The Evolution of the First Tetrapods

The Evolution of the First Tetrapods Its one of the notorious pictures of advancement: 400 or so million years prior, path back in the ancient fogs of geologic time, a courageous fish slithers arduously out of the water and onto land, speaking to the primary influx of a vertebrate attack that prompts dinosaurs, warm blooded animals, and individuals. Legitimately, obviously, we dont owe any more gratitude to the main tetrapod (Greek for four feet) than we do to the primary bacterium or the principal wipe, however something about this fearless critter despite everything pulls at our heartstrings. With no guarantees so frequently the case, this sentimental picture doesnt very coordinate with developmental reality. Somewhere in the range of 350 and 400 million years prior, different ancient fish slithered out of the water at different occasions, making it almost difficult to recognize the immediate precursor of present day vertebrates. Actually, huge numbers of the most praised early tetrapods had seven or eight digits toward the finish of every appendage and, on the grounds that cutting edge creatures cling carefully to the five-toed body plan, that implies these tetrapods spoke to a developmental impasse from the point of view of the ancient creatures of land and water that tailed them. Starting points The most punctual tetrapods advanced from projection finned angles, which varied in significant ways from beam finned angles. While beam finned angles are the most widely recognized kind of fish in the oceanâ today, the main projection finned fish on the planet are lungfish and coelacanths, the last of which were thought to have become wiped out a huge number of years prior until a live example turned up in 1938. The base blades of projection finned angles are organized two by two and upheld by interior bones-the essential conditions for these balances to advance into crude legs. Flap finned fishes of the Devonian time frame were at that point ready to inhale air, when important, by means of spiracles in their skulls. Specialists contrast about the ecological pressuresâ that incited projection finned fish to develop into strolling, breathing tetrapods, however one hypothesis is that the shallow lakes and waterways these fish lived in were dependent upon dry season, preferring species that could get by in dry conditions. Another hypothesis has it that the most punctual tetrapods were truly driven out of the water by greater fish-dry land held a bounty of creepy crawly and plant food, and a stamped nonappearance of risky predators. Any flap finned fish that bumbled onto land would have ended up in a genuine heaven. In developmental terms, its difficult to recognize the most progressive projection finned fish and the most crude tetrapods. Three significant genera closer the fish end of the range were Eusthenopteron, Panderichthys, and Osteolopis, which invested the entirety of their energy in the water yet had inert tetrapod attributes. Up to this point, these tetrapod predecessors about totally hailed from fossil stores in the northern Atlantic, however the revelation of Gogonasus in Australia has brought an end to the hypothesis that land-staying creatures began in the northern half of the globe. Early Tetrapods and Fishapods Researchers once concurred that the most punctual genuine tetrapods dated from around 385 to 380 million years prior. That has all changed with the ongoing disclosure of tetrapod track checks in Poland that date to 397 million years prior, which would adequately dial back the transformative schedule by 12 million years. Whenever affirmed, this disclosure will provoke some update in the transformative accord. As should be obvious, tetrapod development is a long way from written in stone-tetrapods advanced various occasions, in better places. In any case, there are a couple of early tetrapod species that are viewed as pretty much conclusive by specialists. The most significant of these is Tiktaalik, which is thought to have been roosted halfway between the tetrapod-like projection finned angles and the later, genuine tetrapods. Tiktaalik was honored with what could be compared to wrists-which may have helped it to prop itself up on its thickset front blades along the edges of shallow lakes-just as a genuine neck, giving it much-required adaptability and portability during its speedy side trips onto dry land. On account of its blend of tetrapod and fish qualities, Tiktaalik is regularly alluded to as a fishapod, a name that is likewise once in a while applied to cutting edge projection finned fish like Eusthenopteron and Panderichthys. Another significant fishapod was Ichthyostega, which lived around 5,000,000 years after Tiktaalik and accomplished comparatively decent sizes-around five feet in length and 50 pounds. Genuine Tetrapods Until the ongoing revelation of Tiktaalik, the most renowned of all the early tetrapods was Acanthostega, which dated to around 365 million years back. This thin animal had generally all around created appendages, just as such fishy highlights as a parallel tangible line running along the length of its body. Other, comparable tetrapods of this general time and spot included Hynerpeton, Tulerpeton, and Ventastega. Scientistss once accepted that these late Devonian tetrapods invested huge measures of their energy in dry land, however they are currently thought to have been essentially or even absolutely amphibian, possibly utilizing their legs and crude breathing mechanical assemblies when completely fundamental. The most critical finding about these tetrapods was the quantity of digits on their front and rear appendages: somewhere in the range of 6 to 8, a solid sign that they couldnt have been the progenitors of later five-toed tetrapods and their mammalian, avian, and reptilian relatives. Romers Gap Theres a 20-million-year-significant lot of time in the early Carboniferous time frame that has yielded not many vertebrate fossils. Known as Romers Gap, this clear period in the fossil record has been utilized to help Creationist question in the hypothesis of development, yet it is effectively logical by the way that fossils just structure in exceptionally uncommon conditions. Romers Gap especially influences our insight into tetrapod advancement since, when we get the story 20 million years after the fact (around 340 million years back), there is a bounty of tetrapod animal varieties that can be assembled into various families, some verging on being genuine creatures of land and water. Among the remarkable post-hole tetrapods are the minuscule Casineria, which had five-toed feet; the eel-like Greererpeton, which may as of now have de-advanced from its more land-arranged tetrapod precursors; and the lizard like Eucritta melanolimnetes, also called the animal from the Black Lagoon, from Scotland. The assorted variety of later tetrapods is proof that a ton more likely than not occurred, development insightful, during Romers Gap. Luckily, we have had the option to fill in a portion of the spaces of Romers Gap as of late. The skeleton of Pederpes was found in 1971 and, after three decades, further examination by tetrapod master Jennifer Clack dated it smack to the center of Romers Gap. Fundamentally, Pederpes had front aligned feet with five toes and a tight skull, qualities seen in later creatures of land and water, reptiles, and well evolved creatures. A comparative animal groups dynamic during Romers Gap was the huge followed Whatcheeria, which appears to have invested the vast majority of its energy in the water.

Sport obermeyer, Ltd. Case Study Example | Topics and Well Written Essays - 750 words

Game obermeyer, Ltd. - Case Study Example Utilizing utilization of 1,200 units would likewise aid quicker creation and accomplishment of the 10 percent limit focus before the finish of anticipated seven months. Decision of 1,200 units stays steady and helpful for different styles utilized by Obermeyer. Estimates of the considerable number of people in Exhibit 10 territory up to 20, 000 units, subsequently, certifying consistency with Wally’s creation projection. The units would likewise not face increasingly severe standards in light of the fact that Hong Kong puts in less limitations on least requests amounts for a given organization. In this way, the organization would encounter less dangers in sourcing the units. It is basic that quality items result from the utilization of sensible units. Obermeyer should direct time operational change during the time spent sourcing and creation of crude materials. Directing time operational change would include diminishing the time of obtaining crude materials from providers. At first, Obersports providers took a more drawn out time of 90 days to gracefully crude materials that thusly eased back the creation procedure. Time operational change would guarantee brief creation and improvement in execution of the organization. Subsequently, diminishing time of sourcing crude materials and creation procedure would successfully help Obersports to satisfy its market needs. Obermeyer should direct statistical surveying and build up more grounded business joins with its retailers. Evidently, offer of Obermeyer items stays occasional with its top on December and January. Operational change that would guarantee auspicious conveyance of items in enormous amounts to believed retailers would improve deals. Obermeyer should give its set up retailers merchandise on layaway to guarantee auspicious conveyance to the market. Obermeyer should lead exposure crusades to quicken the notoriety of its produce among retailers and clients. Legitimate ad would understand issues related with retail renewal orders. Presently, selling of Obersports items vacillates all through the

Cognitive Processing Therapy for PTSD

Cognitive Processing Therapy for PTSD PTSD Treatment Print Cognitive Processing Therapy for PTSD CPT can help you get unstuck from thoughts about your trauma. By Matthew Tull, PhD twitter Matthew Tull, PhD is a professor of psychology at the University of Toledo, specializing in post-traumatic stress disorder. Learn about our editorial policy Matthew Tull, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on June 10, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 06, 2019 Post-Traumatic Stress Disorder Overview Symptoms & Diagnosis Causes & Risk Factors Treatment Living With In Children Cognitive processing therapy, also known as CPT, is a cognitive-behavioral treatment  focused on helping people who are stuck in their thoughts about a trauma. It is one of the most effective treatments for post-traumatic stress disorder (PTSD). The treatment  takes 12 sessions. Overview Cognitive processing therapy was developed by Dr. Patricia Resick and other psychologists to treat the  symptoms of posttraumatic stress disorder (PTSD)  among people who had experienced a  sexual assault. Today its widely used in the treatment of PTSD. CPT is based on the idea that PTSD symptoms stem from a conflict between pre-trauma beliefs about the self and world (for example, the belief that nothing bad will happen to me or that the world is a safe place) and post-trauma information (for example, the traumatic event is evidence that the world is a dangerous and hazardous place). These conflicts are called stuck points and are addressed through, among other techniques, writing about the traumatic event. Similar to exposure therapy for PTSD, cognitive processing therapy provides patients with information on PTSD and helps them confront unpleasant memories and thoughts associated with a traumatic event. In CPT, the patient is asked to write about his or her traumatic event in detail and is then instructed to read the story aloud repeatedly in and outside of sessions. The therapist helps the client identify and address stuck points and ?errors in thinking, which may include, for example, I am a bad person or I did something to deserve this. The therapist may help the patient address these errors or stuck points by having the client gather evidence for and against those thoughts. How It Works According to the U.S. Department of Veteran Affairs, there are four main parts of  cognitive processing therapy. They have to do with: Your PTSD symptoms. Learning about your specific PTSD symptoms and the benefits of treatment on them is the first step of CPT.Your thoughts and feelings. Youll learn to become more aware of what you think and feel about your trauma and how you may be stuck in beliefs that are hurting you.New skills. Youll learn how to question and challenge these thoughts and feelings and explore how you would prefer to think about the trauma.Changes in your beliefs. Youll learn about how its common for a persons thoughts and beliefs about the world to change after a trauma, and youll find out how to balance the way you saw the world before and the way you see it now. Your treatment will probably consist of twelve 60-minute sessions once or twice a week. These will either take place in a group setting or alone. The Difference Between CPT and Exposure Therapy Cognitive processing therapy is somewhat different from exposure therapy for PTSD. Although exposure therapy helps people confront memories or thoughts about a traumatic event, it doesnt always assist people in addressing these errors in thinking. CPT therapists have people confront feared thoughts and memories associated with a traumatic event, as well as assist patients in connecting with corrective information for maladaptive, unrealistic or problematic thoughts that may be driving PTSD symptoms. How to Find a CPT Therapist If you are interested in receiving CPT, there are a number of helpful provider locator search engines on the internet that can help you find a treatment provider in your area. You can also learn more about CPT from the National Center for PTSD and the International Society for Traumatic Stress Studies. If youre a veteran, CPT services are now available through the VA. The VAs Office of Mental Health Services has trained VA therapists nationwide to use CPT in treatment for PTSD. Talk to your VA health care provider about incorporating CPT into your PTSD treatment plan. The 9 Best Online Therapy Programs

Personal Note On Using Photoshop - 1710 Words

Most of the idea s for using Photoshop, though good ideas, have become normal . Making yourself skinnier, deleting the background of your picture, all of these are great ways to utilize the tools in the program but if you re looking for something that maybe you haven t thought about doing, here are some ideas to help you on your photo-editing journey. Add Clothing: With the economy in such a bad shape, everyone wants to look good without paying designer prices. With Photoshop you can wear any clothing you d like for free. Free standing Clothes- If the clothing you want is in a picture by itself, take a picture of yourself either naked or scantily clad (depending on where the clothing would cover up. Ex: A tank top would look a little strange on top of a t-shirt...) If you re female be sure to pay special attention to how the shirt bends around the breast area, if it s something like a tank top and you should be able to see the top curve of the breasts, an ace bandage will work in place of a bra to eliminate the strap problem. Save the picture of the clothing you want and open it alongside the picture of yourself. (File- Open-Your Picture-Windows-Arrange Vertically/Horizontally.) Open up a new layer named clothing on the picture of yourself, and decide on a place in the clothing that you can easily match up to a part of your body, usually where the neck meets the shoulder, the underarm crease, or the center point of your cleavage. Then, using theShow MoreRelatedReport For The Hanover Design Company1465 Words   |  6 PagesDiffered graphics Cards of different prices can perform according to their price. Generally, the higher the price the better the performance. RAM RAM is used to when running a program. 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As steroid use continues to be identified in the news, a growing trend in America and all over the world right now seems to be asking

The Economics of Domestic Violence Essay - 2215 Words

Economic distress does not directly cause domestic violence but there is no question that economic hardships along with other outside factors cause abuse in the home. The vital key to ensure the freedom from domestic violence is economic self-reliance. While most American#161;#166;s would view domestic violence as a psychological and family issue, domestic violence affects not only the psyche of the victim it also perpetuates the poverty of women. The welfare reform act of 1996 increased research on violence against women who are on public assistance and who live within the poverty level. Welfare reform has considered special hardships for the victims of domestic violence, yet the Family Violence Option of 1997 (FVO), an individual†¦show more content†¦As of August 2000 over 35 states have completely adopted the FVO option. The FVO option allows states to modify program requirements and extend time limits to help victims of domestic violence. Research has also shown that applicants and recipients of welfare endure domestic violence for an increased length of time and a greater number of times than those who do not reach out for economic help from the government. Over half of the women who apply for public assistance report being abused at some point during their relationship. Women who are economically dependent on their partner remain in violent homes because they fear suffering the repercussions of poverty. Trapped by poverty/Trapped by abuse The Taylor institute and the University of Michigan Research Development Center on Poverty along with Jody Raphael conducted a collection of research studies, which help us identify how domestic violence against women, effects their lives and chances of becoming economically independent. 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Models for Learning and Development Free Essays

string(170) " of this portion of the program is the fact that the individuals receive immediate feedback on their performance and are able to quickly use this information on the job\." our site – BUSINESS MANAGEMENT DISSERTATION TOPICS – CUSTOM ESSAY WRITING Abstract This essay critically appraises the validity of the 70, 20, 10 formula used for giving due recognition to different types of management learning. Using a wide variety of resources, the discussion assesses the current method, future potential and possible shortcomings. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. We will write a custom essay sample on Models for Learning and Development or any similar topic only for you Order Now Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices 1 Introduction This essay critically appraises the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning. Burgess (2017) describes the 70:20:10 Model for Learning and Development as a learning model that seeks to improve overall performance through targeted efforts. Jennings et al., (2010) illustrates the formula in the following manner: Seventy per cent assignments Twenty per cent from relationships Ten per cent from training Watkins et al., (1992) argues that learning begins with motivation, leading to action.. Whilst this seems to be a simple form of beginning, this start could come in various forms that leave many things in question. For example, a mistake which is a very common beginning point, builds experience, leading to a learning experience. Yet, Pollock et al., (2015) describes the system as outdated . With many others critical of this approach including Blackman et al., (2016), the following discussion illustrates the pros and cons of the method. 2 The 70: 20:10 Models Rentroia-Bonito et al., (2015) argue that the 70:20:10 model helps people to extend their focus beyond the norm in order to build more resilient workforces thereby serving to create cultures that feature continuous learning. Critical of this Blackman et al., (2016) says that the 70:20:10 isn’t a simple rule as it only outlines the process of learning as it naturally occurs, only then offering a process to support that learning process. Furthermore, as part of the daily workflow the method helps in the effort to improve working as well as the art of and sharing with colleagues, empowering the entire company or effort to move forward. This seems to generate considerable questions regarding the meaning of the numbers and how this has been defined throughout its term of operation. The 70:20:10 models, although considered a change agent by most, is described by Watkins et al., (1992) as a consistently useful reminder that learning can also be found in the workplace and not just in the a educational format. Yet, Pollock et al., (2015) are critical of assigning any single meaning to the model, showing that learning is continually dependent on the person, the environment and the motivation. This seems to indicate that learning is a very personal based experience that can be successful for nearly anyone once the correct combination of method and motivation is found. Furthermore, this is a real indication that the influx of numbers cannot be considered a mantra, more of a guideline leading to a potential change. Blackman et al., (2016) supports the contention that many of the past years have continued to illustrate the condition that workplace learning is on the increase with more and more people are using the possibility of learning in organisations. Yet, Jennings et al., (2010) continue to be critical of such an assumption, arguing that alongside each new learning development is an advance in the science of education, which in turn is associated with increasing the ability for organisations to effectively reach their target employees. This seems to be a strong argument for the condition of consistent learning in every situation aiding the person in the entirely. Furthermore, this framework aids the understanding of learning within organisations that is widely considered a step towards more effective know-how learning (Rentroia-Bonito et al., 2015). Yet, every writer continues to agree that the elements of the method of completely interdependent, with each one impacting the other. This is best scene in examples that illustrate that mentoring and courses seem to be better when they support on-the-job development, leading to a consistent motivation. Blackman et al., (2016) describe the 70:20:10 formulas as an argument that is made when an organisation tries to innovate and prosper based on the abilities held by the employees. Yet, choosing to add to that description, Jennings et al., (2010) illustrates the method as a model designed to support individual, as well as any form of organisational learning. This seems to be indicative of a desire by this process to integrate each of the three types of learning: experiential, social and formal. Critical of accepting the method on initial value Marsick et al., (2006) argues that organisations assume more responsibility for any organisation’s learning, as a means of improving the entire company whether that education come from formal or informal conditions. Pollock et al., (2015) chooses to believe that the process is of value as a general guideline only, leading to many areas of for improving the effectiveness of learning. Yet, Rentroia-Bonito et al., (2015) is critical of this assessment, being quick to point out that the model is used heavily by organisations around the world. 2.1 Meaning of the Numbers Each of the percentages associated with the 70:20:10 methods are associated with specific elements of the learning process (Jennings et al., 2010). This is an indication that there are areas that deserve more attention to and broader funding, leading to the development of priorities. Watkins et al., (1992) argues that the 70 per cent becomes the most beneficial for employees due to the possibility of for these persons to discover and further develop their skills, which in turn leads to better decision making and better performance in the face of ongoing day to day challenges. Although Blackman et al., (2016) argues that the key element of this portion of the program is the fact that the individuals receive immediate feedback on their performance and are able to quickly use this information on the job. You read "Models for Learning and Development" in category "Essay examples" According to this method, persons learn 20 per cent from areas of social learning, collaborative learning an d of interaction with co-workers. Pollock et al., (2015:124) uses the following illustration to demonstrate the range of interpretations: A multinational company 70% comes from constant on-the job Encouragement and stimulation such as delegation and job rotation. 20%from daily contact with colleagues and management. A professional services firm 70% on the job such as stretch, projects, problems solving, client interaction, and rotation assignments. 20% undertaken through others such as social networking, performance conversations; work shadowing, communities of practice and social activities. 10% formal or prescribed. 10% from formal methods such as e-learning, the classroom, external courses. A distribution organisation 70% from work experiences such as stretch assignments, projects and overseas exposure. 20% others such as mentoring and learning from seniors and peers. 10% formal and informal channels. An Australian government body 70% is experiential. 20% is relationship based. 10% is formal. A not-for-profit organisation 70% on the job. 20% coaching and mentoring. 10% formal courses. A large multinational organisation 70% from on-the-job training, projects. 20% from exposure to teachers and other educators. 10% from learning material including online resources, books and external resources. The Pollock et al., (2015) approach outlined here only seems content that ten per cent of any class of trainees working to be a professional will complete the course and development optimally. This condition will result from the combination of the formal instruction alongside the contribution of outside offerings. 2.2 Is the 70:20:10 still relevant? Jennings et al., (2010) argues that the internet, alongside developing communications technology has altered the training industry’s views of the 70:20:10 models, making some elements more meaningful, whilst reducing others. Perhaps the fastest and loudest growing criticism of the model is the fact that the old model does not reflect the current market’s fast-growing emphasis any type of learning. This seems to indicate that as technology continues to develop, so too do the opportunities for people to learn anywhere, seemingly lending support for the argument that the model needs to be updated for the modern world. Another observation that is commonly touted to the negative in relation to this model is the fact that the ratios do not reflect the many opportunities emerging, instead seemingly limiting the effectiveness of the tool (Pollock et al., 2015). Yet, Watkins et al., (1992) argues that no matter what may come in the markets the model will continue to be as a v aluable guideline. Blackman et al., (2015) argues that the relevance of the method remains in the ability for the model to assist the transition from the formal learning to on the job application. This is best achieved using specific methods such as step by step instructions or allowing a person to instruct themselves leading to potential opportunities during training. However, Watkins et al., (1992) insists that any attempt to use the model in today’s markets rests on the ability for the course content to remain short in order to tackle a wider variety of concepts. Furthermore, this seems to indicate that any attempt at using the model will increasingly use methods such as micro learning, leading to innovation and development. Yet, Blackman et al., (2015) shows that if a model is not carried out correctly, the learnings will begin to occupy more time than the 10%, leading to a skewed attempt. This element seems to support the contention that the model is highly dependent on management style an d ease of any programs use. Jennings et al., (2010) asserts that job aids aid to provide possible learners with much of the supplementary materials that is needed in to succeed, leading to better skills for the person in the long run. Yet, Blackman et al., (2015) again asserts that the most valuable element of the program is the introduction of the peer learning component that allow employees to find methods of success outside of the norm, again, leading to innovation and possible development in the work place. The relevance of the model has further increased with Jennings et al., (2010) that the addition of mobile content adds a tremendous extension of any learning efforts. This seems to indicate that there is a real potential in this model to extend formal learnings and help in the persons personal efforts to establish a proper educational path. Yet, in every case Blackman et al., (2015) asserts that the most important element, and remaining relevance of this model is the self-as sessment that helps each person to learn and apply their knowledge. 2.3 Potential Pascale (2017) asserts that learning programs provide potential as they are addressing employees as well as providing experience and the benefit of increased confidence. This seems to indicate that Pascale (2017) sees the method as learning that can be attributed to any single person’s capacities which in turn assist the person’s entire workforce. Yet, Jennings et al., (2010) cautions against this form of over optimism, stating that these skills are the employees, and the person may choose to use these emerging skills elsewhere or in a different manner than the company may have anticipated. Jennings et al., (2010:20) says that the system has the potential to â€Å"forces us into a mind-set of extending learning solutions beyond classes and courses and out into the workflow. It creates great opportunities to leverage work for learning and to bring learning closer to work. As the workflow is where the majority of learning happens, re-focusing there is not only a sensible approach, but it’s an effective one as well.† This seems plausible with a real opportunity for persons to learn through practice and establishing as well as learning through the day to day employee conversations. Yet, Watkins (1992) assert that the best possible element of the program rests in the element of reflective practice that both enhances the organisational learning as well as adding to any form of personal educational experience. This seems to indicate that there is support for a system that helps a person becomes the best form of themselves that they can be, which in turn seems to require a little more flexibility than a rigid model. Burgess (2017) describes this art of reflection as a link across any activities that assist to assess a person’s success or failure, which in turn adds to the likelihood of success in a new challenge. Furthermore, extending this principle shows that reflecting on improvement, alongside practice and is a natural and practi cal way for a person to improve their potential for growth. With intuitive elements already a large part of every person’s life in the form of teachers, coaches and mentors with endless sessions of practice in any number of educational efforts, the method provides a framework that adds to the potential for anyone to succeed (Watkins et al., 1992). However, this is not the same attitude evinced by the later studies such as Burgess (2017) citing the need for more flexibility in order to provide the proper potential for growth and innovation. 2.4 Challenges Jennings et al., (2017) argue that the biggest challenge of using the 70:20:10 frameworks is how to do it correctly in any environment. Yet, Pascale (2017) cites the largest challenge as matching the various levels of understanding among the persons being educated. Whilst Pollock et al., (2015) argues that the largest challenge going forward is going to be the nature of the process and the inability of method to effectively integrate technology. Although, this contention is debated among many professionals with Jennings et al., (2017) making arguments clearly in favour of using innovative technology to aid in both reaching employees and the manner in which they would understand their material. This all seems to sustain the contention that although there seems to be a solid structure to the system overall, the lack of a solid step by step system that can be applied in nearly any circumstance is a drawback. Furthermore, it would seem as if the area of technology remains a key weakness that needs to be developed. Pascale (2017) cites the fact that leaders are actively seeking out new ways to train employees, that there is a need for more innovation and development. With nearly seventy per cent of hands on training, considered to take too long, the mistakes made by employees only serve to reduce effectiveness and potential revenue. Furthermore, Watkins et al., (1992) notes this same condition, with the companies that using temporary workers hit hardest. This seems to support the arguments that technology has brought on training that provides a focused way for people to speed up learning whilst keeping overall cost low. 3 Conclusion This essay critically appraised the validity of the 70: 20: 10 formula used for giving due recognition to different types of management learning, with the understanding that the learning model seeks to improve overall performance through targeted efforts. With considerable debate on the subject, the central area of challenges to the system was the assertion that it was becoming outdated and that the seventy per cent assignments, twenty per cent from relationships and ten per cent from training were not effective in the modern market, making the entire method questionable. Yet, support for the method centred largely on the ability for the educational material to provide a source of growth and reflection for the employee that would in turn aid them in learning in a natural manner that would easily integrate into their professional lives. This seems to support the Watkins et al., (1992) argument that learning begins with motivation, leading to action. This motivation is built upon the desire to better them through education, and the method does seem to provide a valid and practical process for attaining that goal. However, the critics of this process are a quick to point out that any mistake will build a faulty knowledge base that should be better controlled to ensure quality. However, with time being a key element of any business community, it does not seem practical for employees to expect to receive any long term education that many received in the past in formal educational settings. The material in this study seems to support the contention that when seeking to determine how long someone needs to train, it remains vital to look at the method and manner of training. There are many choices for each unique person, making some critics of the system point out that the need for flexibility is a real and lasting component of any system.. This works to build confidence in the assessment that a person’s learning program will help to build better overall working practices that will in turn benefit the company or organisation that the persons is associated with. Furthermore, the material clearly shows that there is more to learn than how to make the connection in the classroom, that there must be deeper elements that serve to encourage and develop the innovative nature of the person, whilst not relying on a single model for universal education. The research shows that the process of aiding employees to develop, any form of additional education on the job adds to the natural way people develop, aiding both the person and the company. Yet, in many cases the method is found to be outdated in the face of developing technology. This study will be of interest to those researching developing trends in relation to long standing practices. This study shows that formal training and development serve only a portion of a person, or employees learning and educational development, with valuable sources of education and knowledge coming from practice, reflection and the proximity and mentorship of experienced professionals in the field. The research illustrates that by aiding people, employees and leaders to work and develop educational process whilst on the job, the ability to naturally integrate this knowledge into their professional lives grows. This growth not only seems to aid the person on many levels, but aids the efforts of the companies associated with the person, supporting the contention that the 70:20:10 model is not only relevant but needed in the modern community. This continues to show that people develop on the job and in order to companies to remain or become successful education must be a cornerstone of that process. References Blackman, D. and Johnson, S. (2016). The 70:20:10 model for learning and development: an effective model for capability development?. International Journal of Engineering and Technology, 2(1), pp.112-116. Burgess, J. (2017). Is a Blended Learning Approach Suitable for Mature, Part-Time Finance Students?.. [online] Eric.ed.gov. Available at: https://eric.ed.gov/?id=EJ1098715 [Accessed 24 Mar. 2017]. Cotton, J. and Rechtschaffen, A. (1958). Replication report: Two- and three-choice verbal-conditioning phenomena. Journal of Experimental Psychology, 56(1), pp.96-96. Gardner, R. (1957). Probability-Learning with Two and Three Choices. The American Journal of Psychology, 70(2), p.174. Jennings, C. and Wargnier, J. (2010). Experiential learning – a way to develop agile minds in the knowledge economy?. Development and Learning in Organizations: An International Journal, 24(3), pp.14-16. Jennings, C., Jennings, C. and profile, V. (2017). 70:20:10 Primer. [online] Charles-jennings.blogspot.com. Available at: http://charles-jennings.blogspot.com/2015/08/702010-primer.html [Accessed 24 Mar. 2017]. KMI Learning. (2017). 70-20-10 Training – A New Approach | KMI Learning. [online] Available at: https://www.kmilearning.com/70-20-10-training/ [Accessed 24 Mar. 2017]. Pascale, C. (2017). 70:20:10 Guide: Provide Structure to the 70%. [online] Docebo. Available at: https://www.docebo.com/2015/04/16/informal-training-70-20-10/ [Accessed 24 Mar. 2017]. Pollock, R., Jefferson, A., Wick, C. and Wick, C. (2015). The six disciplines of breakthrough learning. 1st ed. Rentroia-Bonito, M., Goncalves, D. and Jorge, J. (2015). Clustering Students Based on Motivation to Learn:. International Journal of Mobile and Blended Learning, 7(3), pp.18-39. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 17 Mar. 2017]. Td.org. (2017). 70:20:10: Where Is the Evidence?. [online] Available at: https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence [Accessed 24 Mar. 2017]. Training Magazine. (2017). Fear Not the 70-20-10. [online] Available at: https://trainingmag.com/content/fear-not-70-20-10 [Accessed 24 Mar. 2017]. Trainingindustry.com. (2017). The 70:20:10 Model for Learning and Development | Training Industry. [online] Available at: https://www.trainingindustry.com/wiki/entries/the-702010-model-for-learning-and-development.aspx [Accessed 24 Mar. 2017]. Watkins, K. and Marsick, V. (1992). Towards a theory of informal and incidental learning in organizations?. International Journal of Lifelong Education, 11(4), pp.287-300. How to cite Models for Learning and Development, Essay examples

Socrates Defines Justice free essay sample

This Is because self-made men love their wealth as a creation of oneself much eke a craftsman loves their art or a father loves his son. Cephalic then explains that the greatest function of wealth, for those of good character, is to be able to repay debts and to avoid defrauding people and lying to them. Thus his definition of justice is derived from the importance of money. The problem with this definition that Socrates points out immediately is that simply repaying debts as they are due does not always constitute Just action. Socrates gives the example of borrowing weapons from a man who was once sane but It Is now Insane.It would not be Just to return weapons to a man who is insane. It would merely be an act of honesty and returning borrowed items. As Cephalic is a wealthy man content in his place in old age, his self-interest of being able to repay debts and pass down a sizable fortune to his offspring drives his definition. He sees Justice as a means of maintaining his privileged status, since being honest and paying his debts on time has benefited him in the past. Cephalic concedes his argument quickly but then It Is Inherited by Polymerases. Cephalic heir.Polymerases alms to redirect the definition by stating that justice is to pay everyone what is owed to them. More specifically he explains that Justice is to do good for friends and do harm to enemies. This definition immediately is put to the test by Socrates who points out the flaw in defining friends and enemies. Socrates convinces Cephalic that human beings can misinterpret friends as foes and vice versa. In doing so, one would inadvertently treat the good person badly and the bad person well. And since the good person Is Just and does no wrong It Is then unjust to do harm to the good person.Polymerases sees the flaw in this philosophy and aims to redefine friends and enemies. He then claims that if omen appears good and is so then he is considered a friend but if he appears so and is not he would be considered an enemy. This leads to the revised definition of justice that entails, it is Just to help a friend if he Is Indeed good, and to harm an enemy If he Is Indeed bad. Totals Socrates asks If It Is truly In the nature of the Just man to treat someone poorly. Polymerases asserts that It Is, as long as that person Is bad.Then Socrates explains what happens to horses, dogs, and humans respectively when they are treated badly. When people and animals are treated badly they come worse not better. This leads to the deduction that ill treatment off human makes them worse by the standard of human excellence. And since both men agree that Justice Is a human excellence in it of itself, then poor treatment of people makes them more unjust which Is not the goal of the Just man. This explanation Is sledded injustice. Much like it is not a property of heat to cool things, but rather a property of its opposite.Thus it is not the property of the Just man to treat friend or foe badly; it is the property of the opposite, the unjust man. Socrates then explains that the rigging of the philosophy of treating friends well and enemies poorly came from a rich king in the past that had great power. It is here where the advent of self-interest is evident in this definition. A powerful king would likely benefit from aiding his allies and destroying his enemies. He would then promote a theory of Justice congruent with the nature of how he came into power in order to legitimate his power in the eyes of his followers.As Socrates and Polymerases reach consensus, Trashcans interjects by challenging Socrates to give a definition of Justice on his own. After lever social maneuvering, Socrates convinces Trashcans to first give his definition of Justice. Trashcans defines Justice as simply what is good for the stronger. He explains that in all of the types of governments the ruling body enacts laws that are beneficial to themselves (the stronger). As these laws are created, they are followed by the subordinates and if they are broken, lawbreakers are punished for being unjust.To this Socrates challenges that the ruling body could on occasion make the mistake of creating a law that did not benefit the stronger. And in doing so, he subjects following the laws of Justice would not be benefiting the stronger. Trashcans accepts the assertion that the ruling body could in turn make mistakes but does not accept that Socrates has flipped his argument. Trashcans, sensing he is losing credibility, deviates from the original argument to point out the differences between the Just man and the unjust man.At this time Trashcans aims to demonstrate the advantages the unjust man has over the Just man. He points out several examples involving distribution of wealth where the Just man pays more in taxes and levies and the unjust man does not. The greatest example he ivies of true injustice prevailing is the advent of tyranny-?taking of others possessions. He explains that on the smallest scale people who are thieves, grave robbers, and temple raiders are condemned and punished for their acts by the state.But those who commit it on the largest scale (kings who enslave entire populations) are commended for their actions and haled by their citizens. The ultimate conclusion of Trashcans is that Justice is in fact what is good for the stronger, whereas injustice is what is profitable and good for oneself. Trashcans points out that a large scale is important for this statement to be true. So Trashcans has now hybridism his argument to show that Justice exists to maintain power for the ruling body while injustice is what benefits the most powerful individuals who utilize it.It is here the true flaws of the theory are revealed. He claims Justice is something that is simply established by the ruling power of a government and injustice is merely an act that a rational person should engage in for self-benefit. From here Socrates will show that both statements are false. Both Justice and injustice according to Socrates are innate properties of man, not mere acts or law dies. After much deliberation, Socrates convinces Trashcans that the Just man does not ever try and out do another Just man but only unjust men. On the other hand the unjust man not only tries to outdo the Just man but other unjust men as well. These are properties of the men that make them good and bad respectively. Unjust man is ignorant and bad. From here the entire argument falls apart. In the beginning Trashcans was antagonistic towards Socrates for dissecting other peoples definitions of Justice, claiming that all Socrates does is ask questions that Anton be answered without offering any answers of his own. This bitter exchange gives some insight as to why Trashcans would construct such a simple definition of Justice in order to invite tricks from Socrates.The self-interest of Trashcans to embarrass Socrates in front of fellow intellectuals drives the vague original definition of Justice and the revised version later. Trashcans claims Justice is invaluable simply for the fact that Socrates values Justice so much yet he fails to give the group a concise definition. Trashcans interest driven argument has nothing o do with his position in government or level of wealth, but rather a quarrel with the great Socrates who he aims to undermine.The closest that Socrates actually comes to giving a true definition of Justice is when he claims that Justice is a excellence of the soul and that injustice is a vice or defect of the soul. This definition sees Justice not as a tool of governments or individuals but as a property of the soul. To be Just is therefore to be good and wise and to be unjust is to possess a defective soul. The reason this definition is flawed is the subjective nature of defining goodness of the OLL.Such a definition could not be applied universally to ruling bodies of governments because measuring the value off mans soul is not feasible. Socrates later denotes that l dont know what Justice is, Im hardly going to know whether or not it is in fact some kind of excellence or virtue, or whether the person who possesses it is unhappy or happy. Here the self-interest of Socrates is reiterated as Socrates desires knowledge of the subject more than proving the other definitions incorrect. Since he does not know the true definition of Justice he has no other datives in proving one right or wrong.Socrates begins the discussion with the intention of finding the true nature of Justice. This turns out to be a daunting task as he finds flaws in every definition that is presented. Socrates sees Justice as an elusive concept that may or may not be beneficial to human beings. As Justice could not easily be defined by Socrates and his followers it remains difficult to agree upon a universal definition today. If we are all individuals, with individual motives, it will be next to impossible for our species to agree upon a Justice that applies to all.

Aaron Douglas Essays (1154 words) - Harlem Renaissance,

Aaron Douglas Aaron Douglas People may ask, what other than a tornado can come out of Kansas? Well, Aaron Douglas was born of May 26, 1899 in Topeka, Kansas. Aaron Douglas was a Pioneering Africanist artist who led the way in using African- oriented imagery in visual art during the Harlem Renaissance of 1919- 1929. His work has been credited as the catalyst for the genre incorporating themes in form and style that affirm the validity of the black consciousness and experience in America. His parents were Aaron and Elizabeth Douglas. In 1922, he graduated from the University of Nebraska School of Fine Arts in Lincoln. Who thought that this man would rise to meet W.E.B. Du Bois's 1921 challenge, calling for the transforming hand and seeing eye of the artist to lead the way in the search for the African American identity. Yet, after a year of teaching art in Kansas City, Missouri, Douglas moved to New York City's Harlem neighborhood in 1924 and began studying under German artist Winold Reiss. His mentor discouraged Douglas's penchant for traditional realist painting and encouraged him to explore African art for design elements would express racial commitment in his art. The young painter embraced the teachings of Reiss to develop a unique style incorporating African- American and black American subject matter. He soon had captured the attention of the leading black scholars and activists. About the time of his marriage on June 18, 1924, to Alta Sawyer, Douglas began to create illustrations for the periodicals. Early the following year, one of his illustrations appeared on the front cover of Opportunity magazine, which awarded Douglas its first prize for drawing. Also, in 1925, Douglas's illustrations were published in Alain Looke's survey of the Harlem Renaissance, The New Negro. Publisher Looke called Douglas a pioneering Africanist, and that stamp of praise and approval for the artist influenced future historians to describe Douglas as the father of Black American art. His fame quickly spread beyond Harlem, and began to mount painting exhibitions in Chicago and Nashville, among the numerous other cities, and to paint murals and historical narratives interpreting black history and racial pride. During the mid- 1920's, Douglas was an important illustrator for Crisis, Vanity Fair, Opportunity, Theatre Arts Monthly, Fire and Harlem. In 1927, after illustrating an anthology of verse by black poets, Caroling Dusk, Douglas completed a series of paintings for poet James Weldon Johnson's book of poems, God's Trombones: Seven Negro Sermons in Verse. Douglas's images for the book were inspired by Negro Spirituals, customs of Africans and black history. The series soon to became among the most celebrated of Douglas's work. It defined figures with the language of Synthetic Cubism and borrowed from the lyrical style of Reiss and the forms of African sculpture. Through his drawings for the series, Douglas came close to inventing his own painting style by this combination of elements in his work. During this time, Douglas collaborated with various poets. It was also his desire to capture the black expression through the use of paint. He spent a lot of time watching patrons of area nightclubs in Harlem. Douglas said that most of his paintings that were captured in these particular nightclubs were mainly inspired through music that was played. According to Douglas, the sounds of the music was heard everywhere and were created mostly during the Harlem Renaissance by well-trained artists. Douglas's work was looked upon by most critics as a breath of fresh air. His work symbolized geometric formulas, circles, triangles, rectangles, and squares became the dominant design motifs for Douglas. It was in Douglas's series of paintings called God Trombones that Douglas first expressed his commitment through the use of geometric shapes for Black artists. The faces and limbs in these series of paintings are carefully drawn to reveal African features and recognizable Black poses. In God's Trombones, Douglas achieved his mastery of hard- edge painting using symbolized features and lines. Through his use of these things he was able to bring to life the stiffness in the figures which symbolized Art Deco. But, unlike the decorative programs that exist in Art Deco, most of Douglas's work capitalized on the movement that was influenced by the rhythms of

Resolving Both Passive Construction and Verbosity

Resolving Both Passive Construction and Verbosity Resolving Both Passive Construction and Verbosity Resolving Both Passive Construction and Verbosity By Mark Nichol Writers often unconsciously construct a sentence in which the key information appears at the tail of the sentence. Many, too, take insufficient care to avoid wordiness. All too frequently, readers stumble across sentences that suffer from both problems. In this post are three examples of sentences that are both passive and verbose. The discussion that follows each describes the problems, and revisions demonstrate solutions. Note that passive construction is not always a malady to be remedied (it can effectively emphasize a point) and verbosity is not necessarily bad (wordiness can be employed for effect or to clarify an ambiguity), but the careful writer always chooses to retain such features only after consideration. 1. At this time, an economic downturn is not anticipated by most established business plans. Notice that in each of these examples, the sentence ends with the syntax â€Å"(verb) by (noun phrase).† However, the sentence is usually improved if a noun phrase relegated to this position supplants the original subject, as here: â€Å"At this time, most established business plans do not anticipate an economic downturn.† Further improvement results by omitting the extraneous introductory phrase: â€Å"Most established business plans do not anticipate an economic downturn.† 2. Relocation of buildings could eventually be implemented by property owners. â€Å"Relocation of buildings† is a valid subject, but actors, rather than people, places, or things acted on, best fill the role: â€Å"Property owners could eventually implement relocation of buildings.† Here, the sentence is rendered more concise by converting the nominalization (verb turned noun) back to a verb and omitting what is now a superfluous verb: â€Å"Property owners could eventually relocate buildings.† 3. The major contribution to increased efficiency was achieved by the team. Again, whenever possible, begin a sentence by first naming the actors rather than the acted upon: â€Å"The team achieved a major contribution to increased efficiency.† Here, too, the sentence can be truncated by converting one part of speech to another and jettisoning unnecessary words; in this case, increased is transmogrified from an adjective to a verb, the weak verb achieved is eliminated, and the excessive elaboration â€Å"a major contribution to† is deleted as well: â€Å"The team significantly increased efficiency.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should Avoid15 Great Word GamesInspiring vs. Inspirational

Film Report Essay Example | Topics and Well Written Essays - 500 words - 1

Film Report - Essay Example The murder of the two US soldiers took place in a village near Oglala, SD. In this film, many people were charged with murder but only Innate American frontrunner  Leonard Peltier  was convicted of murder. The movie is also composed of conflicting evidence, which shows that Leonard Peltier  was an innocent victim. Leonard Peltier  spent many years in prison, 16, according to the film, whereby he was always hopeful for freedom. The film is persuasive in both details and its case against pitiless national rules toward Indians. The movie is of documentary journal, an epic and historical movie that caters for special interests. It takes a run time length of ninety minutes and was released on fifth august in 1992. Thereafter, its DVD was released in 1999, on March 16. The themes dominant in this film is conspiracies, social injustice, and injustice. It also involves tones of austere, earnest, matter of fact and tension. The film is done in English language. The actors in this movie are John Trudell, who acts as a firebrand who is suspected of murdering a federal bureau of investigations agent at Oglala. This forthright, particular film suggests a thorough explanation of the ferocious proceedings that led to the assassinations of two F.B.I. agents in Oglala. The film discloses with simple and frequently parched bravura, occasionally by means of visual exemplifications of vivacious substantiation in a manner, which amnesias how the FBIs begins distress amidst broad-minded and outmoded components contained in the Indian community. They provide indication, which appears to prove to the vehement performances of the Guardians of the Oglala Nation. They contrasted with the American Indian Movements undertakings of 1990. The movie continues to the questionable murders, with evidence from Darrelle (Dino) Butler and Bob Robideau. This people were tried of murder separately from Petlier and were later acquitted. Due to the conventional confusion around what essentially

The First Persian Gulf War Essay Example | Topics and Well Written Essays - 1000 words

The First Persian Gulf War - Essay Example The main battles were aerial and ground combat within Iraq, Kuwait, and bordering areas of Saudi Arabia. The war did not expand outside the immediate Iraq/Kuwait/Saudi border region, although Iraq fired missiles on Israeli cities.The Iraqi seizure of Kuwait was of immediate interest to the western capitalist societies because Iraq and Kuwait together would control approximately 20 percent of the world's known oil reserves (Kellner 9). With the potential wealth generated from future oil sales and control over oil prices, Saddam Hussein could play a major role on the world's political and economic stage. Consequently, Iraq's invasion of Kuwait produced a crisis for the world capitalist system, for U.S. and European economic interests, and for the stability of the Middle East. Iraq was not able to get control of Kuwaiti investments because much of their money had been transferred out of the country. Yet, rather than encouraging a diplomatic solution to the crisis that would return Kuwai t's sovereignty and secure the region, George Bush responded with a military intervention, which inexorably led to the Gulf war itself. Interest in the crisis increased when the U.S. claimed that Iraq might also invade Saudi Arabia, which was said to control 20 percent of the world's known oil reserves and an investment portfolio even larger than Kuwait's. George Bush, who had initially attacked the invasion as "naked aggression," heated up his rhetoric and declared on August 5 that the invasion "would not stand." Two days later, he sent thousands of troops to Saudi Arabia. The Bush administration had thus set the stage for the Gulf war by failing to warn Iraq of the consequences of invading Kuwait and then by quickly sending troops to Saudi Arabia while undercutting diplomatic efforts to resolve the crisis (Frank 20). There was no single reason why the United States relentlessly pursued the military option in the crisis of the Gulf. Dissection of the underlying forces that led the Bush administration to pursue the war option reveals a complex web of political, economic, and military considerations. The Gulf war was not solely a war for oil, for the greater glory of George Bush and the Pentagon, or for the promotion of U.S. geopolitical supremacy in order to bolster a faltering U.S. economy, although all of these factors played a role in producing the war. Instead, the Gulf war was "overdetermined" and requires a multicausal analysis (Kellner 11-12). In 1990, Bush's presidency was facing severe domestic economic and political problems, including: a sky-rocketing deficit caused by Reagan's and Bush's astronomical defense-spending; a severe S&L, banking, and insurance crisis caused by Republican deregulation policies; and proliferating public squalor marked by growing homelessness, unemployment, economic deprivation, deteriorating cities with epidemics of crime and drugs, health problems such as AIDS, cancer, and the absence of a national health insurance program. These and many other problems were in part caused, or aggravated, by the policies of George Bush and his predecessor Ronald Reagan. Consequently, it was in George Bush's interest to divert attention from current crises and the potentially deteriorating economy with a scapegoat for the economic imbroglio produced by Republican economics. That is, Bush could claim that the economic problems were caused by Saddam Hussein's invasion of Kuwait and the ensuing crisis that drov e up

Antonio Gramscis Theory of Hegemony

Antonio Gramscis Theory of Hegemony Hegemony is the processes by which dominant culture maintains its dominant position: for example, the use of institutions to formalize power; the employment of a bureaucracy to make power seem abstract (and, therefore, not attached to any one individual); the inculcation of the populace in the ideals of the hegomonic group through education, advertising, publication, etc.; the mobilization of a police force as well as military personnel to subdue opposition. In international relations, there is a consolidated tradition that associates hegemony and world order. Nevertheless, the relation between the two variables, their interpretation, and the direction of the causal link between them, is still a matter of scholarly debate. The definition of hegemony and an empire has been hotly debated over the past few decades. Some believe hegemony is a tactic to avoid the word empire and the negative connotations that are associated with it. Others believe that a hegemony is a more technical, well thought out form of an empire. Some believe it is a lesser form of imperialism. Although one thing that is not disputed is the fact that hegemony very well is a form of dominance over a smaller, weaker nation, and no matter what one may call it, or how it may be approached, dominance will continue to flourish through the ages. Referring to the organization of the international system after the Second World War, Kindleberger argued that stensibly, the system was organized by rules and international institutions. In reality, it was led by the United States In this essay, Antonio Gramscis hegemony approach will be deeply analysed and examined and also compared and contrasted with the others approaches. GRAMSCIS THEORY OF HEGEMONY In order to understand Gramsci and the concept of hegemony, one has to look briefly at the work of Karl Marx. Marxism viewed everything in life as determined by capital. (Williams, R. 1977) The flow of money affects our relations with other people and the world surrounding us. Marx stated that everything around us, our activities and way of life is determined by economic content. According to Marxism, men find themselves born in a process independent of their will, they cannot control it, they can seek only to understand it and guide their actions accordingly. (Williams, R. 1977) The class struggle was an important part of Marxism. Marxism stated that society can only be understood in terms of a system where the dominant ideas are formulated by the ruling class to secure its control over the working class. (Williams, R. 1977) Due to exploitation, the working class will eventually try and change this situation through revolution producing its own ideas as well as its own industrial and political organization. Marxs work is highly influenced by economic reasoning. He divides this economic reasoning into two levels, being the base and superstructure. The base is composed by the material production, money, objects, the relations of production and the stage of development of productive forces. (Williams, R. 1977) The superstructure is where we find the political and ideological institutions, our social relations, set of ideas; our cultures, hopes, dreams and spirit. (Williams, R. 1977) Both the base and superstructure are shaped by capital. While one could say that Marx was primarily concerned with the base and economic issues, Gramscis work seeks to focus on the superstructure and ideologies. For Gramsci, the class struggle must always involve ideas and ideologies. These ideas would lead to a revolution and to change. Gramsci tried to build a theory which recognized the autonomy, independence and importance of culture and ideology. (Ransome, P. 1992) Gramsci took the superstructure a step further when he divided it into institutions that were coercive and those that were not. The coercive ones, were basically the public institutions such as the government, police, armed forces and the legal system which he regarded as the state or political society and the non-coercive ones were the others such as the churches, the schools, trade unions, political parties, cultural associations, clubs and family, which he regarded as civil society. (Boggs, C. 1976) So for Gramsci, society was made up of the relations of production as w ell as the state or political society and civil society. Gramsci accepted the analysis of capitalism put forward by Marx and accepted that the struggle between the ruling class and the subordinate working class was the driving force that moved society forward. (Boggs, C. 1976) Gramsci did not agree with the notion put forward by Marx that the ruling class stayed in power solely because they had economic power. He thus introduced his own concept using ideology. Ideology is the shared ideas or beliefs which serve to justify the interests of dominant groups. (Boggs, C. 1976) Gramsci felt that ideological power kept the ruling class in power because it allowed them to brainwash and manipulate the rest of society. Ideology is the cohesive force which binds people together. Ideology, like hegemony must not only express the class interests of the capitalist or working class. Gramsci insists that ideology has a material nature in the social lives of individuals, as ideologies are embedded in communal modes of living and acting. (R. Simon, 1992) This means that ideologies are embodied in the social practices of individuals and in the institutions and organizations within which these social practices take place. Ideology provides people with the rules of practical conduct and moral behavior. Ideological power stems from norms or shared understandings of how people should act morally in their relations with each other. (R. Simon, 1992) Those who monopolize ideological power have authority over others. Subordinate groups tend to accept the ideas and values of the dominant group without physical or mental influence because they know no better or there are not other alternatives. (Ransome, P. 1992) From Gramscis view, the bourgeoisie gained and maintained power due to economic domination and intellectual and moral leadership. Here, Gramsci introduced a new concept which he called hegemony. Hegemony is a set of ideas by means of which dominant groups strive to secure the consent of subordinate groups to their leadership. (Ransome, P. 1992) It occurs when dominant classes in society maintain their dominance persuading the other classes of society to accept their moral, political and cultural values. This means that the majority in a population give consent to policies and ideologies implemented by those in power. One must not assume that this consent is always willing. Those in power may combine physical force or coercion with intellectual, moral and cultural persuasion. (Ransome, P. 1 992) The dominant ideology is thus accepted, practiced and spread. Hegemony emerges out of social and class struggles and serves to shape and influence people. According to Gramsci, hegemony never disappears but is constantly changed. He describes two forms of social control. The first type is coercive control which is achieved through the use of direct force or threat of force. (Simon, R. 1992) The second type is consensual control which arises when individuals voluntarily adopt the worldview of the dominant group. (Simon, R. 1992) Gramsci says that within civil society, the dominant group exercises hegemony which is intellectual domination over the subordinate group or consensual control, whereas in political society, domination is exercised through state or juridical government or coercive control. (Gramsci, A. 1971) These functions are very much interlinked in the sense that intellectual domination is usually preceded by political domination. Social hegemony and political government are enforced historically in which the dominant group enjoys its position because of its function in the world of production and legally by state coercive power which enforces discipline on groups that do not consent. (Gramsci, A. 1971) This gives rise to a division of labor or specialization and to a whole hierarchy of qualifications. Gramsci stated that the only way the working class can achieve hegemony is if it takes into account the interests of other groups and social forces and finds ways of combining them with its own interests. (Ransome, P. 1992) In other words, the working class will need to build alliances with social minorities, taking into account their struggles against the capital class, thus strengthening the position of the working class. The labour process was at the center of the class struggle but it was the ideological struggle that had to be addressed if the mass of the people were to come to a realization that allowed them to question their political and economic rulers right to rule. Hegemony is exercised in civil society which is a tangle of class struggles and democratic struggles. (Simon, R. 1992) Hegemony in civil society must achieve leadership in the sphere of production taken up by the bourgeoisie, controlling the productive process and achieving state power. Those who have economic power have a strong link to political power and vice versa. Those who monopolize control over economic production, distribution, exchange and consumption is the dominant class which has the most power. A change in hegemony may occur when the dominant class begins to break up, creating an opportunity for the subordinate classes to merge and build up a movement capable of challenging the weakened dominant class and achieving hegemony. But, if this opportunity is not taken, then the dominant class has the opportunity to reorganize new alliances and reestablish hegemony. Hegemony goes beyond culture which is the whole social process in which people define and shape their lives. It is bases in ideology which is a system of meanings and values that expresses a particular class interest. (Simon, R. 1992) In order to create a class strong enough to have hegemony, one has to first instill a solid ideology based on specific interests that will dominate the rest of society, using the influence of capitalist relations. Gramsci felt that in order to have hegemony, ideologies have to be instilled by certain people or leaders. Gramsci identified intellectuals as leaders in society. He identified two types of intellectuals. The first is traditional intellectuals who are people that regard themselves as independent of the dominant social group and are regarded as such by the majority of the population. (Gramsci, A. 1971) The second type is the organic intellectual. This is the group that grows organically with the ruling class, and is their thinking and organizing element. (Gramsci, A. 1971) They were produced by the educational system to perform a function for the dominant social group in society. It is through this group that the ruling class maintains its hegemony over the rest of society.

Description of Jail Essay

A description of jail’s place in corrections and its role throughout history A summary of the history of state and federal prisons A comparison of the similarities and differences between security levels in jails, state prisons, and federal prisons An explanation of factors influencing growth in jails, state prisons, and federal prisons Jails have been present within the criminal justice system for as long as you can probably date back. Jails play a vital role in the correction system. When jails originated they were used to serve the sole purpose of keeping an individual confined. In the beginning the jails and their conditions were inhumane and very harsh. Jails were not they type of place that individuals would like to be and often times people feared the possibility of having to go to jail. There are many reasons why people feared going to jail and one of the main reasons were because of the conditions that present in jail. There were many times where the inmates were not fed and they hygienic conditions were poor. As time progressed factors about jails changed. Jails were no longer only used to house criminals but they were also used to rehabilitate the criminal and allow them to opportunity change enough to be released safely into society. As time progressed jails begin to add programs that allow them to advance and further themselves. It is now possible to obtain a high school diploma while being incarcerated in jail. There are now programs that help aid drug addicts and alcoholics recover from their addictions before they are released. There are also programs that allow inmates to obtain a trade degree that they can use once they are released back into society. You made a lot of valid points within your post. I use to always wonder why exactly criminals committed the crimes that they did, like what possessed them to do those type of things? I wonder now if criminals weigh crime and punishment why would they feel as of the reward that they will gain from committing a crime is worth their life and their freedom most of the time. Maybe these thoughts vary from person to person meaning what I may not think will be worth the punishment that will be received from a crime but others may not agree with my thought process.

Effective Communication Essay

Effective communication is an important process in everyday life. Communication is a continuous process of exchanging verbal and non-verbal messages. Listening and hearing are two very different concepts. Hearing is the act of perceiving sound by the ear. While listening is something you consciously choose to do. Formal and informal channels of communication flow upward, downward and horizontal. Barriers to effective communication alter or distort the message being sent. Emotions and physical limitations greatly impact the messages being delivered or how the recipient receives the message. Effective communication is an important aspect within the criminal justice field. Effective Communication Effective communication is an important process in everyday life. While communicating an individual gives nonverbal cues as well as verbal cues. Both are very important to the communicating process. Listening and hearing are two very different concepts. Listening constitutes and understanding of the information received. Information flows upward, downward and horizontally. Within the flow of communication there are formal and informal channels, especially in the criminal justice field. Within the communication process there can be many barriers to inhibit the use of effective communication. The four main barriers to communication are emotional barriers, physical barriers, semantic barriers and ineffective listening. Overcoming these barriers is important to the criminal justice field. Verbal and Nonverbal Communication Communication is a continuous process of exchanging verbal and non-verbal messages. While communicating we must be aware of our verbal, nonverbal and para-verbal messages (Wallace, 2009). Verbal messages are words. Nonverbal messages are the body language presented when the words are spoken. Para-verbal messages are the tone, pitch and pacing of the voice. It is important that all three correspond with one another. If you are saying yes and shaking your head no, that gives a confusing and inconsistent message to the recipient. In all of our communications we want to strive to send consistent verbal, para-verbal and nonverbal messages. When our messages are inconsistent, the recipient may become confused. Thus, the recipient may not understand the message completely and provide poor feedback to the sender. Becoming an effective sender and recipient is important. Understanding the messages received and providing proper feedback is essential. Listening and Hearing Hearing is the act of perceiving sound by the ear. If you are not hearing-impaired, hearing simply happens. Listening, however, is something you consciously choose to do. Listening requires concentration so that your brain processes meaning from words and sentences. â€Å"The difference between the sense of hearing and the skill of listening is attention† (Horowitz, 2012) Listening is an essential part of the communication process. If the receiver is not listening to the message being sent and only hearing it, the information is not being processed and proper feedback cannot be returned. Therefore, the sender does not know if the receiver understands the message being delivered. Formal and Informal Channels Communication flows downward, upward or horizontal (Wallace, 2009). The most common flow of communication is downward, from supervisors to subordinates. In the criminal justice system downward communication is classified into three categories; orders, procedures and personnel information. Upward communication is information provided to supervisors from subordinates. It is also classified into three categories; performance communication, information and clarification. Horizontal communication is the flow of information between personnel at the same levels. It is also classified into three categories; coordination, social issues and problem solving. Formal and informal channels of communication flow upward, downward and horizontal. â€Å"The formal channels are the strict procedures defined by the policies of the organization. The informal channels consist of the undocumented sharing of information† (Sinclair, n. . ). Formal channels of communication are strict rules of communication within the department, such as reports, evidence custody, policies and procedures. Informal channels of communication are the sharing of information between officers. â€Å"The most common informal channel of communication is the ‘grapevine’ (Sinclair, n. d. ). A good example of the downward flow of communication, using formal and informal channels, is a police department’s shift meeting. During the meeting the oncoming shift is briefed by the supervisor on developments and procedures. This is a mix of formal and informal communication. The department’s SOPs and procedures are discussed and conversations between officers on issues are discussed. This flow of communication is very important to the department. Oncoming officers need to know what has happened prior to their shift in order to continue with the ongoing duties, for example BOLO’s on suspects, and other crimes happening in the area. Information on goings-on in the department’s area of operation is essential for each officer to do their job effectively. Information must flow freely throughout the criminal justice system; from the highest ranking person to the lowest. Barriers to Effective Communication â€Å"Barriers are influencing factors which impede or breakdown the continuous communications loop. They block, distort or alter the information† (Wallace, 2009). The four main barriers to communication are emotional barriers, physical barriers, semantic barriers and ineffective listening (Wallace, 2009). Emotional barriers reside in either the sender or receiver of information. People base their receiving or transmitting of information off of their personal experiences or knowledge. Emotional barriers can stem from low self-esteem, depression and psychological problems. Physical barriers are things in the environment that make the transfer of communication difficult. Physical barriers include malfunctioning equipment, outside noise and distance between the sender and receiver. Any obstacle that slows or impedes the free flow of information is a physical barrier (Wallace, 2009). Semantic barriers refer to the inability to agree on the meaning of certain terms, thus resulting in poor communication (Wallace, 2009). People understand messages differently. A simple vague statement can mean a plethora of things to different people. Ineffective listening is the failure to hear or understand what the sender is transmitting (Wallace, 2009). Numerous reasons exist for ineffective listening. The receiver may be disinterested or bored with the topic. The topic may be too complex or too simple for the recipient. The recipient may also be consumed by personal problems, therefore unattached to the discussion. One of the main barriers those in the criminal justice field face is language. The US is a melting pot of cultures. Not everyone effectively speaks and understands the English language. It is important for those working within the criminal justice field to understand this and work towards mending the barrier. Whether mending it means learning a second language or making sure there are interpreters on hand, it is important to understand and be understood. It is also very important to be an effective listener. Criminal justice employees should not let emotion become a barrier when communicating with each other or citizens of the public. Conclusion Effective communication is an important process in everyday life. While communicating an individual gives nonverbal cues as well as verbal cues. Both are very important to the communicating process. Listening and hearing are two very different concepts. Listening constitutes and understanding of the information received. Information flows upward, downward and horizontally. Within the flow of communication there are formal and informal channels, especially in the criminal justice field. Within the communication process there can be many barriers to inhibit the use of effective communication. The four main barriers to communication are emotional barriers, physical barriers, semantic barriers and ineffective listening. Overcoming these barriers is important to the criminal justice field.

Epstein s Framework Of Six Types Of Involvement - 858 Words

Epstein’s Framework of Six Types of Involvement include: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. As a responsible leader, the district leader should engage in professional practice by ensuring that all six types of involvement are included in each of the school’s improvement plan, and that everyone will work together as a team to promote positive change concerning our parental involvement strengths and weaknesses. ISLLC standard 4, states that the school administrator should collaborate with families and community members and use community resources. In order to do this, everyone on the team must be open to diversity and innovation, to create and improve the strategies to get the parents and the community involved and feel welcome in our school. All of these, if done with the students in mind, the parental involvement should improve. The goal and objectives included in my school improvement pl an deals with parental involvement. I like the way Joyce Epstein breaks down the different types of involvement. Each type of involvement includes sample practices, challenges that may occur, redefinitions of words, and results for the students, parents, and teachers. As a teacher, and one day a district leader, I believe that getting parents involved will increase student achievement; however, each individual school and the district, we have to provide ways for the families to become involved. The firstShow MoreRelatedParental Involvement And Academic Achievement1710 Words   |  7 Pages Parental Involvement and Academic Achievement: When does a child become affected by the lack of parental involvement in their lives? Some people may say when the child is older, and can fully understand what’s happening. 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