Thursday, October 31, 2019

A Detailed Analysis of Mental Illness and Madness within One Flew over Dissertation

A Detailed Analysis of Mental Illness and Madness within One Flew over the Cuckoo's Nest and Rain Man - Dissertation Example One Flew Over the Cuckoo’s Nest 3.1 The context of the book and the film 3.2 The film’s representation of mental illness 3.3 The reception of the film 4. Rain Man 4.1 The context of the film 4.2 The film’s representation of mental illness 4.3 The reception of the film 5. Conclusion Bibliography A detailed analysis of mental illness and madness as they are presented within One Flew Over the Cuckoo’s Nest and Rain Man.1 Introduction Every human society draws boundary lines between different categories of people, and the fictional works that are produced in each generation both reflect and contest these prevailing categorisations.This study examines the concept of mental illness, sometimes labelled as madness, deviance, or disability, with particular reference to the way that these issues are represented in two films.The literature review in section 2 explores the history of madness, and the extensive theoretical literature on madness as a social phenomenon f irst of all, and then examines its literary and film representation, showing how films represent tensions and changes in social categorisations.Theoretical debates on the subject are summarised, and the ambivalence of contemporary society towards mental illness is explained in the light of these at times conflicting perspectives.This review therefore provides a firm theoretical foundation for analysis of the representation of madness in films.... two films and their reception are compared, showing how an evolution in social attitudes towards mental illness has taken place over the last fifty years in the United States, and arguably also across the Western world which is heavily influenced by mass market films such as the two under discussion in this study. The implications of this change for modern Western societies are considered, as well as the limitations of these filmic representations and the considerable tensions and ambiguities which still remain and are carried into the new millennium. 2. Literature review There is a vast literature on the way that madness has been defined and dealt with throughout history, and another huge amount of material available on literary and cinematic representations of madness. It would not be feasible to cover all of this ground and so for the purposes of the present study a two part literature review will suffice. Part one deals with the history of madness and therapeutic treatments meted out in different historical periods, with an emphasis on the last two hundred years. The contribution of psychology and sociology are discussed, and the gradual evolution from an absolute concept of â€Å"madness† to a more relative concept of â€Å"mental illness† is described. In part two the role of fictional representations of madness is discussed, showing how they both reflect prevailing opinion and in some cases also challenge it. The particular context of modern mass market film is emphasised, with some the underlying theories about its role in contemporary society. The scope of the literature review is to summarise early theories very briefly and concentrate on the period immediately after the Second World War, and on the debates and issues that were important in the specific context

Tuesday, October 29, 2019

Starbucks, the Global Coffeemaker Assignment Example | Topics and Well Written Essays - 3000 words

Starbucks, the Global Coffeemaker - Assignment Example 15 List of Tables Critical Success Facgtors 1. Introduction This paper will provide a strategic analysis on the popular brand Starbucks within the business environment of the United States. The focus is the U.S. and International segments which are responsible for company-operated and licensed stores. Also included in the classification of International segment are food service accounts stationed in Canada and the U.K. When Starbucks started its humble beginning, Starbucks founder Howard Shultz said that they wanted to change how people lived their lives. The company has transformed gourmet coffee into a primary food product along with a new American coffee shop (Thompson and Arsel, 2004, p. 631). This innovative company manufactures and directly sells coffee and tea, but its specialties are beverages from roasted whole bean coffee and tea. It operates owned- and leased-stores in many parts of the United States, the United Kingdom and Europe, and the whole world. (MarketWatch, 2012) Starbucks’ model of cafe is unique but it has tapped the coffee lovers’ segment, which is not actually a segment per se since everyone loves coffee. The company has penetrated major developed markets (Canada, China, Japan, Britain, and continental Europe, and even countries in South East Asia). It has conquered coffee lovers and Rome. Starbucks suffered some setbacks when the founder and CEO Howard Shultz stepped down in 2000 to act as chairman. Shares went down and the company was about to collapse had it not for the comeback of Shultz who had to start the company all over again, in Schultz’s words â€Å"own the mistakes† (Harvard Business Review, 2004) and... This paper approves that the management and choice of location of the various coffee houses and stores of Starbucks were distinct and unique for Starbucks. They have an almost excellent choice of location and management is customer-focus. Retail locations are also management properly and are of strategic location. The most important is the supply chain – every product and service is readily available and reaches the various branches within and outside the United States on time. This report makes a conclusion that supply chain management is handled by expert managers and Starbucks’ handling of supply chain operations is superior to its competitors. Their delivery trucks and other means of transportation to transport their products reach their destinations on time, whether this be inside the United States or to various branches worldwide. This makes its strength surpassed its weakness. It values its own people and the people it serves – including the community. This was displayed when Howard Shultz revived the company to enhance the integrity of their assets, which are the company values, culture and guiding principles, gaining once again the trust and confidence of the people and its stakeholders. Manufacturing and distribution are major components of the supply chain, and this Starbucks is good at. Their perfect handling of these processes allow them to have a strong inventory and a strong plus over their rivals McDonald’s or Dunkin Donuts. Although these two have food as additional products to entice customers, Starbucks has perfected the coffee business. It may take a long time before competitors will be able to take hold of Starbucks’ advantage.

Sunday, October 27, 2019

Contribution Of Women To Embroidery Work Cultural Studies Essay

Contribution Of Women To Embroidery Work Cultural Studies Essay The present study is about the contribution of women in handicrafts. The current theme of research regarding handicrafts is to find out the type of embroidery work that women do in their houses and also the problems and benefits they get from their embroidery work. While there is a lot of researches are presented on this topic but there is a lack of attention on those home base women workers and their contribution in handicrafts (embroidery). This study would add a knowledge and information to the existing one. Moreover in Pakistan this work is impossible without womens contribution. So, it would also help us to understand the women problems regarding their works. Handicrafts are items made by hand, often with the use of tools, and are generally artistic and traditional in nature. They include objects of utility and objects of decoration. (Geographical Indications of Goods Act, 1999).Handicrafts are the things that are produce completely by hand or with the help of tool. They also kn own as craft work in which useful and decorative things are used to complete it. Generally the term is used to traditional way of making things. Handicrafts are unique ideas that represent a culture and tradition of a country and it is most important in terms of economic development. Handicrafts are the mirror of culture, tradition and the beauty of this work is depending upon the artistic sense of the workers and also on the quality of material and art. Pakistan has a rich history of handicrafts. The great workers of Pakistan have great skills to show their care in craftsmanship and beauty, dignity, form and style are main components of Pakistani culture. (Shaukat, 2006) Handicrafts are the mixture of significance and artistic feeling of its people who assess the level of culture and expressions of national identity. People serve them with cotton, thread, silk, wool, metals, wood and stone and use their talent to shape these things in beautiful designs so in this way, actually they play very important function for the society. (Quddus, 1992) Handicrafts are also most important symbol in terms of economic development. Economically home based work has helped men and women both for the long time period. Now a days this market get progress and became internationalized but men get more benefits from it then women and move to the many profitable areas and the adaptation of these workers into unorganized sector have made women more insecure and lead them to the exploitation of their skills. (Gyanendra Dastidar, 2000) The fact is that more wealthy countries have less informal economy but developing countries more expansive one. Denmark has 18 percent, Nigeria and Thailand 80 per cent informal economy as compared to their respective formal economies, there is nothing insulting to confess the fact that Pakistan has an informal economy of about 70 per cent. (Bhatti, 2002) The craftsmen and craftswomen of Pakistan both struggle hard to survive; they express their environs and objects in their beautiful production or art for their profit. There are so many crafts that give the Pakistan a place of compliment in the international crafts. (Sarfaraz, 1987) The credit goes to the craftsperson that makes the very important link between the various traditions through his art or work within the country. Each region has rich in its crafts and the crafts persons of that region put their full effort or feelings in their work. Every region has specialized in its handicrafts and there is variety of its traditional handicrafts. Like the important handicrafts of Baluchistan region are Baluchi embroidery, leather work, carpets and rugs, jewellery, pottery and basketry. NWFP has a rich tradition in textiles including embroidery and block-printing, basketry, leather, wood and metal work. Sindh has a wide variety in textiles in which sindi embroidery, silk, ajrak, block-p rinting and tie-and-die is very famous work, bangles, lacquer work, jewellery and pottery. Punjab is a land of five rivers and very famous for its local cotton textiles, embroidery, gotta work, basketry, tile and wood work, the silks, ivory, silver work and naqshi art. (Hussain, 1984) Handicrafts involve the different types of creation including clothing, religious symbols and jewelry, and different types of paper crafts. (Malcolm Tatum, 2003) There are hundreds if not thousands of different varieties of handicrafts. Carpets Textile The carpet-making tradition of Pakistan is old for the thousands of years. 4000-5000 year ago Weaving was a developed as an art in the Mohenjo-Daro in Sind. In the 16th Century, The handmade carpets produced in Lahore. Islamic designs are part of the culture that depicts in Knotted woolen carpets and very famous in both South Asia and the Middle East. Fine carpets are produced in Pakistan especially in Karachi and Lahore. (Shaukat, 2006) In textiles, Sindhis bedspreads and shawls are popular and its mirror work and ajrak are also famous, Doz in Baluchistan, Phulkari work of Hazara and Sawat, kashmirs kashidakari and cotton Lungies and gotta work of Punjab are magnificent work. (Sarfaraz, 1987) Appliquà ©, Crocheting, Embroidery, Knitting, Lace-making, Macramà ©, Quilting, Weaving are also included in textile handicrafts. (Ruskin Morris) Brass, Onyx Wood Crafts The Handicrafts obviously through Brass, onyx and wood are our traditional handicrafts and are able to be proud. Our hard-working craftsmen put their effort to the carving on metal and wood item and make them very beautiful. Craftsman made these items in small villages and it can easily be purchased in big cities. Metal lanterns, mirror frames, decoration pieces and many other things are included in such crafts. (Shaukat, 2006) Pottery The pottery is very common almost in every village. Bahawalpur, Rawalpindi, Gujrat and its surrounded places are famous for colorful pottery. Multans blue glazed pottery is also very familiar since the 13th century. Copper and brass work is mostly done in Lahore. Ceramics and glazed pottery are the oldest art in Pakistan. Blue design techniques are very famous in Pakistan. Pakistani potters are well-known for making the intricate tiles that are used to beautify mosques and public buildings. (Shaukat, 2006) Woodcrafts Wood-carving, Wood-turning, Cabinet making, Furniture making, lacquer ware include in woodcrafts. The furniture of Pakistan is well-known in the whole world for its attractive designs and the artistic sense of the worker. Pakistan has a good wood, Shesham is one of them solid wood and only find in Pakistan. The furniture of this wood is very prominent in the whole world for its finishing. (Shaukat, 2006) Jewelry Leather goods Carved swords, boxes, dishes and tea sets are metal work that is made from silver and gold and precious stones and pearls jewellery are very important crafts. Necklaces, bracelets, rings, hair and forehead decorations and nose ornaments are the main items of jewellery. Leatherwork and basketry are also important crafts. The baskets of Sindh are colorful and complicated, while weavers in the Northwest Frontier prefer geometric patterns. (Shaukat, 2006) Embroidery Embroidery is the art or handicraft of decorating cloth or other materials with needle and thread or wool. Workers also enhance its beauty with uses of other materials such as metal strips, pearls, beads, quills, and sequins. Embroidery is an ancient textile art which uses strands of embroidery floss or wool to create a picture in thread on canvas, linen or other cloth. It forms a part of needlework. Embroidery has recognized as a creative expression of people and it is storage of our oral traditions which have been maintained by the women. (Dhamija, 2004) Embroidered textiles are often used to decorate living spaces, temporary or permanent, impressive or modest depend upon choice and the sense of owner. Historically, embroidered textiles shows the wealthy and influence touch of rulers, courtiers, and courtesans. Among South Asias many people are identified by this textiles frequently, personal status or religious affiliation. (Gluckman, 2007) The folk embroidery tradition deeply exists in the Punjab. Village women still practice the craft, also stitching bed and cushion covers and a variety of other cloths, but the art probably reached its peak in the late 19th and early 20th centuries. (Beste, 2009) In Pakistan embroidery goes back since time immemorial. Bronze needles were excavated out at Mohenjo-Daro. (Sarfaraz, 1987) However, embroidery is a full activity of female and they individually do this work at their homes and it is not as organized work as any other works. (Hussain, 1984) Embroidery is a work that offered women to freely express their feelings by hand and it is also convenient for them to do this in the home. Women embroidered depict all kinds of traditions, nature and their family life also. Women are more dominated in textile work especially in embroidery. (Hashmi, 1987) Embroidery uses various stitches and combinations of stitches. Each embroidery stitch has a special name to help identify it. There are many different styles of embroidery, often with regional variations. Baluchi Embroidery Baluchi mirror work is very famous and also called sheeshagi. In this embroidery small pieces of round mirrors are coated on cloth with button-hole stitch. (Magsi, 1987) Traditionally Baluchi women do it in their homes. Baluchi pushk is very familier and make in traditional seven colours; black, maroon, purple, dark blues, greens, orange and white. (Hussain, 1984) Sindhi Embroidery Sindhi embroidery is covered with flowers and petals with colourful threads by the artistic hands of women. In this embroidery, women used beads, sea shells, precious stones and other pieces of peacock features to enhance its beauty. It is also interesting that women learnt all sindhi embroidery from their mothers and neighbors. The outstanding embroidery of sindh is patch work done on sari, kurta, kanjro, polki , pti, dhanak, pehran and shalwar. (Shah, 1987) Phulkari Phulkari embroidery is an embossed work done on handspun and hand-woven cotton clothes. It is embroidered with untwisted silk thread and mostly geometrical and floral designs are made in it. (Ram, 1987) The centre of this work is Hazara in Pakistan and Punjab is also famous of this work. (Quddus, 1992) Kashmiri Embroidery Kashmiri embroidery is a type of appliquà © work, using waste woolen fabrics and kashida wrought on various kinds of clothing and the cloth used is either silk or wool. (Dhamija, 2004) It is extremely a delicate and refined work and look likes almost drawings and geometrical patterns. The main varieties of Kashmiri embroidery is namda and gabba. (Quddus, 1992) Chikan embroidery Chikan embroidery is a fine needle-craft done by hand mostly using white thread on a variety of fabrics from cotton and silk to synthetics. It is the most famous fine art of embroidery at word level, and is famous not only in India, but also abroad. (Sarna Shukla, 1994)White work White work is embroidered in white thread, on pure white fabric; it is not at all difficult, and not very expensive. The tools for white work embroidery are minimal. The fabric that is used in this work is depending on the person that is according to demand, it may be white muslin, weave or linen. Appliquà © work Appliquà © work is every kind of embroidery which, being worked solidly on one material is then cut out and lay down upon another, and secured by various ornamental stitches. (Dhamija, 2004) In this type of embroidery, different pieces of clothes are cut out in the number of shapes and then pasted them in the basic fabric by using different stitches. (Ram, 1987) Zari embroideries From the second half of 18th century until the early 20th century, two different types of gold embroidery found ready patrons; these were: zardozi work, heavy silver-gilt thread work upon a foundation padded with cotton thread or paper, on velvet or sation ground; and Kalabattu work: light delicate embroidery, in gilt-silver or silver threads, strips of gilt-silver, gilt-silver sequins, upon fine silk cotton or muslin. Punjab is very famous for its zari work. (Dhamija, 2004) Embroidery work is a time-consuming work but in Pakistan traditionally women do it in their homes and pass this art to their daughters too. (Hussain, 1984)

Friday, October 25, 2019

Essay --

â€Å"Awaking on Friday morning, 20 June 1913, the South African Native found himself, not actually a slave, but a pariah in the land of his birth† (Gish 18). Desmond Tutu is one of the greatest rabble-rousers for peace that there ever was. He maintains huge political and religious influences even to this day. Most people in South Africa and many more countries hear his voice. His impact on fixing the apartheid system in South Africa was a major one. This apartheid system was very segregated towards whites and blacks in South Africa. Blacks were being forced to move to so-called â€Å"homelands.† The blacks had very little land to live with such many people. These people were being oppressed only because they had a different skin color then white people. Despite growing up in the poverty of South Arica, Desmond Tutu used his religious and political influences to help black South Africans that were being segregated by the government of South Africa. Born is Klerksdorp, Transvaal, South Africa, Desmond Tutu was born under the name Desmond Mpilo Tutu. He attended multiple schools throughout his life, including Johannesburg Bantu High School. Tutu’s father was a schoolteacher while his mother was a domestic worker. Nowadays, Tutu rarely discusses his ethnic roots. While Tutu was in his early years, the government passed the Natives Land Act. Less than eight percent of the country was dedicated as â€Å"reserves† for blacks. The black peoples only had this land to live off of. On top of this, Desmond caught polio as a young kid. Polio is a very deadly disease, so hid life hung by a thread. Luckily, he survived but with long-lasting effects. To this day, his hands still shake due to having polio as a kid. â€Å"Life was actually quite full. It was fun†¦al... ... and degrees in his lifetime, and the Nobel Peace Prize was one of them. This among many other medals shows his influence on the world. Desmond Tutu grew up in the poverty communities of South Africa. He overcame this to become on of the most influential man through both religion and politics. He can make his voice louder than many others, and he can voice his opinions throughout the world. He holds a major role in the religious community, having been archbishop in many places. Many strong and powerful government officials believe what Tutu has to say, and they voice his opinion through politics. Desmond Tutu is still alive today. He still strives to help the world become a better place. He was a major key in fixing the South African apartheid system. Maybe even without him, that system would still be present today. Desmond Tutu is a very influential and great man.

Thursday, October 24, 2019

Ethical Standards and the conflict in schools

Educators function as a member of a squad and have a particular relationship with pupils, parents, other school forces, and the community. The quality of these relationships depends non merely on the work performed, but besides on the ethical behaviour demonstrated on the occupation. Educators are faced with ethical issues on a day-to-day footing, including confidentiality, record direction, and the demands placed upon them with the duty of learning pupils and pull offing a schoolroom. Educators frequently face state of affairss where their ain involvements, a pupil ‘s involvement, or the school ‘s involvement may conflict. Ethical criterions help us to go more cognizant of the right class of action with respect to a assortment of positions instead than our ain. Educators are obligated to be as to the full prepared as possible to work ethically, every bit good as lawfully, in the school environment at all times. Ethical criterions supply a model for reflecting on appropriate behaviour. For this assignment, I have researched four articles that address legal and ethical deductions on schoolroom direction in respects to the rights and duties of pupils, parents, and instructors. I will reflect, place, and sum up each article. Finally, I will reason with how these articles have made a difference in how I will pull off my schoolroom. Article 1 The article that I began with is Public school Law: Teachers ‘ and pupil ‘s rights by Martha McCarthy. McCarthy discusses the legal rights of the instructor and the pupil. The Negligent Tort Law shows that instructors may be considered apt if he or she could hold â€Å" foreseen and prevented hurt by exerting proper attention † ( McCarthy, Cambron-McCabe, 1992 ) . The first component of the Negligent Tort Law states that the responsibility to protect is the duty of the instructor – this responsibility includes all necessary safeguards to protect pupils that are under their supervising ( McCarthy, Cambron-McCabe, 1992 ) . Subsequently, if a pupil hurt could hold been anticipated or foreseeable by the instructor and they did non supply sensible supervising of the incident, so, carelessness on the instructor ‘s behalf has occurred ( McCarthy, Cambron-McCabe, 1992 ) . Yet, if a pupil ‘s action or consequence of a pupil ‘s hapless picks contribu ted to the hurt, so the incident itself is considered conducive carelessness, and the instructor is no longer apt ( McCarthy, Cambron-McCabe, 1992 ) . In happening carelessness on a instructor ‘s behalf, one must see the mature and developmentally appropriate behaviour. There are many factors that have to be taken into consideration overall when a negligent claim is filed. Some of such factors are the instructor ‘s enfranchisement, the instructor ‘s preparation, the environment in which the hurt occurred, the instructional activity, and the care of the equipment ( McCarthy, Cambron-McCabe, 1992 ) . How the jurisprudence is stated and the compulsory responsibility of attention can be really intimidating to many instructors and educational professionals. Furthermore, because of such bullying of the Negligent Tort Law, school territories and brotherhoods have mandated specific ordinances, along with policies and processs to forestall such possible incidents from happening ( McCarthy, Cambron-McCabe, 1992 ) . It could be just to state that overall, instructors have the duty to protect their pupils, and the pupils have the right to be protected while in attention of the school. However, when can a instructor ‘s duty take precedency over a pupil ‘s single rights? Hypothetically, a scenario may affect a pupil, whether knowing or non-intentional, seting another pupils wellness or safety in danger. The instructor must look at the public assistance of the pudding stone of pupils and has the right and duty to take the one pupil who is endangering the public assistance of the category from the activity/classroom, or environment to guarantee the wellbeing of the remainder of the category. Some could reason that excepting or taking the pupil is in direct misdemeanor of his/her single rights. The instructor ‘s chief duty of sensible attention could hold been jeopardized due to that pupil ‘s actions as good. Article 2 The 2nd article, Response and Responsibility in the Classroom by Edgar Baguio discusses duties of pupils within the schoolroom. Although Baguio introduces the thought of response of the pupil, which entails how a pupil reacts to a instructor ‘s schoolroom direction system, duty ( Baguio, 2008 ) . Responsibility defines the pupil ‘s occupation of following policies and processs in the schoolroom ( Baguio, 2008 ) . Baguio farther discusses that an effectual schoolroom consists of non merely a instructor, but of pupils who follow through with the schoolroom duties ( Baguio, 2008 ) . He believes that both parties must make their duties so it is easier to trust and swear one another ( Baguio, 2008 ) . The schoolroom direction system becomes less of an issue when trust is established. Article 3 The article Parent-Teacher Conferencing, by Joseph C. Rotter, Edward H. Robinson III, and Mary Ann Fey, discusses the importance of communicating between instructors and parents. It is expressed that there is a important demand for effectual parent-teacher conferencing is the â€Å" legitimate right of parent to hold a voice in the instruction of their kid † ( Rotter et al, pg. 7, 1987 ) . Over the old ages, parents have been progressively more interested in their kids ‘s day-to-day educational activities. Communication is the key. â€Å" When instructors and parents view the educational procedure as a collaborative attempt, the parent-teacher conference becomes a cardinal instructional scheme that will heighten the kid ‘s growing and advance more effectual acquisition † ( Rotter et al, pg. 8, 1987 ) . The article besides addresses the different alterations that affect instructor and parent relationships. The primary concern is the alteration of the household construction and kineticss. The traditional household has changed to being blended, holding individual parents, or holding same sex parents. Because of the obvious alterations, parents and teachers no longer portion common experiences ( Rotter et al, 1987 ) . A opportunity to hold day-to-day interaction has created an obvious cuneus between instructors and parents. The inquiry is how to make full that spread. Communication is the cardinal to making solid dealingss between instructors and parents. Having parent-teacher conferences allows for the most direct signifier of communicating that can be the most meaningful nexus between place and school for the pupil ( Rotter et al, 1987 ) . However, the signifier of communicating is an of import factor. Harmonizing to Rotter et Al, as an pedagogue, holding heat, empathy, regard, concreteness, genuineness, immediateness, and confrontation are of import qualities to hold, but besides cognizing how and when to portray such qualities are requirements for effectual communicating ( Rotter et al, 1987 ) . Article 4 Sarah Ganly wrote Rights and Responsibilities of a Teacher and a Student. Ganly addresses teacher duty within the schoolroom and the rights of the pupils ( Ganly, 2007 ) . Student safety is one of the most of import duties of the instructor ( Ganly, 2007 ) . However, what is different with this peculiar article in comparing to the others is that the parent ‘s rights are addressed. Galley ‘s article addresses that parents have the right to direct their kids to school cognizing that their kid will be safe while in the attention of the school and its instructors ( Ganly, 2007 ) . Teacher ‘s liability and answerability are examined within this article. The illustration of such is that, the jurisprudence states that instructors are â€Å" held apt for a pupil ‘s public assistance if injury is foreseeable † ( Ganly, 2007 ) . Every state of affairs must be viewed separately, and if any, palliating fortunes must be taken into history excessively. When acquisition activities are off premises, the instructor ‘s rights and duties should non be taken lightly. Although, there are many policies and processs that go into readying of field trips, the pupils degree of safety should ever be examined and be the first precedence of instructors and schools. It is a instructor ‘s duty to guarantee the safety and wellbeing of each pupil on a field trip. In order for the instructor to keep overall safety for the pupils, they may hold to be forced to conflict upon a pupil ‘s single rights. This state of affairs within itself can be considered â€Å" grey affair † and fortunes have to be analyzed suitably without premises. Because of the many instances of carelessness and inappropriate behaviour go oning with schools across the state, the rights and duties of pupils and instructors has been a hot controversial issue. There seems to be a important sum of failure of recognition of the direct relationship between pupil â €˜s rights and instructor ‘s duties. Decision I feel confident that my method of schoolroom direction is really appropriate. It is a cross between Wong ‘s Pragmatic Classroom Model and Kagan, Kyle, and Scott ‘s Win-Win Discipline Model. I believe it is the pedagogue ‘s duty to learn pupils how to self-monitor their ain behaviour and keep them accountable. The ultimate ends I have for my pupils is to be able to pull off themselves suitably, to be able to run into their demands through responsible picks, and to be able to develop life accomplishments that will function them into the hereafter. The mix attack of Wong, Kagan, Kyle, and Scott works good for me to promote pupils to take ownership of their learning experience and overall success. Using both Wong ‘s Pragmatic Classroom Model and the Win-Win Discipline Model allows me to keep the pupils responsible for their ain behaviour, larning and success, they both hold the instructor responsible to working hard to keep a safe, positive schoolroom environment that helps pupil work to accomplish personal ends.

Wednesday, October 23, 2019

The Hexadecimal Company

The Hexadecimal Company I. Problems A. Macro 1. Company resistance to change. 2. â€Å"Us† versus â€Å"them† view of practitioners forms company’s viewpoint. B. Micro 1. Professor/external practitioner ended too soon; did not provide direction or continuity. 2. â€Å"In-group† image perpetuated by OD group. 3. President too involved in details at beginning. 4. â€Å"Internal† consulting group was mostly outsiders and not accepted by the company at large. 5. OD group had little familiarity with nature of firm (except maybe George Kessler). 6.OD program too ostentatious and too costly for company. 7. Lack of unity in purpose and techniques within OD group. 8. Kay and Indar’s isolation from others and closeness to president had negative effects in OD group. 9. Budgeting not clarified at beginning. 10. Evaluation late – 1 year later and then almost a do or die evaluation. II. Causes 1. Group too cohesive and creates images of â€Å"in-gr oup. † 2. â€Å"Fancy† atmosphere perpetrated. 3. President too involved at first. 4. Company not prepared for OD and its needs and purposes. . OD groups consisted almost entirely of outsiders. III. Systems affected 1. Structural – changing whom the OD group reports to will only confuse purpose and goals; Blake is not prepared. 2. Psychosocial – the OD group has caused at least as much antagonism as it has good results. 3. Technical – no reference to OD group’s effectiveness. 4. Managerial – too top-down thus far. 5. Goals and values – No indication that the company including top management (other than the OD group) knew or bought-in to the OD program.It was just a management training program. IV. Alternatives 1. Keep as is. 2. Put under Blake. 3. Have professor help organize and budget for OD. V. Recommendations Alternative three with central contact person and clear budget. If size of Hexadecimal allows, make OD a separate dep artment with its own vice president. Keep reporting to president but keep him personally removed from specific decisions. Also, make reports to the executive committee and gain their support. Bring several line employees into OD.