Mercedes Benz Essay Example | Topics and Well Written Essays - 4000 words

Mercedes Benz - Essay Example The growth of this particular car has not only altered the popularity and mechanics of the car. It has also enabled the identity of the company and the brand to build a stronger reputation and to create the necessary components to creating the ideal car for a specific social group. The result is the brand image being able to enhance the growth and strengths of the company while attracting a specific type of consumer to the car. This paper will examine the brand performance of the car as well as how it is continuing to affect the performance of the company. Overview of Mercedes Benz The Mercedes Benz is often referred to as a luxury car and is noted as an international car that carries style and class. The manufacturer is based in Germany and is noted for making cars, buses, coaches and trucks. The primary company is Daimler AG with the Mercedes Benz being a division of the company, specifically because of the style and make of the car. The first car was built in 1926 by Karl Benz but links back to 1886 with Kent Benz’s first introduction of the automobile. This particular model was combined with the Mercedes, created in 1901 by Wilhelm Maybach, both which were combined and patented in 1926 for the Mercedes Benz model. The first features which were noted included the approach to safety with the model as well as the approach of using the latest technology for the vehicle. The introductions which were initially created have led to the automobile becoming one of the most popular and distinguished vehicles as well as the oldest model that is still made and up graded with cars today (Mercedes Benz, 2011). The Mercedes Benz is not only noted for the different components with the history but has also developed a strong reputation which has led to growth within the branch of the company. There are currently three divisions of the Mercedes Benz, including the AMG, McLaren and Studebaker – Packard. The difference between each of these is based on the car production which is offered as well as the designs which are used. The main company is the AMG, which consists of the older make and model. The McLaren expanded this into the luxury vehicles that are based on sports cars and specialized engines which can be used for racing. The third branch, Studebaker – Packard, was in existence until 1986 and consisted of the US division of the company and car models which were used. Each division is noted for the high – quality materials which are used with factories being placed in over 10 regions throughout the world, all which lead t o the cars being rated above average and five star quality. The innovations that are combined with this include upgrades to engines, fuel efficiency, safety cell construction, traction control, electronic stability programs and power engines. This has allowed the Mercedes Benz to keep a strong reputation with innovation and safety as the main features that are associated with the car (Mercedes Benz, 2011). Competitors The competitors that are associated with the Mercedes Benz have the same approach to innovation, safety and a high – quality, luxury car that is used. BMW, Audi, the Porsche, Cadillac and Lexus are the top five competitors that Mercedes Benz is known to compete with. Currently, the BMW and Mercedes Benz are fighting for the top award in luxury vehicles at an international level. However, the Porsche and Audi are well – known through various social circles as being of luxury and containing specific features that are able to compete with the high –

Role of Human Resources Function Essay Example for Free

Role of Human Resources Function Essay Nowadays, the world of business is shrinking day by day, technology has conquered almost every place of the business sector with its different technological instruments and equipments, which perform and accomplishes the role two times greater than a human accomplishes. In midst of these innovations, a number of companies give credit to the role of human resources for their success and prosperity in their business and service sectors. (Frembrun, 1984) Subsequently, the role of human resources and the need of proper human resources management have been significantly given importance for their proper management, in order to achieve better and long-term positive results in a company. In this regard, we will try to define, analyze, and discuss various aspects of human resources management and their different functions of recruitment, selection, and planning of human resources in a company in this paper. An educational hypothesis or a business practice, in which employees are managed through its theoretical and a practical procedure, is termed as Human Resource Management. (Goss, 1994) Mainly, the employees with varying needs and goals are given primary importance in this hypothetical discipline, and do not allow the consideration to think of them as basic business resources, for example, filing cabinets and trucks. (Ferris, 1995) Practitioners see the Human Resource Management as a more innovative analysis of workplace management, rather than the older traditional approach. (Frembrun, 1984) Managers of an enterprise are forced through its methods to express their goals with specificity, so that workforce may understand and undertake them easily. The academic theory of Human Resource Management’s basic assertion is that humans are not degraded as just machines. (Marta M, 2005) Therefore, an interdisciplinary assessment of populace is necessary in the workplace. As a result, psychosomatic, sociological, industrial fields, and post-structuralism, post-modernism critical theories engage in recreating a major role in the aforementioned regard. (Zwieg, 1991) In recent years, varieties of performance enhancing and progressive human resource management practices are adopted by the U.S. companies, to improve their competitiveness in the global marketplace. These recommendations may be unsurprising, because the way of managing people in an organization influence its performance was more emphasized by the professionals and academics. (Mckenzie, 2002) Therefore, many testimonials were produced in the last decade to the value of progressive human resource management practices and their regarding systems. While assuming the staffing selection and its quality, many employers seek fresh graduates for the colleges, with a major in human resources, industrial or labor relations, human resources administration. (McNeil, 2004) Rest of them seems to be looking for the graduates with a business background or a kind of arts education. Previous experience is an asset for many specialized jobs, for example, the jobs of arbitrators, mediators, and managers. Due to overwhelming supply of these qualified college graduates, keen competition for the jobs is expected from the employers. (Burke, 2005) In particular, improvement of the performance of organizations is widely due to the staff involvement, empowerment, job redesign, extensive employee training; team based production systems, and performance-dependent inducement compensations. (Hutton, 2004) The success of any organization is very significant in regard of attracting the qualified employees and their matching for the suited jobs. (Chelladurai, 2006) However, it is impossible for many large enterprises to allow the top management to be in the close contact with the employees. This connection is provided by the labor relations, training, and human resources managers and specialists. (Tayeb, 2005) In the past, the performance of the managerial functions of an organization was related to these abovementioned workers, such as handling employee benefits, interviewing, recruiting, and hiring new staff as per the policies and the requirements of the top management of the organization. (Dransfield, 2000) Nowadays, top executives are consulted regarding the strategic planning to manage the tasks by these human resources employees. These workers have come up from their behind the camera work to leading the corporation by their suggestions and improving the policies. The financial success of an organization is due to the significance of the human resources management department, and therefore, is recognized by the senior management. (Bach, 2005) These workers are also helping the organizations, in an effort to augment their productivity and morale, performance and their business results by using employee skills and providing required training and giving opportunities to develop themselves, to increase the satisfaction of the employee in their working environment. While some jobs do not require close contact with the public, but still, dealing with people is an important key factory of the human resources job. (Jackson, 2006) A human resources generalist in a small business handles every aspect of human resources work and may require a variety of knowledge for this purpose. However, in a large corporation, the management and development of human resources programs and policies is frequently done by the top human resources executives. (Dransfield, 2000) Several departments are supervised by the human resources director, with an experienced manager, likely to be specializing in any one human resources activity, like benefits, training, compensation, development, and employment or employee relations. However, the placement and employment managers do the supervision of hiring and supervision of workers and various employees. (Jackson, 2006) In the recruitment, the college campuses are often visited by the aforementioned specialists, and screening the applicants occasionally. In order to discuss wages, promotional opportunities, and working conditions with prospective employees, these specialists must familiarize themselves with the policies and the organization, itself. They should also update themselves with the equal employment opportunity and affirmative actions guidelines, like, Americans with Disabilities Act, etc. (Marta M, 2005) Equal employment opportunity statistical reports are complied and submitted by the equal employment opportunity officers, and delegations, in an attempt to investigate and resolve grievances regarding corporate practices for possible violations. (Mckenzie, 2002) Employer relations representatives are usually seen in the government agencies, maintaining working relationships with local employers. Promotion of use of the public employment programs and services is also sustained by these rep resentatives. Specialization programs in specific areas like position classifications or pensions are conducted by job analysis specialists for the employers. These analysts collect and examine job duties information, which explain the training, skills, and duties, required for each job. Expert knowledge of the job analyst is also required, whenever an organization introduces a new job or when reviewing existing jobs. (Tanke, 2000) Research and planning work is conducted by occupational analysts in large firms. Studying the effects of industry and professional trends upon employee relationships and occupational classification systems is also a concern for these analysts. However, compensation managers establish and maintain pay system of a firm as their principal job. Staff specialists assist them, devising ways in order to ensure equitable and fair pay rates. (Buhler, 2002) Surveys are also conducted to examine the comparison of their rates with the other companies, and to examine the pay scale of their firm with the changing laws and regulations. Reward systems such as pay-for-performance plans are also designed by these managers to manage their firm’s performance evaluation system. (Carrell, 1992) As a part of the planning process, the health insurance and pensions plans are managed by the employee benefits managers and specialists. In addition, life, accidental death, and dismemberment insurance, disability insurance are also offered by some firms, to meet the necessities of workforce change, for example, child and elder care, employee assistance, and wellness programs, etc. Changing Federal and State regulations and legislations should be updated, which may affect employee benefits. (Buhler, 2002) Training plays a significant role in the success of an organization. Therefore, training and development programs for employees are conducted by training and development specialists. Increasingly, management recognizes that business results are achieved by increasing individual and organizational performance, building worker’s loyalty to the firm and enhancing productivity by developing their skills and quality of work. So, training is nowadays recognized as a business imperative, while presenting it as a method of improving employee morale and developing their skills. (Rothwell, 2003) The complexity of the work environment, the organizational and technological change’s rapid pace, the constantly generation of the new knowledge due to the growing number of jobs, determines the need of training in an organization. In addition, insights have been provided by the advances in learning theory into the ways of adult learning and the different ways of organizing an effective training for the employees. Planning, directing, and organizing this wide range of training is done by these training specialists. New employees are given the opportunity of on-the-job training and orientation sessions, in order to improve and maintain their job skills and simultaneously, preparing them for the jobs requiring greater skill. Supervisors are also helped by these specialists in order to deal with employees effectively. (Ferris, 1995) International human resources managers are also emerging specialties, which requires the handling of human resources issues related to an organization’s foreign operations. Secondly, human resources information system specialists process human resources information through their developed and applied computer programs, for the matching of job seekers with different job openings, and the handling of other human resources matters. (Ferris, 1995) Classes for the enhancement of the marketable skills of the workers are also offered by most of the specialized organizations in human resources. Certification programs are also offered by some institutions, which help in the advancement opportunities. The International Foundation of Employee Benefit Plans is an example of these programs, where a designation is conferred to the persons after completing a college level courses series and passes the related exams. (Ulrich, 1997) In terms of selection and recruitment, a thorough job analysis for the determination of level of the skills, technical abilities, flexibility of the employee, competencies is considered very important by the professionals. At this point, the consideration of both the internal and external factors is imperative, which can have an impact on the employees’ recruitment. Current and future trends of the labor market, such as education level, skills, government investment, etc. like issues and that out-with the power of an organization are the external factors. On the other hand, organizational culture and management styles can be controlled, predicted, and monitored easily as the internal influences. (Ulrich, 1997) Consideration of the ethical and legal implications should be necessary in an organization regarding their decisions concerning human resources management policies, which are made to protect employees from racial or ethnic conflicts, such as white employees in the comparison of African-American subgroups. (Foulkes, 1989) Awareness of the rise in discrimination, unfair dismissal, and harassment cases regarding different race and sex, and their harmful effects on employees and organization should be in the employers. A foundation for an increasing interest in diversity during work has been provided by the Anti-discrimination legislation over the past 30 years. In order to understand the different responses of individuals to the labor market’s changes, one should try to understand the different perspectives, such as geographical spread, professional structure, and generational disparity. The organization should consider the distance of traveling for the work while offering the pay. When deciding the requirements and eligibilities of a post, one should also think about the influencing factors, like transportation and infrastructure of the area. (Webb, 1989) During the recruitment and selection process, there may not be any effect of blocking people on the discrimination of race, color, and creed. People with disabilities should also be entertained for the employment opportunities and promotions. Essentials functions should be reflected in the screening, recruiting and interviewing of the candidate. It is appreciable in the human resources, if the people of different color, and disable people may be included in the selection committee. (Mabey, 1998) In the recruitment, an organization can also employ, based on targeted approach. In this case, a request is post to the human resources administrator, in order to approach jobseekers for the vacancy. This request is then reviewed by the administrator to check the arrears at its extreme extent. After the request is approved, the targeted recruitment plan is implemented and then the aforementioned specialists match the jobseekers with the required vacancy. Â  Regarding the affirmative action, it does not end when an employee is placed after the employment process. All the employees should be treated fairly and equitably are some of the logical and subsequent efforts of this action. The goals of workforce diversity will be accomplished greatly, if the administration of reasonable and sound human resources policies will be in a consistent manner. (Frembrun, 1984) In addition, steps should be taken to ensure that equal opportunities are provided to the ethnic or racial minorities, women, and disabled people. It should also be equally important that the workplace environment should be a positive one as these minorities move into the more depressed state where they are considerably unrepresented. (Hristozova, 2006) Conclusively, we have tried our best to explain and understand the Human Resources Management in relation to its recruitment, staffing, training, placement, and planning in a business organization. All these abovementioned aspects play a vital and crucial role in the success of a particular business association, which has been significantly dealt with sensitivity and importance by the professionals and company managers. References Charles J. Frembrun. (1984). Strategic Human Resources Management. John Wiley and Sons. David Goss. (1994). Principles of Human Resource Management. Routledge. David Ulrich. (1997). Human Resource Champions. Harvard Business School Press. Dr Christopher Mabey. (1998). Human Resource Management. Blackwell Publishing. Dr Gerald R Ferris. (1995). Handbook of Human Resource Management. Blackwell Publishing. Elena Hristozova. (2006). Human Resource Management in Consulting Firms. Springer. Fred K. Foulkes. (1989). Human Resources Management. Prentice Hall. Gerald R. Ferris, Sherman D. Rosen, Darold T. Barnum. (1995). Handbook of Human Resource Management. Blackwell Publishing. Gisela M. Webb. (1989). Human Resources Management in Libraries. Haworth Press. J. Steven Mckenzie. (2002). Opportunities in Human Resource Management Careers. McGraw-Hill Professional. Janice (EDT) Simmons-Welburn, Beth McNeil. (2004). Human Resource Management in Todays Academic Library. Libraries Unlimited. Mark C. Zwieg. (1991). Human Resources Management. John Wiley and Sons. Marta M. (2005). Managing Human Resources in Latin America. Routledge. Mary L. Tanke. (2000). Human Resource Management for the Hospitality Industry. Thomson Delmar Learning. Michael R. Carrell. (1992). Personnel/Human Resources Management. Maxwell Macmillan International. Monir H. Tayeb. (2005). International Human Resource Management. Oxford University Press. Packianathan Chelladurai. (2006). Human Resource Management in Olympic Sport Organizations. Human Kinetics. Patricia M. Buhler. (2002). Streetwise Human Resources Management. Adams Media. Robert Dransfield. (2000). Human Resources Management. Ca-Print-Harcourt_Heinemann. Robin W. Hutton. (2004). How to Set Up an HR Department. Lorman Business Center. Ronald J. Burke. (2005). Reinventing Human Resources Management. Routledge. Stephen Bach. (2005). Managing Human Resources. Blackwell Publishing. Susan E. Jackson. (2006). Strategic Human Resource Management. Blackwell Publishing. William J. Rothwell. (2003). Planning and Managing Human Resources. HRD Products.

An Exploration Of Life Orientation Teachers Role

An Exploration Of Life Orientation Teachers Role The literature review in a research study accomplishes several purposes: It shares with the reader the results of other studies that are closely related to the study being reported. It relates a study to the larger ongoing dialogue in the literature about a topic, filling in gaps and extending prior studies (Coopera, 1984; Marshall and Rossman, 1999). In this chapter, the concept of career skills with particular focus on 21st century careers and their accompanying 21st century skills will be explored, using as reference the work of a number of pioneers in the field of educational research today. The theoretical framework upon which this literature study is based will be introduced; and the role of the educator in developing these 21st century skills will then be explored, with specific focus on the FET life orientation teacher, and the preparation of learners for work and careers in the 21st century. Professional teacher development will also be discussed looking at both local and global initiatives in training teachers as a means to adequately prepare their learners for the 21st century. An in-depth exploration of the Life Orientation Learning area will then be demonstrated, with specific focus on the Life Orientation teachers role in preparing learners in the FET band of the secondary school private learning institutions in Sout h Africa, as intended by the national curriculum statement, for life and careers in the 21st century. In accordance with The Norms and Standards for Educators(2000) all teachers are expected to take on various roles in ensuring the adequate development of their learners (see section.); however, this study has been delimited to life orientation teachers in particular as it is recognised that this learning area makes specific accommodation for these teachers to engage learners in essential 21st century skills and development. In addition, though it is also expected that these skills be introduced to learners in the foundation phase and developed throughout their schooling career, for the purpose of this research study, the FET band (Grades 10-12) will be referred to specifically, as these learners are steadily approaching the world of work and careers in the 21st century, and are in what Erikson (1950,1959, 1968) originally described as the process of identity formation where these individuals consolidate earlier roles, identifications, skills, values, beliefs and talents, both consci ously and unconsciously, in order to successfully prepare for the social roles, relationships, and responsibilities of adulthood (Mahler pg 17). The FET band is therefore deemed by the researcher as a critical phase in career choice, and the most appropriate for the purposes of this study. Theoretical Framework Theories describing career behaviour have been in existence for the past 75 years, and provide the conceptual glue for, as well as describe where, when and for what purpose, career counselling, career education, career guidance and other career interventions are to be implemented. (REF) Various disciplines such as Personality, Sociology, Developmental Psychology, and Differential Psychology have contributed to the development of these theories, the most prominent being the Career Development Theory (Super 1957; 1996). This theory provided a more developmental perspective to the traditional individual differences view of occupations which, according to Super, ignored the longitudinal vantage point from which one can observe how individuals improve their vocational coping repertoires and move into jobs which provide increasingly better opportunities to use their abilities and gratify their needs (Super, 1953 in Savickas 2001:2). It then evolved in accordance with the theorists comprehension of careers, and can be traced in its name changes from the original Career Development Theory to the Development Self-Concept Theory and then to the current Life-Span, Life-Space Theory (Savickas adaptability pg 2). Each name change signified an elaboration of the theory to address more completely the complexity of vocational behaviour in manifold settings across diverse groups (Savickas adaptability pg 2). The life stages highlighted in this theory are as follows: Growth Stage: learning about occupations and developing work habits and attitudes Exploration Stage: learning tasks that will assist in crystallizing and specifying occupations Establishment Stage: developing skills to consolidate and advance in a job Maintenance Stage: decisions are made about whether to remain in a job or move to another job or occupational field Disengagement Stage: planning for retirement (Maree and Ebersohn, 2002 pg 157) Unfortunately Super passed away before integrating the major segments in his own life-span, life-space theory. His work was however continued by his student, Mark Savickas (1989, 1993, 2000), who elaborated on Supers previous work and developed it further, integrating the segments of the life-span, life-space theory and placing more focus on the developmental tasks necessary to master career stages, as opposed to the linear progression across the stages. Such tasks include career exploration, career decision-making, career adaptability, and overcoming perceived career barriers (Maree Ebeersohn, 2002: 158). These challenge assumptions of stability of personal characteristics and secure jobs in bounded organizations No matter how stable individual characteristics might be, the environment and consequently traditional work ethic is rapidly changing. Insecure workers in the information age must become lifelong learners who can use sophisticated technologies, embrace flexibility rather t han stability, maintain employability, and create their own opportunities. These new conceptions of work life recognize that career belongs to the person not the organization (Duarte, 2004). (Savickas et al 2009; pg 239 webpage NEW article). In addition, career stages as defined in extant theories such as Supers Career Stage Theory (1957; 1996 listed above) are mainly shaped by societal needs, and these needs are changing with the rapidly changing environment (Savickas et al 2009; pg 240 webpage NEW article) and the changing nature of work, rendering these stages unrealistic in the order in which they are presented. These changes require workers to develop skills and competences that differ substantially from the knowledge and abilities required by 20th century occupations. Today, occupational prospects seem far less definable and predictable, with job transitions more frequent and difficult (Savickas et al 2009; pg 240 webpage NEW article). As the career becomes more internally defined, stage theory will focus more on internal, individual decision-making processes rather than the relationship of the individual to an employer (Wrobel et al, 2003), with modern theoretical models emphasizing human flexibility, adaptability, and life-long learning. (Savickas et al 2009; pg 240 webpage NEW article). The theoretical framework upon which this study is based is that of Mark Savickas, who termed his approach Career Construction Theory which is rooted in post-modern social constructivism. Social constructivism, strongly influenced by Vygotskys (1978) work, suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan Kauchak, 2004); a theory which informs the way in which learners acquire information in the classroom and learning environment. Constructivism is a psychological approach that has developed out of post-modernism, a philosophical stance emphasising the idea of no fixed truth. Followers of this theoretical construct believe that individuals create and perceive their own reality or truth, relflecting a multiculturally diverse world in which different individuals can have their own view of what is real for them (Richard S. Sharf: pg 263) Constructivism in essence implies that: There are no fixed meanings or realities in the world, there are multiple meanings and multiple realities. Individuals create or construct their own meaning/reality of the world through the experiences they have. People construct themselves and the world around them through the interpretations they make and the actions they take. These constructs or perceptions of events may be useful or may be misleading. Individuals differ from each other in their construction of events. Two people may participate in the same or similar event and have very different perceptions of the experience. People are self-organizing and meaning-makers. Their lives are ever evolving stories that are under constant revision. An individual may choose to develop new constructs or write new stories in their life. To be an empowered or fulfilled person requires critical reflection of the assumptions that account for our daily decisions and actions. [Big Picture View of Career Development Theory http://www.ccdf.ca retrieved 26/11/12] Career construction theory provides a way of thinking about how individuals choose and use work. This theory is an extension of Super;s career stage theory, where there is an acknowledgement of how our environments affect our realities and the life role we find ourselves in; yet at the same time, a recognition that we can, and do, occupy various life roles at various stages of our lives. This is not a linear or stable progression, but rather a fluid transition from role to role it is what Savickas refers to as life-long learning. Like Super (1957; 1996), Savickas ( 1989, 1993, 2000) presents a model for comprehending vocational behaviour across the life-cycle (Savckas carrer construction article), but emphasizes flexibility and mobility rather than the traditional vocational models view of careers as representing commitment and stability. While Supers career stage theory proved to be useful at the time, with many people entering jobs and organizations hoping to progress up the corp orate ladder (Maree Ebersohn, 2002:158), the rungs of that metaphorical ladder are fast disappearing in response to deregulation, fewer trade barriers, destabilization, continual technological innovation, organizational downsizing, outsourcing, and flatter governance structures (Mahler, 2008:1). The new job market in our unsettled economy calls for viewing career not as a lifetime commitment to one employer but as selling services and skills to a series of employers who need projects completed. (Savckas carrer construction article) In Western societies, we witness a growing diversity of individual realities, far from the traditional pathways During a major part of the 20th century, individual careers were shaped by prevailing societal norms: first education, then work, and finally family. Social integration and recognition were mainly based upon these systems of reference. Today, people at all ages return to school, obtain training, lose their jobs and get divorced, without necessarily losing social recognition. Co-existence of multiple identities and subjective realities therefore seems to be a natural consequence of such societal evolutions. Savickas is particularly interested in investigating how to live a life in a postmodern world shaped by a global economy and supported by information technology (Life Design Article webpage). His theory focuses attention on adaptation to a series of transitions from school to work, from job to job, and from occupation to occupation. Career construction theory views adaptation to these transitions as fostered by five principal types of behaviors: orientation, exploration, establishment, management, and disengagement. As each transition approaches, individuals can adapt more effectively if they meet the change with growing awareness, information-seeking followed by informed decision making, trial behaviors leading to a stable commitment projected forward for a certain time period, active role management, and eventually forward-looking deceleration and disengagement. (Savckas carrer construction article). In the learning context, this theory emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role. According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995 in WIKIPEDIA). It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999 in WIKIPEDIA). They are required to be flexible and adaptable, and create a collaborative learning environment known as collaborative elaboration (Meter Stevens, 2000 in WIKIPEDIA), which results in learners building understanding together th at wouldnt be possible alone (Greeno et al., 1996 in WIKIPEDIA). The Partnership for 21st Century Skills (P21) (2006) provides a framework within which this 21st century skill preparation can take place. P21 was developed in the United States with the goal of positioning 21st century skills at the centre of 21st century education. P21 is an international organization formed in 2001 with the sponsorship of the United States government and several organizations from the private sector (e.g., Apple Computer, Cisco Systems, Dell Computer Corporation,Microsoft Corporation, National Education Association). P21 recommends the emphasis of a specific set of competences regarded by this framework as learning skills (i.e., information and communication; thinking and problem solving; interpersonal and self-directional skills) the acquisition of which can be best supported by specific pedagogic techniques, such as problem-based learning, cooperative learning, experiential learning, and formative assessment. (REF) This is rooted in social constructivism, a theory strongly influenced by Vygotskys (1978) work, which suggests that knowledge is first constructed in a social context and is then taken up by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan Kauchak, 2004); a theory which informs the way in which learners acquire information in the classroom and learning environment. With emphasis placed on the importance of mentoring and facilitating learners in acquiring the necessary 21st century skills (P21), and ultimately empowering them through active and collaborative acquisition of information (Social constructivism) to navigate their way in a largely unpredictable 21st century work environment, the Career Construction Theory together with the the P21 framework will form the basic theoretical construct upon which this study is based. Careers in the 21st Century What are 21st century careers? In a narrative study defining career success in the 21st century, Elizabeth Mahler describes todays career world as complex and boundaryless (Mahler pg 8). Roles have shifted women are now a significant part of the workforce, in addition to being mothers and wives; entrepreneurs, non-profit workers, the self-employed, culturally diverse workers, and other nontraditional workers in nontraditional settings make up the 21st century workforce (Mahler pg 9). In addition, a longer life translates into extended time in the workforce, accompanied by additonal education, re-visiting of career goals and changing of career paths (Mahler pg 9). Todays life and work environments thus require far more than thinking skills and content knowledge. They require what is being referred to today as life-long learning. According to Renck Jalongo (1991), the highest purpose of teaching is to promote those types of learning that encourage children to continue to learn, not on ly inside the classroom but also outside the classroom and throughout life (Renck Jalongo, 1991:3 ROLE OF TEACHER BOOK) This is lifelong learning. Technology will continue to change the world in ways we cannot imagine; and in this increasingly complexworld, creativity and the ability to continue to learn and to innovate will count as much as, if not more than, specific areas of knowledge liable to become obsolete. (COMMISSION ARTICLE PG 5). Employees no longer remain in the same job/position for forty years. Secure lifelong employment in a single job is a thing of the past (Robinson, 2011:6). The ability to navigate the complex life and work environments in this globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. Technology and the ease with which new skills can be acquired create a need for more career flexibility and innovation. From an economic perspective, workers are now required to command a new set of aptitudes Mere survival today depends on being able to do something that overseas knowledge workers cant do cheaper, that powerful computers cant do faster, and that satisfies one of the non-material, transcendent desires of an abundant age (Pink pg 51). Workers are reacting to these changes by shifting their focus away from organizational careers to more personal roles, more localised and portable sites for vesting the self (Ashforth, 2001 in Mahler pg 1). According to Mahler, this shift in career focus requires an increased capacity for self-direction, the ability to adapt to constantly changing circumstances, and an understanding that identity will continue to evolve as an individual navigates multiple work roles over the course of a career (Ashforth et al in Mahler pg 2). In accordance with the principles of the Chaos Theory which, along with The Partnership for 21st Century Skills (P21) serves as the theoretical framework for this study (see section), individuals are defini ng their career paths within an unpredicatable and changing environment: Workers are increasingly finding that they have to manage their own careers, become more flexible in the sort of work they seek, and be willing to learn new skills throughout their lives (Maree and Ebersohn 2002 pg 155). P21 recognises that in order to ensure the development of these skills and attitudes, learners should be exposed to the following: FLEXIBILITY AND ADAPTABILITY The ability to be flexible and adaptable is an essential skill in the culturally diverse and nontraditional 21st century workplace. the predictable and stable boundaries of a single organization career are evolving into a less secure, and often boundaryless series of shorter, portable, and transactionally based work roles and relationships (Mahler pg 4). Thus the ability to work in a climate of ambiguity and the ability to adapt to varied job roles in multi-cultural environments [(http://www.p21.org) retrieved on 24/10/12] is an essential 21st century skill. This is emphasised in Savickass Career Construction Theory, and his focus on Career Adaptability This concept was introduced by Savickas approximately three decades ago, with the intention to replace Supers career maturity stage. This is still a relatively new concept that is still being explored and refined (pg 120) yet Iit has been described by Savickas as the readiness to cope with the unpredicatable tasks of preparing for and participating in the work role and with the unpredictable adjustments prompted by changes in work and working conditions (Savickas, 1997 in Maree 2010 pg 120). It also requires the need to engage proactively in a process of self-development in order to choose suitable opportunities and become the person you want to be (Maree, 2010 pg 120). This is an extension of Supers emphasis on self-concept and the importance of identity formation in vocational development. INITIATIVE AND SELF-DIRECTION The concept of life-long learning is emphasised here, again drawing attention to the shift in traditional career roles and opportunities: individuals today can expect to hold five to eight jobs within a working lifetime the traditionally recognised contract between an employee and employer no longer guarantees lifelong employment in exchange for loyalty and performance (Mahler, pg 5-6). Demonstrating both a commitment to learning as a lifelong process, as well as initiative to advance skill levels towards a professional level [(http://www.p21.org) retrieved on 24/10/12] is a skill necessary to develop self-direction and active management of work roles. The ability to work independently at ones highest level of mastery is also an essential 21st century skill, due to increased competition in the workforce as a result of continual technological innovation, organizational downsizing and outsourcing (Mahler, pg 1). SOCIAL AND CROSS-CULTURAL SKILLS Social and cultural skills such as conducting oneself respectably and professionally, and responding open-mindedly to different ideas and values [(http://www.p21.org) retrieved on 24/10/12] are critical life skills required for the 21st century. As discussed in section à ¢Ã¢â€š ¬Ã‚ ¦.. todays work environment is less predictable than it was traditionally and requires workers to be able to adapt and innovate and collaborate with others effectively. Collaboration requires respect in order to engage in open-minded discussion. PRODUCTIVITY AND ACCOUNTABILITY Being accountable for ones actions or decisions and behaving in a professional manner are skills that are difficult to teach. These are skills that should be role-modelled, by both parents and teachers. Todays generation of learners is in the throes of the technological era, where roles and values are shifting and changing. Identity formation for adolescents in particular requires dependence on and a critical connection to the social world, while also bestowing on the individual a sense of autonomy and self-determination (Mahler pg 17). It is therefore essential that they are provided with the guidance to find their career path and that they are shown how to manage themselves effectively in the world, displaying the abilities to: -Work positively and ethically -Manage time and projects effectively -Multi-task Participate actively, as well as be reliable and punctual -Present oneself professionally and with proper etiquette -Collaborate and cooperate effectively with teams -Respect and appreciate team diversity -Be accountable for results [(http://www.p21.org) retrieved on 24/10/12] LEADERSHIP AND RESPONSIBILITY Todays learners are our future leaders, and thus appropriate behaviours and skills such as acting responsibly, inspiring, influencing and guiding others, demonstrating integrity and ethical behaviour [(http://www.p21.org) retrieved on 24/10/12] need to be modelled for them so that they can enter the world of work as selfless role models and leaders. (http://www.p21.org)retrieved on 24/10/12 -21st century skills The skills outlined in the P21 Framework (above) reflect the changing realities of the 21st century , which is frames in the theoretical construct of social constructivism (in section.) and are echoed in the writings of a number of educational researchers and pioneers pertinent to this research, such as Sir Ken Robinson (2009; 2011), Daniel Pink (2005) and John Taylor Gatto (2010) who are the leading voices in 21st century skills and the transformation of the 21st century workforce. Their advocacy has been supported by thorough research in both the education and global economic spheres. Voogt (2008) for example, believes that through information and communication technology, our society has changed from an industrial society to an information or knowledge society, where learning requires collaboration and group work, directed by the learners themselves and facilitated by the teachers (see comparative table in appendix). While in the industrial society the main focus of education was to contribute to the development of factual and procedural knowledge, in the information or knowledge society the development of conceptual and meta-cognitive knowledge is increasingly considered importan t (Anderson 2008). Todays generation needs to be able to think critically and independently in order to function successfully in the 21st century individuals will have to be able to function comfortably in a world that is always in fluxpeople will be faced with greater individual responsibility to direct their own lives (Gato, pg xxxiv). This, Robinson believes, can be attributed to two main factors: the major advances in technology which is referred to by Voogt (2008), Gatto (2011), and Pink (2005) as well as the rapid growth of the world population: this great new mass of humanity will be using technologies that have yet to be invented in ways that we cannot imagine and in jobs that dont yet exist (Robinson, 2009:19). This change has inevitable implications for our education systems (voogt article pg 11) one of which is a need to change curricula so that students develop competences which are needed in the 21st century (Anderson 2008; Voogt Pelgrum, 2005). (VOOGT PG 2) Robinson believes that education has three core purposes: to develop individual talents and sensibilities, to deepen learners understanding of the world around them and to enable them to earn a living and be economically productive (2011, pg 249). In order to achieve this, certain skills need to be developed, namely, flexibility and adaptability (pg 6), entrepreneurship, innovation and creativity (pg 11) good communication skills, team work and collaboration, and self-confidence (pg 69). This corresponds with the skills highlighted by P21 (see table above), which is the theoretical framework upon which this study is based. Other educational researchers and authors, such as Mary Renck Jalongo (1991), agree that Collaboration, cooperation and teamwork, rather than individual achievement, will be the mark of an advancing society (pg 73). The ability to collaborate and effectively communicate with others is a crucial skill in the 21st century, yet the competitive nature of the school env ironment could possibly be preventing the future generation from developing the appropriate and essential collaborative and communication skills that are necessary for successful functioning in the 21st century. These skills, namely collaboration, communication, teamwork, require largely practical and reflexive competencies (see section) they are skills that cannot be studied and tested, but rather experienced, explored and facilitated. Hence the envisaged role of in the context of this study, especially Life Orientation teachers as mentors mediators of learning, interpreters and designers of Learning Programmes (DoE pg. 5) as opposed to deliverers of content and learning outcomes. No longer is it effective for the teacher to take on the role of the painter, who fills in the spaces on a blank canvas, synthetically, producing an image. The teacher needs to take on the role of the sculptor chipping away carefully and gently until the artwork is revealed. (Gatto, pg xxxiv). Daniel Pink (2005) is an advocate for empathy as a teaching strategy and essential 21st century skill in the learning and work environment. Empathy, says Pink, is an ethic for livinga universal language that connects us beyond country or culturean essential part of living a life of meaning (pg 165). Robinson concurs: students are simply not learning the personal skills they need to deal with modern life (2011; pg 78). According to Kathy Beland (2007:69 BOOK 1), social and emotional competence and skills are crucial to success in school, work, and personal life These skills include self-awareness and relationship skills, assisting the individual in recognizing and managing emotions. Education should not be knowledge-based but child-centered (Robinson, 2011:179). This means that the whole child should be developed, not just his/her academic abilities. According to Robinson (2011:179), education should engage [learners] feelings, physical development, moral education and creativity. These authors are emphasising again the shift in skill requirements for the 21st century, and the necessity for personal growth and development over and above content and curriculum knowledge acquisition. The lessons of school prevent children from keeping important appointments with themselves and with their families to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love and lessons in service to others, too (Gatto, pg 19). This type of content-based curriculum, with a set body of information to be imparted to students is, Gatto believes, entirely inappropriate as a means of preparing children for their adult roles (Gatto, pg xxiv). What often hap pens in during the school lesson is that teachers tend to become overwhelmed by topic information, leading to lessons that often try to cover too much content, at the expense of depth (resource doc pg 29). The challenge therefore is for teachers to transform their roles. The curriculum is merely a vehicle with which teachers can drive transformation. The Life Orientation curriculum in particular is geared towards both critical and personal development of the learner, as is seen in the learning outcomes table in section it is the role of the teacher to ensure that this development takes place. The essential skill that teachers need to possess, is the ability to adapt the curriculum to the current social, economic and technological environment. As the above-mentioned researchers have demonstrated in their work, The 21st century is an environment that requires very different skills to that of the mid-20th century/Industrial Era, where individuals werlewe relegated to a more passive role , which required some decision making and knowledge of self to ensure an initial fit within an organization or profession, with the organization then actively defining the individuals roles and criteria f or career success (Mahler pg 21). No longer does our economy depend on the mass production of factory workers and craftsmen these positions are now being filled by the computer. No longer does our society require a generation of passive and loyal workers who are unmotivated, lacking in passion and creativity, and fearful of authority workers today need to be flexible, adaptable, creative and prepared for change; able to provide the work environment with skills and values that are unmatched by todays technology and outsourced skills and resources. These 21st century skills generally involve personal and ethical awareness, and motivation driven by passion. Skills that cannot be taught or tested, but rather role-modelled and facilitated by mentors. In order to assess the acquisition of these skills, as intended by the curriculum, the Life Orientation teacher is required to use various assessment methods, such as tests, examinations, projects and assignments (doe 2003, pg. 39), which form part of a continuous assessment (CASS) process  [1]  and are ultimately included in a final portfolio. Although the curriculum makes provision for practical exploration in the FET phase, the majority of tasks are written and content-based. School systems tend to be preoccupied with certain sorts of critical analysis and reasoning, particularly with words and numberschildren everywhere are under intense pressure to perform at higher and higher levels on a narrow range of standardized tests (Robinson, 2009:13). Students abilities to transfer their understandings

The Mother-Daughter Relationship in Toni Morrisons Beloved Essays

The Mother-Daughter Relationship in Toni Morrison's Beloved In Toni Morrison’s Beloved, 124 can be thought of as a character with human characteristics that are brought about by the spiritual presence of Sethe’s deceased daughter. It is almost as if the house is the physical element of this spiritual force, and the naming of the house as simply 124 immediately allows â€Å"readers to unconsciously register the unseen number three in 1-2-4† (Washington 175). This idea becomes relevant because after registering this, we can see a reoccurring pattern of this concept throughout the text. First of all, there were three females in Sethe’s family, and after murdering her eldest daughter, there was left a â€Å"triad of grandmother, mother, and daughter† (Washington). In Washington’s article she elaborates heavily on this idea of the missing number three as the number suggests a spiritual element. Aje, defined as â€Å"a controlling matriarch who uses her power, forcefully or gently, to guide her family and often the community† (Washington 172) is overwhelmingly present at 124, and is an Africana theoretical perspective concept that Washington attempts to define in her article while also interpreting the intricacies of the mother-daughter relationship in Beloved (172). However, it seems that there are also major ideas that play a part in this concept of Aje. Through Toni Morrison’s Beloved and Teresa Washington’s â€Å"The Mother-Daughter Aje Relationship in Toni Morrison’s Beloved,† it seems that the Aje relationship can be defined by several reoccurring themes which consist of the idea of unification through the act of violence, male presence, or the lack thereof, and the concept of Sethe’s self in comparison to her â€Å"best self.† There seems ... ... my theory, Beloved understands that her mother put her in a safe place, but at the same time she does not fully understand why she was placed there alone, and for this she is angry, and in turn takes her anger out on her mother in an attempt to destroy her, so evidently, Washington is contradicting herself. Through Beloved and Washington’s article, the concept of the Aje mother-daughter relationship becomes prevalent. This concept is emphasized by unification through violence, male absence, and the idea of Sethe’s â€Å"best self.† Washington says, â€Å"Beloved revolves around a mother and daughter’s desire to enjoy perfect unity† (Washington 174). Clearly, we see this concept and ultimately what happens as a result of Sethe’s desire, and the destructive path it leads her down, as of course, destruction is a characteristic of the mother-daughter Aje relationship.

Money Markets vs Capital Markets Essay

The market where transactions of money and financial assets are accomplished for short time is called money market. On the other end, capital market is meant that market where transactions of money and financial assets are occurred for a long period. * Institutions: Important institutions operating in the’ money market are central banks, commercial banks, acceptance houses,  non bank  financial institutions, bill brokers. Important institutions of the capital market are stock exchanges, commercial banks and non bank institutions, such as insurance companies, mortgage banks, building societies. Transactions Period: In money market transactions are accomplished for one or less than one year. While capital market transactions are for long time. * Nature of Credit Instruments: The credit instruments dealt with in the capital market are more heterogeneous than those in money market. Some homogeneity of credit instruments is needed for the operation of financial markets. Too much diversity creates problems for the investors. * Risks: Since investment of this market is for a short-term, the risk of money is low. In capital market the risk of money and loan defaulters are high. Instruments: Cash dollar, treasury bills, commercial papers are used as the instrument in money market. On the other end, Shares, debentures, long-term bonds are the instruments of capital market. * Transaction Procedures: Since fewer formalities are required in money market therefore, transactions cost is also minimum. While, many formalities are required in making capital market transaction successful and therefore its transaction cost is little bit higher than the money market. * Relation with Government Agency: The money market is closely and directly linked with central bank of the country. The capital market feels Securities and Exchange Commission (SEC) as well as central bank’s influence, but mainly indirectly and through the money market. Customer-centric Business Model| * Grow assets under management with real-time analysis of customer activity and personalized interaction * Measure and report on the state of customer relationships and profitability in real time with business analytics * Personalize customer experience across channels * Capture investment profiles to target offers and leads, while shortening sales cycles and increasing investment offers| Effective Risk Management| * Handle compliance issues, regulatory requirements, security, and other operational risks without burdening existing operations * Provide real-time and near real-time actionable customer and product profitability insight, delivered to the front office * Manage security exposure, market, and operations risk * Support centralized and consistent capture of regulatory data for MiFID and KYC requirements| Operational Effectiveness| * Streamline project management, simplify procurement, and make the most your firm’s most important asset—employees * Reduce operational risk with end-to-end financial management * Manage projects more efficiently and effectively * Transform corporate procurement with strategic sourcing capabilities| Next-generation Services| * Evolve to an agile, intelligent, and secure platform * Increase competitiveness by enabling new, intelligent services, while consolidating legacy systems * Enable new services across product silos with ser vice-enabled processes and applications * Gain real-time insight across channels with business intelligence for capital markets * Secure customer data and access for risk and compliance reporting with enterprise security and identity management * Selectively consolidate legacy systems onto an open-standard platform with enterprise grid computing and content management|

William Somerset Maugham’s ‘the Lotus Eater’

Q: Sketch the character of Thomas Wilson. Is the name ‘lotos-eater’ appropriate to him? Ans. William Somerset Maugham’s compelling short story ‘The Lotus Eater’ paints his curious meeting with Thomas Wilson, the pivotal character of the story. A retired English bank manager, Wilson, who made the Italian island Capri his own abode, had a good deal of rumour going about him. No believer of all the tittle-tattle that went about him on the island and elsewhere, the author met him personally to discover his real character. When the author met him for the first time, Wilson, a middle-aged fellow, had already spent fifteen years on the island. As Wilson himself revealed to the author, he fell in love with Capri at first sight. Capri was an island of superb sights and sounds so much so that Wilson would enjoy them heartily until the last day of his life. After his retirement, he lived on an annuity that was to last for only twenty-five years, and he wished to live these years to his heart’s content. He was a man who would live in the present caring little about the future. To Wilson, he had justifiable reason to live after his own heart, since he had none on earth to worry about. He loved nature, music and books, which alone could feed the thoughts of a lonely man like him. He preferred leisure to work, for he believed that people worked only to obtain leisure. Small wonder, after the expiry of his annuity, Wilson fell on worst days and lost the will-power to carry his life any further. With no hopes to live for, Wilson once made an attempt to commit suicide. Though he survived the mortal attempt, he was no longer in his right mind. Then one fateful morning, he was found lying on the mountainside with his eyes closed for ever. The author recalled Wilson saying that he had come to the island on a moonlit night. Hence, he assumed that Wilson had breathed his last while feasting his eyes on a breath-taking sight in the moonlight. It is noteworthy that the title of the story ‘The Lotus Eater’ is remarkably appropriate to the character of Wilson. The lotus eaters in Homer’s ‘Odyssey’ were the mariners of Ulysses who forgot their friends and homes after consuming the ‘lotos’ plant on Lotus-land. Having consumed the plant, the mariners broke into a memorable chorus. The chorus worded the anguish that came with toil, as also the joy that they had in that blissful life of leisure and inaction.

The Ultimate Value of Promoting Respect in Schools

The Ultimate Value of Promoting Respect in Schools The value of respect in school cannot be undersold.  It is as powerful of a change agent as a new program or a great teacher.  A lack of respect can be downright detrimental, completely undermining the mission of teaching and learning.  In recent years, it seems that a respectful learning environment is almost non-existent in many schools across the country. It seems that there is a handful of daily news stories highlighting disrespect levied against teachers by students, parents, and even other teachers. Unfortunately, this is not a one-way street. You regularly hear stories regarding teachers who abuse their authority one way or another.  This is a sad reality that needs to change immediately. Teachers and Respect How can teachers expect their students to respect them if they are not willing to be respectful to their students?  Respect must often be discussed, but more importantly, regularly modeled by teachers.  When a teacher refuses to be respectful to their students, it undermines their authority and creates a natural barrier that hinders student learning.  Students will not thrive in an environment where the teacher oversteps their authority. The good news is that most teachers are respectful towards their students on a consistent basis. Just a few decades ago, teachers were revered for their contributions. Sadly, those days are seemingly gone.  Teachers used to get the benefit of the doubt. If a student made a poor grade, it was because the student was not doing what they were supposed to be doing in class. Now, if a student is failing, the blame is often laid on the teacher. Teachers can only do so much with the limited time that they have with their students. It is easy for society to lay blame on the teachers and make them the scapegoats. It speaks to the general lack of respect for all teachers. When respect becomes the norm, the teachers are impacted significantly as well. Retaining and attracting great teachers becomes easier when there is an expectation of a respectful learning environment. No teacher enjoys classroom management. There is no denying that it is a critical component of teaching. However, they are called teachers, not classroom managers.  A teachers job becomes much simpler when they are able to utilize their time to teach rather than disciplining their students. This lack of respect in schools can ultimately be traced back to what is taught in the home. To be blunt, many parents fail to instill the importance of core values such as respect as they once did.  Because of this, like many things in todays society, the school has had to take on the responsibility of teaching these principles through character education programs.   Schools must intervene and implement programs that foster mutual respect in beginning grades. Instilling respect as a core value in schools will improve the overculture of a school and ultimately lead to more individual success as students feel safe and comfortable with their environment. Promote Respect in Schools Respect denotes both a positive feeling of esteem for a person and also specific actions and conducts representative of that esteem. Respect can be defined as allowing yourself and others to do and be their best. It is the goal of Any Where Public Schools to create a mutually respectful atmosphere between all individuals involved within our school including administrators, teachers, staff members, students, parents, visitors. As such, all entities are expected to remain respectful to each other at all times. Students and teachers especially are expected to greet each other with kind words and student/teacher exchanges should be friendly, in an appropriate tone, and should remain respectable. The majority of student/teacher interaction should be positive. All school personnel and students are expected to use the following words that show respect for another person at the appropriate times when addressing each other: PleaseThank YouYoure WelcomeExcuse MeMay I Help YouYes Sir, No Sir or Yes Maam, No Maam

Jesus and the gospel in Africa Essay Example

Jesus and the gospel in Africa Essay Example Jesus and the gospel in Africa Essay Jesus and the gospel in Africa Essay A BOOK REVIEW ON JESUS AND THE GOSPEL IN AFRICA -HISTORY AND EXPERIENCE Is the Gospel in Africa? What would Jesus expression like in Africa? These remarks of J. V. Taylor were the flicker to the pursuit of Professor Kwame Bediako’s scholarly probe that gave birth to the book Jesus and the Gospel in Africa. Bedako was a Ghanese bookman, born in Ghana on 7ThursdayJuly, 1945 and he passed off in summer 2008. He gained international repute for his work on the disclosure in Christianity in African Culture Bediako could hold been employed in one of the top Universities of the World but he chose instead to be committed to working out the deduction of his religion in the context of Africa. Jesus and the Gospel in Africa is one of the scholarly plants of Prof. Kwame Bediako, it is a aggregation of articles by Bediako to show in full strong belief that God speaks into the African context, in African parlance and that God is through hearing in African tongues the great things that God has done that African divinity emerges to enlighten non merely the African Church but the whole broad World. Jesus and the Gospel in Africa was originally published in Yaounde , Cameroun by Regnum Africa in 2000 and was republished by Orbis books, USA, in 2004. The book of 124pages is made up of 10 chapters and sub-divided into three parts. Chapter’s 1-3 are grouped in the first portion captioned the African Experience of Jesus. Chapters 4-6 are grouped as the 2nd portion captioned Theology and Culture while chapters 7-10 are the 3rd portion captioned Africa and the History of Christianity. Reappraisal: Part 1 THE AFRICAN EXPERIENCE OF JESUS. In chapter one, Bediako presents the phenomenon referred to as the modern displacement of the Centre of gravitation of Christianity. The thought of this displacement of Centre of gravitation is that the heartlands of the Christian religion has shifted from the West and has found another land of relevancy in the Southern continents of Latin America, Asia, and peculiarly in Africa. He showed that in 1900 80 % of the World’s Christians lived in Europe and Northern America. Today over 60 % of the World’s Christians lived in Latin America and Africa. By AD 2000, there could be between 330 million and 350 million Christians in Africa ( pg3 ) . Bediako used the word surprise to depict the paradigm displacement of the Centre of Christianity. He refuted the term Animism used to depict the cardinal faiths of Africa in 1910 when the World conference was held in Edinburgh, by a adult male who has neer been to Africa. The general perceptual experience of the term Animism was that there was peculiarly no spiritual content in it. They were so locked up in their ain head that no 1 foresaw the outgrowth of vivacious Christian presence in Africa, allow entirely the outgrowth of a distinctively African experience of Jesus Christ. In what Bediako called the surprise factor in the modern missional story . He highlighted the turn of event indicating out the Africa conference held in Le Zoute, Belgium, in September 1927, it appeared that the missional was now reflecting on, and larning from its African experience ( pg4 ) . The Le Zoute conference stood on the rearward way with the Edinbrugh conference of 1910 by confirming the acknowledgme nt that Africans old experience that has high component of spiritual value prepared them for the response of the Gospel. Bediako in reflecting on Africa and the hereafter of Christianity posits that the present displacement of the Centre of gravitation of Christianity to non-Western universe offers rather typical chances for Christian theological contemplation and for new apprehensions. He spoke clearly on Jesus of the deep: divinity from where the religion must populate, utilizing a potion of the self-generated supplication and congratulationss of Jesus by an nonreader Ghanese Christian adult female, he demonstrates the footing of African divinity which besides provides clear grounds that Christianity in Africa is strictly African experience. He disclosed that the pursuit and find of African divinity was launched by Africa’s academic theologists like Bolaji Idowu, John Mbiti and I suppose, himself in the late fiftiess and early 1960s under the changeless whipping from European public impatient with Africa because it was mostly without apprehension of the continent, these and other innovators of African divinity saw it as their undertaking to build the prescribed divinity ( pg16 ) . In chapter 2, Bediako expatiates the Jesus in African Culture and relates it to Ghanaian position. Here Jesus Christ is presented to both African Churches and African Christians and the universe at big as a cosmopolitan Saviour. However, one salient point is his recognition of the missionary’s attempt in pass oning the Gospel which the full community affirms. There is ever more to the hearing of the Word of God than can be contained in existent sermon of it by human agents ( pg20 ) . Bdiako as a Pastor and a sermonizer used the Bible to hit his ends. He demonstrated how The Apostle Paul grasped steadfastly the catholicity of the Gospel of Jesus the Messiah which includes all peoples without modesty, it is this idea that African theologists now portion. Again, it is notable that the rapid spread of Christianity is associated with the contact it had with other cardinal faiths correspondent to African Traditional Religion. And that the presences of these faiths were critical read ying for the Gospel. The averment that traditional faith forms the spiritual belief of more or less rearward and graded peoples all over the World and that it held no readying for the Christianity is refuted. The truth is that the cardinal faiths have been the most fertile dirt for religion of the huge bulk of Christians of all ages and all states ( pg21 ) . In his Jesus as the Godhead vanquisher in the African world , Bediako pictured the consciousness and intense consciousness of forces and powers at work that threaten the involvement of life and harmoniousness and with apprehension of human exposure in the spirit universe. Jesus Christ is seen as the 1 who possesses supreme power and authorization and is winning over the religious kingdom. Bediako created an ambiance that Jesus is all powerful to protect people over evil forces. He depicts Jesus as the Saviour who belongs basically to the more powerful kingdom of deity and stresses that there needs to be a deeper grasp of the traditional African universe, whose clasp is so strong that it exercises a powerful influence on the mode of apprehension and sing the Christ image ( pg22 ) . Bediako described Jesus as the One who fulfils and surpasses the map of the Ancestor. This has been the job of understanding Christ genuinely in the African universe. Africans believed that ascendants are powerful in their relationship with homo ; they reward the good workss and render penalty to evil. However, Biblical grounds has proved that the work of Christ surpasses the function of ascendants in what He has done and what He can make. Bediako decidedly pointed that the good intelligence as our narrative is no longer a inquiry of seeking to suit the Gospel in our civilization ; hence the Gospel is our narrative ( pg 25 ) . From Biblical point of position, Bediako argues that the epistle to the Hebrews is a missive to the Africans sing the function of Jesus Christ as a High Priest who fulfils absolutely the terminal that all forfeits search for to accomplish and the Priestly mediation of Christ which overrides all human priestly mediation. He positively appraised the work of Chris tian towards development claiming that each of us with the Bible in our mother-tongue can truly claim to hear God talking in our ain language ( 32 ) . Chapter 3 offers some galvanizing penetration into one of the most of import treatments in the survey of faith. Here Bediako efforts supplying an reply to the inquiry of how Jesus Christ is Lord amid African spiritual pluralism . He demonstrated with critical observation the singularity of Christ in the pluralistic environment of the African faith, indicating that Christ is alone in relation to other Godheads. Bediako sees the singularity of Christ non as an averment but as Christian avowal and acknowledgment. He states a Biblical avowal refering the singularity of Christ is non arbitrary claim or averment ( pg 38 ) . The singularity of Christ besides can be arrived by decision drawn from position of other universe faiths to show that Christ inhabit those universes as Lord, because faith is a tradition of response to the world and revelation of the Transcendent. Bediako draw our attending to that which Christ has confronted us with viz. : the Incarnation which is supremely the alone mark and presentation of godly exposure in history, the cross of Christ which shows His agony and redemptional work as expressed by His Godhead head and the logic of love and in conclusion, the Communion at the Lord’s tabular array which is an invitation to all who are united in religion. Consequently all faiths are invited by religion to react to this paradigm revelation of Jesus Christ in religion, penitence and obeisance. Part 2 – THEOLOGY AND CULTURE. Bediako started this portion with understanding African divinity in the 20th century in chapter 4. He elaborated on the two distinguishable tendencies that emerged from the African Christian idea in the post-missionary epoch of 1950s to the late eightiess, taking to the Black divinity of release in the African scene with the purpose of accomplishing integrating between the African pre-Christian spiritual experience and the African Christian committedness in ways that would guarantee the unity of African Christian individuality and selfhood. He looked at the African spiritual yesteryear as the premier theological issue in the argument, critics of early literature in African divinity has characterized it as unhealthy. However, African theologists have demonstrated that the African spiritual experience and heritage were non illusive ( pg 50 ) . To Bediako African Theology should be shaped and interpreted in a manner that it will reflect African theological individuality.

Bonifacio Movies Summary

The film then brings us to the present-day, in the gymnasium of a Catholic high school with a typical scene of bullying. A graduating student with altruistic values, as played by Daniel Patella, steps in. It promises an interesting storyline of parallel values but as the saying goes, promises are meant to broken. Together with two other students and a curator of a museum dedicated to Boniface, they uncover history through documents, to support the accuracy Of the claims the film presents. They serve not only as unnecessary narrators but also represent the inspired youth and dedicated historians, as expendable anchors to reality. There is not much progression with these one-shots as they interweave and later interrupt much of the dramatic storytelling reeking the inertia, and blemishing an already excellent biopic. (It is the intention of the reviewer to point this out early on so that the reader can opt to tune out these jarring moments, hoping to bring a greater appreciation of the film. On a certain level, Boniface: Nag Unsung Pangolin is a symbiotic mengage trots among Andrea Boniface, played by a subdued Robin Patella until the character goes in fits of rage and control is lost; Gregorian Aryans De Jesus, suited by Avian Morale, whose story relevance grows in time; and the country, particularly the nations persecuted masses. The first part cements heir common love for justice and social upheaval. Further tribulations in family affairs in the latter sections gave their love story an alluring kind of sadness as unfortunately; this has been Andresens only rock in his untimely demise.For this layer alone, it already provides a compelling drama, the beef in the burger patty. This patty becomes heavier and juicier with the other meatier layers and astounding audio-visual elements that gives its distinguishing flavor. The personal and historical highlights can be arranged to three chronological sets of discovery. Benefactions active involvement in the event stems from his spirit grown from the seeds left by the death of the Sombrero, and a fellow nationalist, DRP. Jose Racial, exemplary enlivened by Jericho Resale from line delivery to deft hand gestures.A beautifully lighted meeting between the imprisoned Racial, radiating in blue hue, and Boniface, in orange, not only intensifies their opposing actions and philosophies but also foreshadows the first acts end where Boniface steps up as the leader of a new movement set on a more violent approach to freedom. The endearing cinematography is also introduced with a nun-directional camera work mooing out from Racial to a long table filled by intently listening members of La Alga Filipino, an early prototypical movement that failed to set off, signifying his influence and magnitude of his intellect.This is contrasted near the end of the act with a circular directionless round table discussion, stopping with Boniface, as he assumes responsibility, gaining power from the trust of his peers. This kind of camera trail to display the influence of a notable hero is again used with Continual prior to the third act as he draws much of his power from influence by his peers, illustrating a different Continual that is either pure good nor demonic evil. The first act culminates on natural daylight as the Justinian emerges from the shadows of the caves of Montanan, where they are not just individual sources of light but now a force to reckon with.Interspersed with this scene, a digital vector animation of the myth of Bernard Carpi is played, as a homage to the Filipino grassroots inspiration of Justinian and also as a warning for the future Andrea to face. The pattern of light encompassing not the characters persona, then progressing to break the monotonous dark atmosphere is a consistent lawless style, repeated throughout the next two acts, with the second leading to the iconic Jigsaw as Pagan Lawn (Cry of Pagan Lawn), which wages battles Of life and death and not just mere prop aganda for the minds.For the final act, a well-choreographed night ambush, a quasi-climax that is a Pyrrhic victory in retrospect, gives the necessary energy for the painstakingly emotional yet horrifying death that comes to our hero whose only mistake is loving too much and being busy in seeking the light amidst the personal agendas who claim to seek the same. A reverse of the setup on light and dark rather emphasizes the dreadful truth, with the reflection of the light from the moon punctuating the ironic somber ending. The third act may have ended in the past but its continuation in the present shows the results of the revolution. A well-illuminated world, as opposed to the foremost gloom in the initial scenes, is a product of the blood-drenched revolution that is note over. Soon after, the narration poses a question and some insights that would again boil down to the final scene of rising action that takes place in the heart of the revolution. With the skillful mingling of chiaroscuro as part of its interrogatory, fascinating marriage of screenplay and drama, subtle political machinations and societal factors trapping our forlorn hero, Boniface: Nag Unsung Pangolin is a layered tragic love story to the country that will always be relevant in the age of revisionism.A good metric of this is how it is able to move individuals, people, a nation with or without the recognition of passion more than a century after offering an incomparable sacrifice. Summary of the Movie El Presidents The story is told in flashbacks as Emilio Continual thanks the US government for giving him the opportunity to attend the full restor ation of Philippine independence on July 4, 1946. The film begins with his capture by Philippine and IIS forces under Frederick Functions command in 1901 , then flashes back to 1 886, when an old woman gives Continual and childhood friend Candida Tirana cryptic prophecies.Ten years later, Continual is inducted into the Justinian and later assumes leadership of its Cavity chapter while becoming mayor of Cavity El Viejo. When trouble breaks out in Manila in late August 1896, Continual tries to assure the Spanish provincial government of non-interference and covertly marshals his forces despite a lack of weapons. Learning that the Spanish costly put their forces in Manila, Continual finally mobiles his troops and take the fight to Spanish troops in Cavity.As the rebels gain ground in Cavity and several provinces, its Magical and Managing factions convene to elect a provisional government. Andrea Boniface oversees the Testers Convention, which elects Continual as president, Marino Trial as vice-president, and himself as interior minister. He storms out of the convention when Daniel Tirana objects to his election. Gondolas brother Scrupulous informs him of his accession and convinces him to leave his troops just as he was seeking to defend against the Spaniards at Passing Santos.The rebels are defeated and Scrupulous is killed. Meanwhile, an embittered Boniface establishes his own revolutionary government and is later arrested. Continual is concerned about Benefactions actions and wanted him exiled, but the War Council advises his execution. Several months later, Continual leaves Cavity with most of his forces intact and makes it to Bias-an-Boat in Vulcan, where he signs the Pact of Bias-an- Boat and heads for Hong Kong.

Operation Management about EasyJet Essay Example | Topics and Well Written Essays - 1000 words

Operation Management about EasyJet - Essay Example EasyJet will be forced to layoff some of its employees after the tremendous drop of passengers seeking its services. The management prefers the government to impose a tax on planes rather than tax passengers. Operation management is caught between maintenance of customers and generation of revenue on one hand, and government taxation on the other (Lewis & Slack, 2003, p64). The third challenge experienced by operation management is the incapability of EasyJet to provide adequate customer satisfaction. This issue is evident when the customer wants to present a complaint to the airline’s management. At EasyJet operation management does not have enough staffs to handle customer complaints, even though; they have enough staffs to handle booking and payment services. Hiring more staffs mean allocating more resources to pay these staffs, which EasyJet cannot afford (Peters, 2011, p12). A number of customers have expressed the criticism that booking and paying for services are easier than issuing out a complaint. This fact is detrimental to the organization’s success in that it can lose out on its customers, who are important for its survival and success (Lewis & Slack, 2003, p321). The fourth factor that is commonly experienced as a challenge in operating management at EasyJet is the dynamic airline industry. The industry is dynamic in that there are numerous technological advancements and regular fluctuation of flight prices. It is advantageous for organizations to be advanced technologically. Swift adaptation to technological changes taking place in the airline industry at times is a problem to EasyJet (Peters, 2011, p6). This is as a result of a lot of resources needed in acquiring a more recent technology, which can be in terms of acquiring the latest... Operation management is essential to a company’s success or survival in the industry. However, this aspect is bound to come across various challenges, which inhibit its capabilities. EasyJet, an airline company, is not an exception; it has succumbed to a number of challenges that have inhibited its normal operation management. The challenges involve; cancellation of flights due to volcanic eruptions, a new government tax policy, complaints from customers, a dynamic airline industry, lack of market diversification, and change of strategy. The challenges have had negative impacts on EasyJet’s performance and reputation in the airline industry. Although, EasyJet experiences these negative challenges on its operation management, it has proved to be one of the most thriving airline companies in Europe. Its success is attributed to its operation management, which is highly focused towards its primary strategy of providing cheaper air transport.

The Role of a Star Essay Example | Topics and Well Written Essays - 1250 words

The Role of a Star - Essay Example Staiger’s analysis of the origins of the American â€Å"star system† reveals the variety of angles through which the word â€Å"star† can be defined. Stars can be considered as a commodity tool as they represent an extremely successful form of investment. They can also be perceived according to the literal meaning of the word â€Å"star†; the character played by a given star forms with the real character of the same star a surreal versus real paradox leading inevitably to an association between the in-text and the in-real-life images of the same star. The third main approach of stardom holds a psychological dimension as it regards the spectatorship, the reasons why stars are often objects of desire have been subject to many analysis, some attribute it to charisma, some to â€Å"heavenly bodies†, .. etc. For a fuller vision of the evolution of the conception of stars, a flashback on the history of cinema has to be done. Various developments in Europe and the United States led to the invention of moving image technology forming the origin of the movie creation. However, it was only in the 1890’s that films were used as an entertainment medium, it was then when this technologic invention transformed into a business. In the nineteenth century, many political and social elements influenced the evolution of film industry. The art of Cinema tended to transform into a capitalist enterprise indeed. In fact, Janet Staiger, in her definition of the system of movie production, supports a Marxist point of view. She tends to consider the latter system as a sub-system initially controlled by patterns of organization of labor, such as scriptwriters, cameramen and women, prop makers in combination with two major factors, technology and capital. In the first decade of the twentieth century, Am erican movie companies withheld the name of film performers fearing that the public recognition would lead these â€Å"stars† to ask for higher salaries. In this dissertation, studying the Motion Picture Patents Company is to be used as a proof of the prominence of the role of stars in the evolution of the movie industry.

Criminal Law Essay Example | Topics and Well Written Essays - 1500 words

Criminal Law - Essay Example The entire family had retired to sleep and the defendant and his step-father had stayed up together enjoying their drinks. The defendant told his intentions to leave the army to his step-father. The step-father did not take delight in the news and challenged the son with a berating statement. He told his step-son that he could draw, load and shoot a gun faster than the defendant could and asked him to fetch the guns for the challenge to begin. The father challenge to the son was however returned by a shot toward him which the drunk defendant may not have been aware of. The trial convicted the defendant with oblique intent and he appealed to the House of Lords after he was dismissed by the Court of Appeal. It was held that the judge should not have used an expansion explanation for the intent of the defendant and the murder conviction substituted for manslaughter. The argument of intent went further to illustrate, if indeed the death or harm inflicted on the victim was the natural con sequence of the defendants act then the jury could hold it against the defendant that he had the intent to kill his step-father(Lord Bridge). Murder is therefore a crime driven by intent and the intent ought to be specific so that oblique intent is not a direct motive or ground for death. Direct intent implies that death was the desired outcome by the defendant, while oblique intent covers circumstances where the defendant was virtually certain of death but which was not desired for his sake to benefit him. The mens rea that is required to assess a prosecuted person before they are convicted is defined and specified in each case. Mens rea refers to the intent of the mind that makes the defendant guilty of a crime. Murder is therefore an act that is moved to an action of malice aforethought. Malice aforethought is an artistic definition of the term. It is defined in the English Law as a well purposed intention to kill. It is further described as an act whose consequence is in express ion with such threats to life as actual speech, against another, if the defendant produces a lethal weapon that was used on a victim, by certain grievous act the accused intended to cause grievous bodily harm. Death of a victim in the situations as these are attributed to malice aforethought. (Lord Goddard CJ). Killing itself does not add up to murder. For the murder to be concluded, the killing has to involve express malice aforethought or be implied by the law. In a doctrine of constructive malice, it was implied the course of another act considered felonious that involved violence and posed as harmful and threatening to life. It was also implied where the person killed was undertaking a process of the laws such as arresting or imprisoning the accused person or in any other process of the law that is legal. This doctrine was recommended for abolishment by the Royal Commission on Capital Punishment Para 121 of the published Report 1953 (cmd 8932). The section goes further to create the necessary provisions for murder to hold. The section did not affect malice that is implied apart from the doctrine of constructive malice. The case of R v Vickers (1957) 2QB, 664 1957 2 All ER 1957 741. The case was heard and approved by the House of Lords in R v Cunningham 1981 2 All ER 863, 3WLR 263. The accused had been brought in with charges of murder and convicted under section (5) (1)a of the Homicide Act 1957 (repealed). The Criminal Court of Appeal held the Act did not abolish the doctrine of implied malice and therefore conviction

Visual Literacy in Business Essay Example | Topics and Well Written Essays - 500 words

Visual Literacy in Business - Essay Example Simply, Kennedy’s definition is more concerned with the action of seeing and deriving meaning from visual images while Howell’s definition is more concerned with the cognitive processes involved when people retrieve meaning from visual images and how experiences, sensory perception and critical thinking affect the process (Howells, 2009). I am of the opinion that Howell’s definition offers a better and more comprehensive analysis of visual literacy since it not only analyses the physical action of seeing images, but also identifies that it encompasses other factors such as the cognitive processes specific to a person, such as their attention span, experiences, reception to external stimuli and their ability to think critically. I find Kennedy’s evaluation limiting and lacking since it only emphasizes on the physical activity of seeing as the primary and sole factor in the process of retrieving meaning from images. Kennedy’s definition alludes to the fact that visual literacy is straight forward for everyone. However, this is not the case especially in today’s world where conditions such as attention deficit disorders may inhibit the ability of a person to accurately decipher the meaning of images and consequently impact on the visual literacy of a person. In today’s world, the classroom offers an opportunity to study and recognize the different levels of visual literacy among people. According to Elkins, the most compelling argument in favor of visual literacy being considered as a universal language is its ability to communicate messages, concepts and ideas to people of varying cultural languages across the world. The use of one image may be used to convey a singular message to people of diverse cultures and languages across the globe and despite the differences, the people will still retrieve a singular meaning to the visual image presented. Essentially, visual literacy is not

Human Papilloma virus Essay Example | Topics and Well Written Essays - 500 words

Human Papilloma virus - Essay Example They each have their own surface that they prefer to attack. Some like the moist areas such as the mouth, anus and genitals while others prefer the hands, face and scalp. â€Å"When HPV does take hold, it grows a lump of thickened skin. Thats the wart.†(Davis,2011). The wart will shed its skin in time and that skin will carry, and transmit the virus. They will form painlessly on the hands, face or scalp. The â€Å"Plantar† wart will form on the soles of the feet and are the only painful form of wart. On the genitals a painless cauliflower like growth will form. In extreme cases HPV can cause cancer of the cervix, penis, vagina or anus. The wart will cultivate its own blood supply and nerve and this makes it very difficult to just go away on its own. The body will eventually recognize and fight the virus by creating its own antibodies to HPV and will cause the wart to drop of, but, this takes time and normally will take one to two years. There are over the counter remedies including Salicylic Acid which will irritate and eliminate the wart. There are also prescribed therapies such as Antiviral Creams that stimulate the immune system and stunt the growth of warts and you can also have the wart surgically removed. Vaccinations are available for girls at 11-12 years of age and for boys from 9-26. I am not a medical expert, but it seems to me that warts are just a relatively innocent, annoying part of human life in much the same vane as pimples. We have medical experts who like to dramatize some aspects of medicine and try and frighten us with their fancy words and researches. â€Å"HPV Infection is Usually a Sexually Transmitted Disease (STD) and is Easily Spread by Having Sex with an Infected Person†.(Mayo Clinic,2010.) .There is a stigma as soon as â€Å"Sexually Transmitted† is quoted. Well guess what? you can catch the common cold if you have sex with someone who has the Flu. Does that make the common cold a sexually transmitted disease?, I think not.

Criminal Law Essay Example | Topics and Well Written Essays - 1500 words

Criminal Law - Essay Example The entire family had retired to sleep and the defendant and his step-father had stayed up together enjoying their drinks. The defendant told his intentions to leave the army to his step-father. The step-father did not take delight in the news and challenged the son with a berating statement. He told his step-son that he could draw, load and shoot a gun faster than the defendant could and asked him to fetch the guns for the challenge to begin. The father challenge to the son was however returned by a shot toward him which the drunk defendant may not have been aware of. The trial convicted the defendant with oblique intent and he appealed to the House of Lords after he was dismissed by the Court of Appeal. It was held that the judge should not have used an expansion explanation for the intent of the defendant and the murder conviction substituted for manslaughter. The argument of intent went further to illustrate, if indeed the death or harm inflicted on the victim was the natural con sequence of the defendants act then the jury could hold it against the defendant that he had the intent to kill his step-father(Lord Bridge). Murder is therefore a crime driven by intent and the intent ought to be specific so that oblique intent is not a direct motive or ground for death. Direct intent implies that death was the desired outcome by the defendant, while oblique intent covers circumstances where the defendant was virtually certain of death but which was not desired for his sake to benefit him. The mens rea that is required to assess a prosecuted person before they are convicted is defined and specified in each case. Mens rea refers to the intent of the mind that makes the defendant guilty of a crime. Murder is therefore an act that is moved to an action of malice aforethought. Malice aforethought is an artistic definition of the term. It is defined in the English Law as a well purposed intention to kill. It is further described as an act whose consequence is in express ion with such threats to life as actual speech, against another, if the defendant produces a lethal weapon that was used on a victim, by certain grievous act the accused intended to cause grievous bodily harm. Death of a victim in the situations as these are attributed to malice aforethought. (Lord Goddard CJ). Killing itself does not add up to murder. For the murder to be concluded, the killing has to involve express malice aforethought or be implied by the law. In a doctrine of constructive malice, it was implied the course of another act considered felonious that involved violence and posed as harmful and threatening to life. It was also implied where the person killed was undertaking a process of the laws such as arresting or imprisoning the accused person or in any other process of the law that is legal. This doctrine was recommended for abolishment by the Royal Commission on Capital Punishment Para 121 of the published Report 1953 (cmd 8932). The section goes further to create the necessary provisions for murder to hold. The section did not affect malice that is implied apart from the doctrine of constructive malice. The case of R v Vickers (1957) 2QB, 664 1957 2 All ER 1957 741. The case was heard and approved by the House of Lords in R v Cunningham 1981 2 All ER 863, 3WLR 263. The accused had been brought in with charges of murder and convicted under section (5) (1)a of the Homicide Act 1957 (repealed). The Criminal Court of Appeal held the Act did not abolish the doctrine of implied malice and therefore conviction