Unit 4 M1 Essay Example

Unit 4 M1 Paper Verbal information is when you communicate with a person in front of them for example face to face communication. This is a good way to communicate because you can get the point across more easily and understand the situation much better then over the phone. Telephone is another source of communication. This is when you talk to a client or a person over the phone and communicate about something. This is a good way because if someone lives very far you could communicate with them over the phone. Verbal communicating is the best way as you could understand the better for example when a teacher speaks to a student it is easier for them to understand as it is a face to face communication. Written information Writing is another way to communicate with people these are word that are written on a paper. There are different way of written communication for example graphs and diagrams that tell you different information. These could be easier to understand on paper instead of phones. It wash wood heath school teacher provide students with written information about the work because this much easier to understand and could follow what they have to do on the paper Multimedia information Multimedia can be in a made up of a lot of media in one for example texting, phone calls and emails these are different way of multimedia communication. Multimedia can also be interactive media this like video games and cd ROMs and more. Washwood heath school use a lot of different multimedia sources to let everyone communicate. We will write a custom essay sample on Unit 4 M1 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Unit 4 M1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Unit 4 M1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Teachers send each other emails so they can keep in touch and communicate. They also use assembles where they use presentation to communicate with staff and tell them information that they need to no. Onscreen information Information can be presented on a big screen. This can be showed on TVs, big screens, audio and videos and many more. In washwood heaths school teacher produce presentation on a big screen so students can read it and understand their task and gain information to help them. Web based information Web based information displays many benefits of multimedia technology. No there is a link of internet everywhere. This is an advantage because you can get information from anywhere and everywhere. Washwood school student can access their school information on moodle so student can use their information to complete their school work. Updating knowledge It is important that a business keep themselves up to dates with the changes going in the market there business is in. information must be found so a business know how they are developing in the market. They will need see how the market is changing over time. The business needs to know how the economy is and what new laws and regulation are in placed by the government. At washwood heath school make sure they update their students and employees so if there was an emergency they would have the correct details. Informing future development If a business that does not stick to it environment it may fall back behind their competitors. A business will need to research on their products and see if they sell before they start to buy the product and sell them in their business. washwood heath school has to research on a new subject before they decide to introduce them to the school. They will need to ask students if they will be interested in the subjects that are gone reduce and what advantage will it be if they introduce it. Strategic direction and swot analysis Strategic management is the process by which organisations determine their purpose, objective and desired level of attainment. It helps an organisation decide on actions for achieving these objectives in appropriate timescale, and requires information through both internal and external means. A SWOT analysis is use for auditing an organisation and its environment. Washwood heath Technology College has strategic management which manages the objectives of the school for the students and the staff member in there. Swot strengths, weaknesses, opportunities and threat Strength: the strength can be a new product lunched by a business. Where the business is set and located. Also this can be the quality processes and also procedures;it can also be any other aspect that you can include value to the business. The muscle of wash wood heath Technology College is the courses or the subjects introduced by the school. It can also be the location where the school is placed. There is a large sum of the community living which is surrounding the school which means it is easily accessible for the people to make it. The strength can be the quality of the education the school gives and allows the students for re-takes of their gcses exams so they can give it another go. Weaknesses The weaknesses of a business can be the need of the marketing expertise. Another weakness can be undifferentiated products or even services like if the product is not improved than the competitors or it is just the same and the competitors then it is a weakness. The place of the business if it is not in a suitable position can be a weakness for the business. If the business has poor good service, then it is a weakness for the industry. A damaged reputation of the business can lead the business decreasing. If wash wood heath school has a broken reputation in the community then there will not be enough students in the school. OPPORTUNITIES: A business should have a developing market like internet selling products on the internet. There should be mergers, joint ventures or strategic alliances. A business can have an opportunity by moving into new market segments that offer improved profits. If a new international market is introduced it will be a greater opportunity. A market vacated by an ineffective competitor is one great opportunity. Washwood heath Technology College can have its local site and develop more interest in other people so more students move to that school. THREAT: A threat is a new competitor in the home market. Price wars with the competitors are threats. A competitor with an innovative product or service. Competitors having superior access to channels of distribution are a threat. If taxation is introduced on a product or service it’s like a threat. If washwood heath technology college is closed by the government due to some issues that is a threat. If more schools are opened in the same community that is a threat to the school. Offering competitive insight: A business needs to be aware of what their competitors are doing, to make sure they do not fall behind and loose sales and market shares. Regular research is very useful as it keeps one updated with the competitor’s sales. Some large businesses have a section of their marketing departments dedicated to analysing competitor activity. Washwood heath Technology College has a chart which compares the results of their school with the other schools around. Washwood heath knows if their competitors have done better than them or not. Communicating sales promotion: Businesses use a variety of information and methods to communicate sales promotions to customers. They place information about products, services and special offers on their websites and have newspaper and journal adverts, and television and radio adverts. Good market research information will offer an insight into the behaviour patterns of the customers and their buying motivation. Information can help businesses to promote their goods. Washwood heath Technology College collects information about the results of the other schools as it helps them a lot. They try to improve their standards according to that information. Inviting support for activities: Information is also required and needs to be communicated in order to support business activities. The support has to come from inside and outside the organisations. For example, the business may wish to change the way it operates to it make more efficient; this must have support of the workforce. Clear information will have to be given to the staff, explaining why the business needs to move in this direction. Washwood heath Technology College informs the staff about all the changes taking place in the school. The school takes support from inside and outside the business. The teachers and every member in their helps out. The external support is also taken. SOURCES OF INFORMATION: Internal sources: Internal information is the information which is already present in the school. Internal information could come from a variety of sources within the organisation. A lot of departments will store information about the members in their department. Washwood heath Technology College stores information about the students who had been studying in the school before. It keeps a record of all the teachers what subject they have been teaching and what day they started school and when did they leave school. For example: Finance: Finance will have wealth of information relating to company performance, such as profit and loss figures, the balance sheet, cash flow information and the costs of running the business. Washwood heath technology college has a record of how good their results have been and what benefits have they got with that. Sales departments: Sales departments will often store information about customers, as well as sales records for the organisations existing products and services. Washwood heath Technology College has information stored about its old staff. Human resources: Human resources can provide information about the staffing and training within the organisation, such as staff turnover, number of employees, skills available, training needs and projections for future employment. Washood heath Technology College has some demands before hiring staff like the skills and that. Production: Production will be able to give details of production costs, along with past and possible future levels of production. This gives details of the sort of results produced at washwood heath Technology College. Marketing: Marketing can give information about the results of research undertaken by the company, the success of previous marketing campaigns and promotional activities, as well as information about the market the organisation currently operates within. Washwood heath technology college has information about how well they have done compare to the other schools around. Customer services: Customer services can tell you what customers think about the business and give you information on how customers have responded to existing products and services. Washwood heath Technology College responds to the needs of the community and the pupils of the school. External resources: External resources are the resources used from outside the business. The information which is brought from outside or which already does not exist in the business. External data exists in the form of published materials, collected by someone else outside the company. FOR EXAMPLE: Government resources: They are supplied by, among others, the ONS (office of national statistics), the DTI (department of trade and industry), and the OECD (organisation for economic development). The government sources are useful for wash wood heath technology college, they can find out the results for other schools and the skills other schools are using so compare to them they can do better. Trade groupings: Trade groupings are groups of businesses from the same industry or marketplaces that provide a service to representatives of their industry. They can act as pressure groups to initiate positive change for their industry. They also publish trade journals. These are published by leaders in the industry. This can help washwood heath Technology College find out about management of the schools and what their school is lacking and what can they do to do better.

Joseph Grand The Plague by Albert Camus

Joseph Grand The Plague by Albert Camus In this paper, I would like to discuss such character of Camus’ novel The Plague as Joseph Grand. Although it is too early for me to advance any far-fetched arguments, I can say that Joseph is very much similar to Sisyphus; he becomes accustomed to the routine nature of daily life, and his existence reminds us of Sisyphus’ attempts to roll a rock to the top of the mountain.Advertising We will write a custom essay sample on The Character of Joseph Grand in The Plague by Albert Camus specifically for you for only $16.05 $11/page Learn More Albert Camus creates this character to show that the majority of modern people do not strive for intellectual or spiritual development, while focusing on the material side of their lives. If they do decide to make a difference to their existence, their attempts are usually very superficial. Another purpose which Grand serves is to prove that as a rule people do not search for good qualities within themselves, a nd only a sudden misfortune can force them to do it. In order to elaborate this argument, I need to discuss the behavior of this man, his relations with others and, most importantly, those expectations, he sets for himself. At first, one has to show how the author describes this person. Camus points out that â€Å"ambition was not the spur that activated Joseph Grand†¦ All he desired was the prospect of a life suitable insured on the material side by honest work† (Camus, 56). This indicates that he was quite content with his status in community and the quality of his life. In part, this lack of ambition explains why he has served his entire life as a clerk and why his wife left him. It should also be noted that Grand also attempts to write a book, most probably, a novel. However, he never even finishes the first line of this alleged masterpiece. In his defense, Conrad says that he struggles to find the most suitable words and phrases for this novel and this perfectionism prevents him from progressing further. At this point, an attentive reader has to ask oneself a question whether this behavior can ascribed only to perfectionism or to something else, for instance to the fear of a making a mistake, laziness, and reluctance to take risks. He changes his lifestyle only when the epidemic of plague breaks out in the town. This calamity helps Joseph to rediscover the traits of which he was unaware before, namely, fortitude and resolution. He is seen by others as the â€Å"embodiment of quiet courage† that raises the spirit of other people (Camus, 100).Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More During the plague, he stops being a Sisyphus, engaged in senseless labor. He becomes a person who realizes that his life must not be spent in vain. At the very end, we learn that Joseph resumes the work on his novel, but we do not know for sure whe ther he has ever completed the first line. The author leaves it for the readers to decide whether Joseph Grand is a changed man, who can take initiative and responsibility for his actions, or he is the same Sisyphus, who is more content with the safety of daily routine. It is quite difficult to determine how this novel would have looked like without him. Most likely, the plot of The Plague would have remained unchanged, yet the impression, produced by this literary work would have been different. The thing is that Joseph Grand embodies the strengths and weaknesses of modern people, including their aspirations, fears, and prejudices. Again, this character proves an idea that people usually do not attempt to change for the better on their own accord, unless there is a powerful external stimulus. This is why the character of Joseph Grand is important to this novel. Camus Albert. The Myth of Sisyphus. 1955. Available at: nyu.edu/classes/keefer/hell/camus.html Camus Albert. The Plague. BookEden, 1967.

Definition and Examples of a Writer

Definition and Examples of a Writer A writer is: (a) a person who writes (articles, stories, books, etc.); (b) an author: a person who writes professionally. In the words of author and editor Sol Stein, A writer is someone who cannot not write. Etymology:  From an Indo-European root, to cut, scratch, sketch an outline Examples and Observations Everyone is a writer. You are a writer. All over the world, in every culture, human beings have carved into stone, written on parchment, birch bark, or scraps of paper, and sealed into letterstheir words. Those who do not not write stories and poems on solid surfaces tell them, sing them, and, in so doing, write them on the air. Creating with words is our continuing passion.(Pat Schneider, Writing Alone and With Others. Oxford University Press, 2003)A writer is someone who writes, its true, but a writer is also someone with a large capacity for adversity. Youll want to cultivate that capacity. Stamina is a writers first quality.(Bill Roorbach, Writing Life Stories. Writers Digest, 2000)We all know its hard work. Nobody asked any one of us to become a writer. No one will care if you dont become one.No one but you, that is.(George V. Higgins, On Writing. Henry Holt, 1990)Writers are sentenced to their sentences, which sometimes set them free.(Adam Gopnik, As Big as the Ritz. The New Yo rker, September 22, 2014) Gushers and TricklersIn regard to the work habits of professional authors, Robertson Davies insisted that there are just two kinds of writers, gushers and tricklers. Take a moment to consider which category you fall into.[James] Thurber  was a gusher; for one story which was 20,000 words when finished, he wrote a total of 240,000, and fifteen different versions. It is interesting that the torrential Thurber is the one who talked most about that dread of all writers - drying up. . . . Frank OConnor was also a gusher; he rewrote some of his stories even after they had been published.The tricklers may be represented by William Styron, who says: I cant turn out slews of stuff each day. I wish I could. I seem to have some neurotic need to perfect each paragrapheach sentence, evenas I go along.  Dorothy Parker, also a trickler, said: I cant write five words but I change seven!The industry of the gushers commands respect; Joyce Cary, Frank OConnor, and  [Truman] Capotewe see them writ ing and  revising, rejecting pages by the handful, and finally piecing their work together from the mass. But the tricklers have an agony of their own; they cannot continue until the last line written is as right as they can make it. Both methods seem to take about an equal amount of time.(Robertson Davies,   A Voice from the Attic: Essays on the Art of Reading, rev. ed. Penguin, 1990) A Writing ExerciseBefore you begin writing about your life, I want you to think about how you feel about writing. We all have our personal mythology of what a writer is and does. I want you to write for fifteen minutes to complete the following sentence: A writer is someone who _______.Write for fifteen minutes without stopping, letting yourself explore the possibilities. Let go of all your inhibitions and enjoy yourself. Remember to be honest. When you are finished, take a look at what you have written. Did anything surprise you?If you are working with a partner, take turns reading what each of you has written and discuss the work.(Janet Lynn Roseman, The Way of the Woman Writer, 2nd ed. Haworth, 2003)Writers WriteIf you simply define a writer as someone who is writing, clarity sets in. Youre truly a writer when youre writing; and if you dont write regularly, dont pretend to give yourself that title. Start writing more, Ray Bradbury tells would-be writers at conferences, itll get ri d of all those moods youre having.(Kenneth John Atchity, A Writers Time: Making the Time to Write, rev. ed. W.W. Norton, 1995) You Are a WriterA writer is a writer. You care about writing. It isnt men or women. . . . You sit down, you write, you are not a woman, or an Italian. You are a writer.(Natalia Ginzburg, interviewed by Mary Gordon, Surviving History. The New York Times Magazine, Marc. 25, 1990)What Is a Writer Like?- A writer is like a bean plant: he has his little day, and then gets stringy.(attributed to E.B. White)- Being a writer is like being one of those riskily overbred pedigree dogsa French bulldog, for instancepoorly suited for survival despite their very special attributes. Being a writer is in defiance of Darwins observation that the more highly specialized a species, the more likelihood of extinction.(Joyce Carol Oates, A Widows Story: A Memoir. HarperCollins, 2011)- A writer is like a Gypsy. He owes no allegiance to any government. If he is a good writer he will never like the government he lives under. His hand should be against it and its hand will always be against him.(Ernest Hemingw ay, letter to Ivan Kashkin, Aug. 19, 1935)- Being a writer is like having homework every night for the rest of your life.(attributed to Lawrence Kasdan) The Downside of Being a WriterYou may have gathered from all this that I am not encouraging people to try to be writers. Well, I cant. You hate to see a nice young person run up to the edge of the cliff and jump off, you know. On the other hand, it is awfully nice to know that some other people are just as nutty and just as determined to jump off the cliff as you are. You just hope they realize what theyre in for.(Ursula K. Le Guin, The Language of the Night: Essays on Fantasy and Science Fiction, ed. by Susan Wood. Ultramarine, 1980)On the whole, professional writers are a lot of whining bastards who wouldnt last a day in a real job. . . . The true mortification of being a writer is having to meet other writers from time to time, and listen to their mundane egotistical rantings.(Duncan McLean, quoted by Jim Fisher in The Writers Quotebook: 500 Authors on Creativity, Craft, and the Writing Life. Rutgers University Press, 2006) Pronunciation: RI-ter Writers on Writing Toni Morrison on WritingWhy Do Writers Write?​Writers on Writing: E.B. WhiteWriters on Writing: Overcoming Writers BlockWriters on Rewriting Also see: WritingCollaborative WritingCompositionWriters BlockWriting CenterWriting GroupWriting Process

Develop a Change Management Plan for CrysTel Essay

Develop a Change Management Plan for CrysTel - Essay Example into examining how this change process will be executed with particular attention to leadership style that can ensure continuous success of the process. Also, measures and ways to monitor the change process will be examined. The project will end with an examination of the challenges that the organization may face in the foreseeable future spanning from the next five to ten years and possible contingent solutions to these problems. We begin by talking about what organizational change is and then examining the reasons why it happens or is necessary in every organization. Organizational change or change in general can be defined from a variety of points depending on the perception of the user. An individual or employee in an organization may look at a new post or position as a change while higher management may feel it is unimportant. (Cao et al, 2000, p187). Changes viewed also by management may also not be looked upon as change by outsiders like competitors or suppliers. This has led to the categorizing of change in various ways, some of which include strategic and non-strategic change, incremental and radical change, changes of identity, co-ordination and control, planned and emergent change, change in terms of scale, human-centered change in terms of individual, group and inter-group or organizational level, quantum change and so on. (Cao et al, 2000, p187; Todnem, 2005, p372). Changes can also be structural , that is dealing with the physical alteration of an organization like its buildings and equipment or even employees. (Bennett & Durkin, 2000). On the other hand, it may be a change in process, that is, the way the related group of tasks are combined to create value for a target customer. (Cao et al, 2000, p188). A change can as well be in functions, that is, the decision system or policy and resource allocation duties of a particular element of an organization. There can also be changes in values, beliefs and human behavior in terms of social

Goodman Fielder's strategic market Essay Example | Topics and Well Written Essays - 750 words

Goodman Fielder's strategic market - Essay Example One of the major effects of globalization is the increasing demand for products to meet humanity's needs. This globalized environment is such that for companies to remain competitive they must remain vigilant in response to the changing nature of consumer needs. In regards to Goodman Fielder, these tenants hold penetratingly true, as they strive towards success with the development of a unique rice cracker. Prior research speaks to product demand in these regards. This is pivotal research as it involves product differentiation that creates customer loyalty and the product's overall market value. While product sales are a pivotal aspect of the intentions, developing customer loyalty through producing the product at the most advantageous juncture of quality and value is another core concern. The appendixes include estimates in regards to consumer preferences. These estimates are part of a study that utilizes consumers between ages 25-35. After establishing product differentiation, it's also necessary to consider that Goodman Fielder must remain consistently vigilant to ensure their continued market relevance. Ultimately, recommendations are advanced that explore the product's main value and the current market opportunities for incoming companies. These recommendations constitute the final device to gauge and ensure market success and product viability. In terms of Goodman Fielder, the market outlook is positive for their rice cracker product. Goodman Fielder has become one of the potential firms situated in the distribution of the commodities.

Helen Kellers Life Essay Example for Free

Helen Kellers Life Essay The name of Helen Adams Keller is known around the world as a symbol of courage in the face of overwhelming odds, yet she was much more than a symbol. She was a woman of luminous intelligence, high ambition and great accomplishment. She devoted her life to helping others. Helen Keller was born in Tuscumbia, Alabama, in 1880. When she was only 19 months old, she contracted a fever that left her blind and deaf. When she was almost seven years old, her parents engaged Anne Mansfield Sullivan to be her tutor. With dedication, patience, courage and love, Miss Sullivan was able to evoke and help develop the childs enormous intelligence. Helen Keller quickly learned to read and write, and began to speak by the age of 10. When she was 20, she entered Radcliffe College, with Miss Sullivan at her side to spell textbooks – letter by letter – into her hand. Four years later, Radcliffe awarded Helen Keller a Bachelor’s degree  magna cum laude. After graduation, Helen Keller began her lifes work of helping blind and deaf-blind people. She appeared before state and national legislatures and international forums, traveled around the world to lecture and to visit areas with a high incidence of blindness, and wrote numerous books and articles. She met every U. S. president from Grover Cleveland to Lyndon Johnson, and played a major role in focusing the worlds attention on the problems of the blind and the need for preventive measures. Miss Keller won numerous honors, including honorary university degrees, the Lions Humanitarian Award, the Presidential Medal of Freedom, and election to the Womens Hall of Fame. During her lifetime, she was consistently ranked near the top of most admired lists. She died in 1968, leaving a legacy that Helen Keller International is proud to carry on in her name and memory.

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From the years of 1853 to 1868, the people of Japan experienced major changes in all aspects of their lives. This era, known as the Bakumatsu signified Japan’s change from the traditional Edo period to a modernized Meiji dynasty. This change can be attributed to an American naval officer by the name Matthew Calbrath Perry whom ultimately changed the complexity of Japanese culture. In the eyes of an American, Commodore Perry is seen as one of the greatest influential figures in international history. However, what most people don’t understand is how the very own citizens of Japan perceived Commodore Perry. There are many ways in which, the Japanese may have perceived Perry. However, a fascinating aspect to think about is if he was perceived as a hero or a villain. In order to think about if Commodore Perry was considered a hero or a villain, it’s important to consider what qualities are involved in these antonymous figures. Villains violate accepted moral principles to complete their goals, they have a way of making things bend to their own will, and they lead a life of secrets and a...

Perspectives in the Implementation of the Enhanced K-12 Basic Education Essay

I. INTRODUCTION The Philippines is the last country in Asia and one of the three nations that has a ten year pre-university education program before the implementation of the K-12 system. K-12 program indicates a good quality of education especially for the standard of our education system worldwide, qualification to work abroad and development of skills in employment. The problem in implementation of K-12 in the Philippines is the preparedness of the Filipino people to study with this procedure of quality education. For furthermore information let’s define first what is K-12. a. WHAT IS K-12 The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.[1] It means that there will be additional two levels in high school. It is believed that K-12 would place the Philippine education system at par with the international standard and contribute to the improvement of a better educated society that is capable of pursuing productive employment, entrepreneurship, or higher education studies. The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals in other countries in the view that ten-year education program in insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle.[1] b. CONTENTS The K-12 basic education curriculum is said to be enhanced to become learner-centered, responsive and enriched. The education must be learner-centered, focusing on the optimum development of every Filipino student. Another thing is to be responsive in our local needs to enrich the integrative, inquiry-based, constructivist, and technology-enhancement of our society. Here’s the sequence of accompanying K-12 from kindergarten to new high school years 5-6. In kindergarten, they’re going to teach the fundamental learning that a child need. From grade 1 they are going to teach the core learning areas such as mother tongue until grade 3, starting grade 3 focusing on major subjects like science and learning about edukasyong pantahan at pangkabuhayan that will start at grade 4 up to 6. Grades 7- 8 (new high school year 1-2) will be focused on Core Learning Areas and Exploratory Technology & Livelihood Education, next is grade levels 9-10 (new high school year 3-4) which is focused also in Core Learning Areas plus elective Technology & Livelihood Education. Last is the additional two year levels the grade 11 and 12 which is focusing on major subjects like Math, Science, English, Contemporary issues and specializations. c. FEATURES (Learning Areas) i. The new Features of K-12 basic education curriculum are: * Vertical continuum and horizontal articulation of competencies * Mother Tongue as a learning are and medium of instruction * Spiral progression in Science and Math * MAPEH(Music, Arts, Physical Education and Health) begins in Grade 1 ii. LEARNING AREAS * Mother tongue – this is the native language of the students in the region. It is used as the medium of instruction in all subjects except Filipino and English, it is also taught as a separate subject from Grades One to Three. * English & Filipino – from Grade four onwards this is used to enhanced listening, speaking, reading, and writing. The ultimate goal is the communicative competence of Filipino to both oral and written in three languages. * Mathematics, Araling Panlipunan, MAPEH – From grade 1, these subjects are given to know the basic concepts and ideas, skills, and values necessary for artistic expression and cultural literacy. * Science, and Technology & Livelihood Education – From Grade 3 Science is now implied to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. For the Technology & Livelihood Education that will start at Grade 4 to involve students to develop knowledge, skills, values and attitude in Agriculture.[2] II. GENERAL BACKGROUND a. CONSTITUTIONAL BASIS (Article XIV , Section 1 and 2) The constitutional basis of the implementation of K-12 is found at Article XIV, Section 1 and 2. Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.[3] This article of the Philippine Constitution supports the endeavor of improving the quality of education in the Philippines. It also aims to uplift educational standard to produce competent Filipino students that can compete and be at par with other countries. b. Reasons for implementing K-12 Why add two more years? Adding two more years will decongest the basic education curriculum and will provide better quality education for all. K to 12 is not new, the proposal for it dates back to 1925. It will be minus 2 instead of plus 2 for those families who cannot afford a college education but still hoping to have their children find a good paying job. With this, parents spend for at least 4 years of college to have an employable child. In this form, parents will not consume for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not â€Å"Plus 2 years before graduation† but â€Å"Minus 2 years before work†. What will society gain from K to 12? K to 12 will assist in accelerating the economic growth since it directs students to choose courses that response to the local needs of the society. A better educated society provides a sound foundation for long-term socio-economic development. III. ANALYSIS c. Positive aspects of K-12 i. Argument No.1 (Philippines will have a 12-year basic education program) In adding two more years in our educational system in the Philippines, I think there’s no problem because we need to upgrade the standard of our education just like the other country have. Because in Asia, only Philippines has a 10-year educational program and Philippines is one of the three countries in the world didn’t already have a 12-year educational system, which is the basis of some other countries abroad in ignoring Filipino to work for them or they don’t recognized the professionalism of the Filipino because of their educational background, for some countries 10-year educational program is insufficient. Some other thing in K-12 educational program, the procedure for further learning is much more productive because it applies Mother Tongue which is the language spoke by a person in his province or territory. ii. Argument No.2 (Includes MTBMLE or Mother Tongue Based Multilingual Education in the curriculum) This process will be the medium of instruction from kindergarten up to grade three. English and Filipino is the medium of instruction in grade four.[2] For grades 1 to 3 It’s easy to learn topics when the speaker is using the language from their province. Mother Tongue is used as the first point for literacy development of the student. d. Negative aspects of K-12 iii. Argument No.1 (Insufficient qualified teachers to teach in the K-12 program and availability of more classrooms) Lack of teachers and classrooms are the most common problems before the implementation of K-12 program, and then until now this problem I think will continuously on going because of K-12 program. There will be additional 2 years so it means number of classrooms in each school must increase. Number of teachers since then was not enough to fulfill the needs of our country in education. So where are we going to seek for teachers to teach In the K-12 program? The government must pay attention for this argument if they really want to implement K-12. iv. Argument No.2 (Unavailable materials such as textbooks and curriculum designed for K-12) Textbooks using Mother Tongue is one of the problems to be pursue by an action in implementing K-12. Government must produce textbooks that will act as the guide of the students to their studies. For example a Filipino Mathematics book or Bicolano Fundamental Mathematics book. Those are only example but that’s the truth in this argument, textbooks using Mother Tongue. IV. CONCLUSION I therefore concluded that lets give a chance in implementing K-12 basic education program in the Philippines, it’s not just going to add two more year levels to suffer more in our education but also it standardize our educational system worldwide, strengthen our academics subjects, enhance our literacy through multilingualism, and also work readiness using Senior High School(SHS). As far as I know several schools already produced teachers to teach in the K-12 program but they are few, we need thousands of teachers. Just give a chance then let’s see what will be the result of this program. We don’t know, if K-12 is the way for a better quality and accessible education here in the Philippines. Let’s be responsible in our local needs and especially in our education. V. REFERENCES [1] The K to 12 Education Program . (2012) . K-12 . Retrieved august 19, 2012 , from http://www.gov.ph/k-12/ [3] The 1987 Constitution of the Republic of the Philippines . (1987) . Article XIV , Section 1-2 . Retrieved September 4, 2012 , from http://www.gov.ph/the-philippine-constitutions/the-1987-constitution-of-the-r

Collective Security Essay

Collective security has been both supported and criticised as a method of preventing the outbreak of war. It’s an idea that has been around for centuries but it wasn’t until post World War I when it was truly utilized. Throughout my paper I will discuss in further detail what is meant by collective security and how the theory of collective security has been implemented. I will discuss the criticisms of collective security and what conditions help it succeed. I will go into additional detail upon the prospects of collective security with modern challenges such as terrorism, civil wars, and secessionist revolts. What is Collective Security? Collective security originated from former President of the United States of America Woodrow Wilson (Krause, 2004), and is defined as â€Å"a security regime agreed to by the great power that set rules for keeping peace, guided by the principle that an act of aggression by any state will be met by a collective response from the rest† (Kegley, 2010). In other words, a security system is created in which each state within the system develops a security agreement to collectively respond to attacks or threats to their peace. The theory of collective security is intended to protect the security and maintain peace through an organization of sovereign states by entering an agreement that will prohibit them from attacking one another. When joining the â€Å"alliance†, states agree to, and must rise in defence if one of their member states is attacked. With this theory, it is believed that it will serve better to have a multilateral agreement rather than a large, confusing set of bilateral treaties. According to Inis Claude (1956): â€Å"The twentieth-century hope that international organizations might serve to prevent war, or, failing that, to defend states subjected to armed attack in defiance of organized efforts to maintain the peace, has been epitomized in the concept of collective security. . . . Collective security can be described as resting upon the proposition that war can be prevented by the deterrent effect of overwhelming power upon states which are too rational to invite certain defeat.† (Boyd, 2007) Using the Theory of Collective Security The first recognizable form of collective security began with the formation of the League of Nations established at the Paris Peace Conference right after World War I in 1919 (Veatch, 2011). The League of Nations (LON) was built on the single goal to bring world peace and to insure that war never broke out again. After the chaos from the Treaty of Versailles, the League of Nations was looked at by many to bring stability to the world. Sixty-three states eventually became members of the League of Nations, including Canada, but excluding the United States of America and Germany. The League of Nations had various successes and settled many disputes. Some of their successes have been: the dispute of the Aaland Island in 1921, and whether or not it belonged to Finland or Sweden, the Upper Silesia riot in 1921, and whether or not it was part of Germany or Poland, the conflict of Memel port in 1923, and it belonging to Lithuania, the rescue of Turkey in 1923, and the Greek invasion over Bulgaria in 1925 (Trueman, 2010). Along with its successes came many failures. A prime example of the League of Nations’ failure with collective security is that of the Manchurian Crisis. When Japan occupied part of China, – which was a member of the League of Nations – they were ordered to withdraw from the invasion and failure to do to would have resorted to penalties. Japan responded by simply withdrawing the League of Nations two years later. Many limitations were associated with the League of Nations such that any state could withdraw from the agreement (in which many did), and that they couldn’t control the great powers (howstuffworks, 2008). Eventually, the League of Nations came to an end during the outbreak of World War II when it failed to prevent the war. After the war, the League of Nations was replaced by the United Nations (UN) where it inherited a number of organizations and agencies from the League of Nations. Currently, the United Nations has 192 member states and is a prime example of collective security. Their main focus is to facilitate cooperation in internal law, human rights, economic development, international security, social progress, and achieve world peace with collective security throughout its 192 member states (Stromberg, 2002). Another form of collective security is the Collective Security Treaty Organization (SCTO) as well as the Shanghai Cooperation Organization (SCO). While collective security regimes are to overwhelm power onto aggressors, there are also regional collective defence regimes which are set in place to prevent threats to the peace of the region. Collective defence regimes are â€Å"collective security agreements by members of a geographical region to join together to prevent armed aggression by an expansionist state† (Kegley, 2010). Collective defence organizations include: The Southeast Asia Treaty Organization (SEATO), the Organization for Security and Cooperation in Europe (OSCE), the ANZUS pact (Australia, New Zealand, and the United States), and the most commonly known North Atlantic Treaty Organization (NATO). Criticisms of Collective Security Collective security is an â€Å"all-for-one-and-one-for-all† idea that has been around for a long time, but when in use, it proved to be somewhat problematic (Miller, 1999). The theory of collective security has been criticized by its limitations and eventual downfalls. As seen with the League of Nations, while it did bring some good and was able to settle disputes between small countries, it didn’t last very long, nor did it accomplish its primary focus, which was to prevent war. The most popular criticism of collective security is that it’s often viewed as being naive. With collective security, members tend to only act upon defending another member’s state if it is in their own best interest. Before making a decision to take action, states usually consider the expense and potential risk involve with aiding another member within the security regime. In addition, with the collective security agreement set in place, it focuses primarily on military action right from the start and ignores any attempt to seek more peaceful solutions first, such as diplomatic and economic sanctions (Cartmell, 2010). Another criticism of collective security is that many of the member states will join the system and not pay for its costs. Arguably, the smaller member states tend to free ride on the system rather than add any contribution to it. It’s because of this free-riding that an organization is likely to under-produce to its cause. In contrast, with organizations based on collective security (like the United Nations), it is difficult to acquire the great power states, such as America and Russia. Conditions Which Helps Collective Security Succeed Even with the many criticisms of collective security, there are still instances for when it can succeed. Take the United Nations for example. The United Nations demonstrates collective security through its 192 member states and has been active since 1945. It actively participates in improving the development and security of states to help achieve world peace In order for collective security to demonstrate its ability to be an effective and successful tool, there are several conditions in which needs to be met to flawlessly prove it optimal efficacy. Firstly, all threats to peace must be a common concern to everyone (Kegley, 2010). That is, if aggression on a state is ignored, then it will eventually extend onto other countries and be more difficult to stop. Therefore, an attack on any one state within the organization must be treated as an attack on all states. Secondly, every member of the global system should join the collective security organization (Kegley, 2010). Instead of developing alliances against rival states, every state should join to a single united alliance. With this single alliance including each and every state, it is assumed that it would be strong enough to withhold world peace and put an end to war and terrorism in the world. Thirdly, members of the organization should pledge to settle their disputes through pacific means (Kegley, 2010). Collective security requires that all members are willing to peacefully change any disputes they may have before it turns violent. Furthermore, other means of decision makers for disagreements include a judicial organ authorized to settle controversial disagreement within the organization. Finally, if a breach of peace occurs, the organization should apply timely robust sanctions to punish the aggressor (Kegley, 2010). Members must be willing and able to assist any state that is being attacked, whether it is by public condemnation, economic boycott, or military retaliation. Prospects for Collective Security against Modern Challenges Despite the criticisms of collective security, and its past failures and successes, it still holds prospects against modern challenges such as, terrorism, civil wars, and secessionist revolts. In the case of terrorism, it is the responsibility of the collective security organization such as the United Nations, not individual member states to determine the â€Å"rules of the game† for consistent and efficient multilateral action against terrorism (Koechler, 2002). After September 11th or 9/11, the United States in particular, began focusing more on terrorism and increasing its country’s security against and threats or terrorist entering the country. If the United States were in alliance with the United Nations through collective security, then the probability of the attacks would have been greatly lowered. Alongside terrorism is another type of modern challenge known as civil wars, where a war breaks out between organized groups in a single state. If collective security were emplaced under the United Nations, and applied through every state, then again the probability of wars diminishes. Even with the lack of the great power within the United Nations organization, there is still a prospect for collective security in preventing most civil wars. The existence of secessionist revolts wouldn’t be an issue if collective security was successfully imposed among every state. Secession or separative revolts are â€Å"a religious or ethnic minority’s efforts, often by violent means, to gain independent statehood by separating territory from an established sovereign state† (Kegley, 2010). They attempt to overthrow the authority of the state by withdrawing from an organization or political entity. The way collective security can come into effect is that if the secessionist revolts have no other state to turn to because the majority of states are within the collective security organization (such as the United Nations), then they don’t withstand a chance against every nation within the organization. The revolts will easily be overruled and forced not to quit the organization if a successful collective security agreement was in effect. Conclusion Through reviewing collective security and the many implication of its theory throughout history, we can see it has the potential to be an essential tool for world peace. That being said, there are conditions that must be met for that to come in effect. Unfortunately, for it to work flawlessly it becomes too good to be true and that’s where collective security gains its reputation for its many criticisms. There are prospects for collective security against modern challenges and it stands somewhat of a chance to reduce wars and reach world peace. Every state must adapt this theory and collectively unit as a single alliance. Those states that are unprepared to form an alliance with each and every state must face the brutal fact that there will always be rivalry between nations and its people, and must understand that it will continue to lead to wars and alike. We must all put the theory of collective security to the test and strive for unification and world peace.

Chivalry in the First Crusade

Chivalry in the First Crusade The medieval ages were populated with wars waged for differing reasons. Some of the most remarkable and expansive wars waged were the Crusades. The first crusade was summoned by Pope Urban II in 1095 and it was labeled the war of liberation aimed at reclaiming the Holy Land from the Muslims [1]. The Christian army which carried out this war was made up of knights and peasants who marched to Jerusalem for battle. During this period in history, there existed a code of chivalry among the knights.Advertising We will write a custom essay sample on Chivalry in the First Crusade specifically for you for only $16.05 $11/page Learn More It has been suggested that the army which undertook the First Crusade idealized this code. This paper shall argue that the First Crusade represents the perfection of the chivalric ideal. To reinforce this assertion, the paper shall review some of the conducts of the Crusaders and how they demonstrated chivalry. At the onset, chivalry was a way of life for the knights and it entailed nothing more than fighting in tournaments and in real wars. Morris notes that it is the First Crusade that prevented chivalry from degenerating into a mere society of fighters by giving it an opportunity to realize its ideals of bravery, loyalty and honor[2]. This is a sentiment which is echoed by Frank who notes that chivalry as a code of behavior was mostly forged by Pope Urban II who came up with a list of characteristics that the true soldier of Christ would possess[3]. These ideals included; being wise, temperate, loyal and brave among other attributes and they acted as the standard that the Christian warriors strived to achieve. Chivalry demanded that the knight or soldier became a champion and defender of the church as well as the poor. This code was articulated in an address by Pope Urban II which stated that the mission of the Knight was to serve as the righteous and implacable enemy of the infidel, the compassionate protect or of the weak and oppressed[4]. The First Crusade lived up to this ideal as can be seen from their valor as they set out to attack the Turks who had taken over the Holy land. This valor paid off and the Crusaders took over control of Jerusalem from the infidels. One of the ideals that relate to chivalry is showing bravery and loyalty in the face of war. This is an ideal that the fighters in the First Crusade exhibited in great measure. Tyerman asserts that the crusading armies were held together by a strong loyalty to the cause and to the leaders and comrades at arms [5]. While the chivalry of the Knights as they engaged in their war against the Moslems is held in question by some historians owing to the indiscriminate killing of the enemy, it should be remembered that the code of the chivalry allowed for the killing of the infidels who had taken over the Holy Land and were oppressing its inhabitants.Advertising Looking for essay on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More Undoubtedly, the ideals of chivalry played a major role in the huge success that the First Crusade achieved. As a result of chivalry, the crusading army defeated the Turks and entered the Holy Land in 1099. However, the ideals of chivalry were degenerated as the Christian armies and rulers reveled in luxury. As a result of this degeneration, Morris notes that the Second Crusade was an utter failure and Saladin, the leader of the Saracens recaptured the Jerusalem from the Crusaders[6]. This paper set out to argue that the First Crusade represented the perfection of the chivalric ideal. To this end, the paper has articulated some of the chivalric ideals and gone on to demonstrate how the crusading army lived up to these ideals. The paper has also suggested that the chivalric ideals were responsible for the great victory that the First Crusade achieved. Bibliography Foss, Michael. People of the First Crusade. Arcade Publ ishing, 1998. Frank, Daniel. The Knight Dismounted. Web. Morris, David. A History of England. CUP Archive, 2000. Tyerman, Christopher. Who Went on Crusades to the Holy Land? Herford College, Oxford, 1998. Footnotes Michael Foss, People of the First Crusade, (Arcade Publishing, 1998), 212. David Morris, A History of England, (CUP Archive, 2000), 105. Daniel Frank, The Knight Dismounted. Frank, 6. Christopher Tyerman, Who Went on Crusades to the Holy Land? (Herford College, Oxford, 1998), 13. David, 106.

Being a Good Friend

Mean Girls Friends are very important because your life would be miserable without them. You need people to talk to sometimes. Sometimes when you’re lonely you just need a friend. Friends are there for you, they need you and you need them. Friends make your life enjoyable. Going behind someone’s back is very wrong and happens at Peters Township sometimes. It can ruin friendships if people find out about their friends doing such a thing. You can lose other friends and people may not like you if they found out what you did. When new kids come to school they don’t really fit in. We need to help them fit in and make new friends. New students usually don’t have any friends before they get to a new school. When a new student arrives we should make them feel welcome and have a day to know them. If you’re getting bullied all you have to do is bring a baseball bat to school. Then hit the people bullying you with it. They won’t bully you anymore. You could tell a teacher instead, but I support the baseball bat idea. To maintain a healthy relationship you have to be honest, respectful, and nice. If you’re not honest they can’t trust you. You have to respect them and they will respect you. If you’re not nice they won’t want to be friends with you. You need to do a lot of things to have a healthy relationship, but there easy and simple things.

The Challenges of 21 Century Leaders with Multi-Age Workforce Essay

The Challenges of 21 Century Leaders with Multi-Age Workforce - Essay Example Even then, age still influenced fashion, slang, and leisure activities, and these were brought into the workplace without causing any disruption. By the turn of the 21st century, the differences in attitude, style, language, and motivation had become obviously different across the generations, as each new crop of children sought new ways to differentiate them. Values, political and social viewpoints, the concept of authority, and technology have invaded the workplace as four generations attempt to communicate across generations and assume new worker roles. Every aspect of the workplace, from what to put in the vending machine to how to implement change, has been affected by these sharp generational differences. The CEO, Mr. Smith, is now simply addressed as Bob, and casual Fridays have spread to more days of the week (Remke 1999, pg 7). Managers are challenged by this experience, as they must accommodate all generations without offending any of them. Managers may find themselves chan ging generational hats several times a day, which will soon be perceived as shallow and disingenuous. A better approach is to seek a management style that includes all ages and doesn't disrespect the values of the others. According to Remke (1999, p 8), the multi-generational management style will need to be acceptable to the attitudes and temperament of the individual manager. The purpose of this paper is to provide information about the various values, attitudes, goals, and motivations that affect the four distinct generations and examine the implications that these differences have for the workplace. This paper will additionally make recommendations in regards to how this information might be used to develop a management style that is tune with today's multi-generational workforce. Of course, every manager will need to develop their own unique style  based on their individual characteristics. However, this paper will show that there are some universal management techniques that can be used to bridge the age gap in the workforce.