Summary and Insights on Selected Bible Passages Essay

Summary and Insights on Selected Bible Passages - Essay Example To begin with, the 2nd Book of Samuel is an account of significant events in David’s reign as King. In Chapter 5, he was proclaimed the anointed ruler by God. God hides when he conveys his messages to David. He uses Nathan, a prophet to be his messenger. Nathan relayed to David the messages of God sent in his dreams. One of the most significant events ever recorded in this Book is when God established his covenant with David by detailing His promises as follows:   Ã¢â‚¬Å"†¦I have cut you off all your enemies from before you. Now I will make your name great, like the names of the greatest men on earth. And I will provide a place for my people of Israel and will plant them so that they can have a home of their own and no longer be disturbed. The Lord declares to you that the Lord Himself will establish a house for you. When your days are over and you rest with your fathers, I will raise your offspring to succeed you, who will come from your own body, and I will establish his kingdom† (Holy Bible New International Version, 2 Sam 7: 9-12).   In other words, for winning God’s favor, David, as written in Chapter 7, received great fame, fortune and successes in all the endeavors he took including victories in all the battles he fought. At the onset, it was also disclosed that God requested David through Nathan to build a house of cedar for the Ark of the Covenant which was then housed in a tent.On Chapter 11, the dark side of King David was revealed.  

Analysis of Challenges in International Management Essay Example for Free

Analysis of Challenges in International Management Essay Analysis of Challenges in International Management† Abstract The following essay analysis the challenges in International Management with particular regard to the challenge of â€Å"culture† in international business as it is the must difficult to deal with and being essential for successful results in a wide range of global management tasks nowadays and in the future. Introduction Today successful international management requires more than a lot of frequent flyer miles or seasoned expatriate managers. But what are those exclusive challenges of international management in today’s world? The importance of international management is constantly increasing, as we exist in a world where globalisation is affecting the traditional borders in a broad range of areas. †¢Trade and investment, †¢Economic alliances, †¢The international stage players, and †¢The work environment are changing rapidly, being supported by the increasing sophistication and lower cost of information technology. World trade and investments are growing fast (the volume of world trade among countries has grown at an average rate over 8% since 2005 (WTO 2008)), linking the economies and creating opportunities and threats. New, strong and forced competitors are coming from developing nations in Asia and the transitioning economies of Eastern Europe. Furthermore, the constantly rising level of foreign direct investment also has a globalising effect (Thomas 2002). Moreover, the emergence of the free-trade areas drastically decreased traditional economic boundaries. So do the three largest groups, the EU, the NAFTA, and the APEC, account for nearly half of the world’s trade (Cullen 2002) and the World Trade Organization (WTO) now has 140 member-nations, aiming to reduce tariffs and liberalize trade. But globalization also affects the work environments within organizations. Changes involve cutbacks, team-based management movements and privatization. For instance, there can be factory closings, as Nokia closing their German plant in Bochum moving to Romania, because of cheaper labour. All in all, as one key consequence of globalisation, international managers nowadays have to face a more dynamic, complex, competitive and uncertain environment and need skills (as a global mindset or the ability to work with people from diverse background) not considered necessary for domestic-only managers. The environment of international management can be divided into †¢economic, †¢legal, †¢political, and †¢cultural factors (Thomas 2002). So for making decisions it is essential to understand the economic strategies of the countries in or with one wants to conduct business with, because level of economic development and quality of life differs extremely worldwide. Furthermore, there are various national sovereign laws and regulations existing in the world which have to be observed and made allowance for. And in addition, there are several varieties of political systems (e. g. , theocratic totalitarianism in Saudi Arabia), containing different levels of political risks which have to be managed. For instance, decision makers have to able to estimate the degree of risk associated with a government’s involvements in business affairs depending on characteristics of their company. All these factors present impressive challenges multinational management has to face. However, the management challenge of culture and its effects on business practices and organizations is one of the most difficult to deal with. As conducting business with people from other cultures will never be easy you have to understand how culture affects management and organizations. â€Å"Culture† is a concept borrowed from cultural anthropology and there are numerous and subtle different definitions. As each definition has limitations focussing on international management the following description of Geert Hofstede seems very helpful. He defines the culture of any society as comprising shared values, understandings, assumptions and goals learned from earlier generations, imposed by present members of a society and passed on to succeeding generations (Hofstede 2008). Culture is something shared by members of a particular group, differentiates humans from other groups, is transmitted through the process of learning and adapts to external and internal environments and relationships. The international businessperson needs to be aware of three levels of cultures that may influence multinational operations. These include national culture, business culture, and organisational cultures (Cullen 2002). National culture can be described as the dominant culture within the political borders of a nation-state. But one has to be aware that multiple cultures can exist within political boundaries and they do not necessarily reflect cultural borders. For instance, Canada being home to Anglophones and Francophones. Furthermore, even relatively homogenous cultures can have diverse subcultures, including cultural differences which are affecting the international business. Nevertheless, as most business is conducted within the political borders of a state and nations can be defined as political unities, varying in governmental, legal, educational, institutional and labour systems, influencing the way people interact with their environment (Thomas 2002), national culture has the greatest effect on international business being probably the most logic starting point trying to understand the cultural environment. Business culture, reflecting the national culture, influences all aspects of work and organizational life (e. g. , motivating staff, negotiating with business partners, etc. and knowing it’s basic requirements (e. g. , what to wear to business meetings, business etiquette is more formal in Germany than in the U. S. with conservative dark business suits, etc. ) is essential for the international manager. Moreover, especially in the last few years, people realized that the â€Å"culture†-concept also holds for individual organizations. So may differences in organizational culture may be one reason why the merger of two otherwise successful companies failed. It is important to evaluate the influence of organizational rules, norms and procedures to understand the causes of behaviour in organizations. With shared behaviours, conditional relationship, being socialized into and partly involved in it, etc. organizational culture differs in construction and elements of national culture. Even so understanding these cultural factors is fundamental for international managers conducting international business, they have to be aware that â€Å"cultures† can just offer wide guidelines for behaviour, as for instance organizational cultures differ within any national context and individuals vary in each culture level. One cannot predict exactly how each person acts, feels, thinks, etc. Nonetheless, broad generalization about a culture provides a level of analysis from which to begin to understand the cultural environment and the complexities of cultural differences, because management functions such as planning, organizing, leading, and controlling in a global economy have to account for them. As international managers have to face various cultural challenges testing their management abilities they must be able to unpack the culture concept. Therefore the basic concepts of cultural dimensions can help them understand how two or more cultures might be different. An essential implication of these frameworks referring to international management and culture is that cultural interpretation and adaptation are a prerequisite to the comparative understanding of international management practice (Morden 1995). The following sections describe two popular models. Hofstede’s Culture Model This Framework, created by dutch scientist Geert Hofstede and based on a research over 11600 people in 50 countries (starting with 39 IBM subsiadiaries worldwide), tries to evaluate how basic values underlay organizational behaviour. National differences are investigated by five dimensions of basic cultural values: 1. Power distance 2. Uncertainty avoidance 3. Individualism 4. Masculinity and 5. Long-term orientation (Hofstede 2008). 1. This first value dimension refers to how cultures deal with inequality and tries to postion the inequality acceptance level by unequal power distribution society members. In countries with a high power distance acceptance (e. g. , such as Mexico), people respect and hardly ever bypass formal hierarchy positions (Elizabeth M. Christopher 2008). 2. The second value dimension concerns about the degree humans in a society are threatened by uncertain situations. The social system of a higher uncertainty avoidance society is dominated by regulations and rules, predictabilties and orders and people tend to be suspicious of change, whereas people from lower levels of uncertainty avoidance societies (for instance, countries such as Denmark). tend to be less formal, take higher business risks and plan and structure less 3. Individualism refers to the affinity to primarily take care of oneself and one’s direct family, and then to the rest of society (with the U. S. being a good example) (Elizabeth M. Christopher 2008). 4. The fourth dimension of â€Å"masculinity† concerns about the ranking of tradionally â€Å"masculine† values in a society, such as less concerning for others, materialism and assertiveness, whereas â€Å"feminity† on the other side emphasises the quality of life and relationships. 5. Long-term orientation cultures are insistent and saving (e. g. the culture of China) and short-term orientation is more self-centered, money-oriented and more social. All these factors are inter-reliant and interactive in their effects. So shows the Anglo-Dutch example Unilever the practicability of multinational enterprises where the power distance, uncertainty avoidance, and individualism values are similar; and where the masculine achievement orientation of the British complements the people orientation of the Dutch (Morden 1995). All in all, so there is a lot of criticism (for instance, the time-dependence of the results, the non-exhaustive investigation of only one multinational US company, etc. to these findings and the model of Hofstede, it is still a very valuable and useful â€Å"gift† for understanding culture and culture-based behavior. Trompenaars’ Culture Model The model created by Fons Trompenaars its also based on the researched of value dimensions. He studied the behavoiur of 15000 managers, representing 47 national cultures (Hampden-Turner 2008). Five of the seven dimensions of his model deal with the challenges of h ow people relate to each other: 1. Universalism versus particularism 2. Neutral versus affective 3. Specific versus diffuse . Achievement versus ascription 5. Time as sequence versus synchronisation The two final dimensions deal with how a culture manages time and how it deals with nature. They include: 6. The society-orientation to the past, present, or future and 7. â€Å"Control of† versus â€Å"accommodation with† nature 1. The value of univerlism refers to the application to systems and rules objectively, without taking consideration to personal circumstances, whereas the particularism culture (e. g. in countries as Spain) is more subjective and focusses more on relationships. 2. The second, the neutral-versus-affective, value dimension refers on the emotional orientation of relationships (such as expressing your feelings and emotions more like, for example, the Portugese). 3. In Addition the specific-versus-diffus dimension investigates if people from a special culture tend to be more or less specific or diffuse in their relationships (for example, Germans try to separate work and personal issues). 4. In the achievement-versus-ascription dimension, it is asked: †What is the source of power and status in society? † (Elizabeth M. Christopher 2008) So is for instance, in an achievement refering culture, the â€Å"status† of a person mainly based on it’s individual achievement (such as job performance, etc. ). 5. â€Å"Time as sequence† orientated cultures separate events in time (â€Å"step-by-step†), whereas â€Å"time as synchronisation†-orientated indiviuals manage events in parallel. (For example, if their business partners are not sharp on time, Germans, coming from a â€Å"time-as-sequence† orientated culture, may consider it an insultation). 6. This value dimension is about past versus future orientations. 7. Moreover, this dimension refers to the extent to which individuals feel that they themselves are the primary influence on their lives. Using this framework trying to understand some culture-basics some interesting patterns may emerge. Altough, being recognised for their validity (the results of these both major studies have some significant parallels, even so they were carried out in different times using different methods and examples), these concepts of cultural value orientation proposed by Hofstede and Tropmenaar can only give a basic framework for the analysis of cultural differences. They are utensils to help understand a culture and adjusting business practices to diverse cultural environments. They are for instance, a prerequisite to the successful new-market country entry, whether by setting up licensing or new subsidiaries, joint ventures, mergers or for the establishment of efficient programmes of international HR development (Kay 1993). But international managers have to realise that the understanding of another culture is a inexhaustible learning process. They will have to practice for their international work with or in other countries by studiying all that they can about the country, including more than just the business etiquette. Understanding the national culture builds just the foundation. As you seldom can get behind the front stage of culture without speaking the national language onother basic instrument is learning the language. But the challenge of â€Å"culture† in international management takes such much more than this. International managers have to broaden their understanding of cultural differences and to learn to seek advantage in differences. Understanding the culture is just a basis for the diverse international management tasks, as appropriate cross-cultural communication (using appropiate communication styles), effective and positive motivating and leadership in international organisations and across cultures, successful negotiation with international business partners and making ethically and socially responsible decisions. Conclusion The environment of international management can be divided into economic, legal, political, and cultural factors, with â€Å"culture† being the most challenging and most difficult to deal with, influencing a broad range of management tasks. Providing oneself with the necessary knowlegde and understanding of the national culture of the country or the people one is conducting business with is essential and builds just the foundation for the successful complementation of global management tasks, such as for instance leadership in multinational organisations (where you have to have understanding of all three levels of culture; national, business and organisational culture, being different and influencing each other).

The Cannabis Debate Essay -- Weed Marijuana Legalization Medical Essay

The Cannabis Debate The Federal Government of the United States doesn't condone the use of marijuana and any schedule I drugs at the present time, which is any substance that has no current medical use and is a mind altering drug. Under new circumstances in California and Arizona, there is a temporary Bill that has been passed legalizing the schedule I drug for medical use, known as Act 215: Medical use limited to cancer patients and individuals with the disease glaucoma. Individuals that are of consequence are punishable by law and the severity level of punishment is increased from using, to growing, and intent to distribute. Controversy has erupted from the legalization of marijuana for its potential medical, industrial, economic, and environmental benefits. Many have taken government restrictions to new levels of ideological debate, such as reading in them as an attack on personal Freedom Amendment. With controversy and advanced technology, individuals can now voice their opinions is to find out why the subject matter of cannabis is on the internet. The purpose of my research is to find out why the subject matter of cannabis is on the internet. I will discuss why people are interested in the subject and the arguments that they present on the internet. My research will focus on the aspects of freedom of choice, legalization, medical aspects, industrial economic activity and usage among college students. The internet contains many web sites addressing the subject of drugs. The most prevalent and debated topic in the present time is cannabis, a green plant that has been around since the ancient Greeks. Early usage dates back as far as ancient China in a tea form to cure or tame wild children that were disobedient and trou... ...htm(5 March 1997). Green Panthers. "Green Panthers" http://www.greenpanthers.org/welcome.htm(20 March 1997). Mercury Center. "Harnessing Hemp: Environmental, Economic vision drives move to legalize industrial hemp"http://www.sjmercury.com/special/reprints/mari8.htm (27 March 1997). Heretik. "Heretik's Hemp page" http://freethought.tamu.edu/~heretik/(3 April 1997). High Times. "High Times" http://www.hightimes.com/ht/welcome.html (5 March 1997). "Marijuana as Medicine:A Plea for Reconsideration" http://www.calyx.net/~olsen/medical/lester.html (25 March 1997). "NORML"http://www.xs4all.nl/~mlap/norml/jun953.html(1 April 1997). Tom. "Tom's Views On Prohibition In America" http://www.televar.com/~thawkins/tomview.html (20 March 1997). "Washington State Marijuana/Hemp Legalization Initiative" http://www.hemp.net/hipws/intro.html (20 March 1997).

The Secret Life Of Great White Sharks Essay -- essays research papers

Great White Sharks are greatly misinterpreted as vicious man-eaters because of the media, movies, and people’s imaginations, but they are actually large fish who mistake people for seals and other marine life. What is a great white shark? The great white, among the least understood of Earth’s creatures, is an apex predator, meaning that it is at the top of the food chain with no natural predators. This means great whites have their pick of food when it comes to selecting their prey (Klimley 15). Carcharodon carcharias, better know as the great white shark, have existed as a group for over 350 million years (Long). Its name means â€Å"ragged-toothed† (Gorman 10). The largest white shark on record was 21 feet long and weighed 7302 pounds. Its ancestors, now extinct, were three times this size, with teeth that were six inches long (White Shark). Today sharks are represented by over 600 species (Long). Great whites are part of a grouping know as mackerel sharks, a grouping which includes the salmon, porbeagle, and maco shark (MacGregor 46). Unlike the true fishes, sharks do not have internal bone, but instead have a cartilaginous skeleton (Long). This stiff flexible material is found in the ridge of your nose and in your earlobes. Because cartilage does not leave fossil remains like bones, there are no fossils of ancient sharks- just their teeth (Klimley 56). Little is known about great whites because they are enormous, bulky, and hard to handle. And that’s when t hey’re dead. Their body temperature is sometimes ten to fifteen degrees [Celsius] warmer than the surrounding water, which makes them efficient predators in cool water (Gorman 15). The back of the shark is a dull gray color and the underside is colored white. The tail is crescent shaped. There are five gill slits on great white sharks. Studying a live great white shark up close and in detail is, for obvious reasons, practically impossible (Sanders 31). The great white is the only shark that can hold its head above water to see what is happening on the surface (MacGregor 47). It has been said that sharks do not swim through water as much as they â€Å"fly† through it with their torpedo like body (Gorman 25). The fins of a shark serve important roles in this action. As the shark moves the Caudal, back, fin to propel it forward, careful adjustment of the pectoral, side, and dorsal, top, fins keep the shark leve... ...is planet. For them to be driven to extinction by man, a relative newcomer, would be more than an ecological tragedy; it would be a moral travesty (Gorman 29). Works Cited All About Sharks. 5 Feb 2001. <<a href="http://www.ozemail.com.au/~bilsons/sharks.htm">http://www.ozemail.com.au/~bilsons/sharks.htm>. Bowman, S.C. â€Å"Shark Attacks.† Reader’s Digest July. 1995: 74-8. Gorman, Jessica. â€Å"Inside the Great White.† National Geographic Apr. 2000: 2-29. Klimley, A.P, Anderson, S.D, Henderson, R.P, and P. Pyle. Great White Sharks: the biology of Carcharodon carcharias. New York: American Publishing Inc., 1996. Long, Douglas. The White Shark. 5 Feb 2001 <<a href="http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html">http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html>. MacGregor, Elise. â€Å"Beyond Jaws.† Windsurfing Magazine. Sept/Oct. 1993: 45-9. Martin, Glen. â€Å"Great White Sharks.† Discover. June. 1999: 54-61. Sanders, Zack. â€Å"A Great White Shark.† Newsweek. Oct. 1996: 30- 36. White Sharks. 20 Feb 2001. <<a href="http://www.aqua.org/animals/species/whitshark.html">http://www.aqua.org/animals/species/whitshark.html>.

Kiss the game goodbye

Sally and john were planning a mission to steal the original painting of the ‘Rambrat', which was painted by Rambrat. This painting was highly protected by laser beams and police guards. For many days they had studied the building very closely and knew which officers were on duty which days. So the day came, it was midnight, perfect time to execute the plan. They slowly watched the officer going back and forth, with they luck, they noticed a window that was slightly ajar. As they were on the roof, they had to go down to the 85th floor. As Sally and John went down, the officer nearly caught his eyes on a leg; he saw a foot on the top left hand corner of the window. Sally noticed this and shouted, ‘move your foot', but it was to late, the officer pulled his foot, sally hesitated and did not know what to do. Then she saw the pavement, and quickly went down. Sally quickly went up to the floor, and ran away, but before she ran, she could hear a gun shot. She then said to herself, ‘the game for him has finished', so she silently walked off. ‘Sally' come here, shouted detective carter. ‘I have a special assignment for you there is a very dangerous dealer called Kobe, he is going to steal the redraw face I want you to help him' ‘Why' said sally, ‘Because we have no real evidence to actually put him down for good', ‘Fine'. So the next day she meets Kobe in London, she greets him and tells him that she would like to help him in the mission which he his going to go ahead with. Although Kobe does not trust Sally, he gives her a go. ‘Firstly' Kobe said, ‘to see good you really are, I want you to do a job for me'. ‘What' sally replied? ‘They is a shop in on Lakers Ville, I want you to collect a vase from there'. ‘No problem' sally said in a pleasant way. So Kobe drove to the shop in a black Mercedes, and told Sally to go to the shop and get the vase. ‘No problem Kobe boy' ‘You will pay for it with this visa card, now go'. As sally entered the shop, she could smell ‘rat'. Mr. O'Neal greeted her by saying ‘hello there', with a grin on his face. ‘I would like to collect the 1856 sphere vase' said sally ‘Who are you', Mr. O'Neal said ‘Kobe sent me' ‘Ok, it'll we à ¯Ã‚ ¿Ã‚ ½600.000' ‘Do you except visa' ‘Sorry darling, we aren't in Paris' ‘I know, Paris don't have rats' Then Mr. O'Neal came up with a knife, and said ‘listen here missy, we don't take crap nonsense' Sally caught her eyes on the vase, she quickly got it, smashed it on Mr. O'Neal's head. As the vase broke, she saw a film on the floor, she took the film and left the shop and entered the car. ‘Where's the vase', Kobe said ‘I broke it' ‘You did what' ‘I'm sorry' ‘You completely miss-understood the whole point of the exercise' ‘No I didn't' Kobe saw the film in her hand and said ‘well done, now give it here' ‘What is it'? ‘It's the plan to the whole of the exercise which you wanted to help me with' Kobe was going to take sally to his castle, which was located on a small island near Ireland. As sally woke up, she could she the castle. ‘Holy smack a rony, is this your place', sally said ‘Yes' As they entered the castle, Sally notices many paintings ‘Are these your' Sally quoted in a mysterious manor ‘Yes of course' ‘How did you pay for them'? ‘Visa perhaps' ‘Blood' Sally with a grin on her face, said ‘ok' Kobe showed sally to her room, and said you will be staying her until you would like to go home. The next morning, Kobe woke sally up, come on, we are going to train you to steal the diamond face. As sally was going to leave for a swim before the training, she was stopped by Kobe. ‘What you doing' Sally said in a angry mood ‘Where are you going'? ‘For a swim' ‘No', first the training then the swim ‘Fine then'! So the training began, the first exercise was to manoeuvre strings, which were supposed to represent lasers that protected the face. Sally kept on failing and kept her anger at a minimum, but all of a sudden ‘The hell with this' sally shouted out in an angry way ‘Shut up' and do it ‘Yes sir, what ever you say sir' in a mocking manor She finally got it right, and rubbed it in Kobe's face. ‘Your ready to steal the face', tomorrow we will go ahead with the plan. Because Kobe bought sally a dress, sally felt sorry for Kobe and offered to get Kobe a present, he insisted her not to worry, but she kept refusing, so she went out and got him one. As she saw a public telephone, she thought to call her boss, and inform him of what was happening, because Kobe owned the island, he knew what telephone calls were being made and where, he also could listen to each conversation being had. He was very interested in what sally was talking about on the phone, so he thought he would listen. As he switched it on, he heard ‘I am so close to putting him down, just give me a couple more days', so he knew that she was a cop and wanted to put in him, but then I thought of a plan. As sally arrived she saw a small note on the table, saying go upstairs, as she went up stairs she saw Kobe on the roof of the castle, she approached him, ‘Do you know, every time I come on the roof, I always drop something' Kobe said in a mysterious manor' ‘Go on then' sally said, sally had strange thoughts in her mind; does he know that I'm a cop? As he walked towards her, he bent towards her, as he put on hand on her, he dropped the cup. Sally was very relieved that she was not the one being dropped. ‘Come one, we are leaving in 2 hours get ready' Kobe said. Sally had put on the dress that Kobe had bought for her, it was a size 4 but she was a size 6. As sally was walking down the stairs, Kobe was stunned how beautiful sally looked, and said to her, ‘I know you are a size 6, but I thought you will look good in a size 4. Salt with a grin on her face said, ‘that's very thoughtful of you'. Since it was a ballroom dancing party, all males and females had to be wearing suits and dresses. As they were being toured around and shown the beautiful place, Sally and Kobe caught they eyes on the diamond face, they located the place, and put a sensor on the floor where the face was. As the building was closing Sally and Kobe was planning the plan. They once was an underground tunnel that was used by Queen Victoria to escape from the press and the public. This tunnel was which was not being used any more. They were planning to use that tunnel to get into the museum and steal the face. Because the tunnel was under a canal, they had to use a speedboat to get into the tunnel. After being under the canal, they used diving suits to enter the tunnel. As they entered the tunnel, they saw sunlight. Kobe said, ‘are you ready, time to steal the face' So the plan went ahead, because the museum was closed and the face was guarded by lasers, only one person could get the mask and one person to tell the other person the direction so that he/she does not hit the laser, because if they hit the laser the alarm will go of and the police will be there in a matter of seconds. Sally was the one who had to go and manoeuvre her way pass the lasers and Kobe was to tell her how to manoeuvre them. Because they was a security guard out the room where the face is kept, they had to make sure that the guard did not see sally, and therefore sally movement and speed is vital.

How Social Media Helped Me Land an Agent

How Social Media Helped Me Land an Agent Like most writers these days, I have a love/hate relationship with social media. Yes, it can be one giant time vacuum. Were talking the granddaddy of vacuums- were talking Dyson. But writers need a life. Right? So the hours spent on Facebook are in the best interest of my career, right? They can be. With all the moaning about the downside of social media (mainly the time aspect), we writers tend to overlook the sheer beauty of what the various platforms provide: accessibility. Never before have we had the opportunity to be â€Å"friends† with so many publishers, agents, and other writers. Conferences are expensive and not everyone can afford to attend the more popular ones, the ones where big-name editors and agents are most likely to show up. Years ago, the only way to meet agents and editors was to attend conferences and hope you make the cut for a pitch session. Or hopefully grab a seat in their standing-room-only panel discussion. Or you could follow them into the bar, or restroom, or hotel elevator. In which case, if youre like most writers, youre a bit introverted so that elevator ride is probably going to be rather quiet. And the restroom thing- not cool. At all. Thats where social media comes in. Its much more pleasant, for all parties involved, to find an agent and follow them on Twitter than to follow them into a bathroom! If you prefer Facebook, send them a friend request. Follow their RSS feed. Comment on their posts. And comment again. And again. You know youre getting somewhere when the agent starts to comment on your comments. Im â€Å"friends† with and follow several agents. Ive had these cyber relationships for a year or more with various agents, and like any good relationship, it takes time to build. Ive been in the business long enough to say Ive sent my share of query letters to agents, without much success. But social media opened up not only a whole new door, but a golden door for me. Through Facebook, I was able to establish a friendly relationship with different agents before seeking a business relationship with just one. And even then, when I did approach the agent through a private message, it wasnt intended to be a query. I simply had a question, between friends, about the industry. That cyber conversation turned into a phone chat, which turned into longer talk which turned into an offer of representation. Social media not only helped me find my agent, it allowed me the opportunity to get to know her as a person before ever signing a contract. To me, thats just as important as how many deals theyve made. If I dont respect and like you as a person, how am I ever going to feel comfortable trusting you with my career? So go ahead and follow a couple of agents. You might be surprised where it can lead.

Intertidal Wetlands-Geography Essays

Intertidal Wetlands-Geography Essays Intertidal Wetlands-Geography Paper Intertidal Wetlands-Geography Paper The area is home to the saltwater plant Lanthanum tokens. The plant is found in only four known areas, the Sydney Bicentennial Park wetland being one of these areas. The size of the wetland ecosystem has decreased significantly due to human advancement and land use. The once abundant shoreline has been dramatically altered disrupting the ecosystem. This impact has led to traditional and contemporary management strategies being utilized for protection and conservation of the intertribal wetland for the future fauna, flora and people. The traditional indigenous cultures, specifically the Wang Clan, have a close affiliation with the land. Not only did it provide plentiful resources for their arrival, their religious beliefs illustrate them as the caretakers of the land. They were able to appreciate the area and understand its value, unlike the contemporary industrialized societies. The intertribal wetland offered an esteemed hunting ground but the Aboriginal people did not abuse the fragile environment. Their aim was to nurture the land for the benefit of future generations and they only took what they needed. The Wang Clan showed their most respect for the wetland, their appreciation towards the area led to minimal disruption and efficient use of the resources. Indigenous Australians also involved themselves in long term management procedures. They would artificially fertilize flowers and seed river flats. This practices would re-establish plant populations and replace the resources that they may have used. Aboriginal Australians would also create breeding places for animals, for example they would dig pits that would eventually fill with water creating a breeding ground for frogs. The greater part Of their management strategies were to conserve species of plants and animals. The traditional management strategies left a minimal footprint on the wetland ecosystem. Their methods were sustainable as they would replace the resources theyd use. The value of intertribal wetlands has become known only very recently. The lack of knowledge and ignorance of past generations, more notably developers, has led to substantial disruptions in the local ecosystem. The building of bund walls has had a significant effect on the hydrology of the site as it has modified the flow of water. The change in flow reduced the amount of water getting to the mangroves and soil moisture in mangroves has decreased. The establishment of bund walls has ultimately led to destruction of the wetlands; in particular Wentworth Bay which no longer exists. A contemporary strategy to allow the ecosystem to return to its initial state is the removal of the bund walls. Though the removal of bund walls is of high cost, the final result of having the original flow of water reinstated is influential. The atmosphere in the intertribal wetland plays a significant role in the interactions of the biophysical environment. The construction of non- linear walkways minimizes disturbances to the canopy and decreases wind handling often seen with linear walkways. The erection of walkways has also created a designated path to control the access to the ecosystem. There has been a massive reduction in disturbance of the area and the pathway protects the mangroves from unnecessary destruction. However, these wooden pathways are high maintenance and a low life span. The majority of the public are unaware of the importance of wetlands. Education campaigns have been influential in changing public perception and support for the preservation of the wetlands is increasing. Bicentennial park provides education programs that include guided tours of the wetland to the public. As a contemporary management strategy education enables the public to realize the vital need to protect the wetlands. They are informed by information officers, education officers and field staff about the steps they can take to contribute to looking after the wetlands. The effectiveness of this contemporary management strategy is reasonably high. The involvement of the public is enormously important for the conservation of the Efficient nail park wetlands. Human impacts on the Bicentennial intertribal wetlands have decreased as we become more knowledgeable of the importance of this ecosystem. Traditional and contemporary management strategies are utilized to conserve and protect the area. The genetic diversity of intertribal wetlands should be cherished and looked after. The contemporary management strategies have fought to combat the past negative impacts concerning the intertribal wetlands. These strategies were predominantly successful in preserving and conserving the genetic diversity of the Bicentennial Park intertribal wetland. The Wang Clans traditional management strategies allow an appreciation and understanding of the land. Their religious ties to the area give them a responsibility to care for the land that provides them the ability to live. After all the damage made in the past, the traditional and contemporary ecosystem management strategies of the Bicentennial intertribal wetland ecosystem are proving to encourage growth and repair. The conservation and sustainability of the land have consequently saved the ecosystem, though there is still a long way to go, the ecosystem has been salvaged for the future.

Uxmal A Study of Mayan Art and Architecture essays

Uxmal A Study of Mayan Art and Architecture essays Uxmal: A Study of Mayan Art and Architecture Mayan civilization flourished in the greater Yucatan Peninsula and adjacent highlands from as early as 300 B.C. and continued until the Spanish Conquest in the sixteenth century, although its origin almost certainly reaches considerably farther in time(Gallenkamp 1985:35). Remnants of the ancient civilization can be found in the form of art and architecture. The archaeological site at the Mayan city of Uxmal has many examples of Mayan Art and architecture. The Mayan civilization had remarkable artistic and intellectual achievements in architecture, sculpture, hieroglyphic writing, astronomy and mathematics. They were also know for their farming techniques, their use of chultunes, which are cistern style reservoirs that held rain water, and their extensive trade. Uxmal means Thrice Built; it was named this way because of three clearly visible construction epochs. It is considered as one of the most beautiful Mayan cities. Located at about 80 km south of Mrida on, what is now, road 261 within the Puuc region of the northwest Yucatan. Taking advantage of the variances of the terrain, it was built with great symmetrical precision (Kowalski 1987:27). The urban center has a series of quadrangular buildings and open spaces. Given the dimensions, it is clear in its time, Uxmal had great political, social, cultural and economic impact. Its building process surely demanded an efficient organization of the labor force and the intervention of specialists such as stonecutters, brick masons, sculptors, painters and so on (Rubio 1990:89). Nonetheless, from looking at pictures, it becomes clear why the investigations have centered its attention to the architecture. The buildings at the site of Uxmal are very important to the archaeological record. Although we are learning more every day we still do not know enough about this region an...

Global Issues - Water Loss Research Paper Example | Topics and Well Written Essays - 1500 words

Global Issues - Water Loss - Research Paper Example This has become a significant subject of study in efforts to look for a long term solution. Though may options has failed, the efforts to control and mitigate water loss still persists. Many countries have undergone a huge water loss in the recent days, an issue that has led to deaths of people and animals and outbreak of water related diseases like Cholera among others and also led to drought. An example of water loss was brought out by a research conducted by National Aeronautics and Space Administration (NASA), which showed an alarming water loss in the Middle East, caused by poor management causing a huge draught in 2007. Water loss has become a major concern as it has led to international conferences which congregate to discuss the problem because it has affected almost whole world. Other countries have constructed water resources to cater for the water that comes fro the rain. Saudi Arabia, which relies mainly on ground water for agriculture has constructed dams which have varying storage capacity to capture the flooding water (Alsharhan 3). Many organizations have also been formed to look into the issue of water loss under the mandate of monitoring the cause s of the problem and the operational management of water systems. The significance of the study is to help identify the causes of water loss, the problems associated with water loss, how it has affected certain countries and how the problem can be solved because, its effect on one country affects the other. The current situation of water loss is serious and if unaddressed, it will be a worldwide problem. The research will majorly touch on Bahrain as our country of interest in studying about water loss. This is the increase in the number of people in a certain country. The population increase in a country contributes much to its development plans. The higher the population of a country, the higher it demands

Compare and contrast the use of the death penalty around the world Essay

Compare and contrast the use of the death penalty around the world before explaining why you believe it will or will not be abolished in the near future - Essay Example As at present, it was also used to deter other persons from committing more crime in the society. The crimes deemed worse by the society absolutely received the death penalty. In western countries, capital crimes like murder, treason and or espionage received the capital punishment that is a death penalty for the accused. In Middle Eastern countries, sexual crimes that included rape, incest or adultery and sodomy were the worst crimes and the criminal received death penalty. Other authorities recognized drug trafficking, human trafficking and religious crimes as serious crimes that deserve the death penalty. Most armed forces around the world termed any crime committed by a soldier like disobedience, spying as a capital crime punishable by death penalty. Since the past forms of capital punishment were more inhumane, there was a need for more humane forms of punishments and in the 18th century, most countries adopted modern methods to execute the death penalty. The guillotine was introduced in France, electric chair in Louisiana State, death by firing squad and lethal injection in most western countries. The Death penalty is in use in almost all countries in the world. In the recent past, most countries have done away with the penalty. Statistics shows that 103 countries have abolished the use of the penalty, 6 countries only use it for crimes committed in extraordinary circumstances like during war, 50 countries have not used it for almost 10 years the penalty is under suspension. 36 countries use the penalty to date; it is in their law and practice. In Algeria, the death penalty is for crimes like espionage, treason and attempts to overthrow the government, destruction of countries territory, terrorism, massacres and manslaughter, participation in rebellious movements. Other crimes include torture, kidnapping, counterfeiting and aggravated theft.

Arguments for Post-Washington Consensus Consensus by Joseph Stiglitz Essay

Arguments for Post-Washington Consensus Consensus by Joseph Stiglitz - Essay Example s as of 1989.† (2).Such policies often include-fiscal discipline; a reorientation of public expenditure priorities toward fields offering both high economic returns and targeting evener income distribution,.e.g. primary health care, primary education, and infrastructure ;tax reform (to lower marginal rates and broaden the tax base);Interest rate liberalization ;a competitive exchange rate ;trade liberalization ;liberalization of inflows of foreign direct investment ;privatization ;deregulation (to abolish barriers to entry and exit) and secure property rights. This privatization agenda in pursuit of globalization has come under criticism as (1) says,† Some of the most vociferous of todays critics of what they call the Washington Consensus, most prominently Joe Stiglitz... do not object so much to the agenda laid out above as to the neoliberalism that they interpret the term as implying. I of course never intended my term to imply policies like capital account liberalizati on...monetarism, supply-side economics, or a minimal state (getting the state out of welfare provision and income redistribution), which I think of as the quintessentially neoliberal ideas†. In development literature it is examined and accepted that The Washington consensus emerged out of a kind of counter reaction in development economics (3) to what has been termed as rather operationally successful neoliberal revolution against Keynesianism prescriptions of the 1970s.The Washington Consensus, materialized in large and specially built Structural Adjustment Programmes (SAPs) suggested for a substantial portion of the developing countries in the ensuing years of 1980s and 1990s.It was the outcomes of these SAPs that were not along expected lines and which resulted in external criticism of The Washington Consensus itself. Joseph Stiglitz a World Bank Economist was the most prominent insider to offer criticism of the neoliberalism inherent in The Washington Consensus and the bod y of

How does Wholefoods use it's sustainable and ethical business Essay

How does Wholefoods use it's sustainable and ethical business practices to motivate their employees - Essay Example Background of the study Sustainability is a term which has been used since time in memorial. Nevertheless, this term has been used also by food sector to embrace the impression of sustainable development though its definition remains complex. Its complexity has been a great challenge to translating the concept of sustainability into specific actions as well as sustainable business practices for food industries. Nevertheless, the company has acknowledged the criticisms on their contributions towards unsustainable reduction of resources. Wholefoods intends to promote the implementation of quality and sustainable business practices through the self-regulation and voluntary initiative. Since attitudes are closely linked to behaviour and actions, the managers’ attitudes towards responsibility and sustainability for supportable development are prone to investigations by scholars. The study therefore will try to investigate how Wholefoods use its sustainable and ethical business prac tices to motivate their employees. On the other hand, the efficacy of the initiatives shall not be investigated, but will remain a field for future research. The main aim for the execution of sustainable business practices is mainly based on the managers’ or the companies’ philosophy and closely related to the likelihood of cost saving. However, high commitment of employees and satisfaction and good public relations will also be mentioned as some of the key benefits. Research Objectives 1) Examine how Wholefoods uses its sustainable and ethical business practices to motivate their employees 2) Establish barriers to sustainable business practices in Wholefoods Market Company 3) Investigate strategies for sustainable business practices in the Wholefoods Company Scope of the study The scope of this study lies behind what the wholefood employees are being exposed to by the good sustainability and ethical business practices by the managers. The main interest is on the exten t to which the managers can enhance sustainable and ethical business practices in motivating the employees which has proved to be ripple effect in most of the food industry Limitation of the study Any business can be limited in its implementation due to various factors that may go beyond control. Some of the expected barriers for effective enactment of sustainable business practices are costs, time, lack of information support and the complexity associated with the subject matter. These barriers will hinder the researcher from carrying out the researcher effectively. As a result, the overall results may not be precise as possible. LITERATURE REVIEW Strategic implementation of sustainable business practices For implementing successful sustainable business practices, sustainability holistic principle should be well understood and amalgamated into the strategic planning of that particular business. In case the initiatives of sustainability are viewed as add-ons, the full paybacks of su stainable business practices shall be realized (Soper, 2007). Strategic sustainability symbolizes a full commitment shown by the executive management that can move beyond efficiency and compliance to minimize costs and risks. The incorporation of sustainability into strategic design and planning requires businesses to advance a longevity focus thus helping them to scrutinize extortions and opportunities, observe interactions outside the environment and make use of the current trends. This call for a system that discerns

Choose one of brief Coursework Example | Topics and Well Written Essays - 500 words

Choose one of brief - Coursework Example Further, MiCSHA wanted to show what changes it intended to make and that is easy or the audience to understand. Brief one is underdeveloped compared to the second one. The use of e-Cigarette has become a major issue in the society today. Many people today advocate for the use of the e-cigarette as opposed to smoking the tobacco ones, and that has led to a clash of opinions from different quarters. The main idea is to generate as much information regarding the importance of these cigarettes and whether their threats to human health can be countered by using it. The prolonged utility of e-cigarettes can be dangerous to one’s health. The important thing should be the creation of a platform that allows everyone to make better use of the available innovations for the sake of meeting the health needs of everyone. This brief will seek to identify the strengths and define the importance of meeting the general needs of the society by coming up with ideal measures to prevent the harsh realities of tobacco smoking. This is not focused on just the impact of e-cigarettes but also on the financial and environmental aspects of adopting its use. It is a healthy option to tobacco smoking and allows one to choose levels of nicotine and flavoring compared to normal cigarettes that are predetermined. It also allows the individual to undergo similar feelings when working towards its consumption such as stress relief just as noted in normal cigarettes (Ross). For those looking to quit smoking, this is a good idea that will boost the chances of limiting nicotine consumption on a daily basis. It costs almost the same as the normal cigarettes and vaping is allowed in a variety of states. This means that it will be easier to continue enjoying these attributes while cutting down on nicotine and improving on health. With the potential benefits, it is very easy to use in the any part of the state and does not

How does Wholefoods use it's sustainable and ethical business Essay

How does Wholefoods use it's sustainable and ethical business practices to motivate their employees - Essay Example Background of the study Sustainability is a term which has been used since time in memorial. Nevertheless, this term has been used also by food sector to embrace the impression of sustainable development though its definition remains complex. Its complexity has been a great challenge to translating the concept of sustainability into specific actions as well as sustainable business practices for food industries. Nevertheless, the company has acknowledged the criticisms on their contributions towards unsustainable reduction of resources. Wholefoods intends to promote the implementation of quality and sustainable business practices through the self-regulation and voluntary initiative. Since attitudes are closely linked to behaviour and actions, the managers’ attitudes towards responsibility and sustainability for supportable development are prone to investigations by scholars. The study therefore will try to investigate how Wholefoods use its sustainable and ethical business prac tices to motivate their employees. On the other hand, the efficacy of the initiatives shall not be investigated, but will remain a field for future research. The main aim for the execution of sustainable business practices is mainly based on the managers’ or the companies’ philosophy and closely related to the likelihood of cost saving. However, high commitment of employees and satisfaction and good public relations will also be mentioned as some of the key benefits. Research Objectives 1) Examine how Wholefoods uses its sustainable and ethical business practices to motivate their employees 2) Establish barriers to sustainable business practices in Wholefoods Market Company 3) Investigate strategies for sustainable business practices in the Wholefoods Company Scope of the study The scope of this study lies behind what the wholefood employees are being exposed to by the good sustainability and ethical business practices by the managers. The main interest is on the exten t to which the managers can enhance sustainable and ethical business practices in motivating the employees which has proved to be ripple effect in most of the food industry Limitation of the study Any business can be limited in its implementation due to various factors that may go beyond control. Some of the expected barriers for effective enactment of sustainable business practices are costs, time, lack of information support and the complexity associated with the subject matter. These barriers will hinder the researcher from carrying out the researcher effectively. As a result, the overall results may not be precise as possible. LITERATURE REVIEW Strategic implementation of sustainable business practices For implementing successful sustainable business practices, sustainability holistic principle should be well understood and amalgamated into the strategic planning of that particular business. In case the initiatives of sustainability are viewed as add-ons, the full paybacks of su stainable business practices shall be realized (Soper, 2007). Strategic sustainability symbolizes a full commitment shown by the executive management that can move beyond efficiency and compliance to minimize costs and risks. The incorporation of sustainability into strategic design and planning requires businesses to advance a longevity focus thus helping them to scrutinize extortions and opportunities, observe interactions outside the environment and make use of the current trends. This call for a system that discerns

Switzerland Country Analysis pt 4 Assignment Example | Topics and Well Written Essays - 1250 words

Switzerland Country Analysis pt 4 - Assignment Example Swaziland is situated adjacent to major cities and is being considered as a centre for international trade and business due to its strategic location (Oberson & Hull, 2011). Despite being a land lock country, the country has a competitive edge over other countries in the surrounding. According to a Global Competitive Report, 2012 Switzerland is among the most competitive countries in international trade. The country is made up of a strong federal political systems, infrastructure and judiciary system that makes more competitive that its counter parts. Additionally, the country consists of cities like Geneva and Zurich where, the headquarters for various international banks and financial institutions are situated (Global Competitive Report, 2012). In above connection, Switzerland participates in international trade in various ways. For instance, Switzerland contains approximate 2/3 of its international investments in Europe and the rest in the united state, Germany, Italy and France (Federal Department of Environment Transport, Energy & Communication, 2012). Switzerland has been undergoing via a tremendous economic growth. However, Switzerland international business has been affected by political and economic activities (Ghauri, 2003). However, various firms in Switzerland come together to form collaborations such as; strategic alliances in order to overcome this challenges. Strategic alliances help towards ensuring effective participation in the international business (Ghauri, 2003). Additionally, strategic partnership and alliances ensures efficient flow of imports and exports (Ghauri, 2003).Additionally, Switzerland has well established international labor organization that is based in ‘Geneva.... The country has well defined strategies that help towards value creation as well as poverty reduction (Ghauri, 2003). The federal government of Switzerland has well established Information Communication technology that enhances efficiency in communication process (Federal Department of Environment Transport, Energy & Communication, 2012). Additionally, Switzerland has formulated poverty reduction strategy. Those strategies aim at ensuring alleviation of poverty through harmonization of development activities across the country (Federal Department of Environment Transport, Energy & Communication, 2012). Initially, Switzerland was a centralized state made up of small independent states united by treaties (Kalin, 2000). The country was made up of twenty six cantons as well as communes who had an approximate figure of three hundreds before they decided to become decentralized under one federal government (Kalin, 2000). The country become decentralized in 1884 with an aim of establishing a common market that could allow free flow of goods and services between different state.Additionally, the old system of government was unable to solve disputes and relied heavily on Cantons (Kalin, 2000). Therefore, there was a great need to formulate a decentralized federal system of government that could help local governments at grass root levels in solving their problems (Kalin, 2000). Majority of the firms in Switzerland have functional and divisional structures as well as matrix organizational structures (Hoag & Cooper, 2006). Functional structures tend to allot task based on expertise that each department can perform better. On the contrary, divisional structures

Beauty Myth Essay Example for Free

Beauty Myth Essay The beauty myth, how what others perceive as what beauty is can, will be and has been used against women. Advertising agencies and Hollywood are portraying to young girls and women that youth, beauty and love go together to make a complete and happy existence in life. From reality television shows such as Toddlers and Tiaras, to youth clothing stores such as Justice, and Dove beauty ads geared toward women of all ages the portrayal of having to be pretty is everywhere you look. Toddlers and Tiaras is a reality television show of the behind the scenes events of child beauty pageants. The children on the show are spray tanned, wear makeup, and wear fake hair. And the thing that baffles me most about all of this is that the children are all under the age of 7. I don’t know of anyone that doesn’t remember what happened to Jon Benet who was a child beauty queen but yet there are still hundreds of parents that a dress up their children like little dolls and put them on national television for the world to see. These little kids are being told to be more beautiful or for the boys to be more handsome, and to excel at their looks at such a young age when the focus should be on teaching them fundamentals of life and to love themselves as they are. The picture above is from the show’s website on TLC online. All of the little girls are so beautiful before and look absolutely ridiculous after they are all done up. This type of show has made me shy away from watching anything of TLC because I don’t want to support a company that will exploit children in that way. TLC also has a spinoff of one of the contestants that is too old for the Toddlers and Tiaras show and she has her own show now called Here Comes Honey Boo-Boo. It is yet another show that I will not watch because it makes me angry not only towards the station but also towards the parents of all of these children. On a more personal note, I recently went shopping for my goddaughter who turned 6 years old. I went shopping for clothes for her and she is the first little girl that I have shopped for in the last ten years so it amazed me how hard it was to find clothes for her that seemed age appropriate. A lot of the stores I went to, Justice included, had very few clothes that didn’t resemble those of clothing you would find in the juniors or adult sections also. My goddaughter is a little girl who is a tomboy and she doesn’t like a lot of the clothes that are covered in glitter and words, but she is also getting older and doesn’t always want to wear the t-shirts with cartoon characters on them either. It makes me wonder what little girls clothes will look like when I have children. I would want them to look like little kids, not little kids playing dress up. Advertising agencies aren’t much better than stores, marketing, and television. My recent experiences watching television commercials and ads on you tube led me to the Dove website. There is a link on the website with their social mission, it is: Anxiety about beauty begins at an early age, and can even keep girls from doing what they love. You can change that with a conversation. Reach out to the girl in your life and talk to her about beauty, confidence and self-esteem. There is a lot about this statement that I like, and I would like it all if I had not previously seen Dove ads on you tube and television on the â€Å"evolution of beauty†. In a sixty second ad they change a plain, pretty girl into an exquisitely beautiful one with her hair done and makeup on. The mission statement on the Dove website is great; everything they say in it is spot on for young girls and even young men. But they should state that beauty comes in all forms. So many young people are trying to alter their appearances with makeup and jewelry and various hairstyles and hair colors; they need to also be told that natural is beautiful too. These days you can’t turn on the television or even the radio without hearing and seeing ads for laser hair removal or lasik eye surgery to eliminate glasses, all things that have been made to be seen as unbecoming in the looks department. In the past there was a television reality show called â€Å"The Swan† which was a makeover show where they take a woman or man that is seen as â€Å"ugly† in society and change their appearance so drastically that they are almost unrecognizable to their friends and family. Other reality television shows that I can think of off the top of my head are â€Å"What Not to Wear†, â€Å"Queer Eye for the Straight Guy† and â€Å"Extreme Makeover Weight Loss Edition†. So many shows that basically start with telling people how ugly they are personally or even just the clothes they choose to wear make them ugly. It all reminds me of a quote that I heard a lot growing up and that is â€Å"Beauty lies in the eyes of the beholder†. Just because what I think is pretty someone else may not, does not make it ugly and vice versa.

Role of Teachers and Parents in Imparting Values

Role of Teachers and Parents in Imparting Values Dr. Sandip Madhukar Mali - Abstract Now days everyone says that, today’s student’s behaviour is valueless. The prime aim of this paper is to identify the reason of this situation. Role of teacher and parent is important in imparting values in student. Values relate to the norms of a culture. Norms provide rules for behavior in specific situations, while values identify what should be judged as good or evil. While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Different cultures reflect values differently and to different levels of emphasis. Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others. Values seemed to have changed, affecting the beliefs, and attitudes of the students. Student or child is looking the action of parent or teacher and did like this so, teacher and parents behavior is very ethical. Key Words: Value, Value education, Imparting Values, Role of Teacher, Parents. Introduction: Today we are talking of value education, value based education and value based society. All of us feel that the values are falling and nobody is respecting them. In an enthusiasm to point fingers at others we do not realize that we too have contributed to this fall. Role of teacher and parent is important in inculcating values in student or a child. Values are not a process of teaching but are inculcating with one’s own behaviour. Value literally means something that has a price, something precious, dear and worthwhile. It is defined as a belief upon which man acts by preference. By a close examination of different sources of the meaning of values, we may say. We use the term value as ‘Literary value,’ ‘Democratic Value’, ‘Life Value’ and ‘Education value in our day to day speaking and writing. In life process man accepts good things and avoids bad things. It is not human living to act neutrally and in the light of witness only. Acc eptable and non-acceptable, good and bad are the nature of values. Values are established and they are practicable. Importance of Values: Values refer the norms of behavior or culture. Values guide the selection or evaluation of action, policies, people and events. That is, values serve as standards or criteria. Values guide our behaviour and give meaning to our existence. d) Values assist us to take right decisions and make choices. e) Values give direction and firmness to life and help us to be morally sound. Type of Value and its areas: Human value- Human behaviour National or constitutional value- Constitutional rules Social value- Rules about society Vocational value- Ideals in various professions Religious value- Ideals related to religions Aesthetic value- Value in Arts and Literature Human value is like an axle of a wheel and other types of value are around it. Therefore if an individual is educated in human values, learning of all other values become leaser. Following are human values: 1) Truthfulness (2) Constructivity (3) Sacrifice (4) Sincerity (5) Self control (6) altruism (7) Sientific vision Value Development: Value development is a continuous, cumulative and highly interdependent process touching all the aspects of personality. Value/ Moral development is the axis on which revolves ones personality and character. Jean Piaget proposed a stage theory of moral development. Moral judgement is the basis of moral development. The earliest stage of childs morality is Heterogeneous morality governed by adult constraints or restrictions imposed by adults. The child considers an act wrong because the act is likely to bring punishment or restrictions. As the age advances, the child reaches a stage of Autonomous morality. The growing individual regards the rules as sacred and unchangeable. He identifies justice with rules and regulations of authority. Sigmund Freud, the father of Psychoanalysis views moral development as an identification process. The young child identifies himself with parents and internalizes the adult rules which lead to the development of morality. He considers super Ego primarily responsible for developing a moral frame of reference. The psychoanalytic school emphasises parent-child relationship as the basis of moral development. Albert Bandra, a Social learning theorist, is the exponent of observational learning. He studied the effect of modeling on learning of moral values. He considers imitation as the important determinant of morality. Televised aggenssion elicit aggressive behaviour while disciplined, restrained actions in visual media like TV elicit constructive behaviour. The content of communication media serves as the sources of values. Teachers and parents acts as a models for children to cultivate socially desirable behavioural patterns. The implications of these theories of moral development to the field of education are many and varied. Value education should be developmental value education, not just and external activity. It should be noted unlike physical or intellectual development, value development does not depend on heredity. It is purely an acquired character. No person can acquire moral value without living in human society. Value Education: Value education is simply a matter of developing appropriate behaviour and habits involving inculcation of certain virtues and habits. Moral development of a child, according to some, results automatically from the social life of the school. The child as a member of the group imbibes the attitudes, values and general behaviour of the group and continually tries to mould himself according to the group norm. Such adjustment to life constitutes his moral development. Since the dawn of culture and civilization in India, education, whether it is primary or higher, has always been a source of gradually cultivating wisdom by acquiring which a human being gets fitness for facing with the challenges of different stages of life and for dedicating to the welfare of humanity. In the process of our gradual journey from primary to higher education two sorts of major changes, relative to our attitude towards values, occur in our life. They are external or bodily and internal or self affirming. External changes in the sense that the students bag degrees by fair or foul means and on that basis get higher job positions. During the job, they collect more and more money, Cars, Bungalows and manage academic awards and all that by having which they may exploit themselves and the society with the disguised repute but they fears to face the deep hollowness of their disguised selves. They ruin self to the extent of dissatisfied and meaningless life. Money is value onl y when it is earned through honest and proper labour and distributed in proportion. One can realize money as value only through higher education. It earned by wrong means is thievery, the way of a rogue. Without realizing the values of and in higher education one cannot lead a meaningfully satisfied educated life. Role of Parents in imparting values: Childs first learning environment is a home and parents are the first teachers. Parents are demonstrate the appropriate behaviour by their actions because children’s are learn by observation and conditioning. Normally we come across three categories of parents. a) Caring parents: parents become highly concerned about these children, which is natural but they become over possessive, which is detrimental to the growth of the child. They would try to do everything for the child without allowing him to do or experiment something on his own. In this overflowing flood of concern, they pamper the child, overlook his omissions and start supporting him even when he needs correction. b) Careless parent: parents are not much concerned about the child. It does not mean that they do not love the child. Either, they are illiterates or too busy persons. Some of them do not have the methods and tools to handle their children and some do not have the time to guide and manage the children. c) Critical and strict parents: These parents desire to bring up their children under `total discipline. They expect the child to be always immaculate and faultless in every action and situation. They cannot tolerate anything otherwise. They are very critical and keep on pointing the finger of accusation at the child. They take all decisions about the child and truly believe that the child cannot /should not take decisions. The impressions that the child gets in the initial part of his life, remains with him. One can never escape the childhood experiences. What the parents did is more important than what they said, because, the child learns by observing and not just by listening. So child parenting rearing style is very crucial in imparting values. Role of Teachers in imparting values: The teacher has a powerful and enduring influence in the formation of the character of every future citizen. Teacher acts as a pivot for the transmission of intellectual and technical skills and cultural traditions from one generation to the other. Teaching is not a job; it is an attitude. Teacher is a source of information, a guide, a mentor, a surrogate parent, a motivator, all at the same time. Teaching is the only profession which always deals with the future. To be an ideal teacher, who can be a role model, some features of teacher: Anyone who does not love his subject can never be a good teacher and cannot inspire his students. If one does not have the respect for his vocation; he can never have self-esteem of himself. Such teachers do not exude confidence and assurance. If anyone loves their students as intensely as their own children they become a great teacher. Affirmative and Holistic personality teacher is imparting values in student. Conclusion: The role of a parent and teacher in the changing social scenario is becoming very challenging. In the earlier times teacher was the only source of information and commanded respect on this count. Today, we have multiple information centers like books, coaching centres, the audio visual aids such as audio cassettes, video tapes, microfilms and internet services that provide information to those who need it. Thus teachers role as the only source of information is marginalized. The society is becoming more materialistic and values appear to be pushed into the background. So parent and teacher role is very crucial in developing values in their child. References: Banerji, Sanjay and Prasad, Rajiv (2012). Role of Teachers and Educational Institutions in Value Based Higher Education, Vol. V, No. I, March -August 2012. Gulati, Sushma and Pant, Daya. (2002). Education for Values in Schools – A Framework Department of Educational Psychology and Foundations of Education National Council of Educational Research and Training, Sri Aurobindo Marg: New Delhi – 110016. Gururaj, Karajagi. (2000). Role of Teachers and Parents in Imparting Values: Jain International Residential School, International Academy for Creative Teaching: Bangalore. NCERT (2005). Journal of Value Education: January July, 2005. Seetharam, A. R. (2001). Concept and Objectives of Value Education. Ramakrishna Institute of Moral and Spiritual Education: Mysore. Sridhar, Y. N. (2001). Value Development Ramakrishna Institute of Moral and Spiritual Education: Mysore. Tiwari, D. N. (2005). Values in Higher Education: Department of Philosophy Religion: Bhu. http://hechingerreport.org/content/value-really-means-higher-education_15129/ March 27, 2014.

Segregation: Seperate but Equal Essay -- Brown v. the Board of Educati

Linda Brown v. the Board of Education of Topeka, Kansas advocated the need for change in America in the mid 20th century. America was a country in turmoil, after many futile efforts to make social change had failed but Linda Brown’s groundbreaking case pushed America in the right direction. At the heart of the problem was segregation. Segregation is the act of separating a certain person or faction from the main group. In America’s case segregation was practiced on minorities such as African-Americans, Hispanics, and Asians. The full force of segregation was brought down on African-Americans. Segregation was based on shear hatred of blacks by white Americans. The majority of them derived their hatred for African-Americans from their parents. This hatred was applied to all aspects of black people’s lives, they couldn’t do the most mundane activity without some sort of segregation. Everything from water fountains to public schools were under the influence of segregation. In Linda Brown’s case, the problem wasn’t a water fountain but a school. Linda was black third-grader living in Topeka, Kansas, caught right in the middle of racial discrimination. To get to her black elementary school each day, Linda had to trek a mile from her home through a railroad switch-yard, even though there was a white elementary school seven blocks away. Her father, Oliver Brown tried to enroll her in the white elementary but was rejected because of her race. After his daughters refusal into the school, Oliver reached out to McKinley Burnett, the head of Topeka’s branch of the NAACP. The NAACP jumped at the opportunity to help the Brown’s because they had long waited for a chance to challenge segregation in public schools.(Cozzens) The Bro... ...ruled that they would monitor school boards until they showed plans towards full compliance and followed those plans. Works Cited Cozzens, Lisa. "Brown v. Board of Education." www.watson.org. N.p., 29 Jun 1998. Web. 24 Oct 2011. . (Cozzens) "Brown v. Board of Education." www.pbs.org. N.p., n.d. Web. 24 Oct 2011. ("www.pbs.org") Kansas Historical Society , . "Brown v. Board of Education." www.kshs.org. N.p., Sep 2011. Web. 24 Oct 2011. . (Kansas Historical Society ) "U.S. Supreme Court." www.findlaw.com. N.p., n.d. Web. 24 Oct 2011. . ("www.findlaw.com")

Managed Care, Physicians, and Patients :: Healthcare

Give three examples of common assertions about managed care impact on physicians and physician/ patient interaction. Explain how these assertions are proven true or false by evidence. Kongstvedt (2007) argues that managed care has impacted the way in which patient and physicians interact .Now, physicians are held more accountable, and patients are more actively involved in their care .The following are three examples of common assertions about managed care impact on physicians and patient interaction. However, these assertions are proven true or false by evidence. 1. Many critics of managed care argue that utilization review personnel decisions in regards to necessary treatment overrule doctors’ decisions frequently and coverage denial rates for physician recommendations are very low. However, Kongstvedt (2007) states that a national survey that was carried out with over 2,000 physicians caring for patients plans utilizing manage care techniques discredit this claim. In fact, the survey revealed that the final coverage denial rate for physician recommendations was at most 3% within eight categories and much less for most categories of care.

Manchester Product

Manchester Products: A Brand Transition Challenge Recommendation: Here are two companies namely Manchester Products and Paul Logan Furniture Division, both offer furniture in different sectors. Indeed, Manchester Products has been known for office furniture while Paul Logan Furniture Division is selling high-Â ­? end fashionable home furniture. Manchester should co-Â ­? brand the Paul Logan Furniture Division line by using a strategy that makes Manchester an endorser brand (Aaker D. , 2004). In this way the existing product line could now be called Manchester Paul Logan Furniture Division and after two years, Manchester should introduce a new household furniture brand. Problem statement: The problem that Manchester faces is that of transitioning from one customer segment, which is the office furniture segment to another segment which is the segment of household customers. If we have a look at the exhibit 4, the table highlights clearly the strengths of Paul Logan Furniture Division which are different than the Manchester Products. While the core product is the same, the marketing, branding and distribution techniques will differ. The choice of these strategies and the alternates present problems to the company. As ar as the next issues regarding the different distribution strategies of both the brands are concerned, Manchester follows a push strategy where it manufactures the furniture and sells it online, through retailers, specialty stores as well as through the direct sales force. As far as Paul Logan Furniture Division is concerned, it too follows a push strategy as it designs its pro ducts and manufactures them, without addressing specific consumer requirements. Assumptions: The future for Manchester, as a household and an office retailer brand will need to keep in mind that the Paul Logan Furniture Division name annot be used after three years. Another assumption is that furniture chain stores concerns will be satisfied, as Manchester will be able to provide them with products with the endorsed Paul Logan Furniture Division name. This will enable them to have a comfort level developed with Manchester so that once two years have lapsed and the new Manchester brand is introduced, these stores will be willing to carry them, based on a good relationship (Aaker D. A. , 2004). Discussion and analysis: The solution that needs to be undertaken in order to resolve the challenge of brand transition, considering that the company an only use the brand name for three years and the fact that it cannot use it to brand new products indicates that adoption of the Paul Logan Fur niture Division brand name is not a sustainable strategy. Therefore, the suggestion given by Lisa regarding delaying the name change is not feasible and would only serve to confuse consumers (Davis, 2000). The suggestion where Gary recommends that all products should be rebranded to Manchester immediately ignores the core reason for the acquisition of Paul Logan Furniture Division. The acquisition was carried out to help Manchester enter the household furniture market nd if the name is not used then the acquisition would, in essence, waste the power of the Paul Logan Furniture Division brand in the consumer market. In so far as the last recommendation is concerned, the gradual change in one or two categories will help in registering the fact that Manchester has the same quality products as Paul Logan Furniture Division, and will help to leverage the acquired brand name better. However, this will be against the core principles as stated by Al and Laura Ries as an immutable law of bra nding (Ries & Ries, 1998). The law of singularity states that the brand should stand for ne particular image in the mind of the consumer. In as far as the case goes, it has been stated that Manchester has an image of a conservative furniture brand that is mainly ‘corporate’ in its approach, using conservative and elegant designs. Paul Logan Furniture Division has a completely different positioning, and is meant to be a contemporary outstanding furniture brand that is preferred by consumers who are trend setters in way. This target market serves to be a completely different brand persona which is bold and trendy as compared to Manchester’s persona which is serious and elegant. Therefore, none of hese strategies would have worked in the market place, and there was a need for a more comprehensive, and focused strategy that could harness the positive goodwill generated by Paul Logan Furniture Division so that Manchester cold sustain the advantage in the longer run, e ven after the three years had passed. That is the reason why the fourth strategy of endorsing the Paul Logan Furniture Division brand had to be considered. The marketing communications campaign that is used will need to focus on this endorsement, so that the brand name becomes so entrenched in the consumer’s mind, that even when three years nd and Manchester is relived of the right to use the Paul Logan Furniture Division name, Paul Logan Furniture Division is subconsciously perceived as a Manchester brand (Davis, 2000). As far as pull and push strategies are concerned, the company in case of the Paul Logan Furniture Division brand line should continue to follow a push strategy, with promotional offers and designs that can enhance sales as well as market recognition. However as far as the office furniture division is concerned, the company should also introduce a pull strategy whereby orders are taken from corporate buyers and are customized ccordingly. Implementation: The pr oposed recommendations have two phases. The first is endorsed product lines while the second is a new product line at the end of two years. In the first scenario the action plan would entail as an immediate step, a board and then a company-Â ­? wide meeting where all employees are brought onto the same page with reference to the strategy proposed of endorsing the brand. The employees need to be reminded that they are brand ambassadors. As far as the sales force is concerned, Paul Logan Furniture Division sales team will have to be instructed to consciously endeavour and call Paul Logan Furniture Division as Manchester Paul Logan Furniture Division in all verbal, written and online communications. The sales force will have to be briefed and trained in following the company policy. Moreover, some sales people will be permanently placed at larger retail stores to help answer and queries regarding the corporate endorsed brand. Secondly, retailers and distributors will be brought on board, and all their concerns and issues should be answered proactively. Ad and communications campaigns also need to be worked on focusing on Manchester Paul Logan Furniture Division. Once the endorsement trategy ceases to exist, the company will have to have a contingency plan in catering to the situation Moreover as new products cannot bear the Paul Logan Furniture Division name, the company will have to come up with a new brand of household furniture, after two years of using the Paul Logan Furniture Division name. The implementation procedures in this case will include promot ional strategies for retailers and wholesalers who will be encouraged to push the product more than the competitor’s products. Implementation is the key to executing a successful brand strategy and these measures will aid in just that.

Anti-Colonialism and Education Essay

In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa Dei and Arlo Kempf have given us a stimulating intellectual account of the issues surrounding the active attempt for educational liberation. The authors who have contributed to the volume have been well chosen to present creative approaches to this abiding problem in most of the world. As we engage the legacies of colonialism we are more certain today that the nonmaterial legacies are as important in our thinking as the material ones when we engage questions of resistance and recovery. The colonizer did not only seize land, but also minds. If colonialism’s in? uence had been merely the control of land that would have required only one form of resistance, but when information is also colonized, it is essential that the resistance must interrogate issues related to education, information and intellectual transformations. Colonialism seeks to impose the will of one people on another and to use the resources of the imposed people for the bene? t of the imposer. Nothing is sacred in such a system as it powers its way toward the extinction of the wills of the imposed upon with one objective in mind: the ultimate subjection of the will to resist. An effective system of colonialism reduces the imposed upon to a shell of a human who is incapable of thinking in a subjective way of his or her own interest. In everything the person becomes like the imposer; thus in desires, wishes, visions, purposes, styles, structures, values, and especially the values of education, the person operates against his or her own interest. Colonialism does not engender creativity; it sti? es it, suppresses it under the cloak of assistance when in fact it is creating conditions that make it impossible for humans to effectively resist. And yet there has always been resistance and there are new methods of resistance gaining ground each day. The intricacies of engaging colonialism are as numerous as the ways colonialism has impacted upon the world. Indeed, the political-economic, socialbehavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. What we see in Anti-Colonialism and Education is a profound attempt to capture for the reader the possibilities inherent in educational transformation through the politics of resistance. Professors Dei and Kempf have exercised a judicious imagination in selecting the authors for the chapters in this book. Each author is an expert in the area of the topic, skilled in presentation of the facts based upon current theories, and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonial political principles you will ? nd colonial education. If you have the vestiges of past colonial practices, you will see those practices re? ected in the educational system. I remember a colleague from Algeria saying to me that when the French ruled the country the students learned that their ancestors were the Gauls. When independence came to Algeria, he said, the people were taught that their ancestors were Arabs. The fact that this was only true for those individuals who had Arab origins, and thirty percent did not have such ancestry, was uninteresting to the political agenda. And so it has been in every nation where you have a political intention to mold a country on the basis of domination you will also have resistance. One seems to go with the other regardless to how long the process seems to take to commence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages many times. Each author seems to feel the same desire to teach us to be truly human; that is enough for us to inaugurate our own anti-colonialism campaign in our schools and colleges. I shall gladly join the fray to make the world better. Mole? Kete Asante Elkins Park, PA 19027 USA x ACKNOWLEDGEMENTS This book could not have been completed without the political interest and will of the many people who shared their knowledge in this joint undertaking. While the task of re-visioning schooling and education for the contemporary learner and teacher may be daunting at times, we believe strongly that it is by no means insurmountable. In fact, we have a wealth of knowledge with which to help transform education into a process and practice that serves the needs of the collective. We hope this book will contribute to the debate and discussion of how to address not only the imperialization of knowledge but also the various forms of intellectual colonization that mask themselves as everyday academic truth and valid knowledge. George Dei would like to thank the students of his graduate level course, SES 3914S: â€Å"Anti-Colonial Thought and Pedagogical Challenges† in the fall of 2004 whose insights and discussions helped propel the vision for this collection. Arlo Kempf would like to thank Lola Douglas, Meghan Mckee and Randy Kempf for their support and loveliness. He would also like to thank George Dei and the contributors for their ideas and hard work over the duration of this project. We both owe a great deal of intellectual depth to our colleagues, peers and friends who constantly challenge us to think more deeply and avoid academic closure. It is in the actions and resistance of the people that theory is born and takes life – to all who struggle against colonialism without the privilege of a pen in hand, we thank and salute you. Our academic objective for the book was also shaped by a desire to let our community politics inform intellectual pursuits at all times. We want to thank Geoff Rytell, who initially helped proofread sections of the book, as well as Cheryl Williams for her ongoing support. Finally we say â€Å"thank you† to Joe Kincheloe, Shirley Steinberg and Peter de Liefde who made this book a reality. George Dei Arlo Kempf xi GEORGE J. SEFA DEI INTRODUCTION: MAPPING THE TERRAIN – TOWARDS A NEW POLITICS OF RESISTANCE INTRODUCTION I begin this chapter with a question germane as to why and how we articulate anticolonial thought. Informed by Steven Biko’s (1978) earlier work, I ask: â€Å"Why is it necessary for us as colonized peoples to think and re? ect collectively about a problem not of our creation i. e. , the problem of colonialism? † This question is central since colonialism has not ended and we see around us today various examples of colonial and neo-colonial relations produced within our schools, colleges, universities, homes, families, workplaces and other institutional settings. It is often said that globalization is the new word for imperialism. History and context are crucial for anti-colonial undertakings. Understanding our collective past is signi? cant for pursuing political resistance. Haunani-Kay Trask (1991) writes about the importance of the past to Indigenous peoples as a way to challenge the dominant’s call to amputate the past and its histories. For the people of Hawaiia, Trask notes that â€Å"we do not need, nor do we want [to be] liberated from our past because it is source of our understanding . . . [We] . . . stand ? rmly in the present, with [our] back to the future, and [our] eyes ? xed upon the past, seeking historical answers for present-day dilemmas† (p. 164). In order to understand the knowledge and resistance of the past as it relates to contemporary politics of resistance, one has to know and learn about this past. As noted elsewhere (Dei, 2000, p. 11), for colonized peoples decolonization involves a reclamation of the past, previously excluded in the history of the colonial and colonized nations. They must identify the colonial historical period from the perspectives of their places and their peoples. Knowledge of the past is also relevant in so far as we as people must use that knowledge â€Å"responsibly†. But our situatedness as knowledge producers and how we perform â€Å"the gaze† on subjects, at times accord power and privilege to some bodies and not others. Therefore, an anti-colonial struggle must identify and de? ne a political project and show its connections to the academic engagement. Franz Fanon and Karl Marx have both cautioned us that â€Å"what matters is not to know the world but to change it†. This assertion calls for a recognition of the multiple points/places of responsibility and accountability. For example, what does it mean to talk of accountability as far as identity and subjectivity, however complex? It may well mean taking the stance that in political work for change, certain issues are not negotiable. In other words, we need to see there are limits and possibilities of â€Å"negotiating† in anti-colonial struggles and politics. As Howard (2004) asks: How much can be G. J. S. Dei and A. Kempf (eds. ), Anti-Colonialism and Education: The Politics of Resistance, 1–23.  © 2006. Sense Publishers. All rights reserved. DEI accomplished if we decide to â€Å"negotiate† around domination or oppression? Are we negotiating as part of a democratic exercise? Rabaka (2003) has argued that â€Å"one of the most important tasks of a critical anti-colonial theory . . . is to capture and critique the continuities and discontinuities of the colonial and neocolonial in order to make sense of our currently . . . colonized life and . . . worlds† (p. 7). Therefore as we begin to ? esh out anti-colonial theory and practice, it is ? tting to ask some critical questions (see also Butler, 2002): Is there still a colonized South? What about a colonized North? Do we think of neo-colonialism/colonialism/post-colonialism as bridges, as new articulations, or as a continuation with no marked differentiation? What is â€Å"post† about/in the â€Å"post-colonial†? Is the theoretical distinction between neo-colonialism and colonialism spurious at best? What are the purposes and underlying intentions of making such distinctions? What are the convergences and the divergences in post-colonial and anti-colonial thoughts? Does â€Å"neo† in neo-colonial mean â€Å"new†, or â€Å"transformed†? What is neo-colonialism? What are its antecedents and its marked practices? What are the mechanisms and institutions that constitute neo-colonialism? Why do we speak of neo-colonialism and not anti-colonialism? Are the structures, practices and ideas which enable colonialism really that different from those of neo-colonialism? Are the differences between neo-colonialism and colonialism more than theoretical? Whose interests are advanced in speaking of neo-colonialism/post-colonialism? What are the [dis]junctures and [dis]continuities between colonialism and neo-colonialism? How do discursive forces and material aspects interact to further our understanding of colonial? How do we speak of power, coercion, subjectivity, agency and resistance in anti-colonial discursive practice? What are the relations between neo-colonialism and White supremacy? The book does not presume to offer full answers to all these questions. But it is hoped the discussions that follow offer some entry points into a new politics of engagement towards the formulation of a critical anti-colonial lens. The power of the anti-colonial prism lies in its offering of new philosophical insights to challenge Eurocentric discourses, in order to pave the way for Southern/indigenous intellectual and political emancipation. In this discussion, anti-colonial is de? ned as an approach to theorizing colonial and re-colonial relations and the implications of imperial structures on the processes of knowledge production and validation, the understanding of indigeneity, and the pursuit of agency, resistance and subjective politics (see also Dei and Asgharzadeh, 2001). Colonialism, read as imposition and domination, did not end with the return of political sovereignty to colonized peoples or nation states. Colonialism is not dead. Indeed, colonialism and re-colonizing projects today manifest themselves in variegated ways (e. g. the different ways knowledges get produced and receive validation within schools, the particular experiences of students that get counted as [in]valid and the identities that receive recognition and response from school authorities. The anti-colonial prism theorizes the nature and extent of social domination and particularly the multiple places that power, and the relations of power, work to establish dominant-subordinate connections. This prism also scrutinizes 2 INTRODUCTION and deconstructs dominant discourses and epistemologies, while raising questions of and about its own practice. It highlights and analyzes contexts, and explores alternatives to colonial relations. Loomba (1998) sees colonialism as signifying â€Å"territorial ownership† of a place/space by an imperial power, while imperialism on the other hand is the governing ideology for such occupation. Anti-colonial thought works with these two themes/projects – colonialism and imperialism as never ending. The colonial in anti-colonial however, invokes much more. It refers to anything imposed and dominating rather than that which is simply foreign and alien. Colonialism reinforces exclusive notions of belonging, difference and superiority (Principe, 2004). It pursues a politics of domination which informs and constructs dominant images of both the colonizer and the colonized (Memmi, 1969). Colonialism is not simply complicit in how we come to know ourselves and its politics. It also establishes sustainable hierarchies and systems of power. Colonial images continually uphold the colonizers’ sense of reason, authority and control. It scripts and violates the colonized as the violent â€Å"other†, while, in contrast, the colonizer is pitted as an innocent, benevolent and [imperial] saviour (see also Principe, 2004). This historical relationship of the colonizer and colonized continues to inform contemporary subject identity formation and knowledge production. It shapes and informs identities by recreating colonial ideologies and mythologies (Tuhiwai-Smith, 1999). In theorizing the anti-colonial discursive framework, I would highlight some key salient points. All knowledge can be located in the particular social contexts from which it emerges. Such location shapes the ways of knowing and understanding the social and political relations at play in constructing social realities. The anti-colonial prism takes the position that all knowledges are socially situated and politically contested. The anti-colonial discourse is situated in colonial relations of power that are contested through resistant practices against domination and oppression. In working with resistant knowledges, the liberating in? uence of critical anti-colonial discourse becomes clear. The anti-colonial discourse works with the idea of the epistemological power of the colonized subjects. The colonial knowing is situated and informed within particular social contexts (see also Harding, 1996). Such â€Å"situated knowledges† (hooks, 1991; Collins, 1990) also point to the importance of subjectivity, positionality, location and history. In this regard, the anti-colonial referent is to the epistemologies about, and of, marginalized, colonized subjects. Particular and different interests are served by knowledge systems, and the anti-colonial aim is to subvert dominant thinking that re-inscribes colonial and colonizing relations. The ability and strength of the anti-colonial prism to draw upon different discursive traditions to explain social and political phenomena is an important strength for multiple knowings. But anti-colonial thought, while borrowing from other theoretical frameworks, is not constrained by dominant epistemologies. It calls for a critical awareness of the social relations and power issues embedded in the ways of organizing the production, interrogation, validation and dissemination of knowledge in order to challenge social oppression and 3 DEI consequently subvert domination. It also calls for acknowledging accountability and power. Since the burden of oppression is not shared equally among groups, and that even among the oppressed we are not all affected the same way (see also Larbalestier, 1990), we must all be able to address questions of accountability and responsibility of knowledge. It is within such a context that one must evaluate the politics of anti-colonial thought, in its call for a radical transformation of the analytical and conceptual frames of reference, used both in the academy and in mainstream public discourse so that the minoritized, subjugated voice, experience and history can be powerfully evoked, acknowledged and responded to. Unless we are able to articulate the grounds on which we share a dialogue and challenge the power relations of knowledge production, we will be shirking the responsibility of acting on our knowledge. The academic project of anti-colonial thinking and practice is to challenge and resist Eurocentric theorizing of the colonial encounter. Such Eurocentric theorizing is best captured in representations of minoritized/colonized bodies and their knowledges, and through the power of colonial imageries. The anticolonial critique also deals with interrogations of colonial representations and imaginaries examining processes and representations of legitimacy and degeneracy through the mutually constitutive relations of power. Colonialisms were/are practised differently; they differ in their representations and consequently have myriad in? uences, impacts and implications for different communities. Colonial practices can be refracted around race, gender, class, age, disability, culture and nation as sites of difference. In many ways the â€Å"anti-colonial thought† is the emergence of a new political, cultural and intellectual movement re? ecting the values and aspirations of colonized and resisting peoples/subjects. The Western academy cannot continue to deny the intellectual agency of colonized peoples. As resisting subjects, we will all have to confront and deal with the historic inferiorization of colonial subjects, and the devaluation of rich histories and cultures. What is required is critical educational praxis that is anchored in anti-colonial thought to challenge and subvert the â€Å"Western cultural and capital overkill†, and shed the insulting idea that others know and understand us [as colonized subjects] better than we understand ourselves (see also Prah, 1997, pp. 19–23). Colonized peoples require an anti-colonial prism that is useful in helping to disabuse our minds of the lies and falsehoods told about our peoples, our pasts and our histories (see also Rodney, 1982). We need to present anti-colonial discourse as a way to challenge Eurocentric culture as the tacit norm everyone references and on which so many of us cast our gaze (Kincheloe and Steinberg, 1998, p. 11). This approach to anti-colonial discursive thought and practice is also informed by the academic and political project calling for knowledge that colonised groups can use to ? nd authentic and viable solutions to our own problems. In this struggle we can point to some positive developments. For example everywhere today, we (as colonized peoples) are reclaiming and reinvigorating our marginalised, and in some cases, lost voices and are speaking for ourselves. Within educational academies in North America and in the South, there 4