Emily Dickinson Essay -- essays research papers

An Analytical Essay on Emily Dickinson Emily Dickinson was a woman who lived in times that are more traditional; her life experiences influence and help us to understand the dramatic and poetic lines in her writing. Although Dickinson’s poetry can often be defined as sad and moody, we can find the use of humor and irony in many of her poems. By looking at the humor and sarcasm found in three of Dickinson’s poems, "Success Is Counted Sweetest", "I am Nobody", and "Some keep the Sabbath Going to Church", one can examine each poem show how Dickinson used humor and irony for the dual purposes of comic relief and to stress an idea or conclusion about her life and the environment in the each poem. Emily Dickinson was born in Amherst Massachusetts; a small farming town that had a college and a hat factory. There, she was raised in a strict Calvinist household while receiving most of her education at a boarding school that followed the American Puritanical tradition. She seldom left her hometown; virtually, her only contact with her friends came to be made through letters. As a young woman, Dickinson rejected comforting traditions, resisted male authority, and wrestled alone with her complex and often contrary emotions. Although she was claimed to be a high-spirited and active young woman, Dickinson began to withdraw from society in the 1850's. The many losses she experienced throughout her life, the death of her father, mother, close neighbors, and fr...

Hotel management :: essays research papers

Hotel management Assignment One Table Of Contents Introduction HRM Defines Traditional Approach Contemporary approach to HR Change Management Murrindindi Shire Council Experience Back Ground Human Resource Roles Organisational HRM Conclusion Introduction Human Resource management (HRM) has been seen as either having a traditional or contemporary approach. This paper will define both approaches. The HR aproach undertaken by the Murrindindi Shire Council (MSC) which was my organisation up to three months ago will be reviewed in this context as well as identifiable costs or opportunities that exist. HRM Defined Human Resource Management is the management of an organisations staff/personnel to meet the needs and achieve the purpose of the business in an efficient and effective manner. HRM is defined by Kramer McGraw Shulder (1997,p.10) as having having three purposes being „h To improve productivity „h To ensure quality of worklife and „h To ensure legal compliance It has been observed in particular that organisations tend to be very good at the legal compliance as it is legislated as it has some serious consequences if not adhered to. What is generally overlooked is the financial implications of dot points one and two. Effective human management can contribute to not only product output but also product quality. HRM managers are operating at three distinct levels as explained by Kramer McGraw Shulder (1997,p.30) strategic, managerial and operational - Operational levels (short term) can be disseminated down to lower level management or team leaders as they involve straight forward and traditional levels of HR - Staff Recruitment - Monitoring Systems - Wages, benefits packages - Annual appraisal systems - Training etc. - Managerial Level (short term) This level and following tend to be the levels of strategic importance to the organisation - Recruitment marketing plans - Long term compensation plans - Validation systems - Management development programs - Strategi c (long term) - to gain competitive advantage - link functions to organisational strategies Strategy as a process is defined by (Shaun Tyson 1997 p. 278) is  ¡Ã‚ ¥a mechanism for achieving a desired objective ¡Ã‚ ¦. It can then be said that the Human Resource Strategy needs to be aligned with the organisations  ¡Ã‚ ¥business strategies ¡Ã‚ ¦ or corporate objectives. In effect one of the mechanisms to be used is that of Human Resources. Miller defined strategic HRM as  ¡Ã‚ ¥those decisions and actions which concern the management of employees at all levels in the business and which are related to the implementation of strategies directed towards creating and sustaining competitive advantage (Miller, 1987 p.

Overpopulation in China

The population of the world today is increasing greatly each day. For years now, China's population has been over one billion and just recently a family in India gave birth to the one-billionth child. The estimated birth per day in India is an overwhelming 42,000 births. At this rate, there will not be enough land for inhabitants to live and survive in. Over-population causes many difficulties, for example China faces many problems such as crowded living arrangements. Some families do not even have enough income to feed their children a proper meal. The amount of people not only affects the families but also the country itself. For instance, for the amount of people, there may not be enough jobs. Proper health care may not be provided, because there are just too many people, which may cause a lot of health problems. A child's education is also at risk because there will be too many students in one classroom for one teacher to teach. Also, some countries may experience a shortage in food because there may be such a great demand for it that the country itself may not be able to provide the food in the amounts that are needed. Over population also causes less serious problems, things such as crowed sidewalks and streets. Too many cars on the road would also cause the problem of pollution. These everyday hassles would cause a person much frustration and undue stress, which could be avoided if the population was not too great. Suggestions have been made to decrease this problem, theories have been studied and yet implementation of these objectives have not been properly sought through. Although, there are two very good suggestions for this problem which include, the government passing a law that only allows a family to have two children and no more, a law such as this one has already been introduced in China. This may not seem fair but in countries such as these, it is necessary, to avoid such problems. The other is as simple as sex education. This solution may seem worthless, but would slowly show results. If solutions such as these were used in countries for instance, like China and India, from the beginning, then the problem of population would not even be an issue today. As stated above, the government intervening on this problem and allowing a family only a certain amount of children is an excellent solution. Having a limit on how many children a family is allowed to have is a great way to control the problem in the hopes of decreasing the problem of over population. In order to make certain that families do not go over the limit, the government should do yearly checks on the families. This would consist of a member of the government looking in the family files and seeing how many people are situated in a family. If a family exceeds the limit of two children, then the parents should be responsible in paying a fine or paying more taxes yearly. If the family exceeds the limit of two children, but the child is not born yet or is a new born the parents should have the choice of giving up the child to a couple that is unable to get pregnant with the certainty that the child will know who his or her biological parents are and be allowed to have contact with them if they wish to do so. If the parents do not agree with the first option then, the other choice they have is to pay more taxes each year. This way, only the families that can afford more then two children will be able to have bigger families. Having this law implemented not only decreases the problem of over population, but gives the children a better quality of life. Parents will take on more responsibility knowing what they will face such as an increase in their taxes or get fines if they exceed the limit of children the government has allowed them. It may not seem fair that the government be allowed to have this kind of control, but in such extreme cases it is needed so that the problem does not get too far out of hand. The world already has two countries that have a population of over one billion and there are probably other countries that are over populated when compared to the amount of land that they have, that is why it is necessary to have a law such as this one being practiced by such countries who need it to avoid all the other problems that can occur. This next suggestion of sex education may sound like such a simple solution, because in North America it is taught to every student, but other countries may not teach it like its taught here and this may be a contributing factor to why population is becoming a bigger problem. Sex education is very important not only for the individuals protection against disease, but so that the person is aware of all the options that are available for birth control. If people were taught that it is alright to use birth control then maybe use of it would be practiced. There are so many different methods of birth control that one should not feel as though one specific technique makes him or her uncomfortable and therefore he or she will not use it. Sex is such a private subject that causes many people to feel uncomfortable discussing it, but if schools were to start teaching it along with teaching students abstinence at an early age, then, when the time comes for the individual to take some responsibility, he or she will not be embarrassed to do so. Doctors should also teach their patients the different types of birth control that are available for them to use and also make it easily accessible for the patients to get them, that way there is nothing holding an individual back from using them. Another way of informing people of birth control other than through schools and doctors is to have advertising, through television and radio, magazines, and billboard signs. That way people are facing the issue everyday and may realize that the use of birth control is not such a bad idea. People will grow to be more comfortable with the issue of sex and birth control and just maybe then the problem of over population will decrease and families will consists of less children which will also decrease the poverty level of that many families face. Even though a lot of people may not agree with the action that is taking place in order to correct over population, it must be done. Children are not living the quality of life that they should be living, they are not getting the proper meals and are therefore not as healthy and are malnourished, and their education is at risk because classrooms are getting crowed with too many children. The streets are too busy and cramped; cars on the road are causing more pollution. Controlling the population would decrease the amount of families that live in poverty because families that are able to afford more children would only have big families while the other families would have just two children and they would not be struggling to give their kids the proper quality of life. Although it seems as though the solution to the problem of over population is simple and that by the government passing laws or having the proper education for these people is just going to make the problem disappear, it will not. The process will be very long and results will not be seen so soon, this may cause a lot of anger in people because their lives are being changed so drastically and in some cases they may feel as though they are being asked to change their morals and also because no formal results will be seen so soon. Over population is just one problem, but in fact has a snowball effect and causes many more problems that have been stated above. If people were able to realize these problems and be willing to help out by taking birth control and not contribute to the problem that the world is facing today, then maybe one day over population would not be an problem any more and would just seem like issue that was dealt with.

A study into the discourses present in schools

This paper will be a theoretically based survey into the discourse of the instruction system and its handiness by a peculiar demographic of students in the instruction system. The purposes of this paper are to derive an apprehension of the function that discourses drama in schools, to recognize the links between discourse, linguistic communication and individuality, to foreground the societal justness issues that arise when some students can non entree the course of study and to suggest back uping and opposing statements for a alteration in lingual codifications in the school environment. In this paper, when adverting the term ‘discourse ‘ , I will mention to the definition used by Gee ( 1990 ) : â€Å" a socially accepted association among ways of utilizing linguistic communication, of thought, feeling, believing, valuing, and of moving that can be used to place oneself as a member of a socially meaningful group or ‘social web ‘ , or to signal ( that one is playing ) a socially meaningful ‘role ‘ . † ( p. 143 ) It will go clear during this paper that discourse is non modestly the words one uses, or the phrases that are understood by peculiar groups. It is the really make-up of what individuality is. Classroom discourse is an of import country of survey because it is the medium by which information from the topics is transferred from the course of study, schools and instructors to the students. It is besides of personal involvement due to experiences of learning at an interior metropolis school, whose population consisted of an above national norm of students from households from a low socioeconomic country of the state, with the bulk of students entitled to free school repasts. From duologues with these students ( both separately and collaboratively in the schoolroom context ) , I realised that there was a distinguishable contrast in the discourse used by both parties. Occasionally inquiries arose from students that were finally a palingenesis of a statement already expressed by myself. This facet of revoicing will be scrutinised, and its importance to classroom discourse emphasised in this piece of work. Further inquiries originating from this experience related to the entree t hese students had to the course of study being taught to them. It was pertinent that the repeat by the students showed a deficiency of apprehension of the linguistic communication used instead than of the value of the content being taught. Was the discourse of the course of study an obstruction to the acquisition of these students? Surely if the student can non understand the instructor ( and every bit if the instructor can non understand the student ) , larning must be impeded. It is my purpose to analyze these differences and understand the links between discourse, individuality and cultural capital of this peculiar demographic of student, the discourse of schools, and the importance of these differences. At the foundation of the apprehension of the discourse of a peculiar individual or group of people, is its links to their distinguishing individuality. Harmonizing to Gee ( 1991, in Mitchell and Weiler, p. 1 ) , discourse encompasses the garb one wears, instructions on how to move, how to talk and taking on specified recognizable functions. It is hence more than merely the idiom one uses, it is all that is used to make an individuality, an ‘identity kit ‘ as competently put by Gee. The functions that one is given are tied to the environment in which they are present, for illustration – locally – the functions assigned to a instructor when they are in the school environment. A instructor will be trained to act, talk, act, think and even frock in a specific manner because that is what the environment demands, differences in these behaviors would foreground non-conformity toward the societal environment, and basically the discourse itself. Similarly, one could propose that kids, harmonizing to their societal groups will utilize a peculiar discourse that relates to that peculiar group ( Bernstein, 1962, p. 33 ) . Identity is per se linked to linguistic communication, as explained by Barker and GalasiA„ski ( 2001, p. 28 ) as a merchandise of civilization â€Å" to which linguistic communication is cardinal † . They besides attempt to help the apprehension of how of import the construct of individuality is to the sense of affinity shared by peculiar groups, such as students. They describe individuality as an thought of belonging or associating to a group of people with which one can place emotionally ( p. 28 ) . This thought is developed by Marshall ( 1990, in Ball, 1990, p. 14 ) when explicating Foucault ‘s doctrine of the ‘subject ‘ , intending â€Å" both being tied to person else by control and dependance, and being tied to one ‘s ain individuality by a scruples or self-knowledge. † Another of import facet that will be explicated is the importance of linguistic communication as a tool to determine a power construction and the barriers that this causes to taking alternate attacks to educating. As highlighted by Gee ( ibid. , p. 2 ) , closely of import to talk about is the manner power is distributed, specifically in a hierarchal nature. This position suggests that disputing the discourse could be viewed as a challenge to the school bureaucratism. Discourses, Compatibility and Access to Education I have briefly outlined the two discourses that are of involvement, to progress this probe it would be relevant to analyze and explain the relationship between the two in a school environment, and finally, if they are compatible. To understand if these two discourses are compatible it is of import to understand some cardinal issues such as entree to peculiar codifications of linguistic communication ( Bernstein, 1962 ) , cultural capital ( Rothstein, 2004, p.19 ) and issues of individuality and willingness to accommodate ( Bernstein, 1958 ) . The course of study and schools in general have a peculiar codification of linguistic communication. Wittgenstein ( 2001, p. 6 ) metaphorically describes words as tools in a tool chest, explicating that merely as a cock or gum may hold different maps, so excessively words may hold assorted utilizations depending upon the context. Hymes and Gumperz ( 1971 in Bernstein, 1971, p. 145 ) conceptualise codification as â€Å" the rule which regulates the choice and organisation of speech events. † Auer ( 1998, p. 38 ) explains the codification of linguistic communication as â€Å" a mechanism of transduction between purposes†¦ and vocalizations, and so between vocalizations and readings. † This is further developed by Littlejohn explicating linguistic communication codification as â€Å" a set of forming rules behind the linguistic communication employed by members of a societal group † ( 2002, p.A 178 ) . Two types of lingual codification are identified: elaborated and restricted ( Bernstein, 1962, p. 32 ) . Basically the difference between the two is based on the trouble of anticipation ( Hymes and Gumperz, 1971, in Bernstein, 1971, p. 145 ) and the scope of options available in the vocabulary ( Bernstein, 1962, p. 32 ) , where they are inversely relative. Elaborated codification is defined as holding an extended scope of options and hence the predictability of the vocabulary is low. â€Å" An detailed codification facilitates the building and exchange of individuated symbols. The verbal planning map associated with this codification promotes a higher degree of structural administration and lexicon choice [ with regard to a restricted codification ] . The readying and bringing of comparatively expressed significance is the major intent of the codification † ( p. 33 ) Conversely restricted codification although differing harmonizing to the societal scene, its vocabulary will be drawn from a sparse scope. The conditions for development of this codification varies but in general is based on a â€Å" common set of closely shared designations, self-consciously held by the members, where immediateness of the relationship is stressed. † ( p. 32 ) Peer groups of kids and striplings are premier illustrations of the demographic that use this organized construction and specific vocabulary choice. It could be argued that these groups prefer the usage of this codification because of the societal facet of their relationships. Bernstein notes the possibility that â€Å" restricted codification facilitates the building and exchange of societal symbols. † ( 1962, p. 33 ) Of peculiar involvement are pupils from the lower categories, due to the manner in which they are raised and live their lives, it is thought that they have less entree to the discourse of instruction. Harmonizing to Rothstein ( 2004 ) those from the lower categories are read to in early childhood less frequently than those who have educated parents, and those who are read to, are non as challenged with the originative inquiries. This consequences in a lower acquaintance with words, impacting upon early acquisition upon school entry, irrespective of the natural ability of the kid to larn ( p. 19 ) . Children and striplings from lower socio-economic backgrounds are premier illustrations of users of restricted codification, nevertheless as detailed codification is more expressed in significance, it is a better method of communicating when trying to supply accounts when there is no old cognition, so more comprehensive accounts can be delivered ( p.34 ) , a state of affairs which reflects favorably to a school environment where students are having the bulk of information for the first clip. As instruction is arguably more appropriately delivered in detailed codification, the consequence is the outgrowth of the discourse job. To back up this Bernstein ( 1962 ) explains that elaborative codification is universalistic with mention to its significance with regard to its theoretical account, i.e. â€Å" it summarises general societal agencies and terminals. † ( p. 33 ) and hence â€Å" merely some people have entree to the codification and to the possible universalistic character of its significances. † ( p. 34 ) . Contrarily, restricted codification is particularistic with mention to its significance with regard to its theoretical account, i.e. â€Å" it summarises local societal agencies and terminals. † ( p. 33 ) therefore â€Å" all people have entree to the codification and to its local condensed significances † ( p. 34 ) . As non all people have entree to elaborative codification, pupils when at school can hold different experiences in footings of the development of their cultural capital ( Hymes and Gumperz, 1971, in Berstein, 1971, p. 143-144 ) a position supported by Rothstein ‘s account of the attainment spread ( Rothstein, 2004, p. 20 ) . Hymes and Gumperz explain that harmonizing to how receptive a kid is to the discourse of instruction, they will see a relative sum of symbolic and societal development ( ibid. ) . Both of these statements are supported by Gould ( 1965 ) , who adds that a restricted codification should non be devalued, as it has the power to unify the user to fellow societal group members and the community – a point besides stressed by Bernstein ( 1962, p. 36 ) – furthermore a alteration of codification alters the cardinal elements of what constructs their societal individuality and world. â€Å" This statement means that educational establishments in a unstab le society carry within themselves estranging inclinations. † ( cited in Bernstein, 1971, p. 136-137 ) . When a member of society is non included in such of import facets of societal life, such as schooling, particularly when it is their right to be so, it raises the issue of societal justness which is defined by Rawls ( 1971 ) : â€Å" the primary topic of justness is the basic construction of society, or more precisely, the manner in which the major societal establishments distribute cardinal rights and responsibilities and find the division of advantages from societal cooperation. † ( p. 7 ) Analyzing this definition of societal justness leads me to oppugn if all schools are so administering the cardinal right of instruction reasonably, and is sufficient advantage provided to those who have inferior entree to the discourse of instruction? Social justness is undeniably an of import public issue in the context of the United Kingdom and England. Tomlinson ( 2005, p. 153 ) evidences this observing the confidence of the Prime Minister in 1997, Tony Blair, plighting that â€Å" The New Labour authorities came to power confirming a committedness to societal justness and to instruction as a means to make a socially merely society. † He besides notes the Prime Minister pulling upon links with societal development, promoting states to be unfastened to difference in 1999 ( ibid. ) . If societal justness in the schoolroom is to be achieved, and if it presently is non due to the impression of the course of study being unaccessible because of the discourse used, should the thought of alteration of lingual codification in the schoolroom be entertained? Keeping in head that linguistic communication is an intrinsic portion of individuality, the effects of enforcing a alteration to something every bit personal as an individuality should be carefully examined before being implemented. Bernstein ( 1958 ) intimates that the lower person ‘s societal strata, the greater opposition they will demo to formal instruction and acquisition, including that this is really a map of the group. His literature besides explains the method of opposition that is likely to be displayed, including, critical jobs of subject, non-acceptance of the values of the instructor, the failure to develop and experience the demand for an extended vocabulary and a penchant for a descriptive instead than an analytical cognitive procedure ( p. 160 ) . As antecedently evidenced the peculiar demographic of student are united due to the discourse they use, combine with this a united negative temperament towards schooling and it can be understood that willingness to talk about displacement from this demographic may be really low. If this scheme has defects, should the inquiry of lingual alteration to the course of study be raised? It seems pertinent that if every bit mentioned all have entree to a restricted lingual codification, and non all have entree to an detailed codification, that a restricted codification is the ideal lingua for learning. Complications with this posit are nevertheless instantly obvious, notably the impact on the quality of the topic cognition being transferred to the student, and the power battle that may ensue in utilizing an inferior strand of linguistic communication. Sing the quality of the teaching method, is it right to suggest for illustration, that in mathematics the word whole number which is rich and really specific in significance, elaborate in codification, be sacrificed for the possibly more accessible figure, from a restricted codification? One could anticipate benefits in pupil attending, and it could be argued that a hapless apprehension is better than no apprehension a t all. Harmonizing to Foucault ‘s rule of discontinuity ( Foucault, 1982, cited in Ball, 1990, p. 2 ) â€Å" We must do allowance for the complex and unstable powers whereby discourse can be both an instrument and an consequence of power, but besides a hinderance, a stumbling block, a point of opposition and a starting point of an opposing scheme. † To develop this, parallels to Auer ‘s account of power when utilizing foreign linguistic communications in other states can be drawn. If a restricted codification is thought of as a foreign minority linguistic communication and the elaborative codification is thought of as the local linguistic communication, a clear power construction can be established. â€Å" it may be said that in a minority linguistic communication context, the minority linguistic communication is the linguistic communication of entry and the bulk linguistic communication that of power. This macro-sociological power so infiltrates the colloquial exchange such that a talker who uses the power linguistic communication ( the bulk linguistic communication ) besides exerts interactive power over his or her co-participant ( s ) . † ( Auer, 1998, p. 236 ) Ball ( 1990 ) describes educational establishments as topographic points which control how discourse is distributed and the entree that persons have to the assorted discourses ( p. 3 ) . The thought of control clearly displays the power that schools have ; one would assume that schools would waver to destruct the barriers that discourse present to forestall the loss of high quality over their students. Hymes and Gumperz ( 1971 ) confirm that there is a discontinuity in footings of discourses that kids from lower socio-economic backgrounds face ( in Bernstein, 1971, p. 144 ) . There is an statement that a kid learns how to be educated by engagement, therefore larning to distinguish between discourses. The kid learns which is appropriate for each societal scene, larning how to believe and move and in consequence larning how to go a pupil ( Hicks, 1996, p. 105 ; Gee, 1990, p. 87 ; Wertsch, 1991 in Miller, 1992, p. 65 ) . This is farther grounds to propose that the posit has mistakes. Revoicing is a technique used by instructors which harmonizing to O'Connor and Michaels ( Hicks, 1996 ) is a â€Å" peculiar sort of reuttering ( unwritten or written ) of a pupil ‘s part – by another participant in the treatment. † ( p. 71 ) Combinations of both restricted and elaborated codification are evidenced in illustration ( 4 ) . Although the illustration is constructed, it is claimed to be a typical illustration of a schoolroom treatment. The instructor uses elaborated codification to reiterate and reenforce a statement made by the pupil, which is in restricted codification. This in consequence exposes the pupils in the schoolroom to both lingual codifications, thereby leting all students listening entree to the treatment. ( 4 ) Student: Well, I think that Smith ‘s work is truly non relevant here because she merely looked at grownups. Teacher: So you agree with Tom so, you ‘re proposing that Smith is irrelevant to the linguistic communication acquisition of immature kids? Student: Yeah. ( p. 71 ) Further analysis of the literature reveals that uncertainnesss remain with this scheme nevertheless. O'Connor and Michaels make clear that there can be an issue with student-teacher apprehension, ensuing in a dislocation in the effectivity of the technique in the lesson, saying that â€Å" If the instructor can non understand what the pupil is proposing in footings of the current undertaking, it will be really hard to integrate that part efficaciously, with or without the revoicing scheme. † ( p. 97 ) Another highlighted quandary is the desire for pupils to non experience patronised ; they understand that if students ‘ statements are invariably recognised but non linked to the academic content, it can be a cause for the pupils to go defeated due to the arch nature of the responses. ( p. 97 ) Decisions The purposes of this paper are to derive an apprehension of the function that discourses drama in schools, to recognize the links between discourse, linguistic communication and individuality, to foreground the societal justness issues that arise when some students can non entree the course of study and to suggest back uping and opposing statements for a alteration in lingual codifications in the school environment. It has been established utilizing the literature that that there are links between discourse and individuality and one of the cardinal facets of discourse is the manner one uses linguistic communication ( Gee, 1990 ) . Two types of lingual codifications are identified by Bernstein ( 1962 ) , restricted and elaborated, stand foring a lower and higher vocabulary complexness severally. It was established that some students, chiefly those from lower socio-economic backgrounds, do non hold entree to academic linguistic communication which is constructed utilizing an detailed codification, as highlighted by Gould ( 1965 ) and Hymes and Gumperz ( 1971 ) , which leads to issues of societal justness. In an effort to look into a possible solution to the jobs of discourse, an analysis of the literature by O'Connor and Michaels ( Hicks, 1996 ) was held, proposing a alteration in discourse from one of the two parties. Although there were some obvious quandaries, viz. the feeling of a loss of power by schools, an apprehension of the revoicing technique used by some instructors intimated that it is sensible to propose that entree to the linguistic communication of schools could be improved without the usage of drastic steps. Further inquiries could be raised approximately predicted power battles that could break out should the balance held with the aid of the two discourses disappear, and about the effects that discourse has on pupil-teacher dealingss. This is an of import issue as the teacher-pupil relationship has a critical impact on the behavior of students in the schoolroom. Harmonizing to Robertson ( 1985, p. 111 ) Wragg et Al. produced a brochure for usage on a instruction pattern which listed of import issues for students, one of which was personal relationships. One could oppugn if efforts to interrupt the discourse barriers would better these relationships. Possibly the most of import inquiry to reply is the consequence on the acquisition of the students, premises on this facet are made by O'Connor and Michaels ( Hicks, 1996 ) stating, â€Å" we assume here that each case of pupil engagement, fostered and scaffolded by the instructor, represents an chance for an increase of acquisition, nevertheless little. † ( p. 64 ) It is of import nevertheless that more research in this field takes topographic point ; it would be good to understand genuinely the troubles faced by both students and instructors due to the assorted discourses present in the schoolroom. A greater apprehension of the schoolroom in footings of the lingual codifications used would profit teaching method and the instruction of the course of study because as evidenced in this piece of work, without lucidity in communicating some students do non hold entree to the course of study. Tim Brighouse in a treatment with Helen Gunter had emphasised the importance of entree and societal justness in instruction. Metaphorically he explained that, every kid has the right to reject instruction but in order to reject it they must foremost hold full entree to it, saying that â€Å" Every kid has the right to reject Beethoven † ( Gunter, 2010 ) .

Leadership in Criminal Justice Essay

Leadership is a necessary component of any organization to include a criminal justice organization. In recent years, research has clearly indicated that leadership must be present in criminal justice organizations for a multitude of reasons. Leaders provide motivation and inspire their followers to progress while advancing toward a shared vision. This paper will discuss several different aspects of leadership and expand on the importance of having strong leaders in place. This paper will explain that there are different styles and theories of leadership which are utilized today. Basic principles of leadership as well as the role of a leader will be discussed in detail along with explanations as to why leadership is crucial in criminal justice organizations. Leadership in Criminal Justice Leadership in any organization is directly related to the overall success that organization can expect to see. Leadership in criminal justice is certainly no exception. Having strong leaders in place promotes organization, management, productivity, motivation and creativity in a criminal justice setting. Moral, productivity, and the overall success of a criminal justice agency are a few of the things commonly affected by lack of leadership. This paper will explain the importance of leadership in a criminal justice organization by responding to the following questions: 1. What is leadership? 2. What are leadership theories and styles? 3. How does leadership differ from management? 4. Why is leadership important in criminal justice? What is leadership? Leadership can be defined as a process that helps direct and mobilize people and their ideas (Stojkovic, Klofas & Kalinich, 2012). Leadership requires that a person have a strong desire to be an influential part of the organization and want to play a key role in moving towards a common goal. Leaders are primarily concerned with motivating and inspiring their followers to remain productive and to maintain the drive and ability to reach organization goals. A leader must a have an organizational vision and be able to inspire and motivate others to buy into that vision and work towards achieving the goals related to that vision. The role of a leader in a criminal justice organization should not be under appreciated. A leader plays has an immensely influential role within the organization. First, leaders must have a strong working knowledge in the assignment they wish to lead. This can be developed through education, training, and experience. Leaders must have the respect of those they wish to lead in order to be effective. One way that leaders can earn that respect is by possessing the skills needed to be in a leadership position. Secondly, a leader must know themselves, their strengths, and their weaknesses. Many leaders in law enforcement find it easy to know their business, but find it difficult to know themselves (Dobbs & Field, 1993). Leaders must realize their strengths and weakness in order to develop their own style of leadership. Leaders who act outside their natural style of leadership can cause themselves to appear awkward and ultimately affect their ability to lead. Third, a criminal justice leader must know their subordinates. Due to the fact that people are motivated my different things, a leader must realize what motivates each subordinate individually. Also, a leader must have a personal relationship with the subordinate as well. For example, a leader must know his employee well enough to congratulate or give condolences in personal matters when appropriate. This will remind the subordinate that the leader cares about their personal achievements and struggles as well. Finally, a leader must operate with consistency and lead by example. For example, a criminal justice leader who punishes a subordinate for poor report writing when they themselves write poor reports will create a lack of respect for that leader. This is due to the fact that the leader does not lead by example. A leader must exemplify the ideals they demand in order for their follows to truly want to follow their lead. What are some of the theories and styles of leadership? There are many theories about different aspects of leadership and the effectiveness of each in a criminal justice setting. Contemporary research brings into focus the behavioral approach and the contingency approach. The behavioral approach emphasizes the behavior of leaders while the contingency approach emphasizes situational variables that affect leadership. We find in the behavioral approach an emphasis on how leaders interact with their subordinates as well as how a leader creates processes that encourage subordinates to be productive and accomplish the goals of the agency. The behavioral approach is concerned with whether or not the subordinates feel that their leader makes them feel like a valued member of the agency and if their opinions carry any weight in the day to day operation of the agency. The contingency approach, founded in the 1970’s differs from the behavioral approach. â€Å"Examining various situational variables is central to understanding leadership in organizations, according to the contingency theorist† (Stojkovic, Klofas & Kalinich, 2012). Fiedler’s Contingency Model is one of those contingency theories. In Fiedler’s model we find that how well liked or disliked by subordinates a leader is, will have a direct impact on how effective that leader will be. For example, a detective supervisor who is not well liked might have a hard time finding volunteers to work overtime at their request. In contrast, a well like supervisor might have no problem getting volunteers in the same situation. The subordinates in this example might base their decision on nothing more than who is asking. Also in Fiedler’s Model, we find that uncertain task structures can be problematic to leadership. For example, if officers are instructed by their supervisor to go out and make some arrests and not given any further details on the assignment, they are left not understanding the true goal of the assignment. In this example, a leader would gain better results from an assignment if their subordinates knew the true purpose of the assignment and were aware that there would be measurable results. â€Å"It is easier to lead when the task structure is clearly defined and open to direct monitoring by a supervisor (Stojkovic, Klofas & Kalinich, 2012). There are many different styles of leadership that one can utilize in an organization. The three that are the most commonly applied to the criminal justice profession include: the autocratic, democratic, and the laissez-faire styles of leadership. It is important for a leader to stick with a style that best fits their personality, but at times and depending on the circumstances facing them at any given time, they might switch back and forth from on style to another. The style of leadership one elects to utilize largely depends on what that leader wishes to accomplish (Lynch, 1998). The autocratic leader is authoritarian in nature. An autocratic leader would rather give orders and make all the decisions while gathering little or no input from others. Many times this does not provide the best of environments for subordinates to grow confident in making their own decisions. Autocratic have a tendency personalize criticism and are often times viewed as harsh or rigid. Autocratic leaders work well in times of crisis where an authoritarian is needed to quickly gain compliance and organize resources (Aleno, Griffith, Weaver & Wright, 2008). An example of this would be in an officer involved shooting situation. When an officer is injured in the line of duty, emotions run high which often creates a chaotic situation that is difficult to control or manage. Autocratic leaders are most likely to be able to handle a situation such as this due to the fact they are quick to give orders and begin making the decisions that need to be made without much hesitation. Autocratic leaders in a criminal justice setting often work best with subordinates who are young and have little experience. The democratic leader is one that welcomes input from their subordinates under the right circumstances. Democratic leaders encourage their subordinates to participate in the decision making process which promotes teamwork and personal growth. Democratic leaders often times delegate duties to subordinates which further builds their confidence in decision making. Democratic leaders many times can struggle during times of emergency due to the fact they might take additional time to make decisions due to bringing others into the decision making process. The third leadership style, laissie-faire, is a style in which the leader will allow the subordinates to make the majority of the decisions on their own with little input or interference from the leader. This type of leadership can be effective in situations where subordinates perform properly without excessive direct supervision. An example of where a laissie-faire style of leadership could be utilized would be a unit comprised of self motivated veterans who require very little supervision. This style has few truly positive aspects and the agency could actually be placed in jeopardy due to this hands off approach to leadership. The laissez-faire style may not be leadership style at all; instead, it may be an abdication of administrative duties (Peak, 2004). How does leadership differ from management? Any criminal justice organization would benefit from having both managers and leaders among their ranks. There are managers who are not capable of true leadership and leaders who are not accomplished managers. In contrast, there are some who have the unique ability to perform well as both a manager and a leader. There are marked similarities and differences that make management and leadership roles important to a criminal justice agency. Management can be defined as â€Å"the fluid and dynamic component of administration† and as â€Å"a process of working with people in a humane way to achieve organizational goals and objectives as efficiently and effectively as possible (Aleno, Griffith, Weaver & Wright, 2008). Managers concentrate much of their efforts on planning, organizing, directing, implementing, and evaluating. Criminal Justice mangers are known for prioritizing important aspects of an agency and ensuring that things such as resources and proper planning are in place. â€Å"Leadership means directing or the ability to obtain the â€Å"followership† of others† (Aleno, Griffith, Weaver & Wright, 2008). Leadership can take on many forms and can be seen at all levels of a criminal justice agency. Leaders motivate and inspire their followers or subordinates to work towards a shared vision. Leaders envision the future and attempt to gain a followership among their subordinates which changes their way of thinking for the better of the agency and themselves. Leadership and management are similar in some ways while being completely different in others. Both management and leadership ultimately are working towards positive outcomes for an agency as a whole. Leaders and managers both have a common responsibility to work toward a more productive and efficient organization. While leadership and management accomplish this differently, both positions have an impact on the people within the organization. â€Å"Leaders and managers differ in what they attend to and how they think† (Aleno, Griffith, Weaver & Wright, 2008). Managers concern themselves more with managing resources, planning, and directing in an effort to meet the goals of the agency. These tasks deal more in structuring behaviors and processes with less emphasis on what motivates personnel to be productive. By contrast, leaders are more concerned with motivating, praising, or inspiring. These ideas are more likely to have a positive impact on the minds and attitudes of the people within an organization to continue working towards a shared vision. Although there are similarities and differences in management and leadership, a criminal justice agency should contain both. Due to the fact that there are very positive characteristics of both managers and leaders, a criminal justice agency needs a combination of the two in order to maximize its potential. It is debatable as to whether one is more important that the other. Ideally, a manager would strive to develop leadership skills while a leader would strive to develop managerial skills. Why is leadership important in Criminal Justice? Leadership is an important part of a criminal justice organization for same reasons leadership is important to any organization. Leaders are responsible for keeping an organization focused on moving forward and progressing towards a better more improved organization. Leaders must be innovative and continue looking for new and better ways of doing business while encouraging their followers to share that positive mindset. Leadership is absolutely crucial in criminal justice for numerous reasons to include motivation and promoting ethical behavior. In a criminal justice organization, staying motivated can be a challenging at times for many reasons. With the inherent stressors and pressures of working in the criminal justice field, one can find themselves lacking the motivation needed to remain successful. It is the responsibility of leadership to recognize this type of mindset and deal with it appropriately. Leaders should strive to keep their subordinates motivated using creativity and making necessary changes that produced positive results. A criminal justice leader must know their subordinates and understand that each person is motivated differently. Promoting ethical behavior is another important aspect and responsibility of leadership in criminal justice. Unethical behaviors are present in any organization and a criminal justice agency is certainly no exception. In criminal justice especially, one can on a daily basis find themselves in an ethical dilemma. Ethical behavior must start at the top of a criminal justice agency and be seen and reinforced with regularity. Leadership can prevent a large number of unethical behaviors by simply being involved, engaged, and by holding their subordinates accountable. Leaders of a criminal justice organization must lead by example and have integrity. Those in a criminal justice leadership role who themselves choose to engage in unethical behaviors do an enormous disservice to the organization and to individual members. â€Å"The organizational climate which is directly influenced by the leadership of the agency determines how much unethical behavior will be present in a criminal justice agency or, for that matter, any organization† (Wright, 1999). There is absolutely no substitute for leadership within a criminal justice organization. It is absolutely vital for criminal justice organizations to not only ensure that there are strong leaders in the right positions within the organization, but to also invest in their people to ensure that quality leaders are being bred for the future. A criminal justice agency that does not invest in there people from a leadership stand point, are certainly doing themselves and the organization a disservice. Research has made it abundantly clear that the quality and quantity of leadership a criminal justice organization possesses will have a direct impact on the productivity, morale, and overall success that organization will experience. References Aleno, L. , Griffith, S. , Weaver, K. , & Wright, S. Florida Department of Law Enforcement, Criminal Justice Standards and Training Commission. (2008). Middle management (Version 2008. 8). Tallahassee, FL: Florida Department of Law Enforcement. Dobbs, C. , & Field, M. (1993). Leaders vs. managers: The law enforcement formula. FBI Law Enforcement Bulletin, 62(8), 22-25. Lynch, R. (1998). The police manager. (5th ed. ). Cincinnati, OH: anderson publishing co. Peak, K. J. (2004). Justice administration police, courts, and corrections management. (4th ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Stojkovic, S. , Klofas, J. , & Kalinich, D. (2012). Criminal justice organizations, administration and management. (5th ed. ). Belmont, CA: Wadsworth Pub Co. Wright, K. N. (1999). Leadership is the key to ethical practice in criminal justice agencies. Criminal Justice Ethics, 18(No. 2), Retrieved from http://www. questia. com/library/1G1-60060343/leadership-is-the-key-to-ethical-practice-in-criminal

History of costume design Essay Example | Topics and Well Written Essays - 1750 words

History of costume design - Essay Example Born in Moscow in May of 1816, Princess Leonilla Ivanovna Bariatinskaya married Prince Ludwig Zu Sayn Wittgenstein on October 23, 1834 at Castle Marino and became Princess Sayne Wittgenstein Sayn. Their marriage existed between the year 1799 and 1866. Princess Leonilla was a remarkably attractive woman whose beauty garnered the attention of many artists, all of whom produced portraits of her. In 1843, Winterhalter was commissioned to paint Princess Leonilla’s portrait. At the time, she was married to Prince Ludwig Aldof Friedrich. . In 1833, she sat for Winterhalter for an oval portrait that featured her shadowed face, contrasting dark hair and opaline skin, and magnificent pearls. He also painted her again in 1849.2 It is the Portrait of Leonilla, Princess of Sayn-Wittgenstein-Sayn, however, that overshadows all other paintings. Winter halter employs an art style known as Romanticism in which he ‘humanizes’ his clients. By being more objective about the features of his subject’s, he can bring out their unique and natural beauty. Franz Xaver Winter halter was famous for his glossy and daring portraits of German royalty. Born to a peasant stock in a small village in the Back Forest in Germany, the young Winterhalter developed an interest in art. At the age of 13 years, Winterhalter began training in art through an apprenticeship. It is here that Winterhalter first learned the practice of engraving. He then relocated to Munich to further study painting, living off of his lithography earnings. . Winterhalter’s art career was ignited in 1828 when the Grand Duchess of Baden commissioned him to do a portrait. This became the commencement of a chain of royal court paintings which spanned the globe from Italy to France to Russia.3 The young artist’s success sparked many onlookers to comment that his portraits appeared unusual and unconventional. Despite this hurdle, Winterhalter developed a favorable reputation for his skillfulness at combining

Select one Case Study from those supplied Essay

Select one Case Study from those supplied - Essay Example Korsakoff syndrome results from damage of the memory related brain areas (Dudgale, 2010). Therefore Wernicke’s encephalopathy can be called the acute phase and Korsakoff syndrome the chronic phase. Vitamin B1 is responsible for producing energy for the brain by metabolizing glucose. An impairment of this function due to any reason such as thiamine deficiency leads to decreased oxygen supply to the brain especially the thalamus and mammillary bodies and hence causes the brain damage. Mammillary bodies are part of the hypothalamus. There are neuronal connections between the hippocampus and the mammillary bodies. Then the neuronal connections extend from the mammillary bodies to the thalamus and then to the cortex of the brain. Memories are formed in the hippocampus and then stored in the cortex through this route. This is how damage to these areas of the brain in Wernicke Korsakoff syndrome leads to memory loss particularly anterograde amnesia. This means that memories of the distant past are remembered and available, while new memories cannot be formed, thereby leading to immediate forgetting of the recent events. The patient remembers events of the past before the illness but not after he started suffering from Wernicke Korsakoff syndrome (Barry, 2006). Without treatment Wernicke’s Korsakoff syndrome keeps on getting worse and can be life threatening. Its treatment is symptomatic and thus involves controlling the symptoms. In addition thymine is also given. Alcohol consumption maybe stopped. In addition to this drugs like donepezil and rivastigmine are also prescribed. These drugs are used in Alzheimer’s disease, but have been found to work effectively in Wernicke Korsakoff syndrome patients too. Antidepressants which increase levels of serotonin in the brain have been found to be very useful too. In order to prevent Wernicke Korsakoff syndrome, a person should control his drinking problem if he is a heavy drinker. He can