King Lear By William Shakespeare (1564 - 1616) Essays - King Lear

King Lear by William Shakespeare (1564 - 1616) King Lear by William Shakespeare (1564 - 1616) Type of Work: Tragic drama Setting Medieval England Principal Characters Lear, King of Britain Cordelia, his faithful daughter Regan and Goneril, his two mean-spirited daughters The Dukes of Cornwall and Albany, their husbands The Earl of Gloucester Edmund , the Earl's treacherous son Edgar, the Earl's true son (later disguised as a madman) The Duke of Kent, Cordelia's loyal helper Lear's Fool, a comical character Story Overveiw England's aged King Lear had chosen to renounce his throne and divide the kingdom among his three daughters. He promised the greatest portion of the empire to whichever daughter proved to love him most. Goneril lavished exaggerated praise on her father; Regan even outdid her sister with a wordy show of hollow affection Cordelia, however, refused to stoop to flattery, and insisted that she loved her father no more and no less than was his due. Lear exploded at what seemed to him her untenderness and immediately disowned her. Moreover, Lear banished the Duke of Kent from the castle for defending Cordelia. Two suitors had come to the British court to seek Cordelia's hand: the Duke of Burgundy and the King of France. After Lear had disinherited Cordelia, Burgundy suddenly lost interest in her he aspired to a wealthy bride. The King of France, however, was delighted by Cordelia's honesty and immediately asked for her hand. They departed for France, without Lear's blessing, and Cordelia's part of the kingdom was divided between Goneril and Regan, who were all too happy at their sister's fall from grace. Furthermore, these two daughters decided that Lear had succumbed to a sort of senility, and they set upon a plan to exploit his weakness to their own advantage. Meanwhile, in the Earl of Gloucester's castle, Edmund, Gioucester's bitter and cunning illegitimate son, was fretting over his father's preference toward the legitimate brother, Edgar. Edmund now forged a letter in which Edgar supposedly expressed his intent to murder their father. Gloucester immediately believed the letter and fled in distress from the palace. Then Edmund, in mock concern, went and warned his brother that someone had turned Gloucester against him. Edgar, too good at heart to suspect his brother's treachery' accepted the story and escaped to the forest. Thus, with two clever strokes, Edmund had managed to supplant his brother in his father's affections. After dividing his kingdom, Lear decided to lodge for a time at Goneril's palace. Now that she had her half of his kingdom, however, she no longer feigned love for him. In fact, she so distained her father that she ordered her servants to mistreat and insult him. Accordingly, her servants began to deal with him as a senile old man rather than as a king. In the meantime, the banished Duke of Kent disguised himself and presented himself to the king at Goneril's palace. Lear failed to recognize the disguise and hired Kent as a servant. Then, with the help of the King's Fool (whose biting jibes and puns provide some of the finest moments in all literature), Kent began hinting to Lear that he had acted unwisely in dealing with Cordelia, until the King began to perceive his folly. As Gonerit continued to humiliate him, Lear, bemoaning his fate ("How sharper than a serpent's tooth it is / To have a thankless child!"), determined to move on to Regan's household. He did not know that Regan was at that moment on her way to visit Gloucester. (In fact, all of the characters were now converging on Gloucester's castle). Near Gloucester, Edgar, still convinced that his life was in peril from his father, lingercd in a local wood, disguised as a madman - Tom o' Bedlam. Soon Regan and her husband, the Duke of Cornwall, arrived at Gloucester. They were followed by King Lear not long after. When Goneril and her household also appeared, the two sisters united to disgrace their father, ordering him to dismiss all his servants. But this humiliation proved too much for the old King, who, in a fit of anger and shame, rushed out of the castle into a furious storm, where he wandered about madly, screaming and cursing. Their plan having succeeded, the daughters locked the doors behind him. Then follows a most famous and stirring scene: Lear raged and cursed in the midnight storm, with his frightened Fool cowering beside him, uttering the most biting and ironic jokes, while Kent watched in disbelief. Fortunately, Gloucester found them and led them to a little hovel, where they encountered Edgar, still disguised as Tom O'Bedlam and pretending derangement. Lear, now half mad himself, set about conducting a bizarre mock trial

Halted by Hinduism essays

Halted by Hinduism essays Islam was a very strong force. Thus it met something even stronger known as Hinduism. Islam was spreading rapidly until it reached Hinduism in India. It was halted by Hinduisms strong basic beliefs. It strived even though the very violent ways of Islam. Countries surrounding India were converted leaving India as the only country in the region that was still Hindu. The spreading relegion of Islam was based on five key principles known as the five pillars. The first is You must state that there is no God but Allah and Muhammad is the prophet of Allah. You must pray five times a day towards Mecca according to Islam. You are legaly required to give one-fortieth of your income to the poor. This must be done to achieve salvation. During the holy month of Ramadan you should fast. Doing this develops self control and devotion to God. The last pillar is a pilgrimage to Mecca. This must be done at least once by every Muslim. If they are to old or not physically able to go they may send some one for them. There is a sixth religious duty associated with the five pillars. Men are required to go to war to defend or spread Islam. If they are killed they are guaranteed eternal life in Paradise. Hinduism had a very different opinion on religon. The Hindus belief that there are many different Gods and Godesess. Thus there are three main Gods. The first is Shiva the creator and destroyer. He destroyed the old while creating the new. Vishnu is the preserver that represents stability and order. The third is Devi the protecting mother which is sometimes known as simply the Goddess. She is often identified as the creative energy of the universe, and is considered the equal of Devi and Shiva. Unlike Muslims Hindus usualy worship at home and are not required to do so daily. The Hindus also believe that the temple should stay very clean. If the temple was not clean the God would leave it. ...

A Study Of Society Detachment In Henry David Thoreaus Life Without Principles

A Study Of Society Detachment In Henry David Thoreau's Life Without Principles In Henry David Thoreau’s â€Å"Life Without Principle,† Thoreau talks about separating ourselves from society as a whole and living life according to our own standards, not society’s. I believe that Thoreau’s thesis statement is, â€Å"If I should sell both my forenoons and afternoons to society, as most appear to do, I am sure that for me there would be nothing left worth living for.† Thoreau speaks of the ways people earn their living and the many trivial things people will do just to get more money. He believes that we should not get caught up in the ways of money and society. Personally I agree with the points that Thoreau makes in â€Å"Life Without Principle.† After all, what is the point of having money if you are not happy? Today, society paints an image of what the perfect life should be. However, the reality is that the average person would never achieve that portrayed lifestyle. Yet, people still strive to accomplish it. People work day in and day out, some methods more controversial than others, to make more and more money. At the end of the day, are those people truly happy? I believe that wealth does not equate to happiness. If all I have is one hundred dollars in my bank account, I am no less happy than when I have a thousand dollars in my account. Don’t get me wrong; money is a nice thing to have, and a very fun thing to spend. However, material things are just that, material. I would much rather spend money hanging out with my friends or taking a trip with my family than buying a two hundred dollar pair of shoes. Material things wear out, but memories last a lifetime. I believe that this mindset would be achievable in an ideal world. One in which no one truly cared about what others or society in general thought about them; a world in which we did not base our happiness on our bank accounts. But we do, and it is a very sad thing. Which is why from a generational standpoint, Thoreau’s ideas/beliefs in â€Å"Life Without Principle,† We live in a society in which everyone has principles. However, not everyone’s principles are the same. We all come from different backgrounds, religions, and families and each of those aspects influence what each of our principles may or may not be. I do not believe that my generation would ever fully agree with Thoreau’s thesis statement. We are a generation that is constantly competing against one another, and constantly wanting the newest versions of things. For example, I know many people who just bought the Samsung galaxy s6, but are already waiting for the s7 to be released so they can bye it. For no other reason than to say that they have the newest phone. Social media and television play a large role in this also. We spend so much time wanting to be just like our favorite celebrities, and wanting to have what they have. We forget to stay true to ourselves, and do what we enjoy doing. It is for those reasons that although I agree with Thoreau, that my generation would never be able to achieve his ideal way of living one’s life.

Discuss the theme of Aunt Granny Lith using the topic of Lilith Research Paper

Discuss the theme of Aunt Granny Lith using the topic of Lilith - Research Paper Example The story then takes us back more than 20 tears when Beth and Casey married. Beth was the third wife of Casey, and the first two having died under mysterious circumstances. Their deaths are hereafter attributed to the work of an old granny, Lith who Casey supposedly proposed to long before he married the first wife. Although in a rare joke, the granny is likely to have taken the proposal seriously and just like the Lilith in the mythical biblical story of Adam, the old woman was ready to ensure that he got married to the man who proposed and that no other woman was to come close (Schwartz, 93). The theme, Lilith augurs well with the story, â€Å"Aunt Granny Lith† in a number of ways. First, the first two wives of Casey died out of the jealous of a woman who Casey proposed to. Their deaths are a manifestation that the old ready, as in the myth was not ready to share a husband with another woman. It is out of this fear that Casey even carry a gun and a knife with him. Having revealed the story to Beth, Beth’s mother Nomey uses her knowledge on the old lady and advises the young couple on low to avoid the wrath. The bravery of Beth, as that of Eve in the Lilith myth is seen when she follows her mother’s advice, and even convinces Casey to do the same and at the end the two get rid of the danger and the fear. The victory of human over the forces of evil is also seen in the symbolism of Lil. Besides the name being significantly symbolic of the same force that was with the old woman and Lilith in the myth. After Beth’s marriage, the woman appears to Beth â€Å"†¦.saw someone scurry into the woods†¦. trailed the person to the head of the hollow† (Offutt, 136). The fight that results over Casey is an indication of the evil that has to be overcome by Beth and her husband to live safely. However, in this case, Beth effectively protects her marriage and does not need any help from her

Case Study - Research Proposal Essay Example | Topics and Well Written Essays - 2500 words

Case Study - Research Proposal - Essay Example This diminishes their quality of life and increase health care costs even though early detection can either prevent or lessen or postpone some of the emotional social and debilitating physical effects that these impairments have on the older people (Parmeleet al, 1992). The major key issue that I have encountered in this field is that those who have the responsibility of taking care of the aged always have a negative opinion towards the behavior of the aged people; they claim that, the aged are too demanding and always complaining. In addition to poor memory and loss of important sense which disable them to understand, reason and act as expected and due to these complications they create an unpleasant relationship with nurses in care homes and public in general and this sometimes results in neglect, abuse and mistreatment (Lau et al, 2001). Nursing homes should be located in a serene cool environment free of any form of disturbances and pollution with access to shops public transport and most importantly close to family and friends. It should also be designed such that it contains:- These properties ease work and reduce e stressing conditions experienced by nurses. A nursing home should also contain occupational and recreational facilities for the needs of its residents (Parmeleet al, 1992). ... A nursing home should also contain occupational and recreational facilities for the needs of its residents (Parmeleet al, 1992). There should be also sufficient security to ensure maximum safety and must of course comply with the building regulations and with general fire and safety rules since the homes are required to provide the residents with comfort. A nursing home must ensure that suitable, sufficient, nutrition and a variety of food is provided since dietary restriction on medical or religious grounds must be common also involving the residents in planning meal time and choice of food will reduce the rate of conflicts (Zerhusen et al, 1991) (ii) Education and training Nurse's area very busy due to the amount of work involved in nursing homes and must be in relatively good physical shape. They should also be good in communication skills in order to deal effectively with their patients by practicing good listening and giving clear directions to both patients and aides (Zerhusen et al, 1991). This is essential in dealing with human suffering and emergencies. In addition to fostering mutual understanding between the nurses and aged, the nurses must completely undergo through training in state approved practical nursing programs, which can be offered through community based, and technical programs. Also periodic licensing renewal is essential where the nurses are interviewed and their performance scrutinized and their service record checked (McCurren et al, 1999). In the improvement of prompt service provision new technology has to be implemented and this calls for further training of the nurses in regard to new systems and equipments introduced. Educating the nurses increases their understanding; attitude and insight in

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

The Forever Changing Economy :: essays research papers

The Forever Changing Economy How easy is it for smaller business men to achieve the Aamerican dream. How to stop corporate domination. The question I pose to you is " Is the American Dream still achievable?" The opportunity is there but for what select few is the opportunity available to. If the resources are out there but I can't tap into the resources they rae of no use to me. (Make note of the fact that we live in a market economy. Just about every definition of the "market" in the dictionary connotes an oppurtunity as a place where goods are bought and sold.(cite dict.) As an abstraction, a market is the possibility of sale. Goods "find a market", and we say there is is a market for a service or commodity when there is a demand for it, which means it can and will be sold. Markets are opened to those who want to sell and a convenience for those looking to purchase.(cite 2) The market represents "conditions as regards, opportunity for, buying and selling".(cite 2) The market implies offering and choice. The way a market economy works is that there are market pressures that develop for different commodities. The pressures work in one direction for a while, but at the same time pressures are budding that work in the opposite direction. As people look forward and see there's going to be some profit made from their production, they'll make decisions to increase volume, usually hiring more people, buying more materials, often bidding up their prices. When people are competing in the same market, that tends to generate more and more pressure in the direction of expansion. But at the same time, as costs and possibly interest rates rise, pressures begin to operate in the other direction, against profits.(cite 1) The public as a whole must get their fair share of the benefits. Macroeconomic reforms should translate into a more efficient delivery of public services, equity, social welfare and social security.(cite 3) The Economic Policy Institute (EPI) has released its findings on American living standards. The report, issued every other year on a decline that begsn in the late-1970's. The EPI's report also contends that the Americans are working more for less money because of slow growth in wages since 1989. According to the report, wages in the bottom 80% of men have declined since 1989. The report also contends that 20% of women have experienced a decline in trsl esgrd dincr the 1980's, a period in which wages fell but family income increased because of longer hours at work and increased participation of The Forever Changing Economy :: essays research papers The Forever Changing Economy How easy is it for smaller business men to achieve the Aamerican dream. How to stop corporate domination. The question I pose to you is " Is the American Dream still achievable?" The opportunity is there but for what select few is the opportunity available to. If the resources are out there but I can't tap into the resources they rae of no use to me. (Make note of the fact that we live in a market economy. Just about every definition of the "market" in the dictionary connotes an oppurtunity as a place where goods are bought and sold.(cite dict.) As an abstraction, a market is the possibility of sale. Goods "find a market", and we say there is is a market for a service or commodity when there is a demand for it, which means it can and will be sold. Markets are opened to those who want to sell and a convenience for those looking to purchase.(cite 2) The market represents "conditions as regards, opportunity for, buying and selling".(cite 2) The market implies offering and choice. The way a market economy works is that there are market pressures that develop for different commodities. The pressures work in one direction for a while, but at the same time pressures are budding that work in the opposite direction. As people look forward and see there's going to be some profit made from their production, they'll make decisions to increase volume, usually hiring more people, buying more materials, often bidding up their prices. When people are competing in the same market, that tends to generate more and more pressure in the direction of expansion. But at the same time, as costs and possibly interest rates rise, pressures begin to operate in the other direction, against profits.(cite 1) The public as a whole must get their fair share of the benefits. Macroeconomic reforms should translate into a more efficient delivery of public services, equity, social welfare and social security.(cite 3) The Economic Policy Institute (EPI) has released its findings on American living standards. The report, issued every other year on a decline that begsn in the late-1970's. The EPI's report also contends that the Americans are working more for less money because of slow growth in wages since 1989. According to the report, wages in the bottom 80% of men have declined since 1989. The report also contends that 20% of women have experienced a decline in trsl esgrd dincr the 1980's, a period in which wages fell but family income increased because of longer hours at work and increased participation of

Ge’s Two Decades Transformation

Transformation: Jack Welch's Leadership Answer 1 In April 1981 , when Jack Welch became the CEO of GE, US was in recession. There were high interest rates. Strong dollar resulted in country's highest unemployment rates. In this rapid changing and uncertain environment it was extremely difficult task for him to handle a conglomerate as big as GE and ensure that general confidence among the investors is not lost. His predecessor, Reg Jones, had set the bar extremely high at the company leaving a legacy for Welch to compete with as the ew CEO.Also, acquiring new businesses and ensuring that each business unit under the GE umbrella was one of the best In its field was another challenge. Welch was extremely effective in taking over the GE reins. He challenged each to be â€Å"better than the best† and planned radical changes across the company. under his guidance, the company expanded dramatically from 1981 to 2001. * He Instilled In everyone a culture of innovation and learning, a nd incorporated measures related to new product development, technological leadership, and rates of improvement. * He set he standard for each of business to become #1 or #2 or get out of business. Welch categorized business In 3 circles as core, high technology and services and sold off 200 businesses which all together contributed for 25% of sales. * Even budgeting process got radically changed and evaluation started against external competition rather internally. * Managers that did not fit into or who failed to embrace his strategy were let go. Anything and anyone that didn't bring value to GE was eliminated. The most Important change he brought in was by eliminating the sector evel and reducing the hierarchical levels from 9 to 4. * Through downsizing, de- staffing and delayering, Welch modestly Increased revenues from $27. bn to $29. 2bn. * Welch made a varsity team where he wanted managers who were ready to accept change, have a strong commitment towards values and willing to break with old culture and most of all ready to take lead and bring changes. Answer 2 Welch's objectives: To modify the culture of the company to match the needs ot the changing environment and to make sure that each employee embraces the new culture with ease. He created an environment of openness, speed, simplicity and self-confidence. * To get the fundamentals right. * To create a culture of a small company a place all felt engaged and everyone had voice.A forum where employees could not only speak their minds about how their business might run more effectively but also get immediate response to their ideas and proposals. * To increase productivity beyond imagination. He made six sigma a part of the culture * He focused on locating and developing leadership at all levels of the company. GE employees were being developed, evaluated and compensated ased on a demanding evaluation process called â€Å"Session C * To incentivize stronger work ethics, GE revamped its compensation pac kage by offering more stock options tied directly to individual performance for program initiatives.Welch wanted ‘Of3 employees to Teel valued Tor tnelr contrlDutlons, ana nlgnly-compensatea Tor tnelr efforts. Welch based his proposed and implemented changes on proven tactics used by other successful. For eg. Implementation of Six Sigma first stared by Motorola. He realized it was important to develop leaders and break from the conventional to chieve extremely high standards and be at the top, undefeated. So he revolutionized the way GE worked. Answer 3 GE defied critics by implementing not Just strategies to combat the challenges faced but by implementing a long term sustainable strategy that will be a masterpiece for years to come.Although GE had gone through a major reorganization that contributed to its successes, the changing business climate when Welch took over as CEO required more to be done. Welch realized that overcoming the magnitude of challenges would require unco nventional leadership and bold strategies. In times of uncertainties and recession, the normal course of action for many businesses is to engage in cost cutting strategies, but he believed investments in the right places during hard economic times enables a company to perform better during and after a recession. Right investments at right time: He offloaded all the unprofitable or not so profitable businesses and acquired companies during the slowdown. This was a clever decision since companies can be bought really cheap during recession. GE had acquired firms that enabled it to expand globally and developed global operations hat resulted in the company almost doubling its international revenue to $42. 8billion * Adapting various strategies which included â€Å"Fix, Sell or Close†.This strategy is an indication that Welch did not adapt cost cutting strategies like many of the companies during that time. Welch ‘s goal of making GE lean and agile resulted in de-staffing a nd reduction of bureaucracy, eliminating layers of hierarchical that were bottlenecks to growth. * Critics saw the company's strategy of developing leadership and employee capabilities enhancement as being risky especially in times of ncertainties. However, through the determination of Welch and his team, and the desire for change; the risk paid off contributing to the value of the company.Welch understood that strategy is not about doing things better, but it is about doing things differently through effective decision making and knowing where to compete and how to compete regardless of how radical and risky it may seem to critics. * Through the stretch target initiatives, all employees were asked to prove how good they can be by setting and reaching higher goals that were once deemed to be impossible to achieve. Another important value added to the company was the service business, which contributed to 2/3rd of the company's revenues.With Welch's leadership GE ventured into new se ctors, and did away with ineffective ones, developed a massive global market that out performed its domestic markets, created a service industry and an E-business. * Last but not the least, his introduction of the Six Sigma quality initiatives led to 62% in turnaround time, return of $750million over the investment exceeding expectations along with a forecast of additional returns of $1. 5 billion in 1999. Thus created a large complex diversified conglomerate that continues to defy the critics and grow in performance and profitability.Answer 4 According to me Welch set the standard really high for the rest of the world. There was so much to learn from Welch's leadership. He initiated a change in mindset and was successful in doing it, thanks to his commitment and rock solid attitude. Jack welcn's mlsslon was to restructure tne company In order to Decome tne #1 or # the industry. He embraced change, expected his team to do the same, and challenged his team be â€Å"better than the b est†. Furthermore team members had to have the willingness to take charge, to think outside of the box, and most of all to be team players.Welch fostered open communication and created a culture characterized by â€Å"speed, simplicity, and self -confidence. † Welch never rested on his last success; he continued to innovate and to look for ways to grow the business both internally and externally. He understood that GE's assets were in fact their people and in turn had to be managed as a company resource. Welch's unwavering involvement in every facet of the business was essential to all of these directives. Everything Welch did reflected his belief in his people and as he once stated. l own the people, you Just rent them. † Without a doubt, Jack Welch's leadership has left a lasting impact on GE and the business world. Welch's has left a legacy for his successor. The successor will need to establish him/herself and make a name for themselves. This person will need to clearly communicate their vision and how they will go about accomplishing those goals. He/she will need to continue to foster open communication in an effort to continue to encourage teamwork. Innovation will be crucial if the company is to thrive under the new leadership.

Education For Children With Disabilities Education Essay

It is estimated that there are 500-650 million individuals with disablements in the universe, about 10 % of the universe population, 150 million of whom are kids. More than 80 % unrecorded in developing states with small or no entree to services. The bulk of kids with disablements, in developing states remain out of school and are wholly illiterate.[ 1 ]This is the information provided by UN Committee on the Rights of the Child, which provides us with an thought of how large is the issue refering right to instruction of the kids with disablements. Even though bulk of the provinces have ratified assorted international human rights instruments, many of them fail to guarantee to carry through all the duties prescribed under international human rights jurisprudence instruments. I will turn to following job on illustration of Georgia. Are handicapped kids ‘s instruction rights protected in equal manner as of kids without disablements in Georgia? What are the chief jobs of implementi ng human rights instruments ‘ commissariats and what has to be done in order to give kids with disablements equal opportunity to bask their educational rights? And is inclusive instruction solution to the job? Right to instruction has been enshrined in several human rights instruments such as: The 1948 Universal Declaration of Human Rights ( Art.26 ) ; The International Covenant on Economic, Social and Cultural Rights ( Art.13 ) ; Convention on the Rights of the Child ( Art. 28 ) ; Convention on the Rights of Persons with Disabilities ( Art.24 ) etc. All the above mentioned instruments underscore the rule of non-discrimination and equality in the right of instruction. Hence, kids with disablements are entitled to the same educational rights as others. When turn toing this issue I will chiefly discourse right to instruction of the kids with disablements under the Convention on the Rights of the Child ( CRC ) , as it is the major human rights instrument refering kids ‘s rights in general. Article 28 of Convention on the Rights of the Child provides that provinces parties recognize the right of a kid to instruction on the footing of equal chance, doing primary instruction compulsory and available free to all[ 2 ]. The undermentioned article underscores that everyone has equal chance to have assorted degrees of instruction, but foremost and first importance of compulsory primary instruction and its handiness for free of charge. Article 29 of CRC states the purposes of instruction, such as â€Å" development of kid ‘s personality, endowments and mental and physical abilities to their fullest possible [ aˆÂ ¦ ] † Article 2 of CRC is associating to equality and non-discrimination rule including guaranting and este eming rights of handicapped kids without any favoritism on the evidences of disablement. Among the above mentioned commissariats, article chiefly with respect to the rights of handicapped kids is Article 23 of CRC, which once more high spots that province parties have to guarantee handicapped kid ‘s effectual entree to instruction ( Art.23 ( 3 ) ) . In 2006 The Committee on the Rights of the Child has adopted its General Comment No 9 on the topic of the rights of kids with disablements, turn toing some nucleus affairs refering rights of handicapped kids, nucleus duties of province parties, general steps of execution of the Convention etc. In the undermentioned remark Committee among other issues underlines the significance of rights of instruction of kids with disablements. Committee addresses the importance of inclusive instruction. Inclusive instruction should be the end of educating kids with disablements. The mode and signifier of inclusion must be dictated by the single educational demands of the kid, since the instruction of some kids with disablements requires a sort of support which may non be readily available in the regular school system.[ 3 ]The same rule of inclusive instruction is besides provided in the Implementation Handbook of the Convention on the Rights of the Child prepared by UNICEF. Harmonizing to the Handb ook â€Å" the instruction of handicapped kids should be provided â€Å" in a mode conductive to the kid ‘s accomplishing the fullest possible societal integrating ( Article 23 ( 3 ) ) which means that handicapped kids should, wherever possible, be educated in mainstream schools alongside with kids without disablements. †[ 4 ] Even though rule of inclusive instruction is seen by UN human rights organic structures as a solution for bettering enjoyment of right to instruction of handicapped kids, some look on this facet from more deep position. For illustration Marcia H. Rioux and Paola C. Pinto in their recent article reference this issue, harmonizing to them: â€Å" Even when, in more recent decennaries, inclusion has become the mantra of instruction systems worldwide, the disagreement between normative models and the resources available on the land to recognize the right to education for all has frequently created new signifiers of marginalisation and exclusion along ability lines. Indeed, acquiring kids with disablements in schools is non plenty. If inclusion merely changes the location of the schooling of the kid but the negative stereotyping persists, so the outlooks for that kid ‘s acquisition will go on to be less than for other pupils. It makes a parody of inclusion. Bing ‘in ‘ a schoolroom, but non an integrated and equal participant in the really cloth of larning contradicts the intent of schooling. This is what is sometimes characterized as soft inclusion – inclusion that addresses topographic point but non the substance of larning. †[ 5 ]These writers emphasize, that â€Å" A rights attack to instruction, by contrast, highlights the demand for a holistic position, necessitating a model that takes into consideration non merely the right of entree to education throughout all phases of childhood and beyond, but besides the right of quality instruction and the right to esteem in the acquisition environment. †[ 6 ] The equality, non-discrimination and integrating of handicapped kids in the mainstream instruction, are the precedence issues on human rights docket in Georgia. Since confirmation of Convention on the Rights of the Child on June 2 of 1994, Georgia has submitted three studies to the Committee. These studies give clear thought about the jobs in the procedure of implementing equality and non-discrimination rules in respects of instruction of handicapped kids. The coverage process shows what the spread of implementing CRC on national degree are. The 2nd periodic province party study provides with more or less elaborate information refering right to instruction of handicapped kids. Harmonizing to information provided by the Ministry of Education of Georgia, there are 20 particular residential schools for mentally and physically handicapped kids under its legal power. There are two places for handicapped kids under the legal power of the Ministry of Labour, Health and Social Welfare, lodging a sum of 157 kids. The Ministry of Labour, Health and Social Welfare has besides prepared a programme for the nationwide reform of the system of commiting handicapped kids. The Ministry of Labour, Health and Social Welfare points out that, non with standing certain betterments in recent old ages in the budget support of institutional constitutions, this programme is still underfunded. It is unable to supply full support for rehabilitation work, peculiarly that of a societal nature, which in bend earnestly hampers the undertaking of incorpo rating handicapped kids into society. The programme aims to guarantee a significant betterment in the chances available to kids in this class for psychological, educational and societal rehabilitation.[ 7 ]In response to this study, Committee published its Concluding Observation in 2003, supplying some recommendations in respects of right to instruction of kids with disablements. More exactly, The Committee is concerned that the right to non-discrimination is non yet to the full reflected in the State party ‘s statute law, policies and programmes at the national and local degrees.[ 8 ]The Committee remains concerned that kids with disablements remain outside mainstream instruction and are marginalized in society.[ 9 ]The Committee recommends the province party to take the necessary steps to incorporate kids with disablements in the mainstream instruction system and society.[ 10 ] The latest study submitted to the Committee by Georgia was in 2007. State party provides with following information, that The NGO â€Å" Children of Georgia † in coaction with UNICEF undertook an appraisal of handicapped institutionalised kids and their capacity for reintegration, and of handicapped kids populating with their households. New methods for measuring handicapped kids were developed and adapted to the Georgian context. Based on this appraisal, a scheme for reintegration and inclusive instruction will be developed.[ 11 ]Harmonizing to the Ministry of Labour, Health and Social Affairs of Georgia, a national policy refering the handicapped kids is reflected in the determination of the Parliament of Georgia of 13 February 2004 sing the chief waies of the societal policy aimed at protecting the rights of handicapped kids, above mentioned papers includes precedence issues such as: a ) harmonisation of the Georgian statute law with the norms and criterions provided for by international conventions ; B ) inclusive and incorporate instruction.[ 12 ]Harmonizing to the Ministry of Education and Science, until late, there were few options to institutional attention or instruction in particular schools for kids with disablements in Georgia. However, the state of affairs has changed with the passage of a new Law on general instruction, which stipulates in paragraph 4 of its article 31 that â€Å" general educational establishments are authorized to make conditions for inclusive instruction † . This proviso has created an unprecedented chance for Georgia to cut down the demand for institutionalization that frequently was the lone option for kids with disablements.[ 13 ]Based on this statute law, pilot undertakings on inclusive instruction have been launched in 10 Tbilisi schools with the position to affecting kids with particular demands in the instruction procedure. Monitoring of these undertakings has shown that due to inclusive instruction sociall y isolated, alienated and handicapped kids are going more incorporate into society.[ 14 ]Sing 3rd periodic study of the province of Georgia, the Committee adopted its Concluding Observation in 2008. The Committee is still concerned that, despite the Constitutional and other warrants, the rule of non-discrimination is non to the full respected in pattern with certain groups of kids, including kids with disablements.[ 15 ]The Committee recommends that the State party addition its attempts to supervise and guarantee execution of bing Torahs vouching the rule of non-discrimination and full conformity with article 2 of the Convention.[ 16 ]The Committee recommends province party among other issues to see: a ) signing the Convention on the Rights of Persons with Disabilities and its Optional Protocol ; degree Celsiuss ) pursue attempts to guarantee that kids with disablements may exert their right to education to the maximal extent possible.[ 17 ] As we see from the illustration of Georgia, Georgia still faces many jobs in respects to fulfillment of its nucleus duties on the topic of the right to instruction of handicapped kids. I agree with the thought that, â€Å" It continues to be a slow procedure for the acknowledgment of the right to instruction for kids with disablements to go recognized and implemented. There is an pressing demand to supervise the systemic conditions that have led to the disagreement between policy and pattern, between theory and execution. There is a farther demand to disaggregate informations in order to do seeable the favoritism and exclusion of many kids with disablements, to develop new policies that target people with disablements and to mensurate the advancement towards cosmopolitan instruction † .[ 18 ]Georgia still has to take more stairss such as: adopt and enforce national statute law in respects of handicapped people ; sign and implement the Convention on the Rights of Peoples with D isabilities ; raise financess on instruction of handicapped kids ; have more cooperation with international human rights organisations ; do schools accessible for kids with disablements, promote public consciousness that disabled kids are portion of the society, train school staff and instructors, etc. Georgia has merely to esteem, protect and carry through right to instruction of kids with disablements. Solving all of these issues is non a myth, but world, negative facet is, unluckily it takes long clip.

Institutional Accountability Dispersion of Power and Delegation of Responsibilities

Institutional Accountability Dispersion of Power and Delegation of Responsibilities Introduction Governance and accountability is a critical concept to the development of states. Accountability in governance is a vital practice. It encourages effectiveness in discharge of duties and equitable allocation of resources. Accountability in different institutions has a close link with the way power is distributed in organizations. The loci of power in institutions are useful parameters for assessing the level of accountability in the organizations.Advertising We will write a custom essay sample on Institutional Accountability: Dispersion of Power and Delegation of Responsibilities specifically for you for only $16.05 $11/page Learn More Decentralization of power is highly encouraged in most liberal democracies across the world. Decentralization of power is manifested in a number of managerial practices in institutions like the delegation of the organization’s duties and responsibilities (Brinkerhoff et al. 2009). This paper looks into the aspects of centralization and decentralization of power in different institutions and how these two aspects of governance encourage accountability. In this paper, it is argued that institutions’ accountability is better attained through dispersion of power and the delegation of the organization’s responsibilities rather than through centralization of power and control. Accountable governance in liberal democracies Having mentioned liberal democracies, it is imperative to explain how the distribution of power encourages accountability in such nations. One vital characteristic of liberal democracies in the todays world is the high decentralization of power. Power and ability to make decisions in such countries do not lie in the hands of some individuals. Liberal states decisions are made through consultations between different arms of the government. This means that different arms of the government discuss, consult with each other and deliberate on the issues before the final decision is reached (Ezzamel et al. 2007). Decisions reached through consultation and deliberations are better weighed than those that are made unilaterally. Different bodies which deliberate on the issues and come up with certain suggestions are also involved in the implementation of such decisions (Brinkerhoff et al. 2009). Therefore, there is a low possibility of manipulating decisions in the middle phases of implementation. This encourages checks, ensuring that there is a balance in the implementation process. It is easy to detect anomalies in the implementation of the decisions because of the many observers monitoring the process.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Up to this point, it is imperative to say that liberal democracies encourage institutions’ accountability. Powers are decentralized from the top governance, leaving institutions with no other optio n, but to implement such structures (Mulgan,2003). Having talked about liberal democracies, it is vital to mention autocratic governance. Autocratic governance is the least desired form government in the modern society. Autocracy means the centralization of power. A few individuals are vested with decision making power, leaving other people as mere enforcers of the decisions reached. Channels of deliberating on issues are closed making most people rubber-stamp these decisions. The quality of decisions is put in jeopardy. Therefore, the level of accountability is often low in regimes which do not embrace democracy (Trechsel,2010). Governance and accountability in decentralized institutions Research shows that most people in the world are against the centralized system of governance. There are several reasons for the resentment. One of the strongest reasons is that centralized governance kills institutional accountability through the encouragement of unilateral decision making (Ezzame l et al. 2007). In centralized governance, there is one locus of power. Institutional functions are coordinated from a single point. In some instances, all the powers to make key decisions are left under the control of one individual. The result of this is that one person takes advantage of the power to make certain decisions, which might not be favourable to the whole country/institution (Kaler,2002). A deep look into the modern practices of institutional management shows that most organizations embrace decentralized structure of management. Delegation of authority and responsibility can be traced in a wider range of institutions. This is one form of decentralizing power and encouraging sharing of organizational power and responsibilities. This practice is replicated at almost all levels of governance in countries that embrace democracy. Notable examples can be traced in the United States, Western Europe, and Australia (Curtin, Mair Papadopoulos, 2010).Advertising We will w rite a custom essay sample on Institutional Accountability: Dispersion of Power and Delegation of Responsibilities specifically for you for only $16.05 $11/page Learn More These are the benchmark regions in as far as institution’s accountability is concerned. The question that should be asked is how the decentralization of power and delegation of responsibilities contributes to a higher accountability. Another issue that should be discussed at this point is how the centralization of power and responsibilities kills institutional accountability. These questions can be sufficiently answered by taking a deeper look into institution’s administration from two perspectives centralized and decentralized governance (Schillemanns, 2008). Decentralized institutional governance: its role in bringing about accountability Steets (2010) observed that institutional accountability was often measured by the level at which institutions planed and assigned resources ef fectively in order to get the desired results. Accountability means that employees in an institution embrace ethics in their work (Shearer, 2002). The application of decentralized principles in organizations entails the redistribution of authority in institutions’ management. In such institutions, power is shared among different people. Therefore, decisions are not made by a single authority. Each department is given powers to come up with their own suggestions that may be efficient. Each section of an organization has a head who leads it in coming up with decisions and implementing them using the available resources. Perhaps, one point should be noted here. Decentralized authority does not mean that there is no centre of power. Numerous centres of power exist within an organization. However, each centre of power is given autonomy in a number of duties. This is where the aspect of responsibility starts. Leaders of departments work closely with the organization’s member s. Institutional workers keep close checks on each other and on the overall duties that are assigned to them (Kaler,2002). Organizational tasks are not left in the hands of a few individuals but distributed among other segments of the organization. Leaving the task of decision making to fewer people has numerous consequences on institutions’ administration. One of the effects is that centralization of authority and responsibility causes flooding. Flooding encourages haphazardness in the discharge of institutional duties.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such situations, it is easy for an institution to attain improved performance. In delegation, institutional responsibilities are assigned to people across the institution in such a way that no person is left with a wide load of work. This exercise depends on the abilities and skills of the institution’s workers. Therefore, it is easy to narrow on a person whenever anomalies occur in the institution. However, anomalies rarely occur because every individual is involved in the institution’s production. Institutions are seen in terms of their ability to serve the society and not in terms of power and dominance (Hood,2010). Power is a minor element in situations where there is a higher delegation of duties and responsibilities. In other words, power is replaced by responsibility. People work hard to accomplish their tasks as they are responsible for any task assigned to them. Most organizations in liberal democracies thrive in the global economy due to high levels of per formance. The highest level of performance comes from the fact that there is a high level of organizational responsibility due to delegation of duties and responsibilities (Steets, 2010). According to Behn (2001), a number of people argue that accountability can still be attained in institutions that have centralized operations. Their argument is that centralization promotes bureaucracy, which in turn encourages accountability in institutions. While there is some weight in the argument, the biggest portion of the argument is refuted. This comes from the numerous study outcomes. Those results show that bureaucracy does not encourage accountability. Most functions in bureaucratic institutions are centralized. Delegation of responsibility is a rare practice in such institutions. Conclusion Institutional accountability is closely associated with decentralized systems of governance. This system of governance is synonymous with liberal democracies. Liberal democracies encourage the decent ralization of power and delegation of administrative responsibility. Most institutions in liberal democracies embrace the democratic principles of management. These principles include delegation of institutional power and responsibilities. This system governance is synonymous with autocratic regimes. In such regimes, institutions’ accountability is quite low due to the failure to enhance delegation of authorities. Institution’s power is also highly centralized. From this discussion, it is imperative to say that there is a close relation between decentralization of institutions’ power and attainment of institutions’ accountability. Reference List Behn, R D 2001, Rethinking democratic accountability, Brookings Inst. Press, Washington, D.C. Brinkerhoff, D W, Johnson, R W, Hill, R, Merrill, S, Peacekeeping and Stability Operations Institute Army War College (U.S.) 2009, Guide to rebuilding governance in stability operations: A role for the military, Army War College, U.S. Curtin, D, Mair, P Papadopoulos, Y 2010, Accountability and European Governance, Routledge, New York. Ezzamel, M, Robson, K, Stapleton, P McLean, C 2007, ‘Discourse and institutional change: ‘Giving accounts’ and accountability’, Management Accounting Research, vol. 18, no. 2, 150-171. Hood, C 2010, â€Å"Accountability and Transparency: Siamese Twins, Matching Parts, Awkward Couple?†,West European Politics, vol. 33 no. 5, 989-1009. Kaler, J 2002, â€Å"Responsibility, accountability and governance†, Business Ethics: A European Review, vol. 11 no. 4, 327-334. Mulgan, R G 2003, Holding power to account: Accountability in modern democracies, Palgrave Macmillan, Basingstoke. Schillemanns, T 2008, â€Å"Accountability in the Shadow of Hierarchy: The Horizontal Accountability of Agencies†, Public Organization Review, vol. 8 no. 2, 175-194. Shearer, T 2002, â€Å"Ethics and Accountability: From the For-Itself to the For-the-O ther†, Accounting, Organizations and Society, vol. 27 no 6, 541-573. Steets, J 2010,Accountability in public policy partnerships, Palgrave Macmillan, Basingstoke, Hampshire. Trechsel, A H 2010, â€Å"Reflexive Accountability and Direct Democracy†, West European Politics, vol. 33 no. 5, 1050–1064.

Reflection on Plasticized Essay Example | Topics and Well Written Essays - 750 words

Reflection on Plasticized - Essay Example The pollutants become part of organs of the fish which are then consumed by humans.Chelsea conducted a lab test where she confirmed that plastics do have disruptive effects on the bodies of fish where it can not only affect their organs it also effects their endocrine system, thereby halting their reproductive systems. As per her research work, she says plastics don’t biodegrade they photo-degrade, that is, the sun breaks them down into smaller and smaller pieces and this happens only out at sea. A perception is that plastic will degrade automatically just like all other organic material that is used for packaging, while plastic never biodegrades. Most of the world which is a contributor to production and consumption of plastic is unaware that plastic will not finish off on its own, it will require optimum conditions created by human beings to become unavailable. Dr Marcus explains that his research has only covered a teaspoon of plastic on the ocean floor since the trawl was trawling only a small surface area. The ocean covers 2/3rd of the earth and sieving through a small area also brought out results. The results are relevant in terms of the micro-organisms that inhabit the surface and the fishes that feed on the surface. These fishes are eventually foddered for bigger fishes which become human food. The plastic and its components affect humans through the food chain. In effect, we create our own problem. Most of the team agree that damage control is the solution rather than cleaning the sea.

Structure and meaning in literary discourse Essay

Structure and meaning in literary discourse - Essay Example (Taboada, 159) Linguistic and Literary Issue 2: Anachrony, in the form of 'flashback' or analepsis and 'flash-forward' or prolepsis, is a modern narrative technique making use of the discrepancy between the chronological order of events and the order of their presentation and "the way the revelatory analepsis is used ensures not only the structural but also the thematic unity of the narrative" in A Tale of Two Cities by Charles Dickens. (Maglavera, 131) Linguistic and Literary Issue 3: The grammatical system presents the grammatical cohesion which is divided into "the reference [incorporating anaphora and cataphora], substitution, ellipsis and conjunction types," whereas lexical cohesion is broken down into "relations of repetition, synonymity, collocation, and other semantic relationships." (Taboada, 160) Linguistic and Literary Issue 4: A Tale of Two Cities by Charles Dickens presents a compelling illustration of the use of repeated coordinating structure through the narrative techniques such as anachrony, collocation, cataphora, repetition and substitution which ultimately bring about coherence and cohesion in the literary discourse. As stated above, the novel A Tale of Two Cities by Charles Dickens presents one of the most effective illu... f all, the temporal relationships between narrative and story or the relations of temporal ordering, through the use of revelatory analepsis, ensure structural as well as thematic unity of the narrative. It is most revealing to realise that "in A Tale of Two Cities most analepses refer to the thick mystery surrounding Dr. Manette's past life, the years of his imprisonment in France and the reasons for this." (Maglavera, 121) To comprehend the expert use of the other linguistic techniques of narration such as collocation, cataphora, repetition and substitution in the novel A Tale of Two Cities, it is important to consider the use of repeated coordinating structure of the novel. The introductory passage of the novel, at its best, reveals this repeated coordinating structure. Significantly, the various categories of coordinating structure in the introductory sentences of the novel "restate previously stated ideas in a new way." (Donnelly and Donnelly, 82) Here, the subordinating sentenc es expand or analyse the various ideas which were already stated at a lower level. Thus, the introductory sentences of the novel are meaningfully connected and the concepts in the subordinating sentences are reanalysed in more detailed, more specific and less abstract language. "Such sentences," Donnelly and Donnelly observe, "explain, define, or give examples of the ideas already mentioned at a higher level and treated in a more general manner."(Donnelly and Donnelly, 82) In short, the stylistic techniques such as anachrony, collocation, cataphora, repetition and substitution offer great coherence and cohesion in the narrative strategy of the novel A Tale of Two Cities by Charles Dickens. Works Cited Donnelly, Colleen and Colleen Elaine Donnelly. Linguistics for Writers. SUNY Press.