Ip3 managing organizational change Research Paper

Ip3 managing organizational change - Research Paper Example be through team work in brainstorming and initiating new strategies and developing a plan that transforms the organization from current to preferred situation. Change agents i.e. firms executives should support the change process by offering transformative leadership, goal oriented approach to change, visionary leadership, interpersonal skills and good communication skills. According to Egan, he suggests that planning be at the forefront of any change so as to gain value and desired results thus the need for goal oriented planning. Organization executive may in the short term to build up the intended change, develop various mechanism to promote the change process among employees, such include creating short term wins to show change progress, communication of vision and mission statement and team building by creating cohesive, committed and productive work groups. Long term strategies involve process strategies such as quality circles, surveys and career training and structural strategies such as firm restructuring, management by objectives and job redesign. Organization change process is also determined by the resource mobilization capability of an organization; this can range from human resources, financial resources and physical resources. An organization should motivate the employees to derive the best output from their efforts; this can be through offering financial benefits and fringe benefits. Tools of performance are vital instruments to ensure progressive change process is within the firm. Executive should be at hand to ensure that all change components are committed to the change endeavor in order to realize maximum output from the

Strategies for Elderly Care and Dementia

Strategies for Elderly Care and Dementia INTRODUCTION There is often a stigma for people who have dementia because of the poor understanding of dementia and how to provide care for them. Although there is a strong association between dementia and old age this is not always the case as there are many reports of dementia in younger people. There is currently approximately 4000 people under the age of 65 with dementia in Ireland(The Irish National Dementia Strategy, 2015) In my report I will explore this in more detail after using various methodologies including internet, books, articles, journals, published reports, class notes, family members who have cared for a dementia sufferer and my own life experience. Main Body What is Dementia? What are the physiological and psychological changes that occur for the older person with Dementia? Dementia is the term used for a wide range of symptoms which sees a decline in intellectual functioning which is caused by a degeneration of the brain. (Hse.ie, 2015) There are many different forms of dementia I will cover the four main ones. Alzheimers Disease Is the most common type of Dementia. It starts off gradual and progress’s slowly. There are three main stages mild, moderate and severe. Each person progress’s differently. Symptoms can get worse during times of stress, ill health(infection) or fatigue. (Dementia.ie, 2015) Lewy body Disease Progress’s quickly and usually effects the part of the brain that control thinking and movement. Therefore the symptoms often are similar to parkinson’s disease ie tremor, shuffling gait. (Dementia.ie, 2015) Fronto temporal lobe Dementia Is caused by damage to the frontal/temporal lobes of the brain. Aspects effected are control, reasoning, personality and movement. Usually effects people at a younger age compared with Alzheimer’s (Dementia.ie, 2015) Vascular Dementia Deterioration of cognitive function caused by mini strokes that are not detected. (Dementia.ie, 2015) Explore the persons needs in relation to the condition. As all types of dementias develop in different stages and each person goes through these stages at different rates of time it is important to have different care plans that are updated regularly for each person if any changes occur even small changes in behaviour or health. Developing a person centred dementia care approach will give the highest quality of care to the individual. According to Tom Kitwood this is ‘Care that is centred on the whole person not just on the diseased brain’ (Vladut, 2014) This can be done if we as carers take the time to find out about the persons life, their interests, likes and dislikes so that we have a foundation to work on in building up a good relationship with the person. Maintaining a healthy diet M.U.S.T analysis is performed – diet adjustments made and food intake monitored Intake and outtake of fluids documented Daily activities done to a routine is very important for a person with dementia but keeping flexibility in mind depending on the individual Reminiscence therapy activities example photo book of ones life, smell of turf fire etc Assistance with personal hygiene, dressing and mobility and letting the individual do as much as they are able to maintain independence Maintaining a safe environment at all times Keeping their dignity, respect and independence in mind at all times Assisting them keep a good self image by letting them choose their clothes and what hairstyle they would like Active listening with the individual at all times What is the role of the carer and Multidisciplinary team in assisting the person with Dementia, what practises need to be implemented, what care settings are available? The role of the carer and Multidiciplinary Team (MDT) is to provide the best quality of care to the person with dementia. To include: Safe Environmentadhering to good housekeeping Risk assessment on environment Living Environmentgood manual handling practices Familiar surroundings Allowed have their own belongings and personal items ie, photos, home like settings if in a care home. Daily ActivitiesSonas Therapy, ie light exerises, music, smelling oils, tasting and textures and lights. Reality Orientation Therapy, using dolls, household items and day to day activities. Household duties – such as folding napkins or doing light gardening Personal AppearanceGood personal hygiene Correct clothing and footwear Assistance with hair if not manageable Maintaining clients dignity, respect and privacy at all times Good RelationshipsBuilding up a good stable relationship is vital Understanding their needs and taking the time to listen Social interaction with other clients, family, friends and workers It is vital in order to keep the client’s independence for the MDT to take our time with the person with dementia and allow them to do as much as they are able According to dementia.ie who conducted a countrywide survey there are 55 care settings in Ireland who are specific to dementia, which is very low considering the high numbers of people with Dementia according to the census in 2011. In the Laois area there is only 1 facility who specialise in dementia care available to people. St Brigids Hospital, Shaen, Portlaoise. 32 patients occupy this facility. According to the census in 2011 711 people in Laois have dementia(Anon, 2015) State the current approaches towards developing quality services for people with Dementia. The National Dementia Strategy Ireland was set up to make an improvement for the people with dementia and their families and carers. It provides information for the clients, their family and carers about the different support networks available to make their quality of life to a high standard. This is ongoing since 2011; they are hoping to have all the strategies in place by 2016. This will be a major breakthrough for Dementia Care in Ireland. (Dementia Services Information and Development Centre, 2015). Anon, (2015) Dementia Services Information and Development Centre – St James Hospital currently offer various courses on Dementia Care for Care workers and management. The Carers Association, Portlaoise offers information and support for carers on Dementia. (Carersireland.com, 2015) Alzheimer’s Association, Portlaoise offer a face to face support network for Alzheimers clients and their family and carers, and hope to open an Alzheimers Cafà © in Portlaoise where people with dementia, their family and carers can go to have a cup of tea to share their stories with other sufferers of dementia.(Alzheimer Society of Ireland, 2015) There has been a major breakthrough regarding medication for dementia, Aricept (Doneperil HCI) – made by Pfizer is a prescription medicine used to treat all types of dementia and can prolong the illness by up to 15 years if used after an early diagnosis. This medication works by stopping the breakdown of chemical called acetylcholine in the brain which when levels of this chemical decrease in the brain signs of dementia appear. (RxList, 2015) Conclusion During my research for this project I have learned that there is an ongoing research and development in ireland for Dementia care. This is much needed in order to combat this disease. I have learned that early diagnosis is key when dealing with dementia and with more widespread education a lot more people could deal with this this disease better. With our aging population I feel this is vital for this country as statistics say this disease will only get worse so with the help of many organisations and researchers we can deal with dementia head on. This will immensely improve the quality of life and quality of care for people with dementia. 2011 Census figures (Estimated number and projected growth in the number of people with dementia in Ireland by age group, 2011-2046(The Irish national Dementia Strategy) References Hse.ie, (2015). HSE.ie Coping with Dementia. [online] Available at: http://www.hse.ie/eng/services/list/4/olderpeople/tipsforhealthyliving/dementia.html [Accessed 14 Jan. 2015]. Leonard, S. (2015). Column: 4,000 people under the age of 65 are living with dementia in this country. [online] TheJournal.ie. Available at: http://www.thejournal.ie/readme/national-dementia-strategy-ireland-1840029-Dec2014/ [Accessed 14 Jan. 2015]. LIVESTRONG.COM, (2011). The Physical Effects of Alzheimers | LIVESTRONG.COM. [online] Available at: http://www.livestrong.com/article/104354-physical-effects-alzheimers/ [Accessed 19 Jan. 2015]. Nutricia.ie, (2015). What is dementia? www.nutricia.ie. [online] Available at: http://www.nutricia.ie/articles/what_is_dementia [Accessed 12 Jan. 2015]. Aricept.com, (2015). Aricept Home. [online] Available at: http://www.aricept.com/ [Accessed 12 Jan. 2015]. Alzheimers Society, (2015). Behavioural and psychological symptoms in Alzheimers disease The Journal of Quality Research in Dementia, Issue 1 (lay summary) Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=311pageNumber=3 [Accessed 19 Jan. 2015]. Alz.org, (2015). Vascular Dementia | Signs, Symptoms, Diagnosis. [online] Available at: http://www.alz.org/dementia/vascular-dementia-symptoms.asp [Accessed 19 Jan. 2015]. Dementia.ie, (2015). Dementia. [online] Available at: http://www.dementia.ie/ [Accessed 19 Jan. 2015]. http://www.atlanticphilanthropies.org/sites/default/files/uploads/Irish-National-Dementia-Strategy-Eng.pdf [Accessed 19 Jan. 2015]. Alzheimer Society of Ireland, (2015). Laois Alzheimer Society of Ireland. [online] Available at: http://www.alzheimer.ie/Services-Support/Services-in-your-county/Laois.aspx [Accessed 19 Jan. 2015]. Carersireland.com, (2015). [online] Available at: http://carersireland.com/services.php [Accessed 19 Jan. 2015]. Vladut, C. (2014). What is person centred care in caring for people with dementia? NurseBuddy Next Generation Home Care. [online] NurseBuddy Next Generation Home Care. Available at: http://nursebuddy.co/what-is-person-centred-care-in-caring-for-people-with-dementia/ [Accessed 19 Jan. 2015]. Anon, (2015). [online] Available at: http://www.genio.ie/files/Dementia_Prevalence_2011_2046.pdf [Accessed 19 Jan. 2015]. RxList, (2015). Aricept (Donepezil Hydrochloride) Patient Information: Side Effects and Drug Images at RxList. [online] Available at: http://www.rxlist.com/aricept-drug/patient-images-side-effects.htm [Accessed 19 Jan. 2015]. Alzheimers Society, (2015). Brain imaging in dementia The Journal of Quality Research in Dementia, Issue 1 (lay summary) Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=311pageNumber=4 [Accessed 19 Jan. 2015]. Leonard, S. (2015). Column: 4,000 people under the age of 65 are living with dementia in this country. [online] TheJournal.ie. Available at: http://www.thejournal.ie/readme/national-dementia-strategy-ireland-1840029-Dec2014/ [Accessed 19 Jan. 2015]. Alzheimers Society, (2015). Stem cells in dementia The Journal of Quality Research in Dementia, Issue 1 Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=77pageNumber=7 [Accessed 19 Jan. 2015]. FETAC LEVEL 5 HEALTHCARE SUPPORT1EDEL BREW

Spiritual Maturity Essay -- Christianity

There are many blessings that God has so graciously given me to experience throughout the years, one of those blessings is parenthood. My wife and I have been blessed with four wonderful girls: Missy, Regina, Nancy, and Alice. My oldest daughter Missy, is now fifteen, and even though my wife and I have spent years rearing her for young adulthood†¦the truth is†¦I hate to see her grow up so fast. It seems like only yesterday I was going to school and eating lunch with her, but now we are having discussions about buying a car. Even though this is saddening to my heart, the reality is: there comes a time when kids must grow up. Christians are the same way. Once an individual accepts Jesus Christ as their Lord and Savior, the bible refers to them as â€Å"babes in Christ† (I Peter 2:2). Sure, an individual who accepts Christ could be thirty years of age, however, the bible teaches, even at thirty years of age the individual has become â€Å"born again† (I Peter 1:23); a birth has just taken place -- the spiritual birth of their souls. Therefore just as children must grow from infants into adults, likewise, the new Christian must grow from spiritual immaturity into spiritual maturity. As a child I loved ridding skateboards. I would climb the biggest hill I could only to race down it with everything in me. There was nothing like feeling the wind blow through my hair, and feeling my heart pounding in my neck because of the speeds I was reaching. I was young; I was living life on the edge. However, I was unaware of the dangers around me -- as I later found out. My family would always take an initiative to warn me about the risks of riding my skateboard without safety gear. I would listen long enough to end the conversation; put on the safety gea... ...all, to stand. Stand therefore, having your loins girt about with truth, and having on the breastplate of righteousness; And your feet shod with the preparation of the gospel of peace; Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked. And take the helmet of salvation, and the sword of the Spirit, which is the word of God† (Ephesians 6:13-17). What is the armor of God? His Word. Thus far, we have discussed three reasons why spiritually immature Christians are at risk. Now let us turn or focus to discovering ways the Christian can grow into maturity, and develop a close relationship with God. Throughout the rest of this book you will discover the Building Blocks of Christianity: Ways to achieve spiritual maturity. With your bible open, a pen in hand, and a receptive spirit, let us begin the journey. Spiritual Maturity Essay -- Christianity There are many blessings that God has so graciously given me to experience throughout the years, one of those blessings is parenthood. My wife and I have been blessed with four wonderful girls: Missy, Regina, Nancy, and Alice. My oldest daughter Missy, is now fifteen, and even though my wife and I have spent years rearing her for young adulthood†¦the truth is†¦I hate to see her grow up so fast. It seems like only yesterday I was going to school and eating lunch with her, but now we are having discussions about buying a car. Even though this is saddening to my heart, the reality is: there comes a time when kids must grow up. Christians are the same way. Once an individual accepts Jesus Christ as their Lord and Savior, the bible refers to them as â€Å"babes in Christ† (I Peter 2:2). Sure, an individual who accepts Christ could be thirty years of age, however, the bible teaches, even at thirty years of age the individual has become â€Å"born again† (I Peter 1:23); a birth has just taken place -- the spiritual birth of their souls. Therefore just as children must grow from infants into adults, likewise, the new Christian must grow from spiritual immaturity into spiritual maturity. As a child I loved ridding skateboards. I would climb the biggest hill I could only to race down it with everything in me. There was nothing like feeling the wind blow through my hair, and feeling my heart pounding in my neck because of the speeds I was reaching. I was young; I was living life on the edge. However, I was unaware of the dangers around me -- as I later found out. My family would always take an initiative to warn me about the risks of riding my skateboard without safety gear. I would listen long enough to end the conversation; put on the safety gea... ...all, to stand. Stand therefore, having your loins girt about with truth, and having on the breastplate of righteousness; And your feet shod with the preparation of the gospel of peace; Above all, taking the shield of faith, wherewith ye shall be able to quench all the fiery darts of the wicked. And take the helmet of salvation, and the sword of the Spirit, which is the word of God† (Ephesians 6:13-17). What is the armor of God? His Word. Thus far, we have discussed three reasons why spiritually immature Christians are at risk. Now let us turn or focus to discovering ways the Christian can grow into maturity, and develop a close relationship with God. Throughout the rest of this book you will discover the Building Blocks of Christianity: Ways to achieve spiritual maturity. With your bible open, a pen in hand, and a receptive spirit, let us begin the journey.

Discuss the Relationship Between Dada and Punk

Discuss the Relationship Between Dada and Punk. Within this essay I will be exploring the close relationship between Dada and Punk. Dada and Punk are both movements which were used to express a social change within their time, through art, fashion and music. Although the Dada movement was at its peak in 1916 to 1922 and the Punk movement started in the mid 1970s, both show the same ideologies and techniques towards they work.Throughout the essay I will break down each of the movements into certain groups and analyzes the similarities between both of them. To understand the developments of both movements, you need to understand the environment in which they were formed. Dada started in 1916, two years after World War 1 started. World War 1 was a complicated war, involving many countries taking sides due to the conflict between Austria-Hungary and Serbia, the conflict was brought to a head in the battle of the Somme, France, 1916.This was when many artists, writers and others took refu ge in Zurich, Switzerland, which was neutral during the war, many were angry at what was happening to the world, within the book Dadaism, Huelsenbeck (2004, pg 8) stated ‘None of us had any understanding for the courage that is needed to allow oneself to be shot dead for the idea of the nation†¦ ’, they were disgusted by the war and the idea that the nation’s public would support such violence, and they were frustrated with having no control over what was happening, a similar feeling the punks had in the 1970s.Dadaism was about rebelling against the war, they wanted to take the control back and the only way they could was through art, Huelsenbeck (2004 pg 17) quoted ‘DADA means nothing. We want to change the world with nothing’, it is easy to see Dadaist felt the modern world they were now living in was meaningless and so wanted to reject all traditions, especially art tradition, so they decided to create non-art which had no meaning to go with the meaningless world, they took some control back. The Punks had a similar attitude, they wanted to take back control of their future.The Punk movement started in the mid 1970s, a reaction against the recession. A recession which affected most of the working class, due to strikes, three day weeks and lack of opportunity, very different if you compare it to the days of the 1960s, where youth culture exploded on to the scene, free love and England was swinging. Due to the recession the youth of the working class felt failed and disillusioned, a feeling shown in the Sex Pistol’s song ‘God Save The Queen’(1977) ‘Don’t be told what you want, Don’t be told what you need, There’s no future, no future, No Future for you’.The punks felt like they had no voice, no power and no future so they wanted to make a statement, and like Dada, they wanted to take back control and the only way they could do this was through art, music and fashion. I mage 1, ‘Dada’ It seems both movements were angry over the situation they were living in, and people will only live under that strain until an outburst happens, and when society does snap, people will want change. For the two movements they protested, Dada protested against the War and the bourgeois nationalist who they felt was the root of the war, while punks protested against the establishment.The Dadaist, George Grosz once stated that his work was a protest ‘against the world of mutual destruction’, a quote which fits well with the Dadaist but also the Punks, they used destruction of tradition as the protest against the destructive world. It is clear to see that the Punk movement looked up to Dada, just looking at Jamie Reid’s work and you can Dada’s influence by their use of type and the DIY look, same ideologies, there was even a fanzine issue called Dada which compared Punk to Dada, shown in ‘Image 1’ on the right.The Punks were well known for having left winged views, but really like most movements had many different political views. The main ideas of the movement was individual freedom and anti-establishment, Dada also had the same ideas to this affect, they believed in freedom, that’s why they started in Switzerland, a neutral country, they wanted to create art in their own way without using any of the ‘tradition’ rules. Other Punks ideas were anti-authoritarianism, DIY ethics, direct action, non-conformity and not selling out.All relevant to Dada, but I feel the idea of non conformity Image 2,’The Punk Look’ describes the movements best, the ‘Image 2’ best shows how the Punk didn’t conform, they use shock fashion to state who they were and what they stood for, fashion like this in the 1970s scared people, no one had seen fashion like it, the safety pins, ripped edges and bondage like clothes was a very violent looking dress sense, but Punk wasn ’t the only movement which use shock tactics, Dada used shock art, well what would have been shock art in the 1900s, About. om (2012) stated, ‘The Dadaists thrust mild obscenities, scatological Image 3, ‘Fountain’ humour, visual puns and everyday objects (renamed as â€Å"art†) into the public eye. ’, the public still used to ‘traditional’ art found Dadaism disgusting, a example of this is Marcel Duchamp ‘Foundation’, Image 3 on the right, by today standards very normal by the art world but in the 1900s, ready-made art wasn’t hear of, wouldn’t been classed as art, and so Duchamp shocked people by suggesting this is art, begging the question ‘what is art? , something which hadn’t been questioned in such style. Image 4, ‘God Save The Queen’ Within both movements shock art was used to state they ideologies, the best two examples I feel show how the movements are similar are, Jamie Reid’s ‘God Save the Queen’, Image 4, one of my personal favourites, also one of the most iconic images of the punk movement, used for the Sex Pistol’s cover ‘God save the Queen’, and Marcel Duchamp’s L. H. O. O. Q , can been seen under image5.These two image show what the movements are about, Marcel Duchamp took one of the most iconic painting and defaced it, not as a joke or because he disliked the painting but he what to state what the Dadaist believed, that traditional art had been exhausted and it was time for a change. Although Duchamp wasn’t anti-art but he wanted, and I quote Elger (2004, pg 82) ‘to pose new, previously unasked questions about art†¦. While the border regions of art had not been explored. , Duchamp used the’ Mona Lisa’ as a symbol of traditional art and wanted to deface it to show the art world that he has no respects for traditions, not even for ‘ Leonardo’s untouchab le masterpiece. ’, Elger (2004, pg 82). Image 5, ‘Mona Lisa’ The same idea was used in Jamie Reid’s ’God Save the Queen’, (Image 4), Reid took a image of the queen, which acted as a symbol of the establishment and authority, just like the ‘Mona Lisa’ was a symbol for Dada, and Reid deface her by blanking out the eyes and mouth, like a common criminal to make out she, the authority, committing a crime.Just like Dada was anti-art, Punk was anti-design, looking at image 4 you can see the DIY attitude and look allowing amateur designers to create own poster and fanzines, allowing everyone to be free to create what they want, about they own opinions, this is another link to Dada, slightly with the ’Mona Lisa’ with Duchamp taking a ready-made image and pencilling on top, but mostly with other Dadaist work with college.The ransom style lettering gives a threat on the queen, and so the design is acting like a threat to auth ority again showing the Punk anti-establishment ideas and how they want to take down the system, just like the Dadaist wanted to take down the idea of the traditional art system. Within the design Reid uses a union jack for the background, which adds colour to the design but also the single was released the weekend of the Queen’s silver jubilee and so the union jack marks a personal attack at Britain and our tradition, as the Punks saw the queen as the enemy.Dada wasn’t the only one who used the ‘Mona Lisa’, the Punks used her for a gallery opening, again the image was defaced, with smashed glass and spray paint, like a riot had happened. I believed they used this image not because it was a gallery opening but she was a sign of the wealth and tradition of the art world and the rest of the world to show everyone the Punk movement is here and you can’t ignore it, just like Duchamp’s ‘Mona Lisa’. Image 6, ‘Rrose Selavy’ Image 7, ‘Soo Catwoman’ Dada and Punk were not only ahead in their art work and ideas, but socially and with the role of women too.When Dada was at its peak the role of women was changing, women were working, the suffrage movement, the idea of birth control and the decline in the male population, Dada was the perfect time for women to make a stand, seeing as it was a time for change. Even Duchamp appreciated the role of women and their creative role, even to the point where Duchamp dressed as a woman, ‘Rrose Selavy’, as seen on the left. ‘Rrose Selavy’ was used to shock but also show there is no clear boundary between men and women, and when you look to the Punks and the way they dressed, men and women’s style was very similar.Image 7 is a photo of Soo Catwoman, she is very iconic to the Punk movement, she was the ultimate Punk. The Punk movement stated by Hickman (2011),’The women of punk conceived new ways to interact with thei r bodies, gender and punk culture as a whole. ’ the role of women in the movement was very equal for the 1970s, it was a great way to show to the world that women had a right and a voice, so shock fashion like Soo Catwoman really stated what the punk women stood for, and the fact they aren’t these delicate creatures who should be seen and not heard.Image 8, ‘Orgasm Addict’ It was during the Punk movement where female graphic designers were becoming influential. Linder Sterling is a well known punk artist, designing for the ‘Buzzcocks’, one of the designs is image 8, like Reid, Sterling uses college techniques and the DIY look to create the cover, sterling (1977) quoted, ‘It was made in a  Salford  bedroom, I had a sheet of glass, a scalpel and piles of women's mags. ’ This technique would have been used with most of the punk designer because it adds a raw edge to the design.This DIY techniques was also used with Dada, as seen in image 9, ‘The Art Critic’ by Raoul Hausmann, you can see the similarities between the two image, both use college and in image 9, the eyes and mouth have been removed again defacing the person. The idea of college was yet enough rebellion against the art world because it was a new idea and not done before, the technique was developed due to the war because art supplies were low so they used whatever was around them and this meant college.Image 9, ‘The Art Critic’ From image 8 you can the techniques used by many punk artists, within they work they usually focus on one figure in which they deface, like in image 8, although the iron may represent the idea of a woman’s role, as the iron is a symbol of the home and house work, which is a role that has been assigned to women, while the mouths on the nipples suggest a idea of sexuality and this is the only part of the woman which makes people, mainly men, happy.With image 10 Hausmann has removed the eyes and mouth because of this it has removed the humanity of the person like Sterling’s cover. Also with most Punk and Dada work primary colours would be used to make the isolated image stand out and give it more of a contrast and give it more of a harsh, violent look. In summary it is clear to see the relationship between Dada and Punk. The movements had similar backgrounds, similar ideologies and similar techniques when creating their work.The ways they protested against their situation, Dada with anti-art and the Punks with anti-design, shows the two movements linked and for Punks it seems they looked up to Dada, just looking at the similarities between Reid’s college techniques compared to a Dadaism piece like Raoul Hausmann’s ‘The Art Critic’, you can see the influence. Personally I feel the two go hand in hand, both movements hold an important place in art history, and with me, I have always loved the Punk movement and learning about Dada has hel ped me understand the history of art and I feel without Dada we wouldn’t have Punk.

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.

Learn How to Conjugate Maigrir (to Lose Weight)

Learn How to Conjugate Maigrir (to Lose Weight) Youve lost weight and are excited to tell everyone... in French. What do you do? Use the verb  maigrir, which means to lose weight or become thin. The trick is that you need to conjugate  maigrir  in order to say lost weight or am losing weight. A quick French lesson will show you how thats done. Conjugations of the French Verb  Maigrir French verbs are a little tricky because there are more words to memorize than there are in English. Thats because the verb ending changes with each subject pronoun as well as each tense. However, they do become easier with each new conjugation you learn. Maigrir  is a  regular -ir verb  and it follows a relatively common verb conjugation pattern. If youve worked with words like  abolir  (to abolish), à ©tablir (to establish), or many other verbs that end in -ir, then this should look familiar. Using the table, pair the subject pronoun of your sentence with the appropriate tense. For instance, I am losing weight is je maigris while we will become thin is nous maigrirons. Try putting these into simple sentences to make memorizing them a little easier. Subject Present Future Imperfect je maigris maigrirai maigrissais tu maigris maigriras maigrissais il maigrit maigrira maigrissait nous maigrissons maigrirons maigrissions vous maigrissez maigrirez maigrissiez ils maigrissent maigriront maigrissaient The Present Participle of Maigrir The present participle of maigrir is maigrissant. This is a verb, of course, but in some contexts it can also be used as an adjective, gerund, or noun. The Passà © Composà © and Past Participle Another way to express the past tense in French is by using the  passà © composà ©. This simple construction makes use of the  past participle  maigri. You will also need to conjugate  avoir  (an  auxiliary verb) to match your subject pronoun. It comes together rather quickly. For example, I lost weight is jai maigri while we lost weight is nous avons maigri. More Simple Maigrir  Conjugations to Learn Beyond those verb forms, you may also need to use some of the following. When the action of losing weight is uncertain, you could use the subjunctive verb mood. In a similar fashion, if losing weight will only happen if something else (like exercise or diet) also happens, then you can turn to the conditional verb form. Its likely that you will only encounter the passà © simple and imperfect subjunctive forms when reading. These are literary verb forms and typically found in formal writing. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je maigrisse maigrirais maigris maigrisse tu maigrisses maigrirais maigris maigrisses il maigrisse maigrirait maigrit maigrt nous maigrissions maigririons maigrmes maigrissions vous maigrissiez maigririez maigrtes maigrissiez ils maigrissent maigriraient maigrirent maigrissent In order to use  maigrir  in direct exclamations, demands, and requests, the imperative form is used. When doing so, skip the subject pronoun altogether. Rather than saying tu maigris, simplify it to maigris. Imperative (tu) maigris (nous) maigrissons (vous) maigrissez

Examining a Sample Workplace Scenario Essays

Examining a Sample Workplace Scenario Essays Examining a Sample Workplace Scenario Essay Examining a Sample Workplace Scenario Essay Organizational culture is regarded as an all-encompassing component of the life of an organization.   It is primarily composed of the varying worldview, attitudes, core values, principles and beliefs shared by the people constituting the organization.   Notwithstanding the cultural differences among the members, the group eventually develops a dominant culture.   Ideally, the dominant one must be able to integrate the minor cultural components.   Taken as a whole, the basic core values and attitudes define the manner the entire organization behaves.   In business settings, it ultimately defines the behavior of an employee towards each other and clients and other people outside the organization (Hill Jones, 2009).Organizational culture is mainly dictated by the prevalent values shared by all members of the group.   These are core values dearly held on to by both the managers and the employees alike.   The values help define how should a fellow employee interact with ano ther employee, a subordinate with the superiors and the organization as a whole with the stakeholders and the general public in general.   Organization culture, far wider in scope, is basically influenced by the consolidated values of the organization.Montana and Charnov (2000) went to the extent of defining organizational culture in the corporate environment.   Corporate culture, therefore, involves the totality of the values, traditions, customs and drives that contribute to the distinct character of the company.   It both defines the behavior of the policy makers and the managers, since the corporate culture is mainly shaped by the visions and stated objectives outlined by the founders and the subsequent decision makers.Varying types and components of organizational cultureMany models of organization culture were developed over time.   Essentially, those models were defined according to specific schools of thought management theorists belong to.   Most basic model defin es organization culture according to the extent of power and influence it exerts to the rest of the organization.   According to the model, subcultures may be defined as strong and weak culture.   Strong culture is the dominant composite values in an organization, where hierarchical structures, communication formats and management-employee behavior are clearly defined (McFarlin, 2002).   An organization with a strong culture seldom experiences major intra-corporate conflicts, since the goals and manner of executing them are precisely defined.   Weak culture, on the other hand, exhibit minimal alignment of the variant values and attitudes, necessitating a strong persona or leadership in the company.Hofstede (1984), in his study involving 100,000 workers employed by IBM in different parts of the world, investigated the varying aspects of culture that wields significant influence on the behavior of the entire multi-national corporation.   The study was able to identify the fi ve major components of corporate culture, namely: power distance, uncertainty avoidance, individualism vs. collectivism, masculinity vs. femininity, and long vs. short term orientation.   Power distance pertains to the expectations of the society on varying levels of power.   Some individuals are inherently expected to discharge greater power than those in the lower echelons of the organization.   Minimal power distance assessment score, therefore, entails that everyone in the group are perceived to have equal rights.   Uncertainty avoidance refers to the established rule defining the extent the group may accept risks and uncertainty involved.   Individualism versus collectivism means the ability of the employees to stand up either for them or for the entire organization.   This concept, however, was rebutted by some thinkers, showing that an organization high in individualism may equally value collectivism at the same time.   The latter two components define the relat ionship between members of two main sex groups and the ability of the organization to accommodate changes visvis the manner people perceived the importance of the future against the past and present.According to Johnson (1988), there are seven basic elements of organizational culture that are helpful in describing and evaluating the same.   Corporate paradigm pertains to the core values and generic mission of the company.   It includes the raison d’à ªtre of the entity and the basic goals it is intended to achieve.   Control systems refer to the identified processes and mechanisms to assess the operations of the company. Control systems are important in evaluating the effectiveness and efficiency of the organization.   Organizational structures pertain to the established communication lines, hierarchies and the manner work is executed in the workplace.   Power structures provides for the specific persons who make the decisions of varying significance.   They also explain how power is shared among those who wield it and the basis of the authority in making decisions.   Symbols literally mean the logos and designs of the company.   However, the concept has been expanded to include trivial but equally important things, such as parking spaces and washrooms.   Rituals and routines involve the habitual activities generally observed.   Stories and myths encompass information about people and events, giving one an idea on what are most valued by the people who share them.   These elements are not entirely independent of each other.   Most corporate entities display the overlapping and merging of the different elements.The Case of ABB Electromechanical MetersBurton, Obel, Hunter, Sà ¸ndergaard Dà ¸jbak (1998) conducted a study involving the ABB Electromechanical Meters.   ABBEM belongs to a larger multinational corporation, i.e. ABB.   The other division is the electronic meters.   Although both divisions basically belongs to th e same industry, the study conducted is illustrative of the sub-organization culture of the electromechanical that defines the division’s attitude and behavior towards the other division and within the mother corporation itself.Asea Brown Boveri (ABB) initially started as the Westinghouse Meter Plant, established in 1953 in Raleigh, North Carolina, US.   The plant, subject of this review, periodically churns out metering equipment.   With clearly defined goals, the plant workers had been minimally relying on outside resources, except the raw materials and components not produced by the company.   The varying sections are fully integrated into one production system.Sometime in February 1989, ABB executed a joint venture agreement with Westinghouse, resulting to the eventual acquisition of the meter operation in December of the same year.   Prior to the said acquisition, ABB management adhered to the core value emphasizing self-reliance and autonomy of its divisions.   The same philosophy was transferred to the workers of the plant upon acquisition.   The meter plant was composed of the electromechanical and electronic divisions.Before the entire meter plant was acquired, the two basic divisions had been relying substantially to one another.   Although all specific job functions were grouped into three smaller sections with their respective heads reporting to the over-all plant manager, most workers in general rely heavily to the different sub-groupings.   Electronics division, for example, normally purchased certain components from the electromechanical division because the latter has no production capacity to produce the same.   Besides, it was deemed practical and beneficial to purchase from the other division within the same production line than having the same outsourced from other companies.   In the same manner, the electromechanical division depended largely on the electronic division for the designs and assembly of certain com ponents.   This heavy dependence inherently provided the convenience of sourcing sub-component materials from within the same plant.The introduction of what the meter plant perceived as an alien philosophy from ABB contributed to significant changes in the organizational structure that potentially threatened the productivity and efficiency of the entire plant.   The component divisions had to establish and provide for their own material needs and services because of the imposition of the new paradigm in the company.Evaluation and RecommendationsAt the onset, ABB top management was desirous of increasing productivity and efficiency in the production line through greater independence and autonomy.   The top policy makers were aware of the potential adverse impacts of too much reliance among the component divisions in the company.   The managers put too much importance on the said policy on self-reliance.   Necessarily, when the meter plant was acquired from Westinghouse, the same policy was imposed on the workers and section heads who had originally valued the exact opposite.Sims (2002) believes that the currently existing organization culture may result to varying degree of dysfunction and initial adverse reaction, especially when a mother company merges with or acquires an albeit smaller company.   In the case of ABB’s acquisition of the meter plant resulted to the seemingly radical overhaul of the different elements of organizational culture discussed earlier.   Organizational and power structures were hugely altered, as the new owners will ultimately be making all major policies.   They had the authority to define how the company as a whole must be able to function to produce the desired results, including even the manner one component division interact with another within the same mother company.Definitely, the contrasting sub-cultures of the mother company and the meter plant could not remain separated.   The acquiring company has the prerogative in defining a comprehensive set of policies covering all aspects of the workplace.   Separation of cultures in the cited case would not work out, especially because the component divisions have identical and shared functions.   What could have been done was either the assimilation or integration of the two sub-organizational cultures.As explained at the beginning of the paper, fuller understanding of the varying components and elements of the entire organization culture is critical in the formulation of an effective and realistic set of company policies.   Intra-organizational conflicts may be avoided when there is a reasonable accommodation of specific values long observed by the entity being acquired by the mother company.   Disintegrated and variant sub-cultures have the potential to create a weak organizational culture.   A weak culture is one of the contributing factors of inefficiency and reduced productivity in the workplace.   A strong leadership, expressed through memoranda and issuances may augment the situation but it will take longer before the plant workers may be able to change the way they look at the things in the same workplace with new policy makers.

Top 8 Reasons Non-Teachers Can Never Understand Our Job

Top 8 Reasons Non-Teachers Can Never Understand Our Job Believe it or not, I once had an older family member approach me at a party and say, â€Å"Oh, I want my son to talk to you about teaching because he wants a career that’s easy and not stressful.† I don’t even remember my response to this illogical and bizarre comment, but obviously this lady’s cluelessness made a major impression on me. I’m still confounded by this idea even ten years after the incident occurred. You may have been on the receiving end of similar comments, such as: You’re so lucky to have so much vacation time, especially summers off. Teachers have it so easy!You only have 20 students in your class. That’s not so bad!It must be so easy to teach elementary school. The children don’t have attitudes when they’re so young. All of these ignorant and annoying comments just go to show that people who aren’t in education simply can’t understand all of the work that goes into being a classroom teacher. Even many administrators seem to have forgotten about all of the trials and tribulations we face on the front lines of education. Summers Aren’t Enough Recovery Time I do believe that every teacher appreciates our vacation times. However, I know from experience that a summer vacation isn’t nearly enough time to recover (emotionally and physically) from the rigors of a typical school year. Similar to childbirth and moving houses, only time away can offer the necessary respite (and memory failure) that allows us to gather the strength and optimism required to attempt teaching anew in the fall. Besides, summers are shrinking and many teachers use this valuable time to earn advanced degrees and attend training courses. In the Primary Grades, We Deal With Gross Bathroom-related Issues Even a high school teacher could never understand some of the crises related to bodily functions that a typical K-3 teacher has to deal with on a regular basis. Potty accidents (and more instances too disgusting to reiterate here) are something that we can’t shy away from. I’ve had third grade students who still wear diapers and let me tell you – it’s stinky. Is there any amount of money or vacation time worth cleaning up vomit from the classroom floor with your own two hands? We’re Not Just Teachers The word â€Å"teacher† just doesn’t cover it. We’re also nurses, psychologists, recess monitors, social workers, parental counselors, secretaries, copy machine mechanics, and almost literally parents, in some instances, to our students. If you’re in a corporate setting, you can say, â€Å"That’s not in my job description.† When you’re a teacher, you have to be ready for everything and anything to be thrown at you on a given day. And there’s no turning it down. Everything’s Always Our Fault Parents, principals, and society in general blame teachers for every problem under the sun. We pour our hearts and souls into teaching and 99.99% of teachers are the most generous, ethical, and competent workers you can find. We have the best of intentions in a messed-up education system. But somehow we still get the blame. But we keep teaching and trying to make a difference. Our Job is Really Serious   When there’s a mistake or a problem, it’s often heart-breaking and important. In the corporate world, a glitch might mean a spreadsheet needs to be redone or a little money was wasted. But in education, the problems go much deeper: a child lost on a field trip, students lamenting parents in jail, a little girl sexually assaulted on the walk home from school, a boy being raised by his great-grandmother because everyone else in his life abandoned him. These are true stories that I’ve had to witness. The pure human pain gets to you after awhile, especially if you’re a teacher out to fix everything. We can’t fix everything and that makes the problems we witness hurt all the more. Work Outside the School Day Sure, school only lasts 5-6 hours per day. But that’s all we’re paid for and the job is constant. Our homes are cluttered with work and we stay up til all hours grading papers and preparing for future lessons. Many of us take phone calls and emails from parents during our â€Å"personal† time. The problems of the day weigh heavy on our minds all night and all weekend. Zero Flexibility When You’re a Classroom Teacher When you work in an office, you can simply call in sick when you wake up unexpectedly ill on a given morning. But, it’s extremely hard to be absent from work when you are a teacher, especially if it happens without notice or at the last minute. It can take several hours to prepare the lesson plans for a substitute teacher which hardly seems worth it when you’re only going to be absent for five or six hours of classroom time. You might as well just go teach the class yourself, right? And dont forget the last one... Teaching is Physically and Emotionally Taxing To put it bluntly: Since bathroom breaks are hard to come by, it’s said that teachers have the highest incidences of urinary and colon problems. There are also issues with varicose veins from having to stand all day. Plus, all of the above difficulty factors, combined with the isolated nature of being the only adult in a self-contained classroom, make the job especially grueling over the long term. So for all you non-teachers out there, keep these factors in mind the next time you envy a teacher for her summers off or feel the urge to say something about teachers having it easy. There are some things about the profession that only teachers can understand, but hopefully this little gripe session has shed some light on the true nature of the job! And now that we’ve got most of the complaints out of the way, keep an eye out for a future article that will celebrate the positive side of teaching!

Life Mission Statement Essay Example | Topics and Well Written Essays - 750 words

Life Mission Statement - Essay Example In his life, Jesus preached about the necessity of being poor in the heart in the beatitudes. Matthew (5.3) states that â€Å"happy are the poor in spirit, for there is the Kingdom of God†, a verse that has inspired my mission. Each day I sleep I dream about a society that is humble and one that seeks shelter in Jesus Christ rather than one that clings on the worldly materials. My vision is to see that this dream come true by remaining committed to the life of Jesus Christ. My vision is large and can only be aided by those sent by Jesus. I will work within a non-profit and assist with building the foundation of the organization and developing the plan to serve the community. I will lead youth and seniors in a direction that will render them capable. Through the spirit of the word, I will empower them to become leaders of Christ, to join in the work of the preaching and spreading the gospel. It is with great humbleness that I recognize the God given talent of preaching that I possess. I feel that this is a talent that God gave me purposely, and one that I must cultivate on and use in in the service to the community. I plan to develop this talent by delving in deep understanding of the bible and building a religious tradition within my life style. Having spent a good part of my life in the church, serving God in various capacities, I have learnt the power of preaching and recognized the need to join in this vocation towards the development of a knowledgeable society. I intend to start this mission within my family by developing a family that supports the work of Jesus Christ. I want to create a family that embeds its value on justice, love, care and support for the other in the community. To be an exemplary family, it is important to lead by good actions within the community that I live in. By being kind to others and expressing compassion to other in the society, we shall provide an

Legal theory Essay Example | Topics and Well Written Essays - 3000 words

Legal theory - Essay Example It is hence a typically Platonic argument.2 Nussbaum firmly claims that a good judge appreciates the poetics of justice. Essentially, the argument of Nussbaum implies that a good judge fulfils his/her professional existence most wholly when s/he is equipped to defend and oppose, and be condemned or repealed, in seeking justice. The clash between the natural law and positivism should be very definite if a judge is to depend on the notion of poetic justice to the core of fair dealing. The judge should make a decision: does this positivistic law go against the heart of my responsibility to humanity and to self? The endeavour is exceptionally challenging. To society it is normally baffling. That challenge is not yet met, albeit the insistent demand by judges for justice and rationality. The objective of this essay is to discuss the argument of Nussbaum in light of the two novels of William Shakespeare, namely, Measure for Measure and The Merchant of Venice. The discussion will revolve ar ound the specific themes of law and morality: Christianity, common law, and the debate of natural law and positivism. ... The Duke cautions Angelo that individual morality should be enacted freely or in public3: Heaven doth with us as we with torches do, Not light them for themselves; for if our virtues Did not go forth of us, ‘twere all alike As if we had them not.4 The above statement is reminiscent of a passage in Matthew 5:15-6, the Sermon on the Mount: â€Å"Nether do men light a candel, and put it vnder a bushel, but on a candelsticke & it giueth light vnto all that are in the house. Let your light so shine before men, that they may se your good workes, & glorifie your Father which is in heauen.†5 The character of Angelo is recognised for his self-control and accuracy, although illustrations of him lean more on apathy than virtuosity. The glorified personal moral principles of Angelo are now subjected to criticism in his recently assigned public position. The conflict between the concept of natural justice and positivistic law, at this point, came in Angelo’s encounter with Isa bella. Isabella speaks up for mercy on the basis of understanding of one’s immorality and emulation of Christ’s life. Unluckily, Angelo is not convinced. Insincerity may be criticised by the passage ‘judge not’, yet it is not banned by the law, an argument Angelo has already stated earlier in the novel.6 Isabella justifies her argument when she implores Angelo to think about the judgement of God: â€Å"How would you be, /If He, which is the top of judgment, should/ But judge you as you are?†7 The allusion of the overgenerous mercy of Christ requires that the ‘human’ or deficient Angelo ought not to give judgment on other mortal beings, a claim that appears to hark back Schleitheim Confession’s article 68: The sword is ordained of God outside the perfection of

An Examination of Obamas Inaugural Speech Essay

An Examination of Obamas Inaugural Speech - Essay Example Despite its lack of the excitement aroused by his earlier speeches, this inaugural speech had the basic ingredients of the art of rhetoric characteristic of most political and civil movement speeches. Because of its messages and the use of the fundamentals of rhetoric, President Obama’s inaugural speech has been described by many as a moment and speech that the American people had longed for since the election night. In fact, some feared that they might have died without hearing such a speech. Besides being the first African-American to be sworn in as president of the United States of America, President Obama wrote a speech that both his opponents and supporters will remember for quite some time. In fact, the speech introduced a new era of leadership and communication in the country. The speech was not only well written but was also well-read, a feat quite hard to achieve if the performance of the post-2996 inaugural speeches is anything to go by (Walker 8). There was plenty of anaphora in President Obama’s inaugural speech, in which many words were repeated at the beginning of neighboring clauses and sentences. For instance, he said, â€Å"Our workers are no less productive than when this crisis began. Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished.† In addition, anaphora was evident when he said, â€Å"For us, they packed up their few worldly possessions and traveled across oceans in search of a new life. For us, they toiled in sweatshops and settled the West, endured the lash of the whip and plowed the hard earth.† The other fundamental of rhetoric used in the President’s speech was ethos when he said, "From the grandest capitals to the  small village where my father was born.† The speech was also delivered at the grandest of stages by a man â€Å"†¦whose father less than 60 years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath.†

The use of Derivatives markets and products by a company Essay

The use of Derivatives markets and products by a company - Essay Example Derivatives serve as ideal substitutes for complex investment strategies at a minimal cost. (Haugh and Lo 2001) Firms using derivatives have lesser risk exposure than which do not use.(Hentschel and Kothari, 2001) The banks who have used interest rate derivatives have shown higher growth in lending than those banks who do not use derivatives. (Brewer, Minton, and Moser 2000) From Micro-economic point of view, derivatives in different forms have the following functions. Swaps: These are mostly OTC contracts having longer period than options and futures and serve the purpose of meeting needs single client of a Bank or any institution. They afford firms to have new investment opportunities to hedge against any risks in currency rates, interest rates, and credit default etc. It is the periodical payments that represent the risks undertaken by these contracts and not their notional value. Futures: These are capable of increasing market efficiency and liquidity. Depending on national and international laws, this type of derivatives display very high transparency and are used to hedge and speculate in financial and commodity segments. Options: These are similar to futures but do not reflect clearly the underlying assets and do not give unique empirical results unlike options. The notional value does not represent the risk undertaken but the premium paid for opening and closing signify the extent of investment. Repos: These are unique to inter-banking transactions between RCB and European inter-bank system and are meant for finance liquidity rather than to hedge or speculate. The use of derivatives by a company is proposed to be demonstrated in this paper by the example of Glaxo Smithkline (GSK), world's one of the largest pharmaceutical giants. GSK uses derivatives among various finance instruments to finance its operations and manage market risks. The company's derivatives are mainly foreign currency contracts, interest rates and currency swaps. It uses them for swapping of its borrowings and liquid assets into currencies needed for the entire group of the plc. It uses derivatives to guard against changes in foreign exchange currency rates and interest rates. The derivatives are not used for speculation but only used to hedge against its own risks stemming from targeted business operations. It neither issues nor holds derivative financial instruments for trading purposes as a company policy. They are initially shown at cost in the Balance Sheet and revalued subsequently on the relevant reporting dates at fair value. The ones that are treated as hedges are designated as fair value hedges, cash flow hedges or net investment hedges. Changes in fair value of derivatives designated as fair value hedges are shown in the income s tatement with corresponding entries in the hedged asset or liability. Those designated as cash flow hedges are reflected in equity to the extent they are effective. The remaining portion that is not effective is reflected in profit and loss account at the same time. Those deferred in equity are later taken to income statement when the hedged asset results in

IT-9 Essay Example | Topics and Well Written Essays - 500 words

IT-9 - Essay Example Assuming that my bank was built not so much on commercial accounts, but those from consumer accounts, recovery methods would be streamlined in order to prevent a horde of angry customers who withdraw their accounts from our bank in search of another, more efficient bank. It would be difficult to say that one is more important than the other, because I think it would depend on the nature of the specific business as to whether one evaluation factor provides a better outcome. RTO, recovery time objective, is a metric which determines the maximum amount of time that a specific business-related transaction can be allowed to not function without harming the business. RPO, recovery point objective, measures the volume of "in-process" transactions that can be lost without causing significant harm to the business activities. For example, RTO evaluation might determine that electronic deposit transactions could be delayed for 36 hours without affecting the customer or profitability objectives. As part of the recovery process, 24-36 hours should be the maximum allowed time to be without deposit verification. RPO might determine that only a small amount of transactional data can be lost without causing financial woes, so the recovery efforts must back-up and protect these important transactions immediately when a failure occurs. If the bank is large enough, RPO might be more important than RTO; or vice versa. Yes, I believe that the life cycle management efforts are a quality option for ensuring that the appropriate amount and substance of data is kept, rather than constantly backing it up and storing it for years. Any business is going to have outdated data, possibly in need of removing information, say, when an old CEO has left and another has taken his or her position. All of the files associated with the original position, unless mandated by law, would be of little to

Research paper Example | Topics and Well Written Essays - 2250 words - 1

Research Paper Example Android is considered a game changer in the mobile developer community since it is well placed to address the growing needs of the mobile marketplace. Introduction According to Haseman, Android is a Linux based operating system and a platform for which applications are developed. The Android operating system was originally designed and produced for touch screen mobile devices such as tablets and smart phones (2008). The android was originally released in 2007 and sold the first Android powered device in 2008. Android is open source software released under the Apache license and therefore the Android software can be freely modified and distributed by developers and device manufacturers. Being that android is a platform for application development in addition to the fact that it is open source, it has a large community of application developers presenting unlimited applications for the mobile devices running on android. The ease of application development on android platform has presen ted a variety of applications for mobile device customization which in turn has seen android as the most popularly used mobile platforms especially for Smartphones. The Android operating system has grown to be used on game console and television applications despite the fact that it was originally designed for tablets and mobile phones. The applications developed on android extend the functionality of the mobile devices (Haseman, 2008). Interface The user interface provides the display and the user control or command of the Android operating system. It gives the user the power to interact with the operating system directly by use of touch manipulation objects on the display. The display is supported by the fluid enabled interface designed to aid the interaction process between the user and the Operating System. The interface is fully-touch screen enabled with operations such as flicking your finger across the screen to flip to the next page of items. The user interface comes in seve ral shapes and sizes. The user interface is also enabled by simple configuration applications that can make the text on screen appear bigger and clearer such as text size and screen size configuration preferences(Udell, 2009). Android Operating System user interface has a home-screen that hosts the operational application icons and widgets. Icons are graphic symbols that take up the commands to open up the application while widget displays the graphic user interface directly on the screen. The operational application icons and widgets displayed on the home-screen are known as Android views that include Context menu, Options menu, Digital clock and Web view. These applications offer additional options and links to different pages that are not directly visible on the main Menu driven interface on the home-screen. The menu applications also play a vital role in displaying information directing the user on what command it initiates. In addition, the Menu driven interface gives notice on notification messages (Hoog & McCash, 2011). Processes Process management is a distinctive operating system that uses several complex data structures and algorithms to process data on Android devices. Â  Android uses this data processing technique in control