Worldview Paper Essays - Christian Philosophy, Grace In Christianity

Worldview is framework of by which a person views the world around him. In my description it is how you scoped the world with your eyes. One perspective is how you think it to be. It is how one filters the world. In descriptive phrase, ?it is a set of assumptions, concepts, values, or practices that constitutes a way of viewing reality? (Webster Dictionary) The question of origin breaks down for us how life began and where did mankind come from. The Bible gives us all that we need to answer these questions. In Genesis 1:1, it tells us how God created the heavens and the Earth. He created everything on the Earth from the trees to the animals that roam the lands. He put man in charge of all of this. He wants us to keep everything in order on the Earth. In 2 Peter 1:21 it states God as the first cause. If there was no God there would be no Earth and nothing would exist. The question of identity shows us who we are as humans and how much authority do we have. The Bible shows us in Psalm 8:5, that God created us to be ?a little lower than the angels. He made all of us in his image, so that we may glorify his name. Genesis 2:15 show us that God put us over the animals. He wanted us to tend to and take care of the animals. At the same time God wants us to reap the benefits of the Earth and take what we need to survive. The question of meaning or purpose lets us know why we exist. It shows us in Philippians 3:8 shows us that we should be willing to give up anything material so that we will be able to gain Christ as our Lord and Savior. John 17:3 shows us how we are supposed to have an intimate relationship with God through our Lord and savior Jesus Christ. The question of morality and ethics tells us how we should live and the differences between right and wrong. Genesis 3 because of Adam?s disobedience in Genesis 3, by eating the forbidden fruit, mankind is now I the need of redemption. This will also help us to learn what is right and wrong. Ephesians 2:8-10 shows us that the salvation of mankind is only received by grace. God is the only one who can give us that grace through Christ Jesus. The final question is where we will go after we die. This is all about the question of destiny. John 15:1-6 shows us how if we are not connected to Christ we will not bear fruit, therefore we will be cast away. In Revelation 20 and 21 it shows that we will either be going to heaven or hell. What will happen after death depends on the individual. You will either be on the Lord?s side or cast into the lake of fire. On a daily basis I think, treat, and speak to others on a daily basis by building a friendship with them, that I might encourage the gospel without hesitation. Regardless of their belief I will show myself to be friendly with love and care. For I am to be an example for Jesus Christ. 1 Peter 3:15 tells us that we should always be prepared to give an answer to everyone, that all men will hear the truth. In deciding a career I would consider the very possibilities to become a Christian leader, that I will be able to convince a people with evidence that will prove that God is, all supremacy, all powerful and to prove the death burial, and the resurrection power of God.

Participative Leadership Strengths and Weakness

Participative Leadership Strengths and Weakness Introduction Organizations often desire to achieve high performance. According to scholars in organizational behaviour, organizational leadership is one of the key determinants of organizational performance. Organizational leaders need to choose the right approach of leadership that can help steer the organization towards meeting its goals. There are different approaches of leadership.Advertising We will write a custom essay sample on Participative Leadership: Strengths and Weakness specifically for you for only $16.05 $11/page Learn More Each approach or leadership has its strength and weaknesses; thus, organizational leaders have to be careful when choosing the leadership approach to adopt (Ballantyne, Berret Wells, 2011). This paper discusses participative leadership as one of the styles of leadership. The paper gives an overview of the approach, followed by the strengths and weakness of participative leadership. Overview According to Mumford (2010), par ticipative leadership, which is also known as democratic leadership, is one of the most desirable approaches of leadership in contemporary organizations. It entails the involvement of all organizational members in key decision making. The final decisions are approved after wider consultations have been made across the entire organization. The presumption of this kind of leadership is that each employee has a given piece of information that can aid the organization in meeting its objectives. Therefore, employees are consulted on most of the wider plans of the organization. Here, organizational managers are often seen as facilitators of the leadership process in the organization. They code the ideas of organizational members into key decisions in the organization. In this era where more people are enlightened, most organizations are borrowing the principles of this approach of management in order to make the best use of the diverse knowledge and skills of their employees. This is repl icated in the decisions of most organizations to form decision making groups, where all organizational members are given a chance to air their views on organizational decisions (Mumford, 2010). Strengths and weakness The participative approach of leadership has numerous strengths. First of all, participative leadership promotes a healthy working environment through making each member feel important and needed in the organization. This promotes self esteem of each member of the organization. It also raises the level of communication and cooperation in the organization.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More By allowing all members to participate in the decision making process, the quality of decisions reached are often of a higher quality. Lastly, the approach gives employees room to gain understanding of the complex processes and issues in the organization (Mumford, 2010) . This approach also has numerous weaknesses. Fist of all, the approach elongates the span of time that is taken to make decisions, thus it may not be favourable for responding to emergency situations. Secondly, the decisions reached may be too complex to implement. The rationale behind this is that the decisions are reached out of a wider consultation and input processes. Therefore, whereas the decisions may be of a high quality, they may as well be complex and hard to implement (Mumford, 2010). Matrix Participative leadership Key areas Strengths Weakness Goals Activities designed by all organizational members Time taken to make decisions is too long Behaviours Cohesiveness, high self esteem, and cooperation Desired outcomes Higher quality and inclusive decisions Complex decisions Organizational example An example of an organization that uses the participative approach of leadership is Microsoft Incorporated. Bill Gates, the president of the company, embraces partici pative leadership through empowerment of the subordinates who work on the innovative projects of the company. Employees at Microsoft are allowed to work in groups, where each employee gets a chance to come up with innovative ideas. One best way of participative leadership is providing employees with resources and allowing them to work on organizational projects (Nayab, 2011). Conclusion Organizational leadership, more so the approach of leadership is critical to the performance of an organization. The paper has explored the participative approach of leadership, where it has been noted that this is the most desired approach of leading contemporary organizations. The main strength of this approach is that it encourages the exploration of the skills of employees. Its main weakness is that it may take too long to make decisions. References Ballantyne, S., Berret, B., Wells, M. E. (2011). Planning in reverse: A viable approach to organizational leadership. Lanham, MD: Rowman Littlefiel d Education.Advertising We will write a custom essay sample on Participative Leadership: Strengths and Weakness specifically for you for only $16.05 $11/page Learn More Mumford, M. D. (2010). Leadership 101. New York, NY: Springer Pub. Nayab, N. (2011). Five Reals of Successful Leadership. Retrieved from https://www.brighthubpm.com/resource-management/120498-five-real-world-examples-of-successful-leadership/

Reflection essay Example | Topics and Well Written Essays - 750 words - 12

Reflection - Essay Example In this paper I will discuss that campus learning is very important for college students as compared to online learning, while keeping in view my own experience of college campus. When I joined my college, I met many other students; and thus, started socializing with my peers, which is an integral part of personality development. My personality has groomed a lot after I have joined my college. I know this when I compare myself to when I was in school. I believe that in campus learning, college students come to know how to behave in classrooms; how to show respect to teachers; how to deal with peers; and, how to show discipline while learning. This socializing is beneficial for them in both short and long terms because they learn how to deal with life and its problems and how to cope with relationships. I learned how to communicate with my teachers and friends, which benefitted me in my personal life as well. Hence, campus learning teaches effective relationship management which cannot be learned through online learning. Campus learning makes students follow the deadlines in a better way, and they learn how to follow a set routine pattern for their studies. When I joined college, one of my friends, who is an online student, convinced me that college campus environment is very strict and makes the student follow the schedules forcibly. However, my experience has been different. I have been able to set my routine in a very effective manner. Online learning does not provide the students with these opportunities, because they tend to be relaxed since they do not have to confront teacher’s remarks and class fellows’ comments’ if they do not meet a deadline or are not dressed up neatly, and etcetera. Hence, campus learning teaches discipline in a much better way. I have learnt how to dress up neatly, how to convey my ideas face-to-face, and how to behave in groups and teams. I could never have learnt

ASEAN a vision of economic integration Essay Example | Topics and Well Written Essays - 2500 words

ASEAN a vision of economic integration - Essay Example In as much as ASEAN is a regional economic powerhouse, the organization has a number of challenges, and these challenges include disputes amongst its members concerning the South China Sea maritime region. Experts in international relations claim that ASEAN lacks the necessary diplomatic coherence, and its member countries have different strategic priorities, and this makes it difficult for the alliance to make any meaningful negotiation with China, which is responsible for creating animosity in the region, with its claim of various territories. This has resulted in the creation of diplomatic tensions within the region (Jones, 2012). In as much as this territorial tension arises, ASEAN is a useful ally of United States. The United States on most occasions uses the alliance to expand its influence into the region, and to limit the influence of China into the region. Cooperation between United States and ASEAN has been strengthened, through the treaty referred to as Amity and Cooperation. This treaty allows the United States to attend any summit sponsored by ASEAN, and creates an annual U.S-ASEAN summit (Blizkovsky, 2013). This paper argues that ASEAN plays a great role in promoting economic integration within the region. In defending this thesis, the researcher will use the three levels of analysis that are used to analyze relations amongst the states in International relations (Blizkovsky, 2013). The three levels of analysis are individual, domestic, and systematic levels of analysis (Dunne, Kurki and Smith, 2010). The individual level of analysis involves the analysis of the character traits of individual leaders, and those responsible for making policies within a given state (Dunne, Kurki and Smith, 2010). This level focuses on the human actors in the international relations, and their process of making decisions. For example, the World War 1 is attributed to the personal character of Kaiser Wilhelm II (Dunne, Kurki and Smith, 2010).

Life and Death of the Salt Marsh Essay Example | Topics and Well Written Essays - 1000 words

Life and Death of the Salt Marsh - Essay Example They are of great importance, in that they control the flow of waters reducing the chances of flooding in mainland. They also utilize excessive nutrients that would otherwise pollute the environment by growing various plant species. This discussion covers the wetland marshes of the eastern coast of North America. The salty marshes cover the whole of the eastern coast of North America. The most interesting thing about these marshes is that it is very difficult to understand its nature. The marshes are observed to be partially of a solid form and partially of a mobile water form. It is barely possible to tell where the marshes begin and where they end in the coastal sea (Teal, J., and M., Teal 30). Any observer will definitely be treated to a rare spectacle, in that when the tide is low, the grass marshes sounds like wind and when the tides are rife, the sound changes to a musical tune of crackling marshes on in waters. However, one thing seems to be unusual about the marshes surroundi ng environment. The birds living in the grassy marshes are known to sing and make noises even when the other entire creatures are still. This leaves a question as to whether the marshes affect the behavior of the other living organisms within its surrounding environment. ... The fact that some people can consider the foul smell similar to that of rotten eggs to be pleasant, raises concern. The feel touch and feel nature of these marshes is also controversial (Teal, J., and M., Teal 30). Some of the marshes are solid hard while others are soft and spongy. While one can step on some parts of the marshes comfortably and walkover, at some parts, stepping on the marshes will open the ground and make the person go under. At some parts still, stepping on the marshes will cause a rebounce and spring back motion that resist the movement. While some marshes have roots that penetrate the ground and forms a hard surface, some lacks the rooting system. This creates two different scenarios, where one can walk comfortably on the marshes one hand and where one will sink into muddy ground so deep on the other hand. The combination of these features provides for the desired conducive environment of the animals living in marshes. Since some cannot live submerged on the sal ty waters of the marshes, they find refuge on the hard ground comprised of the marshes with the rooting system. The rest lives in the muddy ground, which is conducive for their survival. The greatest influence on the environmental surrounding of the marshes has been artificial rather than natural. Because of human activities, the nature of the marshes environment has always fluctuated. The human activities such as building has damaged the wetlands surrounding of the marshes and caused pollution. Though these activities are considered valuable to man, they cause him more harm than good. In their natural setting, the marshes are more beneficial to man than the subsequent converted forms. The marshes benefit both the fishermen at the sea and the

The Dominant Ideologies Shaping Educational Policies Politics Essay

The Dominant Ideologies Shaping Educational Policies Politics Essay An ideology that combines all and provides relevance to the developmental needs of the people; is an instrument of society development ideology that is appropriate and sensitive to the peculiar needs of the people, therefore these ideologies might resolve the imbalances in societies (Giroux and McLaren 1989). Ordinarily, the mention of ideology takes everyones mind to capitalism or socialism, with much of the British and European media and political agenda focused on migration and the removal of citizenship from the national curriculum, little attention has been given to multicultural education in comparison. For many in the United Kingdom (UK), multicultural and citizenship may seem unproblematic; it is rarely reported outside the educational sphere and recently attracts limited political attention. However, in this essay I will explore the increasing drive for the global capitalist market, incepted in western society but now common in the diaspora, which has at its core in the postcolonial notion of establishing western values. The ever increasing globalisation of education is leading to the homogenisation of cultural consumption across transnational boundaries. Despite the British empires historic links with the commonwealth, including America (super power) we are witnessing global tendencies from Asian nations (India and China) that are simultaneously complementary and contradictory as they become economic giants on their own grounds; It also erases the interconnections between the accumulation of wealth and the development of the former colonial powers and the impoverishment of the former colonies. In this essay I will consider some of the core ideology of ethnicity, identity, race in a cultural hybridity and will argue that the increasing globalisation of education has been furthered through a variety of complex processes, both local and global, that have been strategised by nationalism as a political ideology to control and maintain the labour market, through the context of community formation, multiculturalism, civil society, equal opportunities and social rights, I will explain how the ideology of language of the community, citizenship assumed to give ethic groups and the working class a voice, has been refashioned to appeal to nationalist through the inequalities in education, gender and the rhetoric of a global cultural identity and a sense of belonging which is becoming imperative to the second and third generation ethnic groups due to their experiences of marginalisation in British culture. I will show how different ideologies affect critical pedagogy in global and loca l education, how this in turn contributes to the limitations in the use of critical thinking skills within education. I will analyse the core principles of postmodernism by unravelling the factors that seem to shape educational policies. The theoretical cultural and social debate will be on the values, knowledge, belief systems across the capitalist local and global markets. The model citizenship as the legal concept of citizenship, can be contestable the need to demand rights are not yet embedded in the capitalist market structure. This essay is thus framed by resurgent British nationalisms nurtured by an antagonistic apathy towards histories and legacies of an empire and a sudden, sharper, more urgent focus within this multidisciplinary area on counterterrorism, criminalisation, institutional racism, and Black women as a political (all non-white are classified as black). Bell Hooks states: that we need a global political consciousness or awareness of the local economic, political, social and cultural conditions that shape the lives of women in different parts of the world (Hooks, B : 1990). When exploring multicultural ideologies and the strands of race, culture, gender, citizenship it is important to understand its concept and how it differs from ethnicity and the strands used within the global and local educational system. Ethnicity is often confused with the placement of ones origin, particularly by those in west; therefore it is important to provide a distinction at this stage. What the term multiculturalism or the ideology of mass culture are the collective forms of sociality which give rise to instrumental concepts, in particular the way society views and sees the world and how the dominant cultures are deemed to be socially necessary (Calhoun.et el 1999: Hill 2003). In these themes of racial and social class as well as the insidious themes of gender and language that already exist in multiculturalism are brought together in a new repressive conception of postmodernism, neo-liberal capitalism, nation state formation, education and the economic sector . These aspects are then combined together in a postmodernist narrative that attempts to create a re-structuring of education that has taken place under pressure from local and international capitalist organisations and compliant governments. A new world- space has commenced based on the politically effective conception of worldwide restructuring of education systems as part of the ideological and policy offensive by neo-liberal Capital (Hill 2003). Consequently, the privatisation of public and the introduction of private local and global agencies to services can be termed as authoritarian can lead to the destabilisation of non- conforming local authorities and governments (ibid), and for that reason they are also referred to as the armed cavalries of the USA or its allies and surrogates (ibid). This can be problematic for some. Dave Hill argues that it is inappropriate to create such competitiveness and power within social institution especially as they do not share all the universal attributes to the more capitalist economy of growth, selection, exclusion and inequalities (ibid). He further states that they would seem better described as expressions of social and national conflict, where the cultural and national identities are heavily informed by a Globally shared educational system or its portrayal of an institution that in fact serves the interests of a narrow class of people but appears to serve the interests of everyone (Hill p. 12). Therefore I would agree that with its ideas of identity, liberation, culture, community, language, citizenships, gender, nation and race, the pursuit of an immigration quota based on status and monetary asserts deemed as the points system to curtail the immigrant population, shows the need for reform on the illusion of the welfare, equal opportunity and free society we claim to be. Inequalities have increased which have an effect on the gendered, class and racial attitudes towards the working class, ethnic minorities and women. The global neo-liberalism has resulted in creating a two tier society of have and have nots as those with the cultural and economic capital have social mobility and good education which in turn creates an automatic climb up the hierarchy ladder. Furthermore, the eradication of the national curriculum has led to several political powers imposing their own ideologies in education. As Hicks explains neoliberal and neoconservative ideologies in western education has seen the onslaughts of failing schools, the terminology of bad teachers being vocalised in all arenas, nonetheless the undermining of teachers as educators to challenge thinking has also changed (Not known p4). There is less autonomy and more pupil dependence. However, for the purposes of this essay, I see the conflation of the terms of multicultural, intercultural, assimilation, integration and nationalism as models problematic within the education system, and therefore I might interchange how they are used. Ideologies can be classified as a set ideas produced by the dominant class of society to the all the members of society. Ideologies are mainly applied to matters in the public domain and as such are central to politics. Which implies the dominant factor is the political arena. Marx associated the term with class struggle and domination, Habermas viewed ideology as a space to share and communicate ideas at a grassroots. West and Hall talk about the institutional functioning of cultural politics of difference which can also be aligned with social integration. Ideologies can be implemented on a local or global scale, the basic instigator of political ideologies should be human affairs, which form a series of ideologies. Ideologies encompass the concept of an idea and the only way, this format is evident in political ideologies within the education domain (add example here from edu page). Ideology can also describe the shared beliefs of a nation, especially in Britain today as immigratio n, nationalism as a political ideology versus multiculturalism, are setting the discourse tone of debate. In social democratic countries the government takes the sole responsibility for regulating political and economic conditions. The political ideologies of social democracy are centre-left of the political spectrum based on progressive, social liberation and social democracy; it can also include democratic socialism, modern liberalism and green politics. Modern liberalism and social democracy are the dominant ideologies within a capitalist global market. A mixed economy encompasses both private enterprise and publicly owned programs of education, health and child care predominant in a welfare state were social rights based on the right to work and a basic standard of living is paramount for all citizens. Equal rights and opportunity are regulated by government bodies to protect the interest of the labour force and fair market competition, immigration and multiculturalism, I reiterate are dominant discourses. Trevor Philips opposed multiculturalism in British society and instead argued for interculturalism, due to the vast amount of parallel communities in Britain and he argued for inter-culturalism as a means to value polarity and understand other cultures that exist in Britain, because of the existing parallel communities. Philip stated that by ensuring no single identity was predominant, the loose of individual identity will be assimilated into the dominant culture (Baldwin and Rozenberg 2004). West and Hall, talk about cultural policies of difference, how race defines cultural theory, its reflection and how the role of culture can be challenged. But by de- essentialising and understanding the political potential; of British African Caribbean and Asian vernacular cultures can also challenge a national identity, which will further empower the far rights argument for exclusion (Hall 1996). Capitalism spread by social relations in culture and capitalism has ensured the privatisation of every day commodities are now under the private domain for instance water , the rail service and education being represented with the introduction of academies (educational institutions run by private organisations), building school for the future (BSF) based on private funding being matched by local authority monies. Critics of postcolonial theory of politics state how the representation under capitalist hybridity has become commodified, in the conformation hybridity reinforces the context of all cultures are separate then they mix as it deflects attention from real marginalisation of racialised groups, yet under market capitalism hybridity has become commodified and its resistance subsumed. Capitalism attempts to govern the counter narratives of racialised groups by coercing Bri tish African Caribbean and Asian cultural producers into producing problematic representations of difference (Hooks 1992). Within the political realm several parties claim to be progressive the Labour party and currently the Liberal Democrats and the Conservatives. The avocation of progressive education has been in the fore front of the coalition government. As in the political parties different educational models exist; the human capitalist, progressive, religious and indigenous. I will focus on the human capitalist model. Despite the homogenous ideologies developed under globalisation of education as mainly western culture politically involving only the most powerful nations, this culture production has meant the exclusive domain gives political powers the ability to code and un-code the commercial dimensions of the global market. The notion of numerous, bounded cultures, communities, nationalities and races reflected in Britain according to the political sphere has become normalised and naturalised. The first definition of culture did not concern itself with politics and the state. In the fifteenth c entury culture was associated with agriculture and horticulture. However, colonialism became a key point in its political history, a second meaning began to emerge in the sixteenth century as the European expansion went hand in hand with scientific concepts of race, reason and development. Many colonised nations threatened and insecure by the economical powerful western nations have continued to reflect the notion of underdevelopment, often with extreme views of West is best. Throughout, the centuries the definition of culture evolved, into the period of enlightenment roughly dated as the seventeenth to the late nineteenth century. Culture was redefined as social development, European society was positioned as the panicle of cultural development and its role was to develop or civilise the rest of the world. Hill (2003) cites McMurtry (1999) market model, the so-called free-market model is not a free market at all, like Calhoun et al stated (1992) the free market/free labour market does not exist. Instead we have a global corporate market this model is now predominant in the local and global educational sector. More recently, the market models political goals executed through the domination of neo-conservation and neo-liberalism have transformed the parameters in Britain and America and, significantly impacted on how global education in a civil society is organised worldwide. With its slogans of Education, Education, Education, the previous labour party won the election, yet their values under Tony Blair were rooted in neo-conservation as they introduced academies and building schools for the future which are private sector models. From 1970 the British Conservative government lead by Margaret Thatcher was opposed to the welfare state, its order was to explode the privatisation of national assets and deregulate the market to encourage business, which was followed by a the changing face of education (Kymlicka, (2003) Pg. 154 : Hicks 2003). Both Kymlicka and Hicks provided theoretical insights and made substantial contributions to the political economy in education and the political frameworks of education. Kymlicka dealt with the use of citizens to implement principles of the multicultural state away from the dominant national group, Hicks showed the contribution of neoliberal and neoconservative in bringing out the changes within the education sector. Hicks proposed an interrogation of these two ideologies in education and the effect on society whereas Kymlicka focused on the elimination of assimilation and exclusionary nation building policies with the introduction of multicultural reforms. Both authors brought out the political ideologies of the global economy as related to education and both authors used theoretical perspectives to highlight their individual insights. Hicks discussed how values and belief systems can be used to focus on the free market economics as the foundation for a vibrant economy rather than state controlled capitalism. Kymlicka also focused on cultural dimensions and politics of communication as the underlying factors for social change. Hicks highlighted the conflicts of interest that are seen in citizenship and education with the new conservative traditional curriculum. He provided different critical perspectives and arguments on various dimensions of politics, sociology and cultural anthropology within the context of preconceived ideologies and how they shape the nature of education according to the skills gained to reinforce the global market. Hicks looked at attempts to transform the enterprise culture with radical ideologies such futures and sustainability school, as he saw the contradiction in the political ideologies which essentially use the state to subdue valuable educational choices to the masses. (Hicks pp3-6). Both authors used a wide range of social and political dimensions in explaining their viewpoints and whereas Hicks analyses brings out the relationship between capitalism, globalisation and nationalism, Kymlicka focused on capital and global economy and its relationship with citizenship and multicultural societies. Both showed how strategies and politics are set up at the centre of profits and economic pursuits. Hicks and Kymlicka highlighted the economic impact of neo-liberal and neo-conservatism and offered substantial analysis of the role capitalist economies, market forces, past historical injustices, multiculturalism and politics in the global culture of education aimed at all citizens and not just the dominant group (Kymlicka, (2003) Pg. 154 : Hicks 2003). One of the key elements of critical thinking skills in education has been eradicated by the dominance of the prescribed national curriculum and the political pressure to achieve outstanding results. Hill (2003) states how Neo-liberal policies both in the UK and globally have resulted in a loss of Equity, Economic and Social Justice, of Democracy and democratic accountability, critical thought within a culture of performativity In this part of the essay I will focus on challenges faced by educators when introducing critical thinking skills. Although not the only factor in this essay critical theory represents a particular ideology of independent thinking that aims to give citizens the ability to function without being consistently herded like cattle by the political powers. Hill (2003) states, Hayek liberal theory was aimed to show that the labour market needs were inferior as opposed to the superiority of the ruling classes. This was facilitated through the age of neo-liberalism and Thatcherite polity an era where the rights of the workers were slowly being eroded, such as teachers pensions, as a more business like language is being implemented in education. As well as the needs of the economy dictating the principal aims of school education, the world of business is also to supply a model of how it is to be provided and managed. Suppression of oppositional critical thought and much autonomous thought and education. But education is not a commodity, to be bought and sold. One can buy the means to an education, but not the hard graft of autonomous learning itself (Hicks 2003). Little attention has been given to critical thinking within the state sector of education because of the political implications, however in the aftermath of all the global unrest and the medias concentration on Africa and Middle Eastern unrest, the British public most not fail to realise the power of this universal trend of political control. The critical thinkers and radical theorist did not have far to look to find a basis for their theories, in the writings of intellectuals such as Paulo Freire, Hicks and Hooks were the allusions to race and critical thinking merge, however, it was in the writings of McLaren and Baltodano that support the argument for critical thinking and was based primarily on reclaiming schools, teacher education and the advantages to reclaiming schools determined social transformation in conservative capitalist times and can be accomplished by parental, students and communities. This ideology of critical thinking can act as a foundation for an inclusive Britis h society and would foster social justice and pride in multicultural identity, but also shape the political culture of identity in Britain. As Hooks states identity constitution is always based on excluding something and establishing a hierarchy divide and rule. Therefore, the increasing appeal for social justice in pedagogical practices in a multicultural society can be understood through the use of reflection (blooms taxonomy targets only the more able) and questioning skills, it can be understood simply as a desire for many to challenge the local government and be informed about equality, economic, social justice and claim their rights which have been denied them. The use of citizenship in education was a good model, in the new Conservative government (coalition of liberals) this has been eradicated? However, it is clear that this authoritarian government have chosen to deny the British education system and general public a voice and an opportunity to think as individuals and by articulating (McLaren and Baltodano (2000). Conclusion It is relevant to look at the political ideologies, the local and global implications of control and the ethical issues that arise from the use of neo-conservative, neo-liberal ideologies and how it has reinforced pre conceived ideologies of the other. The use of critical thinking in a multicultural model can bring a new meaning to economic endeavours in an emergent new global economic order. The use of questioning can truly become the educational development from diverse voices under widely different educational contexts. The underdevelopment of culture and identity politics in a multicultural society can lead through the implementation of critical thinking skills aimed at social and economic development. As mentioned earlier, the notion of critical pedagogy can be achieved by changing the political ideologies of the western assumption of control over the labour market and the utilisation of education to drive the ideologies which reinforce international hierarchies of power in education, because the concepts of a critical cultural worker, with critical transformative intellectual and revolutionary pedagogy, can extend the resistance to economic, social injustice and oppression. This investment in education is paramount and will ensure both the sustainability as well as the longevity of the education system as an independent entity from political ideologies and policies. The institutions of higher education promote a strong and well trained workforce for the economic sector, yet students of British African Caribbean and Asian origin are still being marginalised as the ideology of equal opportunity, and reveal these institutions and agencies are implicated in reproducing ethnic labour at the lower rungs of the socio-economic formation ( Brah 1996). Current issues regarding the definition of a multicultural society encompass the debate on culture and community, histories of migration, immigration and the race relations paradigms, culture, ethnicity and cultural identities of community. However the historic problems addressing diversity in Britain, America, Europe Oceanic and postcolonial nations must take into account the existing post- colonial administrative structures, because this notions of the primitive are inseparable from the nation, the modern civilization, scientific ideas of racial difference and the grouping of people in the United Kingdom and the West have lead to further constraints for third and fourth generation ethnic minorities. The current policies need to take into account not only the national indigenous populations views but also individual cultural variations, for instance the medias portrayal of Africa as a starving continent the distinction of difference no country is defined in the commentary; similarly the predisposition, personal preferences, cultural and religious considerations are misappropriated yet all cultural values come into existence through discussion in the public and private domain. Alleyne thus argues that the use of this term community reproduces notions of race and importantly ideas of a relatively homogenous, white national community. The notion of community however has been used to create political solidarity amongst different minority collectivises. It was used in the social movements of the sixties and seventies to signify different political communities but has since re-emerged to signify communities bordered by cultural difference. The government subscribes to the notion of equal but distinct cultures and of a core national white community as an important means of governing the population. Unreflexive notions of community often serve to hide the constructedness of culture, and the culture of community construc tion (Alleyne 2002). Discussing multiculturalism and the philosophy of equality is a wide topic to cover in an educational political domain. Definitions of multiculturalism defer from country to country, especially with the different ethnic mixes and different religious beliefs as these can affect how a group is categorised. The educational background of the individual or the group plays a great part in participation and the access of fundamental rights, an illiterate or migrant parent with limited knowledge of the language of communication will have to be taught practical methods of the education, welfare and political systems as well as the way to demand rights and have political power. In todays world of daily conflicts the quality of life can be hugely enhanced if people fully understand their roles as citizens and challenged the postmodern thinking and the use of essentialism encouraged by postmodernist. In this world-weary period of pervasive cynicisms, nihilisms, terrorisms, and possible extermination, there is a longing for norms and values that can make a difference, a yearning for principled resistance and struggle that can change our desperate plight. Cornel West The American Evasion of Philosophy I reiterate the importance of critical thinking as the language of questioning the language of political challenge in order to share a common political identification as citizens we need to realign more with the social, environmental emotional, moral, cultural and ethical issues as they will balance the core of the capitalist economic market. Closer to home, citizenship was becoming the voice of the youth; with the anticipated reward that it might be the voice of the community as the citizenship test still exist. Then again I can be argumentative and challenge this ideology based on the rights of refugees classified as illegal immigrants and having no rights, especially in light of citizen advice bureau closures and the reduction of legal aid. Therefore for resistance to be effective we all need to be active citizens (activist) in the community and not just our own.

Comparison of XTO Energy and Devon Energy Companies :: Energy Business Companies Workforce Essays

Comparison of XTO Energy and Devon Energy Companies Company Background XTO Energy Inc. is a premier domestic natural gas and oil producer engaged in the acquisition, exploitation and development of quality, long-lived gas and oil properties. The Company, whose predecessor companies were established in 1986, completed its initial public offering in May 1993. Its properties and activities are concentrated in Texas, New Mexico, Arkansas, Oklahoma, Kansas, Wyoming, Colorado, Alaska and Louisiana. Competitive Environment XTO operates in the lower-cap oil and gas business. They compete directly with larger independent companies like Devon Energy, Anadarko, and Apache. XTO’s main focus is acquiring established, long-lived properties, which are low in risk, and apply the best technology possible to maximize production. Structure Based on interviews with management, we found that XTO’s management style encourages innovation. Employees are encouraged to ask for forgiveness and not permission. We’ve learned this semester through lecture and readings, that this management technique empowers employees and gives them the autonomy they like and the freedom to create. Employees that work under this type of management style are not faced with the possibility of loosing their jobs if they make a business decision that turns out to have negative consequences. Employees are free to innovate and take pragmatic risks. The company culture at XTO is described as laid back and relaxed. XTO believes that major oil and gas companies are unable to implement this type of culture due to their size. Since XTO is smaller, the company is able to deploy a much different policy from what the majors employ. As the company rapidly grows, this relaxed practice has become a concern for XTO’s management. The compa ny has recently grown so much that they’ve had to pull back slightly on the relaxed atmosphere. Management has been working with Human Resources to increase the amount of structure within the company. It remains to be seen if this policy will stifle company innovation. XTO’s main focus in managing people has been to adapt and adhere to employees’ interests and skills. If an employee becomes unproductive or disinterested with her current job accountabilities, management will find alternatives for the employee first before termination. Management will transfer an employee to a business unit where she may have the best opportunity to excel, and where her skill set and interests will be most utilized - an alignment with the â€Å"best practices† concept studied in this course.

Computer Ethic and Privacy

Computers and the world of information technology are advancing quickly in this generation. Moor in his 1985 article â€Å"What is Computer Ethics? † stated that, â€Å"Computers provide us with new capabilities and these in turn give us new choices for action†. Hence, arguments about privacy and ethics in computer technology arise. With the birth on computers there â€Å"was concern right away that computers would be used inappropriately to the detriment of society†(Herold, 2006). I believe that the good is outweighing the bad when it comes to computers.I also believe there is a degree of user Alana Northrop states in her paper that, â€Å"Computerized search systems have been one of the most widely deployed management science technologies in the fight against crime†(1993). Police officers use computers in their cars now. The computers gives them access to information on citizens and also has the ability to give them directions to where they want to go. E verybody benefits from the use of GPS. At some point everyone has used Google Maps and perhaps even Google Street View to find an address.But is Street View seen as an invasion of privacy? Or is it just another stride in computer and information advancement? I believe the way people use computers and information play a big role in the social benefits. People and corporations alike use computers and information as a tool for more information or for leverage. What users do not often understand is that â€Å"they also have a responsibility to consider the ramifications of their actions and to behave accordingly†(Herold, 2006).Software piracy and plagiarism are examples of what happens when computer users decide to ignore ethics and use the computer and information for their own personal gains and/or pleasure. Hackers believe that it’s acceptable to do anything with a computer as long as the purpose is to learn. This utilitarian way of thinking, that anything is ok as long as it is for the greater good (Beauchamp, Bowie, Arnold, 2009), contributes to harming the social good. Hacking, piracy, plagiarism; these are the things happen because of how a person decided to use information.The information in and of itself is not harming the social good. That being said; the benefits of computers and the information they gather and store will always outweigh the harming of the social good. If you look at how far mankind has come with the help of computers and information technology, you will find evidence of this. Hospital records and now easier to access and store. Credit reports no longer takes weeks to obtain. We could go on and on with examples of how computers benefit society. I’m not sure that there is a way to effectively embrace computers while preventing the harm of the social good.With good things come the bad. We just need to accept that. Laws and regulations are in place to help minimize damage to the social good but even those have their li mits. It really leans heavily on the moral character of the people that live in today’s world. Yes, without computers we wouldn’t have these issues. But we do have them and they mostly make our lives easier and simpler and I would say the trade-off is fair. References: Beauchamp, T. L. , Bowie, N. , & Arnold, D. (2009). Ethical Theory and Business, (8th ed. ).Upper Saddle River, NJ: Pearson/Prentice Hall. Herold, R. (2006). Introduction to computer ethics. Retrieved from http://www. infosectoday. com/Articles/Intro_Computer_Ethics. htm Moor, J. (1985). What is computer ethics?. Metaphilosophy, 16(4), 266. Northrup, A. (1993). Police use of computers. Informally published manuscript, Center for Research on Information Technology and Organizations, University of California- Irvine, Irvine, California. , Available from Escholarship. org. (qt71x0h7hb)Retrieved from http://escholarship. org/uc/item/71x0h7hb

salem essays

salem essays The Salem Event History Essay The Salem Event is a part of American history that has had continual ripple effects in areas of politics, religion, social and cultural climates up to present time. To understand this, first you will need to know what the Salem Event exactly was, the factors that were responsible for this, and if certain personalities incited or calmed the raging waters of this event. Also, because this was such an important event, what lessons have or have not been learned as they are applied to present day USA. To fully comprehend this, lets start from the beginning. The Salem Event occurred in Salem, Massachusetts in the year 1692. During this event, nineteen alleged witches were hung, and hundreds more were accused and awaiting trial when it had ended. It all began after a handful of girls had a fortune-telling session with a West Indian slave. The girls started to exhibit hysterical behavior and began accusing people of the town of witchcraft. Unfortunately, family and close friends of these girls largely supported the accusations which resulted in the involvement of the local minister, Samuel Parris. Samuel Parriss home had been where the outbreak began after his daughter began exhibiting this strange behavior. With his encouragement, the accusations escalated, trials were held, and almost twenty supposed witches were executed. Ever since then, historians have been studying the event, trying to uncover the possible causes which may have been responsible for the terrible things that had taken place in Salem. There are many possible causes that resulted in this unfortunate event in history. Some believe that economic tension was to blame. In Salem, there had been disagreements between neighbors about the location of boundary lines and the reach of property. It is very possible that some people used these trials as a way to force a man to forfei...

The Best Way to Answer the “Aren’t You Overqualified” Interview Question

The Best Way to Answer the â€Å"Aren’t You Overqualified† Interview Question In an ideal world, we’d all be applying for (and getting) a job that is a perfect, snug fit for our skills, experience, and career goals. In the real world, that’s not always an option. Maybe you were laid off, and are seeking a foot (any foot!) back in the door of your career path. Perhaps you’re feeling stalled in your current job, and are looking to move back a step or two to get new skills and experience. Whatever the reason, it could very well lead to the dreaded â€Å"aren’t you overqualified for this position?† question in an interview. Does â€Å"overqualified† necessarily have to translate to â€Å"disqualified†? While this question can feel judge-y and like a bit of a dead end, it doesn’t have to be that way. Here are some strategies to consider if/when it comes up.DO emphasize your commitment to the job at hand.This question is really about the interviewer’s concern that you will fly the coop as soon as a more suitable job comes along. So your first step in answering should be managing that concern. Acknowledge that you may have more experience or seniority than the job description requires, but make sure the interviewer knows that you are interested in the long-term potential for this position.DON’T turn it into a joke.When acknowledging that yeah, you might have more experience than necessary to be a junior copywriter, don’t use it as a *wink wink, nudge nudge* jokey moment. Even if you’re kidding when you say something like, â€Å"Oh, it’s really only temporary. I’m outta here as soon as my lottery money comes through,† it can confirm the interviewer’s fear that you’re just looking for a for-now paycheck, and s/he will be rehiring in six months’ time. It’s a serious question, and deserves a serious, well-thought-out response.DO be honest†¦If you’ve been unemployed for a while, your resume will show that. It’s okay to be up front and say that you understand that this might not be the most orthodox choice for someone with your history, but that you’re looking to commit to something permanent, with growth potential. Emphasize that with the job market the way it is, you’re seeking a place to put down roots and flourish, using everything you’ve learned along the way.†¦But DON’T feel like you have to tell the whole story.If you applied for an entry-level position (despite 15 years of experience) out of desperation, try to keep that note out of the discussion. A sob story may get pity from an interviewer, but it’s not likely to net a job offer. Make sure the focus stays on your qualifications, and your commitment to the job.DO emphasize the opportunity presented.If necessary (like if the interviewer has a blatant case of Skeptical Face), make sure you drive the point home that you see this position as an opportunity, not a settling point. Talk about how the skills you have can push the position to a new level, while you learn even more about the field. Talk about where you want to grow professionally, and how the job fits in with that goal.DON’T shut the door to future growth.If the interviewer suggests (or says outright) that there may not be raises or promotion opportunities in this particular position, stick to your forward-looking script: â€Å"I understand that this particular position may not be where I want to be in 10 years, but I’m confident that the company would offer other opportunities for me to grow professionally and be of service. This company is where I want to be, and this job is the right starting place.†And the most important â€Å"don’t† of all in this case: DON’T let it discourage you. If the interviewer truly thought your experience was an automatic dealbreaker, you never would have gotten the interview call in the first place. This is a chance for you to m ake your case, and explain how your many qualifications work in your favor. Don’t let your hard-won experience pull you down. It can, will, and should work for you if you know how to spin it.

Financial Information Course work Essay Example | Topics and Well Written Essays - 2000 words

Financial Information Course work - Essay Example Q2: The auditor’s report of Tesco Plc. has shown the company in a positive manner by endorsing the accounts of the company as complied with the applicable requirements of Section 428 of the Companies Act 2006. It also shows that the company is not involved in any fraudulent activities and a ‘clean opinion’ is given by the independent auditors which will create positive sentiments for its shareholders. It is clear that auditors have carefully examined every financial recording and notes presented in the Consolidated Income Statement and Balance Sheet and have read all notes attached to be completely sure of the accounting being done in compliance with Generally Accepted Accounting Principles (GAAP). Auditor’s report acts as a guarantee that the company is not involved in any deceptive practices which may harm the company in the long run and its shareholders. Auditor’s report generates satisfaction among its stakeholders about the financial strength of the company. Also it helps increase the accuracy of investors’ perceptions by reducing investors’ overconfidence. When investors’ perceptions are more accurate, their prediction of asset worth is closer to economic predictions and the profits get evenly distributed. Q3: Ratio Expression 2010 2009 2010 result 2009 result Industry Average ROE 16.9% 17.2% 19% Gross Profit margin 8.1% 7.8% 10% Net Profit Margin 4.1% 4.0% 3% Current Ratio 0.7 times 0.8 times 1.7 times Inventory Turnover Period 18.8 days 18.7 days 50 days Payables’ turnover period 18.3days 19.4 days 20 days Gearing Ratio 54% 74.4% 4% P/E Ratio 14.3 x 12.3 x 9.0 x Note: Purchases for the year are calculated as: Cost of goods sold + closing stock – opening stock. Q4 2010 (in million $) 2009 (in million $) change Sales $56910 $53898 5.58% increase Operating Profit $3457 $3169 9.1% increase Share price $419.7 $333.2 26% increase Note: (only share price at 27th February is considered.) Q5: A nalysis: Return on equity shows the return gained by shareholder by investing $1 in the organization. ROE of Tesco Plc. fell marginally from 17.2% in 2009 to 16.9% in 2010. Although the net income increased during this period, the fall in ROE is due to Tesco Plc’s focus on equity rather than on debt to finance its operations. Compared to the industry average it is below par but looking at the future growth prospects and the scale of operations which Tesco has expanded into, the company’s return would move up in the future. It is evident from the fact that the sales have climbed up by 5.58% from $53,898m to $56,910m. It is notable that Tesco Plc.’s sales have significantly increased internationally as the percentage of international sales to the total sales have increased from 24% in 2005 to 31% in 2009. This will continue to do so and would reflect with a higher percentage increase in the upcoming years. However, the gross profit margin is mere 8% of the sales w hich means that a higher proportion of the sales are cancelled out by the cost of goods sold. There has been an increase in the Gross Profit Margin from 7.76% last year to 8.09% in 2010 which is complimentary to the increase in Sales. Comparing it to the industry the ratio is lower, however compared to previous year the margin has increased and therefore would come up to the industry average in due time. The Net profit margin of Tesco Plc has increased to 4.1% in 2010

Finance analysis Essay Example | Topics and Well Written Essays - 2500 words

Finance analysis - Essay Example The ratios will provide variants that will reflect any changes during the year covered. Variants are problems that need the attention of management. Ratios are also meaningful when compared with the closest competition to see relative position of the company Limitation of the study is that 2009 annual report of Easy jet is not yet available. a. Government regulations. Falle, della Gonzrague, et al (2004) said in their report that the airline industry in UK has always been filled with restrictions to protect their own airlines. For instance, the airline industry in UK is protected by regulations of the European Union and that of bilateral agreements entered into by the British government with other countries. Bilateral agreements put tariff protection on their products and are barriers for foreign entry. The globalization and liberalization have invited competition to the airline industry in UK. In UK, the airline industry players are the flag carriers, independent airiness, franchises and charters. Flag carriers are either state-owned or designated carriers and enjoy privileges from the government. Independent airlines are Ryan Air, Easy Jet, Aer Lingus and British Airways. Each of these airline companies has a market share of airline passengers in UK . Even in economic crisis, air travel remains to be an important factor in everyday life of everyone. Air travel spurs the economy by bringing in international investment trade and tourism, and is therefore very important in the globalization movement of industries The Airline Industry report stated air travel in the past decade grew by 7% per year wherein travel for business and leisure grew strongly worldwide. Airline travel is dependent on the growth of economy, as in the years of recession; the industry is not spared... Several analysts agree that the airline operations have experienced hard times during the past years of 2007 an 2008 As a result of the slow travel