A Brief History of the Hybrid Vehicle Essay

First built in the early 1900s by inventors tinkering with combinations of the electric motor and the gasoline engine, hybrid vehicles were dropped when gasoline-fueled vehicles became more reliable and easier to start, and gasoline fuel more readily available. Research and development of hybrid vehicles was revived by concern about oil dependency in the1970s and about air pollution in the late 1980s. A number of hybrid vehicles have been built and tested since 1980. Some of these vehicles have impressed analysts with their performance and low levels of exhaust and petroleum consumption. Interest in hybrid vehicles jumped in late 1993 with the announcement of funding for two major collaborations. The US Department of Energy signed a five-year, $138 million development agreement with General Motors and a $122 million agreement with Ford to design and build preproduction hybrid prototypes that could be marketed in less than 10 years. [1] All these were done because hybrid electric vehicles are expected to be the future of vehicles worldwide. Definition One considers a vehicle to be a hybrid when it combines two or more sources of power. For example, a mo-ped (a motorized pedal bike) is a hybrid because it combines the power of a gasoline engine with the pedal power of its rider. Similarly, the gasoline-electric hybrid car is a combination of both an electric car and a gasoline-powered one. That is, it makes use of both electricity and gasoline to provide the energy to turn the wheels of the car. Figure 1 shows a gas-powered car. [2] Components Of A Gasoline Powered Car The 4-cylinder engine converts gasoline into motion so that the car can move. The easiest way it does this is to burn the gasoline inside the engine. Therefore is acts as an internal combustion engine i. e. combustion takes place internally. Gasoline powered car engines typically have over 100 horsepower and operate at speeds up to 8000 RPM. The fuel tank stores and supplies gasoline to the engine. It can typically store enough fuel to provide the engine with energy capable of moving the car through a distance of 300 miles or more. Figure 2 below shows an electric car, which has a set of batteries that provides electricity to an electric motor. The motor turns a transmission, and the transmission turns the wheels. [3] Components Of An Electric Car The batteries store and provide energy to the electric motor in an electric car just as the fuel tank does for the engine in a gasoline powered car. It usually gives the car a range of 50 – 100 miles which is much less than that typically provided by a fuel tank (300 miles). The electric motor is the device that provides motion in an electric car. It converts the energy it receives from the batteries into motion which is used to turn a transmission which then in turn rotates the wheels. It is able to spin up to 15000 RPM and has up to 100 kW of power. Since this motion is connected to the transmission, the transmission also spins the wheel up to this rate. Thus, electric cars would tend to move faster than gasoline powered cars. Components Common To Both The Electric Car And The Gasoline Powered Car The transmission is the device that does the actual turning of the wheel in both cars. There are several ways of combining the two sources of power found in a hybrid car. The Parallel Hybrid Car: This has a fuel tank which supplies gasoline to the engine. In addition, it has a set of batteries that supplies power to an electric motor. Both the engine and the engine motor can turn the transmission at the same time and the transmission then turns the wheels. Figure 3 shows a typical parallel hybrid. The fuel tank and gas engine connect to the transmission. The batteries and electric motor also connect to the transmission independently. As a result, in a parallel hybrid, both the electric motor and the gas engine can provide propulsion power. The Series Hybrid Car: The gasoline engine in this car turns a generator and the generator can either charge the batteries or power an electric motor that drives the transmission. Thus the gasoline engine never directly powers the vehicle. All of the components form a line that eventually connects with the transmission. [4] Hybrid Components Gasoline engine – The hybrid car has a gasoline engine much like the one you will find on most cars. However, the engine on a hybrid is smaller and uses advanced technologies to reduce emissions and increase efficiency. The engine turns the generator. It is not able to power the car directly. Fuel tank – The fuel tank in a hybrid is the energy storage device for the gasoline engine. Gasoline has a much higher energy density than batteries do. For example, it takes about 1,000 pounds of batteries to store as much energy as 1 gallon (7 pounds) of gasoline. Electric motor – The electric motor on a hybrid car is very sophisticated. Advanced electronics allow it to act as a motor as well as a generator. For example, when it needs to, it can draw energy from the batteries to accelerate the car. But acting as a generator, it can slow the car down and return energy to the batteries. Generator – The generator is similar to an electric motor, but it acts only to produce electrical power. It is used mostly on series hybrids. It is where the gas engine’s power gets converted to electrical power to drive the motor or charge the batteries. Batteries – The batteries in a hybrid car are the energy storage device for the electric motor. Unlike the gasoline in the fuel tank, which can only power the gasoline engine, the electric motor on a hybrid car can put energy into the batteries as well as draw energy from them. They can store energy recovered from braking or generated by the motor. Transmission – The transmission on a hybrid car performs the same basic function as the transmission on a conventional car i.e. turns the wheels. The motor can spin fast enough so that the transmission needs only one gear. Some hybrids, like the Honda Insight, have conventional transmissions. Others, like the Toyota Prius, have radically different ones like the CVT. CVT stands for Continuously Variable Transmission. It is used to vary the transmission ratio in vehicles continuously. The way CVT works depends on the type: Friction CVTs vary the radius of the contact point between two rotating objects, thus the tangential velocity; Hydrostatic CVTs vary the fluid flow with variable displacement pumps into hydrostatic motors; Ratcheting CVTs vary the stroke of a reciprocating motion, which is connected to a free-wheel, resulting unidirectional rotation. Image courtesy DaimlerChrysler The Mercedes-Benz M-Class HYPER — a hybrid concept vehicle[5] Reasons For The Introduction Of Hybrid Electric Vehicles To reduce tailpipe emissions: Gasoline cars are a major source of these emissions. Many attempts are being made by several organizations to reduce the greenhouse gas emissions from cars through the development of hybrid electric vehicles. For example, Nutley, NJ-based Hoffman-La Roche, Inc. (Roche), the U. S. prescription drug unit of the Roche Group, recently announced plans to integrate Toyota Prius and Ford Escape hybrid electric vehicles into its pharmaceutical sales fleet in an effort to help achieve the company’s goal of reducing greenhouse gas emissions by 10 percent over the next five years. [6] To improve mileage: Automakers in the US need to meet Corporate Average Fuel Economy (CAFE) standards as required by law. At present, all new cars sold should be 27. 5mpg (8. 55 liters per 100km). [7] To overcome the shortcomings of an electric car: Electric cars have a short charge. They lacked the range (energy density of electric-vehicle batteries hovered around 70 to 100 watt-hours per kilogram, which automotive engineers called unacceptable) and the quick recharge time the auto industry said it needed. An example is seen in the case where GM introduced the EV1 in 1996. It had a top speed of 183 MPH, faster than any other production car out. It had a limiter that would not let it get above 85 MPH, because to drive the car at 183 MPH would deplete the batteries of their charge within 10 minutes. [8] Energy Consumption: Hybrid Electric Vehicles consume less energy than Internal-Combustion Engine (ICE) vehicles. [9] Why Are Hybrid Electric Vehicles A Better Choice? An important aspect of hybrid electric vehicles is that they make use of smaller engines. There are many advantages to this: Big engines are heavier than smaller ones so the car uses more energy anytime it accelerates or drives up a hill. The displacement of the cylinders is larger so each cylinder requires a greater volume of fuel. Bigger engines usually have more cylinders, and each cylinder uses fuel every time the engine fires, even if the car isn’t moving. These are the reasons there is a difference in the mileage of two cars of the same model with different engines. If both cars are driving along the freeway at the same speed, the one with the smaller engine uses less energy. Both engines have to output the same amount of power to drive the car, but the small engine uses less power to drive itself. In a hybrid car, the gasoline engine can be much smaller than the one in a conventional car and thus can be more efficient. The engine in the hybrid car is powerful enough to move the car along on the freeway, but when it needs to get the car moving in a hurry, or go up a steep hill, it needs help. That â€Å"help† comes from the electric motor and battery — this system steps in to provide the necessary extra power. The gas engine on a conventional car is sized for the peak power requirement (those few times when you floor the accelerator pedal). In fact, most drivers use the peak power of their engines less than one percent of the time. The hybrid car uses a much smaller engine, one that is sized closer to the average power requirement than to the peak power. Ways Hybrid Electric Vehicles Reduce Energy Consumption Besides a smaller, more efficient engine, today’s hybrids use many other tricks to increase fuel efficiency. Some of those tricks will help any type of car get better mileage, and some only apply to a hybrid. To squeeze every last mile out of a gallon of gasoline, a hybrid car can: Recover energy and store it in the battery – Whenever you step on the brake pedal in your car, you are removing energy from the car. The faster a car is going, the more kinetic energy it has. The brakes of a car remove this energy and dissipate it in the form of heat. A hybrid car can capture some of this energy and store it in the battery to use later. It does this by using â€Å"regenerative braking. † That is, instead of just using the brakes to stop the car, the electric motor that drives the hybrid can also slow the car. In this mode, the electric motor acts as a generator and charges the batteries while the car is slowing down. Sometimes shut off the engine – A hybrid car does not need to rely on the gasoline engine all of the time because it has an alternate power source — the electric motor and batteries. So the hybrid car can sometimes turn off the gasoline engine, for example when the vehicle is stopped at a red light. Figure 5. The frontal area profile of a small and large car Use advanced aerodynamics to reduce drag – When you are driving on the freeway, most of the work your engine does goes into pushing the car through the air. This force is known as aerodynamic drag. This drag force can be reduced in a variety of ways. One sure way is to reduce the frontal area of the car (Figure 5). Think of how a big SUV has to push a much greater area through the air than a tiny sports car. Reducing disturbances around objects that stick out from the car or eliminating them altogether can also help to improve the aerodynamics. For example, covers over the wheel housings smooth the airflow and reduce drag. And sometimes, mirrors are replaced with small cameras. Use low-rolling resistance tires – The tires on most cars are optimized to give a smooth ride, minimize noise, and provide good traction in a variety of weather conditions. But they are rarely optimized for efficiency. In fact, the tires cause a surprising amount of drag while you are driving. Hybrid cars use special tires that are both stiffer and inflated to a higher pressure than conventional tires. The result is that they cause about half the drag of regular tires. Use lightweight materials – Reducing the overall weight of a car is one easy way to increase the mileage. A lighter vehicle uses less energy each time you accelerate or drive up a hill. Composite materials like carbon fiber or lightweight metals like aluminum and magnesium can be used to reduce weight. [10] Despite the advantages of hybrid vehicles, they are a middling choice whose future is far from assured. They are likely to be a victim of regulatory circumstance in the near term, pushed aside by improvements in gasoline emissions and by the Zero Emission Vehicles (ZEV) mandate which states that a specified percentage of manufacturers’ sales consist of ZEVs. [11] In the longer term, they will be squeezed between improving batteries and emerging fuel cells. If only fuel cells and advanced batteries falter, hybrid vehicles would have considerable promise and could play a central role in creating a more sustainable transportation system. Nissan Motor Company CEO Carlos Ghosn announced that he is unsure whether hybrid electric vehicles (HEVs) will remain competitive in the compact car market if the price of gasoline drops in the future. Speaking at a news conference in Tokyo, Ghosn acknowledged that Nissan will unveil a new HEV in 2006 â€Å"as planned,† but only to meet tightening emission regulations in California. Ghosn expressed doubt that U. S. benchmark crude prices would remain at current levels of $50 per barrel, which is fueling strong demand for HEVs. Reuters said Nissan instead plans to market its new fuel-efficient, gasoline-powered Tiida compact car to environmentally conscious drivers. [12] Disadvantages Of Hybrid Electric Vehicles By combining two propulsion systems and their associated energy storage units, they are inherently more complex than both pure battery-powered electric and pure internal-combustion vehicles. Comments ——————————————————————————– [1] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 101 [2] http://auto. howstuffworks. com/hybrid-car1. htm [3] http://auto. howstuffworks. com/hybrid-car1. htm [4] http://auto. howstuffworks. com/hybrid-car2. htm [5] http://auto. howstuffworks. com/hybrid-car3. htm [6]http://web1. infotrac. galegroup. com/itw/infomark/155/298/52759225w1/purl=rc1_ITOF_0_A122672547&dyn=5! xrn_15_0_A122672547?sw_aep=swar94187, Electric and Hybrid Vehicles Today, Sept 30, 2004 p0 , Article A122672547 [7]. http://auto. howstuffworks. com/hybrid-car4. htm [8] http://www. morphizm. com/observations/borah/borah_corner1. html [9] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 100 [10] http://auto. howstuffworks. com/hybrid-car8. htm [11] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 2 [12] Electric and Hybrid Vehicles Today, Oct. 7, 2004, p0; Article A122947647.

Improving Student Outcomes And Provide Education Across Malaysia Education Essay

The end of the Education National Key Results Area ( NKRA ) is to better pupil results and provide quality instruction for all pupils across Malaysia. By looking globally at the best acting schools, four indispensable countries have been identified. They are: the demand to guarantee every kid succeeds ; the demand to keep schools accountable for alterations in pupil results ; the demand to put in great leaders for every school ; and the demand to pull and develop top instructors. Research confirms that a assortment of inducements for the assorted phases of instructors ‘ callings should be in topographic point. A World Bank rating corroborates the value of inducements towards bettering instructor quality ( Vegas & A ; Umansky 2005 ) . There are assorted types of instructor inducements including fiscal, working conditions and instructional support ( Kemmerer, 2007 ) . Fiscal inducements include pecuniary, in-kind support, benefits and fillips. Instructional Support, on the other manus, includes points such as proviso of back uping stuffs, ongoing professional development and calling chances. Finally, inducements related to working conditions consist of things such as category wellness and safety conditions and proviso of equal interruptions. Teachers by and large do non come in the profession for fiscal benefits so inducements must non merely expression at fiscal compensation but other countries that motivate and inspire good pattern. These wagess can include satisfaction from high pupil accomplishment, acknowledgment, influence, larning new accomplishments, and personal growing ( Tomlinson, 2000 ; Odden 2000b ) . School staff should hold the chance for a calling way where excellence is rewarded with a assortment of inducements that tap into both their intrinsic and extrinsic motive. Merely a few states have formalized a robust systems of performance-related wage in any sector ( Organisation for Economic Co-operation and Development, 2006 ) and even fewer in the instruction sector. Tucker and Sclaifani ( 2006 ) indicate that in order for public presentation related wage to be effectual three thoughts must come into drama. First, we must be able to mensurate the end product linked to the public presentation whether at the person or squad degree. Second, the end products from persons or squads must better the overall organizational end products. Last, that the wages can be delivered in a mode that takes advantage of its likely incentive value for prospective receivers. Many inquiry if it is possible, in administrations such as schools, which are extremely complex to develop just rating systems linked to public presentation wage. Other concerns are that coaction among instructors will endure and that incentives linked to capable countries or exam consequences will contract the course of study ( Tucker and Sclaifani, 2006 ) . There are a assortment of different public presentation theoretical accounts. Fiscal wagess given based on pupil public presentation and lesson observations is called merit-pay ( McCollum, 2001 ) . Odden ( 2000 ) describes cognition and skill-based compensation as increased wage given to those who receive extra makings which is assumed to better instructors ‘ abilities. School-based compensation, involves group-based fiscal wagess normally based on pupil public presentation ( Odden and Kelley, 2002 ) . A set of criterions for teacher public presentation and measuring tools is cardinal to being able to reasonably reward staff for their public presentation. Merit wage given to instructors separately has proved to be unpopular in schools making competition and extinguishing the indispensable squad work and coaction needed to construct excellence in school ( Odden, 2000 ) . Incentive payments to full staff in schools have many times produced improved pupil accomplishment. This is most likely because of the demand to work together, back up new or weaker instructors and to promote instructors who do non better to travel to a different profession. Odden ( 2000 ) besides believes the sum of the fillip is of import and recommends 5-8 % of one-year wage as a wages for making marks. Figure 1 from Woessman ( 2010 ) below shows the consequences of a survey of assorted states demoing in general where wage for public presentation has been implemented reading, authorship, and math tonss have by an d large been higher. Merit-pay theoretical accounts were criticised for unfavorably altering coaction between instructors. Performance-based wages systems, research now argues, can increase collegiality by honoring co- operation between instructors ( Solomon and Podgursky, 2001 ; Cohn, 1996 ) , through group-based wage wagess ( Mohrman, Mohrman, and Odden, 1996 ; McCollum, 2001 ) . Several oppositions of performance-based wagess postulate there is grounds of better/more collegiality when group public presentation wagess are used ( See, for illustration, Firestone and Pennell, 1993 ) . Many studies conclude that intrinsic wagess are really of import to instructors ( Firestone and Pennell, 1993 ) . Firestone and Pennell ( 1993 ) argue that rating can sabotage the intrinsic wagess for instructors, as the â€Å" feedback in the signifier of public presentation rating undermines intrinsic motive, even when the rating is positive † ( accent in original ) nevertheless a significant organic structure of literature argues performance-based wages systems are an betterment on the efficiency of salary graduated tables Odden and Kelly ‘s research confirms that wage for public presentation strategies and other inducements for instructors and principals can hold positive effects on pupil accomplishment. These methods are most effectual when they are accompanied by professional development plans, the support of school leading, accurate and dependable coverage of pupil accomplishment, and strong feedback mechanisms.5 Odden and many others argue that the single-salary agenda can non take instruction to the degrees of productiveness presently needed. Lazear ‘s analysis of the effectivity of output-based wage suggests that performance-based mechanisms can be effectual if they are carefully designed and tied to allow metrics.40 Many of the earlier programmes tended to concentrate on single public presentation, in peculiar virtue wage ( Richardson, 1999 ) , with recent arguments more likely to see group-based wages programmes, or cognition and accomplishment based wagess ( Odden, 2000a ; Odden and Kelley, 2002 ) . A 2004 OECD study on teacher quality found that the job of instructor deficits is permeant throughout OECD states and that the deficiency of quality instructors is holding a negative impact on pupil larning. Across-the-board salary accommodations, targeted inducements and alternate employment steps are typical attacks that most states adopt to relieve instructor deficits, but that policies must turn to other critical facets such as â€Å" working conditions, professionalism, flexibleness, occupation security, instruction demands and occupation satisfaction from working with pupils. Must be replaced with a system that connects parts to compensation in meaningful ways and that could be embraced by employers and instructors likewise Two-thirdss of OECD states have implemented performance-related salary systems in their public sectors, but few have used them in instruction. It is still true that few states have formalized a robust system of performance-related wage in any sector. When be aftering for an inducement plan the undermentioned chart is helpful to see effects both desirable and unwanted.IncentivesIntentional or Unintentional designDesired ImpactUndesired impactFor illustration:IncentivesIntentional designJob security linked to prove tonssDesired ImpactImproved instruction and better acquisitionUndesired impactTeaching to the trial ; dropping of low acting pupilsIncentivesUnintentional designStrong brotherhoods make it hard to fire instructorsDesired ImpactGood instructors feel more confident and secure in their occupations and hence Teach wellUndesired impactBad instructors can remain indefinitelyMost of the inducements researched have been negotiated and employed without programs for strict rating. The bulk of articles cited in international documents are studies instead than ratings that attempt to link results to the performance-related system in topographic point.Current Incentives in the Malayan Education SystemAction Research Projects: some en terprises have been conducted in this country throughout the state, but the enterprises are non monitored consistently, so findings are non reported efficiently.A Advanced surveies: There are three manners for instructors and principals to prosecute in advanced surveies: 1 ) A they receive full wage, with no scholarships ( to cover tuition etc, they will hold to pay on their ain ) 2 ) A they receive half wage, with scholarship given to cover tuition etc 3 ) A if they receive direct scholarship offers from any organisation/institution, they will hold to inquire permission from the relevant Ministry of Education section for blessing. These are decided on a individual footing Scholarships are merely for public universities in Malaya Ministry of Education has a distant acquisition degree plan from the local universities for the instructors and Head Teachers of the rural primary schools. Three organic structures sponsor these ; the public service section, the instructor instruction division and sometimes-individual MOE establishments like the School Leadership Institute Teachers in rural or interior schools receive a pecuniary inducement runing from RM700-RM1500 on top of their wage and life or lodging allowances. Resettlement allowances: Teachers receive an allowance when they receive a transportation from one school to another, from one to town to another or from one province to another province. Travel agreements are besides provided to the instructors and their households to travel to their new topographic point of work. An agent appointed by the MOE to direct them over to their new topographic point of work will manage their properties. All civil retainers besides enjoy free medical intervention from the govt. infirmaries they besides can use for loans to purchase a computing machine, a auto and even a house. The Government Transformation Programme ( GTP ) Roadmap states that HPS will have inducements, which include an one-year allotment of RM700, 000 per school, every bit good as RM1, 000 and RM700 for school caputs, instructors and non-academic staff in secondary and primary schools, severally. The schools besides enjoy greater liberty in decision-making and let high-achieving pupils to progress faster through the system. National, State and District Awards Many awards are available for instructorKhazanah Incentives for School StaffIncentiveResearch SummaryDesired/UndesiredRating for Trust School InitiativeFinancial ( comprises of Monetary, In sort, Benefits and Bonuses ) MonetaryNew instructor get downing fillipName: Secondary Deficit Capable Scheme Description: Up to ?5000 paid to persons in last twelvemonth of survey to fall in the instruction force after graduation Dates:1985 to show. State: UK, Wales Effective at pulling but non retaining new instructors Name: Golden Hello Description: ?2500-5000 for come ining and successfully finishing the initiation stage in secondary topics Dates: 2002 to show State: United kingdom Evaluation: Effective at pulling but non retaining new instructors Desired: Qualified campaigners are available to learn in schools Undesired: Peoples are attracted merely for fiscal intents but so go forth the calling one time other higher paid options are availableSalary graduated tablesDescription: Higher compensation in the early old ages in order to promote instructors to come in the field Dates: varies States: Australia, Denmark, England, Finland, Description: Higher salary additions mid-career instructors to retain them Dates: varies States ; Austria, Japan, and Portugal Description: Wagess experienced instructors with largest additions Dates: variesStates: Greece, Hungary, and New ZealandName: n/aDescription: Across the board wage rises promote the best people to remain Dates: 1990 State: Chile Evaluation: a World Bank study notes that instructors ‘ experience has non been found to be an of import forecaster of pupil accomplishment in the major empirical surveies ( World Bank 1997, 97 ) Desired: Teachers feel valued and execute good Undesired: Good instructors leave the profession due to fiscal groundsProject engagement wageName: Accelerated Teaching Program ( Unicef ) Description-all instructor receive fillip inducement each three months Dates: 1998-2007 State: Liberia Evaluation: This plan has issues with payments to instructors but otherwise was judged to better buy-in and results for pupils Desired: Teachers feel valued and ‘buy in ‘ to new enterprises Undesired: Teachers feel overwhelmed with the alteration procedure and leave stationsExtra allowance for distant locations/low acting schools ( hardship allowance )Description: Teachers receive salary addendums to learn in deficit or rural countries Purpose: Ensure instructors are available for all kids State: Canada/Chile/Ireland/Australia/Malaysia Desired: Qualified campaigners are willing to learn in hard areas/circumstancesUndesired:Materials AllowanceDescription: Materials allowances given to all schools at start of reform undertaking to purchase resources that enhance the acquisition environment Purpose: To advance bargain in to project and heighten instruction and acquisition environment Dates:2006-present State: UAE Evaluation: Effective in making a learning civilization Desired: Schools feel empowered and have the tools they need to better their schools Undesired: Schools spend money on resources that do non better pupil outcomes e.g. ornamentsTravel AllowanceDescription: Teachers given train base on ballss to acquire to workPurpose: Part of the benefitsDates: ongoingState: Japan Canada, Australia, Europe- Moving costs to initial occupation arrangement for most arrangements in rural countries or challenging schools Desired: Teachers are more willing to work in locations farther from place base ensuing in a supply of instructors available Undesired: Teachers take allowance but have high degrees of absence In Kind SupportAwardsName: NationalTeachingExcellenceAward Descriptionprovidesawardsfor50teachersthatwerenominatedattheschoollevelandmadeitthroughthenationalqualificationstothe rewardlevel Name: School based Award Description: Awards at the school degree with discretional financess made available by the authorities Purpose: To honor first-class instructorsDates:State: Denmark, Netherlands Desired: Recognition of Good work leads to more good work and sharing of good pattern Undesired: Some co-workers feel covetous or angry and do lessFree or subsidised lodgingDescription: free adjustments in its distant countries Purpose: To promote staff to populate in distant countriesDates:State: Danmark Desired: Qualified campaigners are willing to learn in distant countries Undesired: Poor quality instructors are attracted to schools that need the most supportFree or subsidized nutrientDescription: Free or subsidized nutrient to staff State: European states Desired: Qualified campaigners are willing to learn in distant countries Undesired: Poor quality instructors are attracted to schools that need the most supportPlots of landDescription: Plots of land given to staff Purpose: Encouragement to make a place base in rural countriesDates:State: Africa Desired: Qualified campaigners are willing to learn in distant countries Undesired: Poor quality instructors are attracted to schools that need the most supportLow involvement loansDescription:Purpose:Dates:State: Demark, Greece-Preferential rates for mortgages at the discretion of the local school governments Desired: Teachers feel more financially unafraid and there are more able to concentrate on be aftering first-class lessons Undesired: Teachers take loans but there is no betterment in learningScholarships for ain kidsDescription:Purpose:Dates:State: Worldwide: Most international schools provide free topographic points for staff kids Desired: Teachers who bring their ain kids to a school want the best for their kid and work harder Undesired: Teachers kids get particular interventionFree points: e.g. books, laptops etcDescription:Purpose:Dates:State: Denmark-teachers who agree to learn in distant countries are eligible a place personal computing machine, and entree to wholesale shoppingDesired:Undesired:Benefits PaidDescription:Purpose:Dates:State: Australia- to remain in distant countries, excess one-year leave of 5-8 yearssDesired:Undesired:Unpaid leaveDescription:Purpose:Dates:State: Canada-allows instructors to take unpaid leave for household events, holidaies etcDesired:Undesired:SabbaticalDescription:Purpose:Dates:State: Australia-all caputs eligible for sabbatical every 5 old ages. Paid at 80 % for 4 old ages to enable this at no costDesired:Undesired:Recognition towards a publicity Description: Recognition towards a hereafter publicity for learning in disputing or distant countriesPurpose:Dates:State: Korea, ChinaDesired:UndesiredSick leaveDescription:Purpose:Dates:State:Desired:Undesired:Pregnancy LeaveDescription:Purpose:Dates:State:Desired:Undesired:Health insuranceDescription:Purpose:Dates:State: Europe-countries include wellness benefits over and above the usual societal services accorded to all citizensDesired:Undesired:PensionDescription:Purpose:Dates:State:Desired:Undesired:Additional Paid Work Description: teachersarepaid $ 20.00perdayforeach studentteacherundertheirdirectionbi-weekly.Dates:State: Nanavut CanadaDesired:Undesired:Life insuranceDescription:Purpose:Dates:State:Desired:Undesired:CrecheDescription:Purpose:Dates:State:Desired:Undesired:BonussWhole school public presentation based wage linked to exam consequences or KPI marksName: NationalPerformanceEvaluationSystem Description: Schools are grouped by social-economic conditions, and so the top 25 per centum within each group are rewarded for their public presentationPurpose:Dates:State: Chile Evaluation: Increased the tonss in the province test by between four and 18 points ; effects were greater among those schools with more favorable external conditions. Date: c2004 State: Israel Evaluation: ledtoimprovedteachingmethods, increasedafter-schooltutoring, andbetterresponsivenesstostudents'needsonthepartofteachers ProfessionalCompensationSystemforTeachers 1999-2003 Denver, USA Evaluation: Evidencefromthepilotprogramstronglysuggestedthatthepayforperformanceprogramwas a † catalystforchangethatbenefitsallstudentsandteachers. † 34 Studenttestscores weresignificantlyhigherforelementaryandmiddleschoolstudentsinclassroomswithteachers whohadbeeninthepilotfortwoormoreyears Desired: Schools pull together as a whole squad to better pupil results Desired: Student Accomplishment additions Undesired: Teachers teach to the trial, ignore low executing pupils or darnel to demo advancement Undesired: Freerider'problem ; someteacherswhoarenotcontributingtotheoutcomesofstudentsarerewardedbecauseof others'action Undesired: Could honor â€Å" wealth † instead than public presentation, disproportionately honoring instructors at high-performing schools chiefly for the natural stuffs they are handed – i.e. , better pupils. Undesired: Teachers focus on certain topics to the disregard of other topics.Individual public presentation based wageName: Teacher Excellence Incentive Description: $ 200 million fund, for one-year fillips of up to $ 2,500 to honor â€Å" effectual † schoolroom instructors employed by territories that agreed to fit the province moneyPurpose:Dates:State: Texas, USA Description: Pay based on run intoing instructor criterions Dates: 2003-present State: Suomi Name ; Description: Excess wage for instructors who increased GSCE consequences Dates: State: United kingdom Evaluation: foundthatthestudentsscoredonaveragehalfaGCSEpointmorethanequivalentpupilstaught Bythesameteachersbeforethesystemwasputinplace.Description:Purpose:Dates:State: Colorado, USA Evidence strongly suggests that the wage for public presentation plan was a â€Å" accelerator for alteration that benefits all pupils and instructors.Description:Purpose:Dates:State: Israel-study found that wage for public presentation enterprises had a positive impact on pupil accomplishment -led to improved instruction methods, increased after-school tutoring, and better reactivity to pupils ‘ demands. Desired: persons who are making outstanding work are recognised Undesired: Promotes competition non coaction among instructorsBonus wage for excess activitiesDescription:Purpose:Dates:State: USA- extra wage stipends for duty for an activity after school, such as yearbook or athleticss but the supervising of pupils between categoriesDesired:Undesired:No absence BonusDescription:Purpose:Dates:State: India-ThePublicReport onBasicEducation ( PROBE ) convincinglyshowedthatone-thirdofthehead teacherswereabsent in India on a given twenty-four hoursAfrica-Desired:Undesired:Physical EnvironmentDescription: Improvement inthe physical installationsPurpose:Dates:State: India-was a factor that influenced motivationlevels. Cleanliness, conveyance, furniture, imbibing H2O and lavatories ( for adult females instructors ) – the list was reasonably longDesired:Undesired:Grants for schoolroom or school undertakingDescription:Purpose:Dates:State: UK-ASTA can use for a grant to better a specific facet of a schoolDesired:Undesired:Bonus for rural schoolsDescrip tion:Purpose:Dates:State: Australia-Desired:Undesired:Instructional Support Ongoing Professional DevelopmentPayment towards a QualificationName: ProComp Description: Evaluates and compensate instructors based on a figure of factors, including grades and professional development units obtainedPurpose:Dates:State: :Denver, USA Evaluation: At least 100 surveies in the past decennary have documented that extremely skilled, extremely effectual instructors help pupils larn moreDesired:Undesired:In service Training CoursesName: Teacher Empowerment -a plan sponsored by the United Nations Children s Fund ( UNICEF ) . Description: better the school environment by tapping into school-level resources, administrative support and to hike instructors ‘ morale, self-esteem that, in bend, boosts pupil registration and attending.Purpose:Dates:State: IndiaName: Joyful Learning Description: involves child-centred activities and promotes active acquisition patterns by actuating kids and instructors to wish acquisition, and instructors to follow active acquisition activities in the schoolroom.Desired:Undesired:Accredited CPDDescription:Purpose:Dates:State:Desired:Undesired:Time off for University classsDescription:Purpose:Dates:State:Desired:Undesired:Coaching and Mentoring supportDescription:Purpose:Dates:State:Desired:Undesired:Book ClubsDescription:Purpose:Dates:State:Desired:Undesired:Career DevelopmentPromotionDescription:Purpose:Dates:State:Desired:Undesired:Excellent teachers/Lead instructorsName: Advanced Skills Teacher/SpecialistClassroomTeacherfor SecondarySchools Description: Promotion without go forthing the school for an disposal station. Teachers spend 20 % of clip assisting instructors in other schools /NZ $ 6,500supplement Purpose: To maintain first-class instructors in schools ; portion good patternDates: / 2006 pilotState: UK/New ZealandName: Pedagogical Excellence Award Description: Award granted after requires base on balls in a written appraisal of pedagogical and content cognition and entry a portfolio. Purpose: To honor first-class instructorsDates: 2002 to showState: ChileDesired:Undesired:MaterialsGuide books for instructional intentsDescription:Purpose:Dates:State:Desired:Undesired:Textbooks and other stuffsDescription:Purpose:Dates:State:Desired:Undesired:ResourcesDescription:Purpose:Dates:State:Desired:Undesired:Working ConditionssClass SizeDescription:Purpose:Dates:State:Planing TimeDescription:Purpose:Dates:State:Health and safetyDescription:Purpose: high absenteeism is traced to hapless motive and working conditions )Dates:State:ComfortDescription:Purpose:Dates:State:Praise/RecognitionDescription:Purpose:Dates:State:Teaching aides/assistantsDescription:Purpose:Dates:State:Adequate interruptionsDescription:Purpose:Dates:State:Administration SupportDescription:Purpose:Dates:State:Khazanah Incentives for School Staff: A Proposal of Bespoke OptionsThe plan provides increases in compensation based on increased cognition and accomplishments, professional rating, willingness to ma ke full hard-to-staff places or learn in hard-to-serve schools, and making specified pupil growing aims, including public presentation on the province tests, and other inducements related to school- broad distinguished public presentation. Tiing additions in teacher compensation to student achievement appears to supply inducements To instructors to look actively for ways to better their public presentation that might hold been available before the inducements were offered, and that their involvement in actively taking advantage of such op- chances increases. Evaluation These methods are most effectual when they are accompanied by professional development plans, the support of school leading, accurate and dependable coverage of pupil accomplishment, and strong feedback mechanisms.3 A list of proposals suited for Trust schools can be found below. There is a assortment of options included with each so that costs can be reduced or increased as needed by Khazanah to guarantee maximal impact. Incentives should be discussed in focal point groups with selected school staff in both rural and non-rural schools to guarantee school staff voice has been heard with relation to inducements. Start up- research shows change direction requires motive Whole School Based-research shows whole school based inducements create coaction and concerted acquisition Lateral Awards-evidence show competition between schools is healthy Individual Rewards-each individual is motivated otherwise. Some people who have gone beyond the call of responsibility deserve to be recognised and rewarded. Equally long as competition is non within a school, there should be no negative impact Abstraction: Teachers at the start of the undertaking need motivation and incentive to ‘buy-in ‘ to a new manner of working which necessarily will be harder and take more clip and attempt but should ensue in greater occupation satisfaction and better consequences for kids in the long tally. In order to get down to inquire instructors to prosecute the followers options are suggested: Phase: Undertaking Start-up Name: Khazanah School Tool Kit Targeted at: Whole school staff Consequences in: occupation satisfaction ; pride ; buy-in Detailss: A branded ‘tool box ‘ given to each new Trust school staff member complied with basic equipment ( stage or occupation specific ) and personalised to the school/subject demands For illustration, art stuffs, pens, whiteboard markers, spines, documents†¦ could include laptops and other points to better engineering Forms to bespeak for immediate support from a Khazanah Emergency Fund for little points with set bounds per point and per school ( e.g. up to 100 ringgit per point and up to 1000 ringgit per term ) that will impact instantly Khazanah Teacher Portfolio-a branded portfolio designed for instructors and caput instructors to maintain their grounds base in an orderly manner in order to consequence some of the alterations to learning and larning that are required Materials: Welcome missive, Khazanah branded items- e.g. chapeau, notepad, write ( All staff ) Principals above plus laptop ; Teachers besides kit for the category with markers, pens, spines, art stuffs ; ( to document grounds ) Schools-digital camera to document grounds x 3 ; Approximate cost: Laptops x 10 ; Cameras x30 ;Evaluation:Phase: Start -up Name: Khazanah School Environment Grant Targeted at: Whole schoolConsequences in: better larning environments ;Detailss:Materials: Cash ; Guidance brochureApproximate cost:Evaluation:Abstraction: Teachers in trust schools will be encouraged to work at a degree above the current Ministry criterions. In order to actuate instructors to travel frontward and to give acknowledgment an Award will be bestowed on those teachers/head instructors who meet the Trust school criterions. All teachers/head instructors should take for this award about all instructors should have this award in due class Phase: Ongoing Name: Khazanah Teacher, Master Teacher Awards ; Principal/Master Principal Awards Targeted at: All learning staff Consequences in: Recognition, pride, a valuable making, Detailss: Extra elements added to Performance Standards to draw a bead on towards being a Khazanah teacher/master teacher/Principal or Maestro Principal Document brochure will be provided with full inside informations of application procedure with signifiers and illustration Annual Regional Khazanah Award ceremonial where awards are bestowed Each teacher/principal who meets the criterions receives a certification and pin to be worn at school A pick of wages includes: For Teachers: Two-day external Professional Development class Write up in the Khazanah Trust newssheet A transcript of a book on Best Practices in learning Cash wages For Master instructors: Laptop Payment towards a Masters Unit Attendance at a Regional conference Speaker at Khazanah Leadership conference For Principal: Laptop Malaysia Study visit to Best Practice schools in state ( one hebdomad ) Payment towards Masters Unit Attendance at a Regional conference For Master Principals Option of paid sabbatical after 7 old ages International Study visit ( one hebdomad ) Payment towards two units of a Masters/PhD Speaker at Khazanah Principal ‘s conference Materials: Detailed manual including application signifiers ; pins, CPDApproximate cost:Evaluation:Phase:Name: Khazanah Excellent Practice Research ScholarshipsTargeted atConsequences in: Local cognition, acknowledgment, new accomplishments Detailss: Teacher links with a local university -contacts would necessitate to be negotiated with Khazanah /Nord Anglia University provides basic information on research in this country Cover may be needed for instructors categories Teacher implements or observes a alteration in schoolroom with support from university Forms, preparation and processs will be created to back up this procedure Research to be published on Khazanah Trust schools Portal or newssheets Small grants possibly available up to 1000 ringgit for instructors research demands The Research Office reviews all proposals for eligibility. Those petitions that qualify are given to the Research Council for competitory reappraisal and rating. The Research Council will supply a prioritized list of recommendations for support to the Vice President for Research, based on the quality of the proposals as reflected in the reappraisal standard. The Vice President for Research will do award determinations based on recommendations and available financess. The Research Office reviews all proposals for eligibility. Those petitions that qualify are given to the Research Council for competitory reappraisal and rating. The Research Council will supply a prioritized list of recommendations for support to the Vice President for Research, based on the quality of the proposals as reflected in the reappraisal standard. The Vice President for Research will do award determinations based on recommendations and available financess. Fundss from the General Research Fund ( GRF ) are awarded to faculty for research that is non otherwise supported by organized or directed plans. The purpose of the GRF is to enable module to transport out scholarly, originative work that should take to the chase of other support beginnings, or advance the development of scholarly activities. Undertakings funded through the GRF could include: pilot research, exigency support, emerging research chances, new research field or new research field for research worker, developing research research labs, or centrally-shared research resources. Materials: Support for university grants ; hard currency Approximate cost: 20,000 $ USEvaluation:Abstraction: Cover is an issue uncovered during the baselining procedure. In other states, we have found similar issues. Making a system that rewards instructors for screen could incentivise instructors to take categories.Phase:Name: Khazanah Cover Teacher Points SystemTargeted atConsequences in: safe and unafraid environment for pupilsDetailss: A screen timetable is produced for each school Teacher receive points for each screen lesson done Documents and processs will be provided for this procedure At terminal of month or terminal of term instructors choose from the list below based on points Ten cover lessons: Flash thrust and educational book 20 cover lessons: Voucher to purchase supplies 30 cover lessons: Sponsorship to travel to a Conference Materials: flash thrusts ; books ; verifiers ; conference feesApproximate cost:Evaluation:Khazanah Academic Targets AwardCreates: whole school buy-in, teamwork, improved consequencesEach school receives specific annually marks based on informations from baselining visits Schools have progress meetings with Cluster Managers each one-fourth to discourse betterments towards marks Schools that meet marks receive: Schools that meet over 60 % of marks: Grant for 5000 ringgit towards one of the undermentioned enterprises: school library, ICT integrating, betterment of school environment or another justifiable enterprise in the school Schools that meet over 80 % of marks: Grant for 10000 ringgit towards one of the undermentioned enterprises: school library, ICT integrating, betterment of school environment or another justifiable enterprise in the school Schools that meet all marks: Grant for 25000 ringgit towards one of the undermentioned enterprises: school library, ICT integrating, betterment of school environment or another justifiable enterprise in the school In add-on: all staff receive certifications, school trophy, award ceremonial ; acknowledgment in Khazanah newssheets etc.Khazanah Education ConferenceCreates: Professional dutyEach school is to lend to the presentations by electing a staff member to run a workshop demoing good pattern from their school Each Principal presents a journey through the alterations in their ain school Conference inside informations to be planned and organized by Nord Anglia ( e.g. Heartss and heads ) International talker Travel costs to conference Besides leading conference for School PrincipalsKhazanah School Grant AwardsCreates: enterprise to better countries of the schoolEach school may use for up to 2 grants per academic twelvemonth Grants will be to a maximal sum Booklet and application processs and procedure, rating to be provided Grants can be for any enterprise that is likely to better pupil accomplishment and/or wellbeing Every school has the chance of being selected to have a grant Lateral Awards-Across Trust school inducements Abstraction: A scope of awards to advance competition and inducement across the trust schools is needed. For each proposal accepted a Booklet will be designed with the standards, application procedure and grounds base needed. Most Improved school Most Improved instructor Best Leader Award Khazanah Most Improved Trust School Award Best Community Involvement Best Parental Support plans Most supportive school -supporting others within the TrustAdvanced Khazanah School AwardAbstraction: This is a extremely esteemed award given merely to schools that are outstanding and still go oning to better and a theoretical account for others. As the trust schools grow in figure in each twelvemonth, these schools will be used to see, portion good pattern and lead others. Pride and acknowledgment in the community and the Trust school group are the wages for this accomplishment. For Principals:Salary Scale AdjustmentsCreates: equity and equality in working conditions ; retaining of staffPrincipals wages reviewed in each school and exceed up wages provided bespoke to schools to guarantee that principal is on a higher graduated table than other staff ; in little schools, principals can make higher wage graduated tables and they are non limited to Ministry graduated tables

Marx and Locke

Miriam D. Knox Dr. Soupios Political Science 304 April 6, 2010 Karl Marx’s and John Locke’s Ideologies The Communist Manifesto, written by Karl Marx and Fredrich Engels and The Second Treatise of Government written by John Locke are two distinct written pieces that describes their ideas and their philosophical beliefs regarding how society would function at its best. Moreover, both writers offer a detailed explanation about the many struggles that man has encountered regarding his existence in the world. In addition, they suggested political concepts whereby they felt it would help man to bring about socialization that would allow man to live a fair and qualitative life. In The Communist Manifesto, Marx uses a large portion of the book to give a historical perspective of society. He emphasizes from the very beginning that most of mans history has been based on economic pursuits and economic gains. As a result, he says that â€Å"all hitherto existing society is the history of class struggles† (50). Throughout history, social change occurred when the productive forces in society clashed with the conditions of production, resulting in massive social upheaval. This was always to the benefit of one social class at the expense of another. Modern society was the result of a long series of revolutions in the modes of production, of which the bourgeois class was the main beneficiary. Marx wrote in the Communist Manifesto, â€Å"Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other: bourgeoisie and proletariat †(51 ). The bourgeoisie, or capitalist class, consists of the relatively small number of people who owned or controlled the means of creating wealth including land and raw materials; mines, factories, and offices; machinery and technology and who could employ wage laborers to work for them. Proletarians perform most of the work in capitalist economies, but they had little or no control over their work-lives or over the wealth that they produced. The relationship between the bourgeoisie and the proletariat is an exploitative one because the latter is paid less than the value that its labor creates, with the surplus of economic profits being kept by the bourgeoisie. While wages may rise if workers are well organized and during periods of economic growth, competition between capitalists compels employers to reduce labor costs as much as possible, particularly during recurring periods of capitalist economic crisis. Historically, the bourgeoisie had played a quite revolutionary role. Whenever it has gained power, it has put to an end all â€Å"feudal, patriarchal, idyllic relations. â€Å"(53). It has eliminated the relationships that bound people to their superiors, and now all remaining relations between men were characterized by self-interest alone (53). In addition, religious fervor, chivalry and sentimentalism had all been sacrificed. Personal worth is now measured by exchange value, and the only freedom is that of Free Trade. Thus, exploitation that used to be veiled by religious and political â€Å"illusions† is now direct, brutal and blatant (53). The bourgeoisie has changed all occupations into wage-laboring professions, even those that were previously honored, such as that of the doctor. Similarly, family relations have lost their veil of sentimentality and have been reduced to pure money relations (53). Marx continues to describe that the bourgeoisie had only one thing in mind, and that was how to increase their economic status. Subsequently concerns and issues regarding mans overall well being was ignored and had no significance within society. The bourgeoisie made it clear that they were only concerned with increasing their political power. Furthermore, human conditions or any means of making humanity better was never considered nor important. In fact, Marx emphatically reminds us that money and political power was the bourgeoisies’ primary interest. The Manifesto then discusses the relationship of the Communists to the proletarians. Marx says that Communists have been â€Å"reproached† for desiring to abolish the â€Å"right† of acquiring private property through the fruits of one's labor (67). However, he points out, laborers do not acquire any property through their labor. Rather, the â€Å"property† or capital they produce serves to exploit them. This property, controlled by the bourgeoisie, represents a social power and not a personal power. Changing it into common property does not abolish property as a right, but merely changes its social character, by eliminating its class character. Marx also points out that the â€Å"[The bourgeoisie] is unfit to rule because it is incompetent to assure an existence to its slave within his slavery, because it cannot help letting him sink into such a state, that it has to feed him, instead of being fed by him. Society can no longer live under this bourgeoisie, in other words, its existence is no longer compatible with society† (65). The bourgeoisie wanted man to exist in a subservient state of mind and wanted man to accept the exploitative lifestyle they were providing for their daily existence. Moreover, â€Å"What the bourgeoisie, therefore, produces, above all, is its own grave-diggers. Its fall and the victory of the proletariat are equally inevitable† (65). Marx reminds us that it was impossible for man to continue to work and survive in such limited and harsh conditions successfully. If man continued to live like this it would lead to severe suppression and eventually to mans own demise. Therefore, Marx stresses in order for the proletariat to survive, they must revolt against the bourgeoisie. Marx states, â€Å"The immediate aim of the Communists is the same as that of all the other proletariat parties: formation of the proletariat into a class, the overthrow of the bourgeois supremacy, conquest of political power by the proletariat† (66). Marx understood that the proletarians had to revolt in order to experience freedom from their enslaved environment and develop a communistic society. According to Marx, † the theory of the Communists may be summed up in the single sentence: Abolition of private property† (67). Marx felt in order for the proletarians to escape the bondage they were encountering and to establish a Communist society this theory had to be implemented. This theory was not an option, but in fact a necessity for the proletarians to develop a communistic society. Marx ends Communist Manifesto in stating â€Å"Let the ruling classes tremble at a communist revolution. The proletarians have nothing to lose but their chains. Working men of all countries unite! (91). Marx strongly felt that man united throughout the universe and living in a Communist society would offer man the opportunity to live with the prospect of both justice and a qualitative lifestyle while living in the world. He new this type of revolution would make the bourgeoisie fall and crumble. The Second Treatise of Government written by John Locke places sovereignty into the hands of the people. Locke's fundamental argument is that people are equal and invested with natural rights in a state of nature in which they live free from outside rule. Locke addresses the state of nature in order to define political power. In Chapter 2, Locke explains the state of nature as a state of equality in which no one has power over another, and all are free to do as they please(4). He notes, however, that this liberty does not equal the license to abuse others, and that natural law exists even in the state of nature. Each individual in the state of nature has the power to execute natural laws, which are universal (5). Locke's theory includes a host of moral beliefs and moral practices. Moreover, Locke points out and wants us to understand that the state of nature derives from a theory of justice and from a set of rights. No one would have any â€Å"rights† at all in the absence of a moral code applicable to human actions or any standard of â€Å"just† punishment. One topic that Marx and Locke had different views points on was whether private property was a natural right or not. John Locke believed that private property was a natural right, in fact he believed owning property was one of the most important possessions that mankind should seek and obtain. Locke emphasized that all men have the right to â€Å"life, liberty and possessions â€Å"(5). One of man’s best attributes as well as his down fall is having freewill, whereby man has the option in making a good or bad choice regarding his actions. Keeping this in mind, Locke realizes the importance of establishing clear and precise rules for man to abide by. Locke emphasizes that, in any civil society, situations will arise that have to be dealt with before the legislative can be assembled to provide laws for them. In these instances, the executive may exercise executive prerogative or simply â€Å"good judgment† (95). The executive is qualified to take actions that are outside the framework of the laws (not breaking them, just not provided for by them), if their actions advance the society's best interest. He defines this prerogative as â€Å"nothing but the power of doing public good without rule†(95). Overall Locke believed this rule of thumb avoided chaos and would provide peace and order. Ultimately this thought process was for man’s overall good and for his general welfare. Locke defines tyranny as â€Å"the exercise of power beyond right† (112). A just leader is bound by the laws of the legislative and works for the people, whereas a tyrant breaks the laws and acts on his own behalf. Locke notes that any executive body is not just a monarchy, but in fact ceases to function for the benefit of the people are a tyranny. Locke implies when the government is dissolved, the people are free to reform the legislative in order to recreate a civil state that works in their best interest before they fall under tyrannical rule. In addition, He expressed the radical view that government is morally obliged to serve people, namely by protecting life, liberty, and property. He explained the principle of checks and balances to limit government power. He favored representative government and a rule of law. However he denounced tyranny. He insisted that when government violates individual rights, people may legitimately rebel (126). Overall Locke believed that men were, by nature, born free and independent, meaning every person was a law unto themselves. That meant that they couldn't be subjected to political power without their own consent. Since every individual had consented being part of the community, they had the power, and the will to act as a whole. By consenting to being in a community, man is obliged to be a part of it, and to support whatever the general will is, for his fellow citizens. Hence, Locke was asserting that government had to be fair and equitable towards all its citizens. In addition, Locke believed it was crucial for citizens had the right to revolt if government was not meeting their needs. Marx and Locke were aligned along these terms although the ideas of Karl Marx did not have the same implicit trust in the inherent â€Å"good† of government that Locke had. According to Marx, government was not an entity through which change could be brought about. Rather, for change to happen and for the class struggles to be resolved it was necessary for the people to rise up and bring about the necessary adjustments to society. Works Cited Locke, John. The Second Treatise of Government. 1997 Prentice Hall Engels, Friedrich & Marx, Karl. The Communist Manifesto. 1998 Signet Classics

Customer Relationship Management in the University Essay

Customer Relationship Management in the University - Essay Example There are frequent meetings that are always held to ensure that emerging issues are solved amicably to avoid problems that may arise between the organization and the students.The university leadership is always keen on the needs of the students and quick decision-making on matters that affect both students and the staffs is always a priority. The customer relationship management applied in the university provides the opportunity to develop and preserve the relationship between the students and the rest of stakeholders of the university. The application of CRM has made the university to be unique and emerged the best among its competitors. Sharing of helpful information with the students on how the institution can nurture and place us for victory in the coming days is important to all students.The frequent communication with parents concerning students’ performance is also another way that my university implements customer relationship management. The outcome of the communicati on has been positive since students are retained while many are recruited. Apart from communicating with parents, the university is also in frequent contact with the alumnae that has enable the institution get donations from different donors, hence the continuous development of the university. The rules and regulations of the University have been given to students to ensure that all students follow the policies of the institution. There are better ways that the university applies in disciplining the students with indiscipline cases.

London bombings Essay Example | Topics and Well Written Essays - 2000 words

London bombings - Essay Example Fifty six people, 4 of which, the bombers, died in London on 7 July 2006 as a result of coordinated bombings at 3 points in the London underground train network and one double decker bus during the morning rush hour. About 700 were injured from the bombings: 340 at Russel Square; 90 at Aldgate; 163 at Edgware Road and 100 at the bus explosion at Tavistock Place. 350 of whom were treated at the scene and the rest treated at nearby hospitals: Royal London Hospital and St. Mary's Hospital in Paddington. Non-British victims of the bombing include people from Australia, China, Colombia, Israel, New Zealand, Poland, Romania and Sierra Leone ("Casualties of the 7 July 2005 London bombings", 2006).The three bombs at the underground train: Russel Square, Aldgate and Edgware Road exploded at around 8:50 in the morning, with 50 second interval from each other. About an hour later, another bomb exploded in Tavistock Place on a bus. The bombing is said to be the deadliest incident in London since the Second World War and in the whole United Kingdom since the Pan Am Flight 103 incident. It is also the first suicide bombing in Western Europe ("7 July 2005 London bombings", 2006).The British authorities confirmed the identities of the four bombers: Germaine Lindsay, 19; Hasib Hussain, 18; Shehzad Tanweer, 24 and Mohammad Sidique Khan, 30. Among the Bombers, Khan was identified to be the leader and Tanweer, second in command. Their inclusion in the death toll and their participation in the bombing were made certain by forensic evidence taken from the sites of bombing. DNA tests show that the four bombers were near the bomb during the explosions. Forensic evidence also shows the link between Khan, Tanweer and Hussain, and the bomb factory discovered in Alexandra Grove. In addition, the camera footages taken before the attack showed the bombers, each carrying rucksacks of distinctive size. The authorities confirm the possibility that the bombs used in the attack were contained in the rucksacks. Based on the reports gathered from witnesses, two of the bombers were remembered to be fiddling with their rucksacks before the explosions ("Report of the Official Account of the Bombings in London on 7th July 2005", 2006).Twelve thousand statements and 5000 forensically examined exhibits were used to and are still being used to connect situations and give the most detailed account of what happened. On 11 May 2006, an official account of the bombings was released ("Report of the Official Account of the Bombings in London on 7th July 2005", 2006). Initially, prior to the release of the 11 May report, it was theorized that high grade explosives with timed detonators were used by the bombers. The report refuted this theory stating that the bombs used were actually home-made explosives which materials could be very easily obtained. This report also provided a narrative of how the attack took place and a background on each bomber. In summary, the report ascertained that the planning of the London attacks took place after two of the bombers, Khan and Tanweer came back from Pakistan. It was claimed that some Al Qaeda training took place. Immediately after the attack, Al Qaeda claimed responsibility for the attacks in a website operated by the associates of Al Qaeda. According to them, the attacks were done in retaliation for the invasion of Iraq and Afghanistan ("Report of the Official Account of the Bombings in London on 7th July 2005", 2006). The profiles of the bombers detailed in the report illustrate the difficulty in determining who and who are not possible suspects. All the bombers were known to be living seemingly ordinary lives with personalities not indicating any terroristic tendencies: Khan, being a role model for the youth; Tanweer with his friendly nature and modesty; Hussain being shy and quiet and Lindsay, although with possible criminal tendencies, did not exhibit any manifestation of terrorist

Law on Involuntary Manslaughter Essay Example | Topics and Well Written Essays - 7750 words

Law on Involuntary Manslaughter - Essay Example Whereas, an act of involuntary manslaughter is identified as the one that originate from the failure to perform a legal duty expressly required to safeguard human life, from the commission of an unlawful act not constituting a felony, or from the commission of a lawful act in a negligent or improper manner. (Webster's online dictionary, http://www.merriam-webster.com/dictionary/ involuntary%20manslaughter, accessed on 11th April, 2009) According to Encyclopaedia Britannica, manslaughter is defined as: 'in Anglo-American criminal law, a category of criminal homicide that generally carries a lesser penalty than the crime of murder. Different legal systems use different criteria to distinguish the kinds and degrees of unjustified killing'. (Encyclopaedia Britannica, Manslaughter, http://www.britannica.com/EBchecked/ topic/362828/ manslaughter, accessed on 11th April, 2009) In legal context, manslaughter is considered as the unlawful killing of a human being without malice or premeditation, expressed or implied; distinguished from murder, which requires malicious intent. The distinction between manslaughter and murder can be identified as, in the former case, though the act which caused the death is unlawful, either expressed or implied, it is termed as manslaughter, or if committed otherwise, it is termed as murder. Manslaughter also differs from murder because there can be no time for premeditation or preplanning. Manslaughter is voluntary, when it happens upon a sudden heat; or involuntary, when it takes place in the commissioning of some unlawful act. The act of manslaughter becomes voluntary manslaughter if it happens that the defendant had an intention to inflict death or serious injury. But it depends upon the potential liability of the defendant with regard to the circumstances by which the act is committed in relation to the state of mind while the act is done. Provocation or heat of the moment qualifies this. Suppose a husband happens to see his wife sharing the bed with her lover, and in sudden provocation and losing control he commits the killing of his wife, it is termed as manslaughter. (http://www.lectlaw.com/def2/m013.htm, accessed on 11th April, 2009). Precisely, involuntary manslaughter can be identified as an unintentional killing derived out of recklessness or from an act of illegal nature which amounts to misdemeanor. It is a criminally negligent homicide committed with no intention to do it. The decision on Scarlett [1993] 4 All ER 629 illustrates the above distinction. 1. Scarlett [1993] 4 All ER 629 Facts of the Case: The appellant, Mr. John Scarlett, being the owner of Queen's Road Tavern public house in Halifax, was about to close down his tavern on 12th June, 1991 after the day's business, when the deceased, Mr. Larkin approached the appellant for getting service. But the appellant denied service to him. There were some heated arguments over this, and the appellant pushed the deceased towards the doors. They struggled against each other and the only reliable witnesses to this described the appellant's act as 'bundling the

Experience of Pine Point Assignment Example | Topics and Well Written Essays - 500 words

Experience of Pine Point - Assignment Example The PinPoint narrative is mostly similar to the traditional documentary formats. It is expository. Expository documentary formats have voiceovers accompanied by videos or images that counterpoint or prove a point. In the Pine Point documentary, for example, under the title ‘Ends and Odds’, there is man’s voice describing the features of the town of Pine Point. There is then a video showing these features as the voice speaks. The videos and the images that are shown during the voiceovers provide evidence of the features and activities of Pine Point. The Pine Point documentary also has observational mode sessions. The observational mode is where there are no voiceovers, no interviews, the documentary maker is not shown, and the subject pretends that he or she is not being filmed. Under the title ‘town’, this mode of documentation is evident. There are just video shots of the location. The documentary is also similar to a book format. At the end of the p resentation, it is indicated that the documentary was meant to be a book. Even so, from the beginning to the end, one can recognize the introduction and the chapters which are typical of book writing or academic reports. 3. What did the experience make you feel about the town? I feel confused because I do not understand how a whole town could just vanish. In one of the chapters, a Pine Pointer revisited the town and found out that not much had changed. The houses were still there. This could only mean that the lost town story is fiction.

LAND LAW Essay Example | Topics and Well Written Essays - 2250 words

LAND LAW - Essay Example Charlotte, who is William’s solicitor, is unaware of the previous arrangements done on the property1. Charlotte has acquired a register of the title to Abbey farm from the land registry. The register however does not show any connection of the farm with previous loan associated with Simon who is William’s brother. A mortgage entail transferring land interest as security for other obligation or loan as stipulated in a case of ROPAIGELACH v BARCLAYS BANK (2000). The court accorded the mortgagee a right over the property even in the absence of the mortgagor. Property and real estate laws cover a diverse legal area that is regulated by the common laws and statutes. Real estate is mostly linked with buildings or structures and the land. Real estate comprises land and the materials belonging to it. Immovable structures such as trees, houses, minerals and bushes attached to the land are part of it2. Owning a real estate comes with benefits such as rights and interests associated with it. Land and the attached properties have been utilized as security for loans in various occasions. William is utilizing his Abbey farm as security toward the loan acquired from the Loamshire building society. William is the mortgagor while the mortgagee is Loamshire building society. The society is providing loan in exchange of security interest3. Most lending societies usually set the maximum amount of money that can be borrowed and used as security. If the property to be used as security has a mortgage, a second charge is utilized. In reality the first mortg age ranks before the second charge created in partnership between William and the society. Since the registry applied by charlotte does not include Simon’s loan and the security information. It will be a challenge for Mark to defend Simon as a solicitor in cases where the security is not indicated. The law governing mortgage is aimed at preventing criminals from taking an

Emerging Market Coursework Example | Topics and Well Written Essays - 2000 words

Emerging Market - Coursework Example This has lead innovation in the variety ways of availing resources to the customers through advertisement. In addition, businesses around the world are experiencing changes due to increasing number of emerging markets and there is also stiff competition in those emerging markets. Furthermore, the innovation of new ways of marketing with the use of high-tech machines and information technology (IT) has made the world a global village. This paper will focus on emerging markets in China. China has been considered by most businesses to be hard to achieve the best marketing strategies. This is because companies in China have grown for decades adopting sophisticated ways in their business performance. This has posed challenges to any company wanting to tap or consider starting a business in China. Companies, especially the western companies, have been faced with challenges but sometimes they have got opportunities to tap into emerging markets in China (Czinkota & Ronkainen 2009). China has grown to be the best economic country since inception of marketing reforms in 1978. The marketing reforms moved the country from a central governing style to a market defined economy. Changes have been felt in the country, for example, more that 500 million people have been salvaged out of poverty making the country achieve their targets. China is currently the second biggest economy after the US, and the economy of Chinese is still growing, which is one of the best achievements in the world’s most populated country of 1.3 billion people. Chinese products had high demand during the 2008 financial crisis when most countries in the world were hit by inflation and high prices of goods. The cheaper products from China were demanded by many customers. This was after the country made changes by the implementation of a $586 billion stimulus package which saw increases in leading rates by many institutions to their customers for the improvement of businesses (Dorn 2011). Despite the achievements of the Chinese government, the countries still has a high number of people living below the poverty line. China has a high number of poor people in the world and it ranks in the second position after India. World Bank numbers show that the gross national income per capita in China is $6091, and because of this, average income of persons per day is 1.8 dollars making the country to be ranked at the 90th income per capita position. Despite the high economic growth that China is undergoing, a number of challenges are faced by the country, for example, an increased rate of inequality is experience in the country. China is attributed to be losing a lot due to environmental challenges. According to Zhang (2012), estimation caused by environmental challenges in the economy is 10.51% of the gross national income. This is based on a 2008 review by the World Bank. The main focus in China is to sort the challenges they are facing with more attention on environmental and social ch allenges. The issue the country is facing is addressed in a 5-year plan which is taking place between 2011 and 2015. Characteristics and Challenges of Emerging Marketing in China The characteristics of emerging marketing China are mostly shared by most Asians countries like Japan, South Korea and China. The Asians countries have the same styles of marketing which makes them to be accepted in their continent as compared to emerging markets of Western

Race relations Act 1976. (Amended 2000) Essay Example | Topics and Well Written Essays - 750 words

Race relations Act 1976. (Amended 2000) - Essay Example which are equivalent to those in his/her special group (Cross, 1989, p. 85). It is believed that equal opportunity in the UK may be taken in the context of the third meaning given. The Race Relations Act of 1976 changed the general concept of racial discrimination in the United Kingdom. Firstly, the Act widened its scope of discrimination by including indirect and unintentional forms of discrimination. Secondly, the Act also fortified the implementation of the law. As stipulated in its provisions, the Race Relations Act of 1976 created the Commission on Racial Equality (CRE), replacing the Race (RRB) Relations Board. In terms of substance, the CRE is endowed greater power than the RRB or the Community Relations Commission. The CRE was mandated to enforce the law in England, Scotland and Wales (Bolaffi, 2001, p. 42). A separate institution, the Commission for Racial Equality for Northern Ireland, is tasked with the implementation of the law on discrimination in Northern Ireland. By virtue of an Order in Council, the Race Relations (Northern Ireland) Order 1997 was enacted to provide protection against race-related discrimination in 1995 (Rogers, 1999). The Race Relations Act of 1976 was passed on November 22, 1976. The legislation was enacted to intensify existing regulations against race-related discrimination and to guide relations between individual of different ethnic origins. The Act also introduced amendments to the Sex Discrimination Act of 1975 by instituting provisions aimed towards consistency in the supervision and implementation of such amendments (Ministry of Justice 1991). The Race Relations Act of 1976 was revised by virtue of the provisions of the Race Relations (Amendment ) Act of 2000 on November 30, 2000. This 2000 amendment broadened the application of the Race Relations Act of 1976 to the police and other public authorities. The amendment also altered the stipulations for exemption under the 1976 Act

Medieval Philosophy Assignment Example | Topics and Well Written Essays - 1250 words

Medieval Philosophy - Assignment Example Hence, metaphysical forces, including heavenly bodies and evil spirits, constrain human desires and create hurdles on the way to getting involved in different activities out of their free will. Furthermore, since the blessings and bounties showered by God upon humans, bring joys in their life, so humans must seek His protection in order to escape misfortunes in life. However, God has also granted powers to the evil forces existing in the universe and has allowed them to hurt and harm the individuals through their trickery. These forces tempt humans to follow their desires without making the adequate judgment between right and wrong. Consequently, there seems to be a high probability of humans to become prey to the evil temptations by extending their wishes and desires to a great extent. As a result, natural forces inflict the humans with deprivations that constraint their free will and limit their actions and conducts for the future days to come on the basis of the foreknowledge the Providence maintains. Question 3 (Answer): Contemporary era theologian and philosopher, Nelson Pike, has critically examined the Boethius’ doctrine regarding omniscience and free will. Since Boethius has submitted his claim that it is omniscience that constrains human free will, no human action is free and independent one in its nature and scope. However, Pike refutes the very notion by declaring it false and against the very evidence altogether. Pike is of the view that since God is all-Knowing and all-Powerful, He has foreknowledge of each and every incident that would happen in the life of every human throughout his life. Pike supports his thesis with several illustrations and examples, in order to clarify his argument regarding the powers granted to humans by the Lord for performing their domestic and professional duties and obligations. If a person, Pike argues, is determined to do something either trivial or important, God certainly maintains foreknowledge of it. Howeve r, He has allowed humans to apply their free will, out of their personal choices, in order to perform their everyday activities without any hurdle or obstacle on the way. In other words, though every incident to be taken place in the world in the life of humans is in the knowledge of God, yet He does not restrict the humans from taking part in individual and collective activities of their choice by constraining each and every human action. On the contrary, He has gifted the humans with the powers to even negate His very existence, as atheist observe, though He has complete foreknowledge of it. If God starts imposing constraints on every human action, then there would neither be any space for the atheists and infidels nor could humans be able to make this world a region where crimes, offenses, sins, and law-breaking occur very frequently. Thus, Pike nullifies Boethius’s doctrine that God’s omniscience limits human actions in such a powerful manner that it destroys the c oncept of free will altogether. However, Boethius does not claim that every human action is barred by the natural regulatory authorities.

The Epic of Gilgamesh Essay Example for Free

The Epic of Gilgamesh Essay We learn about ancient civilizations through literature, artifacts, and stories passed down from generation to generation. The Mesopotamian civilization is one of earths earliest civilizations, and its also one we know very little about. We can gather information about these peoples way life, beliefs, and geographical location. The Epic of Gilgamesh, a literary work from this time period, shows us several important pieces of information that helps us understand this ancient civilization. This epic shows us the Mesopotamian peoples belief system, their views on death, and their description of the after life. The Mesopotamian people believed in a higher being, like most civilizations have for centuries. Their belief system consisted of many gods, each representing an aspect of Mesopotamian life. From the Epic of Gilgamesh we learn that they believed that the gods are the creators of everything around them. This is seen in this epic with the creation of Enkindu, by the goddess of creation, Aruru. We also can conclude that the god of the heavens, Anu, ruled the gods. The Mesopotamian people also had gods for death, love, and even cattle. The Mesopotamian people used the gods to explain just about every aspect of their life. Their gods were all-powerful, and could grant people godly features. For example, Gilgamesh embarks on a quest for eternal life from the gods when his fear of death becomes a reality with the death of Enkindu. The Mesopotamian people also believed in an afterlife. Through the Epic of Gilgamesh, we see that this civilization had an ancient version of what we consider to be heaven and hell. Their hell was controlled by the Queen of Darkness, and was believed to be a place of no return. The epic describes this place as a place of darkness where dust is their food and clay is their meat(sources, p5). Their underworld was where everyone who stood in the way of the gods. Death for the Mesopotamian people was believed to be controlled by the gods. We see this with the death of Enkindu. The gods decided that Enkindu should die because of his actions with Gilgamesh, and when Enkindu dreamed of his death, he knew it was the gods decision and he couldnt prevent it. We can also see the gods control of death through Gilgameshs journey to obtain immortality. It was known that the gods could grant a person eternal life by Gilgameshs encounter with Utnapishtim, a man that had been granted that of which Gilgamesh had been searching for. If granted eternal life, it was believed that you where entered into the assembly of the gods. Without the epics, and recordings of ancient civilizations, we would not be able to learn about the accomplishment and life-styles of are ancestors. The Epic of Gilgamesh has sheded some light on the mysteries of long ago. We do not have many recordings of Mesopotamian civilization, but with works of literature like this epic we can take another step closer in the search for answers to question about their beliefs, views on death, and what they believed about life after death. | Shang| | Ang Shang ay ikalawang namamanang dinastiya sa Tsina. Tumagal ito nang halos anim na raang taon na may tatlumput isang hari sa loob ng labimpitong henerasyon. Ang Shang ay dating isang matandang tribong naninirahan sa ibabang bahagi ng Yellow River. Itoy estado ng Kahariang Xia. Sa pagtatapos ng Xia, ang kahuli-hulihang haring si Jie ay isang tiranong naging sanhi ng pagdaralita ng mga mamamayan. Pinangunahan ng puno ng Tribong Shang na si Tang ang isang rebeldeng hukbo at pinabagsak ang Dinastiyang Xia (Ang ika-21 sa ika-17 siglo BC). Sa gayon naitatag ni Tang ang Dinastiyang Shang at ginawang kabisera nito ang Bo (kasalukuyang Caoxian Country sa lalawigang Shandong). Ang Dinastiyang Shang ay siyang ikalawang estadong monarkiya sa kasaysayan ng Tsina. Si Tang na siyang tagapagtatag ng Shang ay humugot ng mga aral mula sa mga labi ng nakaraang dinastiya, trinado niya nang mabuti ang kanyang mga mamamayan at gumamit ng maraming magagaling at matatalinong ministro. Nagkamit ng malaking progreso ang Shang sa ekonomiya nito sa panahon ng paghahari ni Tang. Samantala, dahil sa tunggaliang pampulitika para makamtan ang kapangyarihan sa korteng imperyal at sa patuloy na pakikidigma sa mga tribo sa hanggahan, limang beses na inilipat ng estadong Shang ang kabisera nito. Ang pinakakilalang paglilipat ay naganap noong panahon ng paghahari ni Haring Pangeng, ika-17 hari ng Shang. Muli niyang itinayo ang kabisera sa Yin, sa tabi ng kasalukuyang Xiaotuncun, sa lunsod ng Anyang ng lalawigang Henan. Ang bagong kabisera ay nakapag-ambag nang malaki sa pagkakaroon ng matatag na pamahalaan ng Dinastiyang Shang. Nang maitatag ang matagumpay na bagong kabisera, hindi ito nagbago sa buong nalalabing panahon ng Dinastiyang Shang, kaya, ang Dinastiyang Shang ay laging tinatawag na Ang Yin o ang Dinastiyang Yin-Shang. Mula sa mga natuklasan sa mga labi ng Yin, ang kabisera ng Shang, natuklasan ng mga arkeologo na medyo mataas na ang pamantayan ng produktibidad ng Dinastiyang Shang noong nakaraang panahon. Hinggil sa agrikultura, napabuti ang mga kagamitan sa pagsasaka. Malawakang ginagamit noon ang mga ararong bato, pala at karet. Ang mga pangunahing pananim ay kinabibilangan ng millet at trigo. Ang higit na mahalaga ay maunlad ang paggawa ng mga lalagyang bronse noong Dinastiyang Shang. Gumitaw sa Tsina ang kulturang bronse bago ang 3,000 BC at umabot ito sa kasukdulan noong ika-13 siglo BC. Ang mga bagay na yari sa bronse ay hindi lamang nakaapekto sa pang-araw araw na pamumuhay ng mga tao kundi gayun din sa armas ng estado. Dahil sa malawakang paggamit niyon, nagkamit ng walang katulad na tagumpay ang Dinastiyang Shang sa pulitika, ekonomiya, kultura at sining. Noong panahon ng paghahari ni Haring Wuding, ang palatandaan nito ay ang paggitaw ng pinaghalong metal ng tingga, tanso at lata. Ang bronzeware ay niyari nang maramihan. Ang mga itoy may dalawang klasipikasyon: ang panluto at lalagyan ng alak. Kabilang sa mga ito, ang kilalang likhang sining ay kinabibilangan ng simuwi quadripod, na may bigat na 732.84 kg na siyang pinakamalaking bronzeware na matatagpuan sa buong daigdig. Ginawa ito bilang pagpupugay sa namayapang ina ng hari ng Shang. Ang isa pay ang lalagyan ng alak na may apat na kambing na nakahimplay sa gilid nito. Ang Dinastiyang Shang ay palatandaan ng pagdating ng Bronze Age. Kasabay nito, umunlad din nang malaki ang iba pang industriya. Sa handicraft, ang operasyon ay nagkaroon ng higit na pinong dibisyon ng paggawa. Naitalang isang daang linya ang gumitaw sa handicraft noon. Ang mga craftmen ng Shang ay mahusay sa pagkalupkop at paglililok at litaw ang mga dekorasyon ng kanilang mga jase wares. Stone wares at ivory wares. Nakapag-imbento ang mga manghahabi ng simpleng jacquard loom, na nakagagawa ng sedang mataas ang kalidad at may hidden pattern. Bukod dito, ang mga mamamayang Shang ay nagkamit pa ng kahanga-hangang progreso sa medisina, transportasyon at astronomiya. Sa panahong ito, ang mahahalagang pangyayari ay nakaukit sa mga bahay ng pagong at mga buto ng hayop sa pamamagitan ng Oracle Script, na siyang pinakamatandang porma ng nasusulat na komunikasyon ng Tsina. Ang tradisyon ng pagsamba sa ninuno ay may mahabang kasaysayan sa Tsina. Natuklasan ng mga arkeologo na ginagawa na ito noon pang Prehistoric times (1.7 milyong taon hanggang ika-21 siglo BC). Sa paggitaw ng pagsasaka, sinasamba ng mga tao ang langit para magkaroon ng magandang panahon para sa kanilang mga pananim. Sa katunayan, itoy isanguri ng pagsamba sa kalikasan. Ang iba pang klase ng pagsamba ay ang pagsamba sa kanilang mga ninuno na tinawag ding pagsamba sa kaluluwa. Nag-aalay sila ng sakripisyo sa kanilang mga ninuno, na idinadalanging pagpalain nawa sila ng kanilang ninuno. Mula noong Dinastiyang Xia pasulong, pinagkalooban ang mga hari ng pinakamataas na awtoridad. Upang mapanatili ang kanilang kapangyarihan, pinagsanib ng mga hari ang pagsamba sa ninuno at ang pagsamba sa kalikasan upang lumikha ng Diyos o Kalangitan, at ipinroklama ang sarili bilang ahente o mga pangmundong inapo ng Diyos. Sa Dinastiyang Shang, laganap ang sistema ng pang-aalipin, nagtatamasa ang mga aris tokrata ng lahat ng karangyaan samantalang namumuhay na parang aso ang mga alipin. Silay pag-aari ng kanilang mga panginoon. Pagkaraang mamatay ang may-ari ng mga alipin, kadalasay inililibing nang buhay ang mga alipin bilang pag-aalay ng tao kasama ng mga iniaalay na hayop. Pagkamatay ni Haring Wuding, hindi nagtagal ang mga pinakamabuting panahon ng Dinastiyang Shang. Patungo sa katapusan, sumidhi ang mga panloob na alitan at nagrebelde ang mga decal state. Isang despota ang kahuli-hulihang naghaharing Shang. Ibinagsak siya ng isang rebeldeng hukbo ng mga alipin noong ika-11 siglo BC.|

Education Essays Public Schools Education

Education Essays Public Schools Education Public Schools Education Abstract Public schools have always been a milestone of the social history of the United States. Despite arguments against them, many education researchers believe they still have an important place in the education process. Schools supervisors play an important role in education with a potential to extend their role in evaluation as needed in education reform. The aim of this essay is to provide a brief yet a comprehensive review on the arguments on public education, school supervision, and evaluation of education and school supervisors. Supervising and public schools Public education is a milestone in the US social history. The society is multicultural and ethnically diverse thus; public schools were an endeavor to create a consistent society, starting by young people, through providing a common prospectus coming up from the newly rising Anglo-American culture. The people of the US live a long dated democratic political tradition; therefore, they look at education as a key feature to the principle of equal opportunity. In addition, because of the capitalist economy is one with high competition, education becomes essential to success. Most Americans translate the phrase public education as run by elected civil authorities, and supported by taxpayers so these schools should provide free education. However, schools, by this definition, did not exist in colonial America. Thus, the roots of public education may have come from British Grammar schools, missionary (Spanish) schools in Mexico and Latin America, and possibly the underground secret (clandestine) schools of black slaves. Public education systems reflect the societys preconceptions, economic and political conflicts, and social ranking. Therefore, second to national defense, no government-provided service attracted the attention of the public in the US as education does (Encyclopedia of American Social History, 1993). Arguments on public education West (1994) looked at the history of public (government financed) education in both UK and the U.S, and came out with statements that disapprove the common notion the state should be the major supervisor and support to education. West (1994) showed that percentage of government spending on school education in UK was almost the same before and after schooling laws in 1830. The author inferred that measuring the educational output by the ability to read and write shows no large effect of government involvement. In addition, West (1994), claimed the ultimate development of the public education system was essentially the outcome of the endeavors of individuals managing it, motivated by self-interest. Thus, the result was to substitute, not to support and reinforce the earlier private education system. Young and Block (1999), summarized the arguments in favor of public education, they suggested four categories. The first argument for public education is the assertion that it produces large positive outcome irrespective of cost (economic argument). In other words, by public education rising generations benefit the society as a whole. Therefore, it is logic for the society to share in how to educate, disburse the cost of education, and does not pass on the process completely to private enterprises. In addition, increased economic productivity of educated people reflects on the productivity of the society. A second channel is that public education ensures the moral ideas, concepts, and beliefs the system needs to put in our children. This may not have a direct economic impact but its effect on crime rates, drug abuse and youth culture is evident if proper guidance and coaching are available. Second argument is that public education is necessary because parents may not be adequately educated to choose suitable schooling for their children (education argument). However, whether this argument is an advantage to the public system teaching the youth what the public body wants rather that what they or their parents want, remains open to discussion. This argument explains at most one generation of public education, after that this generation should be able to choose an education for their children. Third, the substantial resources of the government are what can provide proper investment in human capital. In addition, even if most parents can afford educating their children, however, the young generation cannot afford to pay education costs for themselves. A strong argument against a total private system of education (democratic argument) is it endorses and spreads inequality. Children coming from rich backgrounds should not superior education, and added chance of success, irrespective of their skills and abilities. The fact that family environment is a significant forecaster of school performance, increases the effect of this argument. The basic fact remains, since education is important for the public, public education should be available (Young and Block, 1999). School Supervision The rationale (philosophy) of school supervision: The basic objective for education is to provide an environment where all students can learn and eventually become successful and productive members of society.  There are six concepts to succeed as a leader of a school and be able to put this philosophy into action: vision, culture, management, community, ethics, and politics.   The choices to lead (supervise or coach) are the teacher’s response of vision of the education philosophy and aim, practical theories and are affected at the same time by the teachers personality and response to certain situations. Keeping this vision ensures that successful leadership leads to students achievements (Sergiovanni, 2006). Teachers should try to create a tailored plan for all students to ensure that meets everyone’s needs.   The classroom teacher’s must oversee this plan by frequent assessments.   These assessments will guide instructing the students to ensure making that progress for all students.   A supervisor must provide training for teachers, so they meet the eventual goal.   (Nanus, 1992). The culture of the school as a learning community depends on two essential understandings; first, the school is a place where all staff personnel are committed to the success of the school. Second, a learning community is one that accepts others and their differences, and is a community that establishes an environment of good morals as caring and mutual respect.   Developing a school culture is a necessity to develop a learning community. In this respect, supervisors represent the model behavior that sets the school culture (Rooney, 2005). The school community is not only the people within the school, it is the community outside the school related to and mixed up with the school students (as family and community businesses). Thus, the school leader must understand the needs of the community where the school is (Epstein, 1995). In managing resources, the school leadership must guarantee that all school sections receive satisfactory awareness.   A school leader must have a clear vision for student accomplishment and learning curve.   Teachers and support staff dealing with students must have a matching vision, as they are members of the school team. School ethics relates mainly to shared and common caring, respect and decency. The school leader must be an ethical role model for those in the school, and must display the spirit of standard morals and professional standards at all times.   The leader must be an example to respect, even-handedness, reliance, and integrity in all decisions.   This will promote the highest morals and ethics throughout the school personnel and gain parent’s trust (Sergiovanni, 2006). Supervisors and Education reform: In education reform, educational supervisors need to add concepts of coaching to the scope of their mission to be able to readjust the notion of educational supervisor. There is no clear definition to educational coaching, yet the term implies teaching, supervising, building, and following up the learning and skill development curve of students. This sounds similar in many ways to supervision, it is true there are connections between ideas and procedures of both terms. Van Kessel (2007) was more direct in describing the mainstay qualities of coaching. As described by Van Kessel (2007), coaching represents individualized, mutual effort, spotlights students’ progress, and focuses on results. Its center of attention is on developing solutions and not only on analyzing problems. It looks at objectives development and goal establishment in cooperation among the coach, teachers and students. It needs building up a methodical goal-directed process to advance goal achievement. Further, the coach should motivate student responsiveness to support learning and development. Finally, coaching focuses at stimulating self-directed and self-reflective learning, and at developing self-regulated progress to back unremitting change (van Kessel, 2007, English translation). Evaluation of education and school supervisors Formative-Summative evaluation: Defining formative assessment points to the assumptions and actions educators can take based on the results of an assessment; in other words, it is progression of plans and practices following an appraisal. Integrating the perception of formative assessment in education occurred over 35 years ago into the practice of education. In procedural terms, it means that students do not advance to the forecoming learning objective unless they pass an assessment in the present one. Finishing a specific learning unit, the teacher initiates an exercise based on a standardized teaching method. The teacher conducts an assessment for that unit, based on the students’ results; the teacher then classifies students into those who have mastered the unit and those who are not. For the unsuccessful group, the teacher employs diagnostic information collected from the assessment to apply corrective action usually in the form of directions to support the student’s weaknesses in understanding the subjects of the test. Thus, an essential point of formative assessment concept is that its main objective is to heighten students’ teaching (William, 2006). Formative assessment may take many forms (verbal, writing, small or focus group†¦) depending on the aims of evaluation and the students skills teaching aimed to develop (William, 2006). Summative evaluation, on the other hand, is a product (education) evaluation (Jeffs and Smith, 2005). It aims at evaluating the outcome and efficiency of an initiative, a process or a project (as education). Thus, it emphasizes on the aims and consequences of education. It seeks to clarify if a process working in a certain place can work in another place with the same conditions. In simple words, Summative evaluation is a way to decide the value of an education program at the end its activities. Thorough complete (comprehensive) testing or widespread all-inclusive (full-field) studies are the common methods of performing summative assessment. Its main use is to collect data on the effect of a running program in society for sometime (Jeffs and Smith, 2005). Role of supervisors as it relates to evaluation School supervisors perform three interlinking roles, they are control and assessment, providing support and offer guidance, and take the part of liaison (connection) officer between the higher education authorities and the school. The control function relates closely to inspection, and covers educational and administrative domains. This control function relates to evaluation of teachers and assisting staff. Support and guidance functions whether to teachers or student need knowledge of evaluation both formative and summative. Connecting schools with higher educational authorities is a form of upright liaison function; however, supervisors can also play a parallel horizontal liaison role spreading ideas and creating a school learning environment among the staff and students. There is an increasing awareness’ that supervisors role should extend to system evaluation because there is a need to education reform and increasing the quality function of the available schools (International Institute of Educational Planning (UNESCO), 2007) Conclusion My idea of a school supervisor entails belief, hope, and engagement in students’ interests. My belief is teacher supervision is more like coaching a team coming up with reliable and genuine ideas that can be signs of devotion and real hard work of teachers. I also believe in the important role public schools play in the society and that education reform should start within the school environment first. My hope is to be able to achieve the high expectations of a school supervisor in advancing students’ learning, share positively in teaching planning and processes, and fulfill my responsibilities in creating a caring and respectable learning environment. I can assess the students’ interests and needs as well as assess the quality of school supervision through performing continuous evaluation. I will also be able to recognize where I can improve the teachers performance and to prove professional endeavors that will help improving the process of public education. I will have my share in backing the commitments to the state law and policies of board of education as well as the district education guidelines documents. References Encyclopedia of American Social History (Volume 3) (1993). The American Religious Experience. Retrieved 10/06/2008, from Epstein, J. (1995). School/family/community partnerships: caring for the children we share. Phi Delta Kappan, 76(9), 701-712. International Institute of Educational Planning (UNESCO). (2007). Reforming school supervision for quality improvement: Module 2: Roles and functions of supervisors. Paris: IIIEP/UNESCO. Jeffs, T. and Smith, M. K. (2005). Informal Education. Conversation, democracy and learning (3rd edition). Nottingham: Educational Heretics Press. Nanus, B. (1992). Visionary leadership: creating a compelling sense of direction for your organization. San Francisco, CA: John Wiley Sons Inc. Rooney, J. (2005). School culture: an invisible essential. Educational Leadership, 62(5), 86. Sergiovanni, T. (2006). The principalship: a reflective practice perspective (5th edition). Boston: Allyn and Bacon. Van Kessel, L. (2007). Coaching, a field for professional supervisors. Ljetopis socijalnog rada, 14(2), 387-432. West, E G (1994). Education and the state. Indianapolis: Liberty Fund Inc. William, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(34), 283-289. Young, A and Block, W. (1999). Enterprising Education: Doing Away with the Public School System. International Journal of Value-Based Management, 12, 195-207.