Food journal analysis week 1 Essay Example | Topics and Well Written Essays - 500 words

Food diary examination week 1 - Essay Example In the event that we are to investigate, it can't be precluded that the taste from claiming coke is constantly pined for by a great many individuals around the globe because of its taste and this reality is additionally the motivation behind why I have devoured such measure of pop in my every day admission. Likewise, the nourishments that I have taken do have little contrasts in the event that we are to base with the endorsed measure of admission in the food pyramid. These distinctions remember my admission for calories which has a distinction of 957 calories which implies that I have devoured more which may cause develop of calories and a capability of extra 957 calories per day which would be named unused. In this specific occurrence alone, this would be a prime explanation of calorie develop in my body. This utilization was brought about by an excessive amount of admission of pop and furthermore admission of rice and wheat nourishments. This shows I have expended calories more than the suggested food admission of a person. In the event that there are nourishments that I have devoured more than the endorsed sum in the food pyramid, there are likewise nourishments which I have expended not exactly the necessary sum in the food pyramid-case of this is the measure of fiber which is a long ways past the adequate measure of fiber admission in a day.

Purpose Observe Chemical Reactions And ID Reactants And Products Of T

I Reason: Observe substance responses and ID reactants and results of the responses. Group the responses and compose adjusted Equations. II Hypothetical Background: A compound response is a what befalls parts that causes a physical change. III Theory: You can decide a compound rxn by the physical change that happens. IV (An) Equipment: Burner, wood supports, cauldron tongs, microspatula, test tubes 7, test tube holder, test tube rack, sandpaper, dissipating dish, security goggles, lab cover or coat. (B) Material: Zn, Cu, Mg, CuCO3, HCl, CuSO4, Zn(C2H3O2)2, Na3PO4,Na2SO3. V Method: 1. Use Sandpaper to clean the Cu. 2. Hold the Cu with the cauldron tongs in the hotest part of the fire for around 2 minutes. Note the adjustment in the Cu. 3. Put a dissipating dish close to the base of the burner, and with pot tongs put a bit of Mg in the fire and don't take a gander at the fire. 4. Spot 2 storing microspatulas of CuCO3 in a test tube. note appearance. 5. Put test tube over the fire for 3 minutes and CO2 will currently be available. 6. Put HCl and Zn in a test tube. Note changes. 7. Hold a test tube over the test tube with the HCl and the Zn. Following thirty seconds put a consuming wood support in the test tube, a pop will demonstrate the nearness of hydrogen gas. 8. Include about 5ml of CuSO4 in a clean new test tube. Put a bit of Zn in the arrangement . Note appearance of arrangement when Zn is in the cylinder. 9. Include 2ml of (Zn(C2H3O2)2) to another test tube. At that point add about 2ml of Na2PO3 to the test tube. Watch Changes. 10. Add about 5ml of Na2SO3 to another test tube. At that point include about 1ml of 6 M HCl. Smell, in any case, not legitimately. VI Perceptions: On stage two the copper turned dark when in the fire. After the Mg would flared in the fire, the Mg went to cinders. The CuCO3 was a white powder, and after it was in the fire CO2 was available and the CuCO3 turned dark. the Zn and HCl began to bubble also, their was a pop showing Hydrogen gas. The Zinc turned dark and the unmistakable CuSO4 got green. The (Zn(C2H3O2)2), and the Na2PO3 got mirky white. In shutting I couldn't Smell the Na2SO3, and the HCl. VIII Concoction Reaction: Their were numerous Chemical Rxn in this lab and are expressed in the perceptions. IX References: The Paper given during the class. X Ends:

What Does It Mean to Be Heteroflexible

What Does It Mean to Be Heteroflexible Relationships LGBTQ Print Heteroflexibility and Sexual Orientations A Brief History of Sexual Orientations By Anabelle Bernard Fournier facebook Anabelle Bernard Fournier is a freelance writer who specializes in home decor and interior design. Shes been writing about interiors since 2012. Learn about our editorial policy Anabelle Bernard Fournier Medically reviewed by Medically reviewed by Steven Gans, MD on February 19, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 24, 2020 Photo by  Diego Duarte Cereceda  on  Unsplash More in Relationships LGBTQ Spouses & Partners Violence and Abuse From the late 19th century to recently, there were only two possible sexual orientations: straight and gay/lesbian. Bisexuals, pansexuals, and other queer orientations have recently expanded the range of sexual orientation identities. However, our society still expects people to be heterosexualâ€"a phenomenon called heteronormativity. In short, society treats heterosexuals as normal and unworthy of notice, while people who are not heterosexual face extra scrutiny, sexualization, and stigma. Thus, its predictable that people with same-sex desires and behaviors might still want to be seen as heterosexual if only to avoid all the negative consequences of coming out as non-hetero. What is this new category of heteroflexibility and what does it mean? The History Sexual orientation categories appeared in the late 19th century, with the invention of the words homosexuality and heterosexuality. Before the invention of these words, homosexual acts were outlawedâ€"there was no word for identifying as a person who had sex with people of the same gender. In his famous book Gay New York, historian George Chauncey described how New York men in the early 20th century could have sexual relationships with other men without losing their identity as men (which at the time, was synonymous with heterosexual). As long as a man dressed and acted in masculine ways and was the penetrating partner, it was acceptable to have intercourse with other men. Men who acted in feminine ways and were the receiving partner were called fairies, rather than gay. It was all about gender performance, rather than attraction. As the 20th century moved on, however, ideas of heterosexuality and homosexuality took hold as identities. In other words, having sex with people of the same gender became more than an act: it was something someone was, rather than something someone just didâ€"an identity over an activity. These categories have been more or less flexible throughout the last hundred years. The 1960s and 70s were looser in terms of sexual experimentation and identity, while the 80s and 90s saw a return of clear, rigid boundaries around the actions that were acceptable from heterosexuals and homosexuals. Heteroflexibility Today In the past few years, social scientists have seen a return to flexible notions of what it means to be heterosexual. Recent research by social scientists Carillo and Hoffman suggests that men who have occasional sex with other men are able to expand the category of heterosexuality to include their behavior.?? Mostly, they do this in terms of denying their attraction to men and talking about sex with men as only for pleasure, when women are unavailable, or as a perversion. This research concludes that instead of switching to a bisexual identity, these men change the definition of heterosexual to include occasional sexual acts with men?? â€"something that sounds a lot like the early 20th century New Yorkers that Chauncey studied. As long as these men maintain that they are not inherently attracted to men and behave in typically masculine ways, they retain their heterosexualityâ€"and privilege. Heteroflexibility as an Orientation Heteroflexibility as an orientation is akin to categories 1 and 2 on the Kinsey scaleâ€"0 being exclusively heterosexual and 6 being exclusively homosexual.?? However, because it involves attraction and/or acts with people of the same sex, some critics have argued that heteroflexible is just another word for bisexuality. The benefit of calling yourself heteroflexible instead of bisexual, of course, is the lack of stigma. Though research by Carillo and Hoffman highlights the main difference between bisexual and heteroflexibility: heteroflexible people claim that they are not attracted to people of the same gender.?? This raises interesting questions. Having Sex Without Attraction Many people have sex with people they are not attracted to, and have even enjoyed that sex. It could be for many reasons: they hired a sex worker, or they had sex with an available partner exclusively for their own pleasure, for example. This means that heteroflexible men dont have to be attracted to men to be willing to have sex with them. However, in some cases, they could also be denying their attraction to avoid the label of homosexual. It is difficult for scientists to separate the two. What Makes Someone Homosexual? Some people think that one act of homosexuality makes someone a homosexual automaticallyâ€"this is obviously not the case. Bisexuals have sex with people of the same gender without being homosexual. Heterosexuality, bisexuality, and homosexuality are identities that a person chooses, not something that is inherent to a person, like having blue eyes or ten toes. Therefore, one can choose a heterosexual identity and still have sex with people of the same gender. This is why social scientists have created three different categories: sexual orientation identity (what you call yourself), sexual behavior (what you do), and sexual attraction (who you are attracted to).?? These three things can (and often do) show different patterns among individuals and throughout each individuals life course. Ethical Questions The research on heteroflexibility raises a third questionâ€"this one ethical. Is it okay for people who have sex with others of the same gender to still claim to be heterosexual? The struggle for non-heterosexual people to be recognized and embraced as full human beings is still ongoing. Many are still unable to marry, are imprisoned, or even killed for their sexual orientation. Being able to engage sexually with people of the same gender while avoiding all of these negative consequences feels like a betrayal to those who have fought discrimination and stigma their whole lives. While its easy to see why someone would want to stay safe and avoid violence by keeping his/her non-heterosexuality a secret, its more difficult to accept someone who wants the freedom to have sex with people of the same gender without having to deal with all the stigma. Of course, if we lived in a society that accepted non-heterosexual orientations as fully as they do heterosexuals, we wouldnt have this problem. People would be free to pursue sex and relationships with anybody they want without stigma or violence. However, we are far short of this ideal. Heteroflexibility, in a way, makes it more difficult for non-heterosexuals to protect their human rights and remain safe. What Does Non-Binary Mean?

Connecticut Yankee in King Arthurs Court as a Dystopian...

Connecticut Yankee in King Arthurs Court as a Dystopian Work For years, Mark Twains A Connecticut Yankee in King Arthurs Court has been primarily viewed as a work of simple satire. Twain, desiring to poke fun at a group of Americas cultural critics, chief among them Matthew Arnold, who claimed that cultural life in the U.S. treaded on shallow soil, takes aim at the venerated institutions of Britain. The author attempts to show that his countrys lack of romanticized social structures, meaning an absence of royalty, the Catholic church, and long-dead knights and princesses, was far from a cultural weakness. Twain explodes the myth around idealized chivalric society and proves it to be no match for the Nineteenth†¦show more content†¦Here, as in much of Tom Sawyer and most of Huckleberry Finn, he is a great novelist (DeVoto, 274). The work devolves from its first chapters, however, and becomes something very different by the end of the novel. A Connecticut Yankees climactic, blood-letting ending, in particular, stands out as amateurish bungling by the author. Twain, in a burst of what seems, upon initial investigation, a beginning writers attempt to resolve a novel that has spiraled out of his control, kills off his antagonists and finally his protagonist as well. It seems that Twain throws his hands up in frustration and ends the action in an orgy of electrocutions and Gatling gun fire. . . . the book is chaos. Twains mind was not able to stay within[satires] limits. His imaginative ferment demanded gigantic expression, (DeVoto, 278). An alternate reading of the conclusion, however, allows the reader to take a vastly different critical angle on the book. When viewed through the lens of anti-utopian or dystopian analogy, A Connecticut Yankee in King Arthurs Courts finale becomes a grave prediction of mans industrialized future. Where Aldous Huxley augured mans enslavement to technology, its intellectual and critical emasculation in Brave New World, Twains work can be construed to encapsulate the pending destruction of societys innocence and idealism by

Lunenburg, Fred C. Organizational Structure Mintzberg Framework Free Essays

INTERNATIONAL JOURNAL OF SCHOLARLY, ACADEMIC, INTELLECTUAL DIVERSITY VOLUME 14, NUMBER 1, 2011 Organizational Structure: Mintzberg’s Framework Fred C. Lunenburg Sam Houston State University ABSTRACT Henry Mintzberg suggests that organizations can be differentiated along three basic dimensions: (1) the key part of the organization, that is, the part of the organization that plays the major role in determining its success or failure; (2) the prime coordinating mechanism, that is, the major method the organization uses to coordinate its activities; and (3) the type of decentralization used, that is, the extent to which the organization involves subordinates in the decision-making process. Using the three basic dimensions —key part of the organization, prime coordinating mechanism, and type of decentralization—Mintzberg suggests that the strategy an organization adopts and the extent to which it practices that strategy result in five structural configurations: simple structure, machine bureaucracy, professional bureaucracy, divisionalized form, and adhocracy. We will write a custom essay sample on Lunenburg, Fred C. Organizational Structure Mintzberg Framework or any similar topic only for you Order Now Organizations exist to achieve goals. These goals are broken down into tasks as the basis for jobs. Jobs are grouped into departments. Departments in organizations may be characterized by marketing, sales, advertising, manufacturing, and so on. Within each department, even more distinctions can be found between the jobs people perform. Departments are linked to form the organizational structure. The organization’s structure gives it the form to fulfill its function in the environment (Nelson Quick, 2011). The term organizational structure refers to the formal configuration between individuals and groups regarding the allocation of tasks, responsibilities, and authority within the organization (Galbraith, 1987; Greenberg, 2011) Very early organizational structures were often based either on product or function (Oliveira Takahashi, 2012). The matrix organization structure crossed these two ways of organizing (Galbraith, 2009; Kuprenas, 2003). Others moved beyond these early approaches and examined the relationship between organizational strategy and structure (Brickley, Smith, Zimmerman, Willett, 2002). This approach began with the landmark work of Alfred Chandler (1962, 2003), who traced the historical development of such large American corporations as DuPont, Sears, and General Motors. He concluded from his study that an organization’s strategy tends to influence its structure. He suggests that strategy indirectly determines such variables as the organization’s tasks, technology, and environments, and each of these influences the structure of the organization. More recently, social scientists have augmented Chandler’s thesis by contending that an organization’s strategy determines its environment, technology, and tasks. These variables, coupled with growth rates and power distribution, affect organizational 1 INTERNATIONAL JOURNAL OF SCHOLARLY, ACADEMIC, INTELLECTUAL DIVERSITY 2_____________________________________________________________________________________ tructure (Hall Tolbert, 2009; Miles, Snow, Meyer, Coleman, 2011). Henry Mintzberg (1992, 2009) suggests that organizations can be differentiated along three basic dimensions: (1) the key part of the organization, that is, the part of the organization that plays the major role in determining its success or failure; (2) the prime coordinating mechanism, that is, the major method the organization uses to coordinate its activities; and (3) the type of decentralization used, that is, the extent to which the organization involves subordinates in the decision-making process. The key parts of an organization are shown in Figure 1 and include the following. Strategic Apex Technostructure Middle Line Support Staff Operative Core Figure 1. The key parts of an organization. ? ? ? ? The strategic apex is top management and its support staff. In school districts, this is the superintendent of schools and the administrative cabinet. The operative core are the workers who actually carry out the organization’s tasks. Teachers constitute the operative core in school districts. The middle line is middle- and lower-level management. Principals are the middlelevel managers in school districts. The technostructure are analysts such as engineers, accountants, planners, researchers, and personnel managers. In school districts, divisions such as instruction, business, personnel, public relations, research and development, and the like constitute the technostructure. The support staff are the people who provide indirect services. In school districts, similar services include maintenance, clerical, food service, busing, legal counsel, and consulting to provide support. ? The second basic dimension of an organization is its prime coordinating mechanism. This includes the following: FRED C. LUNENBURG _____________________________________________________________________________________3 ? ? ? ? ? Direct supervision means that one individual is responsible of the work of others. This concept refers to the unity of command and scalar principles. Standardization of work process exists when the content of work is specified or programmed. In school districts, this refers to job descriptions that govern the work performance of educators. Standardization of skills exists when the kind of training necessary to do the work is specified. In school systems, this refers to state certificates required for the various ccupants of a school district’s hierarchy. Standardization of output exists when the results of the work are specified. Because the â€Å"raw material† that is processed by the operative core (teachers) consists of people (students), not things, standardization of output is more difficult to measure in schools than in other nonservice organizations. Neverth eless, a movement toward the standardization of output in schools in recent years has occurred. Examples include competency testing of teachers, state-mandated testing of students, state-mandated curricula, prescriptive learning objectives, and other efforts toward legislated learning. Mutual adjustment exists when work is coordinated through informal communication. Mutual adjustment or coordination is the major thrust of Likert’s (1987) â€Å"linking-pin† concept. The third basic dimension of an organization is the type of decentralization it employs. The three types of decentralization are the following: ? ? ? Vertical decentralization is the distribution of power down the chain of command, or shared authority between superordinates and subordinates in any organization. Horizontal decentralization is the extent to which non administrators (including staff) make decisions, or shared authority between line and staff. Selective decentralization is the extent to which decision-making power is delegated to different units within the organization. In school districts, these units might include instruction, business, personnel, public relations, and research and development divisions. Using the three basic dimensions—key part of the organization, prime coordinating mechanism, and type of decentralization—Mintzberg suggests that the strategy an organization adopts and the extent to which it practices that strategy result in five structural configurations: simple structure, machine bureaucracy, professional bureaucracy, divisionalized form, and adhocracy. Table 1 summarizes the three basic dimensions associated with each of the five structural configurations. Each organizational form is discussed in turn. INTERNATIONAL JOURNAL OF SCHOLARLY, ACADEMIC, INTELLECTUAL DIVERSITY 4_____________________________________________________________________________________ Table 1. Mintzberg’s Five Organizational Structures Structural Configuration Simple structure Machine bureaucracy Professional bureaucracy Divisionalized form Adhocracy Prime Coordinating Mechanism Direct supervision Standardization of work processes Standardization of skills Standardization of outputs Mutual adjustment Key Part of Organization Strategic apex Technostructure Operating core Middle line Support staff Type of Decentralization Vertical and horizontal centralization Limited horizontal decentralization Vertical and horizontal decentralization Limited vertical decentralization Selective decentralization Simple Structure The simple structure has as its key part the strategic apex, uses direct supervision, and employs vertical and horizontal centralization. Examples of simple structures are relatively small corporations, new government departments, medium-sized retail stores, and small elementary school districts. The organization consists of the top manager and a few workers in the operative core. There is no technostructure, and the support staff is small; workers perform overlapping tasks. For example, teachers and administrators in small elementary school districts must assume many of the duties that the technostructure and support staff perform in larger districts. Frequently, however, small elementary school districts are members of cooperatives that provide many services (i. e. , counselors, social workers) to a number of small school districts in one region of the county or state. In small school districts, the superintendent may function as both superintendent of the district and principal of a single school. Superintendents in such school districts must be entrepreneurs. Because the organization is small, coordination is informal and maintained through direct supervision. Moreover, this organization can adapt to environmental changes rapidly. Goals stress innovation and long-term survival, although innovation may be difficult for very small rural school districts because of the lack of resources. Machine Bureaucracy Machine bureaucracy has the technostructure as its key part, uses standardization of work processes as its prime coordinating mechanism, and employs limited horizontal decentralization. Machine bureaucracy has many of the characteristics of Weber’s (1947) ideal bureaucracy and resembles Hage’s (1965) mechanistic organization. It has a high degree of formalization and work specialization. Decisions are centralized. The span of management is narrow, and the organization is tall—that is, many levels exist in the chain of command from top management to the bottom of the organization. Little horizontal or lateral coordination is needed. Furthermore, machine bureaucracy has a large technostruture and support staff. FRED C. LUNENBURG _____________________________________________________________________________________5 Examples of machine bureaucracy are automobile manufacturers, steel companies, and large government organizations. The environment for a machine bureaucracy is typically stable, and the goal is to achieve internal efficiency. Public schools possess many characteristics of machine bureaucracy, but most schools are not machine bureaucracies in the pure sense. However, large urban school districts (New York, Los Angeles, and Chicago) are closer to machine bureaucracies than other medium-size or small school districts. Professional Bureaucracy Professional bureaucracy has the operating core as its key part, uses standardization of skills as its prime coordinating mechanism, and employs vertical and horizontal decentralization. The organization is relatively formalized but decentralized to provide autonomy to professionals. Highly trained professionals provide nonroutine services to clients. Top management is small; there are few middle managers; and the technostructure is generally small. However, the support staff is typically large to provide clerical and maintenance support for the professional operating core. The goals of professional bureaucracies are to innovate and provide high-quality services. Existing in complex but stable environments, they are generally moderate to large in size. Coordination problems are common. Examples of this form of organization include universities, hospitals, and large law firms. Some public school districts have many characteristics of the professional bureaucracy, particularly its aspects of professionalism, teacher autonomy, and structural looseness. For example, schools are formal organizations, which provide complex services through highly trained professionals in an atmosphere of structural looseness. These characteristics tend to broaden the limits of individual discretion and performance. Like attorneys, physicians, and university professors, teachers perform in classroom settings in relative isolation from colleagues and superiors, while remaining in close contact with their students. Furthermore, teachers are highly trained professionals who provide information to their students in accordance with their own style, and they are usually flexible in the delivery of content even within the constraints of the state- and district-mandated curriculum. Moreover, like some staff administrators, teachers, tend to identify more with their professions than with the organization. Divisionalized Form The divisionalized form has the middle line as its key part, uses standardization of output as it prime coordinating mechanism, and employs limited vertical decentralization. Decision making is decentralized at the divisional level. There is little coordination among the separate divisions. Corporate-level personnel provide some coordination. Thus, each division itself is relatively centralized and tends to resemble a machine bureaucracy. The technostructure is located at corporate headquarters to provide services INTERNATIONAL JOURNAL OF SCHOLARLY, ACADEMIC, INTELLECTUAL DIVERSITY 6_____________________________________________________________________________________ to all divisions; support staff is located within each division. Large corporations are likely to adopt the divisionalized form. Most school districts typically do not fit the divisionalized form. The exceptions are those very large school districts that have diversified service divisions distinctly separated into individual units or schools. For example, a school istrict may resemble the divisionalized form when it has separate schools for the physically handicapped, emotionally disturbed, and learning disabled; a skills center for the potential dropout; a special school for art and music students; and so on. The identifying feature of these school districts is that they have separate schools within a single school district, which have separate administr ative staffs, budgets, and so on. Elementary and secondary school districts that have consolidated but retained separate administrative structures with one school board are also examples of the divisionalized form. As might be expected, the primary reason for a school district to adopt this form of structure is service diversity while retaining separate administrative structures. Adhocracy The adhocracy has the support staff as its key part, uses mutual adjustment as a means of coordination, and maintains selective patterns of decentralization. The structure tends to be low in formalization and decentralization. The technostucture is small because technical specialists are involved in the organization’s operative core. The support staff is large to support the complex structure. Adhocracies engage in nonroutine tasks and use sophisticated technology. The primary goal is innovation and rapid adaptation to changing environments. Adhocracies typically are medium sized, must be adaptable, and use resources efficiently. Examples of adhocracies include aerospace and electronics industries, research and development firms, and very innovative school districts. No school districts are pure adhocracies, but medium-sized school districts in very wealthy communities may have some of the characteristics of an adhocracy. The adhocracy is somewhat similar to Hage’s (1965) organic organization. Strategy and Structure The work begun by Chandler and extended by Mintzberg has laid the groundwork for an understanding of the relationship between an organization’s strategy and its structure. The link between strategy and structure is still in its infancy stage. Further research in this area, particularly in service organizations like schools, will enhance school administrators’ understanding of school organizations (Lunenburg Ornstein, 2012). In the meantime, school leaders must recognize that organization strategy and structure are related. FRED C. LUNENBURG _____________________________________________________________________________________7 Conclusion Henry Mintzberg (1992, 2009) suggests that organizations can be differentiated along three basic dimensions: (1) the key part of the organization, that is, the part of the organization that plays the major role in determining its success or failure; (2) the prime coordinating mechanism, that is, the major method the organization uses to coordinate its activities; and (3) the type of decentralization used, that is, the extent to which the organization involves subordinates in the decision-making process. Using the three basic dimensions—key part of the organization, prime coordinating mechanism, and type of decentralization—Mintzberg suggests that the strategy an organization adopts and the extent to which it practices that strategy result in five structural configurations: simple structure, machine bureaucracy, professional bureaucracy, divisionalized form, and adhocracy. References Brickley, J. , Smith, C. , Zimmerman, J. L. , Willett, J. (2002). Designing organizations to create value: From strategy to structure. New York, NY: McGraw-Hill. Chandler, A. D. (1962). Strategy and Structure. Cambridge, MA: MIT Press. Chandler, A. D. (2003). Strategy and structure: Chapters in the history of the American industrial enterprise. Frederick, MD: Beard Books. Galbraith, J. R. (1987). Organization design. In J. W. Lorsch (Ed. ). Handbook of organizational behavior (pp. 343-357). Englewood Cliffs, NJ: Prentice Hall. Galbraith, J. R. (2009). Designing matrix organizations that actually work: How IBM, Procter Gamble, and others design for success. New York, NY: Wiley. Greenberg, J. 2011). Behavior in organizations (10th ed. ). Upper Saddle River, NJ: Prentice Hall. Hage, J. (1965). An axiomatic theory of organizations. Administrative Science Quarterly, 10, 289-320. Hall, R. H. , Tolbert, P. S. (2009). Organizations: structures, processes, and outcomes (9th ed. ). Upper Saddle River, NJ: Prentice Hall. Kuprenas, J. A. (2003). Implementation and performance of a matrix organization structure. International Journal of Project Manageme nt, 21, 51-62. Likert, R. (1987). New Ppatterns of management. New York, NY: Garland. Lunenburg, F. C. , Ornstein, A. O. (2012). Educational administration: Concepts and practices. Belmont, CA: Wadsworth Cengage Learning. Miles, R. E. , Snow, C. C. , Meyer, A. D. , Coleman, H. J. (2011). Organizational strategy, structure, and process. Palo Alto, CA: Stanford University Press. Mintzberg, H. (1992). Structure in fives: Designing effective organizations. Upper Saddle River, NJ: Prentice Hall. Mintzberg, H. (2009). Tracking strategies: Toward a general theory of strategy formation. New York, NY: Oxford University Press. Nelson, D. B. , Quick, J. C. (2011). Understanding organizational behavior. Mason, OH: South-Western Cengage Learning. INTERNATIONAL JOURNAL OF SCHOLARLY, ACADEMIC, INTELLECTUAL DIVERSITY 8_____________________________________________________________________________________ Oliveira, N. , Takahashi, N. (2012). Automated organizations: Development and structure of the modern business firm. New York, NY: Springer. Weber, M. (1947). The theory of social and economic organization. (trans. T. Parsons). New York, NY: Oxford University Press. How to cite Lunenburg, Fred C. Organizational Structure Mintzberg Framework, Essay examples

Organizational Change Management Corporate Environment

Question: Discuss about theOrganizational Change Management for Corporate Environment. Answer: Introduction: John Kahui is an individual dealing in management with an experience of over 10 years in the field of corporate environment. He has started an organization Ecology matters which will protect the natural environment of New Zealand. The main function of the organization is to look after the cleanliness of the beaches, lakes, rivers and forests in New Zealand. The organization is a non profitable organization and operates mainly through the funding from different companies and individuals. The organization does not pay any income tax as it is a non profitable organization and the paid employees of the organization are General Manager, accountant and office administrator. The organization is going through some changes because the organization is not getting enough donations from the individuals. The donors cannot claim any tax benefit because the organization is not registered under Charities commission. The organization has to prepare necessary documentation, rules and guidelines. McKinsey 7S model is used by the organization to implement the changes. McKinsey 7S model is composed of 7 elements. Values are shared among the employees of the organization with the help of Shared values (Boverie et al., 2013). Shared values include the belief and attitudes of the organization. The model defines the requirement of change and better performance of the organization. Goals and vision of the organization is redefined with the help of this model. Strategy: Strategy helps Ecology matters to use the resources optimally. The organization has limited resource (Boverie et al., 2013). Strategy will help the organization to implement the changes properly. Structure: The organization follows a centralized structure. The top management takes the decision and the other members carry out the orders (Brown May, 2012). This creates confusion among the lower level employees, as they cannot take any decisions. This creates dissatisfaction among the employees. System: The system within the organization is not clear among the employees in the organization. Recruitment procedure, pay packages and promotion of the employees in the organization is not structured (By et al., 2014). All these results in changes within the organization Staff: Goals and objectives of the organization are not properly defined. A proper goal and objective of the organization motivates the employees and this enhances the productivity of the organization. Skills: Skills are important for any organization or employee. Skills help an organization to remain a step ahead of its competitors and service (Cummings Worley, 2012). Training is essential to uplift the skills and performance of the employees in the organization. Styles: Leadership styles are important for the proper functioning of any organization. In the organization autocratic leadership style is followed. The boss takes the decision and the others execute the instructions (Boverie et al., 2013). This is not accepted by many of the employees. Instead the organization should follow a democratic leadership style where the organization takes the opinion of the employees before taking any decision. This will reduce conflicts between the employees and management. Figure 1: McKinsey 7S Model (Source: Waddell et al. 2014) Kotters 8 step change process is also used by Ecology Matters. The Eight steps are as follows Establish sense of urgency: In this process the organization determines the present situation of the market and take steps accordingly. Crisis and potential of the organization is discussed by the top management (Daniela, 2013). Powerful Coalition: Coalition is the process in which a group of people come together to address a common cause. In Ecology matters, a coalition is formed among the employees to solve the administration and remuneration structure of the organization Create a Vision: A new vision has been established by the organization. The vision of the organization is to protect the natural resources of New Zealand (Fragouli Ibidapo, 2015). Different strategies have been used by the organization to form the new vision. Communication of the Vision: vision: The top management of the organization, Ecology matters has taken steps to communicate the vision to the employees of the organization. Vision is communicated to employees through meetings and circulation of notices. Empower others to Act on Vision: Ecology matters have changed the structure and procedure within the organization to empower the vision (Giraud Autissier, 2013). All the employees are treated equally and there is no miscommunication among the employees. Plans and Short term Wins: The organization has divided the goals into short term objectives. This has helped the organization in achieving goals quickly. Consolidate Improvement: The organization has planned to recruit employees who are knowledgeable and experienced in the field of social work. Proper training will also help the employees to improve their working capability (Kumar, 2013). Innovative ideas like campaigning through social media will also enhance the functioning of the organization. Institutional Change: Institutional change is done by communicating behaviors with corporate success. This will change the thinking procedure of the organization. Change is an important part of any organization or business. Changes help an organization to remain competitive in the competitive market. Lewins Change management model was introduced by psychologist Kurt Lewin in the year 1950 (Cummings Worley, 2012). Kurt Lewins change management model consists of three stages. They are Unfreeze, Transition and Refreeze. Unfreeze: Unfreeze is the first step of this model. This step helps the employees in the organization to understand the requirement of change. In this step the existing procedures and rules are broken down to produce new ways of operation. Initial stages of these steps are very difficult. In order to make changes, the beliefs value and attitude of the persons in the organization should be changed (Larsen Olaisen, 2013). However, the process becomes easy when poor financial result exists or customer satisfaction is low. The organization, Ecology matters suffers from poor financial condition and the employees are not properly recruited. Even the payments of the employees are also hampered. Skills of the employees in the organization should also be changed. Behavior and thoughts of the employees should be changed to meet the requirement of the organization. All these have helped the organization to go through the unfreeze steps. Transitional stage: Transitional stage is the process in which the employees resolve the uncertainty among themselves. In this new process the employees learn the new behavior, process and thinking. Education, communication ad time is therefore important for the employees in Ecology matters (Cummings Worley, 2012). The employees in the organization take time to cope with these changes. Once the employees cope up with this stage they move to the last step which is known as Refreeze stage. Figure 3: Lewins Change Management Model (Source: Created by the author) Advantages: Through Lewins Change management model employees in the organization are able to come across new strategies and theories. This will help to increase the productivity of the employees in the organization (Maes, 2014). The employees in the organization will properly communicate. Disadvantages: In the initial stages the employees in the organization will not easily accept the changes. Changing the thinking procedure of the employees in the organization will be a challenge for the top management in the organization (O'Donnell, 2016). Change helps an organization to remain active in this competitive market. In the organization, Ecology matters, the top management always accept changes. The top management of the organization has understood that, with change, new policies and rules can be implemented. Moreover new methods and technologies can be implemented in the organization with such change (Cummings Worley, 2012). New technology will uplift the performance of the employees in the organization. Internet will help the management to communicate with the employees in the organization effectively. Social media will also play an important part in creating awareness among the people about the activity of the organization. The accountant in the organization will also accept the changes in the organization. New technologies used in the field of accounts background in the organization will reduce the workload of the accountants (Robertson, 2015). Positive changes in the organization will also improve the financial condition of the organization. Additionally, a stronger economy will also help the organization to expand its growth beyond boundaries. Goals and objectives of the organization can also be met quickly with the help of change in processes. The volunteers in the organization face a lot of problem in the organization. It has been found that in a project the volunteers were responsible to clean up the beaches of Auckland. The supervisor of the project had not properly communicated with the volunteers and a miscommunication was created between the volunteer and the coordinator (Shani et al., 2013). Contacting with the volunteer has also become tough for the local people. Therefore it can be said that the volunteers will accept the changes in the organization. Administration in the organization may not accept the changes in the organization. Administration in the organization is already acquainted with the processes which are being followed in the organization. They are not happy with the changes in the organization. One of the main reasons is that the total working procedure in the organization will change because of the introduction of new rules and regulation (Cummings Worley, 2012). The employees in the administrative department are older generation and they do not accept changes. The administrative people in the organization are not eager to go through the training procedures. Employees in the organization will also not easily accept the changes because they fear of something unknown will occur due to change. The normal routines of the employees will also be affected because of the change in the organization (Cummings Worley, 2012). Often changes in the organization are not accepted by the employees in the organization proving that decisions taken by top management are wrong. 1-60 days 61-150 days 151-240 days 241-300 days Need for change New Interventions Evaluation of result Stabilize change Table 1: Gantt Chart Source: Created by the author In this section of the assignment the researcher has given an action research plan for the organization. In the first sixty days the researcher will identify the need for change. Need for change is an essential part of the organization. Need for change is important because it will help ecology matters to thrive in ever changing world. Change management will help the organization to deliver effective results. It will also help the organization to reduce the gap between the requirement and results. Experienced employees and effective training will help the organization to better serve the environment (Stirpe et al., 2015). Latest equipment and technology will help the organization. Better application of change management will also help the organization to increase the rate of success. Better rate of success will also improve the efficiency of the employees in the organization. The employees will be motivated and this will improve the reputation of the organization. New interventions are important to improve the working culture of Ecology matters. New equipments and technology will help the employees to communicate with each other properly and complete any job quickly. The organization is planning to launch a new app through which the employees can contact with each other and can share information quickly (Cummings Worley, 2012). This will help the organization to perform rescue work effectively. Evaluation of results will be done after implementation of new innovation. Evaluation will be done for a period of 60 days. On successful evaluation the changes will be permanently implemented in the organization. Once the changes are successful it will be permanently be implemented in the organization. Every employee in the organization has to follow the changes in the organization strictly. References Boverie, P., Grassberger, R., Law, V. (2013). Leading individual development and organizational change around learning, meaning, and nurturing environment.Advances in Developing Human Resources,15(4), 382-400. Brown, W., May, D. (2012). Organizational change and development.Journal of Management Development,31(6), 520-536. By, R. T., Oswick, C., Burnes, B. (2014). Looking back and looking forward: Some reflections on journal developments and trends in organizational change discourse.Journal of Change Management,14(1), 1-7. Cummings, T. G., Worley, C. G. (2012).Organization development change(9th ed.). Mason, OH;Australia;: South-Western/Cengage Learning. Daniela, P. M. (2013). the interdependence between management, communication, organizational behavior and performance.Annals of the University of Oradea : Economic Science,22(1), 1554-1562. Fragouli, E., Ibidapo, B. (2015). leading in crisis: Leading organizational change business development.International Journal of Information, Business and Management,7(3), 71. Giraud, L., Autissier, D. (2013). Uncovering the intellectual development of the journal of organizational change management.Journal of Organizational Change Management,26(2), 229-264. Kumar, N. (2013). Organization development--the process of leading organizational change.Abhigyan,31(3), 78. Larsen, T. J., Olaisen, J. (2013). Innovating strategically in information and knowledge management: Applications of organizational behavior theory.International Journal of Information Management,33(5), 764. Leonard, H. S. (2013).The wiley-blackwell handbook of the psychology of leadership, change and organizational development(1. Aufl.;1; ed.). GB: Wiley-Blackwell. Maes, J. (2014). The international society for organizational development and change announces our second international conference in amsterdam from july 7 to 12, 2014.Organization Development Journal,32(2), 148. O'Donnell, V. L. (2016). Organisational change and development towards inclusive higher education.Journal of Applied Research in Higher Education,8(1), 101-118. Robertson, R. (2015). The coaching solution: How to drive talent development, organizational change, and business results.TD Magazine,69(7), 75. Shani, A. B., Noumair, D. A., Pasmore, W. A., Woodman, R. (2013).Research in organizational change and development. Bradford: Emerald Group Publishing Limited. Stirpe, L., Bonache, J., Trullen, J. (2015). The acceptance of newly introduced HR practices: Some evidence from spain on the role of management behavior and organizational climate.International Journal of Manpower,36(3), 334. Waddell, D., Creed, A., Cummings, T. G., Worley, C. G. (2014).Organisational change: Development and transformation(5th ed.). South Melbourne, Vic: Cengage Learning.

Gender in science

Introduction Gender issues relating to a balanced representation of men and women in governance, scientific research, and other socio-economic and political spheres of the human life are common in virtually all societies.Advertising We will write a custom essay sample on Gender in science specifically for you for only $16.05 $11/page Learn More Even though experience indicates that gender equity is essential to meaningful and sustainable development, gender imbalance in various critical sectors is still a thorny issue in many societies including certain sections of the so-called mature democracies. Gender imbalance in science is particularly a serious issue even when it has been conventionally accepted that, what a man can do, a woman can do better, especially in academics. This essay argues that science would be more objective if gender were visible. Importance of gender balance in science Conventionally, gender equity is essential in attaining poverty alleviation and socio-economic development. This development is usually an outcome of the combined efforts of men and women. Women play the vital and crucial role in society through their contribution to fruitful activities and responsibility of social educators and family custodians. Similarly, gender equity in science and technology is crucial for societal development (Miroux 2011, p.2). Unfortunately, there are cultural practices in different countries, especially in Africa and other developing countries, which discourage girls from pursuing science in universities or schools, and from choosing a scientific career (Willingham Cole 1997, p.96). However, gender equity in science matters a lot because it ensures that human rights and justice, for both men and women, is upheld (Willingham Cole 1997, p.96). This understanding is necessary because all people should have equal opportunity to a science education and scientific career. In other words, men and women should benefit equall y from progress in science technology (Willingham Cole 1997, p.96). Second, if one gender, especially women, is denied an equal opportunity to pursue science and engineering, then a society robs itself of an opportunity to realize its full balance of scientifically creative minds (Willingham Cole 1997, p.96; Oldham 2006, Para. 6).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In turn, this becomes a serious stumbling block to development of science and to the creation of wealth in a world that is extremely competitive. The resultant poverty dehumanizes women and children mostly. Third, gender equity in science and technology is vital because, naturally, women perform different duties and roles, both within and outside, home environments (Willingham Cole 1997, p.96; 2006, Para 6). As such, it is pertinent for both men and women to integrate scientific and technical education that reflect the performance of their different, but crucial roles and tasks. Fourth, it has been established that women bring different approaches, ideals, incentives, and techniques of work to their scientific jobs that men can not (Willingham Cole 1997, p.96; 2006, Para 6). Therefore, including as many women as men in science will enhance the complete pool of abilities, approaches, and inspirations. This will also raise the probability that science will provide for the needs of the greatest majority in the society. Objectivity of Science Even though the question whether science is objective or not is a serious debate, many scientists claim that they believe in objective truth. Ashman and Barringer (2001, p.82), argue that, the objectivity of science cannot be achieved if scientists do not continuously seek to reveal cognitive biases like those brought about by cognitive errors connected to gender, race, and sex. Therefore, objectivity of science should be open to a perpetual and well-purposed a nalysis. Such objectivity is a characterization of the scientific processes, and not a finished product (Ashman and Barringer 2001, p.82). These processes should be continuously challenged by scientists themselves and non-scientist critics. Ashman and Barringer (2001, p.82) assert that, science can only be more objective if it appreciates criticisms of its theories, or if experts, in a given branch of science, are less gender biased than other scientists in another branch. Ashman and Barringer (2001, p.82) hold that, only open, just, and social practice of science can make it more objective. For purposes of ensuring that science is more objective with regard to its gender biases, it should continuously confront those biases by bringing on board scientists from gender minorities (Wyer 2008, p.82).Advertising We will write a custom essay sample on Gender in science specifically for you for only $16.05 $11/page Learn More Therefore, each society should ens ure gender equity in science and technology education in its learning institutions including schools and universities. It should ensure that impediments to women in scientific and technological careers are removed. The science and technology decision-making process should be made more gender sensitive (Miroux 2011, p.2). Governments and other stakeholders should promote and leverage science and technology to enhance women’s development (Miroux 2011, p.2). All societies should uphold gender equality in science, technology, and engineering education, personnel, and leadership (Miroux 2011, p.2). Furthermore, the position of women in scientific organizations at the national and local levels should be promoted and backed (Miroux 2011, p.3). Conclusion In a recap, it cannot be disputed that women play a vital role in all leading spheres that directly affect individual and societal wellbeing including agriculture and food production, water and sanitation, energy, and preservation o f biodiversity. Therefore, devising gender-sensitive policies that encourage and support women’s studying of science, technology, and engineering careers is the best and the only way of ensuring objectivity of science. At the elementary and secondary levels of learning, girls, just like boys, should be motivated to be positive towards science disciplines. References Ashman, K. M., Baringer, P., 2001. After the science wars. New York, NY: Routledge. Miroux, A., 2011. Mainstreaming a gender perspective in science, technology and innovation policy. [Online] Available at: https://www.un.org/womenwatch/daw/csw/csw55/panels/Panel1-Miroux-Anne.pdf .Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Oldham, G., 2006. Gender Equity in Science and Technology: Does it Matter? Web. Web. Willingham, W., Cole, N. S.1997. Gender and fair assessment. New York, NY: Routledge. Wyer, M., 2008. Women, science, and technology: a reader in feminist science studies. New York, NY: Taylor Francis. This essay on Gender in science was written and submitted by user Wyatt Gibson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Guide to Understanding Homeschool Laws

A Guide to Understanding Homeschool Laws Homeschooling has been legal in all 50 U.S. states since 1993. According to the Homeschool Legal Defense Association, home education was illegal in most states as recently as the early 1980’s. By 1989, only three states, Michigan, North Dakota, and Iowa, still considered homeschooling a crime. Interestingly, of those three states, two of them, Michigan and Iowa, are today listed among the states with the least restrictive homeschooling laws. Although homeschooling is now legal across the United States, each state is responsible for drafting its own homeschool laws, which means that what must be done to legally homeschool varies depending on where a family lives. Some states are highly regulated, while others place few restrictions on homeschooling families. Homeschool Legal Defense Association maintains an up-to-date database on the homeschooling laws in all fifty states. Terms to Know When Considering Homeschool Laws To those who are new to homeschooling, the terminology used in homeschool  laws may be unfamiliar. Some of the basic terms you need to know include: Compulsory attendance: This refers to the ages children are required to be in some type of school setting. In most states that define a compulsory attendance age for homeschoolers, the minimum is usually between the ages of 5 and 7. The maximum is generally between the ages of 16 and 18. Declaration (or Notice) of Intent: Many states require that homeschooling families submit an annual notice of intent to homeschool to either the state or county school superintendent. The content of this notice can vary by state, but usually includes the names and ages of the homeschooled children, the home address, and the parent’s signature. Hours of instruction: Most states specify the number of hours and/or days per year during which children should be receiving instruction. Some, like Ohio, state 900 hours of instruction per year. Others, such as Georgia, specify four and one-half hours per day for 180 days each school year. Portfolio:  Some states offer a portfolio option in place of standardized testing or professional evaluation. A portfolio is a collection of documents outlining your student’s progress each school year. It may include records such as attendance, grades, courses completed, work samples, photos of projects, and test scores. Scope and sequence: A scope and sequence is a list of topics and concepts that a student will learn throughout the school year. These concepts are usually broken down by subject and grade level. Standardized test:  Many states require that homeschool students take nationally standardized tests at regular intervals. The tests that meet each state’s requirements may vary. Umbrella schools/cover schools: Some states give the option for homeschooled students to enroll in an umbrella or cover school. This may be an actual private school or simply an organization established to help homeschooling families comply with the laws  in their state. Students are taught at home by their parents, but the cover school maintains records for their enrolled students. The records required by cover schools vary based on the laws of the state in which they are located. These documents are submitted by parents and may include attendance, test scores, and grades. Some umbrella schools help parents choose curriculum and offer transcripts, diplomas, and graduation ceremonies. States with the Most Restrictive Homeschool Laws States that are generally considered to be highly regulated for homeschooling families include: MassachusettsNew YorkPennsylvaniaRhode IslandVermont Often regarded as one of the most regulated states,  New York’s homeschooling laws require that parents turn in an annual instruction plan for each student. This plan must include information such as the name, age, and grade level of the student; the curriculum or textbooks you intend to use; and the name of the teaching parent. The state requires annual standardized testing in which students should be at or above the 33rd percentile or show a full grade level improvement from the previous year.  New York also lists specific subjects that parents must teach their children at various grade levels. Pennsylvania, another highly-regulated state,  offers three options for homeschooling. Under the homeschool statute, all parents must submit a notarized affidavit to homeschool. This form includes information about immunizations and medical records, along with criminal background checks. Homeschooling parent Malena H., who lives in Pennsylvania, says that although the state is â€Å"†¦considered one of the states with the highest regulations†¦it really isnt that bad. It sounds overwhelming when you hear about all the requirements, but once you have done it once it is pretty easy.† She says, â€Å"In third, fifth and eighth grades the student has to take a standardized test. There is a variety to choose from, and they can even do some of them at home or online. You must keep a portfolio for each child that has a few samples for each subject taught and the results of the standardized test if the child is in one of the testing years. At the end of the year, you find an evaluator to review the portfolio and sign off on it. You then send the evaluator’s report to the school district.† States with Moderately Restrictive Homeschool Laws While most states require that the teaching parent have at least a high school diploma or GED, some, such as North Dakota,  require that the teaching parent have a teaching degree or be monitored for at least two years by a certified teacher. That fact puts North Dakota  on the list of those  considered to be moderately restrictive with regards to their homeschool laws. Those states include: ColoradoFloridaHawaiiLouisianaMaineMarylandMinnesotaNew HampshireNorth CarolinaNorth DakotaOhioOregonSouth CarolinaSouth DakotaTennesseeVirginiaWashingtonWest Virginia North Carolina is often considered a difficult state in which to homeschool. It requires maintaining attendance and immunization records for each child. North Carolina also requires that children complete nationally standardized tests each year. Other moderately regulated states that require yearly standardized testing include  Maine, Florida, Minnesota, New Hampshire, Ohio, South Carolina, Virginia, Washington, and West Virginia. (Some of these states do offer alternative homeschooling options that may not require annual testing.) Many states offer more than one option to legally homeschool. Tennessee, for example, currently has five options, including three umbrella schools options and one for distance learning (online classes). Heather S., a homeschooling parent from Ohio, says that Ohio homeschoolers must  submit an annual letter of intent and a  summary of their intended curriculum, and  agree to complete 900 hours  of education each year. Then, at  the end of each year, families â€Å"†¦.can do state-approved testing or have a portfolio reviewed and submit the results... Children must test above the 25th percentile on standardized tests or show progression in their portfolio. Virginia homeschooling mom, Joesette, considers her state homeschooling laws reasonably easy to follow. She says parents must â€Å"†¦file a Notice of Intent each year by August 15, then supply something to show progress at the end of the year (by August 1). This can be a standardized test, scoring at least in the 4th stanine, a  [student] portfolio†¦.or an evaluation letter by an approved evaluator.† Alternately, Virginia parents can file a  Religious Exemption. States with Minimally Restrictive Homeschool Laws Sixteen U.S.  states are considered minimally restrictive. These include:   AlabamaArizonaArkansasCaliforniaDelawareGeorgiaKansasKentuckyMississippiMontanaNebraskaNevadaNew MexicoUtahWisconsinWyoming Georgia requires an annual Declaration of Intent to be filed by September 1, annually, or within 30 days of the date you initially begin homeschooling. Children must take a nationally standardized test every three years starting in 3rd grade. Parents are required to write an annual progress report for each student. Both the test  scores and progress reports  are to be kept on file but are not required to be submitted to anyone. Although Nevada is on the minimally restrictive list, Magdalena A., who homeschools her children in the state says that it is, â€Å"†¦homeschooling paradise. The law states only  one regulation: when a child turns seven...a notice of intent to homeschool should be filed. That is it, for the rest of that childs life. No portfolios. No check-ups. No testing.† California homeschooling mom, Amelia H. outlines her state’s homeschooling options. â€Å"(1) Home study option through the  school district. Material is provided and weekly or monthly check-ins are required. Some districts provide classes for home study kids and/or allow kids to take some classes on campus. (2) Charter schools. Each one is set up differently but they all cater to homeschoolers and provide funding for secular curriculum and extracurricular activities through vendor programs†¦Some require that kids meet state standards; others simply ask for signs of ‘value-added growth. Most require state testing but a handful will allow parents to generate a portfolio as a year-end assessment. (3) File as an independent school. [Parents must]  state the curriculum goals at the start of the school year†¦Getting a high school diploma through this route is tricky and many parents choose to pay someone to help with the paperwork. States with the Least Restrictive Homeschool Laws Finally,  eleven states are considered very homeschool-friendly with few restrictions on homeschooling families. These states are: AlaskaConnecticutIdahoIllinoisIndianaIowaMichiganMissouriNew JerseyOklahomaTexas Texas is notoriously homeschool-friendly with a strong homeschool voice at the legislative level. Iowa homeschooling parent, Nichole D. says that her home state is just as easy. â€Å"[In Iowa], we have no regulations. No state testing, no lesson plans submitted, no attendance records, nothing. We dont even have to inform the district that were homeschooling.† Parent Bethany W.  says, â€Å"Missouri is very homeschool-friendly. No notifying districts or anyone unless your child has previously been public schooled, no testing or evaluations ever. Parents keep a log of hours (1,000 hours, 180 days), a written report of progress, and a few samples of [their students’] work.† With a few exceptions, the difficulty or ease of complying with each state’s homeschooling laws is subjective. Even in states that are considered highly regulated, homeschooling parents often state that compliance isn’t as difficult as it may appear on paper. Whether you consider your state’s homeschooling laws restrictive or lenient, it is essential to make sure you understand what is required of you to remain compliant. This article should be considered a guideline only. For specific, detailed laws for your state, please check your statewide homeschool support group’s website or Homeschool Legal Defense Association.

The role of divorce and single-parenting in creating poverty among Essay

The role of divorce and single-parenting in creating poverty among children - Essay Example The task of deciding how to engage fathers with their families is primarily under the purview of the provinces. Most provinces offer classes, mediation, and information for fathers and mothers on how fathers can maintain contact and be a positive influence in the lives of their children even after a divorce. Most provinces also offer such things as mental health services for children of separated or divorced parents. Although unstated, the policy of most provinces seems to be to try to keep the father mentally and physically involved with children even if they are not married or in a relationship with the mother. Unfortunately, the services offered to fathers seem to be almost an after-thought. Especially given the uphill battle unmarried fathers face in the Divorce Act. The primary target of the various departments is the single mother. Like most social welfare programs, the target of these policies is poor families. The Divorce Act complicates the relationship of poor faterhs with their children because poor fathers are more likely not able to meet the demands of their divorce or child-support decrees. At the same time, while not having a father affects all children, the results are especially damaging when the mother is poor. Similarly, tax benefits and allowances at the national and local levels (e.g. Canada Child Tax Benefit and national Child Benefit Supplement) are exclusively for the primary custody holder of the child. Meaning that although he is financially responsible for his children, fathers, even the very poor fathers, do not receive any support in trying to care for their child. This paper will show that while these efforts at engaging fathers are good and noble, the programs don't go far enough in encouraging parental involvement or assiting fathers who want to do the right thing for their children. Furthermore, those policies that try to encourage fathers to be more involved with their children are targeted primarily toward poor families, when in fact children of all economic classes would benefit from having fathers who better knew how to parent. Method In order to figure out provincial policies on educating and engaging fathers in the parenting process, I looked at reports published by various local governments. I also looked at what services were available to parents and specifically to fathers and to divorcing or separated families. There is a large amount of literature in the journals on the role of fathers in contributing to or helping to eliminate child poverty. The literature nearly universally agrees that the financial and parental contributions of a father are one of the most effective ways or reducing the number of children in poverty. Some of the literature is strongly in support of marriage, suggesting that the way to bring down the numbers of children living in poverty, it would be best to encourage unmarried mothers to marry and to help couples that are married stay that way. Others suggest that it would be far better to teach fathers how to be good parents and to provide them with support so that they can help provid e for their families whether or not they live with them. The governments seem to take this line. While many of the provinces offer some sort of marriage counseling, the vast majority of the services offered do not take into account whether or not the parents are married. Issues Addressed by the Policy The primary issue addressed by

Movie report - Malcolm X Essay Example | Topics and Well Written Essays - 1250 words

Movie report - Malcolm X - Essay Example It seems that the relationship between Islamic religion and America is caught up with violence, and in fact as the camera cuts back and forth between the flag, the Islamic preacher, and the video of the attack, flames start to consume the edges of the flag until finally all that remains is a burning â€Å"X† with the last traces of stars and stripes. The abiding memory of this film will be the clash between Islamic black people and the dominant white American values which do not give a fair and proper place to African American citizens The characters in the film are introduced in a segregated way, just as the society of the time was strictly divided into black and white domains. The African Americans are shown enjoying life in the streets and in the barber shop, where men try to straighten their hair to appear more like white men. Their scenes are set to lively jazz music, and the colors used in the black family scenes in the film are rich browns and creams. In contrast, the f irst sight of white Americans is a group of Ku Klux Klan members arriving on horseback in the dark of night, clad in their white robes, to terrify the mother of the unborn Malcolm X. The narrative voice explains the complex hatred of white people that he has grown up with, due to the experiences of his parents, both of whom had suffered violence at the hands of white people. The main character, Malcolm Little, starts out as a slightly ridiculous person, dressing up in fancy suits, experimenting with drugs, and trying to make money through robbing people. He becomes much more serious, however, when he is caught by the police and sent to prison. He was already well informed about religion and politics due to his father’s profession as a pastor, although he clearly does not agree with his father’s view that black people should leave America and go back to Africa where they originally came from, and start up a new nation there, without all the prejudice and oppression that is found in America. It seems that the time that Malcolm spent in prison was the beginning of his re-education into the real history of black oppression in America. He learns to interpret everything around him differently, and follows the teachings brought to him by prisoner Baines, and other famous Muslim leaders, learning in the end to bend his knee to Allah, even though this was very hard for him. The film shows through the life of Malcolm X, that radical Islam can be a way to fight back against the four hundred years of oppression. He has a vision in his prison cell that changes him for ever. He makes a comparison with the experience of Paul on the road to Damascus. His old friend Shorty, who was imprisoned with him, thinks he has gone mad, and the way that Malcolm has chosen is shown to be a difficult one, that means he has to give up so many aspects of his previous life. The film shows how Malcolm evolves from a criminal to a moral human being, and when he starts to wear his heavy glasses, he appears also to be like an intellectual. His marriage is shown as something genuine and positive, but his relationship with the brothers in the â€Å"Nation of Islam† becomes difficult because he has higher moral standards than even the man in his vision, Elijah Mohamed. This is an interesting dimension of the film, because it shows

Factors that influence the demand for mobile phones

Factors that influence the demand for mobile phones In the current competitive economy, any entities from non profit to multinational organizations that are considered as cash cow are in high demand for economic knowledge to survive. Economic system is the system by which the economy is organized. In this paper we are going to discuss about different types of economic systems, their variety, advantages and disadvantages. Function of price in market economy A market economy or free market economy is an economy in which the allocation for resources is determined only by their supply and the demand for them (J.Stanely Johnson, Introduction to economic analysis P1-1).In Market economy The price of goods plays a crucial role in determining an efficient distribution of resources .Price acts as a signal for shortages and surpluses which help firms respond to changing market conditions. In a market economy Price is determined by demand and supply, for example when there is a low price for a good it means the demand is low. However in market economy price for abundant goods never gets high to a critical point due to the fact of consumer sovereignty environment which consumers are the rulers for suppliers. Figure: 01(Demand chart). Describes the demand relationship with quantity and Price Source: http://bit.ly/1LhnYp As it is observed in figure 01; P1and Q1 interception determines a good with high demand and low quantity so the price is at the highest peak. In opposite side of the Demand law there is supply law. Figure: 02(supplys chart) describes the supply relation with price and quantity Source: http://bit.ly/1LhnYp As it is shown in supplys chart when the price is high for a product, supply will increase accordingly. And on the other hand equilibrium or balance will happen. As bellow Figure: 03(equilibrium chart) describes How supply, demand, price and quantity are stable Source: http://bit.ly/1LhnYp Figure 03, determines how supply is dictated by price. Role of other factors like excess demand and excess supply are not declinable in determining the price in a market economy but is out of this papers capacity. Market economy Vs command market Command economy is an economy system that all economic activity is regulated by the government, formerly in China and the Soviet Union are two appropriate examples for such economic system. There are two opposite approaches to an economys operation.   The command economy is Hierarchy from top to down, and centrally planned economy of socialism (Roberts, Paul Craig and Karen Lafollette, Melt down: Inside the soviet economy, Cato institute ,PP12-13)   The market economy is the divided economy of the market economy.   The most tangible difference between the two is the existence of private property in the market economy and the absence of private property in the command economy. The belief about command economy is that it is planned and organized while market economy is unplanned.  Contradiction to this view is the fact that market economy is very intelligently planned via consumer demand through the price system. Moreover, for five reasons the command economy is doomed. First, effort to plan an entire economy by a main decision making body is ineffective as the bulk of task is tremendous.  That is impossible that a board of few hundred planners could know the needs, conditions of resource availability, and localized knowledge spread throughout an economy. Second, the command economy motivation factor eventually is based on force and compulsion.  The main element in an economic system is in fact people; therefore controlling an economy is first and foremost control of people.  Unfortunately human motivation is reduced when force is used in any area which dooms that entity to end. Third, the command economy is based on collectivism which means collective control over production and distribution.   Individual encouraging is absent. For example, with ten employees in an economy each will receive one out of tenth of total output.   If one person neglects, his loss is only one of tenth of the production he would have produced.  So the loss for an entity with a population of millions is dramatic and sometimes irreversible .It turns out that everyone is trying to live at the expense of others and accordingly production efficiency and effectiveness both will reduce. Four, the incentive for production is to satisfy the political authorities who have control over the workers life.   In contrast to the market, where production is relied on consumers demand, consumer is not a vital factor to the command economy. And last but not least, economic risks are much likely to be higher in command market in compare with market economy, failures such as excess demand and excess supply are more likely to be less or at least are not as intense as command market as consumers demand plays a vital role in market economy and is more manageable. Command economy has advantages as well such as bellow Government removes all private contributors and tries to contribute products equally. In this way poverty level will be reduced and there is equal income. Social services are also emphasized in this type of economy. Command economy has capability of fast changes in major problems. For example if a company has to be shifted it will be fast as government has the whole power. Practically bankruptcy does not exist under the command of government and if there is a loss in any enterprise it will be compensated by other resources that are under command of government. For example if any entity has loss and is in need of cash government is responsible for cash injection. In overall every economy system has its own advantage and disadvantages, the current economy paces are toward capitalism which might be the answer to all of prayers. Even though there is no pure market economy systems used in the world and are most considered as mixed economy but still changes are toward capitalism and countries with the background of command economy have taught us that consumer demand is most important factor in economy which its ignorance causes the failure of the whole system. Source: http://alturl.com/37gwd Factors that influence the demand for mobile phones Mobile phone markets are one of the most turbulent market environments today, due to increased competition and change. So it is important to look at consumers decision process and recognize the factors that determine the consumers choice between various brands of mobile phones. Factors that influence the demand for mobile phones are vary; we try to cover some of the most important. Technology: twenty century is the communication century, every day new phones by new features are produced, when there is a new technology or feature is added to mobile phones it will increase the demand, as an example for technology, when a technology like Bluetooth started to be added to new phones, demand for the phones with this technology increased, or for new feature like camera the demand increased. Nowadays mobile phone companies are using societal marketing concept as their marketing plans, which means they focus on consumer needs, while some companies like apple go even further than this concept and determine new needs for customers by invention and technology. They create something in a manner that goes higher than demand and become a need which is described as state of felt deprivation. While demand is described as human wants based on their purchasing power. Environment, as the world is leading to globalization, environment plays a critical role in determining the demand, as long as a person is in an environment that is affected by a product he/she will get affected by that product, for example resistance to change is much lesser in an environment that is commonly agree on the demand of a product. Usage of Price elasticity of demand and income elasticity of demand in phone companies Price elasticity of demand is measured by the responsiveness (or sensitivity) of consumers to a price change, according to Campbell McConnell and Stanley Brue (2004, p.356). The price elasticity of demand tool could be used to assess the several pricing plan to determine if the price should be reduced to attract more consumers, or to increase the price while making the product more attractive and more features to make it better bargain. This way also they can realize how elastic is their supplies. It also could dictate that different phones have different potential in elasticity, for example Nokia company Produces N series and E series, then company realizes the E series are highly elastic while N series are more likely to be inelastic in compare with the E series, so Company increase the production of N series while the price is stable, and lowers the production of E series in order to prevent the risk of excess supply. Income elasticity of demand isthe ratio of proportional increase in quantity demanded to proportional increase in income, with all prices held constant. A luxury is a good with an income elasticity of demand in excess of unity.  [1]   According to income elasticity of demand companies can estimate the future prices and production. As income elasticity is more likely to be effective in luxury goods companies can determine also the quality of the goods. As the world economy faced the recession and has just getting out of trough phase is recovering itself which means that in future we will face the peak or economy boom, it is when consumers purchasing power increases and are more likely to intend toward quality rather than quantity. That is when Income elasticity of demand tool could help the companies to determine whether they could increase the quality and/or price and/or quantity accordingly. For example Sony Ericson realizes that demand toward its expensive product is increasing opposed to its highly affordable cell phones. This determines that economy now has the potential for a higher demand especially on expensive products. Conclusion In overall doctrine of elasticity in economy helps supplier to understand, interact and connect to consumer. It helps you to have a communion with economic and its factors, also has an important role in planning and even marketing in an organization. A Company Like AirAsia that in the trough of recession Was The only airline that had a 271% ahead of pre tax level profit in the first quarter of 2004 (Fourth quarter repot 2005, Airasia  [2]  ), While all of the other companies only suffering from loss. Such companies like AirAsia have won their ticket by futuristic and planning using doctrine of elasticity analysis. It shows no company no matter how big needs to have planning and analyze in all its area and aspects.

Introduction to Psychological Counselling Essay

What is Required in Reflective Writing? Why Reflect? ‘It is not sufficient simply to have an experience in order to learn.Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.’ (Gibbs 1988) Reflective writing provides an opportunity for you to gain further insights from your work through deeper reflection on your experiences, and through further consideration of other  perspectives from people and theory. Through reflection we can we can deepen the learning from work. The Nature and Content of Reflection †¢ So what do we mean by reflection? One tentative definition of reflection is offered by Moon (1999): ‘†¦ a form of mental processing with a purpose and/or anticipated outcome that is applied to relatively complex or unstructured ideas for which there is not an obvious solution’. (Moon 1999:23) †¢ Moon continues by outlining some of the purposes for reflection: †¢Ã¢â‚¬ËœWe reflect in order to: – Consider the process of our own learning – a process of metacognition – Critically review something – our own behaviour, that of others or the product of behaviour (e.g. an essay, book, painting etc.) – Build theory from observations: we draw theory from generalisations – sometimes in practical situations, sometimes in thoughts or a mixture of the two – Engage in personal or self development – Make decisions or resolve uncertainty †¦ – Empower or emancipate ourselves as individuals (and then it is close to self-development) or to empower/emancipate ourselves within the context of our social groups.’ (Ibid pp23) †¢In this instance, whilst your reflective writing must relate to your experience, the exact focus and emphasis is for you to determine. Deepening Reflection – Three Models of reflection †¢ When assessing your reflective writing you will be expected more than a superficial review of your experience, they will be seeking evidence of deeper reflection. This means moving beyond the  descriptive, and subjecting your experience to greater scrutiny. In Learning by Doing, Gibbs (1988) outlines the stages for a ‘Structured Debriefing’, which are based on Kolb’s (1984) Experiential Learning Cycle and which encourage deeper reflection: Continued †¦.. Deepening Reflection – Three Models of reflection Description: What is the stimulant for reflection? ( incident, event, theoretical idea ) What are you going to reflect on? Feelings: What were your reactions and feelings? Evaluation: What was good and bad about the experience? Make value judgements. Analysis: What sense can you make of the situation? Bring in ideas from outside the experience to help you. What was really going on? Conclusions (general): What can be concluded, in a general sense, from these experiences and the analyses you have undertaken? Conclusions (specific): What can be concluded about your own specific, unique, personal situation or ways of working? Personal Action plans: What are you going to do differently in this type of situation next time? What steps are you going to take on the basis of what you have learnt? On being Reflective †¢ Starting point We need to acknowledge our role as theory builders Have a clear method for making sense of our experience Develop a range of theoretical perspectives Participate in learning opportunities to practice, theorise  and evaluate their work. The Method: Kolb’s (1984) Experimental Learning Cycle Experiencing feeling Observation & Reflection Watching & thinking Testing & Applying planning and doing Analysing & Conceptualising Theory building On being Reflective †¢ Reflection is the ability to think about the things we have experienced in a systematic way †¢ Evaluate those experiences and learn from them †¢ Reflective practice is where you as the youth, social or health work practitioner take a step back in order to review and analyse how well the work is progressing and how effective you are working. †¢ It has two components: 1. Reflection -in- action; you are reviewing as you are working with a group of young people. 2. Reflection-on-action; you review after the event. †¢ A commitment to ongoing reflection is necessary if you want to improve and learn as practitioners. Integrating Theory and Practice Key Stage Reflection involves asking a series of  questions about your work and the ways  in which you are approaching it. Key questions †¢ What were you aiming to achieve? †¢ What body of knowledge informed your  work? †¢ What skills did you use to work? †¢ For example group work skills, my role as  a Student, my learning style †¢ Interpersonal skills: listening and  responding. The use of open and close  questions. †¢ The skills of providing information †¢ The skills of making suggestions or command (prescriptive intervention) †¢ Challenge and confronting skills †¢ Being a catalyst †¢ Exploring feelings †¢ Providing support Models of reflection Hatton and Smith ( 1995) identified four levels in the development of teacher reflection from teaching practice. In your reflective writing your tutor  will be looking for evidence of reflecting at the higher levels. Descriptive writing: This is a description of events or literature reports. There is no discussion beyond description. The writing is considered not to show evidence of reflection Descriptive reflective: There is basically description of events, but shows some evidence of deeper consideration in relatively descriptive language. There is no real evidence of the notion of alternative viewpoints in use. Dialogic reflection: This writing suggests there is a ‘stepping back’ from the events and actions which leads to different level of discourse. There is a sense of ‘mulling about’, discourse with self and an exploration of the role of self in events and actions. There is consideration of the qualities of judgements and possible alternatives for explaining and hypothesising. The reflection is analytical or integrative, linking factors and perspectives. Critical reflection: This form of reflection, in addition, shows evidence that the learner is aware that actions and events may be ‘located within and explicable by multiple perspectives, but are located in and influenced by multiple and socio– political contexts’ Bloom (1964) identified different levels of thinking processes, which he presented in a hierarchy; these can also be used as a framework for more thorough reflection. They move from knowing, evidenced through recalling information, through to evaluating, evidenced through making systematic judgements of value. In your reflective writing your tutor will be looking for evidence of these higher level processes. Process Increasing Process Knowledge Recognition and recall of information – describing  events Comprehension Interprets, translates or summarises given information demonstrating understanding of events. Application Uses information in a situation different from original learning context – Analysis Separates wholes into parts until relationships are clear – breaks down experiences Synthesis Combines elements to form new entity from the original  one – draws on experience and other evidence to  suggest new insights Evaluation Involves acts of decision making, or judging based on  criteria or rationale – makes judgements about Difficulty Possible sources of evidence for reflective Other things I know Personal aspirations Experiential learning theory Me as a learner SELF Organisational review COURSE WORK Work-based issues Work-based learning PERSONAL REFLECTION YOUR LEARNING PLACE Application of other  modules / learning  to these ideas Application to other modules / learning Guidelines for completing the Reflective Journal/ Dairy Studies have shown that rreflection upon one’s learning is key to a full learning experience. For this reason, you will be required to keep reflective journals as part of your professional development. There are two different Reflective Journal templates. Learning Reflection – to be completed after attendance of each one day of workshop Technology Reflection – to be competed after using the technology in your work practises. Participants are required to integrate at least two new skills into their work practises after each one day of workshop attendance. How long will it take? – As a rough guide, each journal entry should take approximately 20-30 minutes. Feel free to add comments but the minimum requirements are included in the template. What should I write? – What you learn today †¦. Confidentiality – All information completed in journals is confidential. Learning Journal †¢ Reflect for a few minutes on today lesson and write your sample reflection on Reflective Journal Template. †¢ Don’t forget writing your learning journal each week after lesson. Next – Week 7 Session Introduction to Counselling Skills References †¢ Gibbs, G. Rust, C. Jenkins, A. Jaques, D. 1994, Developing Students’ Transferable Skills. Oxford Centre for Staff Development. †¢ Kolb, D. 1984, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New Jersey †¢ Moon, J, 1999, Learning Journals: A Handbook for Academics, Students and Professional Development. Kogan Page †¢ Wright, Jeannie and Bolton, Gillie (2012) Reflective Writing in Counselling and Psychotherapy (London: SAGE)

Kate Chopin’s Story Of An Hour And The Storm Essay

Author Kate Chopin has expressed feminine freedom in two of her short stories: â€Å"The Storm† and â€Å"Story of an Hour†. She was the breakthrough author for female independence and human sexuality. Through these two short stories, Chopin describes the lives of two women who discover their freedom in times where society does not accept women as equal to men. â€Å"The Storm† relates love and marriage as a prevention for free full blown passion. â€Å"Story of an Hour† relates love and marriage to unhappiness and repression. â€Å"The Storm† holds a very symbolic meaning for passion. It affirms feminine sexuality through Calixta and Alcee’s relationship. Despite Calixta’s marriage to Bobinot, she proceeds with her unacceptable behavior in society with Alcee and commits adultery. Her newfound passion determines the importance of passion in 1890s where many women felt they were bound. Many parts in the story foreshadow Calixta and Alcee’s sexual encounter. The storm itself was describing their progressing passion with the encounter of a lightening bolt and thunder: â€Å"Calixta put her hands to her eyes, and with a cry, staggered backward. Alcee’s arm encircled her, and for an instance he drew her close and spasmodically to him.† The increasing power of the storm represents the increasing passion between the two lovers. This short story puts aside the constraints of society and marriage, and opens a door for feminine sexuality. The same sense of freedom that Chopin expressed in â€Å"The Storm† applies to â€Å"Story of an Hour†. Main character Louise Mallard is an elderly woman who has lost her husband. She is in a state of thought when she realizes her newfound freedom. She discovers that her marriage was a bondage and hopes for a long life to enjoy this new freedom. Her marriage seemed to have cast shadows on her happiness. In this time of thought, she focuses on her own feelings and indifference to her husband Brently Mallard. Even more so Louise is affected with her heart condition. Her heart condition foreshadowed Louise’s demise. It’s purpose was to describe her as weak of heart and weak of character. She could not accept her misery and lacked honor even so to be aware of her own unhappiness. This  again expressed the oppression of women in the 1890s mentally and physically. The two stories share a sense of contradiction. Calixta is left happy and renewed after her experience. She welcomes her husband Bobinot and her son Bibi happily when they arrive home after the storm. This is where Chopin describes the first step into freedom of marriage and sexuality. â€Å"Story of an Hour† on the other hand expresses demise of a woman who was on the verge of freedom. Louise is happy too when she realizes that her marriage was preventing her from happiness. She chanted the word free to her self in realization. She is so overwhelmed with her freedom that she dies when her surviving husband appears to her. She dies of knowing that she does not have her freedom after all. Chopin expressed love as a way of freedom and oppression in her short stories. She described Calixta’s adultery a passion while Louis’s marriage an oppression. Either way, it lead to some sort of resolution into freedom. The discovery of passion in â€Å"The Storm† was so great that Alcee himself did not want to commit to his wife. In â€Å"Story of an Hour† Louise Mallard considered her marriage and love unreal and unworthy of her. She does not want to be under the will of another person Women of Chopin’s time felt these fictionous stories, but were undermined of society. Love, passion, and marriage work together in â€Å"The Storm† and â€Å"Story of an Hour† to bring an idea to the reader of how relationships were in the 1890s. Love and marriage fall to passion in Chopin’s stories.