Iliad and Hector Free Essays

In the Iliad, both Hector and Achilles show courageous attributes that accompany the gallant warrior code of Greece. The two characters have their qualities and shortcomings and contrasts in their way to deal with being gallant. Indeed, even with their disparities, they have numerous likenesses. We will compose a custom exposition test on Iliad and Hector or then again any comparative theme just for you Request Now Hector is an incredible pioneer and family man and a defender of his kin. Achilles is an egotistical warrior who is just in it for the wonder. Hector orders the Trojan armed force, while Achilles orders the Greek armed force. The two of them have pride and greatness and are viewed as saints according to their sides’ individuals. Having an enthusiasm for vengeance may be viewed as a glaring defect in today’s norms, yet it certainly complies with the gallant code of Greek society. Hector has blended sentiments about partaking in the war. His better half begs him not to go, and he wouldn't like to make her a widow, leaving her â€Å"at the loom of another man†. Hector shows valor for doing battle, and yet shows his human side by being uncertain about leaving his family. In Book Twenty-Two, Hector remains outside the defenses, though his supporters are secure. His dad Priam, needs him to withdraw to wellbeing with Achilles drawing closer, yet his pride and respect keep him from calling it quits. His valor is an incredibly chivalrous activity. He at that point escapes, which is very unheroic. It appears to be evident that there is an inward clash with feelings and the gallant code. Hector in the end perseveres and battles. Achilles executes Hector in an exceptionally remorseless manner. Before befouling Hector’s body, he permits him to die in some horrible, nightmarish way. His activity is another way his conduct fits in with the Greek courageous code. Indeed, even the most valiant fighter must have a human side, which certainly should question the savage executing that is unavoidable in war. Then again, when Achilles and his troopers get some sort of delight from over and again wounding Hector’s inert carcass, another sort of human feeling is being shown. This is the repressed displeasure and threatening vibe that development during one’s mission for vengeance or just fight. Along these lines, it may be inferred that the brave code and the human feelings probably won't struggle all things considered. Hector is seen as the more courageous one. He knows his job as the protector of Troy. Despite the fact that he has a solid love and dedication to his family, he despite everything heads out to protect his nation, considerably after the arguing from his better half. Hector’s attributes and character as a spouse and father no less outstanding than that as his as a warrior. Hector is a man who adores his youngster and spouse and who can overlook war when a little kid cries. He is viewed as the boldest and generally cultivated of the warriors. He is a cooperative person, an extremely talented pioneer and officer. In contrast to Achilles, Hector is a progressively complete and balanced individual. Hector was a man who was eager to battle until the end. Which he did. Achilles is to a greater degree an introvert, aside from of his dear companionship with Patroclus. Marriage has no weight in his awareness. He appears to be more the alienated youth than the masculine protector spoke to in Hector. He is worshipped as the best warrior on the planet, and no man can remain against him. Achilles was a ruined and spoiled lone kid. He had a much lacking feeling of his place on the planet. He is seen as an excellent warrior, his still in fight helps the confidence of his kindred Greeks when he decides to battle, yet he is a temperamental pioneer who scowls when he doesn't get his direction. Both Hector and Achilles carry on as saints all through the Iliad. While they attempt to win greatness in war for their families, their nation, and themselves, the two of them have certain qualities and shortcomings in their character which direct their totally different game-plans and their musings. They are both given clashes and issues all through the story, the goals of which must be made utilizing both their human side and their forceful courageous side, and it shows up as though Achilles meets with the most achievement in this troublesome errand. Works Cited Homer. â€Å"The Illiad. † Lombardo, deciphered by Stanley. The Norton Anthology of Western Literature. Ed. Sarah Lawall. eighth Edition. New York: W Norton Company, 2006. 107-205. Step by step instructions to refer to Iliad and Hector, Essay models

A Synthesis of the Themes in Selected Poems about War Essay - 2

A Synthesis of the Themes in Selected Poems about War - Essay Example Richard Lovelace’s ‘To Lucasta, Going to the Wars’ is routed to a soldier’s darling at the purpose of his leaving for war, who he attempts to persuade of the significance of doing battle. The officer initially concedes that the war might be contrasted with having another ‘mistress’, as he will presently be pursuing the ‘foe’ with more zest and grasping his weapons and pony with a ‘stronger faith’ than he has pursued or grasped his sweetheart yet then proceeds to legitimize this correlation. The storyteller at that point says that the main explanation he is equipped for adoring her so much is on the grounds that he cherishes respect more. This affection for respect is demonstrated by his taking to war so enthusiastically. In the sonnet, the demonstration of affection and demonstration of war are thought about and war is viewed as a nobler action. The sonnet ventures to such an extreme as to attest that in addition to th e fact that war is a more noteworthy love, it is the main explanation that men are fit for cherishing ladies †they are the two journeys to demonstrate their respect. This perspective on raising the topic of respect in war and putting it over other lesser concerns like sentimental love shows up in this sonnet of the seventeenth century. Britain, at that point, was known for valorizing fortitude and war and upholding estimations of solid energetic inclination among its residents. This pattern of thought is again reflected in English verse in a sonnet like Alfred Tennyson’s ‘Charge of the Light Brigade’, which was written in 1854. About 200 years after the presence of Richard Lovelace’s sonnet. Tennyson’s renowned sonnet additionally talks about the ‘noble six hundred’ who were a piece of the Light Brigade that battled for England against Russian soldiers in the Crimean War. The greater part of the sonnet is an intense appeal to the r angers however there is now a note of perceiving the vanity of war. As Tennyson composes: ‘Not tho' the warrior knew/Someone had blunder’d’; the officers are themselves unconscious of why they are to battle the war that they are being sent to battle and this is a vital thought that changes the impression of war from something seen as respectable and fearless to something that is later considered as silly, inefficient and barbarously ridiculous. Wilfred Owen was among the principal artists to most piercingly expound on the abhorrences of war. His sonnet ‘Futility’ uncovers a tormented voice that is baffled by the duration of something as repulsive as the war. ‘Was it for this the mud developed tall?’ the speaker solicits, as he depicts the passing of a youthful warrior from France. As of now the style has changed from being one of intense admonishment and pride to one of awful misfortune and disappointment. There is no consolation to the soldiers or notice of ‘honor’ or even acclaims for the penances made during the war. The sonnet rather adapts the officers who are constrained to lose their lives in futile wars that they have not been liable for beginning. Owen’s other sonnet ‘Dulce et Decorum est’ takes head on the more seasoned discernments on war and exposes them. The title of his sonnet and the last line difficulties Horace’s quote ‘Dulce et propriety est master patria mori’, which generally implies that it is acceptable to pass on for one’s nation, and considers it a ‘old lie’. The language of this sonnet is brutal and unforgiving, portraying the officers as ‘beggars’ and ‘hags’, who ‘all went weak, all blind’. The physical torment that the fighters experience at the front is depicted in the entirety of its shock, and there is no hopeful ‘

SAT Math Heart of Algebra

Important stuff first: 27 of the 58 questions or nearly half of the questions on SAT Math will be â€Å"Heart of Algebra† questions. When devising the new format of the test, the College Board seems to have come up with more than a categorization of concepts. Utilitarian tags, such as â€Å"algebra fundamentals†, have been invested with a poetic flair. Now we have â€Å"Heart of Algebra† (I can’t but help think of a plump cardiac next to an unknown variable). Don’t be thrown off for even a beat: â€Å"Heart of Algebra† simply means linear algebra. What exactly is linear algebra, you ask? Well, anything that has an algebraic equation in which none of the powers next to a variable is higher than 1. 3x + 5 = 2 y + 5 This might look pretty easy and indeed the actual computation underpinning the math is straightforward. However, do not think the SAT is going to give you equations like the ones above and ask you to solve for the variable. Rather, and this is where the New SAT is trying to differentiate itself from the old test, the math will be wrapped up in long, real-life world problems that you’ll have to unwrap, i.e. read several times over to figure out what is going on. Here is an actual example from the College Board, found in the Official SAT Study Guide: In 201, which of the following functions f gives the number of miles of paved road there will be in County X? (Assume that no paved roads go out of service.) The answer, C) f(n) = 783 + 8n doesn’t even ask you to solve an equation. Rather, you have to choose the equation that accurately models the information in the text. And that’s really the essence of the test: Plenty of text to sort through. Understanding of the concept hidden in the text. Real life scenarios where you often have to match a variable to a situation in the word problem. Little to no computation or solving for variables (at least in word problems). How does knowing this affect your prep? Well, don’t think that â€Å"Heart of Algebra† means you have to do algebra drills all day long. Your time is best spent doing actual SAT word problems, or word problems that capture all of the four elements listed above. So, you’ll want to learn to think in terms of how equations can explain real-life scenarios. In other words, can you translate the information into a mathematical equation?

Social Psychology, By Philip Zimbardo - 1143 Words

Social Psychology is a branch of psychology that tries to find out how people behavior is influenced by others and the development of human interactions. According to the psychology professor and author of the book Fourty Studies that Changed Psychology, Roger Hock: â€Å"Social psychology may also be the research domain that contains the greatest number of landmark studies.† By this being said, social psychology contains a great amount of pioneers that have helped the development of psychology as a science. A great example of a contemporary American Psychologist is Philip Zimbardo. Philip Zimbardo was born on March 23rd, 1993 in New York City Bronx ghetto. He was raised in a strong Catholic Sicilian immigrant family and later on he became an atheist. His first marriage was with Rose Abdelnour and then he got divorced and remarried to Christina Maslach who with he had a son called Adam Zimbardo. According to an interview done by the University of California, he mentioned that â€Å"The South Bronx provided my first informal education in psychology. I knew that school was my ticket out of the ghetto.† He decided to do his undergrad on Psychology, Sociology and Anthropology at Brooklyn College in the year of 1954. Then, he decided to continue his educational career at Yale University where he got his masters in Psychology and further his PhD in the year of 1959. During the time he was getting his education, he developed a great passion for teaching and mentoring, where he becameShow MoreRelatedThe Stanford Prison Experiment : Stanford University1697 Words à ‚  |  7 Pagesalso known as the Psychology department at Stanford University. Not even Philip Zimbardo, the psychologist behind the experiment that would shape the field of psychology for years to come, could have predicted the behaviors and events that followed. Philip Zimbardo was born on March 23, 1938, in New York City. He studied at Brooklyn College and graduated in 1954 with majors in sociology, anthropology, and psychology(Maslach). Human behavior was always a mystery to Philip Zimbardo, and he pursued theseRead MoreZimbardo Doesn t Have An Extraordinary Life1150 Words   |  5 Pages20 strangers into a basement of a universities’ psychology building merely to observe how they would act towards one another. But to Philip Zimbardo this unheard of experiment was just another day on the job. This young psychology major could have never predicted that his landmark experiment would become such a highly talked about documentation of the true evils of the human population. Growing up, Zimbardo didn’t have an extraordinary life. Philip was born on March 23, 1933 in New York City, NewRead MoreI Chose The Topic Of Prison Psychology With A Focus On1198 Words   |  5 PagesI chose the topic of prison psychology with a focus on the Stanford prison experiment and the psychological effects of systematic abuse. Zimbardo, Philip G. Revisiting the Stanford Prison Experiment: A Lesson in the Power of Situation. The Chronicle of Higher Education, no. 30, 2007. EBSCOhost, ezproxy.uhd.edu/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=edsgbcAN=edsgcl.161992127site=eds-livescope=site. The Stanford Prison Experiment was a study on the psychological effectsRead MoreThe Stanford Prison Experiment And Its Effects On Social Psychology1003 Words   |  5 Pageson Social Psychology The Stanford Prison Experiment is one of the most notorious and unique experiments in modern social psychology history. A psychologist named Philip Zimbardo executed the Stanford Prison Experiment in 1971. His goal for this experiment was to show that the prison guards and convicts would fall into pre-defined roles, rather than following their own judgment and morals. The experiment was unsuccessful, but it produced some results that give an insight into human psychology andRead MoreThe Field Of Social Psychology1378 Words   |  6 PagesIn the field of Social Psychology, numerous studies have been made about different types of behavior and what causes humans to act a certain way. There are also different specific types of behavior that have been studied, such as aggression. One important study made about signs and effects of aggression would be Stanford University’s Dr. Philip Zimbardo’s study of prisoners and guards in a simulated prison. His research was conducted a long with two of his graduate assistants by the name of CraigRead MorePhilip Zimbardo s Father Of The Stanford Prison Experiment1168 Words   |  5 PagesPhilip Zimbardo: Father of the Stanford Prison Experiment Philip Zimbardo is known for his famous prison experiment that revealed some important facts about human nature. This type of experiment had never been done before. The Stanford prison experiment was designed to find out â€Å"whether the brutality reported among guards in American prisons was due to the sadistic personalities of the guards or had more to do with the prison environment† (McLeod 1). Zimbardo was influenced by the Milgram experimentRead MoreZimbardo’s Prison Study Essay1144 Words   |  5 PagesAbstract In 1971, a Stanford University psychology professor named Philip Zimbardo and a team of researchers conducted an unorthodox study involving 24 male college students who would later be convinced that they were prison inmates and prison guards in less than 24 hours. This study was voluntarily cut short after only six days due to the unexpected results which were found. Psychology Professor Philip Zimbardos Stanford Prison Experiment of August 1971 quickly becameRead MoreStanford Prison Experiment Essay1150 Words   |  5 Pagesindividual(s) would be fair and ethical or could it be said that ones true colors would show? A group of researchers, headed by Stanford University psychologist Philip G. Zimbardo, designed and executed an unusual experiment that used a mock prison setting, with college students role-playing either as prisoners or guards to test the power of the social situation to determine psychological effects and behavior (1971). The experiment simulated a real life scenario of William Golding’s novel, â€Å"Lord of the Flies†Read MoreThe Stanford Prison Experiment At Stanford University1239 Words   |  5 Pagesan ad for a psychology study that pays $15 per day posted in the local newspaper, and decide to submit an application. Little do you know at the time, that the study you are applying for will become known worldwide and create such an impact that it remains relevant over 44 years later. This infamous study is known today as the Stanford Prison Experiment. The experiment was led by psychology professor Dr. Philip Zimbardo along with his team of researchers in the basement of the psychology building atRead MoreEssay about Reviewing Zimbardo’s Experiment 893 Words   |  4 Pagesâ€Å"The Stanford Prison Experiment† by Philip G. Zimbardo was written to explain the results of the Stanford prison experiment. Zimbardo while trying to gain support for his conclusions of the experiment, demonstrated many errors in his writing, and in his own experiment. The errors that Zimbardo commits call into question the validity of his argument, and the experiment. The goal explained by Zimbardo was â€Å"to understand more about the process by such people called â€Å"prisoners† lose their liberty, civil

Columbine High School Essay - 2872 Words

COlumbine High School On the morning of April 20, 1999, Eric Harris and Dylan Klebold approach Columbine High School, in Jefferson County, Colorado. Armed with one 10-shot Hi-Point model 995 carbine rifle, one Intratec AB-10 (TEC-9) pistol, two Savage 12-gauge shotguns, and as many as ninety-five explosive devices, Harris and Klebold enter the school near the cafeteria. Upon doing so, they are met with the words that God commanded unto Moses on Mount Sinai: Thou Shall Not Kill. Harris and Klebold tremble in fear and shame for what they have come to accomplish. Dropping their weapons, the boys fall to their knees, bow their heads in penance, and pray to God for forgiveness. Instead of that scenario the boys fired off an estimated 900†¦show more content†¦The logical assumption to make is that having God in school (in the form of the Ten Commandments) would have prevented Columbine. That is quite a substantial claim, but it only shows the magnitude of faith that some Christians place in the Word. In 1999, an attempt to pass a law mandating the display of the Ten Commandments in public schools (not coincidentally attached to a gun-control bill) failed for reasons stated by People for the American Way on their website: First, posting the Ten Commandments is a solution in search of a non-existent problem. Religious Right rhetoric notwithstanding, religion and prayer have not been banned from public schools; in fact the First Amendment protects students rights to pray, discuss religious views and read religious texts in school. Second, posting the Ten Commandments would violate the First Amendment by requiring schools to favor one religion over another; the Supreme Court ruled so in 1980. What is at stake here is not a students right to practice religion in school-that right is already guaranteed; rather, the Christian Right wants to be seen as doing something about school violence. The Ten Commandments as touted by Tom DeLay become a symbol of spirituality, a means to gauge both the morality of a school population and the pro-activeness of the Christian Right in combating school violence. Not all in the Christian Right are so naÃÆ' ¯ve as to think that the displaying of the Ten Commandments is a panacea forShow MoreRelatedThe Columbine High School Massacre1333 Words   |  6 Pages30 years there have been a lot of events that have had an impact on the development of crisis intervention. One that really sticks out is the Columbine High School massacre. This event occurred on April 20, 1999 in Littleton Colorado. â€Å"On this very sad day two seniors Dylan Klebold and Eric Harris carried out a full blown assault on the school during school hours with hundreds of kids and teachers present† (Levy, 1999). These two had a plan to kill as many people as they possibly could. They hadRead MoreThe Columbine High School Massacre2062 Words   |  9 PagesAmerican life was changed forever as the news broke of what would come to be known as the Columbine High School Massacre. Immediately reporters and psychologists alike began to ask the question; why? What could cause Eric Harris and Dylan Klebold, eighteen and seventeen respectively, to go off the deep end and commit one of the worst mass shootings in history? Both seniors had less than two months left in their high school career, why would they choose to commit this crime instead of graduating, moving onRead MoreColumbine Shooting : A High School1575 Words   |  7 Pages1 18 April 2017 The Columbine Shooting On April 20, 1999, tragedy struck a Colorado high school. It started out as an ordinary spring day in Jefferson County, but it soon turned horrific. â€Å"The tragedy began at approximately 11:10 a.m. on that sunny Tuesday,† (Gimpel 27), right around lunchtime. No one could have anticipated the events that would soon follow, devastating the otherwise average suburban town. The lives of the students of Columbine High School and their families wouldRead MoreThe Columbine High School Massacre1384 Words   |  6 Pagesyour book. Columbine, Dave Cullen, 2009. What is the primary topic with which this book deal? The Columbine High School massacre, including the shooting, investigation and aftermath, is the primary topic of this book. Give a summary of the book (4-6 Sentences). Eric Harris, an undiagnosed psychopath, and Dylan Klebold, a depressive, strategically planned and placed bombs in their school, Columbine High School, and cars, but the explosives did not detonate. The Colorado high school seniors shotRead MoreThe Columbine High School Shooting1529 Words   |  7 Pagesthese events, the Columbine High School shooting comes to many as one that completely morphed America s culture and sense of security. The assault was carried out by Eric Harris and Dylan Klebold, students of the school and close friends. They had nourished the idea, feeding it hours of attention and deep consideration. Then, they went forward with it on April 20, 1999. The boys took the event seriously, setting up decoy bombs and then positioning their vehicles in the school parking lot with anRead MoreThe Columbine High School Massacre Essay1938 Words   |  8 PagesThe topic that I have chosen to do my research on is that of Eric Harri s and Dylan Klebold who are infamously known for their rolls in the Columbine High School Massacre that occurred in 1999. I choose this incident for my research based on the amount of school place violence that is being seen more and more rampant in today’s society. This paper will cover the background and events of that horrible day, the individual break down of both Harris and Klebolds demographics, define the crime committedRead MoreColumbine High School Shooting Shootings1147 Words   |  5 PagesColumbine High School Shooting On April 20th, 1999 in Jefferson County, two seniors started a school massacre at Columbine High School. The attackers names Dylan Klebold and Eric Harris, both students were 17. There was extensive planning and a lot of major events that happened with the two before the shooting. When the attack was underway, a bunch of key events took place inside the school. Then, the information that was found out after the whole incident, containing the skills and personalitiesRead MoreThe Columbine High School Massacre890 Words   |  4 PagesIn later years, the Columbine High School Massacre reflected tales of adolescents captured by darkness where they took part in an evangelical youth movement (Pike 647). This movement caused an uproar in legislation involving church and state (Pike 647). The massacre also effected public school dress codes and behavior policies, and most importantly, shaped Americans’ reasoning about teens deviance and normality (Pike 647). September 2006, six years later, Dawson College in Montreal had an incidentRead MoreColumbine High School Massacre Essay1952 Words   |  8 PagesColumbine High School Massacre On Tuesday, April 20 1999, Columbine High School located in Columbine Colorado an unfortunate massacre happened and many teens lost their lives. The two students responsible for this incident were Eric Harris and Dylan Klebold. These two senior students were responsible for killing twelve students and one teacher; they were also responsible for injuring an additional twenty one students on their rampage. A few other students were injured while trying to escapeRead MoreColumbine High School Shooting: Why Did Columbine Occur1802 Words   |  8 PagesColumbine High School Shooting: Why did Columbine occur and what can be learned from it? Table of Contents: Part A: Identification and Evaluation of Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Part B: Investigation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Part C: Reflection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Part A: Investigation and Evaluation of Sources: This investigation will explore the question: â€Å"Why did Columbine happen and what can be learned from it?†. This investigation

Report on Leadership in Healthcare

Question: Describe the skills required by a team leader for a team of healthcare professionals. Answer: Introduction The purpose of this report is to describe the skills required by a team leader for a team of health care professionals. I have been appointed as team leader to lead health care team. I will identify and analyze the knowledge, skills and values required to be an effective team leader. The report will also discuss the potential consequence of poor leadership and how it will have an adverse effect on health care staff, patients and the involved health care organization. To evaluate my own role in leadership, I will use leadership analysis tool. By using this analysis tool, I can judge my leadership style as well as the performance of other health care staff. Skills of an effective team leader Anyone is appointed as a team leader for his level of expertise in that department of work and the ability to manage a team. I have been given the responsibility of leading a team of health care professionals due to my experience and knowledge about health care field. An effective team leader should have a personality and characteristics that encourage team members to excel in their work. The quality of compassion and integrity is present naturally in a team leader, but leadership skill is attained through formal training and experience. An effective team leader is welcomed and trusted by all team members and it also boosts production within the workplace (Daft, 2014). A leader should have a clear direction and objectives for the team while supervising and supporting an interdisciplinary health care team. The leader should incorporate a set of values and portray it to each member clearly. This attitude of a team leader helps in achieving competency level to manage critical health case and different patients. The team leader has the take of checking all the work system is working well. He/she monitors and ensures that all health infrastructures are updated from time to time. The team leader in medical profession keeps a record of all documented outcomes for each patient. Their focus is on giving quality patient-centered care. They analyze feedback from service users to improve the performance of health care professional and maintain quality (Rowitz, 2013). A team leader should have appropriate communications skills to lead the team. It is paramount quality required in all team leaders working in any field. Verbal and written communication skills help in presenting work expectation to the team member. It will help team members to perform the task according to that expectation. A team leader also listens to valuable inputs of other health care teams. It empowers team members and boosts their confidence. It helps in building trust as team members feel that that leader respects their opinions (Piccolo Buengeler, 2013). For example during a critical surgery in intensive care unit, each health professional and nursing staff has a different responsibility in the operating room. The team leader explains this role to each of them and every activity flows in a systematic manner (Huber, 2013). A quality team leader should be very honest and fair while dealing with the team. The fair action includes giving recognition to the good performance of team by rewards and acknowledgment. They also take disciplinary action if team members are not meeting the organization expectation or if they are negligent. Integrity is also a crucial characteristic of team leader. Such leaders are liked and respected by all as they treat everyone equally (Nancarrow et al., 2013). They delegate the task to trustworthy team members. It helps team leader in health care organization in focusing on other activities such as improving hospitals function and extending the health care service. An effective leader should be a powerful facilitator too. As a facilitator team leader for health care profession explains the health care organization goal to each health care staff such as registered nurse, physicians, etc. In the case of handling any critical patient with a chronic disease or a burn patient, they make an appropriate plan with interdisciplinary health care team on how to start the treatment process and the role of each member in the process (Wheeler et al., 2013). Health care industry works at a rapid pace and there is some amount of uncertainty is always there. For example, a patient's health or condition can deteriorate abruptly, or some emergency cases can come suddenly. So a team leader needs to prepare for this. A health care leader should always evolve and adapt new skills to successfully lead the organization. A health care leader faces the variety of challenges in their work such as meeting health care reform mandate to maintaining different positions despite a shortage of experienced health care professional. An effective leader knows how to plan for improvement, communicate the vision to each employee and how to implement plans. They understand that they are accountable for each activity, so they measure the success of all plans before implementing it (Shrader et al., 2013). Good leaders do not get nervous by immediate pressure at work. They take each hurdle as an opportunity to learn new things and most of the time they are successful in overcoming the obstacles. They have an innate ability to adapt to changing conditions in health care organization. They should be flexible in their activity to seize all opportunities, but they take care not to lose sight of their vision. So they divert and change plans but within the requirements of the industry. A person leading an interdisciplinary health care team constantly reshapes traditional models of care. Any change should not compromise goals, but it should be a way to move the vision forward (Yukl, 2012). A health care leader also has to take a lot of risk in their profession, so they should be courageous enough to take a valid decision during emergency situations. But leaders should also know the difference between calculated risk and rubbish risk was taken. Having this knowledge will help professional leaders to identify what type of activity comes under calculated risk and what kind of risk will be a complete failure. This quality helps them to try new things courageously. Any risk associated with an activity is calculated only using careful study and disciplined plan of action. This calculation improves the chance of success (Swayne et al., 2012). A team leader not only just interacts with team members but they also deal with their people like organization owner, client and their families. So they should know how to influence people by his actions. An effective leader needs to be active, not passive. He should be one who is not afraid of coming to the forefront and dealing with different groups of people. They act as persistent advocates for the organization. This quality promotes sustenance of collective contribution, passion, and firm determination in achieving organization objectives (Fernandez, 2015). Healthcare industry is about building a health-related relationship with the client and different expert panels of a physician. A good health care leader is one who remains constantly involved at every level of the organization. They interact efficiently with the principal stakeholders like employees, physicians, patients, families, and the community. They know the skill how to integrate each relationship and unite all of them in particular health care service. Health care organization constantly redefines traditional practice structure and patient-centered model of care. Therefore having the above qualities will be helpful in managing these changes (Stoller, 2013). A team leader in health care organization is surrounded by experienced physicians with a distinct specialty as well as experienced nursing and other staff. The team leader can easily identify new talents by certain parameters. Based on those parameters, they consider the person useful for the organization and recruit that person. A team leader should be optimistic in all situations. They are very energetic and work with a passion for developing their organization. There are numerous examples of charismatic leaders like Barack Obama, Angela Merkel, etc. A new leader can take inspiration from them. These leaders have a contagious attitude and passion for work. They are confident of what they are doing, and their confidence drives them forward (Lavine, 2014). Any leader is not born with an in-born talent to lead. They also make a mistake and learn from them. They constantly hone their skills. They seek for opportunities to develop their abilities. They hone their skills by reading article and books on leadership and attending seminars (Weaver et al., 2014). Some also copy actions of other leaders or meet them to gain knowledge and get inspired them. They can learn ways of mentoring from them. Healthcare industry has advanced in developing cutting edge life-saving equipment, but they are lacking in quality mentoring. So leaders need to learn these skills. This skill will help leaders to learn many things early in their career. This kind of exposure in their career will help them to develop required competency in their field (Borkowski, 2015). Consequences of poor leadership and its affect on health care The mentioned facts are the qualities of a leader. This section discusses the potential consequence of poor leadership demonstrated by team leaders. Poor leadership is misleading, and this occurs only when leaders lack vision. A leader without direction and vision is aimless. When there is no specific goal, then the planning also gets hampered. It does not lead to systematic planning, and everything becomes haphazard in such work environment. Such leaders will be carrying the organization forward just mechanically, but they will not be able to give intellect input for the development of their service. It hampers the relation between a team member and they develop frustration as the leader decision is biased. It leads to employee dissatisfaction and creates a chaotic situation (Schyns Schilling, 2013). For example in health care, poor leadership has an impact on employee burnout and job satisfaction. This occurs because there is too much job demand but few resources. Apart from this, a weak leader further aggravates the problem. A weak leader cannot balance employees work, and when they develop burnout, performance is hampered. Leadership is about creating a good relationship with team members, but poor leadership damages the relationship too (Munir et al., 2012). A person with poor leadership skills cannot link their strategies and plans according to the vision of the organization. It creates a huge gap in planning strategies and their execution. If plans are not clear, the leader cannot integrate or present them to their work staff. It creates communication problem between different departments. Some leaders do not know the importance of building a good relationship with each member. They only like those people who think and act like them. This attitude creates cognitive gaps. So homogenous team setting can be harmful for the company or organization. Employees also expect that their ideas and opinions will be considered by team leaders. Poor leaders either do not take their views, or they just thrust their own plan on them. Some leaders promise big things to their employees, but they under deliver or postpone their decision. This kind of attitude is harmful to every person in their organization and their service too (Johnson, 2013). Such problems are often seen in hospitals. In the absence of quality team leaders, services automatically get disrupted. Every physicians and nurse have the responsibility of explaining to patients about the correct routine for taking medicines and its side effects. But when the role of each member is not defined adequately by team leaders, problems arise. The nurse might think physician will explain the detail about side-effect whereas doctors expect the nurse to explain the side effects. It would lead to complication in those patients who do not follow medication instructions. A patient who is allergic may develop serious side effects. Healthcare also has a responsibility to communicate with the patient and understand their woes and health conditions. Many patients are too shy to ask anything when in doubt about the treatment process. So if leader explains to each staff member that they need to interact with patient regularly, any confusion from the patient side can be eliminated ( Harrison et al., 2015). Poor leadership has an impact on each area of service. It can create retention issues, decreased engagement among workers, low performance and lack of morale. The immediate impact is on employees. In the absence of clear goals, team members are unable to unite to a common organization goal. It lowers morality level, and a culture of mediocrity develops. Work integrity is also hampered as poor leadership leads to erosion of professional values and ethics. Good leader acts as a light directing the organization towards excellence, but poor leadership is like a shadow which darkens many areas of the organization. In health care, poor leadership results in medical errors and poor quality of care. It happens because health care leaders do not communicate patient-centered goals to each member (Ciulla, 2014). Evaluation of leadership skills by leadership assessment tools There are various leadership self-assessment tools now available to judge individual leadership skills. Several tools are also developed on healthcare leadership model. These exercises help leaders to identify their abilities and weakness and solve critical organization problems. These tools contribute to improving skills through assessment, learning, and practice. I will use this tool to understand my own behavior and identify strength and weakness. It helps me focus on those areas where I may be lagging in my work. The self-assessment tools are in the forms of questionnaires on our area of activity. It will help me realize which dimension of health care leadership model is critical for me. I will rate myself by comparing my activity with those dimensions of health care models. I will also use this tool to evaluate the role of other team members (Koh, 2013). The leadership assessment tool has an evaluation on several aspects like-cognitive style, ability to gain power and influence, using influencing strategies, identifying poor performance and inviting motivation, effective empowerment and team development behaviors. For example, cognitive exercise may give an individual situation and ask what response I will take in such situation. The questions may be like you are about to meet a patient undergoing surgery. The patient and the family are worried about it, and they want to avoid it at any cost. The answer to the question will help me realize how best I put efforts to convince the patient and family members to go through the treatment process. The questionnaires will have different options and a score for it. With the response to my answer and score I get, I can identify where I lack in leadership skills and what can I do to improve my weakness (Valentine et al., 2015). I will analyze team efficiency by scoring staff members by diagnosing poor performance and enhancing motivation exercise. The questions may be like when discipline is required have I given specific suggestion to each member and whether the team members have acted according to those instructions. The option for the questions may be like strongly agree, agree, slightly agree or disagree. Each option had the marking scale and based on the marks on this rating scale; I can judge my own skills as well as my team members (MacPhee et al., 2013). Conclusion Therefore, the report is a comprehensive detail on the values and competencies required by a team leader. It has highlighted the general skills required by a team leader working in any field. It has also explained the skills required for a team leader in health care industry. It has explained the consequences of poor leadership on the organization. Some examples have also been given related to the crisis in health care organization arising due to poor leadership. Finally, it has described assessment tool available for leadership assessment and how it can be helpful for individual and team members to develop their skills. Reference Borkowski, N. (2015).Organizational behavior in health care. Jones Bartlett Publishers. Ciulla, J. B. (Ed.). (2014).Ethics, the heart of leadership. ABC-CLIO. Daft, R. (2014).The leadership experience. Cengage Learning. Fernandez, C. S., Noble, C. C., Jensen, E., Steffen, D. (2015). Moving the needle: A retrospective pre-and post-analysis of improving perceived abilities across 20 leadership skills.Maternal and child health journal,19(2), 343-352. Harrison, R., Walton, M., Manias, E., SmithMerry, J., Kelly, P., Iedema, R., Robinson, L. (2015). The missing evidence: a systematic review of patients' experiences of adverse events in health care.International Journal for Quality in Health Care,27(6), 424-442. Huber, D. (2013).Leadership and nursing care management. Elsevier Health Sciences. Johnson, C. E. (2013).Meeting the ethical challenges of leadership: Casting light or shadow. Sage Publications. Koh, H. K., Brach, C., Harris, L. M., Parchman, M. L. (2013). A proposed health literate care modelwould constitute a systems approach to improving patients engagement in care.Health Affairs,32(2), 357-367. Lavine, M. (2014). Paradoxical leadership and the competing values framework.The Journal of Applied Behavioral Science, 0021886314522510. MacPhee, M., Chang, L., Lee, D., Spiri, W. (2013). Global health care leadership development: Trends to consider.Journal of Healthcare Leadership,5, 21-29. Munir, F., Nielsen, K., Garde, A. H., Albertsen, K., Carneiro, I. G. (2012). Mediating the effects of worklife conflict between transformational leadership and healthà ¢Ã¢â€š ¬Ã‚ care workers job satisfaction and psychological wellbeing.Journal of Nursing Management,20(4), 512-521. Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., Roots, A. (2013). Ten principles of good interdisciplinary team work.Hum Resour Health,11(1), 19. Piccolo, R. F., Buengeler, C. (2013).Behavioral approach to leadership. Oxford University Press. Rowitz, L. (2013).Public health leadership. Jones Bartlett Publishers. Schyns, B., Schilling, J. (2013). How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes.The Leadership Quarterly,24(1), 138-158. Shrader, S., Kern, D., Zoller, J., Blue, A. (2013). Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare setting.Journal of allied health,42(1), 1E-6E. Stoller, J. K. (2013). Commentary: recommendations and remaining questions for health care leadership training programs.Academic Medicine,88(1), 12-15. Swayne, L. E., Duncan, W. J., Ginter, P. M. (2012).Strategic management of health care organizations. John Wiley Sons. Valentine, M. A., Nembhard, I. M., Edmondson, A. C. (2015). Measuring teamwork in health care settings: A review of survey instruments.Medical Care,53(4), e16-e30. Weaver, S. J., Dy, S. M., Rosen, M. A. (2014). Team-training in healthcare: a narrative synthesis of the literature.BMJ quality safety, bmjqs-2013. Wheeler, D. S., Geis, G., Mack, E. H., LeMaster, T., Patterson, M. D. (2013). High-reliability emergency response teams in the hospital: improving quality and safety using in situ simulation training.BMJ quality safety,22(6), 507-514. Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention.The Academy of Management Perspectives,26(4), 66-85.

Whistle Blowing Theory And Whistleblowers Protection Social Policy Essay Essay Example

Whistle Blowing Theory And Whistleblowers Protection Social Policy Essay Paper The purpose of this paper is to show the theory of whistle blowers protection, analyze the mechanisms for protection that surrounds it and pull out recommended whistle-blowing protection for Republic of Macedonia. It will get down with showing background theory for whistle blowers protection and specify the chief constructs of this theory such as who are the whistle blowers, what it means and when does it happen, and what are the most normally used mechanisms for protection of whistle blowers normally included in policies. The paper will furthermore, analyse the basic mechanisms of protection such as namelessness, unsusceptibility from legal action, and protection against reprisal which are frequently referred to as basic whistle-blowing protection, and farther mechanisms such as resettlement or transportation, reinstatement and back wage. These mechanisms will so be compared to the statute law in Macedonia. The concluding portion of this paper will reason with recommendations drawn out from these analyses for a whistle blowers policy protection that might be adopted by the Government in Macedonia. WHISTLEBLOWING We will write a custom essay sample on Whistle Blowing Theory And Whistleblowers Protection Social Policy Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Whistle Blowing Theory And Whistleblowers Protection Social Policy Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Whistle Blowing Theory And Whistleblowers Protection Social Policy Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Whistle-blowing is a term that has been used a batch in the media to show different instances of error and emphasize the importance of these instances for the public public assistance. In this portion of the paper we will look at the construct behind whistle-blowing and what this means through several different definitions that have been used in this theory or definitions that support the apprehension of the writer of this paper. Furthermore, we will specify the term whistle blower and whistle blowers protection and several instances of whistle blowers will be presented in order to show the importance of this protection. The term whistle-blowing comes from different beginnings. The general apprehension that underlines the beginning of this term normally derives from the action of whistling as an act of signaling. In these footings, Miceli and Near make a analogue of the act of blowing the whistling in a corporation or authorities, and the whistle of a football referee. By comparing whistle-blowing with an functionary on a playing field, such as a football referee, who can blow the whistling to halt action , they refer to the whistle blower as person who whistles to halt errors ( Miceli and Near 1992, 15 ) . Similarly Deiseroth, ties the term whistleblower to the Englishbobbies ( police officers ) , who would blow their whistlings when they would detect the committee of a offense ( International Network of Engineers and Scientists for Global Responsibility 2009 ) . All of these imply that whistle-blowing as an act is related to signaling errors. Before traveling into account of who are the whi stle blowers and what is the impact of describing incorrect behaviors, we will look at the theory that defines the construct of whistle blowers and whistle-blowing as an act. Harmonizing to Larmer, whistle-blowing is the act of complaining, either within the corporation or publically, about a corporation s unethical patterns ( Larmer 1992, 126 ) . De Maria in his book Deadly revelations: whistle-blowing and the ethical meltdown of Australia defines whistle-blowing as a public exposure of wrongdoing ( De Maria 1999, 32 ) and as an ethical opposition against the normally protected being of wrongdoing ( De Maria 1999, 34 ) . Whistle-blowing is besides defined as the revelation by organisations members ( former or current ) of illegal, immoral, or illegitimate patterns under the control of their employers, to individuals or organisations that may be able to consequence action ( Near and Miceli 1985, 4 ) . In add-on to these definitions Jubb looks at whistle-blowing in a broader scope and defines it as dissent, in response to an ethical quandary, in the signifier of a public accusal against an organisation ( Jubb 1999, 79 ) and in the more narrow footings defines it as: a calculated non-obligatory act of revelation, which gets onto public record and is made by a individual who has or had privileged entree to data or information of an administration, about non-trivial illegality or other wrongdoing whether existent, suspected or anticipated which implicates and is under the control of that administration, to an external entity holding possible to rectify the error ( Jubb 1999, 79 ) . As it can be understood from the provided definitions of whistle-blowing, we can reason that the construct of whistle-blowing is chiefly defined as a construct that involves coverage of ethical errors which affect the populace in the society. Now that we have underlined the beginnings and the act of whistle-blowing, we turn to placing who is the whistle blower and why there is a demand for a whistle blowers protection. De Maria defines whistle blowers as: a concerned citizen, wholly or preponderantly motivated by impressions of public involvement, who initiates of his or her ain free will, an unfastened revelation about important wrongdoing straight perceived in a peculiar occupational function, to a individual or bureau capable of look intoing the ailment and easing the rectification of incorrect making ( De Maria 1995, 447 ) . At the same clip, Miceli and Near define the whistle blowers as nowadays or past member of an organisation against which the ailment is lodged ( Miceli and Near 1992, 16 ) . The definitions given above imply and confirm the thought given in Jubb s more narrow definition of whistle-blowing about possessing inside cognition about an organisation sing different errors of the organisation or skeletons in their cupboards. They besides stress the importance of whistle blowers in the act of uncovering incorrect behaviors in the public sector or the organisations. Additionally, the provided definitions of incorrect behaviors besides stress the importance that these Acts of the Apostless frequently refer to information in ownership of the whistle blowers gained in the period of employment with the public sector or given organisation, which deals with illegal or un-ethical Acts of the Apostless. Unfortunately when information is leaked really frequently the inquiry within the organisations harmonizing to Frome is non Is it right or incorrect? but Who leaked it? ( Frome 1978, 53 ) . In many instances such as these, when this information is exposed to the populace, the whistle blowers are fired, repressed or in some utmost instances even assassinated. Such is the instance of Marlene Garcia Esperat who was killed for her exhibition A ; eacute ; on transplant and corrupt patterns ( Espejo 2006 ) in the Philippines Department of Agriculture in 2005. Similar is the instance of Satyendra Dubey who brought up the corruptness in the main road building in India and was assassinated in 2003 twelvemonth after he complained to Mr Vajpayee and the route web governments ( BBC News 2003 ) , and the instance of Manjunath Shanmugam, who brought up to attending the corruptness in the gas industry in India and was murdered for exposing an debasement racket in Lakhimpur in 2005 ( News, Daily News Updates 2009 ) . Even thought the instances presented above represent extreme state of affairss, they stress the importance of holding policies that will offer whistle blowers protection. The protection in these footings is provided through the several mechanisms brought up at the beginning of the paper, viz. the namelessness, unsusceptibility from legal actions, protection against reprisal every bit good as resettlement, reinstatement and back wage. Basic protection Anonymity Whistle blowers are in some instances reluctant to blow the whistling. This can be a consequence of many factors, some of which include the fright of their safety, the earnestness of the information that they are in ownership of, and some factors may include the fright of unjust revenge. In these instances whistle blowers may take to remain anon. . However even thought some of these factors can be into drama namelessness non ever can be guaranteed, particularly in instances as defined by Elliston when the namelessness impedes the chase of truth ( Eliston 1983, 174 ) . One manner of set uping namelessness is by debut hot lines in the organisation, but has to be taken into history that this may come as a struggle in smaller organisations. Unsusceptibility from legal action This shield refers to the unsusceptibility from legal actions for the whistle blowers. In the most simplified significance this reflects to state of affairss when the whistle blower may be given unsusceptibility from condemnable prosecution in exchange for their testimony. The Justice Department of Australia in a treatment paper on Public involvement disclosures provinces that individual that discloses information about incorrect making will non be apt for any action, claim or any other demand of any nature including for breach of legislative act, condemnable offense, calumny, breach of assurance, misconduct or other disciplinary offense ( Tasmanian Department of Justice 2000 ) . However, it needs to be noted every bit good that unsusceptibility from legal actions is besides non ever guaranteed. For illustration, a individual can non be given unsusceptibility if the errors that are reported have been carried by from the individual that is describing them. Protection against reprisal Protection against reprisal is seen as critical by Near and Dworkin because it signals organisational support for the coverage of error ( Near and Dworkin 1998, 1560 ) . These writers point out that an organisation that does non handle its employees reasonably under other fortunes would look more likely to revenge against whistle blowers than would an organisation that is seen as just ( Miceli and Near 1992, 217 ) . Sing the above, whistle-blowing protection policies normally define certain actions that are taken against persons that are trying or cabaling to do injury to the whistle blower. Further protection Resettlement or reassign Resettlement, which sometimes is tied to namelessness, is an extra mechanism of the whistle blower protection that provides resettlements or transportations to another section upon a petition of the individual that blows the whistling. In instances when the individuality of the whistle blower is keep anon. this protection is non necessary, whereas in instances of knows identity extra protection is provided by relocating the whistle blower. In other instances, the whistle blower if he has concern about his safety, he can once more bespeak for resettlement or transportation. It needs to be taken into history that sing this protection will most likely vary on a instance to instance footing. The South Australian Whistleblower Protection Act 1993 provinces that if whistle blowers feel that a reprisal might originate from their actions of describing errors, they can bespeak for resettlement on the footing that the lone practical manner to take or well take the danger ( South Australian W histleblower Protection Act 1993 ) . Redresss Reinstatement The reinstatement with the whistle blowers protection normally falls under the classs of redresss. Within this category reinstatement should be provided in order for the whistle blowers to go on his calling. Kohn states that one of the ends of reinstatement is to restore the employee as about as possible to the place he or she would hold been in if the favoritism has non occurred ( Kohn 2001, 331 ) . Furthermore, he states that reinstatement after a individual has blown the whistling is sometimes about impossible particularly when it comes to happening comparable work in the same industry ( Kohn 2001, 330 ) . In has to be taken into history that for most of the whistle blowers the issue of holding a occupation comes foremost and first from the basicss of the benefits that one addition in footings of income. Therefore, the protection to the whistle blowers by supplying reinstatement can be seen as holding important importance to the whistle blowers themselves. Lewis in his artic le on whistle-blowing at work besides points out to the importance of holding reinstatement provided by stating the where workers have lost their occupations they should besides hold the option of taking reinstatement or re-engagement ( Lewis 2001, 193 ) . Back wage Harmonizing to Kohn, back wage serves to vindicate the public policy behind a unlawful discharge legislative act, at Acts of the Apostless as a deterrence to future unjust labour patterns, and it serves to restore the injured employee to the same status quo as would hold existed but for the unlawful act ( Kohn 2001, 332 ) . These serves to supply the whistle blower with farther protection on the footing of compensation ; nevertheless the restriction of the back wage is that it is hard to come close the sum that the individual would hold earner have he or she stayed in the organisation. Kohn states that back wage awards are continues and are concluded once the employer makes unconditioned offer of reinstatement ( Kohn 2001, 333 ) . After we have looked at the whistle-blowing construct and the protection that is proved to whistle blowers, we need to take a expression at the statute law in Macedonia to see what sort of protection is offered, if any. Furthermore, we will go on with recommendations for whistle-blowing protection that the Government of Macedonia might see to implement in future whistleblower policies. Article 38 from the Law on free entree to information of public character in Macedonia provinces that: Any duty shall be removed from an employee within the province disposal that shall unwrap protected information, in instance such information be of significance for the revelation of maltreatment of power and perversive behaviour, every bit good as for the bar of serious menaces to human wellness and life and the environment ( Law on free entree to information of public character 2006 ) . In add-on to this article, Article 20 from the Law on bar of corruptness in Macedonia provides that: A individual who has disclosed information bespeaking an act of corruptness may non be capable to condemnable prosecution or to any other liability ; protection harmonizing to the jurisprudence shall be provided to a individual who has given statement or has testified in a process for an act of corruptness. This individual shall hold the right to compensation of amendss, which he/she or a member of his/her household has suffered, due to the statement made or testimony given ( Law on bar of corruptness 2002 ) . These two articles from the statute law in Macedonia provide some legal protection to whistle blowers, nevertheless they do non protect the whistle blower to the full. Article 38 from the Law on free entree to information of public character in Macedonia provinces that individual that would unwrap information about incorrect behaviors will be removed from duty, nevertheless the article does non specify this duty and whether it refers unsusceptibility of legal prosecution. In add-on, Article 20 from the Law on bar of corruptness bounds the disclosed information merely to Acts of the Apostless of corruptness, and likewise to the old article once more it does non specify the protection of the whistle blower in a manner that no farther information is given about the signifier of the compensation of amendss. The undermentioned subdivision of this paper provides the recommendation for an ideal whistle blowers protection and gives a recommendation on which of the steps or as we called them shields should be taken into consideration and drafted in a jurisprudence by the Government of Macedonia. Recommendation In footings of namelessness, the writer of this paper feels that it needs be taken into history that people sometimes choose non to blow the whistling when they consider this action to be conceited. In add-on to this, Miceli and Near point out that people sometimes do nt desire to take the clip to do a study ( Miceli and Near 1992, 42 ) . They furthermore emphasis that even thought guaranteed namelessness may cut down this prejudice to some extend, it does non turn to the other jobs ( Miceli and Near 1992, 42 ) . Having said this, the writer of this paper believes that farther devolution in policies that would turn to colored state of affairs should be good and explicitly developed in the whistle blowers protection. Recommendations on unsusceptibility refer closely to the treatment earlier about the Law on free entree to information of public character in Macedonia and the demand to clearly place the remotion of duty when unwraping errors and whether it refers to unsusceptibility of legal prosecution. The whistle blowers protection should include actions for people that are trying or cabaling in order to transport out reprisal over the whistle blower. These actions should include legal and disciplinary actions if a individual engages in Acts of the Apostless that would personally harm or endanger the safety of the whistle blower, would prosecute in Acts of the Apostless of belongings harm or loss, intimidates, decreases degree of employment and similar activities that might harm the white-blower. The writer of this paper believes that in footings of resettlement or transportation, a recommendation for an ideal policy for whistle-blowing protection aside from the resettlement and transportation should see spread outing this protection in a manner that would supply as good leave of absence in instance when no resettlement or transportation is available at the minute. This in add-on to the resettlement and transportation shield would supply more efficient protection when there is any opportunity that the individual blowing the whistling might be reprised. The whistle blowers protection should clearly specify reinstatement and back pays protection. In footings of reinstatement, it needs to be noted in the statute law that reinstatement must be to a comparable occupation ( Kohn 2001, 333 ) . The protection should clearly specify the procedure of back wage awards and if this procedure can last continuously until reinstatement of the employee has been brought up on the docket of the employer. Further considerations might be given in specifying the procedure of computation in footings of clip. This would connote that back wages can be cipher on quarterly footing which would connote that employees interim net incomes in one peculiar one-fourth have no effect on back wage liability for another one-fourth ( Kohn 2001, 333 ) , or they can be calculated on periods of six months which would reflect the current state of affairs in Macedonia where normally no important alterations are seen in footings of publicities or raise on salary on sh orted periods. In decision, the articles provided in the statute law of Macedonia referred to some grade to unsusceptibility from legal action and to payment of amendss to the whistle blowers as a consequence from inflicted amendss from a given testimony. Therefore, a whistle blowers protection is recommended that would give clear apprehension of what constitutes a individual that discloses errors, the chance for namelessness, reinstate or transportation every bit good as definitions of redresss that would follow these actions. Second and most of import due to the attempt of the Government of Macedonia to contend with corruptness holding a clear and good defined whistle blowers protection drafted in jurisprudence that might take to more rapid betterments when contending and bar corruptness. REFERENCE LIST BBC NEWS. 2003. India probes whistleblower slaying. BBC NEWS, December 15, hypertext transfer protocol: //news.bbc.co.uk/2/hi/south_asia/3320011.stm ( accessed November 29, 2009 ) . Deiseroth, Dieter. 2009. What is whistle blowing? International Network of Engineers and Scientists for Global Responsibility. hypertext transfer protocol: //www.inesglobal.com/index.php? whistle-blowing A ; highlight=Dieter % 20Deiseroth ( accessed November 29, 2009 ) . De Maria, William. Deadly Disclosures: Whistleblowing and the Ethical Meltdown of Australia. Kent Town, S. Aust: Wakefield Press, 1999. De Maria, William.1995. Quarantining dissent: the Queensland populace sector moralss motion. Australian Journal of Public Administration 54 ( 4 ) : 442 455. Elliston, Frederick A. 1982. Anonymity and Whistleblowing. Journal of Business Ethical motives 1 ( 3 ) :167-177. Espejo, Edwin G. 2006. The Esperat slaying instance: Justice at last but no terminal yet. Sun.Star General Santos, October 09, hypertext transfer protocol: //www.sunstar.com.ph/static/gen/2006/10/09/feat/the.esperat.murder.case.justice.at.last.but.no.end.yet.html ( accessed November 29, 2009 ) . Frome, Michael. 1978. Blowing the Whistle. The Center Magazine 11:50-58. Johnson, Roberta Ann. Whistleblowing: When It Works and Why. Boulder: L. Rienner Publishers, 2003. Jubb, Peter B. 1999. A Restrictive Definition and Interpretation. Journal of Business Ethics Vol. 21, no. 1 ( August ) . hypertext transfer protocol: //www.jstor.org/stable/25074156 ( accessed November 29, 2009 ) . Kohn, Stephen M.Concepts and Procedures in Whistleblower Law. Westport, Conn: Quorum Books, 2001. Larmer, Robert A. 1992. Whistleblowing and Employee Loyalty. Journal of Business Ethics Vol. 11, no. 2 ( February ) , hypertext transfer protocol: //www.jstor.org/stable/25072254 ( accessed November 29, 2009 ) . Lewis, David. 2001. Whistleblowing at Work: On What Principles Should Legislation Be Based? Industrial Law Journal 30, no. 2, hypertext transfer protocol: //ilj.oxfordjournals.org/cgi/reprint/30/2/169 ( accessed November 29, 2009 ) . Miceli, Marcia P. , and Janet P. Near.Blowing the Whistle: The Organizational and Legal Implications for Companies and Employees. Issues in organisation and direction series. New York: Lexington Books, 1992. NDTV News India. 2009. News, Daily News Updates, November 10, hypertext transfer protocol: //birlaa.com/news/remembering-manjunath-killed-for-honesty/10000 ( accessed November 29, 2009 ) . Near, Janet P. , and Marcia P. Miceli. Organizational Dissidence: The Case of Whistle-Blowing. Columbus, Ohio: College of Administrative Science, Ohio State University, 1985. Near, Janet P. , and Terry M. Dworkin.1998. Responses to Legislative Changes: Corporate Whistleblowing Policies. Journal of Business Ethics 17, no. 14 ( October ) , hypertext transfer protocol: //www.jstor.org/stable/25073989 ( accessed November 29, 2009 ) . Official Gazette of the Republic of Macedonia. 2002. Zakon za sprecuvanje na korupcijata ( Law on bar of corruptness ) 28/02. Official Gazette of the Republic of Macedonia. 2006. Zakon za sloboden pristap do informacii od javen karakter ( Law on free entree to information of public character ) 13/06. South Australian Government Gazette. 1993. Whistleblower Protection Act 16.9/93. Tasmanian Department of Justice. 2000. Public Interest Disclosures. Discussion paper. hypertext transfer protocol: //74.125.77.132/search? q=cache:8G4kPPC9a18J: www.justice.tas.gov.au/__data/assets/word_doc/0008/55556/Discussion_Paper_Final.doc+ % 22Immunity+from+legal+action % 22+whistle A ; cd=3 A ; hl=en A ; ct=clnk. ( accessed November 29, 2009 ) .

Deans Death essays

Dean's Death essays Upon a second look at Deans death, the author arrives at some new conclusions. Did Deane really commit suicide? From Deans letters and surviving papers the author concluded that Deane believed himself innocent and would not have had any obvious motive for suicide. And even if he did feel guilty for doing something wrong, why would he kill himself ten years after the fact? Why would he wait a week aboard ship to take the poison in? We have no proof that Deane committed suicide, we do not know the circumstances of his death. The report that was made by a captain of the ship was never preserved. His suicide was a suspicion of Dr. Bancroft, his closest friend. He wrote Deans death account. The author suspects that this very Dr. Bancroft was the one who helped Deane die. Deane knew that Dr. Bancroft was spying for Britain, that he was a traitor, a double agent. Deane had too much information about Dr. Bancrofts wrongdoing and Dr. Bancroft got too nervous that all the truth would be revealed. In London Dr. Bancroft could watch Deane but in America he could not. He did not want to loose all his privileges, it was easier for him to get rid of Deane. Dr. Bancroft did not just murder him. He was an expert on poisons and probably slipped some of it into Deans laudanum mixture knowing that Deane would not take it until he was on shipboard off to America. He had a good alibi. He was not on a ship along with Dean and he did not see him for more than a week. As for me, I agree with the authors suspicion that Deane did not commit suicide but died from a deadly poison given to him by Dr. Bancroft. Why would Deane want to end his life aboard ship if he was going to America in order to start a new life? He had made plans for the future and suddenly killed himself? I do not think this is the case. I think Dr. Bancroft had to do with it. I think, his fear of being busted, of being accused a...

The Devil in the White City Essay Example | Topics and Well Written Essays - 1500 words

The Devil in the White City - Essay Example many as 200) and the World Fair that was going on at the time in the same city produces a vivid picture of America that presents both its best and its worst sides. The two stories, of creation and destruction, come together to create a whole: The so-called Gilded Age of American history was indeed a time of remarkable productivity. After the damage and chaos of the civil war a sudden spurt of energy occurred throughout America, but especially in Northern and mid-Western cities such as Chicago. An echo of the English Industrial Revolution that had transformed Britain a century before, American industry blossomed, and with it is cities. However, as Larson suggests, along with the growth of great cities with populations measured in the millions comes the anonymity, strangeness and loneliness associated with them. Holmes was both a product of these tendencies, and also took advantage of them. His comments regarding his own moral state, while melodramatic, may also encapsulate the great battle that was occurring between Labor (ie. individual human beings) and Capital (the great productive force) that was producing highly efficient, but somehow inhuman cities: While obviously self-serving, Holmes brings up an important factor – the sense of powerlessness within the modern cities as the battle between Labor and Capital played out. The idea of creation is vital within the book, in the sense of an industrial construction of various worlds that both clash with and yet strangely compliment one another. Thus, Daniel Burnham struggles against an unforgiving landscape (swamps) and government bureaucracy to see his dream rise above the city; and all the while Homes is building (and then secretly adapting) his torture and murder house. The fact that Holmes was a Doctor of Medicine adds a further layer of irony to the book. A person trained to help and cure people, who one might expect would be least likely to actually enjoy doing the opposite, enjoys doing just that.

National Math Curriculum Case Study Example | Topics and Well Written Essays - 1000 words

National Math Curriculum - Case Study Example The key concepts of applications of mathematics enable the students of this college to gain a critical understanding about mathematical ideas that shape our world. The revised mathematics programme of study for key stage 3 includes the level 1 functional skills standard in mathematics. There are structural similarities with the level 1 functional skills. For the algebra lessons, there are four specific examples outlined. The first one is to generate and describe simple integer sequences. The second one is to generate terms of a simple sequence based on a given rule. The third one is to generate sequences from practical contexts and explain the general term in specific simple cases. The fourth one is to express simple functions in words and afterwards express it using symbols and in mappings. For the lessons in shape and space, there are seven specific examples. The first one is to utilize letter symbols to represent unknown numbers and variables. The second one is to recognise and use multiples, factors or divisors, common factor, highest common factor, lowest common multiple and primes. The third one is to find the prime factor decomposition of a number. ... For the lessons on probability, there are three examples. First, one must generate the point estimate of a normal distribution. The second example is finding the confidence interval of normal distributions. The third one is to assess the strength of association between two variables using chi-square and phi. The major functional skills in algebra, shape and space and probability lessons are applied to the teaching and learning methods of St. Thomas a Becket Catholic College. This type of holistic learning needs to contribute to the development of the key processes. The skills developed in key stage 3 pertain to the key processes of representing, analysing, interpreting, evaluating, communicating and reflecting. The range and content set out in the programme of study is comprehensive. The key stage 3 programme of study forms the foundation for pupils to apply their mathematics to actual situations in the real world in key stage 4.This curriculum helps them to be responsible citizens. It contributes to help them adopt mathematical skills for financial capability which will prepare them to live responsible and satisfying lives. The curriculum puts primordial emphasis on analysing and justifying conclusions in mathematical situations which allows them to acquire critical and analytical appr oaches to real-life situations. This curriculum helps students to be successful learners. The mathematics programme of study assists students with inquisitive minds to learn how to think for themselves. It specifically provides ample opportunities for pupils to tackle open-ended problems. The pupils are work with mathematical errors and misconceptions, which helps them to understand how they learn, as well as to learn from their

Evidence based practice with young people who sexually offend Essay

Evidence based practice with young people who sexually offend - Essay Example t for a crime, a mere intention is not enough, or even if there is a crime as well as an intention to it, it still does not fall under the category of crime if it hurts and offends someone in personal. (Danziger, pp. 34-37, 2002) Any wrongful act is a crime only when it is done with an intention as well as the act of wrongdoing affects the public. Such a definition was limited to only adult and grown-up members of the human society until few decades ago; however, a new term of juvenile or adolescent offenders came into being after a number of cases reported in which, youngsters below 18 years of age were involved in criminal activities, such as theft, burglary, rape, harassment, etc. In specific, when a juvenile in the age group of 13-17 commit any sexual offense, he/she is referred as adolescent sexual offender in the United Kingdom, and such is the case in a number of other countries around the globe. There can be innumerable reasons for sexual offenses flourishing in our society; however, experts have classified them into different broad umbrellas such as social circumstances, moral and ethical reasons, racial and lingual issue, environmental factors, religious differences, personality disorders, mental diseases, past experiences, family history and so on and so forth. (Bessant & Watts, pp. 33-41, 2007) Sometimes the reason is nothing but the personal choice of the criminal to adhere to sexual offenses. This paper deals with a thorough discussion of factors that are responsible for existence of such offensive activities in lives of youngsters. Crimes can be viewed as the result of adverse social circumstances. (Wolfgand & Johnston, pp. 56-63, 1962) Not every youngster chooses crime for his life’s long journey; however, sometimes, conditions are just too impossible to avoid for ordinary people, situations are inevitable to not to fall apart, not always the wrong doer is the criminal only, sometimes, it is the whole society to share the crime. Yes, crimes

Capital Punishment Essay -- essays research papers fc

Capital Punishment Murder, a common occurrence in American society, is thought of as a horrible, reprehensible atrocity. Why then, is it thought of differently when the state government arranges and executes a human being, the very definition of premeditated murder? Capital punishment has been reviewed and studied for many years, exposing several inequities and weaknesses, showing the need for the death penalty to be abolished. Upon examination, one finds capital punishment to be economically weak and deficient. A common misconception of the death penalty is that the cost to execute a convicted criminal is cheaper than to place a convict in prison for life without parole. Due to the United States judicial system, the process of appeals, which is inevitable with cases involving death as the sentence, incurs an extreme cost and is very time consuming. The cost of a capital trial and execution can be two to six times greater than the amount of money needed to house and feed a prisoner for life. "Studies show incarceration costs roughly $20,000 per inmate per year ($800,000 if a person lives 40 years in prison). Research also shows a death-penalty ease costs roughly $2 million per execution," (Kaplan 2). Capital punishment is extremely expensive and depletes state governments of money that could be used for a wide range of programs that are beneficial. As Belolyn Wiliams-Harold, an author for the jour nal Black Enterprise, writes that county governments are typically responsible for the costs of prosecution and the costs of the criminal trial, including attorney's fees, and salaries for the members of the courtroom. All this money is spent at the expense of the corrections department and crime prevention programs, which are already is strapped for cash (Williams-Harlod 1). These "financial constraints," such as capital punishment, do not promote a healthy, commercial society, but actually cost and harm the public. As well as being economically unsound, the death penalty is socially biased. A class system appears to be present in the United States of America this day in age, and the lower classes seem to almost be discriminated against by the higher classes. This is also true of capital punishment. Ed Bishop of the St. Louis Journalism Review , writes on how these members of a lower class can not escape the death penalty. At the height of the... ...l punishment as a just and morally sound method of justice. After all, "An eye for an eye" seemed to be a rationale that many embraced as fair. Now there is an era of closer examination of what is truly just and morally ethical, as well as economically sound. A consequence needs to be fair, humane, and effective. Does capital punishment meet these criteria? There are compelling reasons to change the system we have blindly acclaimed. Hopefully we are in the process of implementing a new way of dealing with an age-old dilemma. Works Cited Bishop, Ed. St. Louis Journalism Review, "Anti-death Penalty Stance." V29, March 1999. http://source.unco.edu/. Cummings, Ryan. The Economist, "Most Advanced Countries Have Abolished Capital Punishment." V351, May 15, 1999. http://source.unco.edu/. Kaplan, David A. Newsweek, "Capital Punishment." V129, June 16, 1997. http://source.unco.edu/. Kile, David. The Christian Century, "Death Penalty Doubts." V116, Feb. 24, 1999. http://source.unco.edu/. Williams-Harold, Belolyn. Black Enterprise, "Facts and Figures: a costly matter of life or death." V29, Sept. 1998. http://source.unco.edu/.

Western Education Romans

ED 6000 Philosophical Foundations in Education Beginning Questions ! ? ! ? ! ? ! ? ! ? 2-3 sentence responses foundation of your philosophy paper reflects your current stance/belief 30 minutes keep a copy for your final personal philosophy paper Scriptural Focus Deut. 6:1-9 Now this is the commandment, the statutes and the judgments which the LORD your God has commanded me to teach you, that you might do them in the land where you are going over to possess it, so that you and your son and your grandson might fear the LORD your God, to keep all His statutes and His commandments which I command you, all the days of your life, and that your days may be prolonged. Scriptural Focus Deut. 6:1-9 Israel, you should listen and be careful to do it, that it may be well with you and that you may multiply greatly, just as the LORD, the God of your fathers, has promised you, in a land flowing with milk and honey. Hear, O Israel! The LORD is our God, the LORD is one! Scriptural Focus Deut. 6:1-9 You shall love the LORD your God with all your heart and with all your soul and with all your might. These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. Scriptural Focus Deut. 6:1-9 You shall bind them as a sign on your hand and they shall be as frontals on your forehead. You shall write them on the doorposts of your house and on your gates. A HISTORY OF WESTERN EDUCATION ! ? Big Ideas: ! ? ! ? ! ? What are the enduring principles that have stood the test of time? To what extent are the principles being applied in today s classrooms? List the big ideas that you have experienced in today s classrooms and or those that should, from your perspective, be a part of current educational practice. A HISTORY OF WESTERN EDUCATION ! ? Hebrews ! ? ! ? longest recorded western history teaching of religion and moral training A HISTORY OF WESTERN EDUCATION ! ? Greeks ! ? ! ? ! ? ! ? ! ? ! ? city-state civilization based on slavery achieve elegant leisure ignity of the citizen letters, music, gymnastics conscripted military service A HISTORY OF WESTERN EDUCATION Romans ! ? ! ? ! ? patricians, plebeians, freed men and slaves piety, courage, honesty, dignity, sobriety A HISTORY OF WESTERN EDUCATION ! ? Christian ! ? ! ? ! ? change of heart attain peace and growth in body, mind, and spirit underground schools ! ? A HISTORY OF WESTERN EDUCA TION Renaissance (New Birth) ! ? ! ? Seven Liberal arts ! ? trivium: grammar, rhetoric, and dialectic or logic ! ? quadrivium: arithmetic, geometry, astronomy, and music Renaissance Man da Vinci ! ? oastfulness, individualism and a resentment toward authority A HISTORY OF WESTERN EDUCATION Reformation (1500-1750) ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? educated class advocated reform Germany-moral indignation England-remove wealth from the church Geneva-strictly theologicals England became largely Protestant back to the basics grammar/spelling Inquisition court of heresy Heliocentrism (Copernicus) A HISTORY OF WESTERN EDUCATION ! ? Jan Amos Comenius (1592-1627) ! ? developmental stages ! ? infant, child, youth, adult ! ? Orbis Pictus 1653-54 – the first picture book for school children A HISTORY OF WESTERN EDUCATION ! ? The purpose of education is that which every gentleman desires for his sons, virtue, wisdom, breeding and learning. I place virtue as the first and most necessary. I put learning last, especially if I tell you I think it the least part. Some Thoughts Concerning Education, p. 147. John Locke (1632-1704) A HISTORY OF WESTERN EDUCATION John Locke (1632-1704) ! ? ! ? Tabula Rasa ! ? There would be no problem, †¦ if the human intellect were even, and like a fair sheet of paper with no writing on it. A HISTORY OF WESTERN EDUCATION United States Old Deluder Satan Act (Massachusetts 1647) ne chief project of the old deluder, Satan, to keep men from a knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues†¦ A HISTORY OF WESTERN EDUCATION †¦. it is therefore ordered, that every township in this jurisdiction, after the Lord hath increased their number t o fifty thousand, shall then forthwith appoint one within their town to teach all such children as shall resort to him, to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general. A HISTORY OF WESTERN EDUCATION ! ? Enlightenment & Revolution (1750-1830 ! ? Jean-Jacques Rousseau (1712-78) ! ? Romanticism ! ? Emile ! ? On Education ! ? The Social Contract A HISTORY OF WESTERN EDUCATION ! ? Friedrich Froebel (1782-1852) ! ? ! ? The child will come to understand the world through creative play facilitated by the use of geometric objects (labeled by Froebel as gifts ) in which pure form is dominant. 1840 Pedagogics of the Kindergarten A HISTORY OF WESTERN EDUCATION ! ? Maria Montessori (1870-1952) ! ? 1896 University of Rome s first woman physician graduate ! 1912 Montessori Method: Scientific Pedagogy ! ? If one fails to learn, there is a natural punishment that takes place as a loss of the consciousness of our own power and greatness, which constitute the quality of manhood. A HISTORY OF WESTERN EDUCATION ! ? Maria Montessori (1870-1952) ! ? ! ? ! ? The classroom must be a prepared environment The classroom must always contain stimulating apparatus, objects, toys , and literature in order to capture the child s inner drives to be active. sensitive periods A HISTORY OF WESTERN EDUCATION ! ? John Dewey (1859-1952) ! ? ! ? ! ? ? psychologist, philosopher, educator, social critic and political activist Progressivism moral relativism applied evolutionary theory to ! ? biology ! ? geology ! ? anthropology A HISTORY OF WESTERN EDUCATION ! ? John Dewey (1859-1952) ! ? Morality is learned within a social context by observing appropriate rules, which emerge from shared experience. ! ? Values are defined through use of the scientific method as one selects a choice of action and how it will effect self, others, the community, and the environment. A HISTORY OF WESTERN EDUCATION Catholic Church (1929) ! ? Every method of education founded, wholly or in part, on the denial or forgetfulness of original sin and grace, and relying on the sole powers of human nature, is unsound†¦ A HISTORY OF WESTERN EDUCATION ! ? †¦Such, generally speaking, are those modern systems bearing various names which appeal to a pretended self-government and unrestrained freedom on the part of the child, and which diminish or even suppress the teacher s authority and action, attributing to the child an exclusive primacy of initiative, and an activity independent of any higher law, natural or divine, in the work of his education. Catholic Church (1929) A HISTORY OF WESTERN EDUCATION ! ? Scientific or Logical Positivism (1950-1967) ! ? ! ? ! ? purpose of education national development stand against the threat of communism ! ? U. S. Department of Education ! ? ! ? ! ? President Jackson signed legislation that created the first Department of Education in1867 (non-cabinet level) that lasted less than a year President Charter signed Public Law 96-88 The Department of Education Organization Act in 1979 Reagan established it as a cabinet-level agency in 1981 A HISTORY OF WESTERN EDUCATION ! ? Burrhus Frederic Skinner (1904-1990) ? ! ? ! ? operant behavior teaching machines Beyond Freedom and Dignity A HISTORY OF WESTERN EDUCATION ! ? Multiculturalism & Private Schools (1980-1990) ! ? Mortimer Adler (1982) ! ? ! ? ! ? The Paideia Proposal: An Educational Manifesto liberal, non-specialized education without electives or vocational classes three purposes ! ? ! ? ! ? use leisure time well earn their living ethically tea ch people to be responsible citizens in a democracy ! ? A Nation at Risk (1983) ! ? ! ? ! ? National Commission of Excellence in Education The Imperative For Educational Reform If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves†¦ A HISTORY OF WESTERN EDUCATION ! ? †¦We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. A Nation at Risk (1983) ! ? A Nation at Risk (1983) ? ! ? ! ? ! ? strengthen graduation requirements five new basics: English, mathematics, science, social studies, and computer science adopt higher and measurable standards for academic performance significantly increase time students spend engaged in learning Strengthen the teaching profession through higher standards for preparation and professional growth ! ? A HISTORY OF WEST ERN EDUCATION ! ? Standards (1998-present) ! ? ! ? ! ? ! ? Academic Content Standards for Students No Child Left Behind Academic Performance Indicator (API) scores National Board for Professional Teaching Standards

Equilibrium Constant - Chemistry Definitions

The equilibrium constant is the ratio of the equilibrium concentrations of the products raised to the power of their stoichiometric coefficients to the equilibrium concentrations of the reactants raised to the power of their stoichiometric coefficients.For a reversible reaction:aA bB → cC dDThe equilibrium constant, K, is equal to:K [C]c ·[D]d/[A]a ·[B]bwhere[A] equilibrium concentration of A[B] equilibrium concentration of B[C] equilibrium concentration of C[D] equilibrium concentration of D There are several different types of equilibrium constants. These including binding constants, association constants, dissocation constants, stability constants, and formation constants. Factors that may affect the equilibrium constant include temperature, ionic strength, and choice of solvent. Source Denbigh, K. (1981). Chapter 4. The Principles of Chemical Equilibrium (4th ed.). Cambridge: Cambridge University Press. ISBN 978-0-521-28150-8.