System of education of Great Britain free essay sample

1. System of instruction of Great Britain ( simplified circuit of instruction of Great Britain ) Initial school instruction 5-12 old ages preparative schools 5-7 old ages of simple schools, 7-12 old ages of a twenty-four hours clip type ( private ( single ) and province ) or boarding-schools ( as a regulation, private ( single ) ) ; schools for the male childs, school for the misss, school of joint preparation Average school instruction 11-18 old ages. Five obligatory categories for response of the certification GCSE: Assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; Certificate GCSE ( General Certificate of Secondary Education ) parallel of the Russian school-leaving certification ; the farther instruction non needfully Sixth category 1-2 academic old ages for response of the certification GCE A Level ( General Certificate of Education Advanced Level ) or preparative rates 16-18 old ages assorted schools and colleges of a twenty-four hours clip type or boarding-schools ( private ( single ) and province ) ; School for the male childs, school for the misss, school of joint preparation ; the certification GCE A Level or diploma about the expiration ( stoping ) of preparatory rates necessary status for reception in high school the Further instruction 2-year s preparation in private ( single ) or province college or institute on one of academic or professional fortes ; Reception of the maximal national sheepskin HND ( Higher National Diploma ) Maximum instruction 3-4 old ages developing on twenty-four hours clip subdivision of college, polytechnic institute or university on one of the academic or professional plans ; Reception of a grade of the unmarried man Maximum instruction 1-2 old ages of survey on twenty-four hours clip subdivision of polytechnic institute or university, including preparation or research occupation and protection of the sheepskin ; Reception of a grade of the Foreman Maximum instruction 1-3 old ages of independent research occupation at university under the way of the professors, protection of the thesis ; Reception of a grade of the physician. We will write a custom essay sample on System of education of Great Britain or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However extremely the British instruction in the universe, however in in-between 1950ss was appreciated. The authorities of Great Britain has begun reform All system, from an simple school up to high school. Wholly this reform is non completed and to this twenty-four hours. In consequence today in the state some types of high schools peacefully coexist, for illustration. The basal educational lower limit is legislatively fixed which should be given by ( with ) any school is non dependent on a type and plans of preparation. Obligatory secondary instruction ( kids besides is study till 15-16 of old ages ) , and this obligatory instruction free-of-charge. The alumnuss of high schools pass scrutinies and, every bit good as our Russian schoolboys, receive foremost in life the certification GCSE, nevertheless as against the Russian parallel GCSE does non give the right to move in high schools. After that the immature people appear before a pick either to look for occupation, or to go on to analyze. The old system of high schools was saved in some countries of a countryside. Here after expiration ( stoping ) an simple school by consequences of trial. Examinations kids are distributed ( allocated ) for three types of high schools most capable act in particular school, others direct or to proficient schools, or in modern school. At mean proficient schools is given general educational, general proficient and initial professional preparation. The modern school was so is named because in the basal plan of developing there were no ancient linguistic communications ( Latin and ancient Greek ) , were taught merely modern. At these schools the usual secondary instruction is given, but the important portion of the plan is made by ( with ) practical employment ( businesss ) . At one time after go forthing school the alumnuss fundamentally act on occupation. The reorganisation of high school has resulted that in big metropoliss the complex schools for kids from 11 boulder clay 18 old ages have appeared. About it will be in item told in the chapter devoted high school. High school coating by scrutinies GCSE, five old ages. Those who is traveling to foster to move in high school, should stop the 6th category and base on balls scrutiny on the certification GCE A Level # 8211 ; general ( common ) certification on the profound educational degree. If to compare our system of instruction to English, the certification GCE A Level really corresponds ( meets ) to the papers on the expiration ( stoping ) of preparatory rates of high school, in which you are traveling to move. The footings the 6th category and the plans of an And degree are in Great Britain nominal and denominate the assorted plans and rates carry oning to reception GCE A Level. For reception in high schools in Great Britain besides schools there are colleges of the 6th ca tegory, younger two-year colleges and it is simple colleges, in which Teach non merely general educational topics of the 6th category, but besides professional subjects. After the certification GCE A Level is received, before the immature people the farther and maximal instruction is unfastened. The term maximal instruction concerns to the plans, which purpose award of a grade of the unmarried man, chief or doctor. The Further instruction of an academic grade does non give, it, as a regulation, professional preparation. The rate of the farther preparation is finished by scrutinies and response of the maximal national sheepskin HND. In the field of vocational developing the sheepskin given by one of three professional commissions are most apprehended: CGLI ( City and Guilds of London Institute ) , RSA ( Royal Society of Arts ) , BTEC ( Business and Technical Education Council ) . Many colleges and institutes are authorized to give out the sheepskin on behalf of one of these three commissions. Other educational establishments give out or ain sheepskin and certifications, or sheepskin of other scrutiny commissions. The sheepskin HND is of import for having by the 1 who is traveling to at one time to get down occupation on the elected forte and is non traveling to be protected on a grade of the unmarried man. From the point of position of professional calling, this sheepskin allows to progress on a service within the bounds of the mean proficient or younger administrative board of house. Besides holding this sheepskin, it is possible to come in university ( if all the same are convinced of necessity of maximal instruction ) , and to get down developing at one time from the 2nd rate. Maximal instruction the Englishmen receive in colleges, polytechnic institutes and universities. After 3-4 old ages of survey on twenty-four hours clip branch the young person receives a grade of the unmarried man. Having this grade, it is possible to number on a good station in a non-production portion or mean administrative board private ( single ) or state-owned house, at the industrial endeavor, or to open ain pr ivate ( single ) pattern ( for physicians and attorneies ) . The grade of the unmarried man suffices for some trades, and farther instruction it is non required. But for the bulk of fortes the grade of the chief opens much more chances. For illustration, holding the unmarried man s grade of medical specialty, it is possible to work in clinic or to hold little private ( single ) pattern. But to head subdivision in any infirmary or even the whole clinic, the sheepskin of the chief is necessary for enlargement of private ( single ) pattern. The grade of the chief about corresponds ( meets ) to our sheepskin about maximal instruction, and grade of the physician grade of the campaigner of scientific disciplines in Russia. The equivalent of a grade of the physician of scientific disciplines in Great Britain does non be. There is a figure ( line ) of general ( common ) of import characteristics, characteristic for all universities. All of them appropriate ( give ) ain grades. Everyone have the indistinguishable demands at response on developing under the plan of the unmarried man. The big universities such as London inside themselves are subdivided into colleges. These colleges are a portion of university and give instruction on the certain forte. Individually in construction of university the colleges specialising on readying of the entrants to acknowledge on the basic plans ( modules ) of university, betterment of professional accomplishment of the experts, learning of English linguistic communication for the aliens are allocated. The little universities are subdivided into modules, and the name of colleges is appropriated ( given ) to preparative subdivisions and linguistic communication rates of the big universities. Polytechnic institutes. The system of polytechnic institutes plants in parallel university. Under the position all institutes are independent educational corporations. They appropriate ( give ) the sheepskin and grades on its ain behalf or on behalf of the national authorised Advice ( council ) CNAA. On many parametric quantities these institutes are really similar to universities, but have a figure ( line ) of differences. Most of import: in polytechnic institute it is possible to analyze wider spectrum of rates, than it is necessary on the chosen forte. The 2nd characteristic is the semi-annual or one-year class occupation on a forte which is carried out in one of the commercial or industrial companies. Equally good as university, the polytechnic institute gives instruction under t he plan of the unmarried man, and so chief and physician. Recently some of polytechnic institutes were renamed into universities, but the characteristics of preparation in them were saved. Colleges of maximal instruction. It is the 3rd discrepancy of response of maximal instruction in Great Britain. The colleges award nationally the recognized grades and diplomas both on academic, and on professional subjects. The alumnuss of colleges receive the maximal national sheepskin HND or grade of the unmarried man, and the sheepskin are awarded after each successfully finished plan. The colleges rarely have rates under the plan of the chief and practically neer are engaged in readying of the pupils under the plan of a scientific grade of the physician of doctrine. Many colleges have particular preparatory rates, at which successful expiration ( stoping ) the alumnuss are enlisted without scrutinies and competition for the farther preparation under the plan of the unmarried man in polytechnic institutes and universities. 2. School In Great Britain 30.000 comprehensive schools and 2300 # 8211 ; private ( single ) , named independent sector work. The bulk of comprehensive schools ( from 60 up to 90 % ) assorted. The private schools work as assorted fundamentally for the younger schoolboys, the preparation in the senior categories is conducted individually. In comprehensive schools kids study, as a regulation, complete twenty-four hours, the educational hebdomad makes 5 yearss. In England and Wales the school twelvemonth returns since September till July. In Scotland from center of August till the terminal of June, in Northern Ireland since September till July. The academic twelvemonth is divided ( shared ) into three footings for 13 hebdomads everyone. Elementary school To travel in school to child ren 2-4 old ages in England and Wales it is perfectly non necessary. Furthermore, the parents and prefer to give back them in kids s gardens holding plans of preschool readying, or in private ( single ) groups organized often by parents. There are besides particular commercial groups, in which kids train on the particular techniques, for illustration on a method Montessori. In Ireland the system kindergarten of preschool instruction is non so advanced. Probably, hence per 4 old ages in school is sent much more than kids, than in other parts of Britain. The obligatory instruction begins in England, Wales and Scotland per 5 old ages, in Northern Ireland per 4 old ages. Per 11 old ages in all parts of Great Britain kids base on balls in high school ( except for Scotland, where kids translate per 12 old ages ) . The simple schools are different. Irrespective of a type of school the schoolboys should go through an obligatory base rate of an simple school, therefore the disposal has the right independently to make up ones mind ( solve ) , what subjects, in what volume and in what category are studied, under what manuals and techniques the instruction is conducted. A natural effect is that fact, that learned for the certain period by the schoolboys of different schools the educational stuff does non co-occur. High school Now there are four types of high schools. In Municipal technological colleges ( MTC ) most talented kids act, from which prepare the experts of a high category in the field of modern engineerings and concern ; in 1992 of such colleges was merely 14. MTC the particular educational establishments, in which are taught obligatory topics of a general ( common ) rhythm, but. The most serious attending is given to learning of topics holding the attitude ( relation ) to modern concern, particularly information engineerings. To technological college can turn and usual school, if she is located, for illustration, in a countryside or industrial town, where the demand is much higher the experts, than on the alumnus without particular cognition. The most portion of funding of technological colleges bit by bit will be undertaken by ( with ) local concern concerns. The bulk of kids ( 90 % ) England, the Wales and Scotland visit ( attend ) comprehensive schools. It is explained by that in these schools accept all kids irrespective of abilities and train in all topics, which enter into a basal rate of high school. It is parallel of our usual regional schools without the profound survey of topics. From here adolescents who have reached ( achieved ) 16 old ages, are sent or in 6th signifier colleges, or in third colleges. Approximately 4 % of kids become the schoolboys grammar schools are kids shown abilities and proved, that they can analyze under the plans of an academic construction. Besides, by analogy, it some sort of our specialised schools with that difference, that in our specialised schools is profound teach one or several topics, and at the British schools a degree of learning on all basic subjects profound. Children here study up to 18 and even 19 old ages. Others attend secondary modern schools. Here accept kids till 16 old ages holding good practical accomplishments. Very much few high schools have the 6th category. As a regulation, wishing continue instruction should to move in Sixth Form Colleges. In these colleges the adolescents from 16 boulder clay 19 old ages can analyze, the preparation is conducted merely on twenty-four hours clip subdivision. The immature people older 19 old ages is non accepted in colleges # 8211 ; for them it is necessary to move in third college or college of farther instruction. In Northern Ireland of kids are still enlisted in school by consequences of proving. Merely really much few schools accept kids without preliminary testing. In Scotland the bulk of high schools all of them are non specialized fundamentally comprehensive, and in them there is besides 6th category. The adolescents who have finished school, non holding of the 6th category, can continue ( base on balls ) in another to this last twelvemonth, non proving therefore of troubles connected to hunt of school. 96 % of kids schoolboys of province high schools, others 4 % survey in private schools. More than in half of private schools the instruction is conducted individually. In Scotland there is no system of a general base rate of topics, as in England and Wales. The educational diagram, even after realisation of reform, has remained much more intense, than at schools of England and Wales, and includes a batch of topics. All topics are distributed ( allocated ) on 8 groups: linguistics and communications ; mathematical scientific disciplines ; natural-scientific topics ; human-centered and ecological scientific disciplines ; technological subjects ; topics of aesthetic development ; physical instruction ; faith and religious instruction. The schoolboys should take a lower limit in one obligatory topic from each group. On employment ( businesss ) on the chosen subjects there leaves 70 % of educational clip of each schoolboy. Private schools In private schools 7 % of all kids of Great Britain surveies merely. In Great Britain today works about 550 private schools. In Northern Ireland is unfastened 21 private schools. The reforms of system of instruction of Great Britain have touched the contents of educational procedure. Both the parents, and experts did non accept that kids excessively early began to screen by leaning to those or other scientific disciplines. In a consequence some topics, necessary for the formed ( educated ) adult male, dropped out of a school rate perfectly. As a consequence of reform the national school rate, obligatory for all types of schools was accepted: each schoolboy should go through four BASIC, cardinal phases of preparation and 10 basic topics. 1 phase boulder clay 7 old ages, kids ; 2 phases 7-11 old ages, adolescents ; 3 phases 11-14 old ages ( precede readying for bringing GCSE ) ; 4 phases 14-16 old ages ( readying for bringing GCSE and appropriate professional scrutinies ) . The basic topics are merely three: English linguistic communication, mathematics, scientific discipline. Obligatory are 7: engineering, history, geographics, music, art, physical instruction, modern foreign linguistic communication. Depending on a phase of developing the greater attending to this or that capable is given. Some topics are absent at the first phases, and occur merely on last ( for illustration, modern foreign linguistic communication ) . Depending on what portion of Great Britain the school is located in there can be topics, specific to the given district. For illustration at schools of Wales the schoolboys should analyze as the 2nd obligatory linguistic communication Welsh ( demand, which will work till 1999 ) . On each of topics the instructions work about what accomplishments and accomplishments should be developed in kids. For illustration, as a consequence of survey of a rate of English linguistic communication kids should happen five basic accomplishments: To be able to talk, to comprehend address from hearing, to read, to compose, to cognize spelling and ( is more enormous! ) to be able to compose by manus. The faith as a topic officially is non present at the list of school subjects, however spiritual ( and sexual, we shall add ) instruction is obligatory. At lessons the basic attending give to a Christianity, but tell every bit good about others spiritual tendencies, which representatives live in Great Britain. Daily at schools there passes a corporate church service. The parents have the right to let go of ( exempt ) the kid from survey of faith and visiting of services irrespective of, at school with what the kid surveies in a portion of Britain. As the circle of topics investigated at schools of Scotland was already marked, it is much wider: besides topics accepted in England and Wales, the obligatory survey of modern European linguistic communication, sociology, technological pattern, music or play is included still. The new demands on proving in such topics, as Latin linguistic communication, mathematics, modern linguistic communications, all right humanistic disciplines, ecology are published. The spiritual and religious instruction besides is switched on in school procedure. In Northern Ireland BASIC are faith and six subjects: English linguistic communication, mathematics, scientific discipline and engineering, environment and society ( community ) , assorted sorts of art. The rate of each consists of subjects from several topics, some topics are obligatory. 3. Sixth category and colleges of the farther preparation The colleges of the farther preparation can be both province, and private ( single ) . The bulk of them are specialized ( professional ) in others the pupils study general educational subjects with a sight on academic instruction. The contents of vocational preparation is developed in close cooperation with the representatives of local concern concerns, that the alumnuss were in demand and easy could happen to itself occupation. It is possible to analyze both on twenty-four hours clip subdivisions, and on eventide. Some plans named sandwich include theoretical subjects and practical occupation in the elective country at the endeavors. About reception in these educational establishments it is necessary to get down to believe one twelvemonth prior to go forthing school. The bulk have the purely certain footings of response of the paperss. 4. Higher instruction In Great Britain 89 universities ( including institute of distant instruction and 70 high schools. From them 39 are considered new. They were created after the Certificate ( act ) of 1992. Oldest universities Oxford ( is open in 12 century ) and Cambridge ( 13 centuries ) . The Scots universities St. Andrews, Glasgow, Aberdeen and Edinburgh were unfastened at 15-16 centuries. The Oxford and Cambridge universities are known everything, even by ( with ) the people which are non traveling to analyze abroad. Will state by hyperbole however, that they best . Surely, any high school in the universe can non be compared to these by two universities on prestigiousness. For eight centuries of being history them has appeared filled assorted events. The celebrated people here studied. For illustration, Margaret Tetchier has ended module of chemical science in Oxford. These universities have turned to national fables. But besides other ancient universities, as for illustration St. Andrews, have besides really high repute. After 1980 many immature high schools, fundamentally polytechnic have appeared, the degree of learning at those universities has changed which earlier did n on vie to Oxford and Cambridge. In consequence some sheepskin of these high schools are appreciated even above, than Oxford and Cambridge. Particularly it concerns some modern fortes. Maximal instruction First Degree Study ( grade of the unmarried man ) The authorities of Great Britain is regular spends an independent appraisal of a degree and quality of learning in high schools. The appraisal is spent on four-mark system, it are taken into history a impregnation of the educational agenda, degree of instruction, security by proficient resources. To have an appraisal the high school is approved should on all parametric quantities to have an appraisal non below 2.

Analysis of Whole Foods Market using Nadler

Analysis of Whole Foods Market using Nadler Introduction Whole Foods Markets has been very successful, and the previous analysis has shown that this firm has the capacity to increase its productivity if it continues with its current positive trend. According to Coulter (2009), it is possible to determine if a firm is on the right path by analyzing its current strategies and future plans. It is apparent that Whole Foods Market has a management that has mastered the market trends.Advertising We will write a custom case study sample on Analysis of Whole Foods Market using Nadler-Tushman Congruence Model specifically for you for only $16.05 $11/page Learn More This firm has shown a strong indication that it has a capacity to meet the expectations of the market in a special way, making it one of the most preferred firms in this industry. However, for ABC company to be sure that Whole Foods Market is a firm worth investing in, it must have a detailed analysis of the firm. It must go beyond a simple analysis of the current market share and productivity of the firm. This is because there are cases where a firm may exaggerate its capacity in order to attract investors. In other cases, management would create a scenario where investors would believe that the firm has a large market share while in real sense that may not be true. For this reason, it is always important to have a surety of the real capacity of the firm by using all possible tools. In this study, the researcher will continue analyzing Whole Foods Market using Nadler- Tushman Congruence Model. This tool will help in analyzing the output of this firm in the market and the congruence of different performance elements. Performance of Whole Foods Market at the Organizational Level According to Richardson (2006), when analyzing the performance of an organization, care should always be taken to determine some of the factors that are indicators of performance. For instance, an analysis of performance can be conducted to determine th e output of a firm. The output can help determine the performance of an organization. It is also possible to determine the profitability of the firm without putting emphasis on productivity. Others may also want to determine this performance by analyzing the productivity of factors of production. In this case, the analysis will be done on the output of the organization. Whole Foods Market is one of the leading grocery outlets and has positioned itself as a provider of healthy foods. The main goal of this firm has been to provide its customers with food considered healthy at reasonable prices and to increase its market share in this niche in the United States and Europe. The management of this firm realized that with the emergent of many diseases associated with unhealthy eating, the middle and upper class members of the society are becoming conscious of what they eat.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These two groups, which make the main market share of this firm, have been looking for foods considered as healthy. This is what this firm has set to deliver in the market. Considering the productivity of this firm, it is true that there is high congruence between the output of this firm and the set goals. According to Anderson (2012), Whole Foods Market is one of the supermarkets that are trusted in the United States to offer foodstuffs that are recommended by doctors for their health benefits. For instance, some of the leading supermarkets in the United States have been stocking genetically modified foods despite the controversy that surrounds such foods. Whole Foods Market has jeopardized its profitability by avoiding such foods in its stores in most of the states in this country. For the states that have supported such foods, this supermarket has been keen to label its products in order to make its consumers aware of what it is providing. This has helped the firm develop a strong trust with the customers. It is an assurance that this firm cannot sell products considered harmful to its customers. The congruency between the output and the goal of the firm can be attributed to the achieved congruency of its culture and structure. The management has created a culture where foods considered as unhealthy are shunned from the stores of this firm. It has made everyone to believe that stocking unhealthy foods is an equivalent to direct attack on their highly valued customers. This culture emphasizes on the long lasting relationship between the firm and its customers. Selling to them food that may put them at risk would be like sending them away from the firm. This culture is highly congruent with the structure within the firm. The shelves at this firm do not stock food considered unhealthy as they have been struck off from the list of inventories. The management has also set up a system where all the stocks are tested to det ermine if they are in the right condition for consumption. This has earned this firm a great admiration in the market because customers have come to believe that Whole Foods Market is not just focused on profit generation, but also on the well-being of its customers. Performance of Whole Foods Market at Group Level An analysis of Whole Foods Market can be done from a number of fronts. According to Nadler (1977), there are different groups that exist in an organization, and care should always be taken when selecting the groups. This scholar says that within an organization, the groups can be selected based on the managerial level. In this case, there will be three groups which include the top management, middle management and the junior employees.Advertising We will write a custom case study sample on Analysis of Whole Foods Market using Nadler-Tushman Congruence Model specifically for you for only $16.05 $11/page Learn More Whole Foods Market has a clear st ructure of leadership which can be analyzed. Another approach can be on the basis of the departments within the organization. In this case, the departments can be finance, marketing, procurement and logistics, production, research and extension among other departments. For a firm with global coverage, the groups can be considered as the regions in which the firm operates. In the case of Whole Foods Market, this can be the United States and European markets. In this case, the groups will be taken as the managerial units. As was mentioned earlier, this will give three groups, which are the top management, middle management and junior employees. It is important to analyze the output of these three groups and determine how congruent they are with the organizational goals. The top management of this firm is responsible for making policies that help in running the organization. Besides making these policies, they have the responsibility to ensure that these policies are applied successful ly within the firm in order to yield the desired result. The top management therefore, has the responsibility of making the middle managers understand these policies in order to make their implementation a reality. The output of the top management can be considered to be highly congruent with the goals of the firm. This is because it has managed to develop policies that would ensure that Whole Foods Market continue to deliver quality healthy products in the market without overemphasizing on instant profitability. This output is demonstrated in the continuous delivery of healthy food by this firm in a market where other firms are focused on quick profitability. The second group of middle managers has also managed to give an output that is congruent with the goals of the firm. According to Nadler (1977), the middle managers are always very important in the implementation of policies. They are responsible for making non management employees implement policies that are formulated by the top management. Their output has been congruent to the goals of this firm to the extent that this group has been able to influence actions of the junior employees towards achieving the objectives of the firm. The middle managers have worked closely with the top managers and junior employees to ensure that there is smooth information flow from top managers to the employees and from employees to the top management.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third group has been the junior employees. These are the ambassador of Whole Foods Market. When a customer visits an outlet of this firm, it is the junior employees who will serve them. The customers and junior employees are always in constant contact and the impression given by these employees would be taken as a reflection of the entire firm. This group’s output has been marvelous. Junior employees have been working closely to ensure that they meet the set objectives of the firm. They know that the firm is focused on delivering healthy food to the customers. To achieve this, the employees have been keen on inspecting the shelves to ensure that products stocked are in good shape. They have also been very active in various other assignments which have helped this firm attain a positive image in the market. Performance of Whole Foods Market at Individual Level The output at individual level within this firm has been congruent with the goals of this firm. The firm has emplo yed performance contract at individual level in order to determine the output of the employees. The performance contract has been developed in line with the goals of this firm. This means that every individual within this firm must appreciate the need to achieve a particular goal in order to help the firm achieve its overall goal. From the top management to the junior most employees, there is a clear task that is assigned to them, and an output set that should be realized after a given period. The performance is always determined at the end of the financial year. This has helped improve the overall performance of this firm because every individual works hard to achieve the set goals. By developing specific output for every employee, it has become possible for this firm to align the objectives of individual employees to that of the entire organization. Achieving this congruency between goals of individual employees and that of the firm has helped Whole Foods Market meet its objective s in the market with a lot of ease. References Anderson, D. L. (2012). Organization development: The process of leading organizational change. Thousand Oaks: Sage Publications. Coulter, M. (2009). Strategic Management in Action. New York: Pearson Higher Education. Nadler, D. (1977). A congruence model for diagnosing organizational behavior. New York: Columbia University, Graduate School of Business. Richardson, M. E. (2006). Organizational diagnosis: Using the congruence model as the theoretical framework in a complex organization. New York: Wiley Sons.

A Postmodernist View Of International Relations Politics Essay

A Postmodernist View Of International Relations Politics Essay Some scholars argue that alternative approaches to IR theory have not made any significant contributions to the theorization of IR. Moreover, these approaches lead our IR theory into disorder and we are left with a lack of direction. However, focusing on Postmodernism, we find it has produced the idea of the power-knowledge relationship to criticize the â€Å"absolute truth† which is proposed by Positivism, and also provides us with different methodologies such as genealogy, text, narrative, discourse, deconstruction and double reading to explain world politics. Besides, Postmodernism has utilized a variety of methods such as deconstruction of text to overcome the theories and concepts that people believe (Der Derian and Shapiro, 1989). In the past international theory has been dominated by four main theories: Realism, Liberalism, Marxism and Constructivism. However, in the last two decades there has been a dramatic change to this picture. A range of new approaches has develo ped to aid understanding of world politics. In the context of globalization, even Realism seems inadequate to explain issues like the rise of non-state actors, identity politics, transnational social movements and information technology. The new major development is not only underway in the academic discipline of social science but also in the philosophy of social science, in a movement known as Positivism. Thus many alternative ways of thinking about the social sciences have been proposed and since the picture of IR theory has changed a series of alternative approaches has emerged as more relevant to world politics in the twenty first century (Smith S, 2008). Until the late 1980s, most social scientists in International Relations tended to be Positivists. But since then Positivism has been under attack. The assumptions made by Positivism met with dissent as criticism of the IR theories led by Positivism began to emerge (Smith S, 2008). This is the so-called â€Å"the third debateà ¢â‚¬  (Ashley R., 1987; 1990; Walker R. B. J., 1993). It can also be called the Positivism and Post-Positivism debate (Lapid Y., 1989; Jim G., 1990; Smith S., 1995).. The dissent from Positivism prominently contains Feminism, Critical theory, Post-colonialism, Poststructuralism and Postmodernism. Their common idea is that they all see the world as something external to the IR theory (Smith S., 2008).Postmodernism is the term used by sociologists and others to describe a way of thinking that has become pervasive in the Western world in the last twenty-five years. It is an approach to reality that is having a significant effect on architecture, art, education, law, literature, psychotherapy, science, theatre, and the study of history and people’s view of religion (Exploring Christianity-Truth, n.d.). It reached IR theory in the mid-1980s, but can only be said to have really arrived in the past fifteen years (Smith S., 2008).The term â€Å"Postmodernism† first entered th e philosophical lexicon in 1979, with the publication of The Postmodern Condition by Jean-Franà §ois Lyotard (Stanford Encyclopedia of philosophy, 2005). Other significant writers who have promoted Postmodernism are De Man, Elshtain, Geoffrey Hartman, Harold Bloom, Michel Foucault, J. Hillis Miller, Jacques Derrida, Habermas, Richard Rorty and Rob Walker. Postmodernists who have made important contributions to IR theory are Richard Ashley, James Der Derian, David Campbell and William Connolly. Its origins are found in the philosophies of Nietzsche, Heidegger, Marx and Freud (Exploring Christianity-Truth, n.d.; Smith S., 2008).

Developmental Influences in the Prenatal Eveironment Essay

Developmental Influences in the Prenatal Eveironment - Essay Example Regardless of the conditions, it is a well-known fact among health care professionals that those women bearing a child are always exposed to factors may it be genetic predispositions, teratogenic agents or even stresses levels. Throughout the course of the gestational period, the woman as well as her partner and family support must be sufficiently equipped with the appropriate knowledge and latest information regarding childbirth. With a huge number of factors to consider, the only weapon that will effectively combat any hazards is knowledge. It is imperative that people have the correct understanding of the determined elements that greatly influence this miraculous bearing of a life inside one’s womb. Developmental Influences in Prenatal Environment Fortunately, in a specialized study and field of medicine, there have been already extensive researches and study about the most significant determinants whether for the worse or better effects on the process. Among the vast array of agents that bear bad effects, prescription drugs, caffeine, use of tobacco and alcohol are the worst because it is associated with a person’s lifestyle. Furthermore, some pregnant women are skeptical about the accuracy of such advices as these habits do not really cause harm to the health of the mother. However, once the baby is born, the effects become more apparent on the neonate and it might already be too late. First and foremost, prescription drugs, particularly thalidomide which was the earliest detected harmful drug, have been proven to cause congenital defects such as absence of limbs. This caused such an alarm and elicited immediate and subsequent researches on other drugs that would otherwise be therapeutic in normal conditions. The results conclude the detrimental effects that anticoagulants, anticonvulsants, selected antibiotics and artificial hormones bear on the fetus. Moreover, drinking caffeinated beverages are declared to be harmful despite the lack of em pirical basis. While it is still unclear of the possible outcomes of coffee or tea as well as some carbonated soda intake, it would be wise to stay away from them or at least limit the amount. The expecting mother should stay on the safe side and not risk the spontaneous abortion or low birth weight infant that often results with caffeine. Smoking and alcoholism are considerations that have tremendous significance. Even when not pregnant, these two lifestyle choices already have a questionable effect on the health of an individual; what more with pregnant women who have heightened sensitivity to a number of environmental factors? Based on the previous cases, there are many possible ill outcomes on the smoking mother’s developing fetus. Neonates with low birth weight or congenital defects are the most prevalent reactions but the worst possibility is death of the infant. The nicotine’s degree of effect is also dependent on the dosage. Alcoholism during pregnancy is carri es along with it the serious, ill consequences. They have even established the fetal alcohol syndrome which equals a group of anomalies and malformations in the brain, eyes, hearts, head, joints and face. The connection between the amount of alcohol allowable to the detrimental effect is still a blur. Therefore, to guarantee the absence of such physical and cognitive deformities, it will be wise to maintain sobriety as well as stay away from the occasional drinking throughout the whole gestational period.

Answer the specific questions Assignment Example | Topics and Well Written Essays - 750 words - 1

Answer the specific questions - Assignment Example The price revolution served as the basis for the French revolution because people had less to eat and suffered from famine and hunger. In contrast, the Haitian revolution was instigated by massive objection to the slave trade. Haitian people are quite popular for their slave revolt in history. The American revolution was the war for independence basically. This demand for independence was reinforced by the enlightenment political thought which advocated people-driven government. This shows that different reasons laid foundations for three most important historical revolutions despite some similarities in the way these revolutions advanced. The cotton gin was an object of historical importance invented by Eli Whitney in 1793. This machine which made its appearance in 1793 is considered important by gigantic proportions because of the influence it exerted on the internal slave trade. Another factor which contributes to its importance is related to the ease in cleaning cotton. The cotton gin made it easier for slaves to clean cotton in a really short time. This machine is important because cotton rapidly became a cash crop in the south because of it. More land was needed when this business picked momentum in the south and this made the elitist whites take land away from the Native Americans. The south attracted huge popularity because of rapid production of cotton. More slaves were employed as free labor by white farmers to harvest the cotton. This is how an ordinary object like the cotton gin promoted the internal slave trade in the US. With more cotton production, whites’ dependency on slaves also increased in d irect relationship. This led to an increase in the number of uneducated slaves in America. These things happened because of an ordinary machine called the cotton gin. Achievements, in my opinion, constitute greatness in history. It is the glorious achievements of

Math assignment Essay Example for Free

Math assignment Essay

True Feelings in Billy Collins Taking Off Emily Dickinsons Clothes Es

True Feelings in Billy Collins' Taking Off Emily Dickinson's Clothes Upon first look, Billy Collins â€Å"Taking Off Emily Dickinson’s Clothes† seems to be a wild fantasy for Emily Dickinson that he is entertaining. Upon closer examination, however, the poem reveals his subconscious desire to have sex with his mother and his frustration about his inability to do so, resulting in the displacement of his sexual desires onto Dickinson. From the beginning, Collins is very detailed with his description. In fact he is quite anal retentive in explaining everything about the encounter. He starts from her outside clothing, â€Å"first, her tippet made of tulle† (1) and on through her mass of clothing until finally reaching her â€Å"corset† (41). Collins proclaims that the tippet is â€Å"easily lifted off her shoulders† (2), which lets people know that he is doing the work. Dickinson is simply standing there allowing him to touch and undress her. Perhaps this reflects that Collins is not often in control and never in control when it concerns his mother. He is probably constantly being told what to do, so it is very important that the reader realizes that he is in control of this situation. This may be why he projects Dickinson as immobile; he is simply projecting his inability to be in control onto Dickson. Collins then turns towards her â€Å"bonnet, the bow undone with a light forward pull† (4-5). The way he pulls the bonnet with a â€Å"light† (5) pulls shows how he feels it necessary to go about this situation very carefully and gently. He is using Dickinson to hide his feelings for his mother, and if he does not tread lightly, he may be found out. It can be easily inferred who he does not want to know, namely his father becau... ...laims that â€Å"Hope has feathers/ that reason is a plank/ that life is a loaded gun† (44-46). In essence he seems to be saying that while maybe how he feels is not right, that there is hope, and reason is such a narrow thing, and that life can blow up at anytime, so why bother with pretences. He seems to conclude that the definition between wrong and right can constitute a gray area, and in doing so redeems himself from the idea that lusting after his mother is immoral. While on the surface Collins seems to want Emily Dickinson, with a close reading it becomes clear that he is actually obsessed with his mother. His displacement shows how he at least tries to hide is incestuous desires, while his anal retentiveness shows his wish to be in control. The indications that run throughout the poem reveal Collins’ true feelings, and his inability to hide them.

Modern Society and Breakfasts

Breakfast is identified as the most important meal of the day. It is also the meal which people often skip despite having health benefits such as helping in weight management, better energy and concentration, as well as better problem-solving skills (The Importance of Breakfast). From context, the word breakfast means breaking the fasting which lasted throughout the sleep. People prefer different meals for breakfast. Some go for cereals; some go for bread, some for rice, pancakes, eggs, bacon, sausages etc.Whatever kind of breakfast a person eats, as a habit, it is still related to a certain culture but modern culture has resulted in breakfast being neglected. From the data gathered from an interview, the Western style breakfast consists mostly one or more of the following: pancakes or waffles, cereals, bread, eggs, bacon, ham, sausages with milk, coffee, juice or tea. The interviewees said that they usually have breakfast as a family before but changing times resulted in not having to eat breakfast with other family members.Some can still manage to eat with their family. Many now prepare their own breakfast and treat it as an individual activity. Due to a fast-paced life especially in the city, many people no longer have breakfast at home. They usually get breakfast on their way to work or school. In a modern society, people consider breakfast as an individual affair and very few people regard breakfast as a ritual, thus, family members have breakfast at different times. Many people have also been known to skip breakfast (Prevos, 2004).The importance of eating breakfast cannot be denied. I study indicated that children who ate breakfast showed better performance in school. They have better test scores, have better behaviour and are less hyperactive (Jegtvig, 2008). Breakfast in an important meal but modern cultural influences have resulted in breakfast becoming an individual activity instead of being a group activity like it was considered before. More and mor e people are also skipping breakfast. Interviews: Person 1 †¢ Eats pancakes, waffles or cereals, milk, fruit juice for breakfast.†¢ Breakfast is a group activity with family members †¢ Pancakes and waffles go with maple syrup with milk or fruit juice for drinks. Eats breakfasts with family since all family members go to work or school early Person 2 †¢ Eats eggs, cereal, bacon, ham, rice, milk or coffee for breakfast. †¢ Breakfast is an individual activity. Family members wake up at different times but breakfast is served by mother. †¢ Sometimes have breakfast on the way to work. Person 3 †¢ Eats toasted bread, eggs, sausages, fruit juice or coffee for breakfast.†¢ Breakfast is an individual activity. †¢ Cooks own breakfasts or have breakfast on the way to work. Person 4 †¢ Does not eat breakfast. References Jegtvig, S. 20 August 2008. Eating Healthy Food Aids Learning. About. com. Retrieved August 26, 2008, from http://nutrition. ab out. com/od/ nutritionforchildren/a/dietandlearning. htm Prevos, P. 15 August 2004. Breakfast and Culture. Retrieved August 26, 2008, from http://prevos. net/ola/breakfast. pdf The Importance of Breakfast. Retrieved August 26, 2008, from http://www. bellybytes. com/articles/breakfast2. shtml

Backus-Naur Form

The Backus-Naur Form, which is also called the BNF, the Backus Normal Form and or the Backus-Naur formalism, is a notation used in the description of a part of syntax of â€Å"sentences† of a language. In about 1959, the Backus-Naur Form was suggested by John Backus, a constituent or part of the thirteen members which comprise the Algol 60 committee. Moreover, John Backus, besides from being a constituent of IBM, is also a major figure responsible for FORTRAN.The Backus-Naur Form, has been used since then to describe the syntax of Algol 60. The BNF along wit its extensions have become standard tools for describing the syntax of programming notations, and in many cases, parts of compliers are generated automatically from a BNF description (Gries, 1981). The specification of the Backus-Naur Form includes a set of derivation rules. This set of deviation rules are written as â€Å" :: = . The in this formula is considered to be nonterminal.The sequences of symbols create the ent ire expression. Furthermore, sequences separated by a vertical bar â€Å"|†, may also consist the expression. The â€Å"|† sign is made use of in order to point out a definite choice. Expression which are not found on the left side, are considered to be terminals. In the present, Backus-Naur Form specifications are created in a form which it is easily read by humans and oftentimes, they are informal, including certain syntax rules and extensions (Bergin, 1996).Syntax rules and extensions state that optional items should be enclosed in square brackets, like in â€Å"[]† and that items which repeat or occur 0 or more times should be enclosed in curly brackets, such as in â€Å" ::= { }. † While, items which repeat or occur 1 or more times should be followed using a â€Å"+. † Syntax rules and extension also state that the non-terminals should be written or typed using plain text, instead of using italics and angle brackets. While the terminals appe ar in bold.Optional choices in a production should be separated through the use of the vertical bar symbol, like in â€Å"| . † If an item in the Backus-Naur Form is repeated, an asterisk â€Å"*† should be placed after the item and that simple parenthesis are used, by enclosing the item, to group the items (Chomsky, 1957). References Bergin, T. J. , & Gibson, R. G. (1996). History of Programming Languages. New York: Academic Press. Chomsky, N. (1957). Syntactic Structures. Mouton: The Hague. Gries, D. (1981). The Science of Programming: Springer-Verlag.

10 Research Essay Topics on Celtic Christianity

10 Research Essay Topics on Celtic Christianity If you are tasked with writing a research essay on Celtic Christianity, you will need to substantiate your claims with facts. Below are some interesting facts you may want to include: Christianity is a religious force which has influenced Great Britain heavily, and the introduction of it to the Irish Celts had similar effect, the evidence of which is seen in mythology, archaeology, and Celtic beliefs which transformed from Pagan practices to Christian practices. Early Celtic people were referenced in the fourth century by Greek and Roman writers, who listed information about their social history during the early Middle Ages. Scholars like Aristotle, Plato, Livy, Lucan, and Polybius offer information on Celtic daily life activities, the food and drinks Celtic people consumed, the organization of the urban society and local rural society among Celtic people, the gender relations and class relations found among Celtic people, political and military history of the Celtic people, and the impact of their commerce. The Hallstatt period is the earliest Celtic culture, one which shows the arrival of the Celts in Britain. These Belgic tribes were attempting to run away from German and Roman expansion, which does present a certain irony given their succumbing to Roman Christianity later in life. During this time the Celtic world extended to southern Germany as it is geographically known today, Bohemia, and the Balkans. Their growth did not stop there, as their power soon moved to Turkey, France, Italy, Portugal, Spain, Britain, and Ireland. Because, in part, of their expansive geographic enterprise, they responded differently to historical and geographical circumstances in different areas. Some would rely on trade while other groups relied on farming. The focal point of their power began to shift thanks to the Alpine trade routes which led to the second Celtic historical phase referred to as the La Tà ©ne period. Both periods showed great artwork and civilization expansion. The Celtic people had complex and varied societies prior to the introduction of Celtic Christianity during the Early Middle Ages. Between Celtic groups the social customs and religions would vary, save for the order of pagan priests known as Druids, which were universally recognized throughout all Celtic villages. The Druids were the religious leaders among the Celtic communities prior to the introduction of Christianity and in fact, legend holds that when St. Patrick was sent to convert the Irish, he received magical strength and power from the Christian god to help him fight off the Druids who claimed to have their own unique connection to the Celtic gods. Among the Celtics, there were small units of people who were all tightly knit. Within the societies rule took place by warriors, in the form of warrior aristocrats or warrior kings and queens. The Celts were not known as a racial group, but were instead a linguistic group which means their language and culture were the single unit which distinguished them from among the other peoples in Europe and held them together as a society. Of course, language soon became one of two main factors holding the Celts together, with religion being the second. The decentralized society was still ruled over by the Druid order who would move from village to village the same as the missionaries. It was against the rules of the Celtic communities to attack a Druid. As they moved from village to village their job was to practice rituals and magic, to be an intermediary with the Celtic gods, to interpret sacrifices, to be a bard, and to function as a natural philosopher. It was taught by the Druids, the same as in Christianity, that there was life beyond a physical death, and that those who were brave warriors should not worry about their physical life on earth, because they would enjoy another one after death. It was because of this belief that they were fearless warriors whose bravery in battle garnered commentary in Roman and Greek historical records. It was also this which laid the foundation for the general acceptance of some aspects of Christianity, including that of a life after death, which was based on actions completed during the physical life. Early beliefs included sacrifices, with Druids controlling sacrifices from village to village and using banishment from said sacrifices as the most extreme punishment. Celts who were not allowed to participate in sacrifices were essentially cut off from the good favor of the gods, another aspect that laid a solid foundation for the later belief in the Christian God and Jesus. The Druids lost their control over the Celtic people in the 3rd century AD when the first signs of Christianity spread throughout Britain. The Council of Arles took place in A.D. 314 and it was because of this that British bishops allowed the new Roman religion to enter. When the Roman-British church collapsed during the 5th century, the spread of Christianity among the Celts was limited. At this point, the reach of Celtic Christianity could be found in Cornwall, Devon, Wales, and Cumbria. Following the defeat of Gaul, there is evidence that Celtic culture essentially vanished from the main parts of Europe. The far West areas of Europe saw the remainder of Celtic artwork. There also remained teachings about the Christian Celts. It was during the fifth century and for two centuries after, that St. Patrick worked to establish Christianity among the Celts. Following this endeavor, the Irish began to send missionaries themselves to try and convert other European peoples. The missionaries made it to the northern parts of Italy, to Iona, and to Switzerland. Written evidence for the introduction, rise, and spread of Celtic Christianity throughout Ireland began with a historical record from A.D. 431 wherein a message was written about a man being ordained by the Pope Celestine and then sent as the first bishop to the Irish Christians. From this, the community of Celtic Christians seemingly evolved as a result of having contact with the Celtic Church located in western Britain prior to the introduction of St. Patrick. Irish monasteries soon became the social locations for the education of Christianity and the arts. It was at locations including the monastery at Durrow, at Kells, and at Armagh that the Celtic Christian faith was able to prosper during the early Middle Ages. Viking invasions took place between A.D. 700 and 900 but in spite of these invasions, the Celtic civilization and their Christianity therein, continued as a powerful art form and center of learning among Europe. These were 10 facts on Celtic Christianity for a research essay. We hope they gave you a better idea of the topic. Insert them into your custom research paper in order to fortify it. Additionally don’t forget to check our 20 topics and a sample essay on Celtic Christianity as well as a research essay guide. References: Duncan, Anthony Douglas.  The Elements Of Celtic Christianity. Shaftesbury, Dorset: Element, 1997. Print. Kelly, Fergus, ed.  Audacht Morainn. Dublin Institute for Advanced Studies, 1976. Herbert, Mire, and Patrick K. Ford. Celtic Folklore And Christianity.  Bà ©aloideas  52 (1984): 163. Web. Herren, Michael W, and Shirley Ann Brown.  Christ In Celtic Christianity. Woodbridge, Suffolk, UK: Boydell Press, 2002. Print. Joyce, Timothy J.  Celtic Christianity. Maryknoll, N.Y.: Orbis Books, 1998. Print. Lehane, Brendan.  Early Celtic Christianity. London: Continuum, 2005. Print. Mackey, James P.  An Introduction To Celtic Christianity. Edinburgh: T T Clark, 1989. Print. Marsh, William Parker, and Christopher Bamford.  Celtic Christianity. Great Barrington, Mass.: Lindisfarne Press, 1987. Print. Murphy, Gerard, ed.  Early Irish lyrics: eighth to twelfth century. Four Courts Pr Ltd, 1956. OMeara, John J. The Voyage of St Brendan: Journey to the Promised Land. (1978): 31.

Are human rights truly universal Give reasons for your answer Essay

Are human rights truly universal Give reasons for your answer - Essay Example This has facilitated the violations of these rights. It is therefore inappropriate to term the human rights as universal, since their universality is questionable. Protection of human rights has been the sole mandate of the United Nations (UN). From the end of the Second World War, there have been various interventions made by the UN to promote peace and stability. Besides, they have developed instruments that have been able to counter the effect of human rights violations. Whenever instruments are put in place, there is need for approval by the member states. Despite these frameworks being established, there are places where individuals are in ignorant of their rights or else there is violation of the human rights without the subjects raising any resistance. In other areas, the concept of human rights is foreign; in fact, it is seen as a western issue (Brown and Ainsley 2009, pg 5). This helps cast doubt of the universal nature of human rights. The fact that there are individuals that are not aware of their rights makes it impossible to think of human rights from a universal perspective. In other cases, there are countries or blocks of countr ies that have opposed the human rights on the basis that it is a strategy by some counties to exploit them. For example, during the cold war, there was heightened tension by from the southern countries as well as the countries allied to Russia, which saw the whole aspect as an interference from the capitalist states (Baylis and Smith 2010, pg 16). The world is comprised of very many cultural inclinations, which affects the way people live and perceive various aspects. Some of the provisions of human rights go against culture hence there occurs a big conflict between the two. The applicability of human right ceases in such circumstances where culture takes preeminence, this occurs mainly in places where culture

DO SOCIOLOGICAL METHODS PROVIDE AN ACCURATE PORTRAYAL OF THE Essay

DO SOCIOLOGICAL METHODS PROVIDE AN ACCURATE PORTRAYAL OF THE CONTEMPORARY WORLD WHAT IS LEFT OUT BY THE SOCIOLOGICAL PERSPECTIVE - Essay Example Many fundamental discoveries in sociology have been made, reviewed, established, evaluated and adjusted according to new data in the past decades. However, the current position in sociological research is looking at tools and techniques which could not have been imagined a few decades ago (Platt, 1996). The application of the scientific method of study to sociology created the first revolution and the information age can be said to bring about the second revolution for all fields of study. This is especially true in sociology since the ability to crunch numbers at light speed is only possible with the use of new and powerful computers. While the modern methods of research and analysis have had an important effect on the field, scientists are also concerned about their overuse and a lack of focus on actually performing the study and too much attention on the analysis and twisting of the results. Indiscriminate application of technology and statistical tools can only result in situations where the application of sociology is more or less meaningless (Chatterjee, 2004). Some human conditions can not be described in percentages or in terms of numbers and require more than simply pushing buttons. Sociologists apply methods and techniques which result in statistical figures used by governments and the media and we are often told that one can prove anything with statistics. While tricks may be played with statistics, there is no doubt that the scientific methods needs to be applied for it to give results that are useful. We can debate all we want about qualitative/quantitative evaluations, micro/macro assessments and inductive/deductive reasoning but unless the scientific method is applied any research can be doubted. With the correct application, statistical sources and various methods for research and analysis are invaluable tools but misuse and unethical