Relationship between the United States and Japan

The history of relationship between the United States and Japan is quite long. There were many different conflicts and fruitful cooperation. Nevertheless, business communication did not stop even in the most difficult times. Of course, many successful business decisions were made due to the understanding of the cultural peculiarities of the partners. Thus, it is essential for a US companies cooperating with Japanese partners to pay much attention to the development of cross-cultural negotiation patterns.Advertising We will write a custom research paper sample on Relationship between the United States and Japan specifically for you for only $16.05 $11/page Learn More Admittedly, American and Japanese companies use different business strategies and methods due to their cultural peculiarities. Such strategies can be even opposite by nature since Americans and Japanese are representatives of opposite, western and eastern, cultures. However, wise managers and leaders do not become frustrated because of these differences, but make use of adopting some techniques. For instance, Alston and Takei point out such difference in business strategies, as American â€Å"quick decision-making† and Japanese thoroughness (11). Many Americans get impatient with such slow decision making process and regard it as partners’ weakness. However, this characteristic feature of Japanese business strategy can be successfully adopted by American companies which will lead to safer deals. Thus, Japanese first check whether they can trust their partner and only then â€Å"offer larger agreements† (Alston Takei 11). American companies can also start with agreements of low value and when they are confident in their partner, they can start more close cooperation. Of course, understanding of cultural peculiarities can not only give some successful examples of running business, but it can also develop business communication on different levels. It is very important to follow any changes in the society of business partners to develop business relationship. At present the USA and Japan have good and fruitful relationship. Wall street journal even claims that Americans are â€Å"Japan’s best friends in the West† (Koh, â€Å"APEC Guest List†). These close connections can help develop even more comprehensive cooperation. For instance, Americans can study the situation in Japan and take advantage of it. Thus, Goldman states that nowadays Japanese express their discontent with the development of â€Å"dreaded and outlawed† monopolies (Goldman 38).Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This trend can be used by the entire American country since the USA can suggest many ways of diminishing the influence of such monopolies offering own methods. Of course, it can be also beneficial for America n business to enter Japanese market as competitive companies to existing Japanese monopolies. Apart from advantages of understanding cultural peculiarities on the international level it is possible to work out some useful strategies on the level of companies. Thus, American companies can learn a lot about running negotiations with their Japanese partners. Many researchers are already being held in this field. Thus, a very interesting research depicted by Greene et al. revealed the cultural differences on the basis of the â€Å"print advertisement† (486). Of course, many useful techniques can be adopted on the basis of such data analysis. However, Goldman suggests a very useful strategy in running negotiations depicting the results of survey which shows that Japanese are â€Å"resistant to bullying or face-threatening negotiating tactics† (37). So, American companies should choose another tactic and be very patient. Thus, American companies should understand that it is essential to take into account cultural differences when having negotiations with Japanese companies. Such cultural peculiarities can lead to a great success or a failure. Works Cited Alston, J.P., Takei, I. Japanese Business Culture and Practices: A Guide to Twenty-First Century Japanese Business. Lincoln, NE: iUniverse, 2005. Goldman, Alan. Doing Business with the Japanese: A Guide to Successful Communication, Management, and Diplomacy. New York: SUNY Press, 1994. Greene, J.O., Burleson, B.R. Handbook of Communication and Social Interaction Skills. New York: Routledge, 2003.Advertising We will write a custom research paper sample on Relationship between the United States and Japan specifically for you for only $16.05 $11/page Learn More Koh, Y. â€Å"APEC Guest List: Obama? Check. Clinton?†¦ Maybe.† The Wall Street Journal, 21 Oct. 2010. Web. 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Essay on The company is Walmart Stores, Inc.Essay Writing Service

Essay on The company is Walmart Stores, Inc.Essay Writing Service Essay on The company is Walmart Stores, Inc. Essay on The company is Walmart Stores, Inc.It is important for any organization to have a code of ethics in order to guide employees how to behave in ambiguous situations and to share the principles of ethical behavior accepted in the organization. The purpose of this paper is to select a company, to identify whether this company uses a code of conduct, to analyze this code if it exists and to draft a code of ethics if the company does not have one.The chosen company is Walmart Stores, Inc. This is a multinational retailer operating in 27 countries and running chains of discount stores and warehouse stores. Walmart pays significant attention to ethics: the company has a Global Ethics Office which is responsible for encouraging ethical decision-making and resolving ethics concerns (Walmart, 2014).Walmart has a separate document named The Statement of Ethics. This document is meant to share attitudes and values that create an ethical workplace and expected standards of ethical conduc t. The document also helps recognize ethically questionable situations and prompts how to act in such situations. The document includes letter on ethics from Walmart CEO, guiding principles, employee responsibilities, approaches to reporting ethical violations, principles of leading with integrity inside and outside the company, community ethical principles and relevant contact information.With regard to code content organizing principles outlined by Berenbeim (1999), Walmarts code of ethics pays moderate attention to the role of business, does not pay much attention to company autonomy aspect and focuses strongly on three next principles global business practice, ethical decision-making procedures and ethical decision-making environment.Walmarts code of ethics satisfies the stylistic requirements to such documents (Berenbeim, 1999): it is easy to read, has sufficient detail (but not excessive detail), is graphically appealing, is relevant for the industry and market and is firmly grounded on Walmarts key values. Similarly to other codes of ethics, Walmarts code addresses such questions as security of proprietary information, environmental responsibility, employee privacy, substance abuse, employee privacy, etc.It is notable that Walmarts code of ethics largely addresses potential internal ethical issues such as conflicts of interests and potential community ethical issues such as safety, environment, international trade, public relationships, etc. In general, Walmarts code of ethics has all the necessary elements described by Berenbeim (1999) and can be viewed as an example of an efficient code of ethics.

Socialism in Africa and African Socialism

Socialism in Africa and African Socialism At independence,  African countries had to decide what type of state to put in place, and between 1950 and the mid-1980s, thirty-five of Africas countries adopted socialism at some point.  The leaders of these countries believed socialism offered their best chance to overcome the many obstacles these new states faced at independence. Initially, African leaders created new, hybrid versions of socialism, known as African socialism, but by the 1970s, several states turned to the more orthodox notion of socialism, known as scientific socialism. What was the appeal of socialism in Africa, and what made African socialism different from scientific socialism? The Appeal of Socialism Socialism was anti-imperial. The ideology of socialism is explicitly anti-imperial. While the U.S.S.R. (which was the face of socialism in the 1950s) was arguably an empire itself, its leading founder, Vladimir Lenin wrote one of the most famous anti-imperial texts of the 20th century: Imperialism: The Highest Stage of Capitalism. In this work, Lenin not only critiqued colonialism but also argued that the profits from imperialism would ‘buy out’ the industrial workers of Europe. The workers’ revolution, he concluded, would have to come from the un-industrialized, underdeveloped countries of the world. This opposition of socialism to imperialism and the promise of revolution coming underdeveloped countries made it appealing to anti-colonial nationalists around the world in the 20th century.Socialism offered a way to break with Western markets.  To be truly independent, African states needed to be not only politically but also economically independent. But most we re trapped in the trading relations established under colonialism. European empires had used African colonies for natural resources, so, when those states achieved the independence they lacked industries. The major companies in Africa, such as the mining corporation  Union Minià ¨re du Haut-Katanga, were European-based and European-owned. By embracing socialist principles and working with socialist trading partners, African leaders hoped to escape the neo-colonial markets that colonialism had left them in. In the 1950s, socialism apparently had a proven track record.  When the USSR was formed in 1917 during the Russian revolution, it was an agrarian state with little industry. It was known as a backward country, but less than 30 years later, the U.S.S.R. had become one of two superpowers in the world. To escape their cycle of dependency, African states needed to industrialize and modernize their infrastructures very quickly, and African leaders hoped that by planning and controlling their national economies using socialism they could create economically competitive, modern states within a few decades.Socialism seemed to many like a more natural fit with African cultural and social norms than the individualist capitalism of the West.  Many African societies place great emphasis on reciprocity and community. The philosophy of  Ubuntu, which stresses the connected nature of people and encourages hospitality or giving, is often contrasted with the individualism of the West, and many African leaders argued that these values made socialism a better fit for African societies than capitalism.     One-party socialist states promised unity.  At independence, many African states were struggling to establish a sense of nationalism among the different groups that made up their population. Socialism offered a rationale for limiting political opposition, which leaders - even previously liberal ones - came to see as a threat to national unity and progress. Socialism in Colonial Africa In the decades before decolonization,  a few African intellectuals, such as  Leopold Senghor  were drawn to socialism in the decades before independence. Senghor read many of the iconic socialist works but was already proposing an African version of socialism, which would become known as African socialism in the early 1950s.   Several other nationalists, like the future President of Guinee,  Ahmad  Sà ©kou Tourà ©, were heavily involved in trade unions and demands for workers rights. These nationalists were often far less educated than men like Senghor, though, and few had the leisure to read, write, and debate socialist theory. Their struggle for living wages and basic protections from employers made socialism attractive to them, particularly the type of modified socialism that men like Senghor proposed. African Socialism Though African socialism was different from European, or Marxist, socialism in many respects, it was still essentially about trying to resolve social and economic inequalities by controlling the means of production. Socialism provided both a justification and a strategy for managing the economy through state control of markets and distribution. Nationalists, who had struggled for years and sometimes decades to escape the domination of the West had no interest, though, in becoming subservient to the U.S.S.R. They also didn’t want to bring in foreign political or cultural ideas;  they wanted to encourage and promote African social and political ideologies. So, the leaders who instituted socialist regimes shortly after independence - like in Senegal and Tanzania - did not reproduce Marxist-Leninist ideas.  Instead,  they developed new, African versions of socialism that supported some traditional structures while proclaiming that their societies were - and always had been - classless. African variants of socialism also permitted far more freedom of religion. Karl Marx called religion the opium of the people,  and more orthodox versions of socialism oppose religion far more than African socialist countries did. Religion or spirituality was and is highly important to the majority of African people, though, and African socialists did not restrict the practice of religion. Ujamaa The most well-known example of African socialism was Julius Nyereres radical policy of ujamaa, or villagization, in which he encouraged, and later forced  people to move to model villages so that they could participate in collective agriculture.  This policy, he felt, would solve many problems at once. It would help congregate Tanzanias rural population so that they could benefit from state services like education and healthcare. He also believed it would help overcome the tribalism that bedeviled many post-colonial states, and Tanzania did, in fact, largely avoid that particular problem. The implementation of  ujamaa  was flawed, though. Few who were forced to move by the state appreciated it, and some were forced to move at times that meant they had to leave fields already sown with that years harvest. Food production fell, and the countrys economy suffered. There were advances in terms of public education, but Tanzania was fast becoming one of Africas poorer countries, kept afloat by foreign aid. It was only in 1985, though Nyerere stepped down from power and Tanzania abandoned its experiment with African socialism. The Rise of Scientific Socialism in Africa By that point, African socialism had long been out of vogue. In fact, former proponents of African socialism were already starting to turn against the idea in the mid-1960s. In  a speech in 1967, Kwame Nkrumah argued that the term African socialism had become too vague to be useful. Each country had its own version and there was no agreed-upon statement of what African socialism was. Nkrumah also argued that the notion of African socialism was being used to promote myths about the pre-colonial era. He, rightly, argued that African societies had not been classless utopias, but rather had been marked by various kinds of social hierarchy, and he reminded his audience that African traders had willingly participated in the slave trade.  A wholesale return to pre-colonial values, he said, was not what Africans needed.   Nkrumah argued that what African states needed to do was return to more orthodox Marxist-Leninist socialist ideals or scientific socialism, and that is what several African states did in the 1970s, like Ethiopia and Mozambique. In practice, though, there were not many differences between African and scientific socialism. Scientific Versus African Socialism Scientific socialism dispensed with the rhetoric of African traditions and customary notions of community, and spoke of history in Marxist rather than romantic terms.  Like African socialism, though, scientific socialism in Africa was more tolerant of religion, and the agricultural basis of African economies meant that the policies of scientific socialists could not be that different than those of African socialist. It was more of a shift in ideas and message than practice.   Conclusion: Socialism in Africa In general, socialism in Africa did not outlive the collapse of the U.S.S.R. in 1989. The loss of a financial supporter and ally in the form of the U.S.S.R. was certainly a part of this, but so too was the need many African states had for loans from the International Monetary Fund and the World Bank. By the 1980s, these institutions required states to release state monopolies over production and distribution and privatize industry before they would agree to loans. The rhetoric of socialism was also falling out of favor, and populations pushed for multi-party states.  With the changing tied, most African states who had embraced socialism in one form or another embraced the wave of multi-party democracy that swept across Africa in the 1990s. Development is associated now with foreign trade and investment rather than state-controlled economies, but many are still waiting for the social infrastructures, like public education, funded health care, and developed transportation systems, that both socialism and development promised. Citations Pitcher, M. Anne, and Kelly M. Askew. African socialisms and postsocialisms. Africa 76.1 (2006)  Academic One File.Karl Marx, Introduction to  A Contribution to the Critique of Hegel’s Philosophy of Right, (1843), available on the  Marxist Internet Archive.Nkrumah, Kwame. African Socialism Revisited, speech given at the  Africa Seminar, Cairo, transcribed by Dominic Tweedie, (1967), available on the  Marxist Internet Archive.Thomson, Alex. Introduction to African Politics.  London, GBR: Routledge, 2000.

Business Law Questions Essay Example | Topics and Well Written Essays - 2000 words

Business Law Questions - Essay Example The law of agency can be construed by a sharp attorney representing a plaintiff to support a transfer the ownership of a property in question to the agent in a similar way as alter ego theories. Basically, the agency law in PCV situations involves an array of agreements that bring together the agent, and the principal in which case the former becomes mandated under the law to assume the responsibilities of the latter to formalize a legitimate agreement to work with a third party (Steinberg, 2012). Under such a scenario, the agent automatically assumes the principal’s role, thus can enter into business deals and negotiation with third parties. According to Steinberg (2012), the agency law guides the operation of agents and the third parties whom they have business dealings with; and provides for principals to play a second fiddle to the agents when the latter acts on their behalf. The reciprocal privileges and responsibility between signatory parties to a contract mirrors business and legal practicalities. A business proprietor usually relies on a worker or another individual to operate an enterprise. When dealing with a corporation, which generally is a conjured legal entity, human agents take precedence. In such a case the principal is required by the law, through the agreement signed by the agent to play a second fiddle in the running of the business or being held responsible in case of any liability. An agent’s lawyer can therefore argue that the law grants the agent sweeping powers to execute his or her role within the jurisdiction of the organization to exercise his or her will. When an agent legally assumes c ontrol of the business, a third party may entrust his or her details and deals with the agent and enter into an agreement with the principal’s representative if he or she introduces himself so (Brams, 1999). And owing to the technicalities witnessed by those who would want to corroborate the identity and or authority of the agent, most of third parties often show willingness to work with the agent and disregard any other party regardless of their superiority. It is in such a scenario, the corporation can be deemed as the â€Å"alter ego† of the agent. Agency powers The law of agency provides the agent with three legal milestones that whoever occupies the position can tacitly exploit to his or her advantage. First, the agency enjoys actual authority. Actual authority which is enjoyed by the plaintiff often arises in two ways: either where the principal expressly confers power on the agent, or where the authority is implied (Brams, 1999). Authority is a product of consen sus, and its implementation is usually based on fact. Therefore, the law of agency grants the agent protection from the principal, especially where the former has acted within the agency’s mandate, as provided for under implied powers. Secondly, implied actual authority, or the usual authority, refers to powers that an agent enjoys by virtue of being fairly necessary to exercise his or her express authority. Implied actual authority can be assumed by the agent owing to his or her role as the principal’s proxy (Steinberg, 2012). In a nutshell, in any case the agent makes a decision regarding the business they have assumed control of, the decision is deemed binding and the principal will be expected to comply with the agent’s move. Such a scenario makes the property in the hands of the agent an alter ego of himself or herself. Question 2: Hypothetically, starting from a blank state legislative slate, the only form of business organization that would be needed toda y would be the Limited Liability Company form. Analyze and critique this statement. A limited liability company (LLC), is a corporate structure that

Bible Research Paper Example | Topics and Well Written Essays - 1250 words

Bible - Research Paper Example Though both Old and New Testaments reveal the qualities of God describing the creation of the heavens, earth, hell, Adam, Eve and their offspring, yet both these Scriptures differ to one another in tone and interpretation. It is therefore the image of God described in the Old Testament is considered to be the authoritative and commanding one in comparison with the God portrayed in the New Testament, where He appears to be far more benevolent, kind and merciful while making comparison with the Old Testament. The articles under study also reveal the same, according to which God appears to be stringent towards the disobedient, announcing punishments to the wrong-doers time and again, while New Testament draws out the blessings sent by Him from high heavens to His creatures. The expulsion of Adam and Eve on tasting the fruit of the forbidden tree (Genesis, 2-3), curse on Cain on killing Abel, Noah’s flood and destruction of his corrupt and defiant nation (Genesis 6-7), where God s aved the pious men and all the animals which rode on the arch (John 10:7-11), punishment inflicted upon Pharaoh for humiliating and killing the Hebrew people, and trial of the Hebrew people on worshipping the golden calf (Exodus, 32-34) show that God of Israel or Old Testament deals with the rebels with an iron hand; while God of the New Testament forgives the entire cruel nation, which left no stone unturned to cause pains and sufferings upon Jesus Christ and his companions. Not only this that God in the New Testament did not announce any penalty to the transgressors, but also Jesus himself served as the most polite and forgiving personality, and ignored the butcheries and ruthlessness of his people. Hence, this difference of attitude creates some ambiguities whether the God of OT and NT is one and the same, or they are two different gods maintaining divergent dispositions and parameters while dealing with the human beings. Bassler (1986) has made a comparative analysis of the image

National V State Curriculum Essay Example for Free

National V State Curriculum Essay The issue of state vs. National curriculum has been raging for many years now with the Australian national government trying to force a national curriculum on all states and territories. However for this work all states and territories must agree on the curriculum and with so many different ways of teaching and how students have been taught in the past it was always going to be a difficult assignment. New South Wales, the leaders is assessments and with what they believe is a superior curriculum, have been the main fighters of the curriculum. New South Wales believe a national curriculum could work based around parts of their own curriculum as well as improvements in teaching development, management and mentoring. The implementation of an Australian national curriculum will mean huge changes to not only the New South Wales educational system but the educational systems of all states and territories. This will also mean a change in the New South Wales syllabus in order to make it fit with the national curriculum. As well as this it will not only will this impact on the education systems within Australia but will also mean a new requirement for teachers to teach at the level required to allow a national curriculum to work. New South Wales believe that the federal government is trying to lower the standard of education across the state in order to fit with the national curriculum. The New South Wales has long fought for the curriculum to be upgraded to fit with their syllabus so that when the nation does get brought to a certain level that level it is brought to is a high level of education giving everyone an opportunity at a better future as a whole. Not all the education departments agree or want the changes that will be brought in by a national curriculum. The New South Wales educational department are the main fighters of the implementation of the national curriculum. New South Wales believe the state curriculum they have in place alongside the HSC is more than adequate enough to suffice as a national curriculum for all states and territories. The development of the new national curriculum will mean changes to the New South Wales syllabus. This includes the introduction of mechanics back into the syllabus as well as the introduction of plants into the reproductive part of the syllabus. The latest version of the national curriculum from the Australian curriculum website shows step by step how the national curriculum looks to improve the standard of scientific knowledge taught across the country. It goes in depth to show how from year 1 right through to year 10 they will be building on skills learnt from previous years of science education. The latest version of the curriculum then goes on to tell of the more in depth science will be taught from years 7-10. This curriculum is able to show how the nation will be brought to the same standard of science knowledge through primary and secondary education. As well as this the Department of Education in the draft national curriculum for science (ACARA 2009) argue that although there will be new areas of study the curriculum will be more flexible for teachers allowing them to better teach the science curriculum. The draft curriculum also outlines 8 forms of considerations that will hopefully close the gap between indigenous, foreign and disadvantaged students. These considerations include Equity and Opportunity, Connections to other learning areas, Clarity of the curriculum, Breadth and depth of study, The role of digital technologies, The nature of the leaner (K-12), General capabilities and Cross-curriculum perspectives. The Department of Education are hoping that this will bring all students, schools and teachers up to a certain standard that this national curriculum will hopefully bring in. Bringing the students, schools and teachers up to a national standard will also hopefully make it easier for teachers to educate the students on topics and allow a bit more flexibility for the teachers in the classroom. The Australian national curriculum will also impact on the science pedagogy. Aubusson (Australian Journal of Education, 2011) believes that the curriculum will force one of two pedagogical situations. Aubusson believes the pedagogy will change to a standardising pedagogy or a pedagogy that will allow teachers to interpret the curriculum and teach it to their students in a way they will understand best. The standardising pedagogy could potentially lead to teachers being unable to form a connection with their students which could in turn cause students to become uninterested in the topics. This could potentially lead to a large amount of students failing the course. However a pedagogy which allows teachers to interpret the curriculum so they know which way will be the best to teach their students will allow connections to be formed, students to remain interested and engaged in their education and will lead to an increase in examination marks. This brings me to the teacher development issue with the national curriculum. Many teachers and education professionals in New South Wales oppose the change is due to the drastic development teachers will need to go through to allow the national changes to work. As sourced from the article ‘Mentors Reporting on Their Own Mentoring Practices’ (P. Hudson 2010) Hudson refers to his own personal experience of the failure of the last national curriculum. Hudson was a New South Wales school principal at the time tells of how he believes the failure can be partly blamed on the lack of development training offered to the teachers to allow them to teach the nation curriculum. New South Wales teachers and other teaching professionals believe that all Australian teachers need to go through development so that they are able to recognise the ways in which their students learn the best, this will enhance the students learning environment and allow them to work better as individuals and as a group. Teachers across Australia need to be able to understand and recognise the VARK learning system. The VARK learning system basically just asks the question of how students learn best. Whether they are, V – visual learners, A – auditory learners, R reading and writing learners, or K – kinaesthetic learners. As well as being able to recognise this VARK concept and implement it in the classroom teachers will also need to be able to recognise when things aren’t going to plan so they can improve their own teaching skills and the learning environment of the student. This will require constant reflection on the teachers on behalf, they must regularly reflect on how the lessons have gone. Doing this will not only help the teacher improve of their work and how they teach the curriculum but it will also help their students better understand the knowledge put before them. This means that teacher development is a must for the national curriculum to succeed for a long period of time. New South Wales are leading the way with teacher development, understanding and practices for the national curriculum rollout. The Minister for Education Mr Piccoli has stated in the past the NSW government is allowing their schools time to adjust to the changes the new curriculum will bring is. The government for NSW is delaying the implementation of the curriculum to give NSW schools and teachers time to prepare for these changes as well as time to implement the preparations. On August 9, 2011 Mr Piccoli stated that the national curriculum will not be rolled out across NSW schools until 2014 with the preparation and planning for the national curriculum to commence around 2013. Management is a key actor in the success of the national curriculum. For the curriculum to work steps must be put in place to manage the introduction of the curriculum as well as the up keep of the curriculum changes. Early teacher or Preservice teachers will be benefitted by the fact that most of them will be starting their full time jobs around the same time the curriculum is rolled out allowing them to focus on the new curriculum and what needs to be done. However the older teachers might struggle at times to recognise where change is needed from the old curriculum to new, this is where the management side of things comes into play. As cited from the mentors report (Hudson, 2010) teachers must help and mentor each other. There will be this area of overlap where the preservice teachers will be able to help the older teachers understand the changes from the old to new curriculum whilst the older teachers are able to help the preservice teachers in understanding the way in which the classroom works and how to better understand how their students work. This management and mentoring role comes from within the staffroom of the school and head teachers and principals must work together to achieve this mentoring and management role. Another key way for this mentoring idea to work is for teachers to give feedback on each other to help them improve. Hudson believes a method of understanding personal attributes, system requirements, pedagogical knowledge and modelling are all helpful in giving and/or receiving feedback. If colleagues are able to give and receive positive and critical feedback well the standard of teaching will only improve. With the standard of teaching improving the curriculum will get taught better to students which will in turn mean an increase in examination marks causing the national curriculum to work and to stick. With a new curriculum coming into place new resources will be needed for teachers to educate their students whilst still keeping them engaged in the lesson. Not only will some new resources be needed but some of the older teacher’s resources could be irrelevant. This is where that teacher development will come into play again; teachers will need to recognise where new resources are needed, where older resources aren’t needed and where some are still relevant. Again this will require all the teachers to come together and help one and other with this dilemma and help share resources in order to give each student the same learning experience. However new sources will be readily available to teachers with many websites out there having new up to date information to show the children. There are also many sites out there with activities the teacher can do online with the class to keep them engage, there are also videos out there that contain the information required for the national curriculum to show the students as well. So although new resources will be needed there are still many places teachers can find resources to keep their students engaged. As a first year university student studying teaching in the New South Wales education system I believe a national curriculum is vital for the future education of our next generation. However I do believe New South Wales were right to fight for the curriculum to be brought up to their standard because if we are going to have every student at the same level of education it should be at the highest level possible to give every student the best opportunity possible to have a successful life after school. The national curriculum will work throughout the country as long as teacher development is put in place as well. Teachers need time to develop and adjust their own teaching techniques so they can best teach this new curriculum to their students. Teachers in all schools will need to work together for this national curriculum to succeed in our schools to give the next generation of young Australians the best chance at success.

Columbus Day Debate Essay -- Christopher Columbus Essays

  Ã‚  Ã‚  Ã‚  Ã‚  The spirit and values of a nation are reflected in the nation’s heroes. Christopher Columbus has been regarded as an American hero since 1792. Every year Columbus Day is held on the second Monday in October to honor the man and his legacy. However, many people debate whether or not Columbus Day should be celebrated. I believe that Columbus Day should be celebrated in the United States because he opened up the New World to Europe, inspired a spirit of exploration and adventure that still lasts today, and he showed the importance of diversity and understanding of different cultures.   Ã‚  Ã‚  Ã‚  Ã‚  When Columbus landed on the beaches of the Watling Islands of the Bahamas in October, 1492, he had inadvertently opened up a whole new world for the Europeans, Asians, and other countries of the Eastern hemisphere. Although Columbus was not the first man to truly discover the Americas, he can be credited as the man who made their existence known worldwide. The discovery of the Americas launched an era of discovery and exploration, especially in Europe. Many new foods and animals were brought to the Old World from the Americas. This would not have been possible with out Christopher Columbus. In addition, Columbus’s explorations eventually led to a period of economical growth in Europe. It is important that we take time to remember Columbus’s achievements on Columbus Day.   Ã‚  Ã‚  Ã‚  Ã‚  Columbus must always be honored for his ...

Program for At Risk Young Adults to Aid Them in Achieving Their Future Purpose Essay

This program is designed for offering novel learning experience to the young adults who are going through the transitional phase of their lives. This program has identified the older adolescents as one of the parts of population at risk since they experience difficulty in adapting and growing healthily in both the adult world and the world of adolescents. This at-risk program is gives complete emphasis on the proper physical and psychological development of these young adults understanding their psychological crisis and the related personal, social, and behavioral characteristics. This program has a marked social importance as the young adults form one of the most vulnerable sections of the society with their recent exposure to the outside world. The program will target at identifying those young adults who have not been able to realize their potential and help them grow emotionally and professionally. (Internet Special Education Resources, 2009) The students are the potential resources for this at-risk program that have to be utilized for the success of this program. Before identifying the students for this particular undertaking, it will be essential to chalk out a plan on what the program needs from the students to accomplish in the end and what concepts and skills should the students acquire before they are chosen as eligible resources for the program. Since the aim of the program is to serve young men and women the students will be offered intensive trainings on both the common and distant problems faced by the people going through this transitional stage and make them better informed about both the long-term and long-term remedies. Those students will be taken as the resources that will respond quickly and positively to the training sessions. The program on at-risk younger adults is of immense relevance for the students, as they themselves have to experience this transitional stage in short span of time. The program will contain extensive information on multi-faceted experiences, which every individual goes through. The program also addresses a variety of behavioral and psychological conditions experienced by those who are on the verge of being adults and yet to leave the adolescent status. Instead of adopting a pedantic approach, the program will focus more on covering the major issues in a student-friendly manner. The contents of the programs are unambiguous details on non-clinical treatment and other services, which should be rendered for specific instances. Considering the chances of the students going through the same phase later towards their life, the program will be designed to make them conscious beforehand about the prospective experience they are going to witness. Since the old teenagers are to be trained well to cope up with the manifold layers of pressures concerning employment and other social activities, the program will include the important prerequisites for being able to absorb, process, and combine information in the most prolific manner possible for them. In order to make the program more realistic and acceptable to the target population, the instructions and strategies for career development will be in compliance with the actual reality where the adult world is living. This is of imperative concern for the designers of the program that the instructions mean to be disseminated to the at-risk young adults should not be far from the stark realism so that they do not find a wide gap between their learning and their actual experience and they can certainly relate to the real marketplace situation in the world. (Internet Special Education Resources, 2009) Besides the students, the program can take help of additional social resources available in the community that can be employed for higher success. The sociologists dealing with this specific domain of young adults can be counted upon for sharing their valuable opinions and view-points concerning the physical, emotional and sociological disturbances experienced by the people of that age. The responsibility of making the student equip with these information is to be conferred upon them. To make the program more intense and subjective therapists and clinicians from the community have to be utilized as the social resources. This at-risk program will certainly have a serious impact on the young adults who need a planned living program and recovery support. Following this program will help young men and women to recover form their present condition and render them the professional support through the sociologists, clinicians and the therapists. The program is beneficial for the students who need added support while pursuing their higher educational goals. Both these young people and their parents will be infused with new insights and knowledge that aid them in their personal and social success. The program targets some vital factors which affect their all-round development. Adherence to the instructions laid down in the program ensures academic success and integration of young adult independent living skills. The program helps the target students of the community in introducing healthy pursuits to improve social skills and building a sense of community. It also aims at helping these young adults to recover from substance abuse and addiction. (Northstarcenter. com, 2009) Some essential steps are to be taken for implementing this at-risk program. Developing a strategic plan based on the unique needs of young adults is integral to proper implementation of the program. Conducting a community analysis and assessing the needs of the target population plays a pivotal role in designing the program in the most effective manner. Identifying the youth serving agencies in the community and co-operating with them to understand the approaches suitable for treating various cases is rudimentary for proper implementation of the program. (Young Adults Library Services Association, 2003) The program has to be designed in order to recognize the educational approaches for high risk young adults and ensure a safe and healthy environment for the students. School committees have to be established which will work with the teachers and parents in promoting awareness and program development with community participation. (Theodore, pg 332). This program will be able to reaching out to young people and win support by working with parents and local leaders. Through this comprehensive program it is expected that policy barriers will be removed. It will further encourage the students to participate in the program and put their effort in developing it. The program intends to specifically help these young people to do what they need to do. (The INFO Project, 2009) References 1. â€Å"A Transition Program for At Risk Older Teens and Young Adults to Help Them Realize a Future Inspired by Personal Purpose and Worth Achieving†. Internet Special Education Resources. 2009. Available at: http://www. iser. com/LDI-AZ. html (accessed on January 30, 2009) 2. â€Å"Northstar Center†. Northstarcenter. com. 2009. Available at: http://northstarcenter. com/ (accessed on January 30, 2009) 3. â€Å"Young Adults Deserve the Best: Competencies for Librarians Serving Youth†. Young Adult Library Services Association. 2003. Available at: http://www. ala. org/ala/mgrps/divs/yalsa/profdev/youngadultsdeserve. cfm (accessed on January 30, 2009) 4. â€Å"Meeting the Needs of Young Adults†. Population Reports. 2009. Available at: http://www. infoforhealth. org/pr/j41edsum. shtml (accessed on January 30, 2009)

God Grew Tired of Us Essay

God Grew Tired of Us documents the journey of three Sudanese men who were part of the â€Å"Lost Boys of Sudan†, a refugee camp home to thousands of young men who fled Sudan amidst the wars that went on since the 1980s. The three young men were one of the few who were invited to live in America and the documentary follows the men on their journey of adapting to the North American culture, customs and the new found freedom they never had back in Sudan. Throughout the film, the audience witness their struggle of feeling a sense of belonging and also their strive to find the family members they lost when they had to flee the country during the war. The men began their journey to the United States when they got on their very first airplane to Belgium for a connection flight to New York. There we witness the men embark on their first cultural shock. At the airport, the men are obviously amazed at the diversity of races since they’ve grown up only knowing one, African. Most North Americans grew up with a diverse culture around them so walking down the street and seeing someone who isn’t the same skin tone as you is never really a shock to anyone. For the men it was a first glance of what it’s like to live in the United States, where you’d have to learn to live amongst and get along with people who are of a different race and have different beliefs than you. When the lost boys arrive in America, they are presented with their very own apartment, something they’ve never seen in their lives. Now the men need to adapt with living a modern North American lifestyle with electricity and plumbing. A guide takes them through the house and demonstrates how to use basic everyday appliances. This was particularly amusing because the men were learning basic skills such as using the toilet and using toilet paper, something that North Americans learn in the early toddler years. Also, now that the men live on their own, they’d have to cook for themselves, something that men are not supposed to do in Africa because it is seen as a woman’s job. In North America it is not seen as a humiliating task for men to be seen cooking. Instead, chefs and cooks are stereotyped as a man’s job. As new citizens of America, the lost boys have left behind their extended families back in Africa. In a sense of loneliness they lean on each other for comfort. It makes sense that they travel together to help each other out, but unfortunately locals filed complaints to police that because the men travel in pacts, they’re intimidating. This was a totally absurd and racist accusation. Just because the men are tall and black doesn’t mean they are a threat to society. North Americans tend to stereotype people to segregate certain groups. The men experienced their first account of discrimination, an act that ultimately pushed them to run away from their home country in the first place. At the end of the film, the lost boys have lived in America for over 3 years and have adapted to the North American culture. Two of the three lost boys were lucky enough to locate their family members. The men went on to live separate lives and even got college/university degrees. The documentary ends with a short note about each of the three men and what they did after the film was done. Daniel, John, and Panther, the once lost boys with no future planned ahead are now striving to make a difference for their country.

Americas Own Monster Professor Ramos Blog

Americas Own Monster The killer is America’s oldest and most popular monster, and he grows more powerful every day. In the last month, there have been six mass shootings in the United States, five of them in the last week alone. There is no shortage of events to study, yet, as the frequency of shootings and body count in the U.S. continue to rise, there are few studies available which analyze the uniquely American phenomenon. That is not to say that mass shootings and killings do not occur worldwide. In 2015, one hundred and thirty people were killed in France as a result of an attack perpetrated by terrorist organization ISIL. In 2011, 67 Norwegians were victim to a mass shooter, an incident which still today marks the most devastating mass shooting worldwide. Still, while many countries around the world have experienced their own unique versions of this tragic phenomenon, the United States remains the only country where this continues recur on a regular basis. But why? In the event of a mass shooting, one of the most popular courses of action to take is to begin to tie the event to one of the many radical political or religious ideologies present in our world. In the shooting which occurred only yesterday (at the time of writing this), the shooter claimed to have executed his attack as a result of the â€Å"Hispanic invasion of Texas† (Politi). In the 2016 shooting at an Orlando Nightclub, the shooter claimed to be acting in retaliation over a recent U.S. airstrike which killed ISIL leader Abu Waheeb (Doornbos). The perpetrators of the 2015 San Bernardino shooting were found to have committed themselves to jihadism (Baker). These allegedly idealogical attacks are comparable to many worldwide events in which mass violence is perpetrated in the name of political or religious extremism. But, in my opinion, this does not speak to the violence in America. Political, idealogical, and religious extremism is nothing new in the world, nor is it uniquely American, yet only in the United States does this supposedly lead to frequent acts of mass violence. This fixation on a shooter’s motive is of little importance to solving the problem of violence in America, and, in fact, is useless when analyzing many of the most violent incidences to occur in the United States. The 2017 Las Vegas, which left 58 dead and is still by and far the worst shooting to occur in the United States, left little to no information as to a motive for the shooting. There was no extreme political or religious affiliation, nor a clear motive for the violence; the shooter had seemingly done it for no other reason than he could. The personal beliefs of the shooters are only contributing factors to the violence, up until the moment that they aren’t. Instead, there is a far more important factor to the violence which occurs in the United States, and that is the media glorification of its many killers. The killers of these United States have long been glorified by our media and our people, and, according to at least one study, is the major contributor to the continuing violence. Speaking only to news coverage, a study by doctor Jennifer B. Johnston and her coauthor found that the most common thread in the mass violence is the shooters own narcissism and a desire for fame; this, along with an increase in news coverage, twenty four hour news coverage, and the rise of social media have only served to contribute to this fever. In what other situation can a person go from total social isolation to media deity in less than 24 hours? Attempted villainization in the media and in society is hardly effective either, as the perpetrators of mass violence are rarely without their supporters. In 2018, the FBI arrested a woman just before she could execute an attack of mass violence. Previous to her arrest, the young women had operated a Tumblr account devoted to posting images of various media deified American killers, and had even begun to correspond with a currently incarcerated killer, before leaving to chase stardom of her own (Wootson). In film and television, killers are something to be celebrated, with documentaries, films, and television series devoted to the crimes of various real life and fictional killers. The fictional Batman villain â€Å"Joker† has inspired far more awe than he has fear from his many fans, with his face found plastered on anything from t-shirts to coffee mugs to bumper stickers. Remove Batman from the 2008’s film â€Å"The Dark Knight† and move the action from fictional city Gotham to real life city New York, and the Joker is nothing more a highly successful American terrorist and murderer. The â€Å"Dark Knight’s† follow up film’s opening was marred by an action of violence, which occurred at one of the film’s midnight showings. The perpetrator of the violence, with his dyed hair, was given the nickname â€Å"Joker† by his fellow inmates. In response to this, the killer told his psychiatrist, â€Å"they kind of turned me into a super villain. At least I’m remembered for doing something† (Meyer). It is clear that this fetishization of killers by American media is the major contributing factor to t he proliferation of violence in America. America’s worship of its monster is hardly something new, instead it is only more present today because of the rise of the internet and twenty four hour news cycles. The death of western legend and infamous killer Jesse James led to swarms of visitors to his residence, and his dead body photographed and sold as a souvenir across the country. A 1950’s American killer had his personal automobile travel the country as a carnival exhibit, which could be viewed by anyone for the price of 25 cents. The fascination with killers has been present in America as long as there have been killers to be fascinated with. It is only since the rise of media and the internet that the fascination has truly exploded and, with it, the number of killers, as well. The killer is America’s own monster, and America loves its creation. Jeffery Jerome Cohen in his analysis of monsters in human culture, called Monster Culture (Seven Theses), explains this love in thesis six, â€Å"Fear of th e Monster Is Really a Kind of Desire.† Cohen explains that the â€Å"simultaniety of anxiety and desire, ensures that the monster will always dangerously entice.† It is such that as long as we continue to fetishize the monsters who commit heinous actions of violence that there will continue to be those inspired to commit violent actions of their own. Perhaps it is time we, as members of American society, re-examine our interests and the media we choose to consume. There have been no signs at all that the increasingly frequent mass killings in America are coming to an end, and while arguments centered around gun control, religious and political extremism, and racism (contributing factors to many of the killings) continue, a major facet of the problem goes unnoticed. Theaters continue to fill for showings of films about villainous fantasies, and we continue to give our love to the real life killers of the past. It may be that this problem cannot and will not end in a society like ours, a society where a fictional city suffers a terrorist attack and we put the terrorist on a t-shirt. Baker, Al, and Marc Santora. â€Å"San Bernardino Attackers Discussed Jihad in Private Messages, F.B.I. Says.† The New York Times, The New York Times, 16 Dec. 2015, www.nytimes.com/2015/12/17/us/san-bernardino-attackers-discussed-jihad-in-private-messages-fbi-says.html. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Doornbos, Caitlin. Transcripts of 911 Calls Reveal Pulse Shooters Terrorist Motives.† Orlandosentinel.com, Orlando Sentinel, 13 June 2018, orlandosentinel.com/news/pulse-orlando-nightclub-shooting/os-911-calls-released-orlando-shooting-20170922-story.html. Gun Violence Archive.† Gun Violence Archive, www.gunviolencearchive.org/reports/mass-shooting?year=2019. Johnston, Jennifer, and Andrew Joy. â€Å"Mass Shootings and the Media Contagion Effect.† American Psychology Association, Western New Mexico University, apa.org/news/press/releases/2016/08/media-contagion-effect.pdf. Meyer, Jeremy P. â€Å"Meyer: The James Holmes ‘Joker’ Rumor.† The Denver Post, The Denver Post, 22 Apr. 2016, denverpost.com/2015/09/18/meyer-the-james-holmes-joker-rumor/. Politi, Daniel. â€Å"El Paso Suspect Reportedly a Trump Supporter Who Wrote Racist, Anti-Immigrant Manifesto.† Slate Magazine, Slate, 4 Aug. 2019, slate.com/news-and-politics/2019/08/el-paso-suspect-shooter-trump-racist-manifesto.html. Wootson, Cleve R, and Mark Berman. à ¢Ã¢â€š ¬Ã…“A Woman Wanted to Commit a Mass Murder so She Contacted Dylann Roof, Authorities Say.à ¢Ã¢â€š ¬ The Washington Post, WP Company, 11 Dec. 2018, washingtonpost.com/nation/2018/12/10/woman-wanted-commit-mass-murder-so-she-contacted-dylan-roof-authorities-say/?utm_term=.8aeb13bca056.

How Federal Title I Program Helps Students and Schools

How Federal Title I Program Helps Students and Schools Title I provides federal funding to schools that serve an area with high poverty. The funding is meant to help students who are at risk of falling behind academically. The funding provides supplemental instruction for students who are economically disadvantaged or at risk of failing to meet state standards. Students are expected to show academic growth at a faster rate with the support of Title I instruction. The Origin of Title I The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education. Title I is the largest federally funded education program for elementary and secondary schools. Title I is also designed to focus on special needs populations and to reduce the gap between advantaged and disadvantaged students. Benefits of Title I Title I has benefited schools in many ways. Perhaps the most important is the funding itself. Public education is cash strapped and having Title I funds available affords schools the opportunity to maintain or initiate programs that target specific students.  Without this funding, many schools would not be able to provide their students with these services.  Furthermore, the students have reaped the benefits of Title I funds having opportunities that they otherwise would not have. In short, Title I has helped some students succeed when they may not have otherwise. Some schools may opt to use the funds to initiate a school-wide Title I program where every student can benefit from these services. Schools must have a child poverty rate of at least 40% to implement a school-wide Title I program. A school-wide Title I program can provide benefits to all students and is not just limited to those students who are considered to be economically disadvantaged. This path gives schools the biggest bang for their buck because they are able to impact a larger number of students. Requirements of Title I Schools Schools that utilize Title I funds have several requirements to keep the funding. Some of these requirements are as follows: Schools must create a comprehensive needs assessment that specifies why Title I funds are needed and how they will be used.Schools must use highly qualified teachers to provide instruction.Teachers must utilize highly effective, research-based instructional strategies.Schools must provide their teachers with quality professional development designed to improve the areas identified by the needs assessment.Schools must create a targeted parental involvement plan with associated activities such as a family engagement night.Schools must identify students who are not meeting state standards and create a strategic plan for helping those students grow and improve.Schools must show annual growth and improvement. They must prove that what they are doing is working.

Other then the obvious( washington,adams,franklin,jefferson) which Essay

Other then the obvious( washington,adams,franklin,jefferson) which american political or military leader do you think had the mo - Essay Example Through the legislation that he introduced and his impassioned rhetorical style, he helped encourage Americans to rise up against the British and take their destiny into their own hands. No one can doubt that he made a major difference in America's quest for independence. Henry was born and raised in Virginia and served in the Virginian legislature, alongside many famous men of the era (Beeman, 12). He was deeply interested in states' rights, and opposed the idea of being ruled by a distant king in a foreign land. The mood in the American colonies was changing during Henry's years of service and he captured that mood powerfully in his public speeches. He often came within a whisker of making statements that were treasonous to the British king. Nevertheless, he stood by his viewpoints. In one of his first acts after being elected in Virginia he introduced a response to the Stamp Act. His actions were widely seen as being one of the first and most radical steps against British rule in the colonies. It effectively said that Americans could not be taxed by London without representation in London. It was the speech he gave at this time which Thomas Jefferson once said surpassed anything else he had ever heard in his life (Jewett). During this time, and in the years following it and leading up to the Revolution, Henry's rhetoric was noted as inspiring many people.