Fostering Interpersonal Relationships in Diverse Groups

Proper interpersonal relationship is an essential provision within international corporations. Additionally, the aspects of diversity must be considered within organizations in order to enhance competitiveness, distinctiveness, prosperity, and uphold meaningful competitive advantages.Advertising We will write a custom essay sample on Fostering Interpersonal Relationships in Diverse Groups specifically for you for only $16.05 $11/page Learn More A marketing campaign (organized by a global U.S. Corporation) meant to recruit team members in Greece, Singapore, Germany, and Iran must consider the provisions of varying cultures, diversity, interpersonal relations, and other relevant provisions in the recruitment drive. Since the organization endeavors to attain an international outlook, dominance, and presence, it is crucial to consider such provisions during the development of a viable recruitment drive (House, Gupta, Dorfman Javidan, 2004). This move will c onsider and nurture the aspects of Cultural differences, gender provisions, power distance, future performances, individualistic vs. collectivist patterns, uncertainty avoidance, and assertiveness, among other considerable virtues. There are numerous ways through which an organization can foster interpersonal relationships among the diverse groups of people from the four concerned cultures, namely Greece, Singapore, Germany, and Iran. Evidently, each country has varying cultures in the realms of their lifestyles, operations, and workplace provisions. In order to foster interpersonal relationships, the aspects of tolerance, understanding, support, flexibility, and cultural dynamism are essential. They allow one to relate perfectly with others despite the cultural and individual differences (Firestone Catlett, 2009). It is crucial to consider such provisions in the diverse contexts due to their viability and appropriateness. By promoting tolerance among the concerned individuals, it is possible to enhance the interpersonal relationships in a diverse workforce. Encouraging teamwork, providing individuals with considerable and equal opportunities within the workforce, as well as nurturing each person’s distinctiveness can help in fostering interpersonal relationships considerably. It is also essential to appreciate gender differences, enhance equality, enhance future performances, and reduce the provisions of power distance within international corporations. The understanding of honor and diversity across the four cultures of Greece, Singapore, Germany, and Iran can be improved through numerous ways. It is essential to enlighten the concerned stakeholders on the importance of diversity and how it can be nurtured to benefit the concerned organizations.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, cultural differences can be used to improve the comp etitiveness, international presence, viability, and competitive advantages of the concerned company despite the challenges. This is a critical provision in diverse contexts, as indicated earlier. Another practice meant to develop/improve the understanding of honor and diversity within the concerned organization is the development of equity and justness within the workforce (House, Gupta, Dorfman Javidan, 2004). Since the four countries differ considerably in the aspects of culture, it is crucial to consider viable provisions regarding this issue. Some cultures have established and embraced the provisions of individualism, while others have embraced collectivism. Operating contextually in every country might enhance the prosperity of the organization. Additionally, minimizing power distance and avoiding uncertainties can actually help in the situation. It is crucial to understand how to be a servant leader to employees from each of the four countries, namely Greece, Singapore, Germa ny, and Iran. Since each country possesses distinctive workplace cultures, a servant leader in each country must understand the environment of operation, embrace interpersonal relationships, lead by examples, establish/embrace teamwork, and consider other viable provisions that will uphold the productivity of the workforce (Grà ¶schl, 2011). This occurs while regarding diverse stipulations in each country. Additionally, a servant leader must prospect the intended future performances of the organization in respective countries. This will help in organizing business prospects within the corporation. Concurrently, it is essential to be assertive in some circumstances. References Firestone, R. Catlett, J. (2009). The ethics of interpersonal relationships. London: Karnac. Grà ¶schl, S. (2011). Diversity in the Workplace: Multi-disciplinary and International Perspectives. Farnham: Gower. House, R., Gupta, V., Dorfman, P. Javidan, M. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: SAGE Publications.Advertising We will write a custom essay sample on Fostering Interpersonal Relationships in Diverse Groups specifically for you for only $16.05 $11/page Learn More This essay on Fostering Interpersonal Relationships in Diverse Groups was written and submitted by user Tanner H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How To Connect Your Favorite Tools With Zapier (Demo Video)

How To Connect Your Favorite Tools With Zapier (Demo Video) Managing a marketing team with multiple  tools is more than tough its chaos.You end up spending a majority of your day jumping from screen to screen, commenting on the same updates in a hundred different places, and wasting a huge portion of your day on mundane tasks. Remove this trouble with s new integration Zapier. How To Connect Your Favorite Tools and Automate Your Workflow With ZapierIn this demo, you will learn: Automatically sync all your productivity tools in ONE place. No more jumping from screen to screen to manage multiple applications! With Zapier, you can easily sync all your events, tasks, projects AND campaigns from other tools directly into your calendar. Eliminate mundane tasks + duplicative efforts! With the Zapier integration, you can easily set up automatic workflows that put time back on your calendar so you can focus on finishing projects that *actually* grows your business AND increases profits. Want more information? Check out Zapier With .

Is Modern Fashion Enslaving or Liberating Dissertation

Is Modern Fashion Enslaving or Liberating - Dissertation Example The paper tells that culture has played a significant role in the creation of fashion across the ages in all parts of the world. Whether it is Victorian body-deforming corsets, Chinese foot-binding, tribal teeth sharpening or neck lengthening or modern leg-breaking stilettos, all these are usually very strongly related to culture but in most cases are accompanied by enormous pain all in the name of fashion or, even more, in the name of beauty. Women suffer from pain, discomfort and health problems to feel beautiful, appreciated or fashionable. In this regard, it has been right said by Jane Ussher that ‘Beauty is a cruel mistress’, despite the fact that a great deal of sacrifice is required to appear fashionable. The world has been characterized with the passing of fashion trends from mother to daughter, sister to sister or friend to friend. It is also evident that all the negative outcomes and side effects of pursuing beauty and fashion present only one side of the great dispute on whether fashion is for women or against them. Fashions are also introduced through campaigns by fashion houses in order to publicize fashion and to make people dependent on it. Publicity and media campaigns directly address people’s aspirations by associating fashion products and apparel with celebrities through fashion programs, advertising campaigns and sponsored programs. In average, there have been icons and celebrities and people look up to them in emulating them. Fashion is introduced through them and wearing trendy and fashionable clothing has always been the hip thing at any given time in any given age. Modern people feel disassociated with the world if they do not display the same involvement with fashion as others are doing, especially in a competitive world where everything matters that can give an edge over others. Models walking along the catwalk showcase new designs and fashions that are adopted by fashion houses for mass production to be consumed by the masses in meeting with the latest fashion trends. It can be said that the world too is just like a fashion show whereby fashion refers to prevailing styles, uses and customs in the larger perspective. In fact, the fashion sector is enslaved in being required to provide people with the latest designs and trends, which in turn lead to people being enslaved because they have to meet up with the competition to look trendy, fashionable and smart. Enslavement in this context implies that people are literally forced to adopt what appears to be in fashion. Chinese culture is characteristic of encouraging young girls to have

Social Responsibility Research Paper Example | Topics and Well Written Essays - 250 words

Social Responsibility - Research Paper Example sibility is very vital in the creation of wealth by a company in that if managed properly it can improve the competitiveness of the business and maximize the value of creation of wealth to the community. With the growing public awareness and desire for socially responsible businesses, it is significant to note that companies consider planning for future socially responsible business operation. Customers expect organizations to operate in a social responsible and moral way. Many Organizations have developed code of conduct that guide the behavior of their employees. Therefore, they have to work with customers to produce quality products that are in line with the customer’s desires and expectations. Further, organizations have to offer customers free access to data concerning their operation. Social responsibility and code of conduct are created with the recognition that every activity that a company do is connected with their work (Paine, 2008). Organizations should ensure that whatever activity they do, does not contravene the interest of the society. It is significant for organizations to accept whistleblowers because it helps in unearthing wrongdoing. Further, if organizations fail to accept internal whistleblowers, much damage can be done to the organization. Therefore, organizations should develop programs that allow employees to talk about illegal and unethical issues thus making organizations more socially responsible to the actions. Whistleblowers are advocates of the society since they make the organizations accountable in everything they do. Corporate philanthropy makes businesses more responsible by giving back to the society. It helps in raising awareness to the society about the company’s desire to help the society. Philanthropic activities make organizations help those in need. Social responsibility benefits both the employees and the company, since it broadens their experience and assists them in creating new ideas and skills via philanthropic

'Explain and discuss the strengths and weaknesses of the Full Range Essay

'Explain and discuss the strengths and weaknesses of the Full Range Model' - Essay Example In transactional leadership, management-by-exception and contingent rewards are followed, where work and performance objectives are set and deviations are also allowed depending on the needs of the businesses. Contingent rewards are also provided as a measure of feedback over the performance of the organizational members. In transformational leadership, the dependency of the leaders is on consideration of the individuals, intellectual stimulation, inspirational motivation, idealized influence (Gill 2006). The full range model considers all these models together in order to provide a business organization with the comprehensive model for effective leadership within organizations. However, the strengths and weaknesses of the full range model arise from the internal and external factors that influence the transactional and transformational leadership frameworks. The strengths of the full range model include the positive performances being reflected by organizational members oriented towards achieving success for the organization. The learning organizations concept has been improved more in the present times, thus transformational leadership can be significantly accepted by members. However, the weakness arises since the correlation of the transformational leadership with the transactional leadership that involved management by exception (Coad and Berry 1998). Another major strength associated with transformational leadership is that in the present times, interpersonal trust within organizations has gained significance and leaders are expected to play the major role in developing such trust for sustenance and effectiveness of the businesses. However the challenges of the leaders arise with the highly individualistic nature of the members where the trust needs to be earned (Gillespie and Mann 2004). Personality has been strongly associated with transformational leaders. It has been

ICT for Special Educational Needs Support

ICT for Special Educational Needs Support The Potential of ICT Supporting Pupils with Special Educational Needs Chapter 1: Introduction 1.1 Background Information and Communications Technology (ICT) is the use of computers in education and offers enormous potential to teachers and pupils.  There is a growing number of consistent evidence which shows that ICT can and does improve learning outcomes, particularly in the core subjects of English and Mathematics (Cox et al, 2003).  Providing high quality software is matched to the specific needs of the individual, it can act as an effective and powerful tool in learning. While it cannot replace high quality teaching, it can enhance the learning process. The application of ICT to teaching and learning can provide many benefits such as, facilitating communication, increase access to information, improve motivation, increase problem solving capabilities and enable deeper understanding of complex ideas. ICT can provide pupils with special educational needs improved access to learning and areas of the curriculum which may have been previously inaccessible. According to Westwood (2003), â€Å"The largest single group of students with special needs comprises those with general and specific learning difficulties that are not related to any disability or impairment. Estimates suggest that this may be close to 20 per cent of the school population.  These learning difficulties most frequently manifest themselves as problems in acquiring basic literacy and numeracy skills’ which impact adversely on a child’s ability to learn in most subjects across the curriculum.† (Westwood, 2003, P5) The Audit Commission reports that one in five children in England and Wales has Special Educational Needs (SEN). This includes students with serious physical or learning difficulties but also many students whose reading, writing and numeracy skills develop slowly. Special needs include conditions such as dyslexia, physical disabilities, speech and language disorders, visual impairment, hearing loss, difficulties in communication, and emotional and behavioural difficulties.   In recent years, there has been an increase in evidence that technology can help these children overcome their communication and physical difficulties, so that they can be included in lesson activities and access a wider curriculum, as suggested by the Irish body, the Education of Science Department (ESD) in The Learning-Support Guidelines (2000), â€Å"‘Interactive computer-based systems allow the possibility of individualising the educational process to accommodate the needs, interests and learning styles of individual pupils. Individualised planning is fundamental to the successful use of ICT in supplementary teaching as it is to other forms of Learning Support. The planning process would include identifying a pupil’s individual learning needs and considering how ICT might be used to meet those needs.† (ESD, 2000, P86-87) Every learner has an entitlement to all the elements of cognitive, literacy and cultural learning. This belief is generally shared by all working with learners who experience any kind of difficulty, for whatever reason.  The introduction of the national Curriculum and the Code of Practice on the Identification and Assessment of Special Educational Needs (DfE, 1994), superseded by the new Code of Practice (2002), have given teachers the opportunity to put this clearly into practice because they provide and support a curriculum for all.  It is explicit in the National Curriculum that all learners have a right to a broad, balanced and relevant curriculum, which makes it difficult to exclude any learners from this entitlement.  Stansfield (2001) believes that incorporating ICT support strategies can be advantageous in making this occur. â€Å"For learners with Special Educational Needs (SEN), the use of ICT can convert this entitlement to reality.  The National Curriculum makes clear in each subject document that ICT should be used where appropriate, to support this process.† (Stansfield, 2001, P5) The National Curriculum (1999) identifies with this and makes clear in each subject document that ICT should be used where appropriate, to support this process. Appropriate provision should be made for pupils who need to use: Means of communication other than speech, including computers, technological aids, signing, symbols or lip-reading; Technological aids in practical and written work; Aids or adapted equipment to allow access to practical activities with and beyond school (National Curriculum, 1999) In Wales, the government have recently put forward their vision for education for Wales in the 21st Century, with a far stronger emphasis on including all learners and the use of ICT to support this.  The Learning Country: Vision into Action, (DELLS, 2006) highlights the need for a learner-centred curriculum if standards are to be raised and all learners’ experiences of education improved.  The document makes clear that all learners means just that –  including pupils with learning difficulties, specific disabilities and motivation problems; those who are gifted and talented, from different ethnic/cultural groups and looked after children.   This vision was further realised and put into place through the National Curriculum for Wales 2008, further emphasising the importance of these key issues that are central to my research.  The document Making the Most of Learning (2008a) clarifies this, suggesting that the†¦ â€Å"†¦development and application of thinking, communication and skills across the curriculum for all learners, schools should choose material that will: provide a meaningful, relevant and motivating curriculum meet the specific needs of learners and further their all-round development. So that the revised national curriculum subject orders and frameworks are truly learner-centred,† (DELLS, 2008a, P4) Legislation promotes the notion that students with SEN should have access to ICT.  ICT is incorporated into the National Curriculum and therefore access should be made to a range of devices to promote inclusion.  Access devices, such as switches, keyboard alternatives, key-guards and joy-sticks can help learners with physical difficulties to use a computer, and enable them to access the same curriculum as their peers.   Pupils, who have literacy difficulties or an impaired visual disability, should also have access to enlarged texts or speech devices and equipment in order that it is possible to hear the words and text in the way that children who do not have SEN, can read without encountering any problems.  For some students technology may be the only way to ensure they can make their thoughts and needs known.  For them, access to appropriate ICT-based solutions possibly provides the only chance of participating in society and realising their full potential. Given the vital role that ICT can play in helping children with special needs to communicate and be involved in learning, it is disappointing that there is relatively little research published in academic journals regarding the use of ICT to support inclusive practice.  Many sources of information include reports from charities and policy organisations with expertise in the area of special needs.  Amongst these groups there are a growing number of small-scale case studies being undertaken (BECTA, BDA), showing the difference that ICT can make to individuals both at school and at home. Many of these case studies are powerful evidence of the potential that technology has in making a profound difference for students.  Such studies may also provide teachers with examples of the use of different types of ICT in varying circumstances, some of which may be applicable to their own students.  Hence even though these case studies may be small-scale, they can be of significant value. The promise that technology brings to education has yet to be truly implemented across all schools successfully which is perplexing due to the strong evidence that permeates throughout educational research and government policy, even though minimal.  There are clearly many obstacles or barriers for schools to progress with the successful application of ICT for supporting their learners, whether this is due to financial support, time, misguidance or even technology overload it is unclear.  Therefore I needed to carry out my own research to investigate the potential of ICT supporting pupils with SEN and share my findings with others to support the development of ICT based pedagogy.   1.2 The Research Organisation and Aims This research will set out to investigate the potential of implementing an ICT intervention strategy to support the learning and development of pupils with special educational needs.  This will be carried out by undertaking an extensive literature review of the current research and recommendations within this field.  This will then be reflected upon, in order to acquire a clear understanding of the possibilities, features and problems related to such an intervention approach.  The information gathered through the literature review will be used to inform a Case Study, focusing on how the implementation of various ICT support techniques could provide an individual pupil, with specific learning needs, improved access to the National Curriculum. In consultation with the school’s SEN team, it was decided that Pupil A would benefit from the intervention strategies, a child with mild/moderate learning difficulties who was receiving one-to-one support 15 hours a week with a Teaching Assistant.  However, shortly after initiating participant training, pupil discussion and implementation of the intervention strategies adopted, an unexpected problem occurred with the whole Case Study.  The parent of Pupil A had been offered a new job which meant that the family had to move out of the area and the school – the research site.  Therefore, the discussion process got underway once more, in the search for a pupil who would benefit from such an intervention process, while being supportive to the research study. I finally decided upon inviting Pupil B to take part in my study, due to the similarities in the difficulties experiencing access to the curriculum as with Pupil A.  Pupil B has been diagnosed with Dyslexia and is currently receiving 15 hours of support per week and is located in the same class as pupil A, therefore the class teacher could still participate. Coupled with this similarity of circumstance for selection, was a point made within Pupil B’s Occupational Therapy Assessment Report (Appendix 10), specifying the recommendation for an ICT intervention strategy in order to support the recording of his thinking and learning. â€Å"As a Year 5 pupil it is important for ****** ‘s long-term recording needs to be developed to permit speed and endurance in order for him to devote his attention to content of work i.e. sentence construction, punctuation, etc.  Development of IT skills and a measured approach to written recording is therefore recommended.† (Appendix 11) This proved to be an ideal solution for the research, though more importantly for the pupil’s needs.  The Pupil Profile section within Chapter 4 highlights the main issues regarding Pupil B’s learning difficulties and the nature of support he requires due to his dyslexia.  Keates (2000) explains that one of the main groups of people with Special Educational Needs who could potentially obtain many benefits from ICT is those with dyslexia. â€Å"Dyslexic pupils face some difficulties in the school including problems in the processing of sound and note-taking. ICT gives access to the curriculum of the subject being taught for dyslexic pupils. Dyslexic pupils often respond positively and quickly to using computer systems, fast realising the support, facilitation and access to a learning environment that ICT affords them.† (Keates, 2000, P4) These are the main reasons for the focus on Dyslexia within this research and the selection of a pupil for the Case Study who possesses this condition. Therefore, coupled with the time frame available and considering the nature of the research site, this selection was deemed the most feasible, in respect to gauging any effect on standards and ability levels through the inclusion of ICT intervention strategies.  In order to measure any improvements a series of pre-test and post-tests will be carried out and comparison made.  Through this approach, an analysis of reading, writing and spelling will be undertaken, which are the main concerns highlighted within his Individual Education Plan and SEN statement. When considering all of these issues two questions were generated in my head which became the Key Research Questions, which act as a guide and focus. Key Question 1: Why adopt ICT in Learning Support for pupils with Special Educational Needs? Key Question 2: How can ICT encourage and facilitate teachers and peers engagement in supportive learning, in a more productive way than might otherwise happen?   These questions are considered throughout the whole research and are reflected on when considering recommendations from literature in the field, examined and discussed within the following Chapter 2.  The research methodologies adopted throughout this inquiry are described in detail in Chapter 3.  While Chapter 4 provides a detailed report of the Case Study carried out with specific reference to the overriding research questions. Finally, Chapter 5 contains a presentation and analysis of the findings exposing the successful outcomes and issues arising from the Case Study.  Conclusions are related and compared with that of claims made by literature within the field in order to justify inferences.  The concluding chapter also offers recommendations for further research and intervention processes for implementing ICT strategies for supporting pupils with SEN. The Potential of ICT Supporting Pupils with Special Educational Needs CHAPTER 2: Literary Review Technology and Pedagogy 2.1 Introduction Although the use of ICT in mainstream education has its origins in the 1970s, it has only been in recent years that the government has identified the importance of and paid special attention to the use of Information and Communications Technology (ICT)  in Special Educational Needs (SEN).  Investment in ICT and the development of policy and practice in meeting SEN requirements have created unprecedented opportunity for the inclusion of all pupils in meaningful learning experiences. This recent and welcomed emphasis on inclusion, coupled with the ever-advancing technologies, have stimulated much interest in using various ICT applications for both individualised learning and for integrating pupils with disabilities into a mainstream school environment.  This chapter provides an overview of some of the issues regarding teaching and learning with technology to support SEN, while exploring the polarized opinions that run through research and literature within this field and the possibilities which these two merging areas within education can provide an individual learner. Davitt (2005), suggest that even though for many decades educationalists and ICT specialists have advocated the potential benefits of using ICT to support and extend learning opportunities, both in mainstream and special education, it is only in recent years that research in this field  is beginning to gain substantial momentum.  Underlying this faith in ICT, whether acknowledged or not, are clear assumptions about the way in which children learn and the attributes of ICT.  The learning theories that are core to most ICT learning to date are considered by Jones and Mercer to, â€Å"†¦embody a strongly individualistic conception of learning which has dominated learning theory and educational practice in this field† (Jones and Mercer, 1993, P19) Many writers have extolled the benefits of using ICT in a learning environment with SEN, suggesting that technology can act as a great equaliser in overcoming or compensating for differences among learners. See, for example, the Code of Practice on Special Educational Needs (DfEE, 1998a), the Green Paper on Special Educational Needs (DfEE, 1997) and the SEN action programme (DfEE, 1998b) which recommends that; â€Å"There will be more effective and widespread use of Information and Communications Technology to support the education of children with special educational needs, both in mainstream and special schools† (DfEE, 1998b, P26) This idea has important implications for learners with disabilities and special educational needs because it suggests that technology can help create the conditions for equal opportunity to learn and equal access to the curriculum for all.  The appeal of technology as an equaliser for learners with special educational needs is borne out in the many materials that have been developed to address special educational needs.  In particular is the formerly National Council for Educational Technology (NCET) now British Educational Communications and Technology Agency (BECTA), who provide a range of information to help identify technologies to aid the learning process of pupils with special needs.  BECTA are the body advising the government on the use of technology in education and published a compendium of research findings entitled ‘IT works!’ (See Appendix: 1) The report made as many as 27 assertions with supportive references from research, however, the assertions made here may need to be seen in the context of a government trying to re-affirm and justify a belief in the educational potential of new technologies.  Nevertheless, they can offer a useful starting point for a discussion of the potential of ICT to enhance pupils’ learning. Professional magazines and trade shows also offer a dazzling array of devices and programmes covering all areas of the curriculum and all types of learning difficulties.  For example, the official magazine of the UK’s National Association for Special Educational Needs, ‘Special’, contains an ICT guide as a regular feature.  This feature explores a range of issues from reviews of programmes to the skills that teaching assistants need to support learners.   It covers all types of learning with technology for all kinds of learners.  Many ICT hardware and software developers such as the Semerc group currently provide training for teachers and support workers to develop their professional practice and provision for pupils with SEN requirements who use their product. 2.2 The Information Supermarket Highway The plethora of available information, software titles and hardware strategies covered under the heading ICT and SEN can be daunting.  In the pressurised world of teaching, there is little opportunity to think critically about what is available or how it should be used and would this best match an individual pupil.  In a review of the instructional effectiveness of technology for pupils with SEN, Woodward et al. (2001) examined the research on software curriculum, specifically designed for pupils with such needs.  They identified a number of design variables thought to affect academic outcomes for pupils with SEN, such as the type of feedback, visual quality, practice, strategy instruction, assessment and motivation. Woodward et al. found that there are no simple answers to the question of effectiveness: â€Å"simply because a program or approach has been validated by research does not necessarily mean it will be used as intended in practice† (Woodward, et al, 2001, P21) The rhetoric accompanying new technological devices in education, and particularly special education, seems to have been very influential, confirming new ways of thinking and talking about teaching and learning.  However, there still prevails a lack of clarity, understanding and application of technology being used to its full potential throughout the education system.   The culmination of grandiose and radical suggestions prominent in commercial slogan and catchy advertisements that are attractive to the educational eye, maybe responsible for our previous lack in informed purchasing, the appropriate matching of resources and effective teaching with the aid of technological resources to promote and maximise the learning of all pupils.   Many government papers are littered with the evidence of mismatched spending and resources for learning, that has resulted in missed opportunities, depleted tax payers finances, and a waste of genuinely keen practitioners time and efforts to provide improved services to their learners and an increased possibility of teachers becoming switched off from the possibilities of ICT enhancing teaching and learning.  The Scottish Government’s paper on Education and Disability (2002) provides a perfect example of this detrimental situation within their plan to improve access to education for pupils with disabilities. â€Å"Through the National Grid for Learning, new computers and networks are being installed in schools across Scotland to allow pupils to benefit from the use of ICT in learning. At the moment, various service providers are being contracted to install the network, but some pupils with disabilities are unable to use these computers for a variety of reasons.  Therefore, as part of their accessibility strategies, responsible bodies should make certain that contracts for any future supply of computers or upgrade of existing stock ensure that the computers (and associated furniture) are accessible or can easily be modified to be accessible to pupils with disabilities. (Scottish Executive, 2002, P 17, 47–48, www 12) What is clear from this financial miscalculation and poor organisation is that the LEA services should be providing schools with the appropriate information for purchasing ICT software and hardware.  Schools should make critical assessments on their ICT requirements in terms of what they want it do, who it is for and what are the expected outcomes from the resource.  Merely placing a PC in a classroom is not going to improve the learning experience for pupils.  Many factors have to be taken into consideration in order for the inclusion of technology to be successfully applied to pedagogy. 2.3 The Technological Pedagogical Debate In early 1998, the Department for Education and Employment (DfEE) responded to the claims made for ICT by publishing a set of criteria to form an integral part of Initial Teacher Training (ITT) courses stating that: â€Å"ICT is more than a teaching tool. Its potential for improving the quality and standards of pupils’ education is significant. Equally, its potential is considerable for supporting teachers, both in their everyday classroom role, for example by reducing the time occupied by the administration associated with it, and in their continuing training and development† (DfEE 1998, P17) This pressure on teachers to assimilate ICT in their work can, therefore, to some extent be seen to be predicated by an acceptance of the claims made in support of the educational potential of ICT.  The potential of ICT to liberate users from routine tasks and empower them, for instance, to focus on the creative and cognitive rather than procedural aspects of writing or to make accessible vast amounts of information is to some extent reflected in the National Curriculum Orders for Information Technology, which emphasise the capabilities of communicating and handling information in various forms. â€Å"Schools should provide opportunities, where appropriate, for learners to develop and apply their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas and by using a wide range of equipment and software.† (DELLS, 2008b, P6) There are clearly strong claims to be made for ICT, but to view ICT as the solution to the educational challenges we face purely by virtue of its sheer existence, is misguided.  The success of ICT use depends on our familiarity with good practice firmly rooted in an understanding of how pupils learn and our reflection on optimal environments of ICT use as bases for pedagogic innovation beyond the assimilation of new technologies into prevailing traditions of classroom practice.  In view of the fundamental changes to our concept of knowledge, the learning process, the role of the teacher and human relations more widely brought about by ICT use, we need to go beyond doing the things we have always done, albeit with the help of new technologies. The core aim of the 1998 DfEE ITT for ICT was†¦ â€Å"†¦to equip every qualified teacher with the knowledge, skills and understanding to make sound decisions about when, when not, and how to use ICT effectively in teaching particular subjects†. (DfEE 1998, p. 17) In my view this aim requires a basic familiarity or relationship with learning theories and the findings from educational psychology as otherwise there is a real danger that the implementation of the computer activity may too easily encourage a distancing of teacher involvement; or as Crook (1994) suggests,   â€Å"†¦a dislocation from the normally rich context of class-based activity and discussion†. (Crook , 1994, P18) Whilst acknowledging the fundamental impact on traditional pedagogical modes, it is important to emphasise how the effectiveness of new technologies in the learning process depends on the ‘centrality’ of the role of the teacher in rendering pupils’ experiences with technology coherent, by embedding them in a context of interpersonal support.  The role of the teacher, therefore, remains pivotal, such as in identifying appropriate learning outcomes, choosing appropriate activities and structuring the learning process.   In their analysis of the contribution new technologies can make to teaching and learning, Gregoire et al. (1996) provided the following with respect to student learning: New technologies can stimulate the development of intellectual skills New technologies can contribute to the ways of learning knowledge, skills and attitudes, although this is dependent on previously acquired knowledge and the type of learning activity New technologies spur spontaneous interest more than traditional approaches Students using new technologies concentrate more than students in traditional settings These positive images are, however, balanced by two further observations of genuine significance: The benefit to students of using new technologies is greatly dependent, at least for the moment, on the technological skill of the teacher and the teacher’s attitude to the presence of the technology in teaching. The skill and this attitude in turn are largely dependent on the training staff have received in this area (Gregoire et al., 1996, P18, www10) Despite the over deterministic inference behind some of the statements, Gregoire et al. (1996) are sounding a warning that technology itself is not a panacea, and that without skilled application by the teacher its benefits may soon recede. The crucial element remains the way in which the technology is incorporated into pedagogical patterns and this is in turn dependent upon the impact it has on the personal theories of the teachers deploying the technology in their classrooms.   2.4 Scaffolding Learning Using ICT Collis et al. (1997) argue that the within a technological approach to pedagogy, the scaffolding role of the teacher is crucial, however the potential of ICT is exploited infrequently due to effective implementation of techniques being heavily reliant on the teacher providing the appropriate support for learning.  Regardless of the suggested gains from any type of technological tool, it is when the teacher supports and guides learning that these benefits are maximised (Waller, 1999).   The computer does not enhance the learning experience unless teachers incorporate ICT very carefully into the curriculum.  The role of the teacher is highly significant in the structure and outcomes of ICT based activities.  The teacher guides and directs the pupils learning through structured planning, organising the activity, interventions during the learning process and the ways pupils apply their ICT skills within various contexts. Mercer and Fisher discuss Bruner’s (1997) idea of ‘scaffolding’, where they suggest teachers need to be reflective and mindful of how they structure learning experience that require the use of technology to support pupil learning. â€Å"If we can describe and evaluate the ways that teachers attempt to scaffold childrens learning with computers then we might be able to help teachers understand and perform their role in supporting childrens computer based activities. â€Å" (Mercer and Fisher, 1997, P210) Bruner (1978) suggests that the Scaffolding process involves the adult guiding and supporting pupil learning by building on previous understanding and abilities.  In assisting the development of pupils, educators require a clear view of learning objectives and understand that their role is to support learners enabling them to develop more independently.  The amount and type of support required will vary depending on the pupil and the nature of the task.  Tharp (1993) put forward a range of strategies that can be adopted to support pupil development through an instructional conversation, described as: Modelling Contingency management Instructing Questioning Cognitive structuring Task Structuring Feedback (Tharp, 1993, P272) According to Tharp, the most productive strategy for support is providing feedback, as this enables pupils to assess their efforts to achieve set objectives, which will be taken into consideration during the planning and participant training phase of this research. Mercer (1993) suggests that the quality of understanding, of which learners obtain through the application of ICT in the classroom, will not be controlled the quality of the technological tool applied; more accurately, it is determined by the approaches utilised to interact between the teacher, pupil and the ‘interface’.  Cook and Finlayson (1999) concur with this idea and describe the application of ICT to support learning as a joint activity, â€Å"†¦the way that learners and the learning support mechanisms of teachers, computer program and fellow group members work together so that the highest possible level of performance becomes achievable.† (Cook and Finlayson, 1999, P100)   In support of this view, Labbo (2000) indicates that relying solely on technology to scaffold learning is not necessarily going to help or maximise the potential of the learner.  Applying a model based exclusively on computer aided instruction is far from ‘authentic learning’; despite the fact that certain educationalists and politicians find this model appealing and the way forward. I believe that before decisions are made to move forward within this field there is a great necessity for further research in order to realise that the combination of technology and how it can support the reciprocal roles of the teacher and child is far more significant than the technology itself.  Arguably, it is this strong pupil-teacher relationship that requires attention and what should be central to the teaching and learning process, even when the technological tool is absent from any learning experience. 2.5 The Potential of ICT Supporting SEN ICT been used to support learners with SEN within mainstream schools for some time, under the terms of assistive or enabling technology, adapting to developments in technology and educational policy changes for learners with different needs.  In Blamires (1999) it is put forward that; â€Å"Ena

Views Toward Christians :: essays research papers

Some of the most important writings of the Apostolic Age were those of the new testament and the Apocryphal writings. These apocryphal writings resembled the New Testament writings, and many of them fell into the literary categories of gospel, acts, letters, and apocalypse's. These writings did not belong neither to the New Testament canon nor did the writings recognize any of the fathers of the church. Some of the documents were written for initiates in groups such as the Gnostics. For the groups that claimed knowledge derived from a secret tradition, the works were genuinely apocryphal, which means, "books kept hidden." Others were written for open and general use in the churches of which their authors were members. Many of these simply failed to become accepted as part of the orthodox canon of the Bible. There are many different views toward Christians. From an intellectual point of view, Christians agree with others as far as to follow Christ, and many have viewed them as a people who believe in the divine inspiration of the entire Bible and that this bible is sufficient enough to guide us in the right direction concerning all of our matters of faith. They view us (myself being a Catholic) as a people who believe that the moral principles of Jesus are the absolute truth, and that the New Testament must be our only guide in religious faith. On the other hand, there are those who view Christians. On the other hand, There were those who had sworn that Christians were atheists. They claimed that Christians were Atheist because they did not worship traditional religion. People actually believed that Christians supported no religion at all and were nothing other than non believers. They had also claimed that Christians practiced incest among one another because of their family gatherings at dinner time. Although not everyone believed these stories, they were still spread throughout many of the religious communities. The celebrations and the belief in the real, physical presence of Christ in the Eucharist grew from the teachings of the evangelists and St. Paul. They made it plain to the apostolic Church that the Eucharistic elements were literally Jesus Christ continuing His saving mission among men. The Eucharist celebrations began because of the Christians devotion and faith of the Real Presence of Christ in the Holy Eucharist. The celebration of the Eucharist is founded on our Catholic doctrine and it is grounded on the solid rock of our Christian revelation.

Protection of Vulnerable People: Safeguarding those with Mental Illness

Introduction Individuals with mental health conditions may suffer from neglect and abuse as a result of their condition (Taylor, 2006). Hence, the National Health Service (NHS) in the UK places emphasis on safeguarding these individuals and recognising them as a ‘vulnerable’ group. The Department of Health (2000) states that the act of ‘safeguarding’ is synonymous with protecting those who are more exposed to abuse and neglect. The main aim of this essay is to discuss safeguarding patients suffering from mental illness. The first part of this essay discusses vulnerability in this group. Factors that influence vulnerability and how these impact the health and wellbeing of these individuals will also be explored. The second part discusses multidisciplinary and multiagency interventions to protect and safeguard those with mental health conditions. The third part examines the safeguarding laws and policies that support and inform the work of a multi-disciplinary team. This w ill then be followed by a reflection of the findings of this essay and how these influence practice of a student nurse. Finally, a conclusion that summarises the key points raised in this essay will be done. Vulnerability of patients with mental health conditions Watkins (2008) observes that the limited ability individuals with mental health conditions to express themselves increase the risk of abuse. For example, patients might express their fears and anxiety through aggressive behaviour (RCN, 2008). When patients are placed in a new environment, such as a hospital setting, they might be unable to articulate their feelings and become anxious. This is aggravated when they could not see their family members or when nurses take over their families in providing for their care (RCN, 2008). McDonnell (2011) explains that is not uncommon for these patients to become defensive and aggressive when surrounded with ‘strangers’. Second, patients with mental illness often suffer from stigmatisation, discrimination and isolation (Lubkin and Larsen, 2011; Moran et al., 2013; Mestdagh and Hansen, 2014). Moran et al. (2013) states that isolation could aggravate the patient’s mental health condition since loss of social support increases risk of depression. Stigmatisation, on the other hand, increases vulnerability since patients might not access appropriate healthcare services due to negative perceptions of patients with mental illness (Mestdagh and Hansen, 2014). Individuals with a history of mental illness could also experience discrimination at work or when applying for employment (Lubkin and Larsen, 2011). All these factors influence the health and wellbeing of those with mental health condition. Lack of social support and inability of an individual to find an employment increase the risk of depression (Lubkin and Larsen, 2011). It is widely established (Cocker et al., 2014; Lubkin and Larsen, 2011) th at chronic depression is strongly associated with poor health outcomes such as development of cardiovascular diseases, hypertension, obesity, type 2 diabetes mellitus and other chronic conditions. Importantly, depression has been associated with poor adherence to medications or a care plan (Grenard et al., 2011). Hence, vulnerable individuals such as those with mental health conditions could suffer poorer health as a result of discrimination, stigmatisation and isolation. Multi-disciplinary and multiagency interventions to protect and safeguard those with mental health conditions A blended approach in caring for vulnerable individuals with mental health conditions has been promoted in the NHS (Transition Pathway, 2005). Different groups of healthcare professionals are involved in safeguarding those with mental health conditions. For instance, occupational therapists help patients engage in occupations that help restore meaning in their lives. On the other hand, therapists provide different types of counseling to assist individuals cope with their condition. For example, these therapists offer cognitive behavioural counseling or family therapy to help patients with their thought process or engage family members in the support and management of the individual (Gehart, 2012). Drawing from different literature, mental health nurses could also use current evidence to help inform care plans that are specific for the needs of a vulnerable individual. Meanwhile, a focus is made on patient-centred care (Transition Pathway, 2005) This means that vulnerable individuals participate in healthcare decisions regarding their health. Health and social care team members provide the needed support as they help students arrive at an informed decision. Today, there are many types of therapies and interventions for individuals with mental health condition. Watkins (2008) observes that each individual is unique and hence, blended approach and choices are necessary to create a healthcare plan specific for the individual. The chronic nature of mental health conditions also requires prolonged support and care from different healthcare team members. Similarly, multiple agencies have to coordinate care for each person. Many vulnerable individuals with mental health condition have to transition from supported care to independent living. Further, transition from adolescence to adulthood for vulnerable individuals could be a specially challenging time. The Department of Health (2011a) has provided the Pathways to getting a Life white paper to help health and social care practitioners coordinate care for those with mental health condition transition to independent living. One of the challenges when providing multidisciplinary and multi-agency care for vulnerable individuals is allowing patients to exercise autonomy while maintaining their safety. The Nursing and Midwifery Councils’ (NMC, 2008) code of conduct stresses the importance of respecting patient autonomy when making healthcare decisions. However, patient autonomy might be difficult to observe especially if choices of the patients could lead to poor health outcomes. On the other hand, patients are also encouraged to participate in healthcare decisions. While this is considered as best practice, some patients might be reluctant to participate in healthcare decisions (De Las Cuevas and Penate, 2014; Goggins et al., 2014; Hajizadeh et al., 2014). This might be due to poor levels of knowledge regarding their condition (Goggins et al., 2014) or inability to participate in healthcare decisions (De Las Cuevas and Penate, 2014). The former could be addressed through patient education while the latter through representation of a family member. Meanwhile, social care has an integral role in helping vulnerable individuals not only transition to independent living but also in assisting them find suitable employment. The partnership between health and social care ensures that individuals receive sufficient support when they return to their communities. Hence, empowering patients to take care of their own needs and to manage their condition prevents exacerbation of the condition or development of complications. Safeguarding laws and policies The policy ‘No Health without Mental Health’ (Department of Health, 2011b) acts as a guide for different healthcare professionals, social care workers and other stakeholders when providing care for individuals with mental health conditions. Specifically, this policy states that equitable treatment should be provided for vulnerable groups. This suggests that treatment and services should not only be patient-centred but also responsive to the immediate and long-term needs of the vulnerable individual. However, equitable mental health treatment for different groups of patients still remains a challenge in the NHS. For instance, Nzira and Williams (2008) argue that all individuals, regardless of their race or ethnicity, should enjoy equality in choice of their care providers and process. However, analysis of recent literature (Cantor-Graae and Selten, 2005; Kirkbride et al., 2008; Marmot, 2010) suggest that individuals from the black and minority ethnic groups do not enjoy the same ‘equality’ promoted in the Department of Health’s (2011b) policy. Incidence of mental health conditions is still higher in the black and minority ethnic group compared to the general white population in the UK. Further, this group also experiences social exclusion as a result of poor housing opportunities. There is evidence that poor housing and homelessness have been associated with poorer mental health (Pattereson et al., 2013). Hence, individuals with mental health conditions who happen to belong to the black and minority ethnic groups tend to have poorer health outcomes compared to their white counterparts (Kirkbride et al., 2008). Apart from evaluating the impact of the ‘No Health without Mental Health’ policy on vulnerable groups, it is also essential to investigate current legislations that safeguard those with mental health conditions. The Equality Act (UK Legislation, 2010) and the Mental Health Act 2007 (UK Legislation, 2007) both promote the rights of mental health patients. The first Act supports equality in the workplace. For instance, the Act states that employers are generally not allowed to ask about the disability of an individual before a job is offered. Although this does not exempt employers from asking questions on the health and background of future employees when absolutely necessary, this shows that equality is observed in the workplace. Meanwhile, the Mental Health Act 2007 (UK Legislation, 2007) introduces changes to the previous Mental Health Act 1983 (UK Legislation, 1983). This time, definition for mental health professionals is broadened to include different healthcare pro fessionals who are involved in the care of patients even without their consent. It should be noted that patients who pose a significant threat to others and to their own selves are admitted, detained and treated in hospital settings under this Act. Refection On reflection, this essay helped me realised the importance of increasing my knowledge on the needs of vulnerable patients with mental health conditions and the factors that promote their vulnerability. Healthcare professionals, particularly nurses, serve in the forefront of care. As leaders of care, I will facilitate the care and management of vulnerable patients in the future. This is only possible if I am aware on how cultural differences, stigmatisation, discrimination and isolation influence the trajectory of their condition. I realised that all these factors are crucial in promoting inequalities in healthcare. If I fail to address these factors, I will not be able to provide quality care to my patients. This essay also helps me appreciate the value of working in multidisciplinary teams and being aware of the roles of each team member. Since mental health conditions are complex, a blended approach is necessary to address individual needs. Vulnerability of an individual is increased when team members fail to consider and address the holistic needs of a patient. In my current and future practice, I should be aware of how I could contribute to effective team collaboration in order to reduce patient vulnerability. There is also a need to be aware of different safeguarding laws and policies for mental health patients. This will help me use these laws and policies to lobby for the rights of my patients. The Nursing and Midwifery Council (NMC, 2008) stresses the importance of patient safety and providing only quality care. Patient safety is observed when policies and laws on safeguarding are used to the fullest. On reflection, I should continue to become acquainted with different policies and legislations on safeguarding to ensure that the rights of my patients are protected. Specifically, this will help me find appropriate programmes or care pathways for my patients. On reflection, I should provide patient education to help patients make informed decisions regarding their care. This will not only empower my patients but also help them self-manage their own conditions. Conclusion This essay explores the concept of vulnerability and focuses on patients with mental health condition as a representative of the vulnerable group. These patients have additional challenges since mental illness is still strongly associated with discrimination, isolation and stigmatisation. Ethnic background also plays a role in their access to appropriate health and social care services. Those belonging to the black and minority ethnic groups have higher incidence of mental illness and less access to healthcare services compared to their white counterparts. The care pathway for vulnerable groups is supported by different health and social care agencies. Multidisciplinary and multi-agency team working are necessary to provide support to vulnerable groups. This essay demonstrates the importance of coordinating care and using a blended approach. Patient-centred care is highly promoted in the NHS since it is essential to design a care plan specific to the healthcare needs of an individual . Finally, this essay shows the importance of becoming acquainted with different policies and legislations on safeguarding. Knowledge on these policies and laws will help nurses exercise patient safety and quality care. Nurses will be able to identify appropriate health and social care services for each mental health service user. References: Cantor-Graae, E. & Selten, J. (2005) ‘Schizophrenia and migration: a meta-analysis and review’, American Journal of Psychiatry, 162, pp. 12-24. Cocker, F., Nicholson, J., Graves, N., Oldenburg, B., Palmer, A., Martin, A., Scott, J., Venn, A. & Sanderson, K. (2014) ‘Depression in working adults: comparing the costs and health outcomes of working when il’, PLoS One, 9(9): e105430 [Online]. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25181469 (Accessed: 3 November, 2014). De Las Cuevas, C. & Penate, W. (2014) ‘To what extent psychiatric patients feel involved in decision making about their mental health careRelationships with socio-demographic, clinical, and psychological variables’, Acta Neuropsychiatrica [Online]. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25288200 (Accessed: 3 November, 2014). Department of Health (2000) No secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse. London: Department of Health. Department of Health (2011a) Pathways to getting a life [Online]. Available from http://www.ndti.org.uk/uploads/files/2011-Pathways-to-getting-a-life.pdf (Accessed: 3 November, 2014). Department of Health (2011b) No Health Without Mental Health: A Cross-Government Mental Health Outcomes Strategy for People of All Ages, London: Department of Health. Gehart, D. (2012) ‘The mental health recovery movement and family therapy, part 1: consumer-led reform of services to persons diagnosed with severe mental illness’, Journal of Marital and Family Therapy, 38(3), pp. 429-442. Goggins, K., Wallston, K., Nwosu, S., Schildcrout, J., Castel, L. & Kripalani, S. (2014) ‘Health literacy, numeracy, and other characteristics associated with hospitalized patients’ preferences for involvement in decision making’, Journal of Health Communication, 19(2), pp. 29-43. Grenard, J., Munjas, B., Adams, J., Suttorp, M., Maglione, M., McGlynn, E. & Gellad, W. (2011) ‘Depression and medication adherence int eh treatment of chronic diseases in the United States: a meta-analsyis’, Journal of Internal Medicine, 26(10), pp. 1175-1182. Hajizadeh, N., Uhler, L. & Perez Figueroa, R. (2014) ‘Understanding patients’ and doctors’ attitudes about shared decision making for advance care planning’, Health Expectations [Online]. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25336141 (Accessed: 3 November, 2014). Kirkbride, J., Barker, D., Cowden, F., Stamps, R., Yang, M., Jones, P. & Coid, J. (2008) ‘Psychoses, ethnicity and socio-economic status’, British Journal of Psychiatry, 193(1), pp. 18-24. Lubkin, I. & Larsen, P. (2011) Chronic illness: impact and intervention, London: Jones & Bartlett Publishers. Marmot, M. (2010) Fair Society, Healthy Lives: Strategic Review of health inequalities in England post-2010 [Online]. Available at: www.marmotreview.org (Accessed: 3 November, 2014). McDonnell, A. (2011) Managing aggressive behaviour in care settings: Understanding and applying Low Arousal Approaches. Australia: John Wiley & Sons. Mestdagh, A. & Hansen, B. (2014) ‘Stigma in patients with schizophrenia receiving community mental health care: a review of qualitative studies’, Social Psychiatry and Psychiatric Epidemiology, 49(1), pp. 79-87. Moran, G., Russinova, S, Gidugu, V. & Gagne, C. (2013) ‘Challenges experienced by paid peer providers in mental health recovery: a qualitative study’, Community Mental Health Nursing, 49(3), pp. 281-291. Patterson, M., Rezansoff, S., Currie, L. & Somers, J. (2013) ‘Trajectories of recovery among homeless adults with mental illness who participated in a randomised controlled trial of housing first: A longitudinal, narrative analysis’, British Medical Journal Open, 3(9):e003442. doi: 10.1136/bmjopen-2013-003442. Nursing and Midwifery Council (NMC) (2008). Nursing and Midwifery Council Code of Conduct [Online]. Available from: http://www.nmc-uk.org/templates/pages/Search?q=spiritual%20care (Accessed: 3 November, 2014). Royal College of Nursing (RCN) (2008) â€Å"Let’s talk about restraint† Rights, risks and responsibility. London: RCN. Taylor, D. (2006) Schizophrenia in focus. London: Pharmaceutical Press. Transition Pathway (2005) Person Centred Transition pathway is here: How did it happen[Online]. Available from: http://www.transitionpathway.co.uk/index.html (Accessed: 3 November, 2014). UK Legislation (1983) Mental Health Act 1983. Available from: http://www.legislation.gov.uk/ukpga/1983/20/contents [Accessed: 3 November, 2014]. UK Legislation (2007) Mental Health Act 2007 [Online]. Available from: http://www.legislation.gov.uk/ukpga/2007/12/contents (Accessed: 3 November, 2014). UK Legislation (2010) Equality Act 2010 [Online]. Available from: https://www.gov.uk/when-mental-health-condition-becomes-disability (Accessed: 3 November, 2014). Watkins, P. (2008) Mental health practice: A guide to compassionate care. London: Elsevier Health Sciences.

Review of Heart of Darkness by Joseph Conrad

Review of 'Heart of Darkness' by Joseph Conrad Written by Joseph Conrad on the eve of the century that would see the end of the empire that it so significantly critiques, Heart of Darkness is both an adventure story set at the center of a continent represented through breathtaking   poetry, as well as a study of the inevitable corruption that comes from the exercise of tyrannical power. Overview A seaman sat upon a tugboat moored in the river Thames narrates the main section of the story. This man, named Marlow, tells his fellow passengers that he spent a good deal of time in Africa. In one instance, he was called upon to pilot a trip down the river Congo in search of an ivory agent, who was sent as part of the British colonial interest in an unnamed African country. This man, named Kurtz, disappeared without a trace- inspiring worry that hed gone native, been kidnapped, absconded with the companys money, or been killed by the insular tribes in the middle of the jungle.As Marlow and his crewmates move closer to the place Kurtz was last seen, he starts to understand the attraction of the jungle. Away from civilization, the feelings of danger and possibility start to become attractive to him because of their incredible power. When they arrive at the inner station, they find that Kurtz has become a king, almost a God to the tribesmen and women who he has bent to his will. He ha s also taken a wife, despite the fact he has a European fiance at home. Marlow also finds Kurtz ill. Although Kurtz doesnt wish it, Marlow takes him aboard the boat. Kurtz does not survive the journey back, and Marlow must return home to break the news to Kurtzs fiance. In the cold light of the modern world, he is unable to tell the truth and, instead, lies about the way Kurtz lived in the heart of the jungle and the way he died. The Dark in  Heart of Darkness Many commentators have seen Conrads representation of the dark continent and its people as very much a  part of a racist tradition that has existed in Western literature for centuries. Most notably, Chinua Achebe accused Conrad of racism because of his refusal to see the black man as an individual in his own right, and because of his use of Africa as a setting- representative of darkness and evil.Although it is true that evil- and the corrupting power of evil- is Conrads subject, Africa is not merely representative of that theme. Contrasted with the dark continent of Africa is the light of the sepulchered cities of the West, a juxtaposition that does not necessarily suggest that Africa is bad or that the supposedly civilized West is good.The darkness at the heart of the civilized white man (particularly the civilized Kurtz who entered the jungle as an emissary of pity and science of process and who becomes a tyrant) is contrasted and compared with the so-called barbarism of the con tinent. The process of civilization is where the true darkness lies. Kurtz Central to the story is the character of Kurtz, even though he is only introduced late in the story, and dies before he offers much insight into his existence or what he has become. Marlows relationship with Kurtz and what he represents to Marlow is really at the crux of the novel.The book seems to suggest that we are not able to understand the darkness that has affected Kurtzs soul- certainly not without understanding what he has been through in the jungle. Taking Marlows point of view, we glimpse from the outside what has changed Kurtz so irrevocably from the European man of sophistication to something far more frightening. As if to demonstrate this, Conrad lets us view Kurtz on his deathbed. In the final moments of his life, Kurtz is in a fever. Even so, he seems to see something that we cannot. Staring at himself he can only mutter, The horror! The horror! Oh, the Style As well as being an extraordinary story, Heart of Darkness contains some of the most fantastic use of language in English literature. Conrad had a strange history: he was born in Poland, traveled though France, became a seaman when he was 16, and spent a good deal of time in South America. These influences lent his style a wonderfully authentic colloquialism. But, in Heart of Darkness, we also see a style that is remarkably poetic for a prose work. More than a novel, the work is like an extended symbolic poem, affecting the reader with the breadths of its ideas as well as the beauty of its words.

Globalization of Rastafarianism Essay Example

Globalization of Rastafarianism Essay Example Globalization of Rastafarianism Essay Globalization of Rastafarianism Essay Rastafarianism has been globalized through music, practice, and symbolism. One could argue that the main catalyst behind the globalization movement was through the music of Bob Marley. He popularized reggae music, and thrust it to the world stage during his musical career. He sang songs that carried the morals of a Rastafarian, and that spoke on social issues of his birthplace in Jamaica. He sang to many about the culture of Ethiopia in which he called â€Å"Zion†, and about the resistance of western culture and society, which he called â€Å"Babylon†. These songs that contained Rastafarian messages were recorded and distributed by Island records. Island records was founded in Jamaica, but then reached out to offices in the United Kingdom and the United States, because of the success of Bob Marley’s records. This led Marley to tour the world and become an international icon. He was then awarded the â€Å"Peace Medal of the Third World†, educated to the Rock and Roll Hall of Fame, and awarded the Grammy Lifetime achievement award, for his music and lyrical content. This resulted in a mass acceptance, and adoption of the Rastafarian religion. The music of Bob Marley and reggae music has impacted the lives of people around the globe. In turn, the people who were influenced by Marley have integrated, and built businesses from the Rastafarian culture. Many shops around the globe sell Rastafarian paraphernalia such as incense, giant Jamaican flags, articles of clothing that bear the colors of the Jamaican flag, and marijuana clinics based around Rastafarianism. Although, these shops seem to only support the most basic elements of Rastafarianism instead of the meat of the culture. Many people will purchase these items to portray the image or â€Å"look† of the Rastas. : They will wear the colors of the Jamaican flag, smoke marijuana, grow their air into dreadlocks, and even use the word â€Å"Irie†, the Jamaican word for powerful, pleasing, or feeling good. Many places of cultural diversity seem to have integrated some Rastafarian culture in style, music, and basic ideology. Colonization has played a major role in the Cargo Cults history. Colonization of different civilizations was catalyst behind the cults. Whether it be colonization from Europeans, Japanese, or the interference between the Australian government, their intentions is what challenged faith and knowledge of the primitive peoples. The arrival of foreign peoples, primarily white people, signified the apocalypse. Not only that, but an overall change in power. The emergence of the white man was believed to first cause an apocalypse, which would then lead to a god or higher power to reveal itself and create a world with no sickness, hunger, disease, or age, then turning the cults white and the white men black. The Melanesian Cargo Cults were completely challenged when none of their beliefs became realities. For example, the villagers that resided Wewak were urged by a â€Å"Black King† and his prophets to stop paying taxes to the Europeans. The prophets claimed that an earthquake would cause their government station to be swallowed by the sea. These then led to the imprisonment of four prophets while three other were exiled. Another example would be the case in which Papuans attempted to attack the Japanese. In this incident, the Papuan grew restless of the Japanese colonies, which caused the Papuan to form some sort of military force and try and attack the Japanese. This resulted in several boatloads of Papuan’s being shot down by Japanese ships. Since the Cargo Cults had little to no idea about modern civilizations, they assumed the cargo and technology had to be some sort of magic. It is this inability to cope with modern ideas and technology that continues to sustain the cults. If it weren’t for colonization, the cults may not even exist. The same could be said for the Ghost Dance Religion. One of the main catalyst if not the only catalyst behind the first generation of the Ghost Dance Religion was born out of the revival of traditional Indian ways. These ways were compromised when there were disputes between the Indians and the white men. One of its primary focuses was on the disappearance of the white man and his influence over Indian culture. When Wovoka reinstated the Ghost Dance Religion, it was so appealing to many other tribes outside of Nevada because Indians across America had been under persecution. The Indians had suffered from loss of land, and attempts to rid the cultural ways and identity of native americans. That is why the Ghost Dance Ritual focuses so heavily on Indian customs. It would support the ideals of being Indian such as, respect for land and nature, harmony between one and their community, and a resistance toward western morals and objects. Colonization eventually ended the religion, when Wovoka excited many Indians in Sioux, which lead to the murder three hundred and seventy Indians. Without colonization, the Ghost Dance Religion would have less of a reason to exist. Although colonization may not be the entire reason for the Ghost Dance Religion to exist, the struggle against the white men in order to retain a level of Indian identity was a crucial factor.

Leadership style in the organization Essay Example | Topics and Well Written Essays - 1250 words - 4

Leadership style in the organization - Essay Example This research will begin with the statement that the increased international marketing and business activities have made it necessary for the organizations to work in unification with each other, employees and government. The present research has identified that globalization has compelled the employees of the organization belonging to various cultures and religion, to work together in synchronization with each other. It has been observed that the managers in my current organization have adopted the situational leadership theory. Although the impacts of the situational leadership theory are different from the perspective of varied theorists, most of the managers in my organization follow two or three leadership theories.  The author has rightly presented that these situational theories are highly dependent upon factors like the particular situation, task, people, environmental variables, and organization.   Fiedler had proposed a situational theory, which proposed that there is n o singular way of handling the particular situation. The different leadership approaches adopted by the managers in varied situations have a different impact on the employee morale and performance.   When a leader adopts the autocratic approach, there is a negative impact on the employees’ performance and outcome. When a leader adopts transformational and goal setting leadership, there is an increase in the employee performance and morale.  ... The employee morale and performance is also dependent on the way the manager conducts themselves and motivate the employees of the organization. The organizational outcome is also directly related and proportional to the motivation and the guidance of the leaders (Fontaine 125-135). The development plan would be to implement leadership program, which would highlight the basic leadership approaches like transformational, goal setting theories, which can improve employee morale and performance. Opportunities & Barriers for Implementation The basic opportunity for employees of the organization would be the leadership program, which would highlight the leadership approaches. Certain generic situation and leadership approaches would be highlighted, which would act as a remedy for varied managerial crisis. The program would make the employees understand that, active participation is not limited to the creative and independent thinking, but it is also motivated towards providing a suitable technological environment, incentives and cultural network. The leadership program would have a positive impact on the attitude of the employees, managers and technical staff. This would help the employees in aligning the personal and professional interest of the employees. Employees would be able to attach personal values to the objectives of the organization that can help in goal and objective achievement. The motivational effect of the employees is a continual process and requires regular monitoring of the employee performance and the behavior (Harry, Desai and Burt 11-18). Among the disadvantages, it would be difficult to be selective about a particular leadership theory which is universally applicable for all

Marketing Communication Research Paper Example | Topics and Well Written Essays - 5250 words

Marketing Communication - Research Paper Example Marketing communication is new as compared to the corporate world. While this may sound surprising, it is not so. Some gurus feel that marketing as a process started as early as the advent of the private sector, but that argument is not entirely correct. We must note that while the corporate world first came into the world, there was no need whatsoever to market itself to the public at large – the public followed their bidding as they desired. But today, with the world entirely under the mercy of globalization and corporate expansion, customers have the freedom to choose and spoil themselves with getting the best every single time. So, today, the onus is up to corporate houses, which compete with each other in calling themselves the best. The need to promote and prosper was felt by the business world when it actually started expanding and catering to the needs of the world on a much higher scale. As mentioned earlier, the corporate world was born with marketing communication in its arsenal – it developed as a need of the hour. The ‘need of the hour’ was felt by the business world when globalization struck the world. New players started entering the market. Rival products began to come up. More than anything else, the technology developed on an unimaginably high scale – enough to cater to just about any need of the world. In such circumstances, certain corporate houses, especially those with money, power, and technology, found every reason to cut costs. And when costs were cut, products were more customer-friendly than ever before.