Effectiveness of Strategy at Subsidiary Level Essay

Effectiveness of Strategy at Subsidiary Level - Essay Example It is the method of aligning all the activities being undertaken in the organisation such as management, marketing, research and development and Computer information system in a prescribed way to achieve the goals of the organisation. The first step namely the strategy formulation involves the development of the business mission, evaluation of the opportunities and threats faced by the business organisation in the business, by using tools such as SWOT analysis, examining the strengths and weaknesses of the business, determining the long term objectives of the business and designing the new strategies to eke in the process of achieving the new targets. It also include the processes to determine the investment direction, the business markets to be addressed, extension of the operations of the business, limitations faced by the business in order to undertake the business activities. Strategy formulation also helps the business in deciding about the matters to be addressed on priority basis. There is not any organisation in the world which has unlimited resources. Therefore the business organisations need to evaluate which projects are important and need investment. The future of a business organisation is very much effected by the strategic decision of the management of the organisation. With the globalisation of the economy the concept of Multinational Enterprises is prevailing all over the world. An MNE is a differentiated network of internationally dispersed units, which are simultaneously embedded in two business contexts: the internal MNE and the external (host country) environment. Thus, the roles and/or strategies of subsidiaries are both shaped by and affecting these two contexts. A subsidiary has a dual role to play: it interacts with the rest of the MNE internally and with local partners externally. Firstly, while subsidiaries can benefit from knowledge flows from the rest of the MNE, they can also do so from the local partners in the host country, to enhance their level of competence and hence contribute to the overall competitive advantage of the MNE. Secondly, subsidiaries may also help or hurt their local partners during their external interactions in the host country business environment. It has been argued that the state of the economy of the host country has significant implications for the operation of the subsidiaries, and consequently for its strategy (Hunt and Morgan, 1995). Because of this the main macroeconomic concepts relating to the determination of economic activity, and related issues such as the inflation rate and the exchange rate, have been discussed in some detail. The various factors affecting the company should

Human Systems Coordination Essay Example | Topics and Well Written Essays - 1000 words

Human Systems Coordination - Essay Example The spinal cord and brain are the central part of the nervous system, and they work receiving and interpreting the signals that the peripheral system sends to them, via the nervous cell called neuron. The following are some of the attributes of each of them: The spinal cord is a thin tubular collection of nerves protected by the vertebral column, and it runs as an extension of the CNS from the medulla oblongata in the brain to the fibrous extension known as the filum terminale, prolonged downward from the apex of the conus medullaris (Fillum terminale, online web 2006). It consists of thirty-one pair of nerves covered by three connective tissues called the meninges. It carries information via electric impulses from the arms, legs and the rest of the body, as well as from the brain to the body (Definition of spinal cord, online web; Spinal cord, from wikipedia). It contains one hundred billion nerve cells, it is considered the most complex organ of the body and it is the centerpiece of the CNS. It is organized in three interconnected layers: the central core, limbic system and the cerebral cortex. Basic life processes such as breathing, pulse, arousal, movement, balance, sleep, and the early stage of processing sensory information are fine-tune through the central core. The limbic system regulates body temperature, blood pressure and blood sugar level, as well as motivated behaviors, emotional states (as anger) and memory processes related with emotional feelings. The cerebral cortex determines intelligence, personality, touch sensation, assists in motor function, initiation of voluntary movement, auditory and visual information, comprehension of spoken language, and cognitive activities, as well as emotional function (Cardoso, 1997; Phillips, 2006; The human brain, online web 2001). Neuron According to their functions, neurons can be classified in three groups: sensory neuron, motor neuron and interneuron. Sensory neurons are the ones that receive information from the outside (e.g. Light), motor neurons pass on messages to the muscles, and the interneuron which receives and sends the messages from and to other neurons (Palmer, 2003). The parts of a neuron are the soma, dendrites and axons. The soma contains mitochondria and all the necessary elements for the cell to survive. The dendrites receive the information from other neurons or stimulus as heat, and the axons are the ones that send these signals away from the soma. The axons can be very long, and they are insulated with a membrane of myelin sheath along them. This semi-permeable membrane selectively limits the passage of charged particles, and when the cell is excited an explosive way of depolarizing current moves along the axon and out into the pre-synaptic terminals. If myelin sheath is stripped off, a process of demyelization occurs and multiple sclerosis can be present (Axon, online web 2001; Palmer, 2003). Neurons send messages electrochemically, and if the stimulus is strong enough and the myelin sheath is active along the axon, a rapid and quick change in electrical activity passes along to other neurons, muscles or other body organs, creating a nerve impulse (see illustration 1) (Nerve impulse, 2007). However, many

The Role of the Air Traffic Controller

The Role of the Air Traffic Controller Air Traffic Controller Redesigning the Job of Air Traffic Controller Introduction Job Design Job design may be referred as a way in which an entire job or a set of tasks is organized. Job design helps in determining the tasks and the way they are completed. It considers the factors that influence the work and arrange the job contents and tasks so that the job becomes less risky to the employee’s life. The administrative areas involved in it are job rotation, job enlargement, task/machine pacing, work breaks and working hours (Gupta, 2007). A soundly designed job encourages a variety of good body positions and helps foster feelings of achievement and self-esteem. Air Traffic Controllers The people who operate the air traffic control system to accelerate and maintain an orderly and safe flow of air traffic are called the Air traffic controllers. They help in preventing mid-air collisions of the planes. The ATC’s apply such separation rules that help in keeping each aircraft at a distance from others in their area of responsibility, thus moving all aircraft efficiently throughout their airspace. Due to the presence of large responsibility on controllers in the course of performing their duty, this profession is generally observed as one of the most complex jobs, and is notoriously stressful. Stress at Workplace There have been drastic changes in the nature of work over the last century and still the changes are undergoing at the speed of a whirlwind. Changes inevitably bring stress. So no professional is untouched by stress, starting from a surgeon to an artist or a sales executive to a commercial pilot. Work stress poses risk to the physical health of the employee and consequently influences the health of the organization (Mathew, 2003). Job stress in the early stages can ‘rev up’ the body and improve performance in the workplace (Prasad, 2008). Though, if this condition is permitted to go free and the body is revved up further, the performance will eventually decline and the persons health will degrade (Gupta, 2007). The symptoms of the stress can be insomnia, loss of mental concentration, anxiety, absenteeism, family conflict, anger and frustration. Job stress may arise due to job insecurity, high demand of performance, technological complexities, personal or family problem and workplace culture (Stress at Work, 2008). The final consequence of this job stress is the high turnover of the efficient and knowledgeable employees (Mathew, 2003). Air traffic controllers are an occupational group who has to manage a highly demanding job, which involves a complex series of tasks. These require a high level of knowledge and expertise, along with a high level of responsibility, with regard to risking lives and also the high economic costs of aeronautical activities. Productivity and Turnover As the flights run throughout the day and round the year, the air traffic control is a 24 hour and 365-days-a-year job. Only because of this reason, the controllers regularly work rotating shifts, including nights, weekends and public holidays. When the controllers are forced to work 40 hours a week instead of 32 hours a week and eight hours a shift without breaks; their efficiency and effectiveness reduces drastically. This also leads to the turnover of the controllers. The most suitable example showing the consequence of the above situation is the Professional Air Traffic Controllers Organization (PATCO) strike in 1981 in America. Due to the occurrence of the situations similar to the above, 89 percent controllers left the job before retirement age and about 40 percent of these left to collect disability retirement. Historical Background of the Position and Changes that Took Place over Years The history of air traffic control and the controller way backs to the 1930’s when the commercial air service was developed. The occurrence of some major accidents in the subsequent years reinforced their need. The pilots used to control the flight by just looking out of the window. During the 1920s and 1930s, radio telephony was begun to be used. There was a ‘Wireless Traffic Control’ by ‘control officers’. Marine radio stations were used for the purpose of air traffic communications, which were not operated by the professionals in the way they are operated now. During the 1930’s, a dedicated air traffic services organization came into being. Second World War brought the revolution in this field. With this, the new era of developments in the field of air traffic controlling started. Specific operational techniques were started being used. Controllers used to develop plans for flying with the pilot and made use of radiotelephony for it. The ins trument called radars was developed to trace the existence of the planes in the air. In due course the intensity and power of radar was increased to enable the controllers with specific information to take decision. They used to monitor through highly processed secondary surveillance radar (SSR) data. These data flows are rooted with well-defined controlled airspace and formal rules for controlling minimum separation permitted between aircrafts. Through this SSR, the controller watches call sign, displayed aircraft symbols, and height information, which are passed down from aircraft transponders. The navigation system has stirred to satellite-based aids from point source beacons. Ground-based short-term conflict alert systems are used in UK. This technique helps in warning pilots of the aircrafts coming into close area, thus reducing the work of controllers’ up to a great limit. Nowadays commercial aircrafts carry Traffic alert and Collision Avoidance System, which is of great help to the pilots as well the controllers on the ground. As weather plays an important role in controlling the air traffic, weather displaying devices were also provided to them. Now they are provided with more acc urate weather information displays and can ensure a very effective control on the air traffic (Brooker, 2007). Fundamental Problems with the Current Job Design Air traffic control is one of the most stressful jobs. With the single decision of a controller, thousands of airline passengers’ lives can be affected. This results in the ulcers, heart conditions, hypertension and alcoholism among controllers. The chief sources of stress being reported by air traffic controllers are associated to two aspects. They are the operative aspect of their job and the organizational structures. The most important factors in the former case are the time pressure, peaks of traffic load, resolving variances in the use of rules and the limitations and consistency of equipments. The factors, which are related to organizational structure, are chiefly concerned with the unfavorable working conditions, shift schedules (particularly night work), role conflicts and a lack of control over the work (Air Traffic Controller Job Description, Career as a Air Traffic Controller, Salary, Employment Definition and Nature of the Work, Education and Training Requirement s, Getting the Job, 2008). Job Redesigning Viewing the condition of the air traffic controllers and the difficulties faced by them while performing their task, their job needs to be redesigned. Job redesigning will help in improving the health and safety of the air traffic controllers as well as improve the health of the organization. The steps, which may be undertaken to redesign the air traffic controller’s job, are: holding a stress prevention program on regular intervals and making it a part of the organizational culture. Attendance in this program should be made compulsory for all air traffic controllers. Next step, which can be undertaken, is the improvement in the transportation to work, canteens and sleeping facilities. The other could be to improve the technology and the work organization. Steps can be taken to improve the job planning involved in the job as well as to enhance the reliability of the working systems. The other steps in redesigning the job of the controller can be working time reduction, arrangi ng shift-schedules keeping in mind the social and psycho-physiological criteria, arranging work teams and rest pauses aligned with load of the work and enforcing such approaches that improve the participation of the air traffic controllers in decisions concerning them. Specifically, in the technological field, such computer software can be designed, which assists air traffic controllers. For example, more accurate computer enhanced radar will be beneficial. Such automated system can be designed and made available to the controllers, which once fed with the data relating to flight timings, will display all the further needed information to the controller. Thus, it will reduce the brainstorming exercises done by the air traffic controllers regarding the regular routs and the number of regular flights on the airport. The controllers can be provided with more efficient hearing and other communication devices to enable them transfer clear instructions, thus avoiding any decision fault. Making more use of instrument landing systems, which allows planes to make automatic landings and ensuring that planes are placed in holding patterns when airports are busy. Apart from the above things, special attention is required to be paid in the area of the structure of tasks and workplace, particularly the issues like lighting, noise, micro-climatic conditions and indoor air quality (Brooker, 2007). Impact the New Job Design on the Organization As a result of this, job redesign reduces much of the work load, work pressure, health hazards and turnover of the air traffic controllers. The stress prevention programs conducted by the organization will have a great impact on the performance and efficiency of the controllers and the organization. Extending their facilities of relaxing, canteen, transportation, shift redesigning and team building would motivate them to work with more vigor and efficiency, which would lead to a high organizational performance. The changes in the technology would surely enhance the performance and commitment of the controllers; reduce the stress at the work place; thus reducing the turnover of the controllers from the job (Mamoria Gankar, 2002). Thus, we can conclude that with the increasing pressure on the air traffic, air traffic controllers are facing many job related problems. The only solution to solve these problems is to redesign the job of the controllers. This would improve the working conditions as well as problem of health hazards in the air traffic controllers; thus improving the productivity and commitment towards the organizational goals. References Air Traffic Controller Job Description, Career as an Air Traffic Controller, Salary, Employment Definition and Nature of the Work, Education and Training Requirements, Getting the Job (2008). Retrieved April 12, 2008 from http://careers.stateuniversity.com/pages/814/Air-Traffic-Controller.html Brooker, P. (2007). Air Traffic Safety: Continued Evolution or a New Paradigm? Retrieved April 12, 2008 from https://dspace.lib.cranfield.ac.uk/bitstream/1826/1967/1/Air%20Traffic%20Safety-Transport%20Risk%20Management%20Lecture-2007.pdf Gupta, C.B. (2007). Hunan Resource Management (3rd Edition), New Delhi: Sultan Chand and Sons. Mamoria, C. B Gankar, S.V (2002). Personal Management (22nd Edition). New Delhi: Himalaya Publishing House. Mathew, M.J. (2003). Fundamentals of Organizational Theory and Behavior, Jaipur: RBSA Publishers Prasad, L.M. (2008). Organizational Behavior (3rd Revised). New Delhi: Sultan Chand and Sons Educational Publishers. Stress at Work (2008). Retrieved April 12, 2008 from http://www.lifepositive.com/mind/psychology/stress/stress-at-work.asp

Relationships Between Men and Women in The Winters Tale by William Sha

Relationships Between Men and Women in The Winter's Tale by William Shakespeare The Winter's Tale was written in 1611, during the reign of Queen Elizabeth I. The play is one of Shakespeare's romance titles, though it could be more justly referred to as a 'tragi-comedy' due to the instances of accusation, death, repentance and reunion. To successfully study how Shakespeare presents relationships between men and women in The Winter's Tale there are four main relationships to examine - Hermione and Leontes, Paulina and Antigonus, Perdita and Florizel, and Leontes and Paulina. Shakespeare's view of women, and generally the Elizabethan view, suggested that women had less capability for evil - can only assist in a man's corruption or downfall, evidence for this can be found by examining particular types of literature from this period, such as T.E. (?)'s didactic 'The Law's Resolution of Women's Rights'. Likewise in The Winter's Tale, only to a lesser extent, women can be seen as temptresses. Hermione was the supposed adulteress in The Winter's Tale. Many would argue that Shakespeare depicted the condition of women within a patriarchal system and created female characters, which in their richness transcend the limitations of his time. Shapiro, for example, goes so far as to claim that Shakespeare was 'the noblest feminist of them all.' Though Shakespeare pays more attention to the roles that men play in society and many of the female characters are constricted in their experiences. They do not have the same ability to be as fully human as the men. They do not learn by their experiences, except Paulina who is eventually chastised and pa... ...sion. It could be argued that Shakespeare only goes so far with the gender roles - the women are eventually silenced or pacified - because the suspension of disbelief can only be maintained so far - the traditional view of women was confined within rigid boundaries. In The Winter's Tale all the women are badly treated - incidentally, at the hands of men. Our perspective of the actions of the men we believe to be harsh, though to Shakespeare's contemporaries they were likely to be justified - in fact chastisement would probably be justified to a more brutal extent. There is however little authentic evidence in the plays, that Shakespeare strove either to uphold or to subvert, however covertly, the established order. Works Cited: Shakespeare, William. The Winter's Tale. Ed. J. H. P. Pafford (London: Methuen, 1963).

A Thousand Splendid Suns ISU Essay

In a world full of immorality, a human being is inclined of undertaking an act of evil towards another. Some people perform evil actions for good intentions, but some do because of their selfish interests and desire for power. In Khaled Hosseini’s novel, A Thousand Splendid Suns, it is questionable whether the characters and the society have displayed cruelty and inhumanity among other characters. Cruelty of mankind is evident in the novel. By examining the corrupted values, abuse, and the discrimination of women visible in society; it will become evident how evil humankind can be. Corrupted values are detrimental in society because it takes away one’s freedom, education, and a chance to live. First, the Talibans set laws for the Afghans to follow: You will not wear charming clothes. You will not speak unless spoken to. You will not make eye contact with men. You will not laugh in public. If you do, you will be beaten. You will not paint your nails. If you do, you will lose a finger. (Hosseini 278) Freedom is a basic fundamental right that every person deserves to have. The opportunity to speak, believe and pursue happiness without any restriction defines freedom for an individual. It is the government’s responsibility to distribute and secure the freedom of every citizen by imposing laws and rules that are beneficial for the common good. However, one of the corrupted values evident in this novel is that the society is deprived with freedom. Instead of enforcing laws to promote freedom, the Talibans have barred Afghans to express themselves. This corrupted value will cause the affected citizens to resist, in which will inevitably prompt to create chaos between the oppressors and the victims; the Talibans and the Afghans respectively. Additionally, taking away one’s freedom is like taking away their right as a human being. If one’s rights are deprived, their actions will be manipulated. Furthermore, Nana prohibits Mariam for going to school even though Mariam is willing to pursue it: â€Å"If the girl wants to learn, let her, my dear, let the girl have an education†¦. What’s the sense of schooling a girl like you? It’s like shining a spittoon†¦And you’ll learn nothing of value in those schools. There is only one, only one skill a woman like you and me needs in life, and they don’t teach it in school. Look at me. (Hosseini 17-18) Nana’s point of view about Mariam not going to school is a blinded, selfish and ironic characteristic of a typical mother. Usually, a mother will always want the best for her child, but in this case, she displays the contrary. Her belief deteriorates her moral and ethical values, in which, it also affects the likelihood of her daughter’s education. Every human being should have the right to an education, as it is like a key for success in life. If society deprives this fundamental right for children, necessary actions should be done in order to fix this corrupted value. Lastly, the Talibans also declared another sanction for those people who commit the crime of stealing. This is shown in the following excerpt, â€Å"If you steal, your hand will be cut off at the wrist. If you steal again your foot will be cut off† (Hosseini 277). Retribution is an idea where the amount of punishment given to the offender must be equivalent to the action that has been done. The penalty for theft is too severe to the extent that it can be described as inhumane and cruel. The concept of retribution is unhealthy in a society due to anger and revenge that cause such impaired judgement. Therefore, enforcing corrupted values into a society greatly harms the lives of the people. Abuse is any behaviour or action that is used to scare, harm, threaten, control or intimidate another person. It comes in many different forms including physical, mental, sexual, financial, or spiritual abuse. First, Rasheed and Mariam have an argument about the loss of their baby, â€Å"I don’t know, but ever since the baby–-is that the kind of man you take me for, after everything I’ve done for you? No. Of course not. Then stop pestering me! I’m sorry. Bebakhsh, Rasheed. I’m sorry. † (Hosseini 95). Mariam finds ope in her marriage as something that could lead to happiness and possibly love, but the marriage actually transforms into abuse and oppression. Marriage in Islam is usually a sacred union of two people who chose to respect and honour each other in all situations. It is generally a joyous occasion for females. In the novel, marriage is a nightmare in which both women are abused emotionally. Aditionally, since the marriages in the novel tend to be forced, they are not likely influenced by love. In this marriage, Mariam tries to love her husband as a commitment, but in return, what she receives is emotional abuse. If love cannot be established in a marriage, abuse is inevitable when someone makes a mistake. Furthermore, Rasheed forces Mariam to eat pebbles, this is shown in the following excerpt, â€Å"Put these in your mouth. What? Put These. In your mouth. Stop it, Rasheed, I’m–His powerful hands closed her jaw. He shoved two fingers into her mouth, and pried it open, then forced the cold, hard pebbles into it. Mariam struggled against him, mumbling, but he kept pushing the pebbles in, his upper lip curled in a sneer. Now chew, he said. Through the mouthful of grit and pebbles, Mariam mumbled a plea. Tears were leaking out of the corners of her eyes. (Hosseini 104) Rasheed’s brutal action towards Mariam proves that a human being is capable of harming other people, even very significant ones. The abuse Mariam experiences from her husband is a result of their failed marriage. Furthermore, Rasheed furthers his characteristic into an evil and heartless person who does not care about how painful and harsh his actions are. Lastly, Rasheed finds out that Tariq has met Laila, and this prompts him to lose his temper, and physically harm them. This is shown in the following quote: They crashed to the ground, Rasheed and Laila, thrashing about. He ended up on top, his hands already wrapped around Laila’s neck†¦Rasheed didn’t notice her coming back into the room. He was still on top of Laila, his eyes wide and his hands wrapped around her neck. Laila’s face was turning blue now, and her eyes had rolled back. Mariam saw that she was no longer struggling. Heâ⠂¬â„¢s going to kill her, she thought†¦Rasheed. He looked up. Mariam swung. † (Hosseini 347-348) This shows the peak of all Mariam’s life experiences: the pain and sorrow Rasheed has caused her, as well as the joy and love she shares with Laila. When the person that she loves is threatened, Mariam realizes that all of her endurance has not once increased her worth in Rasheed’s eyes. For the first time, Mariam sees her worth and believes that she never deserves the anguish she’s had to endure. Her powerful motivation is shown when she saves Laila’s life. Mariam realizes after her first swing at Rasheed that if she does not kill him, he will kill them both. Even if Mariam is ready to die, she’s not ready to lose Laila. In summary, abuse is an unjust action, and its presence is very obvious in this novel through physical and emotional mistreatment. The role of women in Afghanistan is an unjust and unreasonable position in which they are continuously denied many freedoms and rights. The women of the story grab the interest and sympathy of the reader; their personalities are almost real and existent. It is amazing that Hosseini, a man, could have so much insight into the feelings of women in a circumstance such as this. Hosseini positively depicts the persona of Afghan women and their ability to endure gender inequality, denied education and Taliban rule. In A Thousand Splendid Suns by Khaled Hosseini, the harsh and cruel conditions which women face under Taliban rule are depicted through Miriam and Laila’s horrifying experiences. The Taliban take over was a huge step back for Afghanistan and its blossoming age for women. At first, it was believed the Taliban were saviors for the Afghan people, a lot of people assumed they would solve the problem, people like Rasheed,†Let them come, I, for one, will shower them with rose petals† (Hosseini 275). The people had no idea what the Taliban were doing; they fully supported it, until the Taliban started to impose laws. Most of these laws were strictly towards women: â€Å"You will stay inside your homes at all times. It is not proper for women to wander aimlessly about the streets. If you go outside, you must be accompanied by a male relative. If you are caught alone on the street, you will be beaten and sent home† (Hosseini 278). Laila was beaten on several occasions by the Taliban every week when she would go see her daughter, Aziza, at the orphanage because Rasheed refused to take her. The Taliban went as far as forcing women to one central hospital with limited doctors and supplies, which made child birth for many women to be a terrifying situation.

Bigfoot: in Search of the Truth Essay

Bigfoot is, without a doubt, the most recognized mystery in all of North America. The apelike being has reportedly been sighted thousands of times since the beginning of the 19th century. According to eyewitness testimonies, Bigfoot, also known as Sasqautch, is a gigantic beast that towers in at eight feet tall and weighs as much as six hundred pounds. Reports also say that the monster’s form is well built and usually covered in a thick, brownish fur. Many have asked if such a creature could possibly be roaming through the wilderness of North America and around the world, and the answer is yes. The amount of evidence supporting such a creature’s existence is astonishing. From footprint casting and fur samples to video evidence and numerous human sightings, Bigfoot’s existence cannot be doubted. There are three pieces of evidence supporting the existence of Bigfoot, the first of which is the thousands of eyewitness accounts. The first recorded sighting occurred in 1870 near a small town in California. The town newspaper, the Antioch Ledger, reported that a â€Å"gorilla man† or â€Å"wild man† had been sighted in the woods near the town. The paper deemed it unsafe to travel outside unless absolutely necessary because of the beast. Next, in 1901, a lumberjack on Vancouver Island reported seeing a â€Å"man beast† washing itself in a river near his base camp. The courageous lumberjack decided there and then to approach the beast and confront him. The strange â€Å"monkey man† quickly fled, though, as the man approached the river. Upon examining the tracks left behind, the lumberjack concluded that the prints were almost identical to that of a human, except for the extremely large size. After the incident, many reports began pouring in from the Vancouver area of Canada. The residents of the area became well aware of the existence of a very elusive creature in the area, and it was they who first coined the term Bigfoot. By 1960, thousands of reports on the existence of Bigfoot flooded in from all over the United States. The sightings usually occurred in mountainous, woodland areas near rivers and streams. Many thought that those who claimed such things were crazy, but it was at this time that the inevitable happened: Bigfoot was captured on film. On October 20, 1967, Roger Patterson and Bob Gimlin, two Bigfoot researchers, were horseback riding in the dried river bed of Bluff Creek in Northern California. It was an area with an extraordinary number of sightings, but the two did not believe what they saw next. There before them, kneeling in the dried creek bed was Bigfoot. The creature spooked the men’s horses which forced them to dismount. They quickly grabbed their video camera and started filming. The beast slowly stood up, looked around, and then proceeded to stroll off into the woods. The film was soon released to the press and caused quite a commotion around the world. Researchers quickly arrived on the scene and found that the sequence of events had happened just as the tape had shown. Studying the film, it was also concluded through the creature’s movements, that its neuromuscular system was of something not human. Furthermore, it was determined that human reenactment was not possible because a suit so sophisticated and detailed could have been made by only two manufacturers in the United States, but both companies denied all allegations against them (Bigfoot). After the study was concluded, there were still many skeptics on the whole ordeal. These skeptics have suggested that the first two pieces of the puzzle are not enough to prove the existence of a new type of creature. The numerous stories and reports are believed to have been made up and the video footage faked. There is evidence that cannot be ignored, though. That evidence is the physical remains that have been collected over time. This physical evidence includes footprint castings, and samples of fur and feces, all of which have been found to be something not known to modern science. According to many experts, including Dr. Henner Farenbach, director of the Oregon Regional Primate Center, the collected evidence supports the existence of an animal that has not been classified scientifically. He also states that every specimen from over the last 60 years is nearly identical to the next, making the theory of Individual pranksters responsible for a hoax nearly impossible (Sasquatch FAQ). Besides this fact, tracks studied by researchers from institutions, such as Washington State University, Ohio State University, Yale, and even the University of London, have been found to follow the law of the Gaussian Distribution of Weight. This means that the footprints have a life-like shape and the distribution of weight over the print is correct. All of these facts are bittersweet though, since sample specimens have nothing to be compared to since no actual creature specimen has been collected. It can be concluded, however, that these remains did not come from any animal currently known to modern science. Bigfoot’s existence can no longer be denied. No longer is it a question of Bigfoot being real, but rather a question of man’s capability in being able to believe the truth. The facts cannot be mistaken. Besides being seen time and time again, video footage has been collected. This alone is enough to make many believe, but for the rest, the physical evidence is unmistakably real. As the theory progresses, more and more credible researchers come forward to show support in such a creature’s existence. They do this at the risk of losing their own credibility. None, however, are capable of an explanation for Bigfoot’s uncanny ability to remain hidden from human observation, the nature of which remains to be a question. Perhaps, though, as more and more people start to believe in the truth, questions will be answered and the mystery solved.

Outline and discuss the role and importance of ‘differentiation’ and ‘specialization’ in Parsons’ theory of the evolution of ‘modern society’ The WritePass Journal

Outline and discuss the role and importance of ‘differentiation’ and ‘specialization’ in Parsons’ theory of the evolution of ‘modern society’ Introduction Outline and discuss the role and importance of ‘differentiation’ and ‘specialization’ in Parsons’ theory of the evolution of ‘modern society’ ). Essentially, the law needs to be reflective of societal attitudes and beliefs and unless the law keeps abreast with the changes in society, the law will be considered outmoded in modern society. Differentiation is therefore a vital element of social evolution and â€Å"if the law fails to keep pace with reality, it becomes largely impotent† (Sifris, 2009). Conversely, it was put by Stoddard (1997: 1) that; â€Å"social change and legal change do not always walk hand in hand and for legal changes to be effective, a cultural shift or change in social norms is necessary.† Therefore, provided that social change has taken place, the law should follow suit since â€Å"legal argument can change over time and can be responsive to social pressures† and that â€Å"the general view is that law reflects and responds to external forces: conventional morality, custom, and power are three likely candidates, depending on one’s sociological, political and or sceptical inclinations† (Campbell, 2005: 222). Conclusion Overall, Parsons Theory of social evolution adequately reflects the creation of modern society. Accordingly, it was believed by Parsons that the key to social evolution was differentiation and specialization. This is because, as social differentiation occurs; societies naturally adapt and adjust to their changing environments so that they can function more effectively. This enables social evolution to be significantly advanced and helps to shape today’s society. Without differentiation and specialization, the industrial, democratic and educational processes would not have developed and significant changes to the way society functions would not have been made. In addition, despite the fact that the law is responsible for many changes that take effect, the law merely adapts to societal attitudes and beliefs which illustrates the importance of culture differences in shaping societal values. In effect, differentiation and specialization in Parsons’ theory are vital for soci al evolution since societies are able to produce more specialised structures that come to be related to each other in more complex ways. This enables an element of flexibility to be created which ultimately contributes to the development of society. References Blossfield, H. and Timm, A. (2003) Who Marries Whom? Educational Systems as Marriage Markers in Modern Societies, [Online] Available: ccsr.ac.uk/qmss/summer/Paris09//Who_Marries-Whom_Part1.pdf [10 December 2012]. Bottormore, T. B. (1991) A Dictionary of Marxist Thought, Wiley-Blackwell, 2nd Edition. Campbell, J. K. (2005) Law and Social Justice, MIT Press. Curzon, L. B. (2001) QA Series: Jurisprudence, Routledge, 3rd Edition. Eisendstadt, S. N. (2004) Social Evolution and Modernity: Some Observations on Parson’s Comparative and Evolutionary Analysis: Parsons’s Analysis from the Perspective of Multiple Modernities, The American Sociologist, Volume 35, Issue 4. Hamalainen, T. J. (2003) National Competitiveness and Economic Growth: The Changing Determinants of Economic, Edward Elgar Publishing. Hegel: Marxist.org. (2012) Third Part: Ethical Life; The State, Hegel’s Philosophy of Right, Sovereignty vis-a-vis foreign States, [Online] Available: marxists.org/reference/archive/hegel/works/pr/prstate2.htm [11 December 2012]. Markovic, M. (1981) Philosophical Foundations of Human Rights, Praxis International, No 4, [Online] Available: marxists.org/archive/markovic/1981/human-rights.htm [11 December 2012]. Marx, K. (1837-1844) Towards a Critique of Hegel’s Philosophy of Right: Introduction, Karl Marx: Selected Writings. O’Donnell, G. (1973) Modernization and Bureaucratic Authoritarianism: Studies in South American Politics, Berkeley: Institute of International Studies, University of California. Parsons, T. (1971) The System of Modern Societies, Prentice-Hall. Przeworski, A. and Limongi, F. (1997) Modernization: Theories and Facts, World Politics, The Johns Hopkins University Press. Sanderson, S. K. (2001) The Evolution of Human Sociality: A Darwinian Conflict Perspective, Rowman Littlefield. Sifris, A. (2009) The Legal Recognition of Lesbian-Led Families: Justifications for Change, Child and Family Law Quarterly, [2009] CFLQ 197, Issue 2. Tainter, J. A. (1988) The Collapse of Complex Societies, Cambridge University. Toby, J. (1972) Parsons’ Theory of Social Evolution, Contemporary Sociology, Volume 1, No 5. Trevino, A. J. (2001) Talcott Parsons Today: His Theory and Legacy in Contemporary Sociology, Rowman Littlefield. Wacks, R. (2009) Understanding Jurisprudence: An Introduction to Legal Theory, OUP Oxford, 2nd Edition. White, L. A. (2007) The Evolution of Culture: The Development of Civilisation to the Fall of Rome, Left Coast Press.

Mind and Author James Joyce Essays

Mind and Author James Joyce Essays Mind and Author James Joyce Essay Mind and Author James Joyce Essay Why doesnt Eveline Leave? Why doesnt Eveline Leave? The author James Joyce of the story â€Å"Eveline† never tells the readers the real reason why Eveline chose not to leave with Frank. One can only assume that she was afraid of being without her family, what she has known her whole life and the fear of the unknown. When she gets to the dock to board the boat it’s almost as if she is having a panic attack about the mere thought of leaving.Since the death of her mother and the promise she made to her mother to keep the family together now that she is gone. Staying at home with the family also means she has to stay with her abusive father. She does not get very much support or love from her father. Her life as it stands is full of all kinds of ups and downs. She is young lady who has the opportunity to escape to a new country with the love of her life and start all over. â€Å"She had consented to go away, to leave her home. Was that wise?She trie d to weigh each side of the question. † (Joyce, 2012, p. 420)The closer the time gets to boarding that boat the more fear starts to come across in the story. Her life has been so small and as the opportunity approaches to have a big and wonderful life, it gets scary in her eyes. She feels as though she will be betraying her mother’s last wishes if she were to decide to leave her family. Eveline is very tangled between her mind and heart. Both tell her something completely different to do.One says to stay and take care of the family; the other says get out while you can, enjoy your life and future adventures. Everyone deserves to be happy in their lives, but in the end Eveline chose a life of misery. She was the only piece in her family that was going to keep them all together. No one will ever know the real reason before her thinking but the way the story is written gives many hints to why she feels so strongly. References Joyce, J. (2012). Eveline. In J. Joyce, Introdu ction to Literature, pp. 420-423). Boston, MA: Bedford/St. Martins.

A Piece of Peace Essay Example for Free

A Piece of Peace Essay ? The terrorist attacks on September 11th affected more than just the lives of those in people who were the direct victims of the attacks. An entire nation was victimized and the whole nation grieved for those who suffered in New York City. As the attacks occurred I sat in my high school English class and while the teacher taught I day dreamed. It was a typical Tuesday morning and to be truthful I did not ever hear her the first time she explained the tragic events that had taken place just moments ago. I heard the word â€Å"terrorists† and the fragments of statements like â€Å"hundreds died this morning when†. Then, I could only hear my heart beat in my ears. I watched my teacher turn on the TV. She flipped through several stations. I don’t remember what I saw but I can remember what I heard. It was the sound of people crying. Over the next few months, as a nation, we followed the story as did the world. I can remember President Bush attempting to comfort the United States and telling us America would be going to war for reasons that weren’t clear to me then and certainly aren’t clear to me now. Somewhere between the night of September 10th, when I was plotting how I was going to avoid school the next morning and the night of September 11th, I grew up. When I look back on that time in my life I am left with a single haunting thought – It is the pursuit of peace which leads to destruction. Even today, years after the terrorist attacks, people still talk about how that day changed everything. I agree, in some ways. It changed me and I became something new. It changed my family. It changed how American view other Americans and how we view the rest of the world. Americans have since the birth of the nation believed that their way was the best way. Americans were shocked to find out that people hated them enough to want to kill them. September 11th forced America’s to reflect on the military, social, and political actions of America and how they effected people of other countries. Perhaps American’s are not always in the right. For example, President Bush I gave weapons to the Afghan people to win a war against Russia. When the Afghan people defeated the Russian, Afghanistan was completely destroy. American promised them they will help rebuild but they did not. That is why the terrorist were able to come into the country and making a terrorist breeding ground. I don’t think that September 11th effects the way Americans conduct their lives daily. People who say it does are feeling the pressure of guilt. Society says we must not forget, and as Americans say we won’t. As a nation the citizens learned that there is a fine line between terrorist and freedom fighter- we are just afraid to admit it and seem unamerican. Those men who ran planes into building, killed Americans and killed themselves wanted only one thing – peace. They wanted freedom from the western world and choose to die. Just as we wanted independence from England centuries ago. In looking for peace they destroyed lives, families, and shook the protected ground the United States sat on. It made the country stronger but not smarter. I am anxious over the global discord and the cultural ignorance that seems to grow between the United States and the rest of the world. The problems in Iraq foretell and may spark future clashes with a number of civilizations in the future. Just recently I drove home from work and I flipped through different radio stations. I caught the end of Bob Dylan’s â€Å"The Times They Are A-Changing†. It’s funny because that is my mom’s favorite song and I had forgotten it existed. I still can hear her sing, â€Å"Come gather ’round people Wherever you roam / And admit that the waters Around you have grown /For the times they are a-changin’†, while she tinkered around in the kitchen way before anyone else got up. I don’t know that I ever really listened to the words before. Dylan knew and my mom knew things I was just beginning to. Dylan and my mom knew â€Å"there’s a battle outside And it is ragin’† and September 11th did shake our â€Å"windows† and rattled our â€Å"walls†. As a nation it’s citizens have no right to â€Å"criticize What we [you] can’t understand† and our â€Å" sons and [y]our daughters Are beyond our [your] command† (Dylan). Our soldiers fight a war for reasons no one really knows for America that would rather criticize them then help in country that does not seem to want peace. Dylan sings about the injustice in war and that we should not be afraid to speak our minds: Come writers and critics Who prophesize with your pen And keep your eyes wide The chance won’t come again And don’t speak too soon For the wheel’s still in spin And there’s no tellin’ who That it’s namin’. For the loser now Will be later to win For the times they are a-changin’. (Dylan) Bush wants peace but for his own reasons and through those reasons American soldiers are dying, and so are the Iraqi people. It is ironic that while those terrorists die nobly but ur soldiers die in such a cruel way. McKay writes in his poem, â€Å"If We Must Die,† that people should not die for nothing or by doing nothing. That death is inevitable, especially in war, but all people must fight for the things we want in this world and hold on to life and liberty as long as we can: O kinsmen we must meet the common foe! Though far outnumbered let us show us brave, And for their thousand blows deal one deathblow! What though before us lies the open grave? Like men we’ll face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! (Claude McKay) In the summer of 2001 I was lying in my hammock and I could see a butterfly in my backyard. I remember as a child learning that caterpillars itch and go into cocoons to find peace from that. Change in a way is a form of destruction. To be able to be someone new people have to give up their old selves and move past who they used to bee. When a child develops into an adult, he must give up his toys, his childhood beliefs like believing in Santa Claus. His childhood fantasies must be destroyed if he is to move on. In the years that followed September 11th I could feel myself â€Å"adapt to my new surroundings† (White Line 2). White, through the use of nature explores the scary nature of change: I have to shed my skin again Adapt to my new surroundings become another version of myself. The change within me does not happen overnight but through the evolution of my life (White) I was filled with American’s sense of patriotism and unity. The new American was like â€Å"the first fish that grew tiny legs† (White Line 8). Christine White’s poem, â€Å"Molting† reminded me that it was not just me that grew up, the United States did too. White’s point of view is that change is not a bad thing and is inevitable. Nearly every person around the country joined together as one united entity to pay tribute and homage to all the fallen heroes. There was a sense of harmony and peace. In way I think America, even those the terrorist attacks were tragic, knew that such an event was needed if we were going to â€Å"shed our [my] skin† (White Line 1) and become a stronger nation. As time goes by and my bad memories fade I remember America in it’s full glory. Watching the cumulative effect of humanity shining through the fire and smoke. I remember how many people spoke about the importance of peace and understanding. I wonder if there can be peace if Americans are divide both support and protest our soldiers in Iraq. The war over there caused a war here between Americans. It is the protesters protest protesters on both sides of the issues – each wanting peace in their own way. People who do not want our soldiers fighting in Iraq believe that they would be peace if America stopped butting into everyone’s business. People who are for the war in Iraq believe peace will only come after the destruction of all terrorists. In the end these protesters (on both sides) are destroying the morale and lives of people fighting in the Iraq war and are disgracing the memories of those that died. The price of peace is extremely high especially because Americans do not know if we can ever have it. I do know that â€Å"The line it is drawn The curse it is cast / The slow one now Will later be fast / As the present now Will later be past† (Dylan). I do know that America must hold her ground against the terrorists. Americans will not be tyrannized and forced to live like cowards. Even when we face â€Å"the murderous, cowardly pack, Pressed to the wall, dying, but fighting back! † (McKay Line 14). The American fight for freedom and peace has also managed to destroy our economy. Oil prices increased, the value of the American dollar decreased, and the stock market bottomed out. When Clinton was President the stock market was well over 10,000 after 9/11 it drop well under 8000. President Bush spent the Clinton Surplus on military, and it is just now in 2006 that the stock has become stabilized. I think that our economy will emerge from this disaster and become strong once again like it was before the attacks. In the pursuit of peace and destruction, people in Americans have finally understood their place in society and were back â€Å"in the sun† (White Line 10). Not as a not as a bystanders but an active and willing participants. Americans realize that there needs to be a great deal of change and those changes have started. American citizens encourage our â€Å"senators, congressmen Please heed the call / Don’t stand in the doorway Don’t block up the hall† (Dylan). And governmental officials are making changes. I think our nation needs to help a new generation of people realize that aftermath of that day when humans lives were lost and America’s unique humanity and independence was demonstrated. This generation’s hearts were opened and turned around in the wake of airplane crashes. On September 11, 2001 many people lost their lives because men were seeking their own personal peace. Daily our soldiers are destroyed one by one for the goal of peace. The American economy struggles because of the war for peace against terrorism. Americans fight Americans over whether we should be in Iraq or not which tears apart soldiers’ pride. Before that Tuesday in September, I never thought about life and death. I never considered the consequences of war and the denial of freedoms. Now that I am older, I realize that September 11, 2001 was not just pivotal point for me but America itself. Not since Pearl Harbor had the United States been unexpectedly attacked on it’s own land. Just as families pulled together so did the United States as a whole. As a nation we cried together and we healed together. To actually witness the attacks was life changing but to be part of the healing process was life affirming. A Piece of Peace. (2017, Mar 10).

The Olive Tree Case Study Essay Example | Topics and Well Written Essays - 1500 words

The Olive Tree Case Study - Essay Example This is a good aspect for its business position (Porter, 2008). The initial costs that include  £143,000 for annual rent,  £445,000 for turning the bank into a restaurant, and a bank loan of  £335,000 have not been covered especially considering that only sales amounting to  £588,498 were realized in the entire trading period. Nevertheless, without considering all the costs of establishing the restaurant, a net loss amounting to  £76,602 is recorded, further strengthening that the restaurant is yet to make profits. This paper focuses on the Olive Tree Restaurant Case Study. The paper presents an analysis of its performance that give way to meaningful recommendations based on the business performance indicators. In this regard, the analysis is based on an interview conducted with Angelo, the restaurant owner, as the respondent. Some data on the restaurants progress in terms of sales, costs, rent, rates, fuel, wages, and other operating costs were collected. Analysis was done on this data in order to confirm the responses provided though the interview. The Olive Tree Restaurant boasts of a number of strengths although, like any other business, there are various weaknesses associated with its operations. The major strength is its ability to recording large sales amounting to almost  £600,000 (588,498 to be exact) within the first trading period. i. Loyal Customers: With regard to this strength, the restaurant management ensures that customer are warmly welcomed after entering the restaurant thus encouraging them to remain loyal to the business (McQuarrie, 2006). This aspect specifically generates the feeling of being special, appreciated and honoured by being a customer to the restaurant. In return, a customer is likely to feel important to seek the restaurant services a second time or even become a loyal customer (Chamberlain, 2010). ii. Effective restaurant operations: This strength is

Contemporary Theories of Political Economy Assignment

Contemporary Theories of Political Economy - Assignment Example Power in such regimes is completely centralized enabling power to concentrate on a few people and all those who dare to challenge or oppose them are cut out. Corruption and other forms of oppression are used to ensure that this person stays in power. The rules in most instances are not sensible but the people are sanctioned to fear rather than respect the laws as the rules are not aimed at improving the relationship between the leaders and the ones being led but to keep the leader in power.   In authoritarian regimes power is concentrated on an individual dictator, a group of dictators (junta) or a group of political elite individuals. The power they seek to control is political power. While a totalitarian regime is focused on all aspects of the state even private life’s for instance in Libya the north African state during the Gaddafi era. Totalitarianism stemmed from Italian fascism. In the 1920’s leaders such as Benito Mussolini were striving to sell dictatorship in a new package such that it would acceptable to the people. The Italian philosopher Giovanni Gentile an Italian philosopher played a big role in making people see this system in a positive light. Seeing as this was a new political system, it blossomed because of the curiosity, people wanted to see whether or not this system would work and whether it was going to be beneficial to both the leaders and the people. At around this time (1920-1930) most state leaders were striving to unite their people as there was political tension due to world war one. This was after all the period countries were gearing to world war.

Microsoft updates Essay Example | Topics and Well Written Essays - 250 words

Microsoft updates - Essay Example a. Windows Memory Diagnostic which scans the memory of the computer for errors. It is mostly applicable when a computer freezes abruptly, after RAM modules have been altered or after one upgrades the system. b. System Image Recovery is the other tool used when one wants to restore the system image. It is mostly applicable when other tools have failed to restore the system to its optimal functioning. Its only failure is that once it is used, it can only restore files and folders which were present at the time when the system image was formed. c. Mason et al., states that, System restore is used to restore the Windows system to earlier versions but does not alter user files. One only needs to choose a restore point where the configuration works properly (Mason et al., 2012). e. Command Prompt is used by advanced users in order to conduct recovery related tasks. However, it should only be used by advanced users, since its use without proper knowledge may aggravate the condition

Work-based Learning Essay Example | Topics and Well Written Essays - 3500 words

Work-based Learning - Essay Example Thus, the drastic changes that have been taking place in every field of occupation due to globalisation has also resulted in the new knowledge economy where the essential issues become what counts as knowledge sin an organisation, how this knowledge is transmitted and stored, who owns it, and how it is shared etc. that is to say, there has been an increasing significance for both individual workplace learning and organisational learning. Significantly, "workplace learning is a process through which both individuals and organisations move towards desirable and sustainable outcomes. However, this raises the question of whether individual learning and organisational learning are congruent and synonymous. In principle, the desirable outcomes and planned goals of individuals and organisations may diverge. ... Learning in the contemporary world of globalisation has been realised as an important process which involves experience with knowing and there is great scope for work-based learning in every field of education. According to the UK's Campaign for Learning, learning can be defined as "a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values, or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more." (Campaign for Learning, 2) This definition of learning suggests the importance of work-experience in the process of learning which can result in an increase in skills, knowledge or understanding, a deepening of values, or the capacity to reflect. Significantly, work-based learning, which is central and most important aspect of learning to impact on performance at work, reflects the concept of work-experience in the process of learning and it is a practical approach to learning and experience. With the emphasis on high standards in the learning process of higher education, the question is now open about what approach educators may employ in order to achieve those standards. Even in the high school levels of learning, educational reforms to help the student development emphasise the incorporation of work-based learning which integrates experiences outside of the school with classroom learning. "Over the last 15 years, some education reformers have argued that integrating experiences outside of the school with classroom learning is an effective approach to engaging students in their studies and helping to prepare them for education and work after high

Learning from successful people or failure Essay

Learning from successful people or failure - Essay Example In addition, a person who yearns to learn should either learn from the experiences successful people or learn through failures. From the on-start, I would argue that both methods of learning are important depending on the prevailing situation. Learning from personal failures is paramount in some situations. For example, in school, we are taught various concepts and theories that are important for us to understand and probably apply them in our future career or somewhere in life. In such a scenario making mistakes resulting to examination failures can have a bigger lesson compared to learning from those who have been successful. This mode of learning helps us to experience the reality of what our capacity was at the time of the failure and forge a way forward that will facilitate improvement. In addition, when a student gets a concept wrong, they are curious to know what was expected of them. In contrary, other people’s experience may not teach that. People have very different personalities; the path taken by a successful person to achieve what they have achieved may be quite different from the one that another person will use. This means that to some extent success is personality customized. Though an individual ma y take a path taken by a successful person, chances of failure cannot lack. Learning from the success of others is a very important aspect. Actually, every individual should yearn to learn from others more than learning from their personal failures. This is because personal failures are likely to expose an individual to some bitterness as well as trauma that may be hard to recover. However, some circumstances will require individuals to make mistakes so that they can learn. Firstly, personal failures can expose us to danger. It is better to follow what someone else did and became successful instead of trying a new route unless the route is shorter and convenient. However, this is mainly dominant in research. In most of the areas in life,

Public Procurement Law Essay Example | Topics and Well Written Essays - 6000 words

Public Procurement Law - Essay Example Under this option, there are several procurement methods that the procuring entity can utilize to source for goods and service, but this essay will focus on open tendering and restricted tendering. The open tendering method is of key importance because of its high value in the process of procurement and because it exerts a significant amount of cost from public resources. This method sets transparency principle to a very high standard. It requires tenders for proposals on how projects will be approached and quality will be met1. Article 28(1) stipulates that unless article 29 to 31, the entities shall use open tendering. Article 10 of the Module law deals with the specification of the tendering process. Article 43(2)(c) establishes that the tender is considered responsive if all requirements conform to the tender documents for solicitation. Article 43 (1)(b) states that minor deviations are possible while not material changes are allowed in terms, conditions, characteristics and any set of requirements in the documents2. When specifications are considered as unlawful, then the procuring entity is required to use the European Union law, to re-issue under lawful forms the specifications are carried out lawfully. For the open tendering method, the Specifications and conditions should be finalized in a clear and concise way, and notices must used to advertise the projects publically. The advertisement should be adequately made to all including international suppliers. This will promote wider competition and place better value for money. The procuring entity will have an understanding of the entity’s needs by establishing a short-term strategy, followed by a definition of the technical direction and requirements of the process.  

Learning from successful people or failure Essay

Learning from successful people or failure - Essay Example In addition, a person who yearns to learn should either learn from the experiences successful people or learn through failures. From the on-start, I would argue that both methods of learning are important depending on the prevailing situation. Learning from personal failures is paramount in some situations. For example, in school, we are taught various concepts and theories that are important for us to understand and probably apply them in our future career or somewhere in life. In such a scenario making mistakes resulting to examination failures can have a bigger lesson compared to learning from those who have been successful. This mode of learning helps us to experience the reality of what our capacity was at the time of the failure and forge a way forward that will facilitate improvement. In addition, when a student gets a concept wrong, they are curious to know what was expected of them. In contrary, other people’s experience may not teach that. People have very different personalities; the path taken by a successful person to achieve what they have achieved may be quite different from the one that another person will use. This means that to some extent success is personality customized. Though an individual ma y take a path taken by a successful person, chances of failure cannot lack. Learning from the success of others is a very important aspect. Actually, every individual should yearn to learn from others more than learning from their personal failures. This is because personal failures are likely to expose an individual to some bitterness as well as trauma that may be hard to recover. However, some circumstances will require individuals to make mistakes so that they can learn. Firstly, personal failures can expose us to danger. It is better to follow what someone else did and became successful instead of trying a new route unless the route is shorter and convenient. However, this is mainly dominant in research. In most of the areas in life,

The growth in bond issues in Australia Essay Example for Free

The growth in bond issues in Australia Essay The stock of Commonwealth Government Securities rose rapidly in 1990 and peaked in 1997 and it the fell existed and continued till 2003. If the fall continued it would be harmful to the financial market and hence the government announced the it would maintain the viability of the CGS market. At present the value of such bonds exceeds $300 billion. The bonds in Australia in the market represented by Non-CGS and Semi issuance. The Stock of such $300 billion, which is more than 3 times of stock of CGS and Semis. In Australia, the government and non-government sectors issuing the bonds in order to raise the capital. The investors domestic or offshore markets are attracted with the issue of bonds, since the bonds provide secured amount with regular coupon payment for entire life of the bond. The minimum investment in bond is $500,000. For the domestic issue, the commonwealth bank was ranked in number one in the issue of bonds for 2004. It offered fixed and floating rate debt securities. GOVERNMENT During 1990s, the domestic market confined to government borrowers. There is a trend to issue of bonds by financial and non-financial borrowers occasionally issued the bonds into the domestic market only. But since past decade, the corporate bond market in Australia expanded rapidly. The non-government bonds equivalent to 25% GDP. Due to such increase the government bond outstanding fallen. It is an automatic incident since the non-government bonds increasing rapidly as they are capturing the offshore market. During 1990 the Australian government issued the bonds less than $50 billion and even up to 2005 it was continued with $50 billion. During 1995 to 1999 the bond issue was gone up to $100 billion. But the government want to be stable the issue of the bonds and to maintain $50 billion. It is a good sign to the government’s view because the issue of bonds indicates the debt ness of the organization. Due to stability of the issue of the bonds, the image of the government will be increased. STATE GOVERNMENTS In Australia, the State Governments also issuing the bonds and they are also mainlining the Australian government’s policy by maintaining that the debt issue i. e. bonds issue should not be more than $50 AUD billions. Since it is the government policy, they cannot issue more than $50 billion. The state government issues bonds called as Semi Government bonds. These are issued via State governments other than Federal Government. The credit rating varies for every state and hence normally there may be higher rate than commonwealth Government bonds. NON-GOVERNMENT BONDS The banks started to provide more housing loans and it reflected to fall mortgage rates due to lower inflation and increased competition. Of course due to good economic conditions. The banks also diversified its funds to other markets through the local and offshore issuance of bonds and asset-backed securities. With this effect, the non financial corporate increased their borrowing from banks, besides issue of their own bonds. Issue of bonds in such small country leads to beneficial, shift to low inflation and caused to issue of demand for fixed interest bonds. Issue of non-government bonds can be termed as Australian private sector. The issue of such bonds relates to domestic and offshore market. The private is institutions represented by financial institutions, predominant banks. They issued the bonds into offshore markets more than 80% of their total bonds. The issue of bonds in offshore market is rapidly developed from 1990 and at present the outstanding is $350 billions whereas the domestic market i. e. onshore market captures only $200 billion. KANGAROO BONDS It is an Australian dollar-denominated bond issued by a non-Australian entity in the Australian market. It is a bond issued by the foreign entity in Australia. The Kangaroo bonds are also long term debt security issued by the non-residents in the Australian domestic market. Kangaroo bonds play the major role in non-government bond market. During 2003-2004, with the issue of kangaroo bonds, the level of non-government bonds raised from $1. 8 billion to $15. 2 billion. Almost most of 70 percent of this amount contributed by the residents of Australia. The main reason for such contribution in Kangaroo bonds is since the government of Australia reduced the debt security. During that time the government has budget surpluses. Moreover the Australian government encouraged the privatization of some of public departments, which caused the privatization proceeds received. The most of the privatization proceeds and budget surpluses used for repaying the debt. Therefore government stopped to issue the bonds. Under this juncture, the kangaroo bonds were released and rapid growth is inevitable for kangaroo bonds. During that period, since there is other alternative, as the government is not issuing the bonds and highly credit rating given for Kangaroo bonds, Australian investors supposed to get Kangaroo bonds. FLOW OF FUNDS The non-government bonds increased significantly while the Treasury bonds declined. The Flow of funds represented by the non-government bonds, State Government and Commonwealth Government. The importance of bonds credibly increased since 1990 and the Commonwealth Government maintained such level, which is not, exceeded more than 60 billion dollars. The bond category increased since the bonds between money market securities and shares with strong guarantee, though it provides lower yield. Hence the flow of funds in the Australia rapidly increased with the cause of issue of bond securities. Since the investors seeking to avoid the losses of share prices, they shifted their platform to the bonds category. CONCLUSION Since the Australian government maintaining such policy not to issue more than $50 billion, it is inevitable to the other institutions to issue the bonds to get the funds. The domestic market is not having such funds, naturally the financial institutions, banks and other companies started to get the funds through offshore markets by issuing of funds. Due to increase of role by the non-government sector, the government bond out standings fallen as the budget surpluses available to both Central and State Governments. Consequently the role of non-government bonds has increased to become large segment in the Australian bond market.

The History and Different Critiques of Critical Pedagogy

The History and Different Critiques of Critical Pedagogy The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).