Productive and Counterproductive Behaviors Paper

fecund and Counterproductive Behaviors in the Workplace Employees inside an organization stick out either pass on positively or negatively towards their employing organizations overall success and effectiveness. The organizations that ream the most productive behaviors from their employees typically incorporate motivational and leadership activities that encourage these behaviors (Jex & Britt, 2008). This paper leave alone jell counterproductive and productive behaviors and describe the impact those behaviors have on concern death penalty and the overall bring to passance of an organization.Counterproductive Behaviors Logic says that employees should want to do puff up in their bloodlines. But despite this logic, some employees do not. For various reasons employees will sometimes perform counterproductively towards their employers overall goals. Examples of these types of behaviors are ineffective ancestry performance, frequent absence from work, unsafe behavior, turnover, theft, violence, substance abuse, and sexual harassment (Jex & Britt, 2008). These types of behaviors passel result in high costs for organizations.Detecting Counterproductive Behavior The silk hat way employers washbowl detect counterproductive behavior among employees is to perform process performance appraisals. There are several methods for performing appraisals, including electronic, production data, and inbred appraisals. Each of these systems has pros and cons to it, and are only marginally effective (Jex & Britt, 2008). The truly better way to detect counterproductive behavior is to interact with employees and monitor their stage business satisfaction. What Causes Counterproductive Behavior?An employee who does not perform well in his or her job may do so for reasons like lack of ability, interruptions from other employees, or poor task design (Jex & Britt, 2008). As well, poor job performance may result from elements in the organizational climate that cause poor a ttitude, or, much less often, because of deep psychiatric problems (Jex & Britt, 2008). once an employer detects a counterproductive behavior among his or her workforce he or she must try to pinpoint the cause of the behavior. One way of doing this is through the attribution process, in which the mployees supervisor would evaluate an employees current performance against his or her past performance, his or her performance on specific tasks versus his or her overall performance, and his or her performance compared to other employees. By doing this the supervisor can try to determine the cause of the ineffective behavior and whether it is being caused by internal (lack of ability or motivation, poor attitude, or psychiatric issues) or external (coworkers, poor task design, or lack of tools) factors (Jex & Britt, 2008). Responding to Counterproductive BehaviorOnce a behavior is detected and the cause of the behavior is tryd, employers must decide how to act to the behavior. The be st first response is to have the employees manger dissertate the counterproductive behavior with the employee in question (Jex & Britt, 2008) and determine whether the behavior can be corrected in order for the employee to retain his or her position. Once the discussion takes place the manager and employee can decide whether further cookery or coaching would encourage improved behavior or whether an Employee attention Program (EAP) would be beneficial (Jex & Britt, 2008).Of course, organizations would be best off to keep on counterproductive behaviors from occurring at all. This can be done by issue to the effort and expense of hiring the right employees, possibly by utilizing the tools of selection programs to analyze potential employees skills and personalities. As well, employers should nurture their employees skills and abilities to encourage productive job performance. Finally, they should alike offer employees frequent feedback and measurement of their performance to hel p keep them on track with respect to organizational expectations (Jex & Britt, 2008).Productive Behaviors Despite the fact that some employees do not suffer positively to the organizations they work for, most employees try to perform their jobs to the best of their abilities and even go above and beyond their required duties at times. Examples of productive behaviors include positive job performance, organizational citizenship, creativeness, and innovation (Jex & Britt, 2008). Assessing Productive Behaviors Organizational psychologists use various models to assess job performance.These models evaluate in-role (technical aspects of a given job) and extra-role (skills that transcend the specific content of a job such as communication skills and being a team player) performance by employees (Jex & Britt, 2008). These assessments allow managers to recognize productive employees and encourage and motivate them to continue in their efforts. Predictors of Productive Behaviors There are several methods that organizations can use when recruiting employees to previse whether candidates will contribute positively to their organization.These include general cognitive ability, take of job experience, and the personality trait of conscientiousness (Jex & Britt, 2008). By evaluating these predictors, organizations can bring through themselves time and money by hiring the right people who will contribute to organizational goals without excess coaching, training, or need for reprimand. The Affects of Counterproductive and Productive Behaviors clearly an organization will be affected by the employees that support it. Employees that contribute positively will help the organization move towards its goals, and, if innovation and creativity are present, possibly even surpass their goals.On the other hand, employees who work counterproductively at heart an organization, will cost management time and may require additional effort to be spent on reputation management, recruit ment, and training (Jex & Britt, 2008). Organizations would be best served to recruit employees with the most potential to work productively by analyzing their job experience, personality, and cognitive ability before offering an individual a job.References Jex, S. M. , & Britt, T. W. (2008). . Organizational Psychology. A Scientist-Practitioner Approach, Second Edition. Retrieved from https//ecampus. phoenix. edu/classroom/ic/classroom. aspx.

Criminal Justice in America: A Critical View Essay

twist legal expertIntroduction Criminal justice is a remains of government institutions, which argon tasked with upholding social control, and directed at mitigating abhorrences as well as sanctioning the law breakers with condemnable penalties as and rehabilitation efforts as well. Criminal justice covers a deem of areas including law enforcement, new occurrences, correction and crime prevention. Criminal justice cases at level 200 cover a wide range of areas including policies on sentencing and course session, theories of policing and their effects fell justice practice. As well as familiarize with a wide range of police powers curiously those involving searching and take hold of powers. The central role of law in social processes is explored under criminal justice 200, with primary legal regimes of various types being examined and compared from different content contexts as well as across different international context. effective and non-legal reforms, those of soci al ordering, are contrasted investigating human declines law in its practice and structure. Level 200 also focuses on Disability studies. Theories on how the fiat interprets disability and consequences in social justice. Factors and determinants that frame disability are factored. These factors entangle social, political, biological, cultural and economical determinants (Sheldon et al 455). On this paper, I will make a case that will seek to examine how the judicial system decided to take a shift in the way juveniles were treated at trial in cases of criminal nature. The system saw it necessary to put into consideration the psychological factors, on growth of adolescents brains especially, when determining these cases as the aim of the system is more of reforming than punishing. Over the years, most states come believed the youthful system in the Judicial system is set up for usual protection by providing a mechanism to respond to children who are get into crime as they ma ture into adulthood. The children who commit these crimes are believed to be little dangerous and blameworthy hence the need to differentiate them from adults doing the same. States have been antiphonal to these differences and have in turn established separate court systems to furnish for the juveniles. They have also provided separate youth-based systems on service delivery that are different from those of adults. Juvenile systems have grown remarkably since their setoff introduction. The first juvenile court was established in 1899 in the state of Illinois. At the time, the process was rather informal, consisting of conversations between the judge and the youth- with no legal model for the youth. The system was aimed at creating a different probation system and replacing elbow grease of these youths in jails alongside the adults. A different approach to their incarceration was adoptive which allowed for provision of guidance, education and supervision. All states afterward embraced the juvenile system including the whence district of Columbia. In the year 1967, the Re Gault landmark ruling by the Supreme philander determined the requirement of attorneys for youths in the system as well as provision of other constitutional rights like accuse adults including confrontation of a witness before them. The Supreme Court subsequent gave more constitutional rights including undergoing trials requiring proof beyond reasonable doubt and against epitome jeopardy. However, some states give youths the right to trial y a dialog box through statutes and court rulings although the Supreme Court discouraged this (Bremna 342).Case moth miller v atomic number 13 This case was a petition presented to the Supreme Court by the requester, miller, against the state of Alabama. The case was argued on 20th March 2012 and was later decided on 25th June 2012. In this petition No. 10-9646, the petitioner by the name miller, with his friend beat up Millers friend seriou sly then continued to set his trailer on fire after a long evening of heavy medicine abuse and drinking. The neighbor ended up dying. Initially, Miller had been charged by the court like juvenile, but when his case was later on remote and taken to an adult court, the court charged him with arson and murder. The jury undercoat Miller guilty as charged and the trial court sentenced him to life story without cry, which was a statutorily mandated punishment. The Alabama court dealing with appeals re-affirmed the ruling, arguing that Millers sentence was not even as harsh in comparison to the crime he had committed and the mandatory nature of it was tolerable according to the eighth amendment, which states that one should not be imprisoned for LWP for juvenile offenders that have committed homicide. The amendment forbids cruel and unusual punishments hence guaranteeing the defendant the right of refrain from being subjected to rather harsh sanctions. Punishment for a crime should b e proportionate to both the crime and the offender. The amendment recognizes the lack of mental adulthood n these youths, something that could lead to impulsiveness and recklessness as well as abject finale making (Adam 10). This petitioned was argued and judgment given jointly with a case of the same nature, petition No. 10-9647 of capital of Mississippi v Hobbs in which Jackson was charged with murder and thereafter sentenced to a life imprisonment with no rallying cry. Jackson, a 14year old had taken part in a looting where, unknown to him, one of his friends had carried a short gun with which he utilize to murder the clerk in the store. Jackson was charged by are as an adult with the crime of capital felony of murder alongside robbery. The jury found him guilty of both charges something that led to the sentence. The court likened life without discussion to a death sentence (Adam 10). On June 25 2012, the court gave a 5-4 ruling on the case, judging that a life imprisonmen t without parole was not constitutional if the accused is over the age of eighteen. The court was indomitable on Grahams foundational principle that states that the child status must be taken into account when passing such harsh judgments. disregardless of the crime committed, such severe penalties on juveniles cannot go on as if they were not children. The court also directed that sentences of life imprisonment without granting parole as such should be rare. The vulnerability of the children was taken into account as well as their high capability to veer in the hereafter and become better persons. The ruling would certainly have an after effect, especially on those whose sentencing did not take into account age and other mitigating factors (Adam 10). This decision would see at least half of the states in America change their statutes on handling juvenile cases and sentences to life with no parole including Alabamas statute code 13A. Efforts to end harsh judgments and reduce l onely in confinement for juveniles were evident and efforts to close juvenile detention facilities as states started re-thinking of other ways on how to deal with juvenile offenders. Campaigns for youth reforms have been started with correctional facilities aimed at creating a view on young felons as victims of circumstances rather than felons who are irredeemable (Okonkwo 45).ReferencesTop of FormShelden, Randall G, and William B. Brown. Criminal Justice in America A Critical View. Boston Allyn and Bacon, 2003. Print. crapper of FormDaniel Okonkwo The New York Times- Applying The Miller v Alabama Ruling retroactively Must Be Done, 2013Adam Liptak, Ethan Bronnerthe New York Times- Justice Bar mandate Life Terms For Juveniles, 2012Source document

Deschooling Society Essay

IntroductionThis verge paper is ab extinct De educate solar daysing Society which is a book compose by Ivan Illich. The book is to a greater extent than a critique it contains suggestions for changes to tuition in society and individual purport eras. Particularly striking is his c every(prenominal) for the use of right technology to support go throughing webs. In this paper, we lead depression propose what is meant by de cultivation society and and so what is the conduct for de domesticateinging and is it requirement to disestablish a tame. After seeing the reasons for de educate, we look at the phenomenology of develop which gives the phenomenon of prep ar. Then we will see the rituals in the received trail arrangement and discuss about them. Later we look at the seat for evaluating unveilings and hence propose the idea of acquirement webs and thus conclude with the requirements of a great cultivation administration and what an educated person should be able to do.What is De cultivation Society?The process of receiving education or training especially do at School is called Schooling. The main goal of Schooling is to keep an eye on things from what is taught by t severallyers in the inculcate. hither seting, education, training, guidance or discipline is derived from experiences and through lessons taught by instructors. De schooling society is a critical discourse on education as practised in neo economics. It is replacing school with inwrought gain vigoring. It specifically refers to that period of adjustment experienced by children removed from school settings. It is the initial stage where one gets rid of schoolish thoughts about encyclopaedism and life in general. If one is precondition time to adjust to the freedom of no school routines and non cosmos told what to do every minute of the day, then they have lots of time to relax, try smart-fashioned things, to discover their interests and rediscover the joy of cultivation. This is the idea of de schooling. It is like a child recovering from school damage. SCHOOLING IS THE SYSTEM knowing FOR TEACHING. . DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.Why we must disestablish a school (why de schooling)Ivan Illich feels that there is a need to disestablish school by prominent trialples of ineffectual genius of institutionalized education. According to Illich Universal education through schooling is not feasible. It would be no more than feasible if it were attempted by nitty-gritty of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor proliferation of educational hardw ar or softw be, nor the attempt to expand teachers responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional rearward educational webs which heighten the opportunity for each one to transform each mo ment of his living into one of scholarship, sharing and caring. The present school arranging believes that more the give-and-take, better ar results and leads to success. It confuses teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say roughlything new. Medical treatment is mistaken for health guard, social work for the improvement of community life, guard protection for safety, military poise for national security, the rat race for fatty work. Illich shows that institutionalization of set leads inevitably to physical taint, social polarization, and psychological impotence and approximately of the research now going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that c atomic number 18 wholly acquits students dep completeent on more treatment and r shutd proclaimers them increasingly incompetent of org anising their own lives around their own experiences and resources at heart their own communities.With the present system poor children lack almost of the educational opportunities which ar coolly easy to middleclass pile. To mold this they borrowed a program Title One which is the most big-ticket(prenominal) compensatory program ever attempted eachwhere in education, yet no signifi shagt improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours only organize more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of moneyed over poor range from conversation and books in the home to spend travel and a different sense of oneself and apply for the child who enjoys them two in and out of school. So a poor student will generally fall behind so long as he depends on the school for advancement or learning. Poor needs capital to enable them to learn.Neither in North America nor in Latin America do the poor get equality from compulsory schools however in both the places, the mere existence of school discourages and disables the poor from taking say-so of their own learning. All over the world, school has an anti educational effect on society school is recognized as the institution which specializes in education. The failures of school are taken by most pack as proof that education is very costly, very complex, always hush-hush and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and appellation of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contributes to reliable kinds of learning under certain circumstances.But most mountain con most of their knowledge outside school. well-nigh learning happens casually, and even most intentional learning is not the result of programmed instruction. For example, normal children learn their first language (mother tongue) casually, although faster if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a by-product of rough other performance be as work or leisure does not mean that mean learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. In 1956 there arose a need to teach Spanish quickly to several c teachers, social workers, and ministers from the tonic York Archdiocese so that they could lapse with Puerto Ricans.Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his dominance, and he sel ected four twelve of them-many of them school dropouts. He trained them in the use of the U.S. Foreign swear out Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could title of respect that he had 127 parishes in which at least three staff members could go through in Spanish. No school program could have matched these results.Further experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we pay the market. Schools are even less efficient in the arrangement of the circumstances which encourage the openended, exploratory use of acquired skills. The main reason for this is that school is de rigueur and becomes schooling for schoolings sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour.Education is the exploratory and imaginative use of skills, however, cannot rely on drills. It relies on the relationship between teammates , on the critical intent of all those who use memories creatively, on the surprise of unhoped question which opens new doors. It is now generally accepted that the physical surroundings will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is hence both a desirable and a feasible goal, but to represe nt this with obligatory schooling is to confuse salvation with the church. A de schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling.Phenomenology of SchoolIn order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by school. We need to have clear idea on what a school is and what is the loss between teaching and learning. We can do this by listing the functions that are performed by new(a) school systems, such as tutelary care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a good or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western culture and information gathered by anthropology to get an idea of schooling.And we could call the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would fetter us to start with certain assumptions about a relationship between school and education. Hence we begin with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring regular attention at an obligatory curriculum. maturate School groups people jibe to age. This grouping rests on three unchallenged premises.Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children throughout their adolescence and youth. institutional wisdom tells us that children need school. In stitutional wisdom tells us that children learn in school. But this institutional wisdom is itself a product of schools because parking lot sense tells us that only children can be taught in school. Teachers and Pupils here children are pupils. School is an institution built on the axiom that learning is the result of teaching.And institutional wisdom continues to accept this axiom, despite overwhelming render to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, a nd they are deprived of the privilege of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never impute teachers for most of their learning. Schools pass water jobs for schoolteachers, no matter what their pupils learn from them.Full-Time attendance The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must come his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. T he teacher as moralist substitutes for parents, god, or the state.He instructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to interpose into the personal life of his pupil in order to help him uprise as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains service on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult.Ritualization of progressIllich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consumer. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illichs criticism of school is a criticism of the consumerist mentality of modern societies a model which the developed nations are trying to force on developing nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a package education and awards certification for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same.This is such(prenominal) more than simply a racket to produce more textbooks and exam syllabuses this is a commercial activity mirroring the market processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promotion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the essence by which these societies get sucked into the consumerist way of doing things. much schooling leads to rising expectations but schooling will not levy the poor out of poverty rather it will deprive them of their self-respect. Most basic schools operate according to the notion that knowledge is a precious commodity which under certain circumstances may be labored into the consumer. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding creden tials to those who can consume educational packages and endure it for the longest. It is thus training in disciplined consumption.Institutional SpectrumIn this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum ( go away side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change distort as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones.Of all out of true utilities, school is the most insidious. Highway systems produce only a study for cars. Schools create a demand for the entire set of modern institutions which clustering the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the impression that their present level of cost per year is needed if people are to move, so schools are presumed essential for attaining the competence need by a society which uses modern technology. Schools are based upon the surmise that learning is the result of teaching.Irrational ConsistenciesHe argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation course for research and a new understanding of the educational style of an rising counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teachers goals. The relat ional structures we need are those which will enable each man to define himself by learning and by contributing to the learning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illichs analysis education is a funnel for educational packages.Illich opposes this with an idea of learning webs which are about the autonomous assembly of resources under the personal control of each learner. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the lifelong learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where some men may set, specify, and evaluate the personal goals of others. It is very clear that Illich means it when he calls for the de schooling of society.Learning WebsIllichs pra ctical vision for learning in a de-schooled society is built around what he calls learning webs. Illich envisages 3 types of learning exchange between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a storehouse could allow concerned people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a net income of educational resources could be financed either directly by community expenditure.Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illichs vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators those who operate the resource centres and facilitate skills exchanges and those who target others in how to use these systems and networks. The masters we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a subjective right to teach it.Illichs programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between school and the world (though this is most definitely not lifelong learning which seeks to augment schooling throughout adult life). There is no ritual of knowledgeableness of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes to gain the benefits that learning the new skill brings.Educational resources are usually enunciateed ac cording to educators curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goalsReference Services to Educational Objects which facilitate access to things or processes utilise for formal learning. Some of these things can be reserved for this purpose, stored in libraries, renting agencies, laboratories, and showrooms like museums and theatres others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours.Skill Exchanges which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached.Peer-Matching a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of engendering a pa rtner for the inquiry.Reference Services to Educators-at-Large who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients.ConclusionIllich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposesIt should provide all who want to learn with access to available resources at any time in their livesEmpower all who want to share what they know to find those who want to learn it from themFurnish all who want to present an getting even to the public with the opportunity to make their challenge known.An educated child should be able to Read, write, and communicate effectively Think creatively and logically to solve problems and Set and work toward goals.B ibliographyhttp//en.wikipedia.org/wiki/Deschooling_Societyhttp//ournature.org/novembre/illich/1970_deschooling.htmlhttp//www.natural-learning.net/000154.htmlhttp//www.livingjoyfully.ca/unschooling/getting_started/what_is_deschooling.htmhttp//www.webster.edu/corbetre/philosophy/education/illich/schooling.html

Oral History Documentaries

Oral History Docu mentaries ar Hu spell Traditions, how piece of music live and what he believes. In essence it transcribes what is in patch, his dignity as a pitying person and his continues search of himself. These clement traditions are written in autobiographies or in memories or diaries and journals. Some eons re-echoed in ideologies (patterns of our beliefs and practices in a hu while society) by our memories. As Marcovici sited that our remembrance (memory as part of ideology that has a power in relation to what society we reproduce) prevails our deduction of the outgoing oer the endow.In the acts of meanings it includes all experiences in a founding of meanings, images, social bonds, what man would the likes of to become and what he is afraid to become. It is important that we understand the by so we could act on m vocal choices roughly our present. Oral archives is similarly all our personal histories into a larger corporate histories. With the abounding techn ologies effect in the internet, verbal history generates in a wise found in digital story telling. Facts in which contrive been encoded in the some ordinary and jet places. Oral histories bring to our sense of the present of mans dominion everywhere greed and forces of natureBelow is what viva voce histories bring to our sense of our present world in terms of man dominion over greed in the documentaries At the River I Stand. It tells about a dramatic climax of the Civil Rights movement, a local crusade dispute that became a national issue and the spring behind the character assassination of Dr. Martin Luther King, Jr. at Memphis in 1968. I am a man is more than an ideology it is a fact and a undecomposable save venerable truth. And because I am a man, a rational creature, I can non be taken as a second class citizen.The 1,300 African the Statesn sanitation exploited workers (works to collect garbage) demands for a full elimination in American animateness. AFSCME lead ership march a 65 day quantify strike. This excellent cinema is a 58 minute documentary which willing inspire the viewers to free themselves of any racial and economic injustice. unspoiled by observing the profound determination of this ordinary slew as formed by a racist society as the terminal caste of human beings (David Appleby) 1 would be able to understand the simple basic need of man which is respect despite the world of greed.This oral examination history also inspired James Cleveland in his unforgettable quotes one more river to cross before I lay my burden complicate. This memory happens in Memphis in the close to ordinary places and days. The commonplace called thoroughfare hardly coincided with the action that hoped to rebuke the future of economic injustice because of the rapaciousness of few due to prejudices and racism. The person who seems to be frivolous and trivial marked their way to civil rights movement, as they raise their placards with these sim ple words I am a man. A word that is in the past entirely is still as true as the present and contains the hopes for the future.As simple as what a jazz musician R. Roland Kirk that every time he plays his saxophone in a concert he eternally began by saying that this is not just a sideshow (it is more than that). His music should enter into his white American audience and in his tune deliberately re-echoes the unlikeness of men due to racial discrimination, an injustice and inequities that still plaques our society. (Basso) History in American Age of Popular Culture makes us understand the past so we could ponder the moral issues about the or rather our choices in the present.It is one way of collecting our personal histories into a larger collective history. History takes place in a certain location because a place is the first of all existence. One cannot exist without a place. barely there are places that stink with stinginess and greed. Wisdom in places is a common place bu t it is where history takes a place in the body politic of this world. According to the auto story of Delfina Cuero an Indian who had lived in Mission Viejo since her childhood long time that Indians had to move from place to place to hunt or when the white men comes.In her narrative with the places and plants and things that they ate probed the authenticity of her claim that they were the first settlers in San Diego, California. though the mountains were cut and the old trees where they built their houses with tamu a kind of reed, she could still retreat the places and events that had taken place. Her vivid memory do it easy for the author Florence Connoly Shipek to preserve her life story. In the introduction the author made in cognise that the work is to research for the Mission Indian Claims. However, none in the arriere pensee villages can be found a single surviving coastal Indians.The threefold division of the first settlers makes it difficult to locate search. Upon hea ring Delfinas story it was discovered that in 1900 to 1910 Dieggueos (Spanish term for Kumeyay stack) Indians (means those who are attached to the San Diego Mission) had lived in Mission Valley and in various places most San Diego wherein it is now called 13th and 17th around K Street. The anthropological written report is to find out the authenticity of the life of Delfina of which the later was able to mount without hesitation and malice. As the story goes we learned that they are brusque, most of the time hungry but cheerful catholic people.Despite of the lack of written record book the study paved its way through the way the Indians lived during those years. The narrative life of Delfina shows the destruction of Indian self sufficiency on the land, the muddled of the Indian society, gloss and religion. It also narrates the very slow pace of integration of this people into the modern society (Shipek). Delfinas story will forever be looked upon. The success of the work pr omises a good life for the Digueos children or next the generation of these Indians to come. Oral histories bring to our sense of the present of mans dominion over forces of natureA documentary film by Spike lee an African American director When the Levees broke A requiem in Four Acts Is a heart-rending story of those who survived the destroy ordeal of the destruction of New siege of Orleans. The film also looks at a city that has triumphed over its ordeal because of the resilience of its community, surviving death and amidst the ruins they find strength. A sign of the New Orleaneans rich cultural legacy. The spirit of new Orleaneans says Lee is indomitable these people are accustomed to hardships, they are battle for their lives. Again man was put to test Man as always founder dominion over the forces of nature.They will never disappear in this planet. Oral history from different interview cleared out that the reason why the city is 80 percent underwater is not because of th e hurricane Katrina but it was the severance on the embankment of the river. Lee also mentioned the U. S. government sluggish chemical reaction to the problem of the poor African American citizen. His identity again in his sense of place re-echoed inequality among men. His resilience was deeply rooted on earth and in his consciousness that it is his instinct to survive no affaire what. Man therefore is still the master of the created world.Lee incorporates in his film a musical gardening that is only(prenominal) driven by pure passionateness and honesty. Their identity has persisted. Their voices and songs are strong and firm. The heart of the marvelous film is revolve around on the president of the most powerful country indifference and circumspection in relation to the destruction of New Orleans compared to catastrophic contend in new(prenominal) countries. It explored the real attitude of the rich towards the poor of the world and the depth of its neglect. The film sho ws the damning picture of Bushs America in relation to a state in incident which is only skin deep concern.An act which shows indifference not to the race but to the socio economic state of a person. The film also portrays the lost culture of its people. The title of the film connotes the fact that it is not the hurricane that devastated New Orleans a When the Levees Broke documentary re-affirms the cause of the catastrophe that happens to this American Africans, poor of the most powerful country of the world. It is not the hurricane that destroys New Orleans, But, the real cause was the breach of the embankment of the river.The most difficult part of the film making is asking people psyches about the incidence because these are the same people who have lost a business firm or a love one. However, it is Lees job or duty to ask those difficult questions. A question that stirs up feelings and make people break d receive (Lee). Although the intention is to have people talk about how it can make deviates in their own perspective about life. The outrage for the 45 million African-Americans of these Euopean journalists jumps on Lee as if he was the spokesperson of this neglected community which is being set by the almighty U.S. A. as a third world country. It was the time that the film director of this story decided to do it. Never did the federal official government neglected its own citizen who needful help. Lee even criticized when a horrific earthquake hits Indonesia, and in two days the US government was there. Asking the question did you see the distance between Indonesia and the New Orleans? Only one fourth of the population is there. The New Orleans subdued citizens were dispersed in other 46 states, they wish to come home and work but there got to be no place for them.These poor Americans loose their home to a seemingly a natural disaster. It is hoped that the oral history documentary will remind the U. S. that New Orleaneans is not over with the pli ght. They in fact need help. The film will also curb the pros and cons over what happened to New Orleans as a definitive significance to the history of America. It is hoped that the film will be and elegy for the lost culture of the inhabitants of New Orleans real state in relation to the calamity and may impart an impressive vastness of our new century (Fraser and ). A life story is an oral unit of social interaction (Linde).These are coming from interviews and can be written as autobiographies. A biography ends till the end of someone else life. A biographer looks for younger self and an ideological conversion after the passage of many years. He accounts for the difference of the takings and the writer and claim he have the unit stories. It also tells the importance of the subject. The 9/11 attacks on the WTO and Pentagon cancelled all major networks to get out continuous coverage of the event (Caughy). However, the news agenda was only on the subject that is asked to be fo cused.We are today in the digital experience, a capability of sending digitally coded information. Intranets were linked to cheap regulated in the public eye(predicate) telephones that kept labor rates low. Net users acted to break down barriers which made it possible for the massive sharing of files like the World Wide Web. community establish nets provide access to the public to which many international and non-governments institutions link their networks. Digital humbug telling has truly taken its ground in the Internet. Cyberactivism changes the course of history in a way it disseminate friendship and stories.Conclusion and reflection of consequences of Digital Story Telling to Oral History Documentaries Story telling is a very intimate gesture of intimacy, one listens and the other gives confidence to the recipient. Oral histories based on traditional documentaries are facts based on the actual experiences of man. The consequence of digital story telling to oral history i s the easy access and immediate control of the written facts of the documents. If not properly controlled could lead readers and listeners into error. The sense of documentaries in our life is to use this knowledge as a tool in order to know where we lead.Past experiences is needed in order to open the gates of tomorrow and make the present a life worth living. Mans constancy to change needs a journal of his life in order not to get lost. Loosing a culture is loosing oneself. The rich experience of human history is the sublime reality of his existence. Though oral history documentary is place with facts, digital story telling though there is a congener cyber activism may lead truth to some manipulations which may cloud the truths and could give information which is only beneficial to a few.Mans history always underlines who are the strong and the weak. Though both are man, the least becomes a lesser being in terms of his presence in a civil society. It is the mighty that continuou s to flourish. In this world of indifference history reflects the downfall of the greedy as if someone, stronger than nature dictates the course of history for the whole humankind. In some way, our life story though we may have choices is or was predestined.

Improving Performance & Effectiveness of your Company

A year ago, the administration has met the top eight managers of the company for a total partal evaluation. The conference yielded outstanding overviews of where the company is, where it should be going, and how it can produce where it should be. Each department head devised a plan on how to suffer to the visual sensation of the company, which each department was able to materialize.A year subsequently and the goals fill been met. However, the overall state of the company stayed the same. If it striked forward at all, the move was too little and subtle to affect the company vigorously.This is why the anxiety has decided to create an action plan which lead homogenize the departmental plans that were created and now being observed so that the positive effects up harbor the company in moving forward. EXAMINATION OF THE VARIABLES The initial evaluation do by the managers is sufficient to zero in on department-specific issues and concerns. Initially, these issues and concerns of the individual employees and the small group (departments) were considered the best determinant of the companys progress meter. From these evaluations, the managers place the chores and devised ways of solving them.Likewise, they uncovered opportunities that were not used before. Lastly, action plans go for been created. While the managers succeeded in their implementation of their action plans, it did little for the company. The company remained moribund as a whole compensate if the departments so atomic number 18d at meeting goals and exploiting opportunities. resolution problems, Meeting goals One important aspect of the process was identifying the problems in occurrence by specifying those which bothers each department. By looking into the details, the managers ensured building a hefty foundation for the company.It is in addition by looking at these minute problems that the large ones are avoided. With a better foundation, a company is stronger and small problems a re sure to not affect it. The identification of problems led to an evaluation for flood tide up with solutions. This further resulted in slating several goals which forget keep the employees centreed. Goals are important as it unites all the different activities that happen in the background of the company. The goals of the company became the guide line for the employees and managers alike. Opened opportunitiesThe evaluation withal enabled the opening of opportunities which the departments have not identified before. By looking at these opportunities and exploiting them, the company was able to minimize the wastages. The opportunities also helped maximize the advantageous bump into that the company already enjoys. Heterogenous However utile the departmental initiatives were, the problem was that the initiatives were definitive. Instead of helping the company as a whole, each department strived at achieving their take in goals which were rather specific for their areas rather than focusing on the goals of the company as a whole.Thus, the positive response received upon the action plan of the managers did little to grow the company. CONCLUSIONS The process, recommendations, and actions were good, but they were not good enough. The managers were effective on the task given to them, but putting off the focus on the company and concentrating on the areas was a bad choice. Instead, the vision and commission of the company as a whole should be a headspring consideration for all initiatives big and small. With this, every little inch in which the company grows will be monumental and evident. RECOMMENDATIONSIt is worth for the initiatives of the managers to be carried on. wedded that they have been effective in their respective areas, they should also be figured in other departments in which they may also be needed so far though the need might not be obvious or immediate. To do so, other meeting with the managers should be called to order. Then, the manage rs will be prompted to dowery to the group the successes of their respective department. From these sharing, the managers will be encouraged to adapt the initiatives of another department that are not yet applied in their own area.However, the initiatives that will be adapted should be fit to the department who is also adapting it. Meanwhile, marketing and advertising should be do available as easily to boost sales which is primarily important for the business. EVALUATIONS A twelve-month recourse will be put into place, after which an evaluation will be made as to the progress of the company. If the company improved, the initiatives will be continued and even propagated with new ones. If not, a new proposition should be looked at.One would be evaluating for problems in the company as a while instead of by-area. The managers should also introduce new breakthroughs. Employee participation may also be encouraged later on, where the employees will be given the chance to voice out wha t they suppose and feel about improvements that can be made to the company. Employee welfare will also be considered. With all the follow-up initiatives, a focal vision will give every action plan the effectiveness it needs. In return, it will also give the company the effectiveness it deserves.

The Great Recession of 2008

An preservation which grows over a period of time tends to slow muckle the crop as a part of the normal economic cycle. An parsimoniousness typically expands for 6-10 years and tends to go into a fadeout for about half a dozen months to 2 years. A recession normally takes place when consumers get authority in the growth of the economy and spend less. This leads to a decreased necessitate for goods and services, which in turn leads to a decrease in production, lay-offs and a groovy rise in unemployment. Investors spend less as they fear stocks determine will fall and thus stock grocerys fall on veto sentiment.The economy and the stock market are closely related. The stock markets formulate the buoyancy of the economy. In the US, a recession is yet to be tell by the Bureau of Economic Analysis, barely investors are a hard put lot. The Indian stock markets also crashed due to a slow mint in the US economy. The Sensex crashed by nearly 13 per centimeime in fair(a) two trading sessions in January. The markets bounced back after the US federal official cut interest rates. However, stock prices are now at a low ebb in India with little cheer coming to investors.The defaults on sub-prime mortgages (homeloan defaults) pass led to a major crisis in the US. Sub-prime is a full(prenominal) risk debt offered to population with poor credit worthiness or wonky incomes. Major banks have landed in trouble after people could not pay back loans (See Subprime pain Who lost how much) The housing market soared on the back of easy availability of loans. The realty sector boomed but could not sustain the momentum for long, and it collapsed under the gargantuan weight of incapacitating loan defaults. Foreclosures spread like wildfire putting the US economy on shaky ground.This, coupled with rising crude oil prices at $100 a barrel, slowed down the growth of the economy. Tax cuts are the first step that a government fighting recessionary trends or a full-fledge d recession proposes to do. In the current case, the Bush government has proposed a $150-billion bailout package in tax cuts. The government also hikes its spending to create more jobs and get on the manufacturing and services sectors and to prop up the economy. The government also takes steps to serve up the private sector come out of the crisis.The US economy has suffered 10 recessions since the end of World War II. The Great Depression in the unite was an economic slowdown, from 1930 to 1939. It was a decade of naughty unemployment, low profits, low prices of goods, and high poverty. The trade market was brought to a standstill, which consequently affected the world markets in the 1930s. Industries that suffered the most included agriculture, mining, and logging. In 1937, the American economy unexpectedly fell, dour through most of 1938. Production declined sharply, as did profits and employment.Unemployment jumped from 14. 3 per cent in 1937 to 19. 0 per cent in 1938. The U S saw a recession during 1982-83 due to a tight monetary policy to crack inflation and sharp correction to overproduction of the previous decade. This was followed by total darkness Monday in October 1987, when a stock market collapse saw the Dow Jones industrial Average plunge by 22. 6 per cent affecting the lives of millions of Americans. The US saw one of its biggest recessions in 2001, ending ten years of growth, the longstanding expansion on record.From March to November 2001, employment dropped by almost 1. 7 million. In the 1990-91 recession, the GDP fell 1. 5 per cent from its peak in the second quarter of 1990. The 2001 recession saw a 0. 6 per cent decline from the peak in the fourth quarter of 2000. The dot-com belch hit the US economy and many developing countries as well. The economy also suffered after the 9/11 attacks. In 2001, investors wealth dwindled as technology stock prices crashed. Indian companies have major outsourcing deals from the US.Indias exports to the US have also grown substantially over the years. The India economy is likely to lose between 1 to 2 percentage points in GDP growth in the next fiscal year. Indian companies with big tickets deals in the US would see their profit margins shrinking. The worries for exporters will grow as rupee strengthens advance against the dollar sign. But experts note that the long-term prospects for India are stable. A weak dollar could bring more foreign money to Indian markets. Oil whitethorn get cheaper brining down inflation.A recession could bring down oil prices to $70. Between January 2001 and December 2002, the Dow Jones Industrial Average went down by 22. 7 per cent, while the Sensex fell by 14. 6 per cent. If the fall from the record highs reached is taken, the DJIA was down 30 per cent in December 2002 from the highs it hit in January 2000. In contrast, the Sensex was down 45 per cent. The whole of Asia would be hit by a recession as it depends on the US economy. Asia is yet to t otally disjoint itself (or be independent) from the rest of the world, say experts.

Teacher who changed my life

Teacher Life is unexpected experience, so full of surprises that nobody knows what get out happen the very next moment, especi eachy when you meet a individual who has the ability to dislodge your liveliness in complete way. Most of us have met a teacher during our lifetime in work that flummox a difference and touched our lives in some way to make it better and to open our eyes for success. I remember when the first solar day of high school started. I was very nervous and stressed, scared to the oral sex that I didnt want to be at the school.I had six clear upes that I had to look that day. At the end of the subsequentlynoon, I walked in my last class and it was genial Studies. I usually dont like this subject but the teacher started to change the way I thought active social studies. Her name was Mrs.. Jennifer metalworker she impressed me the way she was confident, and she told us closely her story from high school to college and the success that she gained over the l ong time of studying also the fears that she had. The bell rang, and the class is over. I stayed after class to talk to her some how I tincture and how stressed I was about school.She was very nice and she welcomed me. She said Im here(predicate) for you anytime . I introduced myself to her , and I told her how l matchlessly I felt being in school and that I had no one to talk to which make me spirit really awkward, plus that wasnt everything I was afraid of. I was worried about my classes too because they seemed a little hard. We talked for about an hour. She was a very dependable listener. She gave me a lot of advice that I needed at that time, and she told me to come to her whenever I feel like I need someone to talk to. I came back home really happy and confident.Everything I felt earliest had disappeared. My homework was perfectly done, and I was excited to start my next day of high school and meet Mrs.. Jennifer again. Years of high school was about to be over. Mrs.. Jen nifer walked me to senior year even though I had one class with her. Through those three years she taught me a lot of stuff. She do from me a man for life, she opened my eyes for a bright future, and make me feel so special, but that wasnt everything. When senior year started, I were in need of help and I went to her.I wasnt sure if Im going right after I graduate from high school I will go right after to college and I really wanted to know if I did the right thing or not. She gave me the best words that actually confident(p) me to decide what I should do after graduation. She said finished the years that I knew you, I have always seen you as a prospered guy that has good head on his shoulders, I want you to go to college and prove to yourself and to me and everybody that you will never fail or take a step back Mrs..Jennifer has changed my whole life, because of everything she did for me and that I actually listened to her advice. She played the segmentation where I choose to at tend college and look forward to be roaring as I made a promise with her. Mrs.. Jennifer wasnt Just a teacher for me, but she was like a mother who really cares about her son, and she wanted to see me in a good place all he time where I can find the happiness and merriment in my life. Thats how I see her in my eyes.Maybe that could be Just a little about how I feel about her because she is indescribable mortal to me. I will never forget the experience that I had with her and what she taught me through high school years. Sometimes people appear in our lives suddenly, and they passing play it upside down. They change us for better ones, and thats what Mrs.. Jennifer did for my life. I couldnt be to a greater extent thankful than any day in my life for having her. She shaped my life in Just a way that should be shaped.