Dictator Benito Mussolini

Dictator Benito Mussolini rose to power in Italy in the year 1922 as a Fascist Dictator. Years earlier, Mussolini began his political career as a Revolutionary Socialist, but by 1919 he was able to mold the Italian government into a paramilitary Fascist dictatorship giving him full control of Italy by 1922. Mussolini forged the Italian government into a Fascist Dictatorship under his control where he abused his power and performed criminal and unjust activities. Before Mussolini came to power the Italian mafia was still an extremely prominent group within Italy. The organized crime society functioned in illegal ways through drug trafficking, human trafficking and extortion. After close observation, scholars noticed that Mussolini's Fascism and the Italian mafia work in similar ways in that they try to control and manipulate people using their power and fear. Mussolini's fascism and the mafia also have a similar way of dealing with corruption and gaining control of people. This furthermore demonstrates how Mussolini acted in a deceitful way similar to the Italian Mafia. He did this through his actions of bribery towards the mafia for his own political and personal gain, unjust and unfair treatment of people, and being intolerant of the beliefs of others through extreme acts. The mafia was an Italian crime organization that originated in Sicily Italy and was taken to the United States through Italian immigrants moving to the United States in the late nineteenth century. The Italian mafia is a network of organized crime groups based in Italy which evolved over many decades in Sicily. Until the middle of the 19th century Sicily was an island ruled by many different foreign invaders. People of Sicily began to unite in groups to defend others and themselves in order to live in peace and unity. The term Mafioso is translated to a member of the mafia, however originally the word had no association to criminal connections and was used to refer to a person who was suspicious of being connected to central authority. By the 19th century, many of these criminal organizations titled themselves as private armies, also known as the mafia. The mafia soon evolved into a corrupt group who committed felonies like drug trafficking, human trafficking, and extortion and eventually became one of the most violent criminal organization groups known today as the Sicilian Mafia. Fascism is defined as â€Å"a political philosophy, movement, or regime that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition†. Fascism places a very strong emphasis on patriotism and nationalism and is less focused on the wellbeing of the individuals rather than military power. People who object and criticize the nation's main ideals such as war are harshly chastised as unpatriotic and against the nation and can result in many different punishments the worst being treason. Additionally, Fascism loathes the principles of economic equality and disdains equality between immigrant, citizen, and government.Mussolini started out as a soldier in WWI until he was injured, afterwards he became a leading promoter of fascism. He started originally as a revolutionary socialist, but as his power began to grow he started to grow the paramilitary fascist movement in 1919. In 1922 Mussolini became the prime minister. The black shirts were members of the Fascist regime who marched on Rome and made Mussolini their Fascist leader. Mussolini worked to progress the Paramilitary Fascist movement in Italy during the years of 1919-1921. He then harassed his new power to March on Rome, and ultimately become Prime Minister. Mussolini then began to seize dictatorial power and transform the government into what he wanted it to become. Additionally, Mussolini was intolerant to any other political or religious beliefs that differed from his, which led to extreme uses of violence and force upon people.Mussolini started his rule of Italy by turning the country into a Fascist Dictatorship that was to bow down to him and only him. Among the many other flaws in Mussolini's ruling, the fascist guidelines he followed were intolerant to opposition and was therefore ill prepared to be a leader of a country. Mussolini had no way of dealing with adversity or different threatening groups, other than consolidating his power and demonstrating his strength through the government and law. Yet, the threat of the law was still not enough to keep Mussolini from doing the right thing. Mussolini began to use the Italian Mafia as an ally to not only come to power but to help maintain his ideals in the country where the mafia was most occupying. Although both Mussolini and the Mafia were intolerant to anyone with other beliefs â€Å"Mussolini still needed his Mafioso allies for a time, especially their aid in maintaining law†. This action is seen as the beginning of the numerous mischievous works that Mussolini gets himself mixed in with while he was in power. Aliening with a mafia organized crime group while in power is a sign of corrupt behavior and demonstrates his want for political gain without compromise or tolerance. The phrase â€Å"for a time† indicates an ulterior motive of planning to abandon the mafia after he has already benefited from the gain he had hoped the Mafia would help him achieve. Mussolini transformed the country of Italy into a Fascist Dictatorship which gave him the power to control everything and everyone in the country without retaliation. In order to keep the positive opinions of his people he used the Italian mafia to execute certain decisions made. He used the mafia to make his popularity rise in areas he was not pertaining to as much, â€Å"During the first two years of his regime compelling reasons to enter into collaborations with influential Mafioso, men who were capable of enforcing law and order in the countryside†. This furthermore proves the point of Mussolini using the mafia for political gain without having his actions being recorded back to him, therefore he highly influenced the organized crime group to his benefit. This is an unfit and negative attribute for a leader of a country, this relates Mussolini much to the Italian mafia which functions in the same way. However, while neither case is okay in Mussolini's case it is more important because his actions affects the entirety of Italy.One of the major components to Fascism is its intolerance and narrow-mindedness towards people in all aspects of their lives. A Fascist Dictatorship entitles Mussolini to do as he pleases, therefore when the Mafia did not assist him in his goal for unethical political gain, Mussolini's retaliation become very strong. â€Å"Above all else Mussolini was determined to destroy any possibility of effective land occupations and to suppress banditism.† A major goal of Mussolini's was to eliminate the mafia and all organized crime in Italy, he was the first leader of Italy to go to Sicily to take major action. The â€Å"determination† that Mussolini has to take vengeance on the Mafia shows that the way he acts is a sign of immaturity and very alike to the actions of an organized crime group would when faced with an issue. Although the attempted destruction of the Mafia would have been good for Italy, Mussolini's actions were not totally righteous. An ulterior motive of helping himself through destroying the group that refused Mussolini's offer for political gain demonstrates his intolerance towards groups and people that refuse or differ from him. Mussolini had previously used the Italian mafia to bend the law and help him in his Fascist regime, but when the Mafia soon began to stop these actions, Mussolini retaliated against the organized group through methods the mafia would use. However, as a leader of a country Mussolini should handle himself in a much more professional. â€Å"In the meantime, his hand strengthened by the electoral victory of 1924, Mussolini declared war on the Mafia. In May 1924, he made a triumphal tour of Sicily to consolidate his political gains of the previous month.† Mussolini's almost immediate action of punishment and retaliation towards the mafia for not doing as he instructed demonstrates not only his power hungriness but also his intolerance to others in nearly every regard. By â€Å"consolidating his political gains† he is compelling the people of Sicily to support him and his administration otherwise they will face his consequences and punishments. The Mafia and Mussolini's Fascism function in a similar way in regards to retaliation, both have a refusal to be controlled by another force or person.Mussolini was the first ruler of Italy to go on to the Mafia filled island of Sicily as well as attempt to create a plan to end the corruption. Mussolini was not taking care of the dangerous Mafia because of the well-being of the Italian people, but instead because they do not believe in his Fascist regime. The Mafia is not supportive of Fascism because it has a more negative effect on their business which makes them more of a target by the government. Mussolini wanted the Mafia imprisoned so, â€Å"Thousands of suspected Mafia criminals had been captured and tens of thousands of years of imprisonment had been handed down in penal sentence.† Since Mussolini turned the government in Italy to a now Fascist dictatorship he has the power and ability to commit their actions without any repercussions or laws in his way. Fascism entitled Mussolini to punish and imprison whomever he chose however, his actions demonstrate those similar to the Italian Mafia's. When Mussolini began to capture Mafioso's people noticed that, â€Å"When we passed through Sicily, the prisoners were crammed with these unfortunates. Later, I got to know youths of eighteen and nineteen years who said they were accused of crimes committed before they were born. † The action of imprisoning children and innocent people accused of crimes â€Å"committed before they were born† demonstrates a characteristic with Mussolini that shows an ulterior motive of not caring about the corruption the Mafia has caused but caring about personal and political gain. The Mafia has done torturous actions like this when people refuses them which demonstrates a common connection between how the two different groups function.Mussolini demonstrates his unfit behavior to be a leader of a country when he begins his retaliation against the Mafia. Because of their refusal, Mussolini treated the people in the Mafia with utter cruelty through his punishments towards the group for rejection of fascist beliefs. Mussolini imprisoned people through, â€Å"We were jammed into various stinking, crowded cells I was placed in a cell with already twenty or thirty prisoners belonging to the mafia or black hand and the widely known Sicilian society which the Mussolini government is said to have destroyed. † This obviously demonstrate the unfair and irrational treatments of people. History has shown the Mafia punishment or victimizing people through various different types of harsh punishment therefore when Mussolini imprisons people in such a difficult way the similarities between fascism and the mafia become extremely present.The march on Rome is another perfect example of Mussolini and The Mafia working in a similar conduct. Mussolini and the black shirts took control of Rome and the Italian government through force and turned it into the government that they wanted. The mafia functions very closely to that through their actions of force upon people. The illegal business conducted in the mafia has made the people within it rise to power with a high influence and heavy threats. Mussolini and the mafia have this aggressive power in common with one another demonstrating Mussolini's unfit qualities to be a leader and the type of fascist regime he is dictating is like those of an organized crime group.Overall Mussolini turned the Italian government into a Fascist Dictatorship under his control and consolidated power in a similar to the Italian Mafias. Mussolini used the Mafia's power for political and personal gain to help his own regime, then began to retaliate against the Italian mafia when they did not do as he had told. His retaliation was through ridiculous punishments demonstrating his lack of tolerance for opinions and beliefs differing from his own. Finally, the parallel resemblance between both the Mafia and Mussolini's Fascism demonstrates the common connection between both parties in the way that they conduct themselves.

Grades Encourage People to Learn Essay

Grades encourage people to learn TOPIC 5 : Do you agree or disagree with the following statement? Grades encourage students to learn. Use specific reasons and examples to support your opinion. As we all know, in the school, people use grades to evaluate the result of studying process. And it is clear to see that grades encourage students to learn so much. Because it helps students have a specific target, know what their strength and weakness are and try to learn to get benefits that high grades bring to them. First of all, the most important thing when you start to do something is that you have to make your own goal. Knowing clearly/obviously What you want to achive will help you get/make a clear plan about what you have to do. In the school, the grades play a role as that goal. Once you had a specific purpose you will try your best to reach it. (example ? ) Secondly, the second, because grades are used to evaluate your academic result, you will have a/an overview about what subjects you are good at or bad at. This will be useful for you to pay more attention to which parts you are not so good to improve them. Finally, when you get/obtain high grades in the school you will have a chance to get a good job. When you apply for a job, recruiters usually look at your CV including your academic result first to make a decision if they will give you an interview. The grade is a standar to determine your ability in gaining and understanding new knowledge. So high grades help you have a good quality in others’eyes. In conclusion, grades help students make an effective approach of studying. Besides, good grades bring students many benefits. That is why grades encourge students to learn so much.

Deciding future US foreign policy Essay Example | Topics and Well Written Essays - 750 words

Deciding future US foreign policy - Essay Example The United States would seem to occupy an enviable position in the world. Even as others must constantly account for the U.S., it would appear that the U.S. need not account for others. Compared with all other states, the United States is in a class by itself.No other country can match the health and productivity of its economy, the extent of its scientific and technological resources, its ability to sustain massive levels of defense spending, or the power, sophistication, and global reach of its armed forces. With these capabilities, the United States has enjoyed a unipolar if not a hegemonic state in world affairs. However, in light of the recent September 11 terrorist attacks, the Iraq war and Afghan conflict and the non-involvement of former strong allies, many critics have pointed out that the position enjoyed by the United States in world affairs is in danger and that a re-evaluation of foreign policy is called for. What should be the foreign policy adapted by the United States in the future.To a large extent, George W. Bush's administration has generally embraced primacy and the unilateralist foreign policy beliefs and preferences that underlie it. Early on, there were indications that the administration might exercise restraint in its foreign policy (e.g., Rice 2000; Zoellick 2000). Whatever the early indications, after 9/11, the administration quickly shifted gears to more aggressive and unilateral efforts, displaying a penchant for "bombing alone." This foreign policy has proven itself largely ineffective. While the United States has been successful in dismantling unfriendly nations who they accuse of having weapons of mass destruction, it has not prevented the increasing hatred for America and its nationals. The world still remains much the same with two differences- suicide bombings targeting US nationals or allies have intensified and US finds itself fewer allies. In the spirit of Neo-conservatism, the US embarked on a global war on terror to prese rve human rights for all the righteous people in the world only to face greater threats. If Henry Kissinger had his way, the US should have a 'realist' foreign policy wherein decisions are made based on material or military power rather than on ideals. It also involves an appraisal of the cultures and tendencies of other nations and not acting based on domestic feelings. Before the state acts, it must first question whether it is both practical and ideal. Kissinger's Realism aimed at defending American national interests by balancing adversaries and not promoting American hegemony or transforming the global order. The idea of the United States acting only if it benefits them with minimal harm is increasingly becoming popular but such a policy would only project further the image of the United States as an opportunistic nation filled with self-gratifying individuals both of which are two propaganda materials for terrorist organizations. America has been formerly isolationist up until the middle of the 20th century due to its reluctance to meddle directly in European affairs. It was only after the two world wars where the United States saw it fit to assume the role of a watchdog. Should America isolate itself by withdrawing its troops stationed in other countries and become a passive observer of events in other countries According to Sachs (2001), the hatred for Americans stems from its seeming disregard for national sovereignty by intervening in local affairs. Unable to remain separate or immune and feeling overwhelmed by the unwelcome forces, people lash out against their perceived chief source of ill feelings - the United States. Isolationist America finds further support from Huntington (1993) who argues that actively intervening in world affairs forces cultures and civilizations into greater contact with each other, increasing the likelihood of conflict. The Defense Department's Joint Visio

America at War Essay Example | Topics and Well Written Essays - 1000 words

America at War - Essay Example Eisenhower said that "a vital element in keeping the peace is our military establishment". The two factors - peace and military might - are naturally at odds with each other and as such it is strange to find that the terms are so often promoted in conjunction with one another. Indeed, America continues along this line of logic still today, albeit in a different way than the former President had imagined. Eisenhower truly believed that the best way to secure peace for his nation was to become impenetrable; he thought that building one of the strongest military forces in the world would dissuade any potential enemies from acting out in a violent manner and taking American lives. Certainly it can be said that no other nation has waged war on America in the years following the Farewell Address, however the crucial difference between Eisenhower's vision and current American military exploits is the use of force upon other nations like Afghanistan and Iraq. Modern America pursues enemies t hat it perceives as ideological and terrorist threats; in the attacks on Afghanistan and Iraq the United States has sought to retaliate for calculated attacks on American soil. The very presence of terrorism in the modern United States can show both how Eisenhower was justified in his belief of military might for peace, and how despite this proven ideology enemies find ways to strike. America's military strength means that no other nation in the world would seek open combat; therefore opposing views and enemy forces will not be represented by other states but as smaller, dynamic organizations. The President also stressed his belief that America should not rely on the emergency weaponry that could be created by its own individual citizens at short notice; this was the military history of Eisenhower and he was concerned that in the future America should be able to count on its own federal arms reserve. The President had seen the world thrown into war as Nazi Germany and Japan tried to conquer foreign nations and eradicate entire groups of people they considered expendable. Stopping the German forces became one of the most difficult tasks the Allied forces would ever face, and as a result it is understandable that President Eisenhower worried about the future state of his country's military. Certainly in the face of international advancements in terms of arms, the United States could not afford to sit back and hope it would have no need for its military forces to be well-equipped. At the point of the Farewell Address, American federal funding had been vastly increased to its military and Eisenhower expressed his hope that this would continue to be increased as the country invested in scientific research that could change the face of the military completely. The President does not seem to have taken into consideration the fact that at the cue of the United States, other developed nations would decide to bulk up their own military forces in response. Specifically, take the Cold War into consideration and it is easy to see how this idea of an impenetrable nation is inextricable linked to the perception of a dangerous nation. In advancing further and

Capacity Planning and Performance Modeling Essay

Capacity Planning and Performance Modeling - Essay Example I have experienced working with work planner 1.40. The software helps to plan a wide range of activities for instance trips, events, vacations, meetings or other daily works. It uses intuitive charts to represent data, and a planner can see the plan at a glance. Moreover, the planner can print a chart report or a list report depending on their need. Therefore, the software is easy to use, does not have limits on the planning numbers, and is time saving and fast. Mimosa is software that is widespread used for scheduling and course planning in a variety of school and university regardless of its size. Platform: Windows 98, Windows 2000, Windows XP. System requirements: 12 MB on disk. Language: English. Performance measurement software helps to test how the system performs under specific workload. It gives feedback, which is essential for managerial decisions. Moreover, measurement also enables users to improve the software process. It assists in monitoring planning and tracking the software project and evaluates the quality of the software thus created. I chose active strategy software and strategy scorecard. This is because of the availability of this software, coupled with the self-explanatory demos available online. This software enables the database to be placed on a network from which it can be accessed by many users. Security is enhanced by the operating system, and controls are enhanced on whom can run the program. In this exercise, I have learnt the crucial role played by modern technology particularly the advance in the software arena, in key management decision making. It is paramount for organizations to invest to conduct capacity planning despite the fact that servers are cheap and available. Moreover, I have learnt the core foundations and requirements of a successful capacity planning system and generally, the importance of capacity planning in an

Externalities Assignment Example | Topics and Well Written Essays - 1000 words

Externalities - Assignment Example Externalities Before considering the five questions we must first recognize that the example of gas emission by a local power plant is that of a negative externality. This is because emissions of such gases cause pollution which is harmful for humans, animals and plants. Although the society is not involved in the emission of these gases but it has to bear the costs (Perloff 2003). Hence the given example is a perfect case of a negative externality. 1. Although there are a number of ways to combat the negative externality, a policy maker must carefully decide on a policy before implementing it. There are a few costs and benefits of each policy and the policy maker should first carry out a Cost Benefit Analysis (CBA) of all the alternative policies before their final decision. Blinder (1987) has the following to say about solving the negative externality problem: â€Å"Especially when faced with environmental externalities, economists have almost universally objected to government re gulations that mandate specific technologies (especially â€Å"best-available technology†) or business practices. These approaches make environmental cleanup much more expensive than it has to be because the cost of reducing pollution varies widely from firm to firm and from industry to industry. A more efficient solution is to issue tradable â€Å"pollution permits† that add up to the target level of emissions. Sources able to cheaply curtail their negative externalities would drastically cut back, selling their permits to less flexible polluters.† Another solution proposed by Coase (1960 in his Coase Theorem is: â€Å"Under perfect competition, once government has assigned clearly defined property rights in contested resources and as long as transactions costs are negligible, private parties that generate or are affected by externalities will negotiate voluntary agreements that lead to the socially optimal resource allocation and output mix regardless of how t he property rights are assigned† Hence the two possible policies that a policy maker can adopt are using tradable pollution permits or government defined property rights. 2. In the first policy the government will give licenses to firms to pollute. Each license will specify the level of pollution allowed to the firm. Depending on its level of pollution a firm can buy a certain license. Firms that pollute less than the permissible level can trade their license with those firms who cannot keep their pollution levels low. In this way firms are given an incentive to pollute less (Bamford, Brunskill, Cain, Grant, Munday, Walton 2002). The second policy assumes that there are negligible transactions costs. According to Sloman (2007) making someone the owner of the air around the power plant eliminates the effect of a negative externality. Here the two parties involved are the power plant producing the negative externality and the society living in the vicinity of the power plant tha t is affected by the emissions. If the power plant owns property rights to the air then the society pays the power plant to reduce pollution by lowering its production to the optimal level. However if the society is the owner then the power plant will have to pay compensating money to the society for the pollution they cause by increasing production from the optimal level. 3. If the policy maker implements the tradable permits for gases emission it will have benefits for the power plant and government apart from reduced

Technology Fundamentals Essay Example | Topics and Well Written Essays - 1000 words

Technology Fundamentals - Essay Example O’Bannon (2007) identifies four essential components of instructional objectives: They should be specific, outcome-based, measurable, and describe student behavior. With this in mind, the following bipartite objective is defined for this lesson: General objective: Students will be able to identify five types of multimedia content, give an example of each related to multiculturalism, and describe their characteristics with reference to the examples. The process of ‘identifying’ pertains to the ‘remembering level’ in Bloom’s taxonomy; the process of ‘giving an example’ pertains to ‘applying’ the knowledge, ‘describe’ to ‘understanding’, and ‘classify’ to ‘analysing’ â€Å"Children, in this lesson we are going to look at different types of multimedia. Can you name any?† [Wait for responses before naming all five] â€Å"To get to know these better, we are going to look at examples of each that show some aspect of a particular culture.† â€Å"Let’s begin then with some artifacts that we can touch. *Look at these Mexican pià ±atas. [^] *Pass them round so everyone can hold one and see what it’s like, and while you’re doing that, let me give you a little background on the Pià ±atas because ‘They have an interesting history. During the 16th century, the pià ±ata was used by missionaries to attract converts. However, the Mayans were already using the pià ±atas for their sports events that the missionaries utilized for their own purpose. The pià ±ata originally represents Satan who is adorned by wonderful colors in order to attract people. The traditional pià ±ata has seven horns, which represent the seven deadly sins, namely: greed, gluttony, sloth, pride, envy, wrath, and lust. The stick used to hit the pià ±ata symbolizes virtue, which is needed to break the evil. After the pot is broken, the candies serve as a reward to those who have been faithful.’ (Devlin, 2007) So how di d you feel holding these artifacts?† [Listen

The business communication report of International Committee of the Essay

The business communication report of International Committee of the Red Cross - Essay Example Center of discussion in this paper is International Committee of the Red Cross as a privately owned humanitarian organization based in Switzerland. Considering the overall nature of the work and its mandate, Red Cross has to effectively communicate with different stakeholders. Over the period of time, it has been able to develop communication mechanism within and outside the organization which allow it to better communicate its message to all the stakeholders. Its international communication is targeted at its employees and field staff who are constantly being informed about the organization through different means. Periodic meetings, email newsletters, video conferences as well as local internet network are some of the tools through which organization communicates with the field staff. External communication takes place both through the written as well as verbal forms of communication. Through its official spoke persons as well as written material, Red Cross continues to offer infor mation about the organization to media as well as other stakeholders. It is also critical to understand that most of the communication by Red Cross to external world takes place through face to face communication as it has to interact with the victims of crime and war through verbal communication. Further, a recommendation will be presented as to what type of communication methodologies can be used by the organization to effectively communicate with the target audience. ... Besides using face to face communication methods, ICRC has also been communicated with its users through its websites, news, blogs, social networks such as Facebook and Twitter. Presence on different social media means therefore allows ICRC to communicate with different stakeholders at relatively low cost and better effectiveness. This business report will focus on what types of communications are used by the ICRC in order to communicate with its consumers. Further, there will be an analysis of what types of communication is more beneficial for the organization to effectively reach to their target audience. Further, a recommendation will be presented as to what type of communication methodologies can be used by the organization to effectively communicate with the target audience. International Committee of the Red Crescent Before discussing anything about the kind of communication types used by ICRC, it is important to provide a brief overview and background of the organization and h ow it actually communicates with its audience.( Torres, 2010) Red Cross is famous worldwide organisation for its purpose of aid in different pattern in society. They have gone beyond boundaries and served zillions regardless of age, gender, or any differentiation at all. This organization is flourished over years and it would have not been in the place it is today without its various communication’s tools. Their mode of communication with their consumers and also the external world are websites, news, blogs, social networks like Facebook, YouTube and so on. They do not use internet only but also events, volunteer workshops and other sort of campaigns. The official mission of Red Cross is to help the

Final Film Critique Research Paper Example | Topics and Well Written Essays - 1750 words

Final Film Critique - Research Paper Example They, however, manage to escape from the camp eventually and are separated in the process. The incident influences their lives forever. Stephen loses his legs in the ordeal and Nick disappears through his indulgence in Russian roulette parlors living recklessly after the ordeal. Mike, however, returns home changed. This is evident in the scene where he refuses the killing of a deer during a hunt. He becomes reacquainted with Nick’s former lover Linda and finds solace in their association (Athitakis, 2004). The movie is a gripping tale of triumph over misfortune with life lessons interwoven in the plot that depicts the power of the human spirit. Storytelling The movie is based on the events during the Vietnam, and the storytelling revolves around the lives of three friends during this period. The storytelling has mixed effects, which are caused mainly by conflicting styles. This is evident in the film where the first fifteen minutes of the film, the scenes depicted for the audi ence involve a jovial atmosphere of the wedding party of Stephen where people are seen exchanging pleasantries and joking while drinking beers. None of the shots during the scene is done in close up, and no character is focused. The movie gives the impression that the audience is eavesdropping on the conversation of the characters that mainly centers on how their lives will change with their participation in the war. This scene appears to be formal and documentary like. It is, however, interrupted by an irrelevant exposition by Steve’s mother to the priest, who laments her son’s marriage and the decision to participate in the war. Though this scene lasts less than a minute, it lingers longer than the screen time due to its inappropriateness. The movie, however, overshadows this glitch mainly due to the fact it is well written. The metaphors used in the film are also complex and can easily lose the audience. Though the story telling is exceptional, it faces the problem of conflicting styles that make scripting of the movie obvious. Acting The movie producing team was able to obtain the services of a number of leading acting celebrities in Hollywood. Through the casting of Robert de Nero, Meryl Streep and John Cazales among others, the expectations for the acting in the film were high. The cast did not disappoint either with audiences who enjoyed top acting from the cast. Robert de Nero plays the part of the protagonist who is a war hero during the war brilliantly, which was a significant episode in American history. The actor is especially commended for his part where he is reunited with the character Michael in the climax of the film. The other supporting actors were also commendable in their respective roles that enabled the coming together of the film. Their roles supported the protagonist brilliantly creating emotion that characterizes the genre of war films. The cast clearly brings out the scenario that was experienced during the Vietnam War even though some of the information portrayed did not happen (Athitakis, 2004). They facilitated the reenacting of what soldiers underwent actors elicit emotions from the audience with their moving performances in the film. Cinematography Shooting of the pictures occurred in actual locations in different regions, as opposed to round stages that are commonly employed in some Hollywood films. Shooting of the film took a period of 6

A purely farcical character Essay Example for Free

A purely farcical character Essay In this essay I intend to discuss the statement Petruchio is a purely farcical character and far I agree with it. I intend to explore Petruchios character further to determine whether he has other side to him apart from his comical side whether he is a purely farcical character. The Taming of the Shrew is a comedy, a farcical play with a lot of the humour being about the war between the sexes, which is shown in the major theme of marriage, and men trying to tame their women. Petruchio plays a big part in this with his wooing and marriage to Katherine. Petruchio is the main character in the play aswell as Katherine and he is also one of the main farcical characters who is often witty and farcical in his speeches is portrayed as a clown with a lot of comic scenes. They are quite slapstick humour as with his wedding outfit, his outfit shows him acting the clown. The description we get of his outfit is very comical and the image of the old horse. It is his wedding day and he doesnt take it at all seriously. Another example of his humour is in Act 1 scene 2 where Petruchio and Grumio have a comic misunderstanding at the door. All these scenes are very silly and slapstick and show Petruchio as perhaps a purely farcical character, but there are other sides to him. Deceit is a major theme in The Taming of the Shrew, with many of the characters in disguise. Petruchio is one character who doesnt swap identities with another character as we see with Lucentio and Tranio, but he does have a different disguise. He plays a role to tame Katherine and marry her so that he can be wealthy. He tricks her into believing he is a cruel man and he tells the audience this in one of his speeches (iv line 159-178). He tells them of his plans to deceive her and cure her of her shrewish ways and so she will become the dutiful wife and a lady. He does imply in this speech that he himself will also have to suffer in order to tame her (line 170-178) Petruchios character is quite deceitful and he does admit this to the audience. He is so deceitful he almost fools the audience into believing he is being himself. But he cant be as he keeps informing them of his plans to deceive Katherine, so he obviously is not the man he portrays himself as. In the presence of his friends he is quite humorous as again with the scene where Petruchio and Grumio have the comical misunderstanding. With his friends he is more himself and is honest about what he wants, married, happy, and wealthy in Padua.

Inter-professional working: Child safeguarding

Inter-professional working: Child safeguarding Within the United Kingdom at least one child dies each week resulting from adult cruelty. Statistics from 2003 highlighted that there were over 384,000 children in need in England, and over 69,000 of these children were known to be living in care or living with their families. (Department for Schools and Families, 2003). Children in need are defined under Section 17 of the Children Act 1989, as those whose vulnerability is such that they are unlikely to reach or maintain satisfactory level of health or development may be significantly impaired without the provision of services. Practitioners within inter professional roles in local authorities have a duty to safeguard and promote the well being of children (Department for Schools and Families, 2010) and therefore need to be aware of their roles and responsibilities when implementing safeguarding (Lindon, 2008). The Victoria Climbie report was published in 2003 and highlighted the tragic consequences that led to her death. This eight year old girl was known to the police, social services and the National Health Service over a period of ten months. On twelve of these occasions the relevant statutory services involved had the opportunity to successfully intervene in the life of Victoria. This inquiry highlighted the gaps in incompetence of staff in the statutory services involved in this case by the problems in identifying serious child protection issues, plus the inadequate recording and management of information systems that were in place to safeguard children. These failings were seriously lacking in this case which ultimately contributed to the death of Victoria Climbe (Laming, 2003). From this inquiry the Department of health (2007) set out the standards in the National Service Framework for Children, Young People and Maternity Services that all agencies work to prevent children suffering harm and to promote their welfare, provide them with the services they require to address their identified needs and safeguard children who are being or who are likely to be harmed. The following is a quote taken from Laming inquiry: The single most important change in the future must be the drawing of a clear line of accountability, from top to bottom, without doubt or ambiguity about who is responsible at every level for the well-being of vulnerable children. Time and again it was dispiriting to listen to the buck passing from those who attempted to justify their positions. For the proper safeguarding of children this must end. (Laming, 2003 p.5). Lord Lamings inquiry into the death of Victoria Climbie contributed to many significant changes across childrens services in England. The government responded by producing the Green Paper; Every Child Matters (Department for Schools and Families, 2003). Many of the proposals in the paper have now passed through parliament and have become legislation in the form of the Adoption and Children Act (2004). The key themes of the Act are supporting families and carers, early intervention and the prevention of children falling through the system, accountability, integrated services, development and training. Section 10 of the Act defines the Every Child Matters outcomes which are; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing. The use of integrated approaches/processes for managing concerns about children and their families should result in improved outcomes for this service group. Effective plans for safeguarding and promoting childrens welfare should be based on a wide-ranging assessment of the needs of the child (Department for Schools and Families, 2010). Resulting from the Green Paper: Every Child Matters (Department for Schools and Families, 2003) the use of an assessment tool known as The Common Assessment Tool has been put into practice when working with children and families. The purpose of this tool enables professionals and other services to share information and help identify any additional needs of children which should enhance interagency working. This tool helps to reduce duplication of assessments across different agencies (Department for Schools and Families, 2009). However, the use of this Common Assessment Tool has been criticised over concerns of security issues regarding access to systems and consent for recording and storing information (Peckover Hall, 2009). Every professional or service group that work with children and families are expected to have appropriate core skills to guide their practice. Occupational Therapists are integrated within multi-disciplinary teams across children and families teams and more than often play a lead role in safeguarding this service group. Occupational Therapists have the core skills embedded in their clinical practice to treat all patients holistically. As part of their role is to identify any physical, psychological and any social needs that may be needed through their interventions, in this particular area, children and families, working closely with a child through play and purposeful activities can sometimes highlight any detection of child abuse. This can then be discussed with another member of the multi-disciplinary team and recorded in The Common Assessment Framework Tool (COT, 2006). However what is apparent is that child protection systems do not always work as efficiently as they should without the collaboration and cooperation of the other professionals within all multi-disciplinary teams (Lindon, 2008). Professionals and other services need to be fully equipped with the knowledge of how other roles in the multi-disciplinary teams work in safeguarding children and families to enable each of them to share information effectively, without these knowledge roles, a breakdown of communication between multi-disciplinary teams is a result. McNair (2005) states in his literature that professionals can feel threatened by others when encroaching on their territory which can relate to role blurring and crossing over the role of different boundaries. In conclusion, no amount of legislation and policy guidance absolutely guarantee that child protection services will be able to prevent children slipping through the net. Nonetheless, it is imperative that inter-agency teams working with children and families work collaboratively together to minimise the risks associated with this group of service users. The government has now placed safeguarding children and families at the forefront of their agenda and it is imperative that all professionals can all work together to ensure that this vulnerable group of people are protected.

Jazz: A History Essay -- essays research papers

Jazz: The History   Ã‚  Ã‚  Ã‚  Ã‚  The music called Jazz was born sometime around 1895 in New Orleans. It combined elements of Ragtime, marching band music and Blues. What made Jazz such a different perspective of traditional music was its act of improvising. There was a widespread use of improvisation often by more than one player at a time. Songwriters would write the music down on a piece of paper, and then the Jazz musicians would try their best to play the music. Usually in a Jazz piece, musicians would use the song as a starting point to improvise around. Jazz musicians would play a familiar song to the audience, and by the time they were done with the piece they would stir up a totally different feeling away from the original song.   Ã‚  Ã‚  Ã‚  Ã‚  The average Jazz musician could not read music at all, but the way they performed on stage gave life to the audience. It thrilled them in a way that brought joy to their emotions. Their spontaneous music captured their hearts, which fell in love with the music known as Jazz. African-Americans and Creoles in New Orleans first played Jazz. And it was generally known that Buddy Bolden was the first Jazz musician to play. Some other veteran Jazz musicians such as Freddie Keppard, Bunk Johnson, and Clarence Williams were known to first play Jazz music. Although these people are not famous as of today, their style and ideas are still affecting musicians today.   Ã‚  Ã‚  Ã‚  Ã‚  Although Jaz...

unnatural Exposure Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  For part of my independent study I read the book Unnatural Exposure, by Patricia Cornwell. The book is a murder mystery with a large focus on the forensic aspects of the investigation. The main character in the book is Dr. Kay Scarpetta, a medical examiner form Virginia. She is recently divorced and live in an apartment by herself. She could be described as a workaholic since she spends all of her time thinking and working on her cases. She is always the first person to arrive at the morgue and the last to leave.   Ã‚  Ã‚  Ã‚  Ã‚  As the book begins, Dr. Scarpetta is called to a crime scene at a garbage dump in Virginia. When she gets there she soon realizes that it must be a horrific scene because everyone there was almost in shock. She walked up to the taped off area and started understanding why everyone was in so much shock. The body at the crime scene was nothing but a decomposing torso. The person’s legs, arms, and head had been cut off. They had found the body when a tractor was spreading the trash around. After examining the entire crime scene, Dr. Scarpetta bought the body back to the morgue to look at it closer. She preformed an autopsy and found out that the body was a woman, older, and had a petite frame. The search for the murderer began.   Ã‚  Ã‚  Ã‚  Ã‚  The investigation started with interviews of the people at the dump but that turned up nothing. It almost seemed like this was a dead end case, until DEA...

My Daughters Seizures :: Health Medical Seizures Illnesses Essays

My Daughter's Seizures GENERALIZED TONIC-CLONIC - (also called Grand Mal) Sudden cry, fall, rigidity, followed by muscle jerks, shallow breathing or temporarily suspended breathing, bluish skin, possible loss of bladder or bowel control, usually lasts a couple of minutes. Normal breathing then starts again. There may be some confusion and/or fatigue, followed by return to full consciousness. Comments: Protect head from injury. Turn on side to keep airway clear. Don't restrain ABSENCE - (also called Petit Mal) A blank stare, beginning and ending abruptly, lasting only a few seconds, most common in children. May be chewing movement of the mouth. Child is unaware of what's going on during the seizure but quickly returns to full awareness once it has stopped. May result in learning difficulties if not recognized and treated. Comments: No first aid necessary Daydreaming Lack of attention SIMPLE PARTIAL Jerking may begin in one area of body, arm, leg or face. Can't be stopped but patient stays awake. Jerking may proceed from one area of the body to another, and sometimes spreads to become a convulsive seizure. Partial sensory seizure may not be obvious to an onlooker. Patient experiences a distorted environment. May see or hear things that aren't there, may feel unexplained fear, sadness, anger or joy. May have nausea, experience odd smells, and have a generally "funny" feeling in the stomach. Comments: Acting out bizarre behavior Hysteria COMPLEX PARTIAL - (also called Psychomotor or Temporal Lobe) Usually starts with blank stare, followed by chewing followed by random activity. Person appears unaware of surroundings. May seem dazed and mumble. Unresponsive. Actions clumsy, not directed. May pick at clothing, pick up objects, try to take clothes off. May run, appear afraid. May struggle. Once pattern established same set of actions usually occur with each seizure. Lasts a few minutes, but post-seizure confusion can last substantially longer. No memory of what happened during seizure period. Comments: Drunkenness Guide gently away from obvious hazards Don't shout Don't restrain ATONIC SEIZURES - (also called Drop Attacks) A child or adult suddenly collapses and falls, after ten seconds to a minute recovers, regains consciousness and can stand and walk again. Comments: Clumsiness Normal childhood "stages" In a child, lack of good walking skills MYOCLONIC SEIZURES Sudden brief, massive muscle jerks that may involve the whole body or parts of the body. May cause person to spill what they were holding or fall off a chair. Comments: Clumsiness Poor coordination INFANTILE SPASMS These are clusters of quick, sudden movement that start between three months and two years. If a child is sitting up, the head will fall forward, and the arms will flex forward.

Communication Barriers

Eliminating Barriers to Cross-Cultural Communication through Curricular Interventions By David Dankwa-Apawu (Lecturer) Ghana Institute of Journalism P. O. Box GP 667 Accra, Ghana +233208704133 +233302228336 [email  protected] co. uk 1 ABSTRACT With the world fast becoming a global village, communicating across cultures has become an inevitable reality. On one hand, cross-cultural communication or intercultural communication presents a fine opportunity to foster global peace and prosperity as we mine the potential value of cultural diversity. Also read: Explain the Importance of Ensuring That Communication Equipment is Correctly Set UpOn the other hand, it can present unpleasant consequences if not well managed. The latter seems more prevalent in our world today as a result of the barriers cultural diversity imposes on intercultural communication. Intercultural or cross-cultural communication barriers such as anxiety, uncertainty, stereotyping, and ethnocentrism are caused by inadequate cultural knowledge and the lack of intercultural communicative skills. Eliminating these barriers will require adequate training in intercultural communication and exposure to cultures outside ours.The school provides the best motivation, structures, and resources for training or socializing our younger generation therefore this paper proposes a number of curricular interventions the school can implement to equip learners to overcome intercultural communication barriers. These interventions include the adoption of multicultural education i n our schools, the introduction of literature and cultural studies as subjects, the use of communicative language teaching approach in teaching language, and the use of the new media in the classroom.The justification (for these interventions) presented in this paper is drawn mainly from published accounts and exploratory ethnographic studies. INTRODUCTION Intercultural communication or cross-cultural communication is a relatively new field of study, yet it has generated a lot of interest. Research in this area has been diverse yet interdisciplinary, making it possible to link intercultural communication to a broad spectrum of disciplines such business, sociology, anthropology, linguistics, and psychology. Studies in intercultural 2 ommunication gained prominence after efforts by anthropologists and linguists like Hall and Lado to link language, culture, and communication (Kramsch, 2001). Initial research in the area focused on developing guidelines or principles for training people who were engaged in multinational businesses, international diplomacy, and missionary activities (Kramsch, 2001). Today, however, many new grounds, in terms of research approaches, have been broken, and more and more theories have been developed to deepen our understanding of intergroup communication.For instance, through various studies it has been possible to distinguish between intercultural and cross-cultural communication, with the former focussing on face-to-face communication between people of different national cultures while the latter involves the comparison of face-to-face communication across cultures (Gudykunst and Mody, 2001). But these two areas are two sides of a coin, and sometimes the terms are used interchangeably (Kramsch, 2001).More than the pioneering work of early researchers, global dynamics have remarkably made the field of cross-cultural or intercultural communication attractive. Today there is rapid internationalization of every institution and system in our world: school, religion, business, governance, and so on. This rapid globalisation, being fuelled by unprecedented technological advancement in transport and telecommunication, means people of different cultural backgrounds are increasingly getting close to one another to maximise the value cultural diversity offers.But as we get face-to-face with people of different cultural backgrounds the challenge of dealing with our cultural differences and harnessing the potential benefits of cultural diversity becomes enormous. Cultural differences have significant impact on our intercultural communication. They are the source of misunderstanding, misinterpretation, 3 anxiety, and uncertainty, which ultimately result in miscommunication (Stephan and Stephan, 2002:127; Gudykunst, 2002; Gudykunst and Lee, 2002).Studies in intercultural or cross-cultural communication are helping shape many facets of our human interaction by drawing attention to the characteristics of verbal and nonverbal be haviour across cultures, the impact of culture in constructing meaning, the structure and communicative goals of discourses, and factors that influence our ability, or otherwise, to interact and interpret discourse (Kramsch, 2001). Theories and empirical studies in intercultural communication have had serious implications for social action and social change (Rogers and Hart, 2002:14).It is the purpose of this paper to justify the inclusion of activities that promote intercultural training in school curriculums. This paper proposes a number of activities or interventions the school can implement to help learners deal with the barriers inherent in intercultural communication, and eventually equip them to be effective communicators. The justification presented in this paper is drawn mainly from published accounts and exploratory ethnographic studies.KEY CONCEPTS Culture, Communication, and Intercultural Communication In studying intercultural communication many researchers have attempt ed to conceptualise culture and communication from various perspectives in order to appreciate their interrelationship. Generally, culture is conceptualised as a shared way of life collectively developed and shared by a group of people and transmitted from generation to generation (Tubbs 4 and Moss, 1994).Culture embodies many complex elements such as beliefs, values, language, political systems, and tools which together give a group its code or characteristics (Griffin, 2000; Tubbs and Moss, 1994). This code is not imposed by one individual or an external body. Rather, it is â€Å"socially constructed† (by members that make up the group) and â€Å"historically transmitted† (Philipsen, 1992, cited in Griffin, 2000:390). More significantly, culture is owned by a group of people who by consensus accept and share a common code, verbal or nonverbal, reflective of specific values, beliefs, customs, and so on (Barnet and Lee, 2002).Goodenough (1964) views culture not in term s of things or behaviour but in terms of a picture of things a people form in their minds, and their models for perceiving, relating, and interpreting things and behaviour (cited in Barnet and Lee, 2002:276). The convergence one could draw from all these definitions is the fact that each group is bound by a certain unique way of doing things and interpreting things or behaviour. Communication, though variously defined, generally describes a process by which information is exchanged among two or more people in a given context.Ultimately, this process of exchanging information is bound by a purpose: that is, to reduce uncertainty and develop a common understanding among the interactants (Barnett and Lee, 2002). Intercultural communication is thus â€Å"the exchange of information between well-defined groups of people with significantly different cultures† (Barnett and Lee, 2002:277). The process is quite complex in the sense that this exchange of information takes place in a co ntext which is a fusion of significantly different systems. The process also requires conscious attempts by each party at reducing â€Å"uncertainty about the future behaviour of the other party through an increase in understanding of the other group† (Barnett and Lee, 2002:277; Gudykunst, 2002). Clearly, cultural variability (the extent to which cultures differ) is key to any conceptualization of intercultural communication. Various studies have examined cultural variability at the level of power distribution (or power distance), uncertainty avoidance, gender roles, face negotiation, individualism-collectivism, and others (Gudykunst and Lee, 2002; Griffin, 2000).One popular conclusion is that cultural variability is the main predictor of how successful one can be in any intercultural communication encounter. THEORETICAL FRAMEWORK Gudykunst’s Anxiety and Uncertainty Management Model Gudykunst and associates developed the anxiety and uncertainty management theory to exp lain what happens when we communicate with people of different cultural backgrounds. The theory suggests that when interlocutors of different cultural backgrounds clash in face-to-face interactions, they are confronted with uncertainty (which Gudykunst describes as cognitive) and anxiety (affective) (Griffin, 2000:396).The uncertainty describes our inability to explain actions and reactions of the â€Å"strangers† we communicate with. It demonstrates how unsure we are about the interpretations we impute on the behaviour of the people we communicate with (Griffin, 2000). Anxiety, on the other hand, portrays our feeling of uneasiness and apprehension about what might happen in the intercultural communication encounter. The extent to which we are influenced by anxiety and uncertainty would determine how effective we would be in our intercultural communication (Gudykunst, 2000). 6Although anxiety and uncertainty exert some influence on intra-group communication, their impact is p rofound in intercultural communication. Anxiety and uncertainty filter the mutual understanding that must exist to make any communication encounter successful. But anxiety and uncertainty are not entirely negative. Rather they compel us to approach our communication with a level of â€Å"mindfulness†, a deliberate thought over the communication process. In our state of uncertainty and uneasiness, we constantly become conscious of our choices and in the long run manage the communication situations to minimise misunderstanding.In intercultural communication anxiety and uncertainty are heighten by cultural variability. If the differences between cultures are profound, anxiety and uncertainty would increase when members of the different cultural groups engage in intercultural communication. In a schematic representation Gudykunst demonstrates the underlying causes of uncertainty and anxiety as motivational, knowledge and skill factors. For this paper these factors offer relevant support for the need to incorporate various interventions into our school curriculum to train learners in intercultural communication.The skill factors include our ability to empathise, tolerate ambiguities, adapt communication, and gather appropriate information. Knowledge of more than one perspective, similarities and differences, alternative interpretations are some of the knowledge factors relevant for effective intercultural communication. The motivational factors are needs, attraction, social bonds and openness to information. Clearly, all these factors are not divorced from the traditional aims of education for which schools are established. Fundamentally society has vested in the school the responsibility of 7 quipping the young generation with skills, knowledge, and the right motivation for dealing with personal and societal challenges (Sadker and Sadker, 2003: 140; Ornstein, 1995). It is therefore not out of place if the school realigns its curriculum to accommodate interv entions that would train young people in intercultural communication, a growing challenge in this globalised world. Through curricular interventions proposed in this paper learners would acquire the requisite skills, knowledge, and motivation to manage their intercultural communication in more effective ways. Training in ntercultural, among other things, exposes learners to barriers such as anxiety, uncertainty, stereotypes, and ethnocentrism inherent in intercultural communication and equips learners with skills such as mindfulness necessary for managing intercultural communication. This theory strongly support the need for training in intercultural communication and in my view the school has the space, time, orientation, and resources to offer such training. Communicative Competence Hymes (1972) developed the theory of communicative competence to establish a link between language and culture (Richards and Rogers, 1986:69).This theory asserts that both linguistic knowledge and soci ocultural or contextual knowledge are prerequisites for any effective intercultural communication (Richards and Rogers, 1986:69). Communicative competence highlights the view that language and culture are inseparable. Therefore linguistic competence should go along with a commensurate cultural competence, that is, one described as communicatively competent must have both linguistic and cultural competence.Linguistic competence is demonstrated in the grammatical knowledge one possesses, such as knowledge of words, phrases, and sentences and rules governing their combination in discourse. Cultural competence, on the other hand, focuses on the cultural propriety of linguistic choices in a real 8 communication encounter. Different social situations require different routines that are culturally defined. The competent communicator chooses the appropriate linguistic forms that meet the cultural expectation of the context in which the communication takes place.In some contexts in Ghana, fo r instance, â€Å"Please† is a polite marker not just for requests but all forms of speech acts or discourse, especially with adults. Therefore, it is not uncommon to hear expressions like â€Å"Please, Good morning,† â€Å"Yes, Please,† and â€Å"Please, my name is Kofi†. The speaker with communicative competence would have to vary his routines to meet the differences in cultural expectations. If the same communicator meets a native British the above use of â€Å"Please† would be avoided.The theory of communicative competence lends enough credence to the call for training in intercultural communication in our schools through direct and indirect curricular interventions. Traditionally, our school system has focused on training learners to acquire grammatical knowledge. This paper calls for a commensurate training in contextual competence. Such competence will include knowledge of the different expectations different cultural contexts impose on diff erent communication situations. This knowledge is vital in reducing anxiety and uncertainty which are inherent barriers in intercultural communication.Recent studies in intercultural communication strongly support the need for intercultural training of employees, both domestic and international, in areas of cultural diversity and intercultural communication (Albert, 1994). The position of this paper is that the school (from the basic to the tertiary levels) is a better placed to offer this training. 9 BARRIERS TO INTERCULTURAL COMMUNICATION Misunderstanding is the ultimate barrier to communication (Griffin, 2000:394). Communication is said to have taken place when interlocutors have been able to reach some common interpretation of their intentions.Even in intra-group communication it is almost impossible to reach absolute understanding. This makes inter-group or inter-cultural communication even more challenging. The existence of cultural variability is in itself a barrier to interc ultural communication. When cultures are widely apart or different, it means the level of cultural variability is high, resulting in high levels of anxiety and uncertainty, which ultimately bring tension and misunderstanding into the intercultural communication situation. To illustrate: I gave a gift to a colleague who came from a different cultural background.My expectation was an extended response of appreciation from him. My disappointment was with the left hand with which he took the gift and the brief appreciation he expressed. He didn’t like, or he didn’t value it. I was worried he would not be nice towards me again. All these interpretations I made reflected my uncertainty about his actions and my anxiety reflected my worry and apprehensions about what might happened. My cultural context reflects a high context type in which more attention is given to interpreting non-verbal behaviours.By sharp contrast my colleague belonged to a low cultural context which stres ses direct and explicit communication, that is, verbal messages are vital in a communication process. 10 Mistranslation Barriers to verbal communication include cultural mistranslation (Tubbs and Moss, 1994). This is common in second and foreign language context. Scholars are divided over how such mistranslation should be perceived (Kachru, 1990). While some have described mistranslation in derogatory terms like â€Å"interference† and â€Å"sub-standard forms†, others have perceived them as innovations which reflect cultural dynamics.But the reality is that in intercultural communication mistranslation undermines understanding. Literal translation such as â€Å"I am going to come† instead of â€Å"I shall return† can be sources of misunderstanding. Expressions such as â€Å"I am going to greet the king† or â€Å"to the white house† or â€Å"to the end room† (meaning â€Å"I am going to the toilet†) are cultural innovations tha t can be sources of misunderstanding in inter cultural communication. Norms and Roles Norms are culturally defined rules for determining acceptable and appropriate behaviour (Tubbs and Moss, 1994).They include those that govern social situations and conversational routines such as greetings, making requests, and expressing various emotions. In intercultural communication interlocutors may be tempted to transfer their cultural norms to contexts that are not appropriate (Richards and Sukwiwat, 1983). Roles are also sources of cultural variability. Roles are sets of norms applicable to specific groups of people in society. In a particular culture, different roles are assigned to men and women, children and parents/guardians, usbands and wives, and so on. In some Ghanaian contexts women are expected to kneel while talking to men; subjects cannot talk directly to a chief except through linguists. Violations of these roles may pose serious threats to intercultural communication. 11 Belief s and Values Beliefs and values impede understanding in intercultural communication. Some interlocutors will not be forthright with information on personal ambition, finances, and career plans because of their beliefs, especially beliefs that assert strong influence of the supernatural on man.Beliefs in witchcraft, for instance, would scare people from giving out personal information to strangers. On the other hand, people would usually readily communicate their values and feelings, especially when such values are being disrespected. Stereotyping Stereotypes are our value judgements about people (Pang, 2001:114). They are born out of our inadequate information about people, making us make unintelligent choices in our intercultural communication. Cultural stereotypes, like any other type of stereotypes, hinder understanding because they exaggerate or overgeneralize what we perceive about people (Tubbs and Moss, 1994).Overgeneralised thoughts result in misinterpretation of actions, th us heightening anxiety, which is a threat to understanding. Almost everyone imposes one stereotype or the other on individuals or groups of people. Stereotypes can be favourable or unfavourable to a group (Pang, 2001). Some stereotypes include perceiving some groups as quick tempered, dishonest, smart, and liars. Generally, stereotypes are born out of our fear of the group we stereotype or the lack of knowledge of the group, or misconceptions, or high levels of cultural variability (Pang, 2001).The media is unfortunately perceived as a strong promoter of stereotypes (Tubbs and Moss, 1994; Pang, 2001). This is because the media is a major source of information about foreigners or strangers. As we watch movies or international news we form exaggerated opinions about the 12 groups represented. Usually the amount of information we gather is limited thus leading us to form such inadequate conclusions. Dispelling stereotypes seems almost impossible, and in intercultural communication the challenge to dispel stereotypes is even more profound.However, since stereotypes are born out of inadequate cultural information or experience of other cultures, cultural awareness and intercultural training can be helpful in dealing with cultural stereotypes. Ethnocentrism Our own cultural experience inadvertently causes us to feel that culture is innate. Hence we are forced to feel or think that our group’s way of life is the standard against which all other groups’ culture should be assessed. Therefore any contrary code or behaviour is considered improper or irresponsible or politically motivated (Hall, 1976, cited in Tubbs and Moss, 1994:443).This tendency to judge the code of other cultures by using our culture as the standard is described as ethnocentrism. Ethnocentrism creeps into intercultural communication to filter understanding by heightening anxiety, which, as shown, is a threat to understanding (Stephan and Stephan, 1992). The higher the level of ethnocent rism, the higher the level of anxiety. Cross-cultural awareness is can go a long way to reduce ethnocentrism and, invariably, anxiety and enhance our capacity to handle intercultural communication in effective ways.CURRICULA INTERVENTIONS Curriculum refers to the totality of the experience the school offers learners. It includes both planned and unplanned activities, the physical and socio-cultural environment which impact directly or indirectly on the learner. This paper proposes that the school, through its curriculum, make conscious efforts at promoting intercultural training. Below are the interventions proposed: 13 Multicultural Education With the world shrinking into a global village, nations, businesses, schools, organizations, and our societies at large are becoming culturally diverse (Spring, 2002).On daily basis we are compelled by globalization to interact or relate with people of different cultural origin. To deal with the challenges of cultural diversity there is the ne ed for our schools to adopt the multicultural educational approach. Multicultural education is not just accommodation different cultures in a school setting. Rather multicultural education aims at providing an enabling school environment which equips learners to function in other culture without losing ties with their original culture (Spring, 2002).A multicultural school environment brings together learners of different cultural background for the purpose of equipping them with skills, knowledge, and attitudes that will make them functional both to themselves and to the larger society. Such settings are better posed to respond more effectively to children of different cultural backgrounds and exploit those differences as foundations on which new learning can be built (Tozer, Violas, and Senese 2001). Multicultural education directly or indirectly equips learners to be able to manage the uncertainty and anxiety that usually characterise intercultural communication.Gudykunst’s axiom 37 asserts that when we share a common objective with strangers our anxiety levels decrease and we are able to build the needed confidence in predicting their behaviour. At the very superficial level, just putting together people of different cultural origin under the common goal of schooling or education would help reduce misunderstanding that usually comes from uncertainty and anxiety (Griffin, 200:401) 14 A multicultural curriculum offers an excellent educational environment for learners to learn more about people of other cultures, thus reducing stereotypes and ethnocentric tendencies.Stereotypes results from limited experience or information about other cultures. If learners get to experience other learners of different cultural backgrounds they learn more about their cultures. In Ghana, until recently, secondary schools and colleges were characterised by students of different cultural backgrounds. This provided real opportunities for students to appreciate the cultural diversity of the country. Though each school was culturally diverse there existed a strong common bound in each school, especially during inter collegiate competitions.Here diversity well managed brings unity. This situation is unfortunately being replaced by I proposed that when community schools, which are generally culturally homogenous. community schools are established educational systems should promote diversity in the positing of students to school and colleges. Cultural Studies Not long ago, cultural studies was a subject in basic schools in Ghana and learners were exposed to the diverse cultural groups in the country. Beneficiaries of this curriculum acquired basic knowledge of the different cultural groups.They had the opportunity to acquire, among other things, knowledge of conventional routine differences, differences in political institutions and values. A unique feature of the cultural studies curriculum was the approach. Teachers were encouraged to use resource person s in their communities. These were indigenes of the cultures being represented or taught. Again, role plays, field trips and audio visual materials were included in the teaching methods of the subject.Cultural studies provided a platform for learners to juxtapose their culture with others in order to appreciate the diversity and its prospects, especially in this age of globalisation. 15 Cultural knowledge reduces â€Å"cultural shock† which sometimes leads to negative attitude towards a new culture (DeVito, 2002). Gudykunst’s axiom 41 supports the view that an increase in our knowledge of strangers’ language and culture will produce an increase in our ability to manage our anxiety and an increase in our ability to accurately predict their behaviour (Griffin, 2000:400).Certainly there are enough reasons for the inclusion of cultural studies in our school curriculum. The Study of Literature Literature as a discipline provides an ideal opportunity to integrate cult ural content into the school curriculum (Pang, 2001:224). While providing delight and enjoyment, literature sharpens our imaginations and offers us a vicarious experience in the world we live in (Huck, Helper, Hickman, and Kiefer, 2001:8). Literature offers us the fastest, cheapest, but the most thrilling cruise around the world. The experience we enjoy in literatures is timeless as we read from across the globe.We can also travel as far back as the era of Beowulf, Sophocles, Chaucer, and Shakespeare or fly into the year 2044 in Welwyn Wilton Katz’s Time Ghost. In all these experiences literature offers a unique approach to learning about the culture of people in different parts of the world, how their culture existed, how it is evolving, and how it may change with time. Texts which portray authentic intercultural interactions provide readers with the motivation, knowledge, and skills to overcome anxiety, uncertainty, and other barriers of intercultural communication.The Comp rehensiveness of literature experience provides meaningful ways of reducing stereotyping and ethnocentric tendencies. 16 Language Teaching and Learning Traditional language curriculums focus on grammatical competence while communicative competence suffers neglect. Products of such curriculums usually display high competence in linguistic knowledge but lack requisite skills in handling authentic communication (Dzamishie, 1997; Richards and Rogers, 1986; Richards and Sukwiwat, 1983). What they lack is a basic understanding of the socio-cultural function of language.In second and foreign language learning contexts the challenge has always been which model learners should be exposed to and which language culture should be emphasised. Of course it makes sense to adopt the target or native speaker model, with all the cultural attachments, as medium of instruction. But such a choice without recourse to the changing communication needs of learners will not be appropriate. To address the dil emma of which model to use, Norrish (1978) calls for a liberalisation of views on non standard language varieties. The English language, for instance, has metamorphosed into several Englishes.Therefore, â€Å"to teach only one form of English would seem to be asking for a conflict between the different Englishes in use. † (Norrish 1978:35). The most meaningful approach then is to â€Å"consider the different uses of English in a particular country† (Norrish, 1978:35). The question should be: Which models will serve the communication needs of learners? If learners need English to communicate with native speakers, then the native model should be taught. Similarly, if learners would largely communicate in a typical Ghanaian context, for instance, then the Ghanaian model, with its cultural innovations, should be the model.In so far as it is possible, more than one model should be taught. This is the poly-model Norrish proposes. The poly-model exposes 17 learners to the cul ture behind language. It emphasises socio-cultural or contextual awareness in communication especially between inter-groups. Concerning approach, the communicative language teaching model is popular today (Richards and Rogers, 1986; Dzameshie 1997). This approach focuses on communicative competence. Its curriculum is experience-based and learner-centred (Richards and Rogers, 1986).The content generally includes â€Å"well-selected experiences† that reflect the real life or authentic communication needs of learners (Richard and Rogers, 1986). The value of this approach in intercultural communication is the experience the language curriculum offers. Communicative language teaching addresses learners’ language needs, equipping them to communicate effectively in a world of cultural diversity. The New Media in the classroom The digital age is not only making it easier and faster for us to get closer to each other, it is also making it possible for us to see and know what ot hers are doing.The new media in the classroom provides learners with a window through which they can see people of other cultures. Through virtual tours to places of different cultural backgrounds, documentaries, interviews, and social sites, learners bridge the gap of knowledge they know about people on the other side of their culture. The prospects are tremendous but the challenges are enormous. The digital divide is still too wide for us to be able to explore other cultures. In many developing countries access to the new media is still a luxury. 18IMPLICATIONS The inclusion of intercultural training in our school curriculum is worthwhile for our schools, and the world of work, which are fast becoming culturally diverse. Unfortunately many students, teachers, and school authorities are being frustrated by the diversity invading the school. Training learners and educators to deal with the barriers diversity creates in their intercultural relationships will transform our schools int o peaceful and conducive learning and working environments while preparing learners to face the communication realities in the world outside the school.Intercultural training will certainly link the school with industry or the world of work. If the school provides adequate intercultural training through various curricular activities, it will reduce the cultural shock learners are bound to face after school. Although many disciplines are craving for attention and inclusion in our school curriculum and curriculum developers are overwhelmed by what should be where at what time and with what resource, the best decision lies in counting the cost, weighing the options available and taking bold political and socio-economic steps.Implementing these curricula interventions would involve the realignment of the school curriculum, bearing in mind various needs and interests. In this case there should be a clear policy framework that will guide design, implantation, and evaluation of the new cur riculum being proposed. Again, there would be the need to adequately resources our schools to accommodate the changes proposed. CONCLUSION This paper has proposed that the school curriculum provide space for activities that will train learners to overcome barriers inherent in intercultural communication.There could be many other interventions, but what this paper seeks to suggest is that interventions through the school 19 curriculum should be the first option. Neither educational level nor geographical boundaries are specified in this paper. This is born out of the belief that intercultural relation or communication is real and knows no limits. This paper has provided justification for the inclusion in our school curriculum training in intercultural communication. The next challenge that should attract the attention of researchers is how to design, implement, and evaluate the propose curricula change.REFERENCES Albert, R. D. (1994). Cultural Diversity and Intercultural Training in Multinational Organizations. In Wiseman, R. L. and Shuter, R. (eds. ) Communicating in Multinational Organizations. International and Intercultural Communication Annual. Vol xviii (153165). London: Sage Publications. Barnett, G. A. and Lee, M. (2002). Issues in Intercultural Communication Research. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 275-290). London: Sage Publications. DeVito J. A. (2002). Messages: Building Interpersonal Communication Skills.Boston: Allyn and Bacon. Dzameshie, A. K. (1997). Towards a Communicative Approach to Teaching English as a Second Language in Ghana. In Dakubu, M. E. K. (ed. ) English in Ghana (pp 173-194). Accra: Ghana English Studies Association. Griffin, E. (2000). A First Look at Communication Theory. Boston: McGraw-Hill. Gudykunst, W. B. (2002). Intercultural Communication Theories. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 183-2 05). London: Sage Publications. 20 Gudykunst, W. B. and Lee, C. M. (2002).Cross-Cultural Communication Theories. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 25-50). London: Sage Publications. Gudykunst, W. B. and Mody, B. (2002). Foreword. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 25-50). London: Sage Publications. Huck, C. S. ; Helper, S. ; Hickman, J. ; and Kiefer, B. Z. (2001). Children’s Literature in the Elementary School. Boston: McGraw-Hill. Kachru, B. (1990). World Englishes and Applied Linguistics.World Englishes 9 (1): 3-20. Kramsch, C. (2001) Intercultural Communication. In Carter, R. And Nunan, D. (eds. ) The Cambridge Guide to Teaching English to Speakers of Other Languages (pp 201-206). Cambridge: CUP Norrish, J. (1978). Liberalisation of views on non-standard forms of English. In The British Council. ELT documents: English as an international la nguage. London: The British Council, English Teaching Information Centre, pp. 34-39. Ornstein, A. C. (1990). Strategies for Effective Teaching. Madison: Brown and Benchmark Publishers. Pang, V. O. (2001).Multicultural Education: A Caring-Centred, Reflective Approach. Boston: McGraw-Hill. Rogers, E. M. and Hart, W. B. (2002). The Histories of Intercultural, International, and Development Communication. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 1-18). London: Sage Publications. Richards, J. C. and Rogers, T. S. (1986). Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge: CUP 21 Richards, J. C. and Sukwiwat, M. (1983). Language Transfer and Conversational Competence. Applied Linguistics 4 (2): 113-125.Sadker, D. M and Sadker M. P. (2003). Teachers, Schools and Society. Boston: McGraw-Hill. Spring, J. (2002). American Education. Boston: the McGraw-Hill Companies, Inc. Stephan, C. W. and Stephan, W . G. (2002). Cognition and Affect in Cross-Cultural Relations. In Gudykunst, W. B. and Mody B. (eds. ) Handbook of International and Intercultural Communication (pp 127-142). London: Sage Publications. Tozer, S. E. ; Violas, P. C. , and Senese, G. (2002). School and Society. Boston: McGraw-Hill. Tubbs, S. L. and Moss, S. (1994). Human Communication. Boston: McGraw-Hill. 22

Hr Project of Descon Rngineering Company

HUMAN RESOURCES MANAGEMENT PRACTICES PREVAILING IN DESCON ENGINEERING COMPANY [pic] SUBMITED TO: Ghulam Hussain (LECTURER) SUBMITED BY: Muhammad Sami ciitswlfa09-MBA-017 Iram Sabirciitswlfa09-MBA-039 Shumaila Aslamciitswlfa09-MBA-051 COMSATS Institute of Information Technology, SAHIWAL. ACKNOWLEDGEMENTS First of all, we are thankful to GOD WHO makes us capable to gain knowledge and after that we would like to say thanks to parents who brought us up and made us able to face challenges of this dynamic environment. We also thank to MR. Ghulam Hussain who guides us in developing this project. The main purpose of this project is to enhance our skills. The project was about Human Resource Practices at Descon Engineering Company. We went to the Head Office of Descon Engineering Company at Lahore meet with Irfan Usmani (HRD Executive) and Ammar Khan (HRD Assistant Executive). They have cooperated a lot with us. After that we become capable to present this project in front of you. EXECUTIVE SUMMERY Descon is the one of the leading company in project based business to business market in Pakistan. This summery is all about the Human Resource Department of Descon Engineering Company. We will discuss about the introduction of Descon in first chapter. The second chapter will tell us about the structure of HR Department in Descon. The third chapter shows planning and job analyzing steps in the department. The fourth chapter will help us to know about selection and recruitment of procedures. The fifth chapter is all about training and Development through implementation and Evaluation. Sixth chapter will creates a knowledge how Descon conduct its Performance Appraisal System. The second last chapter defines the compensation management. And the last chapter explains how this department handles the disputes and procurement procedures. DEDICATION: We dedicate this project to our Parents, sweet cousins and friends.

Family planning Essay

Studies show that the youth are more vulnerable and at a greater risk without proper reproductive health services. Young pregnancies account for 30% of all daily births in the Philippines. According to the Commission on Population, 3 out of 4 young women die everyday because of maternal complications. Furthermore, A study by the National Epidemiology Center in 2005 shows young pregnancies have the highest rate of fetal deaths, especially by women under age 15. In December 2010, the Department of Health reports that there are 489 cases of young men and women infected with HIV. There are 6 new and unique detections of HIV everyday, 59% of which is in 20-29 years old bracket and 28% belong to the 15-24 years age range. In line with these problems, there is a need to make solutions. One of great solutions would be the implementation of the Reproductive Health bill, or the RH bill. One of the aims of the RH bill is to solve these problems by providing access medically safe, legal, afforda ble and quality natural and modern family planning methods. The RH bill also aims to guarantee universal access to information about birth control and maternal care. Thus, the RH Bill should be passed because it helps the Philippines to lean towards progress by offering women healthcare, providing sexual education to students, and helping the Filipinos to have responsible family planning. There are reasons why the reproductive health bill is not yet passed; however, majority of the people believe that the advantages brought by the implementation of the reproductive health bill will outweigh the cons that go with it. According to the survey hosted by Pulse Asia, 69% of the respondents from different regions are pro RH bill and they believe that the implementation of the bill would do more good than harm. The first plausible disadvantage is that the money that will be used in funding the bill would be subject to corruption from officials. An estimate of 14 billion pesos would be allotted to the bill if the bill would be implemented (Department of Health, 2012). The money involved can blind those corruptofficials; however, health and development should be prioritized. The bill provides healthcare services to women and the marginalized. The Women and marginalized are prioritized by providing for their needs such as legal, affordable and quality reproductive health care services. After the implementation of the bill, the State guarantees universal access to medically-safe, legal, affordable and quality reproductive health care services, methods, devices, supplies and relevant information thereon even as it prioritizes the needs of women and children, among other underprivileged sectors (SECTION 2, RH Bill, 2008). Furthermore, women seeking care for post-abortion complications shall be treated and counseled in a humane, non-judgmental and compassionate manner. The government shall ensure that women seeking care for post-abortion complications shall be treated and counseled in a humane, non-judgmental and compassionate manner. (SECTION 3, RH Bill, 2008). The health and development of the marginalized sector and the women should be clearly prioritized over the risk of the money being stolen by corrupted officials. S

America in Black and White

Langston Hughes was an important and defining figure of the Harlem Renaissance of the 1920’s up to the 1930’s, a decade of great activity in the African-American arts scene. Hughes was known for the rhythm, jazz and blues, of his poetry. The theme of his poetry is mostly on the life experiences of the African-American. In his Theme for English B, Hughes expresses the reality in the disparity – of being Black among Whites. In the first stanza, the professor’s assignment was specific and defined which was to write a page about oneself. It was a deviation from the usual rigid English lessons, like classical poems.Writing about oneself was more loose and relaxed. Hughes used iambic quatrain to taunt the rigidity of the instruction. Hughes made it known from the beginning that student and professor were different. The student thought the assignment over, and wondered if it was easy writing about oneself. Hughes used the free-verse style on rest of the poem to c ontrast the earlier quatrain. Alliteration and Assonance in Line 7, â€Å"I am twenty-two, colored, born in Winston-Salem† had the jazz sounds of Harlem. Here, Hughes bared that the student was Black and therefore the professor was White.When he combined two vowel sounds in Line 10, â€Å"I am the only colored student in my class† Hughes indicated how strongly the student felt about being Black. Hughes used metaphors to denote Black with Harlem, 8th Avenue, 7th Street and Harlem Branch Y, places where there was heavy African-American population. There was a noticeable change in the order of the [I] from Lines 6, 7, 8 and 10, such as, â€Å"I wonder†¦ / I am twenty-two †¦ / I went to school there †¦ / I am the only †¦Ã¢â‚¬  to Lines 12-14 â€Å"†¦ then I cross †¦/ †¦ and I come †¦ / †¦ where I come †¦ /. † The [I] used to start off the lines, they now end off the lines.Such reversal was a symbolical of the place the Black took in society. The symbolism of coming from African-American places going upwards to the school on the hill and taking the elevator to his room at the Y told of the student’s efforts to reach the level of the Whites. It must be recalled in Line 6 that the student had doubts â€Å"I wonder if it’s that simple? † referring to the assignment. Now at Line 16, he was sure that â€Å"It is not easy to know what is true for you or me. † Hughes at this point now came with the â€Å"you† together with the â€Å"me.† With â€Å"I feel and see and hear, Harlem, I hear you:† â€Å"hear you, hear me – we two – you me, talk on this page† (Lines18-19) the student was not just writing about himself but of the whole African-American people. The sound of the assonance was strong like the clamor for equality. In Lines 21-26, the student cried out that he, in many ways, was like a white man with the same wants and aspira tions in life. Hughes’ metaphors for gifts like â€Å"pipe† to mean growing old, â€Å"Bessie† for Blues, â€Å"Bop† for Jazz, and â€Å"Bach† for the classical and Baroque music.The student wrote that the African-American also wanted the things the White man enjoyed. Hughes subtly presented the issue of racism by completely leaving out the assonance, instead, the student was introspective when he asked â€Å"So will my page be colored that I write? † (Line 27). Despite the absence of the assonance, Hughes was still able to convey what the student wanted – to experience life, like the Whites do, until he is old when he smokes his pipe and listen to good music. The professor and the student were a contrast from the start, with conflicts in between.Hughes found a common ground in Lines 31-33 â€Å"You are white — / yet part of me, as I am part of you. / That’s American. † He followed it up with Lines 37-38 â€Å"As I learn from you, I guess you learn from me –† Hughes tried to make his readers see that the equalizer comes in both their being Americans. Theme for English B gives a very light treatment, being a free verse, of a compelling issue such as racism. The readers are able to internalize the poem through its rhythm. The tone of the poem is reflective as it is assertive with the use of the poetic voice of â€Å"I† coming as it is from someone who has a personal stake on the issue.Hughes was excellent in the use of a page for a composition in an English B class, where the student would use black ink to write on a white sheet of writing paper. The symbolisms accurately portrayed the issue in the poem – that Blacks and Whites despite their difference should not be opposing colors of America. They will both write history and define their future as Americans. References Hughes, L. (1951). Theme for English B. Retrieved April 25, 2009 from http://www. eecs. harvard. edu/~keith/poems/English_B. html

Curriculum Review Schedule Research Paper Example | Topics and Well Written Essays - 1250 words

Curriculum Review Schedule - Research Paper Example The schedule therefore provides a timeline as outlined in the review cycle of how the same will be implemented. The schedule thus goes a long way to ensuring that whatever was planned for is surely implemented. There are different ways through which one may develop the schedule and the interpretation is equally important. The developers of the schedule thus need to ensure that the implementers will be able to understand the schedule and follow it easily (Boarman & Kirkpatrick, 1995). To show following differences the following schedules are used The first important aspect of the schedule is the time aspect. The time provided for each phase must be; edequate to carry all the activities of the phase, fully observed as there is no extra time allowance and must tally with the allocated time in the review cycle. While carrying out the research, each phase is allocated specific period of time in the various schedules. However, that of the Naperville Community Unit School District 203, the time allowance is too general without specific time limits. This makes it hard to follow on as the time frame is not specified. A look at the Stillwater Area Public Schools schedule shows some differences in the way it is arranged. The various units that are taught within the schools are run at different stages for different course units. For example a look at the 2011-2012, there will a course such as Social Studies which will be in the first stage that is Study, Audit and Alignment while another course such as Math will already be at the implementation and monitoring stages. This shows that the curriculum review needs not to be carried out in the similar phases for all the courses. Another notable difference with the Stillwater Area Public Schools schedule that is different from the other two is on the determination of the various activities that need to be carried out in each stage. While the activities may be outline in the cycle well, the outlay of the various