Lunch Essays - Fiction, Narration, Narratology, Point Of View, Style

Lunch Essays - Fiction, Narration, Narratology, Point Of View, Style Lunch Missing heading I didS63>>> not like the way Joseph Monninger's narrator in "Lunch", G65>>> stalkedG31>>> his wife and her husband. Throughout the story, the narrator follows his ex-wife and her husband, without them ever knowing that he wasG31>>> present. He spies on their every move. There is even one moment in the story whereG33>>> the narrator,G65>>> bends over a folding chair, deliberately hiding from his ex-wife and her husband; he enjoys the advantage. I see that as being kind of creepy and unnecessary.S27>>> The narrator then says, "You realize, as you do it, that you are invisible to him, the new husband, because you have never met him. You are a spy in your wife's camp, you remind yourself, and you feel pleased and full of blood, your mouth open to take in steady breaths".S11>>> In this passage the narrator admits that he is pleased that he can continue to spy on his ex and her husband without being seen, and this causes him to breathe with excitation. He uses the advantage of being unknow n to have a common conversation with the husband, not revealing he has been following them all along. The narrator's choice to stalk and spy on his ex-wife, and to talk with husband without presenting himself, makes the story quite awkward, and non-enjoyable for me.G33>>> He should have be should have been man enough to at least say hi, instead running off like a weirdo.S27>>> Much of this is excellently done, although some of the parts of the paragraph are somewhat misplaced?Good first effort? Error Type Minus Points per Error Count Total Minus Points Missing supporting quote 1 Indent first line of paragraph 1 Unnecessary comma 2 Verb tense (error) 2 Instructor Comment 4 Missing/misplaced parenthetical citation 1 Sum of Error Count Sum of Minus Points Final Score 11

Cuánto demoran los papeles para esposos de residentes

Cunto demoran los papeles para esposos de residentes La peticià ³n de papeles para su cà ³nyuge realizada por un residente permanente se demora, en el momento de escribir este artà ­culo, entre aproximadamente 21 meses de mà ­nimo y 30 de mximo. En este artà ­culo se explican las causas de la demora, cà ³mo es posible hacer un clculo ms detallado, segà ºn el caso de cada solicitante, cosas que deben saberse mientras se estn en el medio del proceso de la tramitacià ³n y, por à ºltimo, quà © causas pueden dar lugar a la negacià ³n de peticià ³n de la tarjeta de residencia, tambià ©n conocida como green card. 4 factores que determinan la  demora la green card para cà ³nyuges de residentes La demora de la peticià ³n, la cual se puede presentar para un cà ³nyuge del mismo sexo o del sexo opuesto,  depende, bsicamente, de cuatro: En primer lugar, de quà © oficina del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS) debe aprobar la peticià ³n En segundo lugar, de la oficina consular en la que se realiza la entrevista para los casos de cà ³nyuge fuera de Estados Unidos o de la oficina del USCIS que debe aprobar el ajuste de estatus, para el caso de cà ³nyuges en situacià ³n migratoria legal en los Estados Unidos En tercer lugar, del nà ºmero total de peticiones de esta categorà ­a, ya que existe un nà ºmero mximo que se puede aprobar por aà ±o fiscal y asà ­, cuando se alcanza dicho nà ºmero las oficinas del gobierno paralizar el nà ºmero de peticiones aprobadas hasta que el inicio del siguiente aà ±o fiscal. Y en cuarto lugar, del paà ­s de nacimiento de la persona pedida ya que para Mà ©xico aplican unas fechas y para el resto de Latinoamà ©rica y Espaà ±a, otras.   Pero es posible calcular las demoras y tambià ©n verificar cada poco si hay cambios en los tiempos de tramitacià ³n. Adems, si todavà ­a no se ha iniciado el trmite, esto es lo que se debe  hacer para que un residente solicite la green card para su cà ³nyuge. Paso 1: demora el USCIS en aprobar la peticià ³n El primer paso en la obtencià ³n de la green card para el cà ³nyuge es que el USCIS apruebe la solicitud. El paquete con ella se envà ­a a una oficina (depende del lugar en el que se reside) y, una vez, allà ­, se distribuye entre los llamados Centros de Servicio. A las pocas semanas de haber enviado el paquete con la solicitud se recibe una carta que tambià ©n se conoce con el nombre de NOA1. Contiene informacià ³n importante, como el nà ºmero de caso y tambià ©n el lugar en el que va a tramitar la solicitud.   Una vez que se sabe cul ha tocado, ir a esta pgina oficial, bajar el cursor, elegir el Centro de Servicio adecuado y presionar en centro de servicio fechas de trmite.   A partir de ahà ­ se abre una pgina y hacia la mitad de la misma buscar formulario I-130 peticià ³n para pariente extranjero y verificar la opcià ³n de peticià ³n de un residente permanente para un cà ³nyuge o un nià ±o menor de 21 aà ±os.   Y el tiempo de procesamiento son los meses en los que el USCIS se demora para contestar si aprueba la peticià ³n o la deniega. Lo notifica con una carta conocida como NOA2 que es muy importante porque ahà ­ aparece la fecha de prioridad. Paso 2. La gran espera por los papeles Una vez que el USCIS aprueba la solicitud hay que esperar por una visa disponible. Esto quiere decir que por ley hay un nà ºmero limitado de peticiones de tarjetas de residencia que se pueden hacer en esta categorà ­a de solicitudes de residente para esposo, lo que se conoce como F2A.   Y como el nà ºmero de solicitudes es ms grande que el nà ºmero de visas disponibles entonces se producen unos retrasos.   Cada mes el Departamento de estado publica el boletà ­n de visas. Ahà ­ es el lugar donde informarse  si ya hay visa disponible y se acabà ³ la espera. La manera de mirarlo es teniendo la fecha de prioridad en la mano. Si la fecha es anterior al dà ­a que el boletà ­n de visas seà ±ala para la categorà ­a F2A, eso quiere decir que comienza de nuevo la tramitacià ³n que falta.Si es ms reciente, hay que seguir esperando. En la actualidad, el boletà ­n de visas est dividido en dos grandes categorà ­as.   En el caso en que se puede ajustar el estatus, verificar la fecha en dates for filing. Por el contrario, los casos con procedimiento consular deben consular el final action. Paso 3. Ajuste de estatus o procedimiento consular Entonces pueden pasar dos cosas segà ºn dà ³nde se encuentra el cà ³nyuge pedido: Si est en Estados Unidos legalmente se puede proceder a su ajuste de estatus. Y aquà ­ se explica cà ³mo verificar los tiempos de demora para eso. Recordar que los esposos de residentes en situacià ³n migratoria de ilegalidad no pueden ajustar su estatus y, por lo tanto, antes de iniciar cualquier trmite migratorio deberà ­an consultar y asesorarse con un abogado. Si la persona pedida est fuera de Estados Unidos habr unas gestiones (como envà ­o del affidavit of support) con el Centro Nacional de Visas y los pasos finales se harn en el paà ­s de cada uno, incluyendo una entrevista en el consulado o Embajada. Aunque las demoras varà ­an por paà ­s en là ­neas generales puede decirse que desde que hay visa disponible a la finalizacià ³n del proceso no pasan ms de seis meses.   Problemas en la peticià ³n de la green card para esposos Estas son 42 causas por las que se deniega la green card. No todos los problemas son iguales, ya que en algunos casos es posible pedir un perdà ³n, tambià ©n conocido como waiver. En otros casos, el castigo es solamente temporal. Finalmente, en algunas circunstancias no ser posible encontrar arreglo y no se obtendr la green card. Adems, tratndose de un matrimonio, el USCIS y, en su caso, el consulado va a poner atencià ³n para averiguar si el matrimonio es real o es sà ³lo de conveniencia.   Recordar que los  esposos de residentes que estn en Estados Unidos como indocumentados  no pueden ajustar su estatus por matrimonio. Con lo que si los piden en esa situacià ³n tendrn que salir de Estados Unidos y allà ­ puede saltar el problema del  castigo de los 3 y de los 10 aà ±os. Por todas estas razones dichas, es recomendable antes de iniciar trmite asesorarse con un buen abogado de inmigracià ³n cuando alguno de esos problemas puedan aparecer. Mientras se est esperando por los papeles Mientras se espera por la green card, puede suceder que el solicitante cambie de estatus legal al naturalizarse y convertirse en ciudadano estadounidense. Esto es lo que debe  hacer si el residente se convierte en ciudadano.   Por otra parte, tambià ©n mientras se espera por la green card si el cà ³nyuge est fuera de Estados Unidos puede que desee viajar para reunirse con su esposa o marido. Pero esto no siempre es posible y conviene enterarse de las posibilidades de ser exitoso al  pedir una visa de turista mientras se espera por green card. Asimismo, como las cosas de amor pueden ser cambiantes, es importante conocer cà ³mo  afecta el divorcio a la green card. Consejos para que todo el trmite resulte bien Estados Unidos es un paà ­s diferente en muchos aspectos como por ejemplo, el migratorio, el legal, o en materia de impuestos, etc. Para evitar problemas y conocer los derechos todas las personas que desean emigrar deberà ­an familiarizarse cuanto antes con los aspectos bsicos del paà ­s y asà ­ evitar ms tarde problemas indeseados.   Adems, este es un listado de telà ©fonos y pginas webs en los que se puede verificar informacià ³n sobre el caso y obtener buenos recursos migratorios.   Finalmente, se aconseja tomar este quiz - trivial o test- para verificar que tienes los conocimientos bsicos para obtener y conservar la tarjeta de residencia. Es difà ­cil conseguirla. No corras el riesgo de que te la cancelen por ignorancia. Este artà ­culo es sà ³lo informativo, no es consejo legal.

Lukes the Prodigal Son and Hollywoods Perception of the Gospel Essay

Lukes the Prodigal Son and Hollywoods Perception of the Gospel - Essay Example Here, at his execution, Jesus is tempted by an alluring image of a peaceful and pleasant life with Mary Magdelene to try to get him to refuse the sacrifice he must make. The carpenter Jesus of Nazareth, tormented by the temptations of demons, the guilt of making crosses for the Romans, pity for men and the world, and the constant call of God, sets out to find what God wills for him. But as his mission nears fulfillment, he must face the greatest temptation: the normal life of a good man. This movie is actually not based on the Gospels, but on Nikos Kazantzakis' novel of the same name. But in a sense, whether it is a movie or a novel, this ideology of a common and insignificant life is more of modern conception of self-help motives driven by (apparently) hazard free market economy. Jesus is shown at the outset as a lonely, masochistic soul full of self-contempt, tempted to leave the cross for the life of an ordinary man who knows the felicities of marriage, sex, and family: this is th e "last temptation" that nearly wrenches away the meaning of his sacrifice. But here is a perception that invokes the feeling of a common man who wants the world to be ideally trouble free and simple. Alternately, Godspell (1973) written and directed by David Greene based on the novel by John-Michael Tebelak is a modern-day version of the gospels, opening with John the Baptist

Increasing use of Medical Marijuana Essay Example | Topics and Well Written Essays - 1250 words

Increasing use of Medical Marijuana - Essay Example So, the medicines developed from cannabis are also known as psychoactive drugs. So, these drugs are offered high attention by the young generations of this era as compared to many other medical drugs (Politics. Co.UK. n. d). Cannabis is recognized as marijuana. Cannabis or marijuana drugs are mainly used as a stimulant to increase the appetite of the body, improve the mood or relaxation of the entire body. So, it is also recognized as recreational drugs and excess intake of these drugs might cause negative impacts over the health of the body such as anxiety, reddening of the eyes, dry mouth, loss of memory and many others. Therefore, due to these sorts of side effects, it is illegal to carry or consuming a small amount of cannabis or medical marijuana in any of its form. But, in-spite of implementation of numerous rights and regulations of the government, the use of cannabis or medical marijuana is increasing at a rapid rate among the individual of all age groups and all income groups (Politics. Co.UK. n. d). Cannabis or medical marijuana is considered as one of the most illicit drug in the entire globe, but legalizing its use for medical purposes created a considerable challenge for all. Due to such legalization, the usage rate of medical marijuana increased mainly among the youth adults of age-groups, 12 to 20 years. However, the rate of consumption of medical marijuana is also extremely high in the nations comprising of numerous rules and laws against its consumption rather than those, without comprising any laws. Therefore, due to increased rate of consumption of medical marijuana, the rate of crimes, alcohol consumption, loss of memory and deaths increased to a significant extent as compared to previous era. According to a research, conducted by Moir & et. al. (2008), it might be clearly depicted that the smoke of cannabis or marijuana comprises of more than 15,00 harmful and toxic chemicals such as carbon monoxide, irritants, hydrogen cyanide,

Critical theory and professionalism Essay Example for Free

Critical theory and professionalism Essay In what ways can critical theory shed light on professionalism? This presentation explores how critical theory can provide a perspective for critiquing professionalism in education. In so doing the nature of the relationship between the professionalisation and social movement trends in education is addressed. An attempt at a definition of professionalism is going to be the focus of the first part of the presentation. Several concepts articulated within critical theory are discussed for their relevance to the issue of professionalism. The work of the Frankfurt School is underlined, drawing parallels to the work of Gramsci and Freire. In the final analysis, specific issues and questions raised by the perspective of Critical Theory are reflected upon as they apply to the professionalisation of education. The concept of professionalism Literature on professionalism is in its abundance. There have been many attempts at providing a clear definition, including the government-led agendas calling for higher degrees on professionalism in education. It can be noted at the outset that attempts at coming up with a definition of professionalism in education have struggled to agree on a particular one. Freidson (1994) has concluded that the use of the term professionalism is inconsistent. He argues that professionalism is ‘The Third Logic’, claiming that professions are occupational groupings that exercise relatively high degrees of control over the conditions as well as how they carry out their work. This kind of arrangement provides a mechanism for organising some aspects of social life in a way that properly deploys specialist knowledge. Professionalism is therefore viewed as a mode of social coordination and competes with, and provides some insulation from, both market and bureaucratic forms of organisation. It has also been viewed as â€Å"a state of mind† or ideology that reflects a way of thinking about the cognitive aspects of a profession and the characteristics that typify a professional (Van Ruler, 2005). In other words, in the case of teaching, professionalism is the cultural means by which we give meaning, purpose, definition, and direction to work as professionals and the place of practitioners in society. It can therefore be claimed that there is no universal agreement of the concept. It has been implored by some authorities for teaching to become evidence-based profession like medicine and law. Hargreaves, for example describes teaching as the â€Å"paradoxical profession†. He asserts that of all the jobs that are, or aspires to be professions, only teaching is expected to create the human skills and capacities that will enable individuals and organizations to survive and succeed. (Hargreaves, 2003). Carr (1992) has suggested that in this ‘extended’ view of educational professionalism, education and teaching are to be understood by reference to the elaborative network of public duties, obligations and responsibilities in which teaching as a social role is implicated. It can be asserted that if teaching is a profession, there has been an assumption that teachers should be equipped with capacities for autonomous judgement and the freedom to exercise this judgement. It could be considered inappropriate for politicians or employers to dictate to teachers what is or is not worthy of inclusion in the school curriculum, or what kinds of knowledge and skill are crucial for the professional conduct of teaching. It is with this view in mind that Flinders (1980) has argued that teaching is an open-ended activity. Helsby (1995) claims that professionalism is subject to geographical and cultural differences and it can be understood as relating to exceptional standards of behaviour, dedication as well as a strong service ethic. This view is supported by Bryan (2003) who argues that professional work can be seen to be increasingly influenced by politics. This can be justified by the claim that the policies of governments are ideologically driven, hence professionalism may be understood as constructs which develop in response to ideological influences. Thomas (2012) uses professionalism as a descriptor of a combination of teachers’ specific capabilities and knowledge, the purpose and ethical underpinnings of their work, the extent to which they are able to exercise independent and critical judgement, their role in shaping and leading changes in their field, and their relationship to other stakeholders. Despite the vicissitude of the notion of professionalism in education, standard analyses of how this concept can be applied in public services such as teaching and nursing have stressed the importance of specialist knowledge  and expertise, ethical codes as well as procedures concerned with training, induction and continuing professional development (Flexner, 1915; Larson, 1977; Langford, 1978; Eraut, 1994). Attached to this view of professionalism is the assumption that in exchange for a greater say in matters related to school and teaching, teachers are expected to submit to greater levels of scrutiny and work roles that go beyond classroom teaching (Stone-Johnson, 2013). In this exchange there is a shift of power whereby as the work of the teachers becomes increasingly professionalised, teachers appear to have surrendered degrees of professionalism. The critical project in education supervenes from the postulation that pedagogical practices are linked to social practices, and that it is the task of the critical intellectual to identify and address injustices in these practices. The Frankfurt School’s perception of Critical Theory was driven by an underlying commitment to the notion that theory as well as practice must inform the work of those who seek to transform the oppressive conditions that exist in the world. Their ideas influenced other great critical theorists such as Freire and Gramsci. If the notion of critical theory is to be linked to the debate on professionalism, it can be argued that the development of critical pedagogy out of critical theory has changed the way through which the role of the teacher is seen, particularly the professional position of the teacher in the society. It has been argued that there has been a widespread erosion of professional autonomy in recent years (Barton et al, 1994, Whitty et al 1998). This has been a result of the centralisation of control over all aspects of teacher’s work such as curriculum (National Curriculum, literacy and numeracy hours), assessment, (SATs, QAA/ Ofsted Inspections) and conditions of service (imposed by the employers in a controlled quasi-market regulated by centralist funding formulae, league tables and inspection regimes.) (Freidson, 2001). This can be corroborated by a survey of teachers carried by Helsby and McCulloch (1997) as it showed that the government onslaught of edicts and initiatives demolished professionalism. It has been argued the formulation of policy documents have positioned the teacher as fundamentally impotent in terms of curriculum design. The teacher  has been reduced to a mere curriculum deliverer. This is mainly to system of communication that is viewed as one-sided by educational critiques. Murphy and Fleming (2010) have attempted to deal with this issue by using the Habermas’ notion of communicative action. They argue that, for Habermas, the essential feature of communicative action is that it aims at reaching agreement. Furthermore in order for that agreement to be not only mutually acceptable but satisfactory, its participants must be willing to make and defend validity claims such as claims of truth, rightness and truthfulness. Habermas’ notion accedes to the fact that while validity claims are raised automatically in everyday communication, it is only when communication aims primarily at reaching consensus, and when participants provide reasons for their argument, that rationality actually manifests itself. It can be argued that in the case of professionalism, Critical Theory is meant to herald a liberatory education that empowers stakeholders, fosters curiosity and critical thinking, and provides a means for crucial successful bottom-up, top-down engagement in the political arena. The introduction of a prescriptive and centralised National Curriculum has greatly weakened the professional confidence of teachers, (Helsby and McCulloch, 1997). It has also left them uncertain of their ability to cope and of their right to take major curriculum decisions. This has resulted in the government having more control over the teaching profession, (Meyer- Emerick, 2004). Critical theory prefers to call this process ‘one-dimensionality’ of life. Thus this extended the existing understanding of power and its impact on the construction of knowledge. Gramsci was deeply concerned with the manner in which domination was undergoing major shifts and changes within the industrial western societies. He developed a theory of hegemony, whereby he sought to explain the manner by which these changes were exercised more and more through the moral leaders of the society (including teachers) who participated in and reinforced universal ‘common sense’ notions of what is considered to be truth in society. This is consonant with Foucault’s questioning of what he termed ‘regimes of truth’ that were upheld and perpetuated through the manner in which particular knowledge was legitimated within the context of a variety of power relationships within the society. Foucault’s perceptions of power is not  solely at play in the context of domination, but also in the context of creative acts of resistance and these are produced as human beings are interact across the dynamic of relationship and shaped by moments of dominance and autonomy. Such a viewpoint challenges the dichotomised standpoint of either domination or powerlessness of power as enticed by radi cal education theorists. Thus it can be argued that Foucault’s writing on knowledge and power shed light on a critical understanding of the teaching profession in relation to authority. More so it does open the door to a better understanding of power relations within the context of teaching practice.

An Analysis of Aria: A Memoir of a Bilingual Childhood by Richard Rodri

An Analysis of Aria: A Memoir of a Bilingual Childhood by Richard Rodriguez Aria: A Memoir of a Bilingual Childhood by Richard Rodriguez is an essay that shows his readers a part of life that many have never experienced. Rodriguez uses this essay to show how he fights through his childhood to understand English. Speaking clear English will help him to fit in to society. He faces society while forfeiting his happy home life, to try to become a typical English-speaking student.   Ã‚  Ã‚  Ã‚  Ã‚  As a young child, Rodriguez finds comfort and safety in his noisy home full of Spanish sounds. Spanish, is his family's' intimate language that comforts Rodriguez by surrounding him in a web built by the family love and security which is conveyed using the Spanish language. "I recognize you as someone close, like no one outside. You belong with us, in the family, Ricardo.? When the nuns came to the Rodriquez?s house one Saturday morning, the nuns informed the parents that it would be best if they spoke English. Torn with a new since of confusion, his home is turned upside down. His sacred family language, now banished from the home, transforms his web into isolation from his parents. "There was a new silence in the home.? Rodriguez is resentful that it is quiet at the dinner table, or that he can't communicate with his parents about his day as clearly as before. He is heartbroken when he overhears his mother and father speaking Spanish together but suddenly stop w hen they see Rodriguez. Thi...

Y176 Tma01

Describe the three different parenting styles and discuss how they might impact on children’s behaviour. Use the module materials to illustrate your answer. Task 1 Question 1 Point 1: It is not only parenting styles that can impact on a child’s behaviour, other factors such changes in a child’s life can also affect behaviour Task 1 Question 2 Evidence for point 1: †¢Colloby et al. (2012, ch 2) With the focal family in the son Thomas’s behaviour since being diagnosed with having a hearing impairment has had a significant effect on the family. †¢Colloby et al. 2012, ch 2) Thomas was introduced to a speech and language therapist. Task 1 Question 1 Point 2: Early learning stages of a child’s life can create an impact on children’s behaviour Task 1 Question 2 Evidence for point 2: †¢Colloby et al. (2012, p. 42) states Swiss biologist and psychologist Jean Piaget (1896-1980) â€Å"is renowned for his four-stage model of child develo pment that linked children’s behaviour to different stages of development† †¢Colloby et al. (2012, p. 42) shows a table of Piaget's first two stages of cognitive development and how these relate to key characteristics of children’s play †¢Colloby et al. (2012, p. 3) Russian psychologist, Vygotsky (1896-1934) argued that â€Å"Piaget had underestimated the role of language and social interaction in cognitive development and that children learn best in a social context with a ‘more knowledgeable other’ – someone who can support and encourage them in their learning† †¢Colloby et al. (2012, p. 43) states â€Å"Vygotsky believed that learning occurs when a child is supported by another person to do what they could not do alone. He called this the ‘zone of proximal development’†. †¢Colloby et al. (2012, p. 44) states â€Å"Feund (1990) conducted a study where young children were involved in placing fur niture in doll’s house. She concluded that playing alongside a ‘more knowledgeable other’ helped the child to achieve the next step in their own learning thereby achieving something they could not have done alone† Task 1 Question 1 Point 3: Transition in children’s lives can impact on their behaviour when a transition to daycare or school occurs. Task 1 Question 2 Evidence for point 3: †¢Colloby et al. (2012, p. 47) states â€Å"Childcare professionals play an important role in the lives of the twenty-first century family for a number of reasons† †¢Colloby et al. (2012, p. 7) states â€Å"it is much more common for both parents to go out to work, either full or part time, and so children may be accessing day-care settings for at least some of the time, before they go to school† Task 1 Question 1 Point 4: The involvement of professionals and having to build new relationships can impact on a child’s behaviour Task 1 Quest ion 2 Evidence for point 4: †¢Colloby et al. (2012, ch 2) the son Thomas has had to build new relationships and adapt to changes that he is not familiar and comfortable with. With the involvement of professionals Thomas was introduced to a speech and language therapist Task 1 Question 3The focus of this essay is to describe the three parenting styles and to discuss how they might impact on children’s behaviour. The three parenting styles are authoritarian parent, an authoritative parent and a permissive parent. I am also going to describe other factors that may impact on children’s behaviour, such as changes in a child’s life, the involvement of professionals in children’s lives, the early learning stages and also the transition children experience when having to detach from their primary carer to attend day-care or school. Authoritarian parents are considered as being disciplined, strict and controlling.Rules are set and they expect their child to f ollow them. They will not allow the child to make any choices or decisions of their own. They use a tough disciplined technique. The rules imposed are not open to negotiation with the child. They often will not explain the reasons why the rules are being imposed and also enforce their own punishment when a rule is broken. Similar, but different to, is the authoritative parent. They are also defined as strict but they have more of an understanding approach to their child when boundaries have been broken.The parent will set boundaries, rules and guidelines that are plausible rather than enforce unrealistic ones. They will explain to the child the reasons why they are being introduced, should they broken, they will also issue non-punitive punishments. The third style is a permissive parent. They recognise their child’s developmental and emotional needs but they have difficulty imposing rules and setting boundaries. This style teaches the child that rules do not have to be follow ed. They are also described as being soft and too easy going. Permissive parents become a friend rather than a parent and tend to ‘give in’ to their child very easily.A child’s behaviour can be both good and bad, so parenting styles can have a positive and a negative effect on a child. Majority of children’s behaviour problems take place during times of change and transition, this is a natural progression of development. Child psychiatrist and educator Rudolph Dreikurs (1897-1972), believed â€Å"that all humans, as social beings, want to belong and be accepted by others. He identified four goals for misbehaviour: attention, power, revenge and display of inadequacy† Colloby et al. (2012, p. 62). With the focal family in Colloby et al. 2012, ch 2) the assistance of Dreikurs four goals for misbehaviour gave Cara a better understanding of both her children. Cara was able to reflect on this information, and was able to take an impartial and objective lo ok at her children’s behaviour and address it. Initially the parenting style both Cara and Alastair were trying to establish with Thomas and Rowanna, had a disciplined approach, however, as they lived with Alastair’s mum Diane, she had a soft approach, and this did not help the situation as Diane would give in to their every needs, she adopted more of a permissive style.Children in this situation can get confused and frustrated not knowing which is right and which is wrong. Children require consistency as this can greatly impact on how they grow and develop. As well as the overall parenting style, family’s lives are affected by outside factors, such as changes in a child’s life can also affect behaviour. With the focal family in Colloby et al. (2012, ch 2) the son Thomas’s behaviour since being diagnosed with having a hearing impairment has had a significant effect on the family.Thomas has had to build new relationships and adapt to changes that he is not familiar and comfortable with. With the involvement of professionals Thomas was introduced to a speech and language therapist. In addition to the sessions they carry out together, Cara and Alastair play an important role carrying out further exercise and activity sessions at home. The home sessions became mundane and tedious, and Thomas was getting upset because he no longer wanted to do them.Early learning stages of a child’s life can create an impact on children’s behaviour as Swiss biologist and psychologist Jean Piaget (1896-1980) â€Å"is renowned for his four-stage model of child development that linked children’s behaviour to different stages of development† Colloby et al. (2012, p. 42). Russian psychologist, Vygotsky (1896-1934) â€Å"believed that learning occurs when a child is supported by another person to do what they could not do alone. He called this the ‘zone of proximal development’†. Colloby et al. (2012, p. 4 3).Whilst I agree with Piaget’s first two stages of cognitive development, the sensori-motor stage, whereby infant’s 0-2years will practice play and be allowed to explore and experience things for themselves, and the pre-operational stage, 2-7years, when a child’s play will replicate their own experiences, and they will see things from their own perspective using their own imagination, I also agree with Vygotsky’s beliefs that children can copy a person and learn from them. Some children can be further developed than others and so a child more conversant in play can assist with another child’s development.Transition in children’s lives can impact on their behaviour when a transition to daycare or school occurs. In Society today it is much more common for both parents to go out to work, Colloby et al. (2012, p47) and so the need for childcare facilities increases. Childcare professionals play an important role in the lives of the twenty-first century family for a number of reasons, Colloby et al. (2012, p. 47). An example of this could be a child possibly needing to attend day-care before they attend school so parent(s) are able to continue with their careers.By accessing the day-care placement, a child would be allocated a key person. The role of the key person is for the child to develop a bond with them so that they will make them feel safe and secure. The choice of parenting style is crucial to a child’s psychological and social development. Baumrind suggested that the majority of parents display one of three different parenting styles, Colloby et al. (2012, p. 70). The chosen style should provide a loving, supporting and disciplined approach to build a healthy and happy child.A parent’s behaviour towards a child can potentially impact significantly on his or her wellbeing. The style is generally based on how they were reared themselves, or, it can be as a result of this that they choose another. It ca n also be chosen as a result of the society in which they live, their ethnicity or their cultural groups. Word Count 1,079 References Colloby, J. , Collins, J. , Conradie, L. , McKeogh, S. and Shelton, I. (2012) Understanding children and young people, Milton Keynes, The Open University.

School types and service delivery education essay

The modern school system of Sri-Lanka has its beginnings during the British colonial disposal. Schools were started by the denominational organic structures for the intent of proselytization. Later the authorities besides established schools for the instruction of the kids. The authorities schools provided direction in the national linguistic communications and there were besides bi-lingual schools ( common school ) where English was besides used. This created a double system of schools, authorities schools and denominational schools. There was besides another sort of dichotomy in that some of the denominational schools imparted English medium instruction bear downing fees from pupils which created an elitist group of schools as against the common schools supplying free instruction. As a consequence of the authorities, denominational organic structures, private organisations and persons set uping schools at that place was no planning in the location of schools. The grant of free instruction with the execution of Special Committee recommendations under the stewardship of Dr. C.W.W. Kannangara in 1945 and the return over of schools in 1960 reduced some of the unfairnesss that existed in the school system. During the last 50 old ages some grade of rationalisation has been achieved. But still there are broad differences and deficiency of uniformity in the school system.School Types and Service DeliveryAt present Sri- Lanka has a 13 twelvemonth span of schooling. Schools are classified on the footing of the educational phases available in the school and besides taking into consideration the class watercourse offered at senior secondary degree. The schools are classified by type as follows: Type 111 Schools: – Primary schools holding categories from Grade 1 to Rate 5 Type 11 Schools: – Junior schools holding categories from Grade 1 to Rate 11 1C Schools: – Senior Secondary schools holding categories from Grade 1 to Rate 13 or Rate 6 to 13 with lone Humanistic disciplines and Commerce watercourses at G.C.E. A.L 1AB Schools: – Senior Secondary schools holding categories from Grade 1 to Rate 13 or Rate 6 to Rate 13 with all 4 watercourses at G.C.E.A.L In finding the construction of the school system, one has to see the economic sciences of educational proviso. With the demographic passage, migration to urban countries and the growing of private schools, the registration of pupils in authorities schools is worsening and the figure of little schools has increased. The following table gives the distribution of authorities schools by size.Table – Government Schools by Type and Size of Student PopulationTypeSize1AB1C23Entire& lt ; 50–01 198 1334 1533 51- 100–05 611 787 1403 101 – 200–66 1419 459 1934 201 – 500 08 660 1620 183 2439 501 – 1000 106 826 295 112 1339 1001- 1500 162 256 45 28 491 1501 – 2000 142 49 08 06 205 & gt ; 2000 263 20 08 01 292 Entire 681 1883 4204 2910 9678Beginning: School Census 2007About one tierce of the schools have an registration of less than 100 students on axial rotation while there are 292 schools with over 2000 students. The little schools are disadvantaged in many facets. Dearth of physical and human resources, hapless place background of students, deficiency of community support, unavailability to modern influences such as the media are factors which compromise the rule of equity enshrined in the Constitution. Equity in instruction starts with just entree to schooling. The Education Sector Development Framework and Programme of the Ministry of Education emphasizes, guaranting equity by enabling all kids to hold entree, to take part in and complete BASIC and secondary instruction. In order to guarantee just entree to primary instruction, the authorities has established a widely scattered web of schools throughout to state.Number of Government Schools by Functional Grade Span, 2006Grade 1-5Grade 1-8Grade 1-11Grade 1-13Grade 6-11Grade 6-13Entire2486 490 4199 2213 27 299 9714Beginning: Annual School Census, Ministry of EducationThe policy of the authorities is to supply a primary school within 2 kilometers to every kid of the age scope 5 to 9 old ages and a secondary school within 4 kilometers to every kid of 10 to 16 age scope. Because of this policy a figure of schools with little categories are seen particularly in distant countries.Number of Government Schools by Size of Student Population, 2006Number / Percentage of School with& lt ; 50 Students51-100 Students101-200 Students201-500 Students501-1000Students1001-2500 Students& gt ; 2500 StudentsEntire1,549 1,392 1,966 2,514 1,340 817 136 9,714 16.0 % 14.3 % 20.2 % 25.9 % 13.8 % 8.4 % 1.4 % 100.0 %Beginning: Annual School Census, Ministry of EducationThe definition of a little school at nowadays is based on the exclusive standard of registration of pupils. Harmonizing to this standard a school holding less than 100 pupils is considered to be a little school. Under the programme â€Å" Rationalization of School Network † , in 1996, 356 little schools were reported to hold been closed, as they were presumed to be wasteful. The two chief standards for shutting schools were: Minimal registration ; and Availability of alternate educational installations within a prescribed distance. Low pupil registration was a characteristic of around 80 % of the schools that were closed. The research surveies have discovered some major grounds for the diminution in pupil registration in these schools. They are: The handiness of ‘better ‘ schools in the local environment and the aspirations of parents to direct their kids to these schools, if their household resources permitted it ( a ) the hapless direction of these little schools by Principals and the hapless quality instruction ( B ) the indifference of instruction functionaries, Principals and community leaders towards the public assistance and promotion of the kids in little schools and the attendant impairment of the quality of instruction provided in them The little schools are found tucked off in distant rural pockets, among the hills in the plantations, in new colony countries along the seashore and in the thick of overcrowded urban homes, sometimes in the shadow of popular schools. These schools add up to about 3000 which is about one tierce of the entire figure of schools providing to primary school kids. These schools cater chiefly to kids of the poorest of the hapless. They have been neglected and forgotten and the parents of these schools are less demanding and prone to accept their batch. Inadequate resources portray the disregard and deficiency of concern. The stray nature of the little schools, unequal grasp of any good work done and deficiency of supervisory and consultative aid are issues in developing these schools. Small schools have to be reviewed in the context of their scenes and entirety of the job. The many-sided nature of the job calls for a many-sided attack. While acknowledging the demand to go on with little schools where there is a existent demand and presuming that rationalisation may take to the dropout of students, at least in countries where schooling installations are available within a sensible distance, some grade of rationalisation can be accomplished. Education Sector Development Framework and Programme ( MOE, 2006 ) analyses the wastage incurred by little schools. Harmonizing to School Census, there are 258 schools with less than 15 students with a instructor student ratio of 1: 04, 717 schools with less than 25 students with a ratio of 1: 07 and 1525 schools with less than 50 students with a ratio of 1: 11. It has to be noted that when the figure of students is less, the quality of instruction imparted in such schools is besides hapless. In order to run into this state of affairs a strategy of grouping schools in a geographical country as a school household should be explored. There is besides the issue of National Schools which are managed by the Central Ministry of Education. There are no recognized standards for upgrading a school to a degree of a National School. Of the 329 national schools at present, really few conform to the criterions laid down originally for placing national schools. The standard that would warrant a school to be a National School should be the fact that kids from all over the state are admitted to that school, that it is an all island school. Admission to such schools should entirely be on virtue. There can non be a primary subdivision in a National School as admittances to primary categories are done on the footing of the propinquity of the parent ‘s abode to the school. An extra standard would be the multi-ethnic composing of the school where kids of all communities are admitted and all three media are available which would advance national coherence. Sing the demand for advancing national integrity in the present context and the function instruction can play in advancing national harmoniousness, much idea should be given for the possibility of forming multiethnic schools in countries where the communities are multiethnic. In such schools all three linguistic communications can be used as media of direction and kids will turn up together as Sri -Lankans, while understanding their heritage and esteeming the civilization of other communities. Another issue is whether the authorities should hold a monopoly of instruction or in add-on to State proviso of instruction whether private-public partnerships should be encouraged. When the schools were taken over in 1960 merely a few class 1 schools remained as private and non fee-levying schools. There was a class of schools that were fee-levying and private, i.e. those who opted to maintain off from the free instruction strategy in 1951. Since 1980s, another class of private schools have sprung up and are known as â€Å" International Schools. † These schools are registered as concern organisations with the Registrar of Companies and conflict the commissariats of the Assisted Schools and Training Colleges ( Supplementary Provisions ) Act No. 8 of 1961 which stipulates that no individual other than the Director of Education can set up a school for kids between the ages of five and 14 old ages. Further, there is a misdemeanor of the Education Amendment Act of 1945 which stipulates that the primary instruction of kids should be provided in the female parent lingua ( Sinhala or Tamil ) . To acquire over these jobs, these schools have been registered as concern organisations with the Registrar of Companies. Earlier these schools prepared kids for foreign scrutinies and direction was provided in the English medium. Now some of these schools are supplying classs based on the local course of study and the pupils sit t he local GCE ( O/L ) and ( A/L ) scrutinies as private campaigners. Some International Schools appear to supply instruction get downing from Early Childhood Care and Development Stage ( ECCD ) up to Advanced Level and Degree degree scrutinies. From the Primary Level the medium of direction is in English. The demand for popular schools is of all time increasing and the parents with moderate degrees of income, who fail to acknowledge their kids to such schools are compelled to acknowledge their kids to International Schools sing the advantage of larning English every bit good. One of the chief aims of instruction is to bring forth a Sri Lankan citizen with a common set of values. The NEC has proposed Common National Objectives for General Education. The schools established by private organisations with net income doing aims can non be expected to carry through the common aims proposed by the National Education Commission. Further, the deficiency of encouragement to larn history and national civilizations in the course of study lead to the production of persons who do non value and respect national heritage and civilization. These schools appear to be popular among certain sections of society as indicated from the rapid growing of the figure of schools. Accurate statistics of this class of schools are non available but approximative figure may be around 300. The chief attractive force to these schools is the instruction in English medium. However, most of these schools do non hold even the basic installations required for a school. Most categories are housed in residential premises and there is in sufficient infinite for kids in the schoolrooms and equal airing. Other installations for athleticss and excess curricular activities are minimum. Hence, there is a turning demand that these schools be regulated by the authorities. Another class of schools working with authorities aid are the schools supplying instruction for kids with particular demands. There are 25 Assisted Schools tally for kids with particular demands. The prevailing doctrine of particular instruction is inclusion. As these kids have to be integrated to normal society, MOE has started incorporating pupils with particular demands in normal categories. In order to point these kids to the normal school particular instruction units have been established in about 1000 schools. However, particular schools are necessary for kids with terrible disabilities.IssuesThe dichotomy of schools at the clip of independency was reduced by free instruction, displacement to national linguistic communications as the medium of direction and the cardinal school system, but the blazing disparity continues doing the policy of equal instruction chance a farce. The location of schools, peculiarly the secondary schools is non good distributed as it has been done in an unplanned manner and about all non authorities schools were located in urban countries. The imbrication of the terminology of the ‘types ‘ of schools and the attendant confusion in execution of policies and programmes. The marginalisation and the disregard of little schools which are the chief avenues of educational chance to kids of deprived households, to carry through their right to instruction. The present categorization of schools deficiencies lucidity as a effect of ad-hoc alterations over the old ages, choosing few schools and resourcing them while the hapless schools were farther neglected obliging the pupils rush to urban schools, doing the hapless schools poorer and little schools smaller. The increasing force per unit area on big popular schools in urban Centres which are undergoing uncontrolled enlargement to run into the demand ensuing in overcrowded categories where acquisition and instruction may non be effectual. Schools that have started with cultural or spiritual background want to keep the same position and individuality without altering to a multi-ethnic and multi spiritual schools. International schools which are non legal and run as concern organisations do non conform to the educational jurisprudence and do non carry through the common aims determined by the National Education Commission.ProposalsThe school should be an establishment that fulfils the right of every kid to quality instruction that aims at developing a common set of values that identifies him/her as a Sri Lankan with dedication to Motherland while esteeming one ‘s ain individuality.The authorities should set up a construction with two types of schools, viz. , primary schools holding Grades 1 to 5 and secondary schools with Grades 6 to 11 or 6 to 13.Management, facilitation and rating of all public schools should be the duty of the Provincial Department of Education. Categorization of schools by different names ( National, Navodya etc. , ) should be discontinued.Education Division should be the unit to form the web of primary and secondary schools. Each secondary school should hold at leas t 5 primary feeder schools. The figure of schools in a division should be determined by the figure of school traveling age kids in the Division.In countries where schools are far apart and student Numberss are low, primary schools may carry on categories up to Rate 9 for a fixed period of clip.In order to guarantee continuity of instruction, a kid who is finishing the primary degree should be assured of a secondary school.Small Schools, which serve the small town community demands, should be encouraged to go on by supplying them with necessary support to develop as educationally feasible establishments.All really hard and hard schools should be upgraded with both human and physical resources to supply a quality instruction to make the mark of educating all kids likewise.Mechanisms should be developed to oversee and supervise little schools in order to guarantee criterions and to take prompt remedial actions when necessary.Primary subdivision ( Grades 1-5 ) of all bing 1AB and 1C sch ools should be delinked by 2015 and map as primary schools.State should do available a primary school within a radius of 2km and a secondary school within a radius of 5km. All primary and secondary schools should supply equal resources to guarantee para and equality of the quality of instruction provided by them.All unregistered Private schools including International schools should be registered with the Provincial Departments of Education. They should be regulated with norms for appropriate physical environment, necessary makings of instructors, medium of direction and a course of study constituent related to National Heritage and kid ‘s faith issued by the Central Ministry of Education.All Private and International Schools should be capable to supervising by the Ministry of Education and Provincial Ministries of Education.All Private and International Schools should run as non-profit organisations and all net incomes obtained should be ploughed back to the development of th e school.All schools should follow a procedure of inclusive instruction for kids with particular instruction demands. However ‘Special Schools ‘ may go on for badly disabled kids who require particular intervention.Section 25 of the Assisted Schools and Training Colleges Act No. 8 of 1961 should be amended to let the enrollment of private and international schools.School Calendar and School HoursThe school calendar for the twelvemonth is determined by the MOE and is unvarying for all schools. This is necessary because of the national vacations and the demand to co-occur school vacations with the scrutinies calendar. Suggestions have made that schools should hold holidaies taking into consideration the agriculture forms of the country as older school kids take portion in agricultural activities of the family. The provincial governments may be given the discretion to amend the school calendar to accommodate local demands without upseting the school vacations and public scr utinies. The figure of school yearss at present is about 200 a twelvemonth. School hours are 5 hours for the primary and 6 hours for the secondary. In the past secondary schools had two Sessionss forenoon and afternoon with a tiffin interruption. This is desirable as pupils can take portion in extra-curricular activities without taking clip from academic Sessionss. However due to jobs in conveyance, supplying a mid twenty-four hours repast and long distance that kids have to go dual Sessionss are non executable.ProposalsThe minimal figure of school yearss must be 200 yearss a twelvemonth. The states should be given the discretion to make up one's mind on school footings taking into consideration the local demands.Classroom instruction clip per twenty-four hours should be 5 hours for the primary and 6 hours for the secondary.Admission of Children to SchoolAdmission of kids to schools is an issue that has been the topic of argument at national degree. The job is that a certain class of parents resort to all sorts of artifices to acquire their kids admitted to the so called esteemed schools. Harmonizing to the current strategy of admittances propinquity of the abode of the parents play a major portion in the choice procedure and parents resort to deceitful patterns to turn out their abode. Children are trained to express prevarications and references near to these schools fetch really high monetary values in the belongings minutess some of which are fake minutess. Even after such intense competition the bulk of the parents fail to acquire their kids admitted to the school of their pick. As a consequence of influence mongering the figure of kids in the categories has increased to unwieldy Numberss even traveling beyond 50 in certain cases. It is impossible to implement activity based, kid centred course of study in such big categories. It is non desirable to follow any assessment standards at this degree for choice of pupils. In higher categories merit as found through an a ssessment procedure can be used for choice of pupils. Committees appointed to look in to this job have come out with assorted recommendations. Some of these are making off with primary subdivisions of esteemed schools or utilizing random choice procedures. However, the really influential yesteryear student anterooms have vitiated all these moves.ProposalsAdmission of Children to SchoolAdmission to Rate 1Childs who complete 5 old ages of age by 31st January of the twelvemonth of admittance should be admitted to Rate 1.Admission to Rate 1 should be chiefly on the footing of propinquity to the school from the abode of the parents.The maximal figure of students admitted to a category on the above footing should be 35.Children should non be subjected to any kind of proving or rating for the intent of admittance to Rate 1.

Strategic Management of Organizations

Strategic Management of Organizations Organizational structure Structure generally means the framework on which an organization is built and functions that keep the organization going. Organizational structure is the operating guideline that informs the members or workers how the organization works.Advertising We will write a custom essay sample on Strategic Management of Organizations specifically for you for only $16.05 $11/page Learn More Structure explains the way members are received, how leaders are chosen, and the process of decision-making. Organizational structure explains the way an organization puts workers and jobs for effective work performance and goal realization (Baligh, 2005). Channel of communication depends on the size of the organization; small organizations have short channels of communication because the top manager can reach the lowest ranked employee easily. On the other hand, large organizations have long channels of communication because they contain many departments an d functions. From these decisions, an organizational structure is established. Organizational structure may be centralized or decentralized. In centralized structure, the top management is vested with the most of decision-making and total control over the organization’s departments, subdivisions, and divisions. In decentralized organizational structure, power and authority over control and decisions making is evenly distributed and the independence between departments and divisions is different (Baligh, 2005). In an organization, regardless of its size, employees’ tasks and complexity is defined by what function it partakes, its supervisors, and managers. Organizations use organizational charts to simplify relationship between its departments and positions and their interdependence. The finest organizational structure designed by any organization relies on many factors such as its work, revenue, number of employees, geographic distribution of its amenities, and the col lection of its trading. Organizational structures have been in existence since the ancient past, they have evolved to date because of their needs and complexities in the current 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 How Organizational Structure Implement Organizations Strategy Organizational strategy is the tactic, which an organization uses to meet its future goals, mission, vision, and targets. An organization must compare its present state to the projected future state then look at the difference and plan on how to cover the difference through changing its working tactics. There are several organizational structures, which include pre-bureaucratic structures, bureaucratic structures, post bureaucratic structures, functional structures, divisional structures, and matrix structures. Organization strategy includes sequence of authority, span of organizing, departmentalization, circulation of authority, and organization’s height. These elements are integrated within an organization to give out the desired outcome in type of the organization and the management required (Baligh, 2005). The Basic Building Blocks of Organizational Structure An organization needs to be built on several organizational blocks to ensure and strengthen its survival. These blocks help in making sure that the organization is focused in its target of meeting its future goals. These blocks include: Hierarchy Hierarchy or layers of organization is the primary most component of the organizational structure, individuals’ need to have people above them to obey, respect, consult, and structure the way of achieving a target. Organization’s layer means the length of the line of communication, that is the procedure followed before the information from service man reaches the department manager. Hierarchy flow of information is mostly exercised in the b ureaucratic organizations where the individual must report directly to his or her immediate supervisor. Hierarchy act as a major organizational block because it determines each employee’s authority and responsibility in the organization. Hierarchy makes organization to be organized because every employee is aware of his or her duties (Tannenbaum, 2006). Formalization Formalization is another major form of an organization building block. Through formalization, an organization decisions, orders, and standards are passed to all employees. Formalization is closely attached to both leadership and hierarchy. A number of organizations prefer tight bureaucratic system of administration because these systems establish strict orders and methods in the organization.Advertising We will write a custom essay sample on Strategic Management of Organizations specifically for you for only $16.05 $11/page Learn More Bureaucratic systems call for rigid communication cha nnels. On the other hand, some other organizations allow for non-bureaucratic procedures, which allow for collaborative decisions making, employees dissent, and alternative ideas from employees. These kinds of organizations allow for flexible decision-making and channels of communication (Swayne, Duncan Ginter, 2008). Divisions Division is a basic building block for organization structure. Divisions depend on the size of the organization; small organizations can survive on one division in charge of all the operations because their operations are not complicated. On the other hand, all organization divide their operations according to the departments available such as; information technology department, accounting department, procurement department, transport department, marketing department, human resource department among others are created according to the organizations need. Other organizations divide the organization according to the production need, these may include vacuum cl eaners division, packaging division, processing division among others. This makes it easy for each division to be able to identify its authorities and responsibilities with ease and controlling confusion in the lines of duty (Philips Gully, 2012). Temporary Constructs Temporary constructs are basic building blocks in that they are frequently used by organizations to resolve issues arising from the operations and employees. Most of organizations will assign or create groups for a specified period to handle a problem arising in the organization or take care of a new project, the group may be selected internally or externally. Most organization prefers dedicated troubleshooters since they are good in getting a solution and working on an issue. Organizations are opposed to this approach though it saves time in handling a certain project (Philips Gully, 2012). Advantages and Disadvantages of each of the Building Blocks of Organizational Structure Hierarchy is advantageous in that those who are in the top positions enjoy a lot of privileges. Those at the top are vested with complex decision-making consequently making it easy for an organization to handle its complexities.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hierarchy is disadvantageous in that those at the lowest positions feel oppressed at some time because they enjoy no privileges, its procedural for decisions to get to the bottom level and there is limited interaction between the top management and the bottom workers so their problems are less heard. Formalization of an organization has the following advantages: it makes the goals of the organization to be clearly defined, it makes the business become legal entity, and it clarifies the organization’s objectives. The disadvantages include: formalization creates rigidity, long long-term planning is discouraged, and reduces creativity among employees. Organization division is advantageous in that it increases specialization and as a result, quality products and services are produced, division allows an organization form the culture of spirit de corps leading to higher production. Division disadvantages include politics between the divisions may arise, this may reduce production because of the competition between the divisions and divisions may undermine each other leading to inter division organization conflicts (Swayne, Duncan Ginter, 2008). References Baligh, H. H. (2005). Organization Structures: Theory and Design, Analysis and Prescription. New York: N.Y.: Springer. Philips, J., Gully, S. M. (2012). Organizational behavior : Tools for success. Mason: South-Western Cengage Learning. Swayne, L. E., Duncan, J. W., Ginter, P. M. (2008). Strategic Management of Health Care Organizations. San Francisco: Jossey-Bass Pulishers. Tannenbaum, A. S. (2006). Heirarchy in organizations: An international comparison. San Francisco: Jossey-Bass Publishers.

Hillary Clinton - Position on Illegal Immigration

Hillary Clinton - Position on Illegal Immigration Hillary Clintons position on illegal immigration has shifted over time. In her campaign for president in 2016, her most recent bid for election to public office, Clinton said she supported a path to citizenship for millions of people living in the United States illegally because it would be impractical to deport them all. If we take what we  know to be the realities that we confront - 12 to  14 million people here - what will we do with them? I hear the voices from the other side of the aisle. I hear the voices on TV and radio. And they are living in some other universe, talking about deporting people,  rounding them up. I dont agree with that and I dont think its practical, Clinton has said. She has said, however, that those who have committed crimes and pose a violent threat to public safety while living in America illegally should not be permitted to stay here. Clinton has said she favors humane, targeted, and effective enforcement of the laws against illegal immigration in the United States. During the 2016 presidential campaign, she defended President Barack Obamas controversial executive action  on immigration, which would have  allowed as many as five  million people living in the United States illegally temporary,  quasi-legal status and work permits. And she opposed the idea of building a massive wall along the U.S. border with Mexico and supported the rights of a growing number of refugees and asylum seekers to tell their stories. We need comprehensive immigration reform with a path to full and equal citizenship, Clinton said in January 2016. If Congress wont act, Ill defend President Obama’s executive actions - and Ill go even further to keep families together. Ill end family detention, close private immigrant detention centers, and help more eligible people become naturalized. Obamas program, called  Deferred Action for Parents of Americans and Lawful Permanent Residents, was essentially put on hold  by a June 2016 U.S. Supreme Court ruling. Clinton Opposed Banning Muslims Clinton has also voiced opposition to a policy put in place by Republican President Donald Trump to temporarily ban Muslims from entering the United States. Trump said his proposal was meant to prevent terrorist attacks on the homeland. But Clinton called the idea dangerous. â€Å"It goes against everything we stand for as a nation founded on religious liberty,† Clinton said. â€Å"He’s turned Americans against Americans, which is exactly what ISIS wants.† Clinton Mocked Trumps Border Wall But Supported a Fence On the campaign trail in 2016, Clinton openly derided Donald Trumps idea to build a tall wall along the length of the U.S. Mexico border. Hes talking about a very tall wall, right? A beautiful, tall wall. The most beautiful, tall, wall, better than the Great Wall of China, that would run the entire border, that he would somehow magically get the Mexican government to pay for. And, you know, its just fantasy. Clinton did, however, voter in favor of legislation to build a fence along 700 miles of the border, a bill called the Secure Fence Act of 2006. ... Where it was necessary, we did support some fencing, where it was necessary, we did add border patrol agents, Clinton said. Clinton Apologized for Saying  Illegal Immigrants Clinton apologized in 2015 for using the term illegal immigrants, which is considered dehumanizing. She used the term while speaking about securing the United States border with Mexico.  Well, I voted numerous times when I was a senator to spend money to build a barrier to try to prevent illegal immigrants from coming in, Clinton said.   She apologized when asked about her use of the term, saying:  That was a poor choice of words. As Ive said throughout this campaign, the people at the heart of this issue are children, parents, families, DREAMers. They have names, and hopes and dreams that deserve to be respected, Clinton said.   Clintons Shifting Position on Immigration Clintons position on immigrant hasnt been as consistent as it seems. She has come under fire from some Hispanics over her support of candidates who are viewed as unfriendly to establishing a pathway to citizenship.  As first lady under President Bill Clinton, she was  on record  as supporting the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, which expanded the use of deportation and limited conditions under which it could be appealed. She has also opposed the idea of giving drivers licenses to people living in the United States illegally, a position that drew some criticism. They are driving on our roads. The possibility of them having an accident that harms themselves or others is just a matter of the odds, Clinton has said. Clinton said during her run for the 2008 Democratic presidential nomination that she supported granting citizenship to people living here illegal if they meet certain conditions including paying a fine to the government, paying back taxes, and learning English. And she has also said children who cross the border illegally from Central America should be sent back as soon as it can be determined who responsible adults in their families are, because there are concerns whether all of them should be sent back. But I think all of them who can be should be reunited with their families. †¦ We have to send a clear message, just because your child gets across the border, that doesn’t mean the child gets to stay. So, we don’t want to send a message that is contrary to our laws or will encourage more children to make that dangerous journey.†

Advertisement Analysis Assignment Example | Topics and Well Written Essays - 250 words

Advertisement Analysis - Assignment Example In this advert, all the car’s occupants comprise youths who have had an accident though the two teens occupying passenger seats seem to have already died. There is a phone showing incomplete statement, â€Å"We’re already ther†¦.† which afterwards rings; probably their friends are inquiring victims where they have reached once they fail to receive a reply text within the anticipated period (â€Å"Eberhard Productions†). In order to make this advert work effectively, producer chooses to use an extremely catching tune while showing the accident’s severity. Hence, bringing a feeling which normally follows tension sound tracks mostly used in movies to evaluate or show consequences of a calamity especially when victims are trying to come into terms with the reality (â€Å"Eberhard Productions†). The advert also utilizes both continuous and immobile animations features like dented vehicle, tree, passing car as well unconscious children who are lethally injured. Other animations include ringing phone, which has prompted the young woman to cause an accident with an incomplete message though the person they were rushing to meet is calling. It is intriguing how the producer integrates actions in the film to relay his or her message. Instead of the warning statement of texting while driving being at the start of the film, he or she chooses to have it towards the end. These encompass unconscious injured victims, dented car, ringing phone and screaming young woman due to shock of what has befallen them though her shout is not audible in the movie (â€Å"Eberhard