Free Essays on Prairie Style

Grassland Style (1900-1920) Popular government required something essentially superior to the container. Frank Lloyd Wright Around the 1900’s a gathering of Chicago designers built up a particular mid-western private style known as the Prairie Style. They dismissed the presently well known restorations of noteworthy styles, to make structures that blended with the Midwestern grassland. Numerous engineers consider instances of Prairie Style to be the principal genuinely present day structural plan. The most recognized modeler of this style was Frank Lloyd Wright (1867-1959). Wright accepted, â€Å"that a plan drew its excellence from inside from its own structure instead of from applied decoration.† Wright made the possibility of natural engineering. The primary guideline of this conviction is that the structure ought to create out of its normal environmental factors. Many Identifying highlights of a Prairie Style: Low, flat outline Wide overhanging roof reaching out from the principle house that emphasize even lines Wide, low-pitched rooftop Enormous square yard bolsters Dividers of light-shaded block or plaster and wood Lines of little casement windows; recolored glass emphasizes in floral or geometric plans All dividers at right points (no bends) Enormous, plain rectangular smokestack The Prairie house was free-streaming, thought to be extremely useful. They all had worked in furniture, and installations, which were treated with as much significance as the structural components. The Prairie Style house had a solid flat appearance, which was underscored by patios, dividers, and porches expelling from the principle structure. Windows were organized in level strips and regularly included recolored glass in botanical or geometric examples. Authentic enthusiasm for the Prairie Style has traveled every which way. About the hour of World War I, enthusiasm for innovation was on the ascent and the machine age caused Prairie Style Housing to be ... Free Essays on Prairie Style Free Essays on Prairie Style Grassland Style (1900-1920) Majority rule government required something essentially superior to the container. Frank Lloyd Wright Around the 1900’s a gathering of Chicago designers built up an unmistakable mid-western private style known as the Prairie Style. They dismissed the as of now well known restorations of notable styles, to make structures that orchestrated with the Midwestern grassland. Numerous modelers consider instances of Prairie Style to be the primary genuinely present day building plan. The most recognized draftsman of this style was Frank Lloyd Wright (1867-1959). Wright accepted, â€Å"that a plan drew its excellence from inside from its own structure as opposed to from applied decoration.† Wright made the possibility of natural design. The primary rule of this conviction is that the structure ought to create out of its common environmental factors. Many Identifying highlights of a Prairie Style: Low, level outline Wide overhanging roof reaching out from the primary house that emphasize flat lines Wide, low-pitched rooftop Gigantic square yard underpins Dividers of light-shaded block or plaster and wood Lines of little casement windows; recolored glass complements in floral or geometric plans All dividers at right points (no bends) Enormous, plain rectangular smokestack The Prairie house was free-streaming, thought to be functional. They all had worked in furniture, and installations, which were treated with as much significance as the design components. The Prairie Style house had a solid level appearance, which was underlined by patios, dividers, and porches expelling from the principle structure. Windows were organized in even strips and regularly included recolored glass in flower or geometric examples. Authentic enthusiasm for the Prairie Style has gone back and forth. About the hour of World War I, enthusiasm for innovation was on the ascent and the machine age caused Prairie Style Housing to be ... Free Essays on Prairie Style During the start of twentieth century another compositional style began gain notoriety among a gathering of Chicago designers, a particular mid-western private style known as the Prairie Style. They dismissed the well known compositional styles during those days which were by and large restorations of noteworthy styles, rather they attempted to make structures which were orchestrated with the Midwestern grassland. There have been loads of various modernization endeavors in engineering history likely the best among those that viewed as the primary genuinely present day building structure and style is the grassland style. Presumably one of the most well known draftsmen of this style was Frank Lloyd Wright. He accepted that â€Å"a configuration drew its excellence from inside, from its own structure, as opposed to from applied decoration.† Wright made the possibility of natural design. The fundamental rule of this conviction is that the structure ought to create out of its characteristic environmental factors. Between the years 1893 and 1901, which are known as the architect’s early years, 49 structures were constructed which were planned by Frank Lloyd Wright. His initial houses were impeccable models demonstrating his one of a kind ability as a youthful modeler. They all had their own, trademark style, helping to remember an even plane, without any cellars or storage rooms. Worked with common materials and never painted, Wright used low-pitched rooflines with profound shade and continuous dividers and windows to blend the even homes into their surroundings. He fabricated enormous block chimneys in the core of the home, and made the inner space stream into each other. He had faith in the possibility that he had made and what he called â€Å"Organic Architecture†, by which he implied that a house must develop out of the necessities of the individuals and the character of the nation like a living being. By dismissing utilizing all adornments, Wright broke with the customs of numerous hundreds of years. This makes those thoughts fire up...

The Individual Experience in a World of Categories :: Sociology Sociological Essays

The Individual Experience in a World of Categories Lakoff and Johnson contend for a typified mind, saying that our classes depend on how we experience the world through our bodies. As per this hypothesis, because of their various life structures, people would encounter the world distinctively and their classes would be intrinsically unique. Likewise, it would be normal that all ladies would have similar classes. Our class and our conversations have exhibited a decent variety of assessments and techniques for arrangement that invalidate this piece of Lakoff and Johnson's contention. I feel that Lakoff and Johnson were right in saying that the classifications we structure are a piece of our experience (Lakoff and Johnson 19). Be that as it may, what they fail to factor into their investigation of the manner in which people sort is the distinctions of every individual experience. Classifications and their implications depend on a person's very own insight into the world, and that is the reason no classification implies the very same thing for more than one person. I need to inspect the classifications of race and sexuality in Moraga and Delany to show the centrality of the individual experience and its immediate association with classes. Likewise, I need to propose that race as other is more risky than sexuality to one's very own personality. Delany's Repugnance/Perversion/Diversion presents us with a progression of upsetting stories. They all begin inside Delany's life, however his explanation behind picking these specific stories is correctly on the grounds that they are unique (Delany 125). Indeed, even inside one's own individual experience, there is a uniqueness to occasions. The classification gay doesn't imply that the people who distinguish themselves as a feature of it will share a comprehension of all that it has intended for one individual to guarantee this name for himself/herself. Delany recognizes that the ID with others that classifications make is in a manner bogus, even the similitudes are at last, to the degree they are living ones, a play of contrasts (Delany 131). He underlines that a significant part of the sexual experience stays outside of language. No everything will be shared, not all things can be. A person's excursion to asserting his/her own personality is dug in the individual excursion, in ev ents both trademark and strange. Be that as it may, possibly these unique stories are not as strange to his experience as Delany accepts. It is reality that they are to be sure a piece of Delany's understanding as a gay man, and he says himself that there is no widespread gay experience.

College Board ACT Release Official Concordance Tables

In the event that you’re wanting to apply to most universities in the United States, you’ll need to take at any rate one of the two significant government sanctioned trial of school availability: the ACT and the SAT. Since most schools acknowledge the two tests and treat them similarly, a run of the mill candidate pool will comprise of understudies who took either test, or even both. These varieties in testing present an issue for universities assessing candidates, particularly since the two tests have totally extraordinary scoring frameworks. On the off chance that one understudy takes just the SAT and gets a score of 1400, for instance, and another understudy takes just the ACT and gets a score of 32, how is a school to choose which understudy had the more grounded test execution? That’s where concordance tables become significant. The all-encompassing ACT association and the College Board (which regulates the SAT) meet up normally to make these tables, which offer an official reason for correlation among SAT and ACT scores. As of June 14, 2018, this most up to date version of the ACT/SAT concordance tables has been discharged to general society, and you can see the report online here . In this post, we’ll spread the contrasts between the SAT and the ACT, how to peruse the official concordance tables, and what you have to think about how this report may influence your school affirmations process. As you presumably know, the ACT and the SAT are both government sanctioned tests that are expected to gauge your preparation for school on a scale that takes into account examinations with secondary school understudies all through the United States. While the two tests have a similar fundamental reason, they go about it in marginally various manners. We’ve canvassed this before in our postâ SAT versus ACT: Everything You Need to Know , however we’ll go over a couple of the most eminent contrasts here. One noticeable contrast between these state administered tests is that the ACT has a science area, while the SAT doesn't. Another is that your answers on the ACT are converted into a scoring scale that goes up to 36, while the SAT’s scoring framework goes up to 1600. You may have heard that the SAT’s way to deal with testing is increasingly about rationale and critical thinking, while the ACT is progressively centered around learning explicit substance. Previously, this has been valid, yet after numerous long periods of changes, the present variants of the two tests don’t show a very remarkable distinction around there. Generally, the ACT has been progressively well known in the Midwest and Southern areas of the U.S., while the SAT was all the more regularly favored by understudies and schools on the East and West Coasts. These days, notwithstanding, universities in the U.S. will by and large acknowledge either test to meet application prerequisites, and numerous understudies decide to take both. Since schools consider the SAT and the ACT similarly, your decision of which test to take won’t in itself give you a favorable position in the affirmations procedure. Notwithstanding, you may find that you’re more qualified to one test’s approach than to the other’s, and can accomplish a relatively higher score. The ACT/SAT concordance tables can assist you with making this examination, or essentially gauge how well you’re prone to do on the other test. Concordance tables are actually what they sound like: tables where you can look into your score on either the SAT or the ACT and discover what score would be generally proportional on the other test. This is a gauge, in light of the normal execution of an enormous number of past test-takers, however it can furnish you with some helpful data about your test execution. The ACT/SAT concordance tables are refreshed each time changes are made to one of the tests in question. This 2018 report was activated by changes made to the SAT in 2016. All things considered, the two tests look at. Our understudies see a normal increment of 250 focuses on their SAT scores. All schools approach these concordance tables and are urged to utilize them in the confirmations procedure. Schools can utilize concordance tables to look at understudies who just took the SAT to understudies who just accepting the ACT as one of numerous elements in settling on confirmations choices. The tables are formally authorized by both testing associations, which likewise assists with guaranteeing consistency in how various universities over the U.S. assess your scores. Official concordance tables are accessible separated by test segment, yet most understudies will essentially be keen on the table that thinks about generally speaking ACT composite scores (out of 36) to add up to SAT scores (out of 1600). Since the scales are so unique, a scope of comparing SAT scores is given for each ACT composite score. We’ve imitated some portion of that concordance table underneath for your benefit. As should be obvious, as a rule, an expansion of one point on the ACT scoring scale ordinarily relates to an increment of around 30 focuses on the SAT scoring scale. In any case, the concordance table shows that this isn’t predictable over the whole score run, so it’s essential to allude back to the diagram for the most exact examination. The Guide to the 2018 ACT/SAT Concordance from the College Board and the ACT likewise incorporates progressively definite concordance tables for explicit ACT and SAT test areas just as data and guidelines for deciphering and utilizing these outcomes. For the full report as posted on the College Board’s site, click here. There are a couple of various ways that you as an understudy can utilize concordance tables during the school affirmations process. Concordance tables can be useful as a prescient instrument; in the event that you know your score for one test, the table can show you generally what's in store for the other test. Finding the score that relates to what you’ve effectively got on one test can likewise assist you with defining score objectives for an up and coming testing meeting. When you’re examining universities, concordance tables can assist you with seeing how you contrast with the normal candidate. In the event that, for instance, you can just discover data on the normal SAT score of effective candidates to a specific school, however you took the ACT, you can without much of a stretch proselyte your score to generally figure out where you stand. You can likewise utilize concordance tables to perceive in the event that you perform uniquely better on one test over the other subsequent to taking both. Since most by far of schools acknowledge either or both, this can assist you with choosing which grades to submit to universities. (Keep in mind, certain grant and acknowledgment programs are as yet attached to explicit tests, so consistently do your examination ahead of time to make sense of what tests you’ll need to take.) While concordance tables can be useful, it’s likewise significant that you perceive their confinements. They are just gauges dependent on the normal test execution of understudies over the U.S., and in the event that you really plunk down and step through the two exams, you might just find that your own outcomes don’t coordinate precisely to the official table. It’s exceptionally hard to make careful correlations between two completely various tests created by totally extraordinary association. Notwithstanding the basic contrasts, your individual testing encounters will shift in manners that may influence your presentation. How you feel the day of the test and what careful inquiries you happen to get may influence your score in either bearing. At last, you should remember that state sanctioned grades are just one of a wide range of variables that universities use to settle on their confirmations choices. Scoring great on these tests is a need for admission to many top schools, however it won’t get you in all alone; your scores must be a piece of a serious and firm in general application that grandstands all your best characteristics and draws in affirmations officials. Getting ready and reading for state administered tests is an unquestionable requirement, and it’s entrenched that doing so raises scores. In any case, your consideration shouldn’t be centered exclusively around your grades. In the event that you offset your test prep with take a shot at different regions of your candidate profile and application structure, you’re substantially more liable to get a college’s eyeâ€and to discover a school that’s genuinely a solid match for you. For more direction about understanding your SAT and ACT scores and choosing which test(s) to take, look at these posts from the blog. Searching for progressively close to home help with getting ready for your state sanctioned tests? ’s experienced mentors are here to assist you with improving your scores and prepare for test day. To become familiar with the administrations we offer, visit ’s Online SAT Tutoring Program on our site.

Cancer In Malaysia

Malignant growth In Malaysia 30% of all malignancies on the planet, for example, lung, nose, mouth, throat and bladder disease and even mind harm is brought about by Smoking!!!Smoking is risky. In any case, still numerous individuals get snare on it and the number is expanding. When you get dependent, it will be difficult to dispose of it. Individuals know about the results yet there are such a large number of lables of cigarettes accessible in the market. A few smokers accept that smoking assistance to ease pressure and weight. The truth of the matter is that it is crushing our health.Cigarettes or stogies for the most part produced using tobacco are leaves, contained tar and nicotine, which will gradually assault our organs. Smoking reason 30% of all malignant growths on the planet, for example, lung, nose, mouth, throat and bladder disease and even cerebrum harm. A guiltless recycled smoker, for instance, a pregnant spouse, breathe in smokes when the husband is smoking, it will build the hazard to sicknesses and influence the infant in the belly which will may even be fatal.Smoking Kills-hyOther than that, a smoker will have yellowish teeth and awful expansiveness. Our wellbeing will gradually go downstream.In Malaysia, the normal smoker spend about RM 700 per year on cigarettes, where by it very well may be utilized for different purposes, for example, sparing. A lower salary man probably won't have the option to stand to spend this additional consumption. It will be most noticeably terrible if ha has been analyzed to have one of the disease brought about by smoking, more cash would be required for clinical costs. Likewise, it will be a terrible guide to smoke before the youngsters too.Everyday there are individuals who are kicking the bucket of smoking. Simultaneously, there are individuals who are taking up this propensity. However, the legislature has remembered the mindfulness for...

Judicial review Essay Example | Topics and Well Written Essays - 1500 words - 1

Legal audit - Essay Example In England and Wales the Civil Procedure Rules necessitates that any case structure in regard of an application for legal audit must be recorded inside a quarter of a year from the time that the grounds to make the case first arose1. Legal audit licenses individuals with adequate enthusiasm for a choice or activity by an open body to look for legal survey in regard of the lawfulness of an establishment or a choice and activity or inability to act corresponding to the activity of an open function2. Legal audit can be depended on at whatever point right of advance is missing or if all roads of bid have been depleted. In such cases the court may demand both the respondent and the petitioner to give proof to the presence of elective methods for settling their debate and as such the court will view such suit if all else fails and won't issue any untimely cases. In Morbaine Limited v First Secretary of State3, the Secretary of State allowed arranging authorization for a huge blended use improvement. An appeal was documented under the Town and Country Planning Act, in the court to suppress that decision4. This methods for challenge is accessible to any individual who is abused by such choices. Anyway Blackburne J excused the application holding that the applicants had no grounds of challenge as it needs adequate representing the motivations behind area 288. This choice makes it adequately evident that solicitor must have a genuine or certifiable enthusiasm for acquiring the help looked for. In R v Enfield London Borough Council5, the board agreed consent for Grade II recorded structure to be utilized as workplaces and for the development of a nursing home in the premises. The protection warning gathering assented to these proposition. The petitioner battled that these choices were invalid because of the predisposition characteristic among the preservation warning gathering individuals. Richards J acknowledged this and subdued the

Boris Alexeev Solving Graph Theory Problems

Boris Alexeev Solving Graph Theory Problems I met sophomores Boris Alexeev and Shaye Storm three years ago at a week-long program for Intel Science Talent Search finalists. As part of the program, we spent two days presenting our research to a panel of judges and the general public, and I had the privilege of being assigned to a booth right next to Boris. Despite spending more than fourteen hours hearing him explain his project to everyone from mathematicians to ten-year olds (and even staring at the pretty graphs on his poster), I still dont really have the slightest clue as to what he actually did. I try to justify my ignorance by saying that Im not really that dumb, hes just that smart. When I sat down with Boris a few weeks ago to hear about his UROP, everything was going great as I asked the standard questions about what major he is (Mathematics (Course 18) and Linguistics (Course 24)), how long he has had this UROP (about five months), which professor he worked with (Daniel Kleitman, a professor in the Math Department.) Next, I naturally asked him to give a brief, laymans description of his project goal and methods. He squirmed and hesitated a bit, but was pretty adamant about not trying to explain his exact project. Boris did, however, explain that he worked on a graph theory problem about the coloring of graphs. (At this point he broke it down into pieces that even I could understand!) A graph is just a set of vertices connected by edges. You can assign a color to each edge and then consider when the colorings have rainbow cycles, where a rainbow cycle is a set of edges that form a cycle or loop where every edge is colored differently. Want to know more? Read h is paper at http://arxiv.org/abs/math.CO/0507456, he is in the process of trying to get it published. Before speaking with Boris, I had never understood where the research topics for math UROPs came from and how these talented undergraduates went about solving these complicated problems. Boris approached Prof. Kleitman, who presented him with a bunch of open problems that he had heard about at a conference. After picking the one that interested him the most (and seemed possible to solve), he took it back to his room and thought about it a lot. He found the process to be very relaxing and considered himself lucky to be paid to sit around and think. To take a break from math, he enjoys rock climbing, road biking, and guest starring on Shayes radio show. Aspiring mathematicians are in luck, as MIT will happily pay you to do research! Many math students choose to do their research through the SPUR program. You can find out more about the program at http://math.mit.edu/department/album/spur05/ Oh, and here are some pictures of Boris and Shaye from the radio show:

Virtue Ethicists A Firm Footing In Directing The Lives Of People - 550 Words

Virtue Ethicists: A Firm Footing In Directing The Lives Of People (Essay Sample) Content: Students NameProfessors NameCourse TitleDate of SubmissionVirtue EthicistsVirtue ethics stems from philosophies that emphasize morality arises from the identity and character of an individual, rather than a reflection of their actions. Socrates is the forefather of virtue ethicists, and Aristotle and Plato expanded the scope of his work. Virtue ethics influence social values which originate from individual characters that cumulate into how entire societies treat each other creating the needed foundation of community values. Virtue ethics diffuses to several facets of the social order directing societal values.Aristotle one of the greatest minds that lived believed that particular virtues working together enable a person to perform their duties. He divided virtue ethics into two facets moral and intellectual highlighting them as the primary drivers to achieve sought-after results (Crisp 23). Aristotle further describes moral virtues as those driven by two parallel want s of excess and deficiency. An intellectual attribute in a definition is a mental skill which enables the mind to decide what is right or wrong (Crisp 31).Virtue ethics promotes no sense of benevolence to the community and the surrounding, just to oneself. Utilitarianism comes to light in virtue ethics since actions are measured extrinsically rather than in intrinsic value. Virtue ethics directs individuals to realize greater pleasure through improving oneself and growing virtuous (Curzer 55). The more a person works towards self-improvement, the higher the level of satisfaction that is achievable. The behavior of focusing on oneself is alive in today society as it was in the past, earning virtue ethics a firm footing in directing the lives of people across various communities (Curzer 58).Cultural conflicts are a norm across all societies, and it primarily occurs because of differences in opinions of the individuals or communities involved. The level of conflict varies based on the emotion solicited from the issue that causes the divided opinion. Aristotle argues that individuals can live without being duty bound to any faction. Consequently, self-reliance results in conflicts since every party are interested in achieving happiness and satisfaction from their set objectives. Aristotle points out that virtue ethics enables individuals to amicably resolve cultural disputes allowing a human being to flourish in their environment (Curzer 62).Child marriage is a contentious topic that solicits a wide range of opinions. Many groups and movements argue for direct intervention in stopping the social vice, while some argue for no need of any intervention. A virtue ethicist might not support direct intervention since they hold onto the conviction that the character and beliefs of a person influence their actions. A virtue ethicist will expect for the prob...

How Do I Learn Chemistry Tips and Strategies

How do I learn chemistry? If you have been asking yourself this question, then these tips and strategies are for you! Chemistry has a reputation as being a difficult subject to master, but there are steps you can take to improve your chances of success. The Hype Versus Reality You may have heard that chemistry, particularly organic chemistry, is a weed-out or flunk-out course, intended to keep students who arent serious about their education from going on to the next level. That is not the case at the high school level or for college general chemistry or introductory chemistry. However, chemistry class may be the first time youve had to learn how to memorize or work problems. It is true that you will need to master these skills to proceed with an education in the sciences. Organic chemistry requires much more memorization. It is considered a weed-out course for pre-med or pre-vet in the sense that youll need to memorize much more to be successful in those fields than youll encounter in organic. If you find you truly hate memorization, then those fields of study may not be for you. However, students who are taking organic so that they can become doctors or vets usually feel the memorization that is more directly related to their field of study is more interesting and therefore easier to remember than organic functional groups. Common Learning Traps No matter how you learn, these are traps that will make learning chemistry difficult: Assuming the learning style that worked in other classes will work for chemistry. Be flexible and willing to change your approach to learning.Thinking you can cram chemistry the night before the exam. You cant!Assuming understanding a problem means you can work it. This is like assuming you can speak a foreign language based on understanding a conversation. How to Learn and Understand Chemistry Concepts The key to learning chemistry is to take responsibility for your own learning. No one can learn chemistry for you. Read the Text Before Class... or at least skim it. If you know what is going to be covered in class youll be in a better position to identify trouble spots and ask questions that will help you to understand the material. You do have a text, right? If not, get one! It is possible to learn chemistry on your own, but if you attempt this, youre going to need some sort of written material as a reference.Work ProblemsStudying problems until you understand them is not the same as being able to work them. If you cant work problems, you dont understand chemistry. Its that simple! Start with example problems. When you think you understand an example, cover it up and work it on paper yourself. Once you have mastered the examples, try other problems. This is potentially the hardest part of chemistry, because it requires time and effort. However, this is the best way to truly learn chemistry.Do Chemistry DailyIf you want to be good at something, you have to practice it. This is true of music, spo rts, video games, science... everything! If you review chemistry every day and work problems every day, youll find a rhythm that will make it easier to retain the material and learn new concepts. Dont wait until the weekend to review chemistry or allow several days to pass between study sessions. Dont assume class time is sufficient, because it isnt. Make time to practice chemistry outside of class.

Organizational Culture An Organization - 1251 Words

The organization that I work for has many locations but I will concentrate on my work site. The organizational focuses on the well being of the residents and families. For this paper, I decided to focus more on the organizational culture. I will look into how the administrations of this organization are directly responsible for building and sustaining the culture within an organization. Organizational Culture is the shared values and beliefs that underlie a company’s identity. In my organization, these shared values and beliefs reveals a common purpose; to provide the best care for those under our care. Since most of the residents cannot do for themselves, they depend on us to do it for them or to help them learn how to. Based on my†¦show more content†¦For example, rewards given for employee of the month or weekly meetings discussing goals that were and were not met for that week. To improve on our organizational culture, rewards will be given and more meetings will be held in hopes to boost employee’s effectiveness. The second layer is espoused values. It represents the values and the norms that are preferred by that organization and are established by the founder or management. These values are what organizations would want their employees to be influenced by. The values and norms that are displayed in employees are enacted values. The thir d layer of organizational culture is basic assumptions. Over time, these values have been taken for granted thus becoming assumptions that influence organizational behavior and resistant to change. I have seen this becoming a trend in my organization. Those who have been at the organization for a long time are more resistant when there is a new idea implemented. Within my organization, there are policies in place to keep the functionality of the organization running smoothly. Policies such as how to protect yourself as well as the clients served, etc. These policies are made known to employees at time of hire and every so often during training sessions as reminders. To list a few policies at my workplace there is the privacy/confidentiality, training refreshers, the ratio of number of residents to staff and general rules for when theShow MoreRelatedOrganizational Culture : An Organization960 Words   |  4 PagesOrganizational Culture is defined according to Kreitner and Kinicki (2013, p. 62) as, â€Å" the set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments.† In addition to the core definition, organizational culture encompasses three critical layers that build off one another. The three layers are Observable Artifacts, Es poused Values, and Basic Assumptions. By, defining what organizational cultureRead MoreThe Organizational Culture Of An Organization1393 Words   |  6 PagesThe organizational culture of an organization serves as a foundation that should guide the practice and attitude of all healthcare professionals and staff. King Demarie (2015) describes organizational culture as the basis that determines right and wrong. A hospital organization’s mission, vision, and goals are derived from the culture established within the organization. Organizational decisions are highly influenced by the organizational culture within an environment. Growth, advancementsRead MoreOrganizational Culture : An Organization1231 Words   |  5 PagesOrganizational Culture Organizational Culture exists in every firm, thereby placing a significant impact on the motivational factors of employees. It is communicated through perception using values, artifacts, and the assumption of how things in are done in an organization (Daft Marcic, 2010). In fact, every firm has its exceptional personality known as culture. The organizational culture presents guidelines and boundaries for the employees’ behavior in a firm, which influences the organizationalRead MoreOrganizational Culture : An Organization870 Words   |  4 Pagesdefine it. A company culture determines how employees and customers perceive the company, client treatment and how the company should react to various changes in the environment. An organizational culture is a mirror of the company leadership. Different styles of leadership ensure maintenance of various corporation cultures. The climate within an organization determines a company’s financial performance. To ensure their propos itions are deemed important, a quality company culture integrates each employeeRead MoreOrganizational Culture : An Organization1303 Words   |  6 PagesCulture, a multi-dimensional notion that resides in all individuals, yet is also the same hidden force that separates most behavioral patterns seen inside and outside of organizations (Schein, 2004). Understanding organizational culture is important because it aids in the awareness of the life of an organization, which is relative since it is believed that organizational culture impacts the performance of an enterprise, but just as leadership plays a vital in creating the organization’s culture,Read MoreOrganizational Culture Change The Organization Culture Essay1413 Words   |  6 Pagesworld to hear a new CEO, an organizational consultant, a leadership expert—talk about the urgent need to change the organization culture. Often organizations set high aspirations to â€Å"change the culture† but fall short of modifying the way that people feel, behave and get work done. Culture changes rarely manifest into noticeable long term improvements. It is important to note that corporate cultures are slow to evolve and difficult to change, that is not to say that culture cannot be changed. For startersRead MoreOrganizational Culture : An Organization1409 Words   |  6 Pages Organisational Culture The key in helping to form and provide an identity for an organisation is in its organisational culture. Northcote and Trevelyan (1853) sought to provide the Civil Service with a distinctive character. Their vision based on four principal recommendations (merit through examination, educational level, graded into a hierarchy and promotion through achievement) has meant the Civil Service has invested heavily in training programmes despite long development times. These circumstancesRead MoreOrganizational Culture And Leadership : An Organization906 Words   |  4 PagesRamirez MGT 105 Professor Call Organizational Culture and Leadership Organizational culture and leadership both affect every day working lives, even if you notice it or not. There is no single definition for organizational culture but the concept consists of socially developed rules of conduct that are shared by members of an organization. Some researchers believe that many traits of an organization’s culture are so vague and general that even the members of the organization cannot accurately describeRead MoreOrganizational Culture And Change : An Organization1288 Words   |  6 PagesOrganizational culture and change Organizational culture is defined as that particular system of shared values, beliefs, and assumptions that happens to govern the way that people behave in a different organization. The shared organizational values happen to have a very strong influence on the employees of a different organization and dictate how they act, perform, dress, and carry out their jobs (Anderson Ackerman-Anderson, 2001). As such, organizational culture happens to be one of the mostRead MoreDefining Organizational Culture : An Organization2382 Words   |  10 PagesDefining Organizational Culture With numerous meanings given to organizational culture, scholars claim that the field is grounded in the shared assumptions, attitudes, and behaviors accepted and enacted by employees within an organization, which affect its performance and overall welfare (Belias Koustelios, 2014). Another widespread definition of organizational communication often used by organizational scholars states that: â€Å"Organizational culture is the pattern of basic assumptions that a group

Frankenstein and Real Monster - 1762 Words

Discrimination Jennifer Shi Discrimination is treating someone differently, often unfairly, because he/she is a part of a specific group, class or category of people. For instance, a girl named Wu Qing in China was discriminated against and could not find a job because how her body was a bit chubby and the scars in her face from an accident in her early childhood. Even though she was kind and used to be straight-A student, she had no friends. Now, she is looking for selling her kidney in order to pay the plastic surgery fee. Discrimination can change a person from innocent to evil is an important theme in the novel â€Å"Frankenstein† by Mary Shelley. Even though†¦show more content†¦In the novel Dr.Frankenstein shouts, â€Å"You are an evil creature. I shall kill you if I can†¦Ã¢â‚¬  (Shelley 20) and he also says, â€Å"we are enemies, leave me now or let us fight until one of us is dead†¦Ã¢â‚¬  (Shelley 20-21)This quote conveys how much the Dr.Frankenstein hates the monster as he wants to kill him. All of these actions the Dr.Frankenstein has done are solely because of the monster’s countenance that leads to the creator himself who made how the monster looks like wants to kill the monster! How sad and disappointed the little baby-like monster must be. In addition, the inequality he tolerates is far more than just the hurt from his own creator. He has been discriminated against by the drowning girl and her father. He has saved the girl’s life but her father shoots him instead of rewarding him. In the novel it is written, â€Å"I fell to the ground in great pain, and the man and the girl ran into the woods as fast as they could, and left me. The bullet was deep in my arm, and I lost a lot of blood†¦I had saved the girl’s life†¦with a bullet in the arm!† (Shelley 30-31) This quote reveals the strange results of saving a girl’s life – deep in pain, lost a lot of blood and of course enormously trauma emot ionally. It sounds like he has done something horrible simply because of saving someone who is in danger. He has done nothing wrong, is the cruelty, the little human cannot stand theShow MoreRelatedWho was the real monster? Frankenstein1691 Words   |  7 PagesNovember 25th, 2013 THE REAL MONSTER The monster rose from the table. He stared at the creature whom he had created, then ran away in terror. He ran away because the monster looked nothing like anything he had ever seen before; it was monstrous and utterly terrifying. He thought it would harm him as monsters are commonly portrayed to do. What would any human do in a situation like that? Prejudice is not an emotion in itself; it is an offshoot of fear. He feared the monster, which is why he actedRead MoreFrankenstein Final Essay : The Real Monsters915 Words   |  4 PagesFrankenstein Final Essay: The Real Monsters In Shelley’s Frankenstein, the monster is portrayed as a grotesque abomination. However, as Hopkins states in Contending Forces, the cultural and geographical situations, or lack thereof, in which one matures in play a crucial role in the proper development of one’s mind and brain. The monster is simply a product of circumstance. The lack of social interactions alongside geographical isolation propelled the daemon to be alienated from society, ultimatelyRead MoreDr. Frankenstein is the Real Monster in Mary Shelley’s Frankenstein883 Words   |  4 PagesShelley, describing the moment in which Victor Frankenstein fully identifies his creation. He realizes that this monster could ruin both his life and the lives of many more people. Shortly after this realization, the creator rushes out of the room. What to do now that this creature is alive and ready to do as it pleases? After reading the Mary Shelley novel, ‘Frankenstein’ I will try to answer the question, ‘who is the real monster? Dr. Frankenstein or his creation?’ It is usually thought thatRead MoreThe Real Monster Of Frankenstein By Mary Wollstonecraft Shelley1069 Words   |  5 PagesThe Real Monster in Frankenstein As scientists pursue the progress of their field, it would be good if they could do so to benefit the human race. However, if scientific discoveries are motivated by selfish ambition, and scientists do not take responsibility for them if they fail, their creations might become threats to humans. The novel Frankenstein, written by the English author Mary Wollstonecraft Shelley, tells the story of a young scientist, Victor Frankenstein, who unintentionally createsRead MoreWho Is the Real Monster in Mary Shelleys Frankenstein?2098 Words   |  9 PagesMary Wollstonecraft Shelley (1797-1851) wrote the novel, Frankenstein, in her late teens to her early twenties. It was her most famous work and was published in early 1818 it was to become the most famous Gothic Horror story ever written. Shelley lived in a time where the field of science progressed immensely. Science, because of its links to the supernatural, then became part of the emergence of Gothic Horror as a genre. Since th en it has been frequently used in Gothic Horror when using the connectionRead MoreEssay about The Real Monster in Mary Shelley’s Frankenstein991 Words   |  4 PagesIn this essay I will be discussing who really is portrayed as the monster in her gothic horror novel, Frankenstein or â€Å"The Modern Prometheus†. Frankenstein was written in 1816, (thought by many to be the first real science fiction novel) during the age of Romanticism and it tells the story of a selfish man, Victor Frankenstein, whose ambition conducts him to seek for supernatural powers and leads him to death. He is a young scientist, eager to discover something new, the key to life, help to makeRead MoreEssay on The Real Monster in Mary Shelleys Frankenstein2121 Words   |  9 PagesFrankenstein is a classic horror novel, but with a twist of many other genres. Written by Mary Shelley, it was a novel which mixed many exciting elements, such as horror, drama and romance. The story follows a young doctor named Victor Frankenstein, who has an obsession to reincarnate the dead, but his attempts at this fail horribly, and Victor finds himself in deep peril, as the monster stalks him throughout the world. I aim to investigate the issue, however, of who is the true monster inRead MoreThe Real Monster, Victor Frank781 Words   |  4 PagesThe Real Monster, victor frankenstein Mary Shelley#8217;s narrative, Frankenstein is the story of Victor Frankenstein and his creation. #8220;It was on a dreary night of November that I beheld the accomplishment of my toils#8230;by the glimmer of the half-extinguished light I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs.(52)#8221; This was the time and the place in which the creature came to life. Victor Frankenstein thoughtRead MoreEssay on True Nature of the Monster666 Words   |  3 Pages Even though it appears on the surface that Frankensteins monster exhibits actions that appear to be evil and malicious, the reader cannot help but to sympathize with his problems. From the very beginning it is obvious that the monster only wants the approval and the acceptance of his creator. The monster is a type of character that can be compared to a child because the monster like a child only wants the parents to love and to accept them for who they are. In m any cases children almost breakRead MorePride And Vanity In Frankenstein1719 Words   |  7 PagesShelley’s â€Å"Frankenstein† is a book with a deep message that touches to the very heart. This message implies that the reader will not see the story only from the perspective of the narrator but also reveal numerous hidden opinions and form a personal interpretation of the novel. One of its primary statements is that no one is born a monster and a â€Å"monster† is created throughout socialization, and the process of socialization starts from the contact with the â€Å"creator†. It is Victor Frankenstein that could

Cell Phone Use, Physical And Sedentary Activity - 983 Words

The article was written by A. Lepp , J.E barkley, G.J. Sanders, M. Rebold P.Gates. from the College of Education, Health and Human Services, Kent State University. The title of the article is â€Å"The relationship between cell phone use, physical and sedentary activity, and cardiorespiratory fitness in a sample of U.S. college students.† This article was found In the The International Journal Of Behavioral Nutrition And Physical Activity, volume 10 and, was published in 2013. In modern times the act of sedentary behaviors has increased a lot compared to previous history. Activities such as searching the net, watching TV may add to this need for sedentary behaviors in general. Video games are also a popular one in modern time. It is common for the sedentary behavior of playing video games to happen in households when adolescents. Cell phones could be added to sedentary behaviors but the tool can be use during sedentary, mild or semi-active behaviors. This issue leads this study. A group of researchers wanted to see a relationship between cellphone use and physical activity. Cell phone can be defined as texting, calling or using the Internet via a cellular device. The researchers hypothesized that a cellphone could have an effect on the body in the form of physical activity. The research was broken up into two phases. The first phase, a random sample 350 people of the student population at a large, public, university in the mid-western United States completed a one-pageShow MoreRelatedCell Phones Vs. Society1251 Words   |  6 PagesCell Phones Vs. Society: Have you ever seen a car accident caused by texting and driving? Have you ever had a conversation with someone where they pulled out their phone and completely disconnected? If so, you have felt a few of the many negative effects cell phones have on society. Today, technology is constantly evolving, taking new forms, updating, and finding its way into more and more of users lives. Most people are comfortable with this, especially the youth of today, as they have been aroundRead MoreHow Technology Has Impacted Our Culture Essay1692 Words   |  7 PagesGet Physical with Smartphones In English 300 we are learning how technology has impacted our culture. In order to relate this topic to my major in Kinesiology, I wanted to research how technology has played a role into physical fitness of individuals. In order to figure this issue out, I had to approach this assignment through many different perspectives: how has technology helped us understand the human body, how has technology impacted sedentary behaviors, how has technology affected us to be moreRead MoreCell Phones Effects On Interpersonal Relationships, Driving Skills, And Individual Health967 Words   |  4 PagesCell Phones are a growing trend around the world, but we do not know much about the health risks associated with them. Many children, students, and adults use their phones frequently, and there could be many growing common risks developing that we are unaware of. Cell Phones are a recent invention that has brought people together all around the world and mostly beneficial but are associated to som e dangers. Using cell phones has effects on interpersonal relationships, driving skills, and individualRead MoreImpact of Technologies on Teenagers1700 Words   |  7 Pagespenetrated all spheres of human activities: education, politics, trade, medicine, and this list can be prolonged. Television and phones are considered to be the primary technologies which appeared in the life of human beings. New technologies were produces in great amounts. Nonetheless, people used those technologies to simplify the process of fulfilling domestic duties. T. K. Derry et. al. mentioned that â€Å"domestic housing, though it followed on the whole traditional forms, made use of new materials and newRead MoreAssociation Between Internet Addiction And Obesity2096 Words   |  9 Pagesand Obesity Anjali Patel The University of Findlay Abstract This paper illustrates the connection of information and communication technology with obesity. The use of the internet is increased. Some researchers found that People are avoiding daily activity due to internet addiction. As a result, life style becomes sedentary. In contrast, some researchers believed that obesity is not associated with internet. This paper thus tries to focus light on the cause of the burning health issue obesityRead MoreEssay on Are Teens too Dependent on Technology?1632 Words   |  7 Pagesher right and left. â€Å"Aarg!† How can she get anything done! It is impossible to complete any tasks from start to finish without the smart phone begging for attention. Does this sound familiar? We, especially teenagers, are familiar with this kind of situation. It is a huge distraction that interrupts everything we do. If so, why does not she just turn her phone off? Why cannot she stop herself from focusing on it? Technology has a significant part in social and educational life of teens and itRead MoreBullying And Cyberbullying933 Words   |  4 Pagesfriends instead of being at home on a cell phone or IPad, there is still an excessive amount of time spent on phones instead with the other individual. How often are there couples out to eat and they are both scrolling through their phones instead of talking? How often are there groups of friends hanging out together and half of them are on their phones? This practice of using the phone in public and ignoring other individuals is now known as â€Å"phubbing,† or phone snubbing (Beck.) Phubbing is becomingRead MoreThe Effects Of Technology On Developing Child1433 Words   |  6 PagesThe Effects of Technology on the Developing Child Technology has transformed society and has become an important part in daily life in various forms, such as television, cell phones and computers. It has eased numerous tasks and issues in the educational, medical and engineering fields. It has also provided a means of communication to contact people around the world without difficulty. As society evolved and more technologies were developed to support the changes, parents depended more on these technologiesRead MoreChildhood Obesity Is A Growing Epidemic1297 Words   |  6 Pageschildren s use of technology and participation in activities to make sure that they stay active throughout the day. The parents lack of monitoring their households use of technology is becoming a huge contributor to the sedentary lifestyle in kids today. Computers, cell phones, television, and video games are some of the leading reasons children are not as active as they should be (Flynt 39). Activity plays a major role in maintaining health and weight. A h ealthy regimen of physical activity reducesRead MoreWhy Increasing People Suffer From Obesity?1181 Words   |  5 Pagesobesity, the very first factor coming into our mind is lack of exercise. This point means people spend less time in exercising. According to Stern, â€Å"Obesity Second Edition†, â€Å"As jobs have become more sedentary, the workweek has been expanding, so even less time is available for leisure-time physical activity.† ï ¼Ë†Stern 31ï ¼â€°.To be more specific, today people need work harder to earn more money. Then, people have more works to do than the past. As a result, pace of life become hurried. Take workers in a computer

Is Democracy the Best Form of Political System Free Essays

Although there are many virtues to enjoy about democracy and democratic forms of government and political systems, this form of government has still many impending challenges yet to be accomplished. In that sense, I agree with Winston Churchill, on the grounds that â€Å"democracy is the worst form of government except all the others that have been tried† (Churchill). Looking at democracy through both its weaknesses and strengths in comparison to other forms of government makes it evident that it is the best form of political system we have, democracy has been subject to problems with, tyranny of the minority, and collective action. We will write a custom essay sample on Is Democracy the Best Form of Political System? or any similar topic only for you Order Now Despite all the democratic weaknesses of this form of government, democracy is still highly consistent in terms of Unpredictable outcomes, managing diversity. Lipset, in Political Man, described democracy as â€Å" a political system which supplies regular constitutional opportunities, and a social mechanism which permits the largest possible part of the population to influence major decisions by choosing among contenders for political office†(Glazer). This definition is generally accepted in a democratic heaven in which the heavenly chorus does not sing with a strong upper-class accent (lecture), but this is not always the case. Despite the democratic institutions based on the principle of equal opportunity, political power is not always distributed equally in a democracy. This is clearly seen in India where the â€Å"high cost of campaigning and the opaque system of election finance have titled the electoral odds heavily in favour of the very rich or the easily corrupted† (Ronjoy Sen 90). Although, similar problems can be found in other forms of governments and political system, what differentiates democracy from other regimes is how it manages to deal with those problems. For instance, in Germany’s authoritarian Fascist regime, â€Å"Hitler was very much his own master† (Henry Turner), and his war aims eventually led Germany to a world war conflict. By comparing Fascist Germany to India’s corrupt democracy, it is clearly demonstrated while, â€Å"small groups of leader have the final say in all important matters†(Sen), democracy is still a political system which allows the largest part of the population to influence major decisions. This is best illustrated when â€Å"India’s unpopular BJP Party lost power nationally in an election† (Nathan Glazer 18). Not every democracy will succeed in dealing with challenges of tyranny of minority and corruption, but democratic forms of government have institutions which offer capacity to change leaders in response to public discontent without changing the system. Collective action is a classical challenge in democracy and democratic forms of government. According to Blais, one of the main criteria for assessing electoral systems is representativeness. â€Å"This guarantees an electoral system in which the vote reflects as precisely as possible citizen’s preferences† (Blais 5). However, one of the challenges of a democratic electoral system is even if we have the right to express our views; we would not take advantage of it. As Olson in the article A Theory of Groups and Organization, notes, â€Å"Individuals in any group attempting collective action will have incentives to free ride if the group is working to provide public goods†(Olson). This is because the information cost of researching different candidates makes voting irrational, since the benefits of voting are not entirely clear. As a result, this promotes free riding, and a democratic government which vote does not reflect citizen’s preferences. If†¦ then not only it will be difficult by large groups to achieve their interests in common, but situations could occur where small groups can take over the majority’s incentives. However, what differentiates a democratic form of government from a totalitarian communist a regime is how it deals with the collective action problem with the help of institutional features such as courts. Courts are important political players in democracy. They are expected to moderate, and deal with challenges of democratic politics, not a setting for Stalin’s show trials. As Nathan Glazer put it, â€Å"Courts are accepted as ultimate arbiters not to be irresponsibly challenged. They can take unpopular positions that elected representative bodies cannot or do not, and in doing so they sustain the liberal objectives of democracies† (Nathan Glazer 19). Democracy is mainly about unpredictable outcomes. What makes democracy highly consistent is not knowing what the next election turnout will be, but having confidence that the candidate with a majority of votes would be elected. The essential goal of democracy is to provide a fair degree of uncertainty. What makes this form of government unique in contrast to China’s authoritarian regime is its ability to allow an alternation of power. For instance, in a democratic election, as Andre Blais had noted, â€Å"Losers believe that even though they may have lost this time there is a real possibility that they will win another time. Because, even though they do not like the outcome, they recognize that the procedure is legitimate† (Blais 3). This raises the question under what conditions; losers peacefully accept the outcome of the election? One can argue that it is due to the fact that democracy is centered on the rule of the law as opposed to the rule of man. Democratic forms of government and political systems are structured by institutions and these institutions direct how political parties function. In example, they determine how legislation passes through parliament or when a citizen is eligible to vote. Therefore, what makes democracy unpredictable in terms of outcome is the perception that each vote counts the same since laws are submitted to all citizens and are protected by the constitution. But in the case of China’s authoritarian regime, as premier Li Peng put it, â€Å"to allow the demonstrating students to negotiate with party and government as equal would be to negate the leadership of the CCP and negate the entire socialist party† (Andrew Nathan 39). This makes it more likely the alteration of power in China, should it come, will occur through a rupture, since an authoritarian â€Å"regime is unwilling to relax the ban on autonomous political forces† (Nathan 39). We live in a diverse world and globalization has only made diversity within nations and states more prominent. Democracies and democratic forms of government perform a better job of administrating and managing diversity. This is best exemplify when Nathan Glazer, in the article Democracy and Deep Divides, states, â€Å"Not every democracy will succeed in dealing with its deep divides. But democracy has institutional features which offer the hope that every part of the population will feel part of the whole† (Glazer 19). What differentiates democracy from Hitler’s anti-Semitic regime or China’s repressive government is how it deals with managing diversity. Democratic forms of government â€Å"promise to address deep divisions more successfully than any alternative†(Glazer) because there are often times characterized by their moderating power. Democracies function to maintain moderate accesses and radicalism, by adhering to norms of inclusion; this ensures citizens are included in a political process whether in terms of voting, engaging in a civil society movement , or having the rights to express ideas in terms of freedom of press and assembly. However, in a non-democratic government like China’s authoritarian regime â€Å"civil society organization and religious groups have to keep a low profile in order to avoid repression† (Nathan 38). According to Nathan’s Authoritarian Impermanence, this is because â€Å"the regime has not become enmeshed in the logic of institutions created as safety valves to preserve its rule† (Nathan). As Andrew Nathan once remarked, â€Å"Democratic regimes, by contrast, often elicit disappointment and frustration, but they confront no rival from that outshines them in prestige. Authoritarian regimes in this sense are not forever. They live under the shadow of the future, vulnerable to existential challenges that mature democratic systems do not face† (Nathan 38). Democracy and democratic forms of government and political system have been subject to challenges of tyranny of minority, and collection. Despite the democratic weaknesses of this form of government, democracy is still highly consistent in terms of unpredictable outcomes, and managing diversity. Similar problems can be found in other regime types like China’s authoritarian regime, Hitler’s Fascist Germany, and Stalin’s totalitarian communist regime. What differenciates democracy from other forms of government is how it deals with those problems by the help of free political parties, contested elections, and court. 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Currency Derivatives free essay sample

Preference of equity and commodity over Currency derivatives trading in India survey Kindly spare some minutes to fill this form and be a part of real customer perception survey and support us to gain an insight about the preferences of Indian retail investors for trading in market and the reasons behind the existing popularity of currency derivative market in India. 1. Did you ever think of currency derivative market as trading option? Yes, I trade in currency market No, but planning to invest after performing research? Never, what is Currency Derivatives? 2. In which market do you trade? (Choose all that apply, skip if you do not trade) Equity Commodity Currency Derivatives 3. Rate your expertise in the market: (Choose one level for each) Zero Commodity Currency derivatives Equity Beginner Intermediate Expert 4. Given Rs. 1000, how would you allocate the money among these investment options? (Allocation should add up to Rs. 100). Hedger Commodity Currency derivatives Equity Speculator Arbitrager 6. We will write a custom essay sample on Currency Derivatives or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Choose and rate from 1 to 3 among the following attributes for each market. (Fill for only those market in which you trade) Returns Market volatility Portfolio diversification Hedging Arbitrage Commodity Currency derivatives Equity 7. Why do you think Indian retails investors have less preference towards currency derivatives market? Strongly agree Not enough self knowledge Less popular among peers Lack of govt. initiatives Agree Neutral Disagree Strongly disagree.

Accounting Financial ACC70 Samples †MyAssignmenthelp.com

Question: Discuss about the Accounting Financial ACC70. Answer: Introduction In the recent past, several Australian organisations were declared bankrupt due to failure to meet their liabilities. Some of these companies include ABC Learning, One.Tel and HIH. With these considerations, this paper aims to investigate on the major events that led to their liquidation. The paper also aims to present analysis on whether liabilities have been the major contributor to the companies liquidation. Background of the Three Companies The ABC learning was one of the Australian organizations. It was established in 1988 in Ashgrove, Queensland and rapidly expanded its operations reaching around 43 childcare centres by the end of June 2001 (Rush Downie, 2006). The company was listed in Australian Security Exchange in 2006 with a market capitalization of around $2.5 billion. It went into administrative receivership after the upshot from subprime mortgage crisis resulted to debt repayment overwhelming the frim (Kruger 2011). In 2005, the company purchases Learning Care Group which provided it with over 70,000 extra licensed childcare places. The main role of ABC Learning was operation of childcare centers. In essence, it provided childcare services for different children from six weeks old to the pre-school age. It main objective was to make sure that every kid is loved, educated and nurtured and therefore ensure they are given the best probable chance in their life. After a successful history of this company back in 2008, the company had its backdrop of severe financial and debt crisis that forced it to go into a voluntary administration receivership as on November 2008. Over this period, 40% of its centers were declared unprofitable and its board handed ABC over to the administrator (Rush Downie, 2006). On the other hand, HIH Insurance comprises of numerous distinct government-licensed insurance organisations, including the HIH Casualty as well as the General Insurance Limited, CIC Insurance Limited as well as the World Marine and General Insurance Limited. In essence, HIH Insurance Company was the Australian largest Insurance firm prior to it liquidation on March 2001 (Buchanan, Arnold Nail 2003). Its liquidation is the largest collapse in the history of the country with it losses being estimated at $5.3 billion. HIH Insurance was established in 1968 by Michael and Ray before it was acquired by British Company CE in 1971 and then transferred to Health International Holdings in the year 1989 (Allan 2006). Furthermore, One.Tel Phone Company was the fourth largest company in the telecommunication sector in Australia before its collapse. The company encompassed a group of the Australian telecommunication firms established in 1995 most of which are under external administration by the court after liquidation. The firm was established by Brad and Jodee. The two has ventured in unsalable and obsolete software. In addition, the two were properly connected in contact with investors, brilliant personnel and financiers who could assist their firm grow. One-Tel developed at a significant rate and achieved great deals within a short period of time. During its existence, OneTel Phone Company occupied the second position in the Australian telecommunication organization (Avison Wilson 2002). It had over 2 million consumers and its operations were in eight major countries. Therefore, the collapse of this firm was a shock to the different corporates operating in Australia and across the globe. This f irm had high profile or reputable directors and was known for its effective promotion. Nonetheless, the firm was declared bankrupt in June 2001 and since that time it has been in the process of being settled (HIH Royal.Com 2003). ABC Learning Collapse In spite of this company selling off assets, it fell into receivership in 2008. Its collapse is not just a commercial let-down but it is also a governmental policy disaster. In essence, the collapse was attributed by overreliance on ever-increasing stock price by the government to assist in funding the ceaseless expansion (Kruger 2011). Further, the collapse of ABC Learning is also linked to poor accounting, governance as well as ethical practices. In addition, ABC Learning collapse is linked to its increased debt servicing obligation over the years as a result of its rapid expansion internationally mainly from acquisition in UK and US. In essence, the main reason behind ABC Learning collapse is its opaque operation. Basically, ABC Learning business model was not properly planned, economics of different sites were not coasted and there was improper analysis for site selections. In addition, there was no organization hierarchy and the company was not decentralized in a proper manner ( Khan 2017). This provided room for lack of transparency in ABC Learning operations. Further, ABC Learning income statement was also inaccurate in their source of income. Another reason for ABC Learning collapse was staffing problem. The company had relief staff provider with whom the company had legal dispute. This childcare owed 123 careers around $9 million worth of the bills and around $31 million compensation package for about 16,000 staffs attributing to the high level of turnover and lack of effective personnel (Kruger 2011). Another reason was the ineffectiveness of the HR department. ABC Learning lacked human resource practices since there were no HR planning practices as recruitment and selection, job analysis as well as proper training. Finally, practice of nepotism also attributed to ABC Learning collapse. Basically, ABC Learning CEO practiced nepotism by including his former brother-in-law in major expenditures as he provided refurbishment and maintenance of childcare centers. Collapse of One Tel There is no specific reason as to what led to collapse of One-Tel, nonetheless, weaknesses in the governance practices in line with internal control system, audit quality, management communication with board of directors, management scrutiny as well as financial report quality could be linked to the firm downfall. In essence, the collapse of One-Tel could be as a result of numerous aspects such failure of the management and directors to exercise appropriate duties as in the Act of 2001, lack of internal controls as well as lack of independence in auditing role. To start with, failure of the management to in running the firm could have attributed to One-Tel collapse (Avison Wilson 2002). The company management embraced management-by-crisis technique and instead failed to carry out forward planning. In addition, the director failed to act on behalf of shareholders interests, thus disregarding agency relationship. Here the management approved excessive expansions as well as loans, failing to ensure that suitable system of audits and controls are observed. In addition, the management failed to act honestly contravening section 180, 182 and 183 of the Act. Another reason for One-Tel collapse was the failure of the auditors to carrying out their functions in an independent manner (News archives 2001). HIH Insurance Collapse Collapse of this firm is considered as the biggest or massive collapse in Australia insurance organizations history. The commission examining the events that led to its collapse reported that there was not just a sole cause of HIH liquidation but there was some methodical disaster in every section or level of its operations (Buchanan, Arnold Nail 2003). Some of the events include Rodney act of obtaining cash by deception, dishonesty in discharge of Rodney duties as well as his act of intentionally disseminating any false information. Another event that led to failure or collapse of HIH Insurance was failure of providing properly for the future claims as well as all other issues particularly stemmed for the issue (Allan 2006). Covering the future claims is an important facet of any insurance firm operation. Nevertheless, by end of HIH life, the company was in a stand where the adverse swing of 1.7% would be sufficient to bring up the firm to be the mismanagement of the varying market situations that increased the HIH liabilities enormously and were not at any point covered by the tactical forecasting initiatives which could have been anticipated to engross such variations. The varying market situation could have caused some serious destabilization for the company. The collapse is also attributed by its antagonistic expanded business strategies (Bailey2003). HIH acquired numerous firms in its final years. These expansions are said to have brought about greater or huge liabilities in the organization than it would otherwise be in case it took into consideration that the liabilities would be in proportion to its expansion (HIH Royal.Com 2003). In essence, HIH appeared to have misinterpreted the level to which additional requirements required to be completed for variations in the market, which is a key error that if it was addressed on time it could have enabled the company to evade the liquidation (Buchanan, Arnold Nail 2003). In addition, HIH also entered the market that was either overcrowded or competitive offering relatively lower insurance premium to its customers which resulted to legal and business risks or issues. Furthermore, it acquired some troubled insurance organization with relatively high price within it rapid growth in 1990s with one of the controversial acquisition of around $300 million of buying FAI who in a later date became the member of the HIHs directors. Furthermore, HIH Insurance had numerous fundamental issues like reserve problem and under-pricing. Besides its collapse was not only contributed by it fundamental issues and business strategy, but was also attributed by reckless management, greed, self-dealing, false reports and fraud. In addition, the company was also attributed by stock market manipulation as well as disseminating false information (Allan 2006). Ethics and Governance in Explaining ABC Learning Financial Stress The ABC Learning governance was poor which is associated with its current financial stress. In addition, its act of entering into numerous related-party transactions was unethical and damaged its reputation to different investors (Rush Downie, 2006). ABC Learning corporate governance has some issues which included use of the margin loans by former and founder chief executive in investing in the firm and related party transaction with the relatives. These practices are unethical and could attribute to financial stress in an organization (Khan 2017). The company management also lacked proper governance practice in considering the effect their decision could pose on the organisation culture, and employees, leading to low quality care. There is also issue of ethics in ABC management where the management opted to follow pre-conventional level rule in maximizing their profit instead of being concerned on the company employees. Ethics and Governance in Explaining One-Tel Financial Stress One of the ethical issues that could be pointed in One-Tel scenario was failure of the auditors to observe independence while carrying out their duties. This could result in misstatement in the financial statements going unnoticed. There is also some issues in governance where by the management failed to scrutinize the proportion of debts that was being used tofinance the expansion in relation to the amount of cash flow getting in after the expansion (News archives 2001). Ethics and Governance in Explaining HIH Financial Stress The fact that HIH board went unchallenged while pursuing its expansion strategies is unethical and shows that there were some disasters in governance with no actual guidance being applied in checking whether the firms plan was financially sustainable or correct. In essence, it is totally unethical for the management to fail to be cautious while pursuing the expansion, since any organization planning to expand its operations needs to be cautious to ensure its liabilities are well covered during its expansion (Allan 2006). By expanding rapidly, it shows that there was poor governance since the company had little experience and it left no margin in entering the new market. This shows major mismanagement and unethical during HIH major expansion. There is also some ethics issues from HIH Insurance practice ranging from lack of independence for the non-executive directors as well as dominance of the CEO which could have led to the companys financial stress (Bailey2003). Further, there were some corporate governance practice failures which are linked with the companys current financial stress. These included lack of independent information resources as well as inadequate risk management. Conclusion In conclusion, it is evident that massive expansion of the three firms both in Australia and globally was the key event that resulted to their liquidation. This is based on the notion that with the massive expansion, the companies debt servicing increased, resulting to increased long-term debt obligation which was not in proportion to the total return generated from the new expansion. Thus, in simple terms it is evident that increased level of liabilities was the main reason behind the collapse of the three companies. Hence, there is need for the management of such firms to take into account of the liability levels before making any decision to expand its operations. References Allan, G. (2006). The HIH collapse: A costly catalyst for reform.Deakin L. Rev.,11, 137. Avison, D., Wilson, D. (2002). IT failure and the collapse of One. Tel. In Information Systems (pp. 31-46). Springer US. Bailey B2003, Report of the Royal Commission into HIH Insurance; Viewed at 4th September 2017 from; https://www.aph.gov.au/library/Pubs/RN/2002-03/03rn32.htm Buchanan, B., Arnold, T., Nail, L. (2003). Beware of the ides of March: The demise of HIH Insurance. HIH Royal.Com 2003, The failure of HIH insurance. Viewed at 4th September 2017 from; https://www.hihroyalcom.gov.au/finalreport/Front%20Matter,%20critical%20assessment%20and%20summary.HTML#_Toc37086537 KehlD 2001, HIH Insurance Group Collapse; Viewed at 4th September 2017 from;https://www.aph.gov.au/library/INTGUIDE/econ/hih_insurance.htm Khan, IR 2017, Critically evaluate the main reasons for ABC Learnings collapse; Viewed at 4th September 2017 from; https://supervmarketing.blogspot.co.ke/2017/05/critically-evaluate-main-reasons-for.html Kruger, C 2011, Numbers finally start to add up as operators go back to basics; Viewed at 4th September 2017 from; https://www.smh.com.au/business/numbers-finally-start-to-add-up-as-operators-go-back-to-basics-20110121-19zy6.html News archives 2001, One.Tel acquires new customers; Viewed at 4th September 2017 from; httn://www.egoli.com.au/newsandviews/archives/13765.html Rush, E., Downie, C. (2006). ABC Learning Centres. A case study.finance

Act 3, Scene 1 Of Hamlet Essays - Characters In Hamlet,

Act 3, Scene 1 Of Hamlet Hamlet: Act 3, Scene 1 A room in the castle. Enter KING CLAUDIUS, QUEEN GERTRUDE, POLONIUS, OPHELIA, ROSENCRANTZ, and GUILDENSTERN KING CLAUDIUS And can you, by no drift of circumstance, Get from him why he puts on this confusion, Grating so harshly all his days of quiet With turbulent and dangerous lunacy? ROSENCRANTZ He does confess he feels himself distracted; But from what cause he will by no means speak. GUILDENSTERN Nor do we find him forward to be sounded, But, with a crafty madness, keeps aloof, When we would bring him on to some confession Of his true state. QUEEN GERTRUDE Did he receive you well? ROSENCRANTZ Most like a gentleman. GUILDENSTERN But with much forcing of his disposition. ROSENCRANTZ Niggard of question; but, of our demands, Most free in his reply. QUEEN GERTRUDE Did you assay him? To any pastime? ROSENCRANTZ Madam, it so fell out, that certain players We o'er-raught on the way: of these we told him; And there did seem in him a kind of joy To hear of it: they are about the court, And, as I think, they have already order This night to play before him. LORD POLONIUS 'Tis most true: And he beseech'd me to entreat your majesties To hear and see the matter. KING CLAUDIUS With all my heart; and it doth much content me To hear him so inclined. Good gentlemen, give him a further edge, And drive his purpose on to these delights. ROSENCRANTZ We shall, my lord. Exeunt ROSENCRANTZ and GUILDENSTERN KING CLAUDIUS Sweet Gertrude, leave us too; For we have closely sent for Hamlet hither, That he, as 'twere by accident, may here Affront Ophelia: Her father and myself, lawful espials, Will so bestow ourselves that, seeing, unseen, We may of their encounter frankly judge, And gather by him, as he is behaved, If 't be the affliction of his love or no That thus he suffers for. QUEEN GERTRUDE I shall obey you. And for your part, Ophelia, I do wish That your good beauties be the happy cause Of Hamlet's wildness: so shall I hope your virtues Will bring him to his wonted way again, To both your honours. OPHELIA Madam, I wish it may. Exit QUEEN GERTRUDE LORD POLONIUS Ophelia, walk you here. Gracious, so please you, We will bestow ourselves. To OPHELIA Read on this book; That show of such an exercise may colour Your loneliness. We are oft to blame in this, 'Tis too much provedthat with devotion's visage And pious action we do sugar o'er The devil himself. KING CLAUDIUS [Aside] O, 'tis too true! How smart a lash that speech doth give my conscience! The harlot's cheek, beautied with plastering art, Is not more ugly to the thing that helps it Than is my deed to my most painted word: O heavy burthen! LORD POLONIUS I hear him coming: let's withdraw, my lord. Exeunt KING CLAUDIUS and POLONIUS Enter HAMLET HAMLET To be, or not to be: that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to be wish'd. To die, to sleep; To sleep: perchance to dream: ay, there's the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect That makes calamity of so long life; For who would bear the whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of despised love, the law's delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscover'd country from whose bourn No traveller returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all; And thus the native hue of resolution Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action.Soft you now! The fair Ophelia! Nymph, in thy orisons Be all my sins remember'd. OPHELIA Good my lord, How does your honour for this many a day? HAMLET I humbly thank you; well, well, well. OPHELIA My lord, I have remembrances of yours, That I have longed long to re-deliver; I pray you, now

The Process For Firing a Government Employee

The Process For Firing a Government Employee The federal government’s disciplinary personnel process have become so cumbersome that only about 4,000 employees a year 0.2 % of the total workforce of 2.1 million are fired, according to the Government Accountability Office (GAO). In 2013, the federal agencies dismissed around 3,500 employees for performance or a combination of performance and conduct. In its report to the Senate Homeland Security Committee, the GAO stated, â€Å"The time and resource commitment needed to remove a poor performing permanent employee can be substantial.† In fact, found the GAO, firing a federal employee often takes from six months to over a year. â€Å"According to selected experts and GAO’s literature review, concerns over internal support, lack of performance management training, and legal issues can also reduce a supervisor’s willingness to address poor performance,† wrote the GAO. Remember, it actually took an act of Congress to give the Secretary of the Department of Veterans Affairs the power to outright fire senior VA executives who failed to meet performance standards. As the GAO noted, the in 2014 annual survey of all federal employees, only 28% said the agencies they worked for had any formal procedure for dealing with chronically poorly performing workers. The Probationary Period Problem After being hired, most federal employees serve a one-year probationary period, during which the lack the same rights to appeal disciplinary actions – like firing – as employees who have completed probation. It is during that probationary period, advised the GAO when the agencies should try their hardest to identify and carve out the â€Å"bad word† employees before they gain the full right to appeal. According to the GAO, about 70% of the 3,489 federal employees fired in 2013 were fired during their probationary period. While the exact number is not known, some employees facing disciplinary actions during their probationary period choose to resign rather than have a firing on their record, noted the GAO. However, reported the GAO, work unit managers â€Å"often do not use this time to make performance-related decisions about an employee’s performance because they may not know that the probationary period is ending or they have not had time to observe performance in all critical areas.† As a result, many new employees fly â€Å"under the radar† during their probationary periods. ‘Unacceptable,’ Says Senator The GAO was asked to investigate the government firing process by Sen. Ron Johnson (R-Wisconsin), chairman of the Senate Homeland Security and Governmental Affairs Committee. In a statement on the report, Sen. Johnson found it â€Å"unacceptable that some agencies let the first year slip by without conducting performance reviews, never aware that the probationary period had expired. The probationary period is one of the best tools the federal government has to weed out poor-performing employees. Agencies must do more to evaluate the employee during that time period and decide whether she or he can do the job.† Among other corrective actions, the GAO recommended the Office of Personnel Management (OPM) the government’s HR department extend the mandatory probationary period beyond 1-year and include at least one full employee evaluation cycle. However, the OPM said extending the probationary period would probably require, you guessed it, â€Å"legislative action† on the part of Congress.

Eastern Catholic Essay Example | Topics and Well Written Essays - 2500 words

Eastern Catholic - Essay Example It also has jurisdiction over the churches in Greek. The Eastern Catholic Church in the Middle East uses autocephalous governing body known as the Patriarch of Antioch. This body resides in Damascus, Syria and heads Arab Christians. It also heads in Iraq, Lebanon and other churches in the Middle East. Other patriarchs include: Patriarch of Alexandria, Serbia, Georgia, Jerusalem, Bulgaria and Romania. The early church of Antioch was very diverse and developed into numerous churches. The liturgical setting of the Antioch church mainly came from the St. James Liturgy despite other liturgies developed later. Having jurisdiction in a large area, the Patriarch of Antioch also covered the modern Israel, Jordan, Palestine and certain parts in south Turkey (O’Mahony & Loosely, 2009). Moreover, the Syrian and Aramaic languages dominated before Islam came. Today, the Antioch church has spread into the Persian Empire also known as Iran. It has also spread its branches in India and China. Therefore, the Middle East Antioch church has widened into the south. The Middle East Catholic church can also be analyzed using the various the religious seven dimensions also known as the Ninian Smart. The seven religious dimensions include: rituals, experimental and emotional, narrative or mythic, ethical and legal. Moreover, doctrinal and philosophical, material, social and institutional dimensions also from the religious dimensions of the Catholic Church. These dimensions describe the various aspects in which the Eastern Catholic religion operates. To begin with, rituals refer to the ceremonies used in the Catholic Church that can either be private or public. The rituals represent traditions that should be followed and how sacraments should be celebrated in the Catholic Church. As Churches spread and grew, sacraments were celebrated in line with individual cultures and as they were received or

Starbucks CO Essay Example | Topics and Well Written Essays - 500 words

Starbucks CO - Essay Example It is almost impossible for any business not to become involved in some kind of community affairs. Some of this involvement is primarily charitable, while other community affairs with which business becomes involved pays a direct return to the company. It is difficult to separate one from the other because in most instances both community and business reap positive rewards from any business participation in community affairs. Starbucks pays a special attention to stakeholder responsibility and environmental policies. Pollution is, unfortunately in most cases, a by-product of everyday living. The operation of a "free market" system may fail to serve the best interests of society because of the inability of the market to adjust itself independently and adequately to certain kinds of side effects such as pollution. Also, the buyers and sellers in the marketplace often lack the quantity and quality of information necessary to undertake effectively and efficiently the proper transactions to optimize the side effects for the best interests of both parties involved. Under a free market economy, private industry, local governments, and county, state, and federal governments can, and do, sometimes relieve themselves of certain costs associated with disposal of waste materials by using the atmosphere, oceans, lakes, rivers, and landfills, as free waste receptacles. If it is to the economic advantage of the particu lar emitter to do so, it will normally take advantage of this free resource. The general theory behind much of it is that by business participating in community affairs it makes the community a better place in which to live. By making the community a better place to live, it helps improve the community for all those who live there and as an inducement for hiring new employees from distant communities, possibly needed experts from

Islamic Education After Independence Education Essay

Islamic Education After Independence Education Essay Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. Southeast Asian Education particularly Islamic Religious Education in Indonesia and Malaysia The Indonesian Experiences After the downfall of Ottoman Empire the entire Muslim countries were completely dominated by Western Colonial countries, particularly British, French, Spanish, Dutch and so forth. Southeast Asian countries were ruled by the British and the Dutch. The British ruled Malaya and North Borneo, whilst the Dutch ruled Indonesia. Dutch rule in Indonesia lasted for over three hundred years who used iron claws to suppress private schools that sought to establish carders to fight colonialists. The establishment of Sekolah Tinggi Islam Japan occupied Indonesia for three years, during which Dutch schools were totally closed down and replaced by Japanese curriculum including language of instruction. Indonesian fighters for Indonesian independence suggested that since all tertiary level of education were closed by Japanese, it is high time that Islamic higher institution of learning (Sekolah Tinggi Islam = STI) be established. The idea was suggested by Majlis Shura Muslimin Indonesia (Masyumi) along with the establishment of armed forces called Hizbullah (Gods Party). The prominent personalities leading the school are : 1. Dr. Mohammad Hatta (Vice President) as chairman 2. Mr. Soewandi (Civil servant) as deputy chairman 3. Mohammad Natsir (later on became the first Prime Minister of Indonesia after independence) as secretary 4. Several other members of society such as Prof. R.A.A Hoesein Djajadingrat, Dr.Hidayat, Dr. Soekiman and many others were acting as members of executives. The Sekolah Tinggi Islam started with four faculties i.e Law, Religion, Economics and Education. After independence, Religious faculty was sponsored by Ministry of religious affairs and became Government Institute religious of knowledge (Institute Agama Islam Negeri = IAIN) whose curriculum were planned by people graduated from Al Azhar. It is logical that the curriculum of IAIN in early days of its establishment was carbon copy of faculties in Al Azhar before the latest reforms in 1961. The institute originally has three faculties like in Al Azhar, i.e Usuludin, Shariah and Arabic language, later they added faculty of tarbiyyah (education) Organization like the Muhammadiyah during the Dutch rule even set schools using Dutch as a medium of instruction to compete with the schools established by the Dutch. Other organization such as Nahdatul Ulama (NU), Persatuan Islam(Persis) and Al -Irsyad continued to maintain Pesantren (religious training centre for Advanced Islamic Studies), Madrasah (Islamic schools) and pondok(Muslim boarding schools) which they had been managing, so much so that bumiputera (the son of the soil) children need not have to go to Dutch government schools for their education. In the early fifties the government tried to set up schools for the training of religious teachers (Sekolah Pendidikan Guru Agama-PGA) by putting some of the exising Madrasah under the management of religious affairs. The objectives was to train religious teachers in government schools where religious knowledge was also taught. This was followed by the setting up of Sekolah Guru Hakim Agama (SGHA) to cater to the needs of the Muslim jurists both in Shariah and the State courts. The Muslim organizations and Muslim community alike were quite disappointed with the scope offered by both the PGA and SGHA. Muslim organizations such as Muhammadiyah continued to be self reliant in the management of their schools. All they needed to do was to comply with the government regulations and current requirements. Pesantren too began to mushroom since the fifties. A press statement issued by the Ministry of Religious Affairs in the later part of the seventies put the figure at 20,000 Pesantren with 9 million students. It is estimated that current figures have far exceeded these numbers in view of the 40% increasing of Indonesian population from 150 million in the seventies to a 220 million currently. Rapid Development of Islamic schools Among the factors that contributed to the rapid development of Islamic schools lately were: 1. The government inability to cater to the educational needs of all children. The problem therefore was partly resolved by the existence of private schools. 2. Dissatisfaction with the scope offered by the PGA and the SGHA in the fifties.The government, however, has been trying to improve the situation by: i) Accepting the standard of madrasah so that they would be at par with public schools. ii) Uplifting students of madrasah for admission into equivalent public schools at primary, lower secondary and upper secondary levels. iii) Recognizing the private madrasah certificate as equivalent to the state (government) madrasah certificate to enable leavers of private madrasah to continue with their studies in equivalent government schools iv) The influence of the Islamic revivalist phenomenon world wide, particularly the international Conferences of Muslim Education first held in Makkah 1977, Second in Islamabad 1980, Third in Dakka (Bangladesh), 1981, Fourth in Jakarta 1982, the Fifth in Cairo 1987 and Sixth in Makkah 1993 and the Seventh in South Africa 1996. The conferences had deliberated on this religious education from elementary to tertiary level and produced guidelines for the implementation. How far Muslim countries, particularly in Southeast Asia, have responded to these guidelines and implement them in their curriculum is yet to be seen. The International Conferences of Muslim Education mentioned above should be a stepping stone toward the unified religious curricular reforms in Muslim countries for the years to come. The Malaysian Experiences The history of Islamic religious education in Malaysia before independence The history of Islamic education in Malaysia dated back as early as 13th century when Islam first came to this region (Abdul Halim, 1995). Islamic education can be divided into four stages : i. Centered around teachers houses ii. Centered around mosques, suraus and madrasahs iii. Centered around religious institutions called pondok. (literally , Hut school) iv. Centered around religious institutions called madrasah schools i. Centered around teachers houses At the early stage it was carried out in a very informal way suitable to the environment of that time which it centered around teachers homes (rumah-rumah guru). Students came to the teachers (normally known as Ulama) homes to learn reading Quran and fardhu Ain (basic Islamic teaching). ii. Centered around mosques, suraus and madrasahs Due to the increasing number of students flocking to the teachers homes where the later could not accommodate all of them, then came the idea of religious education to be centered around mosques, suraus and madrasahs. The teachers used to sit with their students in circles. These teachers were easily received by the society even sometimes they were called to palaces to teach the king of the state and their relatives. iii. Centered around religious institutions called pondok Subsequently it centered around religious institutions called pondok. (literally, it means hut school) Pondoks are traditional religious schools which dominated the Malay world education system in the earlier part of 14th century. i.e pre colonial and even during colonial period. The pondok institution was the first and most influential legacy in Islamic education in both Malaysia and Indonesia (called Pesantran). The management of these pondoks differs from place/center to another place/center and there was no standard set of syllabus. However, the mode of instruction was similar to that practised in Makkah and Cairo before the advent of modern methods of teaching. Rosnani (1996) mentioned that many scholars have discussed the origin of Pondok institution in Malaysia, whether it originated from Sumatera, Indonesia or Pattani, in Southern Thailand. However, she argued that one cannot dismiss the possibility that the pondok institution was an influence of Makkah education of that era because the content and the teaching methods in pondok institutions were comparable to those in the Al Haram Mosque in Makkah and many pondok teachers had taken the pilgrimage to Makkah and deepened their knowledge of Islam. Some of the famous ulama (Tok guru) in the middle of 19th century were Tok Selehor, Tok Kenali, Tok Kemuning, Tok Ku Pulau Manis, etc. Although there was no standardised content and no limitation in the years of study. The pondok curriculum shared some common features of the subject. All pondoks usually include the basic disciplines such as Tauhid, Al-Quran, Fiqh, Hadith, Nahu, Sarf, Tasawwuf and Akhlaq. After years of study and considered as alim or knowledgeable by their guru these students will come back to their respective villages to teach and some may go abroad to further their study to Makkah, Cairo, Pakistan or India.. When these students went to Al Azhar University and other Middle East countries they were taught and trained with the curriculum of that particular place of study and easily got influenced by it. Thus, when they returned to their home countries they usually joined the existing pondok or established a new one. They would planned and implemented either totally or partially the curriculum they had went through in their early days as students. Thus, it was not a surprise to find out that many pond oks or madrasahs curriculum were the carbon -copy of Al- Azhar and other Middle East countries. This situation continues until now since the academic results or certificate given by these pondoks and madrasahs are not generally accepted by mainstream universities, many of these students have to continue their education in locations such as Pakistan, Egypt and other Middle East countries. iv. Centered around religious institutions called madrasah schools At the end of 19th century especially after World War 1, with the influence of Islah movement led by reformists Sayyid Jamaluddin Al Afghani (1839-1879) and Muhammad Abduh, (1849-1905), many religious madrasah schools were established in many places in Malaysia as alternative to pondok school and also to compete with the secular school. The Malaysian reformists ideas came from Sheikh Tahir Jalaludin and Shiekh Ahmad Al Hadi who were very much influenced by Al-Afghani and Abduh (Al Attas,1972). With these Madrasah system, Islamic education not only focus on spiritual, fardu Ain and Tauhid but it became more comprehensive, it include other subjects in the curriculum such as Arabic language, Maths and Geograph. Islamic Education during the British Period Japan conquered Malaysia (1941-45) and was defeated to the British. The British then made few educational reformations starting with Barnes Report and Fern Wu Report. Briefly, the Barnes Report stated the lack of religious instruction in schools had led Malay parents sent their children to learn religion in the afternoon sessions which were very tiresome. The committee suggested jawi be omitted and religious instruction be taught instead. Barnes Report also suggested only one system of primary education (national primary school) to be held. Fenn Wu Report suggested and supported trilingual where Malay, Chinese and English languages should be encouraged to be the medium of instruction. As a compromise, the government passed the Education Ordinance 1952, where the promotion of national school system by gradual introduction of English into Malay Vernacular schools and Malay and English languages into Chinese and Tamil Vernacular school and also recommended the maintenance of English nat ional type school. Interestingly, it also recommended that religious education be provided to pupils either within school premises or in suitable premises close by as part of the school lessons ( Hussein Onn,1957). During the British period education was divided into religious and non religious education. Here has the beginning of the secular education in Malaysia. Secular schools in Malaysia were largely an innovation of British colonial government. Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest school in Malaysia is the Penang Free school, founded in 1816, followed by Malacca Free School later changed to Malacca High school in 1978. While the Malay College Kuala Kangsar (MCKK) was established in 1905 based on English Public School. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools. Islamic education after independence and the impact of National Educational Policy Formal educational policies came into place after Malayas independence in 1957. The task of the new government was to establish a national education system which, while making the Malay as the national language of the country, the languages and cultures of non- Malay communities are preserved and sustained. The most important development was the implementation of The Education Act 1961 where The Razak Report and the Rahman Talib Report became the basis for the formulation of this Act. The main features of the Razak Report are; a uniform national education and centralized examination system, A Malayan oriented curriculum, one type of national Secondary school, English and Malay language compulsory and Bahasa Melayu as the main medium of instruction. While the main features Rahman Talib Report are : Free primary and universal education, automatic promotion to Form 3, Establishment of schools Inspectorate, Bahasa Malaysia as the main medium of instruction, Religious/moral education as basis for spiritual development, emphasis on teacher education . In addition, the implementation of Islamic education in National Educationtal System was also based on the reports made during Razak Report (1956) and Rahman Talib Report (1960) where it is clearly stated that in any assisted school where not less than 15 pupils profess the Muslim religion, religious instruction to them shall be provided at public expense. Instruction in other religions to other pupils may be provided so long as no additional cost falls upon public funds and provided that no child shall be required to attend classes in religious instructions without the parents consent Initially, Islamic education was taught after school hours. Starting from 1962, the Islamic religious subject was implemented and officially included in the school time table where it was taught for 120 minutes (2 hours) per week by the teachers approved by the state authority.(Education Ordinance 1957). Rosnani (1996) is of the opinion that although these recommendations were positive, in the sense that they gave importance to religious instruction in national and national-type schools, they affected all Islamic religious adversely i.e a decline in pupil enrolment because Malay parents saw many advantages in the national schools, firstly their children could learn religion whether in national and national-type English schools. Second, greater opportunities to further studies and, greater job opportunities that awaited graduates of national schools compared to religious schools.The decline in enrolment was due also to the automatic promotion until Form Three, the abolition of the Malayan Secondary School Entrance Examination and the establishment of national secondary schools. The second major consequence was the transformation of the the Madrasahs curriculum in accordance with the National Educational Policy where the Malay language replaced Arabic as the medium of language and the religious subject had to be reduced to accomodate new secular subjects i.e Malay language, English, Mathematics, Geography, History and general Science. The third major impact of the National Education Policy was the shortage of teachers in the Madrasah because qualified teachers left for better facilities and better pay offered by National schools. Madrasahs institutions also had acute financial problems and had to be rescued by state religious department. Rosnani, (1996) further claimed that these factors, in addition to changing societal values brought about the decline of Madrasah and near demise of pondok in 1960s. Paradigm shift a) The Integrated Curriculum for Primary School (ICPS) and The New Secondary School Integrated curriculum (NSSIC) It was a fact that the 70s witnessed the increase of Islamic conciousness among the Muslim throughout the Muslim World including Malaysia which subsequently contributed to educational reform. A few Islamic organizations such as ABIM, Al Arqam and Jamaat Tabligh were also formed during the 70s where their dynamic activities help to strengthen Islam in Malaysia. According to Ghazali (2000), there are many factors contributing to the Malaysian educational reform. Apart from the implementation of suggestions and report made in 1979, the changes in the political climate where people were more inclined to Islam should be considered. The influence of the Islamic movement in Iran gave a significant impact among the Muslims in Malaysia to support the Islamic party (PAS). Then, the government under the leadership of Tun Dr. Mahathir officially introduced Islamization policy in 1983. Consequently The Islamic institutions, the International Islamic University (IIUM) and the Islamic Banking were established. The philosophy of the University was inspired by the recommendations of the first World Conference on Muslim Education held in Mecca in 1977. According to this philosophy, knowledge shall be propagated in the spirit of Tawhid leading towards the recognition of Allah as the Absolute Creator and Master of mankind. Thus all disciplines of knowledge should lead towards subservience of this truth. Knowledge is a form of trust(amanah) from Allah to man, and hence man should utilize knowledge according to Allahs will in performing his role as the servant and vicegerent (khalifah) of Allah on earth. In this way the seeking of knowledge is regarded as an act of worship (Diary IIUM, 2005) Subsequently in 1982, The Ministry of Education, introduced The New Primary School Curriculum (NPSC). It was implemented nation wide in 1983. The NPSC was formulated to provide equal opportunity to students to acquire basic skills and knowledge in addition to inculcating noble moral values. The emphasis of this new curriculum is on the acquisition of the three basic skills,namely reading, writing and mathematics. With a renewed emphasis on integration, it was decided in 1993 that a change of name take place. The New Primary School Curriculum (NPSC) is now known as The Integrated Curriculum for Primary School (ICPS)(Curriculum Development Centre 1997). The New Secondary School Integrated curriculum (NSSIC) or integrated Curriculum for Secondary Schools (KBSM) which was guided by the recommendation of the first World Conference on Muslim Education 1977, in Makkah was introduced in 1988 for lower secondary level and in 1989 the curriculum was implemented in phase up to form five level. (Hasan.L, 1993). The main focus of the curriculum is on an integrated educational approach. The approach incorporated knowledge with skills and moral values. It also combine theory with practical training. The strategy is to incorporate Moral Values into curriculum and the Malay language with curriculum (Curriculum Development Centre,1997). b) The National Educational Philosophy (NEP) The Education Act 1961 has determined Malaysias education policies for over three decades until it was repealed in 1996. The Education Act 1996 is the latest and is the most comprehensive where it stated for the first time in writing the National Educational Philosophy (Under Act 550). The official statement of NEP states as follows : Education in Malaysia is an on-going effort towards further developing the potential of individuals in holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on the firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are resilient and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large. Langgulung, H (1993) stated that based on this NEP, the planning of KBSM is meant to help students to develop their intellectual, spiritual, emotional as well as physical potentials in comprehensive and integrated manner. It is hoped that the comprehensive and integrated development could create student who is able to adjust himself in society and contribute to the progress and the welfare of himself in order to function effectively and productively in the national development. The Islamic educational challenge faced by Malaysia since Sept 11 To ensure that the Malaysian education system responds properly to the nation building, unity and the development of the country there were many curricula reviews and tremendous changes in Malaysia education since its independence in 1957. It is a well-known fact that the Muslim education system in the Muslim world including Indonesia and Malaysia is the extension of the Western educational system which is compartmentalised and secularized. As a consequence of the Western influence and the weaknesses of the Muslims, the religious curriculum in schools and university levels in both Malaysia and Indonesia are still compartmentalised. Rosnani ( 2004 2nd edition) claimed that the curriculum practiced in Muslim countries either borrowed wholesome or partially from the West and even the subjects and methodologies presently taught in the countries are copies of the Western. Here, it is important to note the statement made by Tan Sri Murad, the President of the social committee for the study of curriculum in national schools that the implementation of religious education at National Schools have a lot of weaknesses because there are still many students cant read Al Quran and write Jawi although they had attended six years of primary schools. (Berita Harian , 26/Feb/2003). Although there were many surveys and writings carried out for examples by Rosnani (1996), Sahari Langgulung (1999) and Abdul Hamid (2003) found several weaknesses of Islamic religious schools such as its curriculum, lack of facilities and financial and poor administration. However, one has to remember that SAR has contributed significantly to Islamic education in both Malaysia and Indonesia before their independence. Despite the weaknesses of Islamic religious schools, informal conversations and interviews with some Muslim parents revealed that they were still interested to enroll their children at this school due to a variety of reasons: i) With the high cost of living, many Muslim parents are both working full time thus they have very limited time to teach their own children and expect the schools to act on their behalf ii) Some of these Muslim parents are interested to teach their own children, unfortunately they themselves do not know how to read the Al- Quran and either have no or very limited knowledge regarding fardu Ain iii) Some parents also opt to send their children for religious classes after school hours or Sunday schools at the mosques because they feel that religious subject at the national school is not adequate or failed to meet their expectation iv) Many muslim parents are aware and worried about the moral decadence (social ills) in the society especially among the youth keep on increasing such as drug addicts, illegitimate child , bullying, gangsterism and etc. Thus it was not a surprise to learn that Peoples Religious Schools (SAR) in Malaysia mushroomed because parents were concerned about their children Islamic knowledge while the national school curriculum seemed inadequate. According to a daily newspaper, there were 500 SARs nation wide with 126,000 students receiving Islamic education in such institutions (NST, 22 Jan 2003). People Islamic religious schools (SAR) are schools mostly built, funded and owned by individuals or a group of people offering full time students Islamic religious education. These schools also use the curriculum which has been standardized by State religious department or Department for the advancement of Islam in Malaysia (JAKIM).These religious shools received the grant given by the government i.e RM 60 per year for a primary school student and RM120 for a secondary school student. However, in November 2002, the Malaysian government has stopped their state subsidy to SAR. The government gave two reasons for i.e that SAR lack of facilities which resulted students poor achievement and lack of trained teachers and thus urged parents to send their children to national schools (NST 9/10 Dec,2002). Rosnani (2004 2nd edition) raised a few important questions rega