Article Analysis for Economics - 1636 Words

University of Phoenix Principles of Microeconomics ECO/365 Professor James Harris III Aug 7, 2008 Article Analysis The article that will be used for this analysis is â€Å"Supply, demand, and the Internet-economic lessons for microeconomic principles courses† by Fred Englander and Ronald L. Moy. There will be definitions for the following economics, microeconomics, Law of supply and the Law of demand. Another subject that will be discussed is the identification of factors that lead to the changes in supply and demand. In order to better understand what is being discussed going to start with the definitions. Define Economics â€Å"Economics is the branch of social science that studies the production, distribution, and consumption of†¦show more content†¦Here is a great example of how the internet has helped in price and product comparison: â€Å"a consumer buying a car may not be informed fully about the safety features of various models or may not have adequate information to evaluate the importance or usefulness of various options (e.g., antilock brakes, four-wheel drive, side cross beams to reduce the damage from a side collision). The information asymmetry about those models or features is common and may allow an aggressive sales person to exploit the buyers ignorance† (Englander Moy, 2003). Another major utility of the internet is the ability to keep people connected. The internet allows friends and family to pay a low monthly price for e-mail, instant message and the ability to speak through a person’s computer. People can actually dial out to another computer and hold a conversation just as if they were on the phone. Describe what has occurred to change the demand for, or the supply of, the good or service, and market prices of those products or services There is not a market, industry, good or service that has not been affected by the internet. Pertaining to demand the internet has changed demand in many ways, mainly due to making a lot of information available to the consumer that did not use to be. The internet offers more selections and more information on the products so theShow MoreRelatedEconomics An Overview: Article Analysis Essay1392 Words   |  6 Pagesbusiness objectives. Economics used as a tool to solve coordination problems. They include what and how much product to produce, how to produce their product, and for whom they are producing. In order to effectively answer these questions, economics is used. Colander (2006) describes economics as â€Å"the study of how human beings coordinate their wants and desires, given the decision-making mechanisms, social customs, and political realities of the society† (p. 4). The foundation of economics is based on severalRead MoreArticle Analysis Week 1 Economics 3651064 Words   |  5 PagesWeek One Article Analysis ECO/365 January 16, 2012 Week One Article Analysis David Colander defines economics as the study of how human beings coordinate their wants and desires, given the decision-making mechanisms, social customs, and political realities of the society† (Colander, 2010, p. 4). Coordination in this definition refers to production content, method, recipients, and even quantity. To think like an economist one must analyze every situation by comparing the costs and benefitsRead MoreAnalysis of a News Article on Economics Essay1836 Words   |  8 PagesIntroduction The study of economics is important to everyone. 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Many Western economies have st ruggled in the past couple of months as their economies have seen a faltering recovery. In addition, the Chinese renminbiRead MoreAnalysis Of The Article Peaceful Revolution During Czechoslovakia From Economic And Political Weekly, A Social Science Fiction Essay1598 Words   |  7 PagesIn an article titled â€Å"Peaceful Revolution in Czechoslovakia† from Economic and Political Weekly, a social science journal created in India in 1949 that covers international topics, the beginnings of the Prague Spring were told as of April 27th, 1968. The tone of the article is optimistic about the new liberalization seen in Czechoslovakia to this point, but there is also a tone of uncertainty about what exactly will happen. The author of the article knows that major changes are being made, so quicklyRead MoreMiddle East Faces Water Shortage For The Next 25 Years1403 Words   |  6 PagesIntro paragraph: I collected the news articles for this assignment through various means. For instance, I used Google search, and typed in keywords such as economy, scarce resources, economic analysis, economic data, consumer demand, consumer spending and consumer prices. I would then click the news tab and looked through the list of recent news articles, and I would pick the ones that caught my attention the most. I also went directly to well known news websites, such as the Miami Herald, WashingtonRead MoreEconomic Development Of China Through Marxian Economics And Neoclassical Economics1618 Words   |  7 Pages In the era of capitalist globalization, the economic growth of China has made the country a possible regional leader with the potential to become a global power. With respect to economics, China’s capitalist market has become a key international player in global politics. One way of conceptualizing the phenomenon of economic expansion in China is through the examination of traditional and contemporary IR theories. China’s remarkable economic growth, which exemplifies their â€Å"socialist market economyRead MoreDoes Natural Disaster Affect International Trade?1678 Words   |  7 Pagesdeveloping such as machines, technology, and other fields in the world. Therefore, experts make an accurate estimate what will happen to futures. Economists estimate rates of economic growth or impacts of crises or other economic phenomenon. However, what if natural disasters occur in somewhere, economists still can estimate economic phenomenon or prepare what they have to do? Do they expect exchange rates will fall, and their countries’ economy will crisis? For example, Japan s earthquake and tsunamiRead MoreMcCarthyism: Weeding out Communist Threats or Saving Capitalism1431 Words   |  6 PagesUnited States ended with a rudimentary analysis of the repercussions of a fabricated fear of communism. The article â€Å"McCarthyism: Political Repression and the Fear of Communism† denied overarching themes of the time period and focused on narrow attempts to place economic sanctions, infractions of civil rights, and national security as the reasons and outcomes of the fear of communism. While these themes are all supported with evidence, a neglect of analysis on the bigger picture leave the readerRead MoreRhetorical Analysis Of Illegal Immigration, Deportation Policy, And The Optimal Timing Of Return Essay1192 Words   |  5 Pagesrhetorical style of three articles regarding immigration. The article have various viewpoints and each looks at differen t aspects of the immigration. The articles all have in depth analysis on the topic they are covering. I will look at each article by analyzing the way the article is presented. I will try not worry about the topic, but the style of the writing and tone. Each article has characteristics of audience and rhetoric which gives them a sense of credibility. In the article, â€Å"Illegal immigration

Principles of Communication in Adult Social Care Settings Free Essays

Assignment 301 – Principles of communication in adult social care settings. Ai) Identify four different reasons why people communicate. . We will write a custom essay sample on Principles of Communication in Adult Social Care Settings or any similar topic only for you Order Now Create and maintain relationships .To teach and to learn .To share opinions .Feelings and emotions Aii) Describe two ways how effective communication can affect relationships in an adult social care setting between individuals using the service, their carers, colleagues and other Practitioners. Effective communication is essential in building a meaningful relationship between the resident and the carer as it can help build trust and respect. Effective communication is fundamental in regards to the resident’s needs and preferences and to ensure they are met. As a carer i would discuss the options available to the resident to allow them to make an informed choice in regards to their care. Aiii) Using the table below, identify three ways of finding out the communication and language needs of an individual. For each method, describe how effective it is at establishing the needs of the individual. METHOD| HOW EFFECTIVE IS THIS METHOD? | Asking/Observing theIndividual. Asking/Observing is probably the best way of establishing the individual’s communication and language needs as this would immediately allow me to establish their usual language, if they are visually or hearing impaired etc. | Check the Care plan for the individuals communication needs. | The Care plan can be a good source of information on the needs of the resident, but if documented incorrectly due to human error this method becomes ineffective. | If the first two don’t provide you with the needed information you could ask resident’s family, friends, doctor or other professionals who have worked with the individual. This is another effective method, only to be used if the first two fail. | Aiv) Describe three factors to consider when promoting effective communication. .Does he/she have any equipment to aid them in communicating e. g. glasses, are they clean and are they the correct proscription? Hearing aids are they switched on, does it need new batteries and is it fitted correctly. .People suffering from dysphasia might get frustrated when trying to communicate. They might have difficulties finding the correct word so patience is required. .Is the area free from noise and distractions, and can the individual clearly see and hear you? Av) Describe three verbal and three non verbal communication methods and styles that a social worker may use in the adult care settings. VERBAL| NON VERBAL| Expression of emotions (nonspoken)e. g. grunts of exasperation, screams of pain or delight, cries of sorrow, whimpers or utterances of joy| Facial Expressionfacial expressions for happiness, sadness, anger and fear are similar throughout the world and are a huge proportion of nonverbal communication| Written CommunicationWriting is considered a form of verbal communication because words are involved. GesturesCommon gestures include waving, pointing, and using fingers to indicate numeric amounts. | Oral CommunicationWhen people speak face-to-face, via the phone or by webcam, it’s considered verbal communication| Involuntary nonverbal communication Movements and attitudes that show how people feel. | Avi) Explain why it is important to respond to an individual’s reactions during communication. Shows you have respect f or the individual and that you are truly interested and listening to what He/she is saying. Avii) Explain how an individual’s background can influence the way they communicate? Read also: â€Å"Advice About Communication† Individual’s backgrounds, customs and beliefs differ and may make communication a challenge, in some cultures for example, children are not allowed to speak to certain adults. Other cultures don’t allow women to talk to men they do not know. Life events can also influence the way people communicate. A person who has suffered a stroke might find it challenging to communicate verbally. A person who has previously been abused might be withdrawn and have difficulties communicating what they want. Aviii) Identify three examples of barriers to communication and explain how you could overcome each barrier? BARRIER| HOW IT CAN BE OVERCOME| Physical barriers| Physical barriers such as noise and temperature are easily overcome, try turning off the television or radio or setting the room to a more comfortable temperature. | Physiological barriers| Ensure any aids the individual needs to communicate are made available and are working correctly. | Psychological barriers| An individual suffering from dementia may sometimes struggle to communicate their wishes, in this situation I would reassure the individual Simplifying my words and speaking clearly and slowly giving them time to ask me questions and respond. Aix) Describe two strategies that you could use to clarify misunderstandings. .Ask the individual to repeat what you have told them to confirm their understanding. .Ask the individual questions to determine their understanding. .One way of preventing the misunderstanding in the first place is to refer to the individuals care plan to determine his/her preferred mean of communication Ax) A social care worker wants to enable more effective communication with Individuals using the service. Explain how they could access extra support or services that may be helpful. If a service user is demonstrating hearing difficulties, they could be referred to a general practitioner for a hearing test to determine whether or not the individual needs a hearing aid. Also if a service user is demonstrating visual difficulties could be referred to the opticians. Service users that have previously suffered a stroke may have difficulty producing and using speech, they may need a referral to Royal College of Speech and Language Therapists www. rcslt. org. uk Task B Case Study You are a social care worker and a service user, Hannah, tells you that she is unhappy taking her new medication. She thinks she does not need it and so she is throwing it away. You know from her care plan that Hannah does need to take the medication regularly and gets confused. Hannah begs you to keep this confidential and not tell anyone especially her daughter, who she sees regularly, as her daughter will be very angry. Bi) How would you explain the term ‘confidentiality’ to Hannah? I would first establish Hanna’s capacity and try to explain it in a way she would understand. I would try to explain to Hannah that I would respect her right to privacy and would uphold my confidentiality as long as it was in her best interests as I have a duty of care towards Hanna. Bii) Describe the possible tensions that may arise between telling others of Hannah’s decision and keeping this information totally confidential. In telling others of Hanna’s decision to discontinue taking her medication it could leave Hannah feeling betrayed and could cause Hanna to stop trusting me. It would be wrong not to inform my Manager/GP as I have a duty of care to Hannah. Bii) Describe ways to maintain confidentiality in day to day communication. To maintain confidentiality I would ensure all handovers of service users information was done in private and in an unused room as not to be heard by others. Also by ensuring daily progress notes and care plans were secured in a locked cupboard. Biv) Explain when and how a social care worker should get advice about confidentiality. If a service user asked me to keep certain information confidential and I was unsure of what to do, I would read the policies and procedures or speak to my manager to find the correct course of action. How to cite Principles of Communication in Adult Social Care Settings, Essay examples

Philosophy Lifes Greatest Questions Essay Example For Students

Philosophy Lifes Greatest Questions Essay Philosophy is a general overview of how our society functions, by how we think and the many ways in which we act. It can also be described as the love of wisdom. As individuals we are introduced to ideas that test our knowledge of the different concepts of life, with questions such as who are we and why were we brought here? Philosophical questions have made an impact on us with thoughts that dont usually have an answer to the question which was brought forward, and to which neither side knows the answer to. For thousands of years mankind has questioned the origins of human life and the nature of the cosmos. Over the years, great philosophers such as Plato and Aristotle philosophized such questions as: What is the meaning of life on Earth? What were the circumstances that caused us to wonder about why we are here? And which method for searching for the meaning of life do we prefer? Such questions have also boggled my mind. The philosophy of ones life, can only be answered by that person whom it consumes. Philosophy and our daily lives are closely linked to each other. At work and or school we are sometimes bombarded with questions that may occasionally affect our way of thinking, and in some cases our moral beliefs. In the community, we are subjected to things that become integrated into our lives, and we are left with the agony of trying to figure out the right or wrong answer, which was posed. We as individuals sub-consciously ask ourselves questions that at the moment do not occur to us that we are being philosophical by how we think. Philosophy is life, without it we would not be able to ask the questions, which are associated with the whole concept of philosophy; such as, is there a God? Morally, we are brought up to believe that God truly exists through religion, but how can we be so sure? It has been said that philosophy does not have a right or wrong answer, but could it be that we as a society did not search hard enough for the answer? Can we use logic as a tool for answering philosophic questions? Each person comes into this world with a reason, a purpose for living. Each person with their reason, their purpose for living in some way inevitably impacts the world in which he or she lives in. Like an oxygen molecule colliding with the millions of other different molecules, which make up our atmosphere, so too did the humblest, fragile Mother Theresa who changed the lives of hundreds of poor, third world citizens across this globe. Behind our nurtured souls, it is our biological human nature to question and ponder our existence and surroundings. However, only when a catastrophe of some sort occurs, do we realize how precious life is. Or when your plan to become valedictorian somehow does not avail, do we turn to God and ask why? Rarely ever do we contemplate our achievements and give thanks to what we already possess. Living in a multicultural world, with many different people, religions, and philosophies, methods for achieving the ultimate answer to life is bound to have a variety of solutions. Is it God that predetermines your life and mine? Is everyday life, life itself? Or do laws too complex and uncontrollable to man govern the universe? Life is short. And in order to achieve maximum meaning you have to take one day at a time. Do onto others, as you would want others to do onto you. .u9d02f512796f11adb4721fb1270ec93e , .u9d02f512796f11adb4721fb1270ec93e .postImageUrl , .u9d02f512796f11adb4721fb1270ec93e .centered-text-area { min-height: 80px; position: relative; } .u9d02f512796f11adb4721fb1270ec93e , .u9d02f512796f11adb4721fb1270ec93e:hover , .u9d02f512796f11adb4721fb1270ec93e:visited , .u9d02f512796f11adb4721fb1270ec93e:active { border:0!important; } .u9d02f512796f11adb4721fb1270ec93e .clearfix:after { content: ""; display: table; clear: both; } .u9d02f512796f11adb4721fb1270ec93e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9d02f512796f11adb4721fb1270ec93e:active , .u9d02f512796f11adb4721fb1270ec93e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d02f512796f11adb4721fb1270ec93e .centered-text-area { width: 100%; position: relative ; } .u9d02f512796f11adb4721fb1270ec93e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d02f512796f11adb4721fb1270ec93e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d02f512796f11adb4721fb1270ec93e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9d02f512796f11adb4721fb1270ec93e:hover .ctaButton { background-color: #34495E!important; } .u9d02f512796f11adb4721fb1270ec93e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d02f512796f11adb4721fb1270ec93e .u9d02f512796f11adb4721fb1270ec93e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d02f512796f11adb4721fb1270ec93e:after { content: ""; display: block; clear: both; } READ: Coke Vs. Pepsi: Fighting For Foreign Markets November 27, 1995 Introdu EssayPhilosophy has existed since the beginning of time and it has since then begun to open our minds to new and different perspectives. Whether you find the answer to the meaning of life, and you have truly, thoughtfully, and adequately answered it, what is the achievement exactly? Will life be fuller now that you have satisfied your quest for existence? What if more complex questions arise that you cannot answer? If that holds true, to continue this process of intellectual thinking, we must first be open-minded and willing to accept the changes that philosophical thinking can bring. What is what?

There are many types of cults in the world, cults Essay Example For Students

There are many types of cults in the world, cults Essay areeverywhere but you just do not see them. Every person in the worldhas been in contact with them in one way or another in many cases youcannot see them. The closest cult we know of is on Rice Lake calledthe Moonies led by Reverend Myung, where I have currently visited. Cults can be involved in churches and even are earliest religions arecalled cults. Cults are not the strongest groups sects are thestrongest group. When you join a sect you cannot get out of them but acult you can leave without having any problem or commitment. Sectswill not let you out because many times its illegal and they areafraid that you will say something to the public. Cults sometimes areillegal to. We will write a custom essay on There are many types of cults in the world, cults specifically for you for only $16.38 $13.9/page Order now Religious cults are in every town and village there is nodefinition of a cult that is accepted by sociologists and psychologistor religion many types of activities will take cult like structures,an example would be any popular trend like physical exercise this iscalled the physical fitness cult. Famous athletes are a big figurewhen it comes to cults, many times Movie stars, professional athleteswill endorse a product and a trend will start, making it turn into acult. Also people who generate beliefs of something like flyingsaucer, aliens or any unknown figures can be cult. In religion whenpeople call a church they are referring to a sacred organizationhaving a highly structured or formalized dogma and hierarchy, but alsoallowing a bit of flexibility about membership requirements allowingyou to go to a church and leave church when you want to. Althoughsects are against church attempts to accommodate to secular society. Sects believe that they are protecting a true faith or belief. Sectstend to stay away from world events , and also they believe in astrong strict behavioral code and demand a commitment out of theirpeople. The differences between cults and sects are sometimes thesame. Many scholars do not make distinctions between the two. Cultsare different because they do not expect as much commitment. Manytimes cults do not expect couples to become apart. Cults do not lastas long as sects. Many times cults survive through a decade, and alsocults allow you to come and go as you want. Leaders of cults buildaround a charismatic leader who has a lifestyle dedicated to aspecific spirituality group that they know other people will follow. The word Mormonism began as a small cult then grew bigger until itbecame a sect and eventually into a church. All the new religionsfollowed the same thing by beginning small and getting bigger thanbecoming a church. Cults go back as far as we know of life, cults began to getbigger and be known throughout the world in the late 1960’s and early70’s as people were better educated and better understood how theywere formed and how they were run and people began to join. Duringthis time Youths and middle class people began to join cults becauseof the in thing to do and they felt more secure about themselves. Cults really started to fascinate people when Jimmy Jones cult beganin November of 1978 when all attention was focused on the masssuicide in Jonestown, a similar event happened in 1993 when federalagents engaged in a shoot out with cult leader David Koresh. Modern cults have many different practices and many different ways ofleadership. Some cults have a flexible functional leadership, likethe groups in the charismatic movement coming from the mainlandChristian religion, other cults have people who run and orchestratecult events, like Reverend Myung Moon leader of the unificationchurch. The reason people are attracted to modern cults because itputs emphasis on community and on direct experience with the divine. .ud23bb752ac59b2edb8cf31617d03bbf1 , .ud23bb752ac59b2edb8cf31617d03bbf1 .postImageUrl , .ud23bb752ac59b2edb8cf31617d03bbf1 .centered-text-area { min-height: 80px; position: relative; } .ud23bb752ac59b2edb8cf31617d03bbf1 , .ud23bb752ac59b2edb8cf31617d03bbf1:hover , .ud23bb752ac59b2edb8cf31617d03bbf1:visited , .ud23bb752ac59b2edb8cf31617d03bbf1:active { border:0!important; } .ud23bb752ac59b2edb8cf31617d03bbf1 .clearfix:after { content: ""; display: table; clear: both; } .ud23bb752ac59b2edb8cf31617d03bbf1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud23bb752ac59b2edb8cf31617d03bbf1:active , .ud23bb752ac59b2edb8cf31617d03bbf1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud23bb752ac59b2edb8cf31617d03bbf1 .centered-text-area { width: 100%; position: relative ; } .ud23bb752ac59b2edb8cf31617d03bbf1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud23bb752ac59b2edb8cf31617d03bbf1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud23bb752ac59b2edb8cf31617d03bbf1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud23bb752ac59b2edb8cf31617d03bbf1:hover .ctaButton { background-color: #34495E!important; } .ud23bb752ac59b2edb8cf31617d03bbf1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud23bb752ac59b2edb8cf31617d03bbf1 .ud23bb752ac59b2edb8cf31617d03bbf1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud23bb752ac59b2edb8cf31617d03bbf1:after { content: ""; display: block; clear: both; } READ: Remembering an Event - My Patience Pays Off EssayIn cults participants often find a level of social support andacceptance that they do not find in a nuclear family. This makes andgenerates a sense of belonging to something profound and a feel ofbeing somebody. People who often join cults such as this, joinbecause they think they are getting something the world did not givethem. Several factors have been looked at to figure why people likeare modern youths join cults. Factors that were looked at were drugswar assignation of many unpopular presidents. Cults have beenquestioned about brainwashing people, and found it to be true. Cargo cults are usually neutralist and are in it for money. The word cargo refers to foreign goods possessed by Europeans. Cultmembers believe that goods belong to themselves and that , with thehelp of ancestral spirits, the goods can be returned to them throughmagic religious means. Brainwashing is the process of deliberately subjecting peopleto physical and psychological hardship in order to alter theirthoughts and attitudes, and actions. It also is a process of totallycleaning a mind of one set idea and replacing them by another thoughtor belief. This is called to indoctrinate cleaning a thought andputting a completely new thought in mind. Indoctrinating can takeplace without brainwashing. There are 2 aspects of brainwashing theyare confessions of past crimes or errors of the past and re-educationto new beliefs. Prisoners sometimes are made to confess by lack ofsleep and food and other forms of intense physical discomfort, alsoisolation from victims families and from familiar surroundings. Cult leaders show obedience, and humility and make other members givesocial pressure to the new member to make them join. And the lastthing they do is make mutual criticism and self criticism sessions,which make them have a generalized guilt feeling that all people haveacceptance of new ideas is again fostered by group pressure and theanticipated reward of freedom. People who have a better understanding of psychology andneuophysiology have made larger groups create extremely effectivebrainwashing programs. Their techniques however have been usedfor centuries as inquisition making people give excited confessionsfrom alleged heretics. Religions sometimes use these methods likescourging, rhythmic dancing and drumming and sometimes inducing atrance like state in which the individual is open to conversion. Inthe 20th centuries, most noticeably by the peoples temple of Guyana,whose membership committed mass suicide. Mystery Cults are usually in the ancient times whose membersbelieved that by means of the performance of particular secret ritualsthey would gain knowledge that people in the normal world would nothave and that would make a mystical union with the divine. Mysterycults make their members feel they are god and give them a feel ofimmortality that they cannot be destroyed. Many times in mysterycults, cult leaders feel they died and were brought back to be god orJesus. In today’s society, cults are one of the many unfortunateaspects endure in life. Leaders of Cults should be dealt with in amore serious matter. Cult leaders are con-artists and are people thatlike to control others. Cults should be controlled to protectinnocent citizens from being taken advantage of. BibliographyCDROM: Religious Cults. Grolier Electronic Publishing Inc.. 1993CDROM: Contemporary Cults. Grolier Electronic Publishing Inc.. 1993. CDROM: Cargo Cults. Grolier Electronic Publishing Inc.. 1993. CDROM: Contemporary Cults. Grolier Electronic Publishing Inc.. 1993. CDROM: Religious Cults. Grolier Electronic Publishing Inc.. 1993. CDROM :Contemporary Cults. Grolier Electronic Publishing Inc.. 1993. CDROM :Contemporary Cults . Grolier Electronic Publishing Inc.. 1993. CDROM :Cargo Cults . Grolier Electronic Publishing Inc.. 1993.

How to Get a Birthday Cake Delivered to a College Dorm

How to Get a Birthday Cake Delivered to a College Dorm Whether youre a parent or a friend, sending a birthday cake to a students dorm room can be one of the most thoughtful things you can do during those stressful college years. Parents worry about their kids while theyre away, and friends want to celebrate in style with fun surprises. Whether youre long distance or just want to make your kid or friend smile, sending a little celebratory gift can make all the difference. Delivering Birthday Cakes to Dorms The first thing you want to do is see if the college you want to send a cake to offers special orders for birthday treats through their dining halls or student life services. This would be a fast solution, so scouting out the possibilities is key. Simply inquire when you visit the campus during orientation or give them a quick call. At the University of Delaware, for instance, you can send a YoUDee Gram –a 10 to 15-minute visit by the school mascot, who is a giant blue chicken that arrives at the students dorm with balloons, an autographed photo, and more than a little comic pizazz. Parents and friends can also call the University of Delawares dining hall to order a personalized birthday cake for dorm delivery or pick up. In fact, other colleges like Stanfords parent association  deliver birthday cakes, balloons, and flowers, as a fundraiser for the college endowment fund. Bakery Deliveries Some college town bakeries deliver on campus. However, if you cant find a local patisserie, there are plenty of bakers who will ship their wares overnight or via two-day mail. Simply check in with the campus mail room to see if any restrictions apply. Some accept FedEx or UPS overnight, while others prefer US postal service deliveries. Get creative with all the fun possibilities for your cake send by drawing inspiration from other colleges: Arizona’s Fairytale Brownies  mails a birthday box with brownies, a teddy bear, a kazoo, and a pin-the-tail-on-the-donkey game for around $50.The Delaware-based SAS Cupcakes ships assorted vanilla, triple chocolate, and red velvet cupcakes decorated for birthdays or Greek life events, accompanied by little flags with your child or friends Greek letters. Delivered by the dozen, this delivery costs around $45. A Homemade Birthday Box Forget all the headaches and assemble your own birthday-in-a-box. Frosted cakes dont do well in the mail, so you can bake a cake. The moister the cake, the better. Consider flavors like  pumpkin, carrot, or banana. Once youve baked your cake, youll want to make sure its wrapped before you ship it off. Include little additions to your care package, like a simple can of supermarket frosting, a box of candles, and a birthday tiara. Alternatively, you can bake up a batch of chocolate cookies that are  decorated to look like cupcakes, and ship them off. For something extra, add a birthday card or a small gift.

Fire Writing - Reveal an Invisible Message

Fire Writing - Reveal an Invisible Message Use an invisible ink to leave a message. Reveal the message by touching a flame to the edge of the writing, causing it to burn away in smoldering flame. The paper is left untouched, except for the fire writing. Fire Writing Materials Potassium nitrate (available in stores or make it)WaterPaper (heavy, relatively absorbent paper works best, like parchment paper) Prepare Your Message Mix potassium nitrate into a very small amount of warm water to make a saturated potassium nitrate solution. It is fine if there is undissolved potassium nitrate.Dip a paintbrush, cotton swab, toothpick, fingernail, etc. into the solution and use it to write a message. You want to start the message or design at the edge of the paper. The lines of the message must be continuous since the fire will travel from the edge of the paper along the writing. You may wish to re-trace the message to make sure there is potassium nitrate on all parts of it.Allow the paper to dry completely. Your message will be invisible, so I hope you know where it started!Touch the edge of the paper, where the invisible message started with the flame of a lighter. The message will ignite and burn in smoldering fire until it is completely revealed. If you were careful only to light the edge of the message, the rest of the paper will remain intact. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Fraud And Errors of the Companys Financial Statement Case Study

Fraud And Errors of the Companys Financial Statement - Case Study Example Finally, the detection risk which analyses the risk that auditors’ procedures would fail to detect a material error (Hall, 2013, pp. 691). Accsys Technology PLC is a chemical technology group quoted on the Alternative Investment Market (AIM) on the UK stock exchange. It develops and commercialises a range of transformational technologies that are based on the acetylating of wooden elements, such as particles, wood chips and fibres, and solid use for us as a leading, environmentally sustainable, construction materials. Analysis of the company’s most recent financial statements indicates some anomalies that need further investigations. These areas include revenue, gross profits, and remuneration whose balances show a large positive difference in 2014 as compared to 2013. Material misstatements in the financial statements are often as a result of an overstatement or understatement of revenues. It is crucial for auditors to presume that there are risks in revenue recognition. From the quantitative analysis (Appendix 1) it is clear that the company’s total revenue had materially increased by 78% in 2014 as compared to that reported in the year 2013. According to the financial director, the increase had been attributed to a 61% increase in Acoya revenue because of an increase in sales to Medite. This increase in sales to Medite is because the company had finished its built up stock which it was still utilizing earlier. There was also an increase in license income from Solvay and other revenues such as the sale of acetic acid. According to the financial statements, the increase in total revenue was as a result of an increase in revenues in the UK and Ireland by 183.70% (Appendix 2). This was further explained by an increase in revenue generated fro m one customer who represented 43% of this revenue and exceeded 10% of the group’s revenue. This area creates an audit risk because in 2013 the revenue generated from a customer did not exceed 10% of the Group’s revenue.  Ã‚  

Kentucky Fried Chicken Business Expansion Marketing Plan Case Study - 3

Kentucky Fried Chicken Business Expansion Marketing Plan - Case Study Example The research design will be based on a random sample and small community that has a KFC located nearby. The qualitative and quantitative research will define the overall trends on a global level, they will focus on a survey sample to identify why KFC is experiencing changes within the franchise. The benefit of this will provide KFC with a new marketing approach that will help to expand their services as a leading fast food restaurant. KFC, also known as Kentucky Fried Chicken, first opened its doors in 1930, beginning at the Great Depression. The first restaurant opened in Corbin, Kentucky, and was then known as Sanders Court and Cafà ©, named after the founder, Harland Sanders. By 1936, Sanders was named a Colonel for the cuisine and was able to expand his restaurant to include more recipes and a higher amount of traffic. By 1940, the original recipe, which is one of the secret ingredients of the chicken was introduced, which instantly led to the widespread popularity of the restaurant and the kitchen. In 1955, Sanders began to sell his recipe to other restaurants to pay off debts, which led to the opening of KFC in 1957. By 1960, KFC became a franchise and grew into a national commodity with some of the best-known chicken, which quickly grew into restaurants in Canada and in Europe. By 1982, KFC became a subsidiary of R.J. Reynolds Industries and was able to be a part of fast food chains known internationally, such as Taco Bell. The popularity of KFC continued to grow with several newer recipes, including â€Å"finger-lick in' good† chicken recipes and new options for low fat and healthy options for the different menu items (KFC, 2010). The changes in KFC and the building of this brand have allowed the corporation to become one of the most popular alternatives for those that enjoy chicken. This particular brand stands apart from others because of the ability to offer chicken as the main menu item.

Europeanization Case Essay Example for Free

Europeanization Case Essay INTRODUCTION A number of related phenomena and changing patterns have been referred as Europeanization by many experts and professionals in their different studies and researches in this field. Outside of the social sciences, when a European continental identity grows, it is commonly referred as the definition of the Europeanization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this case, national identities, countries, and polities in the European continent are regarded as growing under the banner of Europeanization. When the organizational logic of national politics allows the political and economic dynamics of the European Union to become its part, it might also refer as the process of Europeanization. Policy-making in this governmental judgment has also been included in the definition of the Europeanization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Within a European context, national, regional, and other identities are re-defined by the leading of European governance at its various levels by the institutional interaction of policy actors, as posits by a more nuanced analysis. In this regard, opposition is not usually seen among the multiple levels of governance in the continent of Europe.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this way, a stronger, strengthened, and the United States is found to be gathering collectively under the name of Europeanization. In the result, identification of these European states is being done collectively, rather than identifying them as German, French, etc, as it was done in the past by different European states in the continent   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Institutions of Europe consist of an obvious area of change in them particularly. In addition, the growth of the European Union has also been changed during the process of Europeanization. In this case, the European Central Bank has been provided with the monetary policy of various nations that have been using the euro as their national currency.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this regard, Spain is one of the European countries that have gone through the process of Europeanization since many years, and a full European government has been eventually lead by the continuing process of Europeanization in the country. In this study, we will try to understand the process of Europeanization from the case study of Spain. Government, politics, and culture of the Spain will be focused, in order to understand the significance of Europeanization, as well as, the European Union in the continent of Europe.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An example of pacific democratization has been underlined by the establishment of democratic model, as well as, after the Franco’s death during the transition of the Spain. A unique example has been highlighted by the abovementioned in this regard. The devolution of competencies concerning the different regions has been achieved by the first steps of autonomous communities’ concept and system in the Spain.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the last years, appearance of regional statutes has been done in different reforms due to high extent of strong questioning than ever before. In one’s perception, more competencies and decentralization have being claimed by the regional powers. Almost independent projects have been covered by these reforms. The Spanish parliament rejected Ibarretxe’s Plan on February 2005.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some of the main points of the new statutes are the equality between autonomous communities and countries, empowering the self-government, and nationality in the region. As the central-state in shape of unique actor in international matters has been recognized by the Spanish constitution only, one of the most problematic aspects has been the direct international representation of the Spain in the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this sense, some of the aspects that conflict between the regional forces and central state are the implementation and decision-making processes of the European Union. The autonomous communities have been influenced by one of the most influential factors with the help of the regional policy of the European level, even after twenty years of association with the European Union by the Spain. EUROPEAN INTEGRATION   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The barriers of national state of Spain have been over gone by the integration process of Europeanization in the continent. In 1988, the structural funds were reformed during the process. In this process, the commission, the concerned member states, and the recognized and designated competent authorities have consulted closely, in order to define the term partnership. In this case, the problems and priorities of targeted regions were familiarizing with the local, as well as, the regional actors, in order to create the efficiency of the regional policy through the abovementioned local and regional involvement by an attempt of the partnership principle. In this case, the regions were given the chance and opportunities for the first time to create their own regional policy, rather than following one in the region. From the beginning of the text, this point was reinforced by the Treaty of Maastricht. According to this treaty, the citizens of the continent were encouraged to become closer, in order to make effective decisions in the region, and to recognize the objective based on united Europe, rather than for individual states. Therefore, the structures would not be left equally in the European Union by the expansion of actors in it. In this case, private spheres were also included along with the regional actors during the expansion. In the result, the complex system of transnational decision-making has been integrated in the continent of the Europe. In this regard, the wider framework of European policy system has been provided to these regional and national states, in order to defend and represent their interest in the continent. The process of the combination of different European states with the Spain has been referred as the sandwich model by some authors. However, the Spain has faced the lost of territorial sovereignty, but in the European level, its regional position has been strengthened and revaluated during the process of Europeanization. In the European level, the empowerment of regional actors has not only been faced by the Spanish national state, however, it has also been faced within its own barriers. In other words, the territorial space and the functional space have been facing a friction in the Spanish state. Newly functional bonds have been replaced by the long existing territorial lies in the region. In the Spain, the concept of government has been widened with that of the governance due to this continuous process of Europeanization in the region. At the same time, the role of national governments, and particularly Spain, has been strengthened by the regional policy of the European Union in the region. In this regard, the policy-making and decision-making opportunities have been given to the Spanish national state by the European Union. PARTICIPATION OF AUTONOMOUS COMMUNITIES IN EUROPEANIZATION The process of Europeanization has been made difficult by the weak territorial framework, as well as, the institutions. In the last twenty years, an initial competitive adaptive strategy has been replaced by the autonomous communities, in which, each competencies against the central state has been preserved by each region. Some of the examples of this moving from an initial strategy are the new framework of 2004, which were created in the CARCE, as well as, the Inter-ministerial Conference on the European Affairs, which was held in the year 1988. The transfer of both national and regional competencies has been allowed by the Spanish constitution, as well as, its legal framework to the European level. In this regard, the consent of the autonomous communities has not been required during the transformation. In this case, the regional powers and central state have gone through a feeling of friction between them. At the beginning of the Europeanization process, the losing of competencies was not concerned by the autonomous competencies in their important fields of agriculture, fishery, industry, etc. Even they felt that competencies were regained by the central state by the utilization of transfer power, and by implementing community law to the autonomous communities. The central administration and regional governments came under the competitive situation due to the abovementioned reason, which occurred during the 80s, as well as, in the beginning of 90s in region. Therefore, the abovementioned are some of the factors that changed the situation of Spain during the process of Europeanization in the region, and which changed the perception of local, as well as, the regional states in the continent.    AGREEMENT OF 1985   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1985, the Spain accessed to the European Council, before which, European policy-making was analyzed, in order to find the coordination and cooperation inter-governmentally in the central regions. In the implementation of European legal acts, the Spanish regions were tried to participate by the regulation of proposal of the central administration.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In relation with the Spanish stage, the distribution of responsibilities was proposed by the Spanish government, where the European policies were transposed by the central state, while the practice was put on by the autonomous communities. The project of agreement of 1985 was not found to be so specific during the decision-making process in the European level. However, this agreement is considered as one of the important aspects during the transformation of Spanish government into a unified European state. SPANISH GOVERNMENT’S SECOND PROPOSAL   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the rejection of the first proposal in 1985, second proposal was given by the Spanish legal framework in the year 1986. In this proposal, some considerations of the first proposal that was failed were taken by the Spanish central-administration. Domestic policy-making was proposed by the Spain, in order to distribute the responsibilities effectively in the region.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the decision making stage, the regional governments were provided with all European governments as per the proposal of Spanish government. The competencies, their interests, and their related information were also provided in this second proposal of the Spain. Interestingly, the idea of an inter-autonomous coordination body was the most interesting and fascinating point of the second proposal of the Spain, which was affected the proud culture of the Spain, which was usually depended on its domestic policies, rather than depending on the responsibilities and actions of the regional states in the region. SPANISH GOVERNMENT’S THIRD PROPOSAL   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The conditions of the 1986 project were kept similar in the third draft of the Spanish government regarding the European policies in the Spain, as well as, in the other regional states. However, the participation of autonomous communities changed in the level of decision-making. In this proposal, the idea of an inter-autonomous coordinating body was dropped by the Spain, and a possible forum was seen as the Sectarian Conferences. However, new inter-governmental coordination mechanism was allowed for the discussion in this third proposal of the Spain. INTERGOVERNMENTAL AGREEMENTS   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the rejection of all the three proposals of the Spanish government regarding the participation of autonomous communities in the implementation of the European policies, an institutionalized dialogue was created by partial agreements, known as the intergovernmental agreements. Therefore, the Inter-ministerial Conference on the European Affairs was created on December 1988. The three basic principles were formulated in the second session of this conference in the year 1989.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to these principles, the central state belong the exclusive competence regarding its foreign relations with the regional bodies of the region. Secondly, the internal distribution of the competencies must not be affected by the accession of Spanish government in the European Union. Thirdly, the second session formulated that the legal framework of the Spanish Constitution should be followed by the central state during the exercise of their competencies. PROCEDURAL FRAMEWORK IN 1994 Finally, intrastate participation of autonomous communities was provided by a comprehensive agreement of the Spanish government, the European Union policies were implemented in the decision making level as per the agreement. The principle of unity in external representation was respected by the new agreement. In this way, the autonomous participation was allowed in their different fields of agriculture, environment, employment, fishery, health, social policies, education, etc. In addition, youth and culture were also given a significance importance, in order to keep their significant magnitude in the region. CONCLUSION In the Spanish recent history, the relation and act of the two processes that are, Europeanization, and decentralization have been observed parallel with each other. In the result, the problems of intrusion and conflict have been caused most of the time between the regional and central-state governments. In the last years, one of the most important questions have been faced by the European Union regarding its integration process, which is the question of democracy, as the reflection of France and Netherlands have been observed in the shape of their constitutional referendums. Conclusively, the process of Europeanization can be understood interestingly by the example of the Spanish reality in asymmetrical states. The governance in European Union level and its work can be extrapolated in this sense. Lastly, we have tried our best to define, understand, and discuss the meaning of Europeanization with the case study of Spain and its central state, as well as, their different proposals regarding the Europeanization in the region.                         Works Cited Robert Harmsen. Europeanization. Rodopi, 2000. Paul Christopher Manuel. Spain and Portugal in the European Union. Routledge, 2004. Harold C. Raley. The Spirit of Spain. Halcyon Press Limited, 2001. Elena de La Souchere. An Explanation of Spain. Random House, 1964. Borzel. States and Regions in the European Union. Cambridge University Press, 2002. Rosamond. Theories of European Integration. St. Marin’s Press, New York, 2000. Aalberts. The Future of Sovereignty in Multilevel Governance Europe. JCMS, 2004. Luis Moreno. The Federalization of Spain. Routledge, 2001.

Elizabeth Bishop And Her Poem filling Station Essay example -- essay

Elizabeth Bishop and Her Poem "Filling Station" Elizabeth Bishop's skill as a poet can be clearly seen in the thought- provoking poem entitled Filling Station. She paints the different language levels of poetry with the skill of an artist-- she seems to have an eye for detail as she contrasts the dark and dim reference of a filling station to a more homey, pleasant atmosphere. Bishop aptly arranges her words and expressions through the language devices of voice and metaphor. In Filling Station, Bishop uses tone of voice brilliantly, through the use of phonetics, to create the poem's initial atmosphere. The opening seems to be offering a straightforward description of the filling station: "Oh, but it is dirty!/ -this little filling station,/ oil-soaked, oil-permeated/ to a disturbing, over-all/ black translucency". A closer inspection of the passage reveals quite a visual oil-soaked picture. This is created in large part by the oily sounds themselves. When spoken out-loud the diphthong [oi] in oil creates a diffusion of sound around the mouth that physically spreads the oil sound around the passage. An interesting seepage can also be clearly seen when looking specifically at the words "oil-soaked", "oil-permeated" and "grease- impregnated". These words connect the [oi] in oily with the word following it and heighten the spreading of the sound. Moreover, when studying the [oi] atmosphere throughout the poem the [oi] in doily and embroidered seems to particularly stand out. The oozing of the grease in the filling station moves to each new stanza with the mention of these words: In the fourth stanza, "big dim doily", to the second last stanza, "why, oh why, the doily? /Embroidered" to the last stanza, "somebody embroidered the doily". Whereas the [oi] sound created an oily sound of language throughout the poem, the repetitive [ow] sound achieves a very different syntactical feature. The cans which "softly say: /ESSO--SO--SO--SO" create a wind-like blowing effect from the mouth. Each SO allows for a sort of visual metaphor to be seen-- cars or the personified "high-strung automobiles" as they pass on by. Not only are [oi] and [ow] sounds effectively used in this poem to create a unique tone but so is th... ...can be that small part in us that still searches for hope and normalcy. We each need a "comfy" filling station. And although judgmental onlookers, or as Bishop writes the "high-strung automobiles", may only want to see the dirtiness of an individual character, a family or situation, they need to realize that if they look deep enough, light will shine through. "Somebody loves us all" if we are only to give the thought and time. Afterall, even an automobile needs oil every once in a while to continue down its path. In conclusion, it can be clearly seen that Elizabeth Bishop in the poem Filling Station has wonderfully played with different levels of language like voice and metaphor. The reader becomes actively involved in questioning their own filling station and the care they give toward it. Is he or she the station, one who drives by the station or one who gives to the station? Bibliography Bishop, Elizabeth. "Filling Station." An Introduction to Poetry. Eds. Dana Gioia and X.J. Kennedy. Eighth Edition. New York: HarperCollins College Publishers, 1994.

The bear ruled over the land with all his might

Once upon a time there were two spacious lands separated by a great wall. One of the lands had an oppressive and dictatorial bear and the other one was ruled by a greedy and cruel tiger. The bear ruled over the land with all his might and power and did not look after the needs of the red mice in his dominion. The greedy and cruel tiger remained neglectful of the blue mice citizenry.At dawn all the mice, both red and blue, in each land would wake up and start working hard on their lands. You could see the joy and cheer on their faces as they trim the trees and water the plants.At noontime, the mice had the routine job of gathering the finest fruits for their masters—the tiger and the bear. However, it seemed that the tiger and the bear had no feeling of satiety, for every time the mice offered them the finest fruits of their land, the tiger would swiftly glance at the bountiful fruits and look up to the other side of the wall saying, â€Å"I wish I could have what is behind th at wall. I think I deserve more than the fruits of this land.†In the same manner, every time the red mice would offer their bear the fruits of their toil, the bear thought to himself saying, â€Å"I am the mighty bear and mighty bears rule the largest lands.† It did not take very long before the bear approached the great wall and in all curiosity peeped inside a small hole on the wall to see what was behind it. The tiger also approached the wall and saw the bear and his land, which was similar to the tiger’s land.Because of the bear’s covetousness, the land on the other side of the fence looked so alluring and enticing. In all bravado, he beamed, â€Å"This is my land and you all must be under my control.†   Suddenly an old eagle with resonating light and long white wings came from blue sky and said, â€Å"You can not do this to each other.   You scare the mice and disrespect the walls. â€Å"Who cares about the mice?† the bear replied p ointing his hand to all the land saying, â€Å"This is my land.†Ã‚   The tiger roared at the eagle and in an instant scratched and wounded the eagle’s right wing with his sharp long claws.This made the eagle bleed profusely. Suddenly the resonating light vanished and both lands looked so gloomy. The sky turned into red with overcast black shadows as the two leaders broke into a vicious fight. In an instant, both the tiger and bear were locked in each other’s mighty claws, biting and fiercely wrestling each other. They ordered their own mice to fight the other troops and a deadly battle ensued.After the air had cleared, most of the mice on both camps were dead. However, the bear and the tiger were only slightly injured. In the end, the two leaders ruled over their land that stayed weak and beaten with a few mice to lead. This left the tiger and the bear puzzled over what led them to destroy each other’s kingdom instantly in a fit of rage.   

Society Social Networking Sites

Society Social Networking Sites Introduction The mounting popularity of social networking sites (SNSs) among Internet users across the world certainly demands an introspection of their shorter-term and longer-terms effects on individuals as well as societies. Available statistics demonstrate that an estimated 1.5 billion people across the globe have already created their profiles in SNSs, with the majority being on Facebook, Twitter, Linkedin, Ning and Tagged (Das et al., 2011).Advertising We will write a custom essay sample on Society Social Networking Sites specifically for you for only $16.05 $11/page Learn More At the surface, it is believed that SNSs have a great potential to essentially alter the character and scope of our social engagements on all fronts – individual, interpersonal, as well as societal (Ellison et al., 2009).. But while common practice always assumes the shifts to be beneficial, this paper seeks to demonstrate that SNSs have negatively altered the framework for social interactions that bind society together. Understanding Social Networking Sites In the literature, SNSs are defined as web-based services that provide people with the capacity to â€Å"†¦ (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system† (Tokunaga, 2011, p. 425). SNSs popularity continue to rise throughout the world, especially among adolescents, not only because of the way they have changed how this group of the population receive information (Neelamalar Chitra, 2009), but also due to their equalizing effect as users often feel the freedom to express themselves in ways not possible via other offline channels (Cardon et al., 2009). However, there exist salient issues that need to be illuminated to understand the actual effects that SNSs are having on the social relationships that act to glue the society together. Social Networking Sites: Unveiling the Defects By virtue of the fact that online social networking is a type of virtue communication that allows users to connect with each other, there exists a very constricted gap between private and public life in this modern age of communication as users find themselves helpless in controlling the distribution of content they have already uploaded on their profiles (Das et al., 2011). This disposition has occasioned serious personal and social consequences as individuals increasingly find themselves being rejected for job postings due to content they had posted on the sites, not mentioning that a sizeable number of users have already lost their life savings to online fraudsters who visit their profiles and use the personal information available to estimate a person’s social security number and ‘steal’ other sensitive information.Advertising Looking for essay on communications me dia? Let's see if we can help you! Get your first paper with 15% OFF Learn More Advocates of SNSs have argued that users of these sites can change their default privacy preferences to keep the fraudsters at bay, or to prevent sensitive information from getting into the wrong hands. However, a research conducted on 4000 Facebook profiles of Carnegie Mellon University students revealed that only 1.2 percent of the users took time to change their default privacy settings (Das et al., 2011), implying that many users do not care if their sensitive information, which could fundamentally alter their relationships with other members of the society, becomes open to public discourse. The second point deals with work productivity, which is known to be the mainstay of the society. It is within the realms of public knowledge that a society that does not work cannot look after itself, not mentioning that it cannot prosper or achieve the dreams of prosperity (Tokunaga, 2011). Howev er, owing to the proliferation of SNSs, people are spending considerable work hours chatting with their friends and browsing sites to update profiles. Indeed, extant literature demonstrates that â€Å"†¦it becomes a compulsive habit to visit own profile several times in a day for checking friends updates, changing status, and commenting on others photos and videos† (Das et al., 2011). In the workplace context, the attention of employees is distracted as they routinely visit the sites to update their status and communicate with friends, occasioning major adverse consequences on their productivity and customer satisfaction levels. Of course some advocates of SNSs would like to argue from the viewpoint that employers can always install monitoring software to dissuade employees from visiting these sites during work hours; however, it has already been found that monitoring of employees’ online activities raises serious ethical and legal concerns (Ellison et al., 2009). More importantly, the monitoring software is not full-proof, meaning that employees could still engage in these actions that bring adverse societal ramifications in lowered productivity and heightened customer dissatisfaction levels (Cardon et al., 2011). A recent study conducted on 237 corporate workers revealed that about eight in every ten employees use Facebook during work hours, resulting in 1.5% slump in their productivity (Das et al., 2011).Advertising We will write a custom essay sample on Society Social Networking Sites specifically for you for only $16.05 $11/page Learn More The third point revolves around the fact that some SNSs â€Å"†¦have loosely articulated social or interactional norms dictating appropriate actions and behaviors† (Tokunaga, 2011, p. 426). In using SNSs, many people are unaware or ignorant of the context-specific social norms because of the inadequately specified set of conventions, further degrading the social fabric because these people end up relying on social behaviors learned and negotiated in offline contexts to direct their online actions and behavior. Equally uninteresting, a sizeable number of users end up relying on social behaviors learned in online contexts to guide and direct their off-line relationships, actions and behavior. Fourth, many online social norms, according to Tokunaga (2011), are characterized by carelessness and impoliteness, not mentioning that they have the potential to adversely demoralize the interpersonal relationships that act to hold the society together. In other words, it can be argued that constant interactions via social networking platforms have inexorably harmed interpersonal relationships that glue society together by providing a forum for negative incidences that result in relational strain. On context-specific norms and interpersonal relationships, advocates of SNSs would want to differ by putting up the argument that â€Å"†¦through social networking, people can use networks of online friends and group memberships to keep in touch with current friends, reconnect with old friends or create real-life friendships through similar interests or groups† (Neelamalar Chitra, 2009, p. 126). However, the germane issue is the context-specific norms used to relate to online friends and if these norms could still be used in furtherance of offline interpersonal relationships that are key to the stability of the society as a whole. Findings reported by Tokunaga (2011) demonstrate that not only are the context-specific norms for the two types of relations essentially different and hence cannot compliment each other, but some norms and value systems learnt in SNSs are adversely affecting interpersonal relationships, through which the foundation of the community is grounded. Lastly, it is a well known fact that the ambiguous and elastic concept of â€Å"friends† on social networking platforms has always presented further concerns through which millions of visitors to these sites must navigate. As postulated by Tokunaga (2011), â€Å"†¦friends merely refer to the contacts individuals create on SNSs, which obscures the nature of the relationships between users† (P. 426).Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More People who have never met even for a single day suddenly become the best of friends because of their presumed shared interests that are matched in the arena of online protocols. Not only has this insensitive disposition of friendship continues to hurt the very basis of society (Das et al., 2011), but the dichotomous categorization of friends and non-friends on many of these networking platforms acts as fuel to many of the social problems encountered by users (Tokunaga, 2011), including falling prey to fraudsters and sexual offenders. It is possible that advocates of SNSs may seek to downplay this issue of the creation of strange friendship bonds on account that people are free to talk to anyone across the world (Neelamalar Chitra, 2009), and that these sites have assisted communities to minimize transaction costs for finding and connecting with ‘friends’, who may share one interest or concern but deviate on other dimensions (Ellison et al., 2009). These assertions, in my view, are valid to the extent that some of these friendship bonds have provided opportunities for some users, including but not limited to, job openings, educational prospects, skills acquisition and knowledge sharing. But we have seen the consequences of users who unconditionally accept friendship requests from strangers and end up being killed and mutilated in a presumed sex party. We have read in the news how children as young as 10 years are hijacked for ransom by their presumed ‘online friends.’ Conclusion It is indeed true that most SNSs have beneficial outcomes, but care must be exercised so that these sites do not alter the framework for social interactions that bind society together. Important issues relating to privacy, work productivity, context-specific norms, interpersonal relationships as well as the conception of friendship, need to be evaluated in more detail to ensure that the society does not suffer under the heavy baggage of the social networking s ites. References Cardon, P.W., Marshall, B., Jeongil, C., El-Shinnaway, M.M., North, M., Svensson, L†¦Juan, P. (2009). Online and offline social ties of social network website users: An exploratory study in eleven societies. Journal of Computer Information Systems, 50(1), 54-64. Das, B., Sahoo, J.S., Jyoti, S. (2011). Social networking sites – a critical analysis of its impact on personal and social life. International Journal of Business Social Science, 2(14), 222-228. Web. Ellison, N.B., Lampe, C., Steinfield, C. (2009). Social network sites and society: Current trends and future possibilities. Web. Neelamalar, M., Chitra, P. (2009). New media and society: A study on Indian youth. Estudos em Communicacao, 45(6), 125-145. Web. Tokunaga, R.S. (2011). Friend me or you’ll strain us: Understanding negative events that occur over social networking sites. CyberPsychology, Behavior Social Networking, 14(7/8), 425-432.

Age Of Unimagined Levels Of Violence Education Essay

Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. Age Of Unimagined Levels Of Violence Education Essay Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.