Anadolu, 2013). A study was conducted to assess the effectiveness of Creative Art Therapy in acute schizophrenic patients in Berlin, Germany. A total no.of 60 samples were included in this study by using convenience sampling technique. Creative Art herapy have been given to the experimental group for 45 minutes daily for two weeks period. Before and after the study researcher were applied PANSS to all participants. The result shows that significant changes in negative symptoms and only mild effect on positive symptoms. So the researcher concluded that Creative art therapy is more effective on negative symptoms of schizophrenia. ( Dannecker, 2012). An experimental study was conducted to assess the effectiveness of Creative Art Therapy as an adjunctive treatment for people with schizophrenia in United Kingdom. A total no.of 417 samples were selected by using convenience sampling technique for the study. Group creative art therapy was delivered by the researcher for 90 minutes duration per day for two weeks. Before and after the study researcher were assessed by using PANSS to all participants. The result shows that some improvement in primary outcomes of participants. So the researcher concluded that creative art therapy can improve global functioning and reduction of symptoms in schizophrenia. (Crawford, 2012).

What is Civil Engineering? :: essays research papers

Historically, Civil Engineering is the oldest branch of engineering and dates back at least 5,000 years to the profession of "master builder" involving pyramids, temples and irrigation projects. Engineering has changed greatly since those days but the fundamental principles have stayed the same. Engineers solve peoples problems with applied science and innovation. Today's problems are more complex and the needs of current and future societies have created challenges for engineering unparalleled in our history. The use of electronic data collection methods and the application of computers has revolutionized the practice of Civil Engineering. To interpret and satisfy these needs, Civil Engineers currently direct the spending of more than one tenth of Canada's gross national product, more than any other professional group. The Civil Engineer must deal with the human impact of engineering. Social, moral and legal issues concern us to a far greater degree than ever before. Civil Engineering has become an extremely diverse field with many areas of application. A summary of the major fields follow: Structural Engineering Structural Engineering deals with the design and construction of all types of structures including buildings and bridges. Emphasis is placed on mechanics and the behaviour of materials. Infrastructure Management and Construction Infrastructure Management and Construction deals with project management, construction materials, construction engineering and building engineering. Water and Waste Management Engineering Water and Waste Management Engineering addresses water and waste water treatment, surface and ground water pollution and control, solid and hazardous waste management, contaminant transport and behaviour in the environment. Support areas involving aquatic chemistry, computer modeling, simulation and laboratory experimentation as examples are also stressed. Transportation Engineering Transportation Engineering deals with the planning, design, construction, traffic operation and evaluation of streets, highways, airports, and transit systems. Geotechnical Engineering Geotechnical Engineering covers the engineering properties of soils, the fundamentals of soil mechanics, and the application of geotechnical data and fundamentals to the design of foundation elements, earth-retaining structures, excavations, earth embankments and highway pavements. Engineering Mechanics Engineering Mechanics deals with the rigorous study of mechanics, applied mathematics and related fields. This leads to an understanding of advanced analysis and leads to study in structural engineering, hydraulics, mechanics of solids and fluids, or properties of materials. Experimental Mechanics Experimental Mechanics involves the experimental investigations of the static and dynamic response of structures and machines, and in the development of improved techniques to obtain and analyze experimental data. Water Resources Engineering Water Resources Engineering covers the planning,

The Western Subjectivity Thought :: Philosophy Papers

The Western Subjectivity Thought Since modern times subjectivity thought has been one of the fundamental contents and the significant achievements of western philosophy. It is faced with many difficulties in its development process and has been declared to "have died", but I think that it indeed still has bright prospects of development. 1. Historical Development of Western Subjectivity Thought The word "subject" comes from the Latin word " subjectum ", which means something in front, or something constituting the foundations of other things. In Greek philosophy, at least in Aristotle's philosophy, "subject" is not a philosophical category which belongs specially to human being or a person, but something which is opposite to attribute or contingency, and is opposite to predicate of a sentence. Such a subject is also a substance in Aristotle's philosophy. For Aristotle, Socrates is a subject, a dog or a stone also is a subject. Up to Descartes' age, the conception of subject as a philosophy category belonging to human being does not project over the general conception of substance. In Descartes' philosophy, what is called subject means ego, soul or mind. Ego, soul or mind, like a material body, is a kind of substance, but is different from the latter in essence. The essence of material substance is extension, whereas the essence of ego, soul or mind is thinking. Ego is not only different from the material substance in essence, but also does not come from the latter. What does he call "I think, therefore I am" does mean that. It clearly puts forward the subjectivity question of human being. However because Descartes puts forward his theory of the subjectivity of human being within the framework of his mind-body dualism, his conception of the subjectivity of human being as such can not possibly contain any further and deeper intention. They are Leibniz, Kant and Husserl and so on who endow it some further and deeper intention. The monadology of Leibniz not only calls monad as "soul" or "entelechy", and considers the perceptive activity as the essential content of a monad, but also clearly declares that a manod is a center of metaphysical force, it has no any windows but intrinsically possesses a kind of appetition force which promotes the transition of a monad from the state of less clear perception to the state of clearer perception , and it is a mirror of the whole universe. All of these enable the ego (the subject) in Descartes' philosophy to get a kind of new active quality.

Freedom for Rousseau and Individual Liberties Essay -- Jean Jacques Ro

Freedom for Rousseau and Individual Liberties The purpose which Rousseau ostensibly gives his social contract is to free man from the illegitimate chains to which existing governments have shackled him. If this is his aim, then it follows that he should be most concerned with the preservation of freedom in political society, initially so that savage man might be lured out of nature and into society in the first place, and afterwards so that Rousseau’s framework for this society will prevent the present tyranny from reasserting itself. Indeed, in his definition of purpose for man’s initial union into society, he claims that, despite his membership in an association to which he must necessarily have some sort of obligation if the contract is to be valid, he will â€Å"obey only himself and remain as free as before† (I.vi. 4). However, hardly a paragraph later, he appears to contradict this idea entirely, saying instead that men’s union into society constitutes â€Å"the total alienation of each associ ate with all of his rights to the whole community† (I.vi.6). This apparent contradiction begs the question, what is the freedom that Rousseau envisions for man, and how does this kind of freedom relate to individual rights and protect the individual within a society governed by the general will? Rousseau’s conception of freedom begins to take shape in the transition from nature to society, in which a fundamental shift occurs in human nature that translates into a change in the nature of freedom between the two states. Entrance into civil society, Rousseau argues, â€Å"produces the most remarkable change in man by substituting justice for instinct in his conduct† (I.viii.1). That is, entering civil society allows man to exist peacefully in ... ...s him without any recourse except to accept the constant error of his ways and obey. Rousseau opens The Social Contract with the claim that he is â€Å"taking men as they are,† but he is in fact taking man as he wishes he might someday become, as his theory of human perfectionism betrays (I.i.1). And while Hobbes understands that man will never bow voluntarily to coercion and will fight for his life inside and outside of society, Rousseau thinks man can be conditioned to accept coercion as a blessing so that no force will need to be exerted to keep him in order. And in the process of shaping men in the image of his mind’s eye, he is willing himself to tolerate what he calls â€Å"the most enormous abuses,† from the subjection of men’s very thoughts to the jurisdiction of the law, down to the right of the sovereign to execute citizens it deems a danger to its amorphous good. Freedom for Rousseau and Individual Liberties Essay -- Jean Jacques Ro Freedom for Rousseau and Individual Liberties The purpose which Rousseau ostensibly gives his social contract is to free man from the illegitimate chains to which existing governments have shackled him. If this is his aim, then it follows that he should be most concerned with the preservation of freedom in political society, initially so that savage man might be lured out of nature and into society in the first place, and afterwards so that Rousseau’s framework for this society will prevent the present tyranny from reasserting itself. Indeed, in his definition of purpose for man’s initial union into society, he claims that, despite his membership in an association to which he must necessarily have some sort of obligation if the contract is to be valid, he will â€Å"obey only himself and remain as free as before† (I.vi. 4). However, hardly a paragraph later, he appears to contradict this idea entirely, saying instead that men’s union into society constitutes â€Å"the total alienation of each associ ate with all of his rights to the whole community† (I.vi.6). This apparent contradiction begs the question, what is the freedom that Rousseau envisions for man, and how does this kind of freedom relate to individual rights and protect the individual within a society governed by the general will? Rousseau’s conception of freedom begins to take shape in the transition from nature to society, in which a fundamental shift occurs in human nature that translates into a change in the nature of freedom between the two states. Entrance into civil society, Rousseau argues, â€Å"produces the most remarkable change in man by substituting justice for instinct in his conduct† (I.viii.1). That is, entering civil society allows man to exist peacefully in ... ...s him without any recourse except to accept the constant error of his ways and obey. Rousseau opens The Social Contract with the claim that he is â€Å"taking men as they are,† but he is in fact taking man as he wishes he might someday become, as his theory of human perfectionism betrays (I.i.1). And while Hobbes understands that man will never bow voluntarily to coercion and will fight for his life inside and outside of society, Rousseau thinks man can be conditioned to accept coercion as a blessing so that no force will need to be exerted to keep him in order. And in the process of shaping men in the image of his mind’s eye, he is willing himself to tolerate what he calls â€Å"the most enormous abuses,† from the subjection of men’s very thoughts to the jurisdiction of the law, down to the right of the sovereign to execute citizens it deems a danger to its amorphous good.

QCF Qualification Essay

This is a knowledge based qualification suitable for all support staff roles in schools, including site staff, administrators and others, as well as those who work directly with children and young people. It seeks to develop the knowledge and understanding that all those working in a school setting will need and covers areas such as safeguarding, communication and understanding the school context. As it is a knowledge based qualification, it can be taken by candidates not yet employed in a school, as well as providing initial training or induction for those who are new in post. Level 2 Certificate in supporting teaching and learning in schools This qualification is for those members of the school workforce who directly support the teaching and learning of pupils. The qualification incorporates the units in the level 2 Award in Support Work in Schools and adds competency based units to reflect the role of those supporting pupils’ learning. Level 2 Certificate in supporting the wider curriculum in schools This qualification has been developed to meet the needs of those working as  midday assistants/supervisors or who support the wider activities of schools such as before and after school clubs. It incorporates the units in the level 2 Award in Support Work in Schools and shares units with the level 2 Certificate in Supporting Teaching and Learning in Schools, recognising that many in teaching assistant roles may have additional responsibilities in school. This qualification has fewer credits than the level 2 Certificate in Supporting Teaching and Lea rning in Schools, which candidates who later progress to a teaching assistant role will be able to gain through the achievement of credit from additional units. Level 3 Award in supporting teaching and learning in schools This is a knowledge based qualification that will provide candidates with a secure understanding from which to progress to a level 3 role. It is suitable for candidates not yet in a school role but who have the capability to achieve at level 3; candidates in a level 2 role wishing to demonstrate that they are ready for progression to level 3, and as initial training for those newly in post at this level. This is a qualification intended to provide the underpinning knowledge and understanding for those with a role in directly working with children or young people in schools. Level 3 Certificate in supporting teaching and learning in schools This qualification is for those members of the school workforce who directly support the teaching and learning of pupils. The qualification incorporates the units in the level 3 Award in Supporting Teaching and Learning in Schools. Additional units cover the generic knowledge and skills required to work in a teaching assistant or similar role at level 3. Level 3 Certificate in cover supervision of pupils in schools This qualification is for those working in the role of Cover Supervisor and incorporates the units of the level 3 Award in Supporting Teaching and Learning in Schools. While this qualification includes some units that are also in the level 3 Certificate in Supporting Teaching and Learning in Schools, it reflect the differences between the cover supervisor and teaching assistant roles by omitting those units which are about actively advancing pupils’ learning and includes a unit on providing whole-cla ss supervision. Candidates moving from one role to the other will be able to demonstrate competence in the new role through  the achievement of credit from specified additional units. Level 3 Diploma in specialist support for teaching and learning in schools This qualification is for those members of the school workforce who directly support teaching and learning of pupils in schools in an area that requires specialist knowledge and skills. The qualification incorporates the units in the level 3 Certificate in Supporting Teaching and Learning in Schools. Additional optional units cover specialisms which may be a feature of the role at level 3.

Reflection on Teaching Essay

In order to challenge my theory of teaching I first need very briefly to define it. When I was taught science it was mostly through direct teaching. Any experiments performed were deductive in nature with very little input from me. When I got to college and I started performing experiments then I suddenly started having little epiphanies where facts I had learned off by heart were unexpectedly connected in ways I hadn’t understood before. So I came to think that this was what was lacking at secondary level, the experimental experience that allowed people to physically test the ‘how’ of the world around them. To put it simply people are innately curious and that exploiting this curiosity is the way to teach. From the moment they learn to talk, children constantly ask questions about everything, from â€Å"where eyebrows come from?† to â€Å"what do worms eat?† Asking questions is the way they find things out and this really is just one small step away from learning. From personal experience of teaching I think that Arnstine (1967) was correct when he said â€Å"the arousal of curiosity can lead to learning†¦for learning to occur, curiosity must be guided†. Designing lessons in such a way as to tap into the natural curiosity of students and to connect the topics on the curriculum with their everyday experiences is surely the best way to teach science. I find enquiry / constructivism extremely interesting as it encapsulates the whole get their attention approach but I think it’s misused by an awful lot of people. I think that analogies and real world examples need to be reflective of the scientific concept yet simple enough that the student can grasp it. Also it requires that the student be actively involved, activities must provide the opportunity to demonstrate learning.  Ã¢â‚¬Å"To instruct someone†¦ is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that m akes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product.† (Bruner. J, The Process of Education: Towards a theory of instruction 1966: 72) So in approaching this assignment I realise that I am an ardent supporter of teaching through enquiry. I agree with Bruners theoretical framework of building on pre-existing knowledge by presenting new material in a logical manner at a level the student can understand, revisiting topic in stages and building layers of ever increasing complexity. I find the concept of a spiral curriculum to be a sensible one, but also to be at odds with the way in which individual schools plan the teaching of science. There is far too much relience on the text book, with strict adherence to the material inside. I prefer to leave the text book at home, for the student to be assigned reading and questions from it for homework so that it is new and different and provides a slightly different aspect to the same topic. At the very least it will provide the same information as was covered in class in a slightly different manner and provoke recall instead of boredom. A consequence of supporting enquiry is an aversion to direct teaching. Those who support direct teaching say that it is a highly effective method of teaching. The basic components are careful content analysis, sequencing of information and use of appropriate examples, specific instructional formats where both teacher and student responses are scripted and testing to mastery. The part that receives the most criticism is the scripted responses. Here is an example I found at Brainsarefun.com http://brainsarefun.com/Teachtk.html EXAMPLE 1. All: Teacher and students touch the answer to be learned. 2. Teacher: â€Å"The answer to this question is, 1492.† 3. Teacher: â€Å"When I signal I want you to answer, 1492.† 4. Teacher: â€Å"The answer is 1492.† 5. Teacher: â€Å"What year did Columbus discover America?† 6. Teacher: â€Å"Get ready.† Watch the students to make sure all participate. 7. Teacher: Signal by pointing or snapping fingers. 8. All: â€Å"1492.† 9. Teacher: â€Å"That’s right, Columbus discovered America in 1492.† 10. Teacher: Reward. â€Å"Good job saying 1492.† Make eye contact with individuals. Smile. 11. Teacher: Next answer, or repeat until everyone is participating and firm. If any student is unable to participate or answer correctly, start at the top of the sequence again. Most teachers believe that this type of teaching is too restrictive and prevents the students from developing critical thinking skills. I have to say that on my first reading of this example of direct teaching I was horrified at the way the students were indoctrinated. I knew that this method of teaching was not for me and I continued to develop my lesson plans along the constructivist enquiry model. I researched guided discovery and found that discovery learning is described as an inquiry-based, constructivist learning theory that occurs in situations where the learner draws on their existing knowledge to discover facts and comprehend relationships. Students interact with the world by manipulating objects, wrestling with questions or performing experiments. As a result, students are more likely to remember concepts and knowledge discovered on their own (in contrast to a transmission / direct teaching model). Proponents of discovery learning say it has many advantages, including encouraging active engagement, promoting motivation, autonomy, responsibility, independence, aiding the development of creativity and problem solving skills and is a tailored learning experience that helps minimize classroom management problems. Detractors point out the amount of time needed to teach a topic and that students do not always achieve the intended outcome of the lesson. That is they may draw erroneous conclusions about the investigation they are engaged in. My action research Now that I have explored my theories on teaching I need to test those theories by comparing the outcomes of direct versus enquiry teaching. Ideally in order to compare the two methods I should keep the conditions of the lessons the same and only change the method of instruction. Rigor would  dictate that I teach two groups of students that have been randomly segregated. The students would be in the same year of secondary school and assumed to be at the same academic level. Ability within each group would be expected to mimic normal distribution with some students excelling and some struggling with the curriculum content. Unfortunately in my teaching practice placement I have one class of first years and one class of second years. I am also following a subject plan laid down by the science department in the placement school, which further restricts my research topic. Hence rather than directly compare and contrast two sets of lesson plans that differ in instruction but not content, I shall attempt to make my methods of instruction the subject of the action research. My intention is to design a number of lesson plans along the guidelines of both approaches and to deliver these lessons as independent of personal bias as possible. I shall assess the success of each lesson plan as a measure of student value and under a number of points such as participation, motivation to learn, interest of students, as well as proficiency in summative tests. Bearing in mind my own learning, I will also be critically examining something about my ability to deliver a constructivist lesson; do I do as I say? In assessing participation of students I will make reference to number, frequency and relevance of questions asked. Time spent on-task will be used to measure motivation and interest as will content of questions asked. In line with standard research methods I established a baseline of knowledge on the topic of energy by giving the students a questionnaire which was designed to probe existing conceptions. (more here on the results of the questionnaire) From my understanding of enquiry teaching there seems to be a number of activities that should feature in my lesson plans and I have tried to incorporate these in the enquiry based lesson plans. I have included a list of these activities here and have also identified them in the appropriate lesson plans. Enquiry activities †¢ Think about scientifically orientated questions that are at an appropriate level and ask ‘how’ rather than ‘why’ (teacher provides questions at first) †¢ Gather and consider evidence using the tools of science †¢ Make explanations based on prior gain fact and ‘new’ knowledge gained through the process of enquiry / evidence gathering †¢ Compare  conclusions to currently scientific understanding and account for differences †¢ Communicate and negotiate their findings and explanations with others After the brainstorming session I jotted down as many of the words and phrases as I could during class. Light, wave, geothermal, heat, renewable, sun, plants, photosynthesis, comes from food, plants make it, atomic bombs, it keeps you moving, you are tired without it, it can change, there’s energy in batteries, joules, oil. Then I asked a series of questions designed to clarify facts that they needed to know (3A6 Energy, 3A7 Energy conversion: Junior Certificate Science Syllabus). From the answers it was clear to me that the students could not distinguish between forms of energy and sources of energy. Because the discussion section of the enquiry lesson plan is open-ended I was able to direct questions and highlight information on the board that students could use to ‘discover facts’. I tried to give minimum guidance but I found that the students were floundering and unsure of what they were trying to accomplish. This was a recurring theme during the discovery lesson plans and it seems to me from my readings that this is the main detracting feature of enquiry instruction. Those who oppose constructivist / enquiry instruction such as Kisherner, Sweller and Clark (2006) argue that minimum guidance during instruction does not work and Clark (1989) goes further to suggest that his data shows that ‘lower aptitude students’ show a loss of learning on post instructional testing. My Conclusion It is essential that the teacher do research work, i.e., he should comb the subject of chemistry from end to end for facts and for methods of exposition that will make such facts live and real to his students. (Patrick, W. A. (1924) What kind of research is essential to good teaching? J. Chemical Education, Volume 1, Issue 1, p16.) I have come to the conclusion that there is a need for direct teaching in the classroom in order to build up foundation of facts in long term memory to provide wellspring of knowledge which can be used to provide data when needed. Enquiry or discovery learning encourages the use of this knowledge so that students can put facts together to think critically. Dewey supported inductive teaching as the way to improve scientific teaching for a better educated society and said science lessons should include learning the process of science not just the facts, (Dewey, 1903). By this I believe he meant that the two methods complement each other and need to be used in tandem. But direct teaching cannot be taken as an excuse for unimaginative lessons recycled every year with minimal input from the teacher needed in the delivery. If investigatory activities are designed deductively, ie have only one conclusion, need more here about factors to consider when designing lesson activities.

Natura Case Study

Individual Natura case study preparation paper Whether Natura, the Brazilian beauty company, based on biodiversity of Brazil, should expand its business in Russian market is the critical issue of this case study. However, it is necessary to inspect pre-issue before we evaluate the international investment strategy. After reviewing whether the company is capable of dealing with globalization, we move on to measure the Natura’s international marketing strategy. Is Russian the best next step for Natura’s international foot for?If yes, we propose the possible alternatives for entering this market by minimizing the political risk and operating risk. (1) Was the company ready to go globalization? Evaluating criteria as follows: * Organization structure culture Natura’s unique organization cultures are open-minded for opinion-expressing, transparent decision-making process, and intimacy with its stakeholders. The strong corporate value shared by every individual within this group make the expatriates from this company could convey the brand DNA in foreign market. * Brand visibility in global marketsNatura has a strong market position in Brazil, and continued building up the brand image in Latin American countries. However, it brand visibility is not strong enough in the rest of world and the brand image is weak in the European countries as well. * Global resourcing and distribution network The raw material, production, product development is all in Brazil. Natura has yet built up the global logistic network; therefore, the distribution cost and inventory management would be the major problem for the company while it steps out globally. Insufficient experience in expansion of global business,† dealing with different cultures, different social structure, and different consumer behaviors† Much of the international business experience of Natura is limited in Latin American countries. Although there is diversification in culture, consumer b ehaviors, the closed countries were easier to deal with the differences and minimize the marketing difficulties. However, for the rest of markets with totally different language, culture background, religion, regulations, Natura has no sufficient experience and knowledge to manage it. Sufficient talents in global management During this period, there have no sufficient managers with global vision and management expertise in Natura. Even though managers from other firms have the skill in running direct selling, they could not convey the company’s value and brand DNA. This shortage of human resource would be another obstacle for Natura’s globalization. Sub-conclusion: After analyzing Natura’s competences in globalization, we found that Natura was just at the beginning stage of globalization although it started its international business from 1982.From the financial result, we still could find out that Natura had no prominent performance in foreign market. (2) Was t he Russia is the best choice to next step in Globalization? Is Russian experience valuable to the Naura’s globalization? Assessment of Russian market * Bureaucratic system * Unawareness of product quality and unconcern about the environment and nature. * Russian was becoming familiar with the direct selling; therefore, the education cost for sales rep. and consumer would be relatively lower than other markets which have low acceptance in direct selling.Assessment of Russian cosmetic and skin-care market * Consumer in Russia did not care about the natural products and knew nothing about Natura. They regarded the international famous brands and local brands. Natura lacked of brand image as strong as P&G or L’Oreal. * It took time to build up its own local network in stakeholders since there is no manager who can deliver the brand DNA knew the Russian market. * Mastering the delivery network in the Russian markets would be the potential problem for Natura. Natura would fa ce the challenges in global logistic while its products were manufactured, shipped from Brazil. The shipping cost, inventory management, timeliness of products, ordering system within subsidiary in Russia and parent company would be the key issue to expand business in Russia. * The weather in Russia is totally different from Brazil. It would be a main concern that Russian would not like to trust a brand from Amazon region. * The local regulation in cosmetics and skin-care should also be taken into account. Sub-conclusion:After assessing the key factors in entering Russian market, we can find that the Russian market is not mature enough to penetrate for Natura which was not equipped with sufficient experience in global business management and had a strong willing to preserve its brand DNA. Since Russian consumers were not respectful the nature and environment, the market did not attached to this brand DNA in that moment. Furthermore, due to the political situation and business enviro nment, the experience in Russia could not duplicate or be applied after micro-adjustment in other western countries. 3) Following preceding question, if yes, what is the best entry strategy for the Russian market? If no, what is the best next step for Natura in globalization? Combined the assessments above, stepping in Russian market would not so urgent or profitable for Natura. For the international development, the best next step in globalization for Natura should focus on the grand American market. There are several main pros to implement this strategy, as follows: * USA market has the similar diversified ethnic background and furthermore, the Latin American is one of the main ethnic origins. American consumers are relatively mature in product knowledge and appreciate the natural skin-care product. Their pursuit in beauty is as vigorous as the consumer in Latin American. * The business model of direct selling in USA is mature and consumers used to shop products in mail ordering a nd direct selling. * Finally, the infrastructure of logistic in local market is consummate. * For Natura, it would be a big step in globalization if it could be successful in USA market. The success in USA market could build up the brand awareness and enhance its position in bio-diversity cosmetic and skin care product.Still, there were cons to enter USA market, such as facing more fierce competition from other international companies and it would be required more CAPEX to invest in the grand market. If Natura take the Russian market as the must-be market, then we would recommend this company cooperate with the local leading company, Kalina, who had the strong retail network and knew the local market very well. Natura could use the franchise model to expand the Russian market and to build up its brand image and awareness through the Kalina’s advantages.After Natura gaining experience and building up strong brand image, it could change its business model and enhance its brand DNA and values. Under this strategy, there exist some potential risks. For example, Natura had to make a completed regulation about the branding in order to preserve the consistency and its values. Natura had to keep tight connection with franchisee to learn more local experience and react to market needs. At the end of cooperation, it might have to pay higher price to buy back the franchising right if its products performed very well in Russia.

K+12 Curriculum

A Brief Overview of Progressive Education During most of the twentieth century, the term â€Å"progressive education† has been used to describe ideas and practices that aim to make schools more effective agencies of a democratic society. Although there are numerous differences of style and emphasis among progressive educators, they share the conviction that democracy means active participation by all citizens in social, political and economic decisions that will affect their lives. The education of engaged citizens, according to this perspective, involves two essential elements: (1). Respect for diversity, meaning that each individual should be recognized for his or her own abilities, interests, ideas, needs, and cultural identity, and (2). the development of critical, socially engaged intelligence, which enables individuals to understand and participate effectively in the affairs of their community in a collaborative effort to achieve a common good. These elements of progressive education have been termed â€Å"child-centered† and â€Å"social reconstructionist† approaches, and while in extreme forms they have sometimes been separated, in the thought of John Dewey and other major theorists they are seen as being necessarily related to each other. These progressive principles have never been the predominant philosophy in American education. From their inception in the 1830s, state systems of common or public schooling have primarily attempted to achieve cultural uniformity, not diversity, and to educate dutiful, not critical citizens. Furthermore, schooling has been under constant pressure to support the ever-expanding industrial economy by establishing a competitive meritocracy and preparing workers for their vocational roles. The term â€Å"progressive† arose from a period (roughly 1890-1920) during which many Americans took a more careful look at the political and social effects of vast concentrations of corporate power and private wealth. Dewey, in particular, saw that with the decline of local community life and small scale enterprise, young people were losing valuable opportunities to learn the arts of democratic participation, and he concluded that education would need to make up for this loss. In his Laboratory School at the University of Chicago, where he worked between 1896 and 1904, Dewey tested ideas he shared with leading school reformers such as Francis W. Parker and Ella Flagg Young. Between 1899 and 1916 he circulated his ideas in works such as The School and Society, The Child and the Curriculum, Schools of Tomorrow, and Democracy and Education, and through numerous lectures and articles. During these years other experimental schools were established around the country, and in 1919 the Progressive Education Association was founded, aiming at â€Å"reforming the entire school system of America. â€Å" Led by Dewey, progressive educators opposed a growing national movement that sought to separate academic education for the few and narrow vocational training for the masses. During the 1920s, when education turned increasingly to â€Å"scientific† techniques such as intelligence testing and cost-benefit management, progressive educators insisted on the importance of the emotional, artistic, and creative aspects of human development–â€Å"the most living and essential parts of our natures,† as Margaret Naumburg put it in The Child and the World. After the Depression began, a group of politically oriented progressive educators, led by George Counts, dared schools to â€Å"build a new social order† and published a provocative journal called The Social Frontier to advance their â€Å"reconstructionist† critique of laissez faire capitalism. At Teachers College, Columbia University, William H. Kilpatrick and other students of Dewey taught the principles of progressive education to thousands of teachers and school leaders, and in the middle part of the century, books such as Dewey's Experience and Education (1938) Boyd Bode's Progressive Education at the Crossroads (1938), Caroline Pratt's I Learn from Children (1948), and Carlton Washburne's What is Progressive Education? 1952) among others, continued to provide a progressive critique of conventional assumptions about teaching, learning and schooling. A major research endeavor, the â€Å"eight-year study,† demonstrated that students from progressive high schools were capable, adaptable learners and excelled even in the finest universities. Nevertheless, in the 1950s, during a time of cold war anxiety and cultural conservatism, progressive education was widely repudiated, and it disintegrated as an identifiable movement. However, in the years since, various groups of educators have rediscovered the ideas of Dewey and his associates, and revised them to address the changing needs of schools, children, and society in the late twentieth century. Open classrooms, schools without walls, cooperative learning, multiage approaches, whole language, the social curriculum, experiential education, and numerous forms of alternative schools all have important philosophical roots in progressive education. John Goodlad's notion of â€Å"nongraded† schools (introduced in the late 1950s), Theodore Sizer's network of â€Å"essential† schools, Elliott Wigginton's Foxfire project, and Deborah Meier's student-centered Central Park East schools are some well known examples of progressive reforms in public education; in the 1960s, critics like Paul Goodman and George Dennison took Dewey's ideas in a more radical direction, helping give rise to the free school movement. In recent years, activist educators in inner cities have advocated greater equity, justice, diversity and other democratic values through the publication Rethinking Schools and the National Coalition of Education Activists. Today, scholars, educators and activists are rediscovering Dewey's work and exploring its relevance to a â€Å"postmodern† age, an age of global capitalism and breathtaking cultural change, and an age in which the ecological health of the planet itself is seriously threatened. We are finding that although Dewey wrote a century ago, his insights into democratic culture and meaningful education suggest hopeful alternatives to the regime of standardization and mechanization that more than ever dominate our schools.