Asian Economic Essay Example | Topics and Well Written Essays - 1750 words

Asian Economic - Essay Example â€Å"The 1993 World Bank policy research report† (Ryan 802) named The East Asian Miracle, identified eight â€Å"high-performing Asian economies (HPAEs)† (Ryan 802) and classified them into three distinct groups according to the duration of uninterrupted â€Å"positive real economic growth rates between 1960 and 1990† (Ryan 802). Japan alone occupied the first group. By the 1960s, Japan had already become matured as an economy by maintaining a remarkably high focus on economic development. Hence it had become a leader with an enviable record showing sustained economic growth for thirty consecutive years. The second group consisted of four countries recognized as ‘four Asian tigers’; namely, Singapore, Hong Kong, Taiwan and South Korea. All these four economies had witnessed soaring economic growth rates consistently since the mid-1960s until the mid 1990s. Three other countries, Thailand, Malaysia and Indonesia, were referred to as â€Å"newly indu strializing economies (NIEs)† (Ryan 802) by the World Bank. These countries that made the third group of HPAEs had been included in the list of the HPAEs in the beginning of 1970s. The outstanding growth rates and economic performances reflected by the eight nations had one thing in common. Excepting Japan, which had been categorized as a developed country by the 1960s, all the other seven countries had adopted strategic macroeconomic policies and implemented them to manage their economic activities, coupled with carefully selected policy interventions by their individual governments. Research reveals that in all these cases, the government played a decisive role in mobilization of resources. Government policies were assisted by foreign direct investment (FDI) and technological transfer from other industrialized nations of the world, particularly Japan and the USA (Ryan 802). Causes of the financial collapse in Asian economies Heavy dependence on cheap labor input Initially, c ompetitive advantage of these countries was founded on their endowment of abundant labor. Since supply of labor was abundant in these countries, labor input was cheap, which created competitive advantage for these countries in adopting labor intensive technologies of production. However, as the knowledge intensity increased in the exports made by these countries they increasingly started to rely on highly skilled labor force that was more productive than low skilled laborers and was also more disciplined. Krugman had made a controversial contention on the phenomenon of economic growth of the Asian economies (65). The renowned economist had put that these countries would inevitably face a downfall in their economic growth. Since the lofty growth rates of these countries were achieved principally through incorporation of higher amounts of labor input along with capital input into the production process of these economies. This led to higher output and hence higher GDP, but, did not in crease the net level of productivity. This was a stage when the economies were moving along the revenue curve in the zone of increasing returns. According to Krugman, it could be anticipated that these economies would reach the range of diminishing returns (Krugman 65) that would ultimately

Journal (Answer All questions) Essay Example | Topics and Well Written Essays - 1000 words

Journal (Answer All questions) - Essay Example Consequently, describes strategic management as question eight provides the similarities and the differences between military and business strategies. The second last question, describes strategic analysis, development and implementation; the last question provides my experience in relation to the group work. Discussion one Strategies are driven by numerical figures and wide extent of research and analysis of the results; the results are not based on biases, personal opinions or even individual/group’s perception but rather on the tested or expected outcomes. The idea of numerical figures and research in the formulation of strategies at organizational or individual level bring in the scientific dimension of strategies. Additionally, strategies may be considered as an art or craft owing to the fact that it is a tool applied at various managerial facets and it involves the formulation, instrumentation and the examination of various processes geared towards achieving certain goal s (Johnson et al, 2011). Discussion two Intended strategy applies to myriad organizational dimensions; it involves undertaking deliberate planning and execution of the planned courses of actions. In some occasions it may also be referred as deliberate strategy for instance humanitarian organization may formulate tools that will enable them deliver specific forms of assistance to victims of a disaster or industries may develop tools that will enable them fit in a competitive market. Tools used in intended strategy may include; objectives, visions as well as the application of a SWOT analysis process to enhance the achievement of the desired goal (Cooper, 2007). On the other hand, emergent strategies encompass a framework of actions arise over time in the process of implementing organizational plans without intended missions, objectives as well as visions. According to Mintzberg, it is described as ‘a realized pattern that was not intended’. For instance; an organization may realize certain imperative actions that may develop in the process of their operation which may also facilitate the achievement of their goals. Discussion Three The learning school strategy is among the ten schools of strategy; it is based on the idea that strategy is a tool that develops in the process of acquiring new ideas and skills concerning various organizational facets. For instance; an organization may be faced by various challenges in the process of its operation however, new ideas may emerge in the process that may assist in creating a solution to the problem (Bhatt, 2005). The other school of strategy is the position strategy that was developed by Michael Porter who believed that strategy is ascribed to the position of individual in a certain situation or the position of an organization in a certain market scenario which will influence its courses of action. For example; a high demand of commodities in the market may force an organization or an industry to raise the prices of its commodities (Bhatt, 2005). Discussion Four A strategist is a person with the intellectual capacity and skills to formulate a method through the combination of various ideas and perception in order to ensure that certain specific desired goals are achieved. The

Henry Jekylls Full Statement of the Case Essay Example for Free

Henry Jekylls Full Statement of the Case Essay The Strange Case of Dr. Jekyll and Mr. Hyde was written in 1886 by Robert Louis Stevenson. The story derived from one of Stevensons many adult nightmares and raised questions about Society and Religion that was debated by many people. The story was about the duality of man and how Dr. Jekyll tried splitting the good and evil. A result of this was Mr. Hyde and his pure evil personality. In the novel, the last chapter Henry Jekylls Full Statement of the Case answered many questions brought up earlier in the story. Dr. Jekyll is portrayed as a respected and distinguished, well brought up man at the beginning of chapter 10. This is clear in the words, [he was] fond of the respect of the wise and good among my fellow-men, and with every guarantee of an honourable and distinguished future. These statements show us he has all the traits of a gentleman because it says good among my fellow men and fond of the respect of the wise which meant he liked other high honourable men respecting him; however he feels as though he already leads a double life. We see this in the words, I concealed my pleasures and I stood already committed to a found duplicity of life. This tells us that although he likes having he privileges of a gentleman he also enjoys doing something he cant, which would tarnish his reputation. Before he started the experiment Jekyll lead a respected and high life style of being respected by others and being well off and had a theory on good and evil. Jekyll believed that man was made up of 2 personalities, one good and evil. This is clear in the text when Jekyll explains, That man is not truly one, but truly two. He had a large interest in the duality of nature. He believed he could split everyones two personalities into two different people. Jekyll was excited by the idea of separating the two identities. This is apparent when he says I had learned to dwell with the pleasure, as a beloved daydream, on the thought of the separation of these elements he thought that by separating the two identities they would stop irritating each other and he was excited by separating the two personalities because he says hed learned to dwell with the pleasureof the separation of these two elements. Therefore, this was Jekylls ultimate desire and he worked towards this ground-breaking expe riment. Jekyll undertook the experiment to try and split his two personalities and to prove that it was possible. He believed he could brew a potion that would make his good and evil side split into two. It is clear because Jekyll explains that he managed to compound a drug by which these powers should be dethroned from their supremacy. He tells us that mixing the elements would combine their power and he thinks this will split his two personalities into two different people. After he compounded the drug Jekyll hesitated to take it because he knew it was a powerful drug and he risked death. This is proven in the statement I hesitated long before I put this theory to the test of practice. I knew well that I risked death Jekyll knew that he risked his life but was sure that he could do it and had faith in his theory of the dual personalities and duality of man. Once Jekyll finally takes the drug he describes the transformation as the most racking pangs succeeded: a grinding in the bones, deadly nausea, and a horror of the spirit that cannot be exceeded at the hour of birth or death. The way he described the feelings was excruciating pain and that he imagined that you could only feel such pain at the hour of birth or death. This would of made the reader feel repel the reader but also excite them because they would want to know what happens. A Victorian reader probably would find this very controversial and might be slightly offended by the words that are used. When Jekyll first became Hyde he knew from the moment he changed that he was more evil already, this is obvious in the words I knew myself, at the first breath of this new life, to be more wicked, tenfold more wicked. Although Jekyll knew that he was even more wicked as Hyde he seemed to have positive feelings towards him. He felt as though when he was Hyde he was free and had no cares in the world. This is reflected in the words I looked upon that ugly idol in the glass, I was conscious of no repugnance, rather of a leap of welcome. Before the experiment Jekyll felt as though he already lead a double life and had to conceal his pleasures, but as Hyde he had someone in which he could unleash all his forbidden cravings and not have a conscience after doing so. Hed found a perfect solution. Jekyll could become Hyde by taking a potion and Hyde could become Jekyll by reversing the potion. Jekyll believed that his experiment was all under control. However, as Hyde grew stronger it was proven that he learned to control Jekyll. This is shown in the quote Yes, I had gone to bed Henry Jekyll, I had awakened Edward Hyde. How was this to be explained? I asked myself; and then, with another bound of terror how was it to be remedied? Hyde was becoming stronger then Jekyll and was beginning to control him, Hyde could pick and choose when he wanted to come out, and Jekyll had no control now. This also showed Jekylls panic and increasing lack of control because hed began to ask himself how he could keep control of Hyde. Due to Hydes strength becoming more powerful Jekyll decided to stop taking the potion hoping that it would stop Hyde forever. Jekyll was scared that Hyde would take over forever. This is shown in the words the balance of my nature might be permanently overthrown, the power of voluntary change be forfeited, and the character of Edward Hyde become irrevocably mine and he had a difficult decision as he states To cast it in with Hyde was to die a thousand interests and aspirations, and to become, at a blow forever, despised and friendless. In these words it tells us if he was to stay as Hyde he would be giving up thousands of his dreams and goals in live and become friendless because no one liked Hyde. Due to the fact Jekyll was scared that Hyde would take over he had to make a decision whether he would stay as Jekyll or Hyde. His decision was thwarted by Hyde but his resolution to be rid of Hyde helps the reader empathise with Jekyll. Jekyll stopped taking the drug hoping he would stay as Jekyll forever, however because Jekyll was taking the drug for so long he had become an addict and felt as though he could feel Hyde struggling for freedom and he took the drug once again after 3 months. This is clear in the words I began to be tortured with throes and longings, as of Hyde struggling after freedom; and at last, in an hour of moral weakness, I once again compounded and swallowed the transforming draught. These words prove that Hyde was struggling to break free from Jekyll when Jekyll had stopped taking the potion and Jekyll was finding it hard to not take the drug, I know this because it says I began to be tortured. The words struggle, tortured and longings all suggest conflict between the two identities. By the end of the novel Jekylls feelings towards Hyde had turned completely opposite from what they were at the beginning. Hyde and Jekyll had a pure hatred for each other and it was as if they were both trying to make each others lives worse. This is clear from the words The powers of Hyde seemed to have grown with the sickliness of Jekyll. And certainly the hate that now divided them was equal on each side. This statement shows us how strong the hatred between both sides but also the power struggle because Hyde was becoming stronger the more he hated Jekyll. Again, it is shown in the words, The powers of Hyde seemed to have grown with the sickliness of Jekyll. Thus representing the imbalance of power between the two. Although Jekylls hatred for Hyde was strong he carried on taking it because he felt like he was addicted to it. At one point in the novel it describes Jekyll taking the drug to someone with an addiction like to alcohol. He says, I do not suppose that when a drunkard reasons with himself upon his vice, he is once out of five hundred times affected by the dangers that he runs through his brutish physical insensibility. Here Jekyll refers to himself as a drunk and says he cannot reason with himself because he feels as though the drug has already affected him. Therefore, because Jekyll is addicted to the drug, this is why he carries on taking it and he has no power or self respect anymore. When Jekyll says I fell into slavery he means that Hyde has become stronger than him and has began to control him, making him take the drug and become Hyde more then he actually wants. Also at other times the drug has begun to control him because he is like an addict he has the feeling to want to take the drug all the time like and alcoholic would want to drink alcohol. In a way we begin to feel sorry for him here but however, we know it is his fault for carrying on taking the potions just because he enjoys not having any cares and getting away with things. In the novel Hyde is a very powerful and dominant character. He has multiple characteristics throughout the story. He is described as so much smaller, slighter, and younger then Henry Jekyll. The physical description of him is very different from Henry Jekylls. However it also says that evil was written broadly and plainly on the face of the other. This tell us that Hyde may have been smaller and younger the Jekyll however he is much more evil. Hydes character is the complete opposite of Jekylls and is described as more wicked, a tenfold more wicked. This tells us that Hyde is ten times more wicked than Jekyll by using the word tenfold. This makes the reader concerned for what Hyde might do to Jekyll. As well Hyde is described as a man of stone this simile tells us that he has no emotions or feelings for others. In parts of the final chapter Hyde is referred to as unnatural. This is shown in the phrase something not only hellish but inorganic. Jekyll believes that is something that is not real, which is true because he is not a real person, just something created from a potion. As well as being described as unnatural during the final chapter he is also referred to as an animal. This is proven in the statement a creature eaten up and emptied by fever. This phrase tells us that Hyde has traits of and animal by the way he acts and what he does, he acts as a savage animal in the wild when he kills innocent people. Hydes actions are disgraceful and evil throughout the novel. Some of these actions are when he trampled a little girl in the street. Jekyll reflects by saying, An act of cruelty to a child aroused against me the anger of a passer-by. This act makes Jekyll angry at Hyde for being cruel to a child and this is clear because he describes it as an act of cruelty and he is also angry because he makes a passer by angry and it could tarnish Jekylls reputation if people found out they were connected in a way. Another one of Hydes actions was the murder of Sir Danvers Carew. This criminal act is proven in the statement Some two months before the murder of Sir Danvers. These actions show that Hyde is pure evil and has no emotion and will do anything. His actions result in him having to go into hiding because people know that he killed Sir Danvers. The way he killed Sir Danvers Carew was described as, mauling the unresisting body this would of shocked and scared the reader because it would of created a disturbing imagery. Jekylls character is different from Hyde. Firstly, Jekyll is old and elderly; this is proven when he describes himself as elderly in the novel. However, Hyde is the opposite and is young and carefree. I know this because it says younger, lighter, happier. This shows that they are both opposites and this is what is meant when the author describes them as polar twins. Another way Jekyll is different from Hyde is that Jekyll has a conscience whereas Hyde doesnt. This is clear when Jekyll says, I was conscious even when I took the draught and in comparison Hyde says gloating on my crime. These statements prove that even though Hyde has done worse things than Jekyll, Jekyll seems to have more of a conscience. Although as well as having his own conscience, Jekyll seems to feel guilty for what he does when he is Hyde too. But, Hyde gloats at his crimes, therefore proving that he is immoral and not sorry for what hes done, this would of shocked and scared the Victorian reader. Also another difference between Jekyll and Hyde is that Jekyll becomes as Hyde becomes strong. I know this because of the statements sickliness in Jekyll and the powers of Hyde seemed to have grown. This proves that as Jekyll continued to take the drug he made Hyde stronger and it began to be a struggle between them both. Jekyll controlled the growth in Hyde because he carried on taking the potion because he had become an addict; he carried on taking the drug which began to make Hyde come out more often, making him a lot stronger. I know that Jekyll became an addict to the drug because it says I fell into slavery by using the word slavery it tells us that Hyde was beginning to control Jekyll because the more he took the transforming draught the more he became a slave to Hyde. The result of not controlling the growth of Hyde was Hyde getting stronger and stronger and eventually Hyde begins to control Jekyll because he could come out whenever he wanted and this shows how Hyde gains power over Jekyll and through the novel it shows the constant power struggle. At the end of the novel Jekyll knows that his experiments have failed and has to face the consequences. I believe that Jekyll made sure he died by his choice before letting Hyde take over for good. By killing himself Jekyll made sure that he was technically killing Hyde and that he wasnt left free to do evil things once he finally took over Jekylls body and it was a matter of pride and doing what was right for others. Jekyll was very wise to do such a thing for others and at the end of the novel I believe that Jekyll didnt regret his experiments at all. Jekyll was foolish to meddle with the darker side of science and philosophy. However, he didnt deserve to die because he only wanted to try something new and succeed. If Jekyll hadnt done this experiment then some one else would have. After reading the whole novel, I believe that the final chapter is very important to the story. It answers to most questions that are raised earlier in the topic. For example, when Utterson saw Jekyll at the window and Jekyll ignored him we now know that he ignored him and went away because he must have been changing into Hyde. Another example of a question being answered was why Lanyon was so shocked when he say Jekyll and never wanted to see him again, and this was due to him changing into Hyde in front of him. By seeing things from Jekylls perspective it gives us a clearer understanding of the power struggle between Hyde and himself and how Hyde eventually takes over. I would have liked to have seen at one point in the novel or final chapter some of Hydes viewpoint, but there wasnt and perhaps Victorian readers would of liked this too because then maybe it would of given explanations for why Hyde did some of the things he did. Hyde is seen from other peoples perspectives all the time and maybe if we were to have read something from his perspective, we might have seen reasons why he did some of the things he did. However I do believe that the final chapter was key to the novel and made everything much clearer to the reader.

Education in the UK: Social Policy Changes

Education in the UK: Social Policy Changes The 1944 Education Act has a significant role in the British education system. According to Bochel et al (p.238), the legislation of this Act initiated free secondary education for all children and raised the school leaving age from 14 to 15. Control over education system was shared between central government and local government. It also gave local authorities the power to control education affairs whiles the central government was in charge of providing financial support. In relation to this, the Act created three secondary systems (Tripartite system) namely: the grammar school (for the academic), technical (for practical or vocational studies) and secondary modern (for less academic). Admission in to these schools were based on entrance examination called eleven- plus. One of the impacts of this policy was to establish a system that allows children from diverse background to schools most suitable for their needs and ability. The return of conservative government in 1979 alleged that change was necessary in other to raise the standard of the British education system. The change did not neutralise until 1988. Bochel,etl(2009) wrote: Thatchers government of 1980 placed at least part of the blame for Britains economic ills on trendy educators who they perceived as having emphasised equality and new teaching methods at the expense of providing a solid educational foundation for children (p.240). This means that the conservative government believe the possible way to revive the education system was to take control of the provision and policy of education from the hands of local authority and teaching professionals and centralized it to the central government. This was responded through the 1988 Education Reform Act. The key significant of this legislation was to introduce market mechanism which encourages competition among schools and parental involvement (i.e. giving parents an informed choice in terms of choosing schools for their children). GRANT MAINTAIN SCHOOLS Thatchers government initiated two tier systems in to the British education in other to promote competition among schools. This was achieved through given grant maintain status the opportunity to opt out of the control of Local Education Authority (LEA) and become independent schools through parental votes. The benefit of opting out meant that the school will be able to receive it budget directly from the central government and also have the power to manage it affairs such as pupil entry and selection process. However, schools which chose to remain under the umbrella of LEA had it budget control by local management of schools (LMS). Under the LMS control, the schools were able to manage 85% of it budget . (Alcock 2008 p.317). According to Bochel (p. 241) the aim of the conservative was establish a market strategies for the two schools (i.e. GMS and LMS) to compete for pupil numbers. To the policy makers, based resources on the number of children they could attract not only encourage them to perform well but also meant that those which perform below standard would be force to improve or face the consequence of closing down where as those that attract more pupil receive grater resources and continue to remain in operation. THE NATIONAL CURRICULUM, STANDARD TEST AND LEAGUE TABLE The second area of concern to Thatchers government was the poor basic skills of the British population especially among young children in school leaving age compare to other countries (reference this part). In response, the policy makers introduce a national curriculum and standard test for all state schools which was to be published in a league table. The content of the curriculum included maths, English and science as the core subjects in addition with other subjects like history, languages, geography and daily worship if it is a faith school. The standard test on the other hand was initiated to test childrens understanding or attainment on the curriculum on four key stages between the ages of 7, 11, 14 and 16. However, testing at key stage 4 was later polish due to children under taking GCSE. Publication of the result along side with GCSE and A- levels in league table gave parent the choice to compare schools and also to check it performance before enrolling their children. (Alcock 2008, p.318). However, the information published could be misleading because the pupils achievement might be determine by various reasons outside the control of the school. For example, a child from a high class social background might need a might receive little support from the school and still high result from test compare to a person from a low social background who gets good quality of teaching fro the school but still perform poor in test. The result therefore courage schools to select children from the high class academic families.(Hill 2009). However, it could be argue that the 1988 Education Reform Act has lead to creation of class differences and inequality in to the British education system. For instance, Brown and Lauder deem that bringing marketing in education would benefit children from high class family as they will be influence to educate their children in independent schools where as children from the minority and working class families end up LMS schools which could be classified as less successful schools (Haralambos 2000 p. 798). In addition, Gewirtz et al argue that even though the act has giving parents the autonomy to make choice, however, parents from high class families are more likely to excise this choice as compare to parents from the working class families. For example high class families are more able to move house to certain areas in other to have access to good education. They are also likely to appeal against a decision if their children are tune down of their preferred choice of school and often educate children in a primary school which has link to their preferred secondary school. Working class families on the hand might be force to choose a local school because they can not afford to move house or has no means of transportation either than public transport (Haralambos 200 p. 806). The nation curriculum on the other hand could be view as initiating inequality into the education system. For example, the study of history is about the British history or empire without considering other cultures such as the Asian or African history which might have a significant influence on the consumers. Lawton has critics that testing between the ages of 7 and 14 would label some children as either failures or achieves. Those labelled as failures could result in leaving school early or not having much interest in school which lead to affect their future prospect (Haralambos 200 p. 811) NEW LABOUR POLICY Following a successful election in May 1997, new labour came in to power with Tony Blair as the prime minister. New labour gave education policy a high priority in it agenda. According to Alcock (2003), new labour has continued the regime of conservative ideology of marketization and parental choice; however, the first major change was the school standard and framework Act 1998. the aim of the legislation was to bring social exclusion and inclusion as well to tackle child poverty in education and creating opportunity for every child to developed. The impact of the policy resulted in revising the national curriAccording to Baldock (2007), even though new labour still continue to or are in use of the nation curriculum, it has however made some significant changes which include daily hour of literacy and numeracy strategy in primary education. It has also introduced citizenship teaching and, information and communication technology. In addition, labour has reduced class size for key stage 1 and 2 to a maximum of 30. The importance of reducing class size as argue by new labour was that large class size distract pupil from learning. Funding for achievement was derived from scrapping off the Assisted Place scheme implemented by previous conservative party.( check alcock 2003 for referncing). Statistics by Adcock shows an improvement in reducing class size and also bring in literacy and numeracy hour on top of the national curriculum in primary schools. By 2007, 88% of pupils in primary education were taught in class of not more than 30 children compare to 1997 which had a percentage of 72. Moreover, the percentage of literacy achievement at key stage 2 at 2007 was 80% compare to 75% in 2002 and 54% in 1996. Numeracy on the other hand achieved at key stage 2 in 2007 was 77% compare to 72% in 2000 and 54% in 1996 (Alcock, 2008). This improvement shows a significant raise in labours policy. Education action zone, this framework was established to support schools within poor areas to improve education attainment. In order to achieve it aim, the government enter in to partnership with private business, individual schools and education authority. The intension of the partnership was to formulate new strategies of teaching in areas where social exclusion and poverty were high in order to raise standard in attainment (Blakemore 2003). Aside the action zone, the 1998 frame work act encourages the establishment of specialist school. These emphases on the promise to promote diversity and excellence in schools as cited in Alcock 2003, p . Comprehensive secondary were given power to bid and became specialist school in areas such as Arts, Business, science, language or sports as well as selecting 10% of it candidates based on aptitude. The impact of this was to create diversity which meant that schools differ from each other and offer a curriculum which best suit the needs of the student in the chosen area. By 2006 it was recorded that 80% of the secondary school in Britain had become specialist school. Adcock(2005). This percentage shows that high proportion of secondary school bid to specialise in particular area of interest. The consequence however, from opting out as noted from Thatchers government in 1988 which lead to a two ties system could also implied in specialised schools. Blakemore (2003) highlighted the fear that specialist schools can fully funded and resource where as non specialist become under resourced. Another concern to the policy makers was the failing schools. According to Blakemore (2003), the Act gave central government power to intervene when local authorities fail to provide adequate support for a school to perform well. Both the failing school and the local authority were identified by Ofsted and shamed. Moreover, the government initiated that if matters are not resolved; than the local authority is not equipped to handle matters and therefore the school management would be transfer over to private sector for management. Examples such local authorities that went into private management are Hackney and Guildford. The consequences of labours 1998 In spite of labours promise to change years of underachievement for the countrys most disadvantage schools, educational opportunity still reflects on class deference, ethnicity, and gender inequality. According to Hill(2009), the issue of gender still remain in education but on the reverse. It is no longer the female discrimination as it used to be years ago. Female According to Blakemore(2003) Hill, M. and Irving, Z. (2009) understanding social policy. 8tt edn. Oxford: Blackwell publishing Ltd.

An Analysis of Arnolds Essay, The Function of Criticism at The Present

Introduction The first thing to start with is the title. In order to understand Arnold’s essay we should first understand the title of the essay. As we notice that Matthew Arnold associates criticism with one function not many functions, but which function? He also mentions that this function of criticism is limited within a specific and particular time which is the present time and the past or the future time. Therefore, answering the questions of function and time of criticism goes with analyzing Matthew Arnold‘s essay through my reading of his essay. It becomes clear that Arnold defends the importance of criticism. That’s to say he tries to display that the critical mind is of a paramount importance as well as the creative mind. A Brief Biography Arnold, Matthew 1822-1888, English poet and critic, he was a leading literary figure of the Victorian period, and the foremost literary figure of his age. His writings have a distinct style which is characterized by the use of symbolism and earnestness. Arnold, Matthew was born in Lalehan, Middlesex; he is the son of Thomas Arnold, a famous historian and head master of rugby school the famous independent school. Arnold himself studied at this school and Balliol College, university of Oxford. In 1851, Arnold served as an inspector of schools for the British government. Most of his poems were published between 1849 and 1855. His first book of poetry, The Strayed Reveller and Other Poems, was published in 1849.his first piece as a critic was Preface to the Poems which appeared in 1853. In 1857, Arnold became a professor of poetry at Oxford University and retained this position for ten years 1867. In this essay, Arnold Matthew discusses the tenuous relationship between criticism and... ...ety. In fact, both art and society are closely late in Arnold’s world view, thus the first and the last purpose of the critic is to attain truth so as to enlarge ideas which will provide an intellectual atmosphere in the future. Conclusion To sum up, Matthew Arnold tries in his essay to provide a mode about the importance of criticism and to refute the idea that criticism is of less importance than the creative power, asserting that writing criticism actually produces in its practitioner a sense of ecstatic creative joy very similar to that enjoy by the person who engages in creative writing. Therefore, criticism should be disinterested and objective so as to obtain the best known and thought in the world. Matthew Arnold’s essay â€Å"The Function of Criticism in the Present Time†, is in fact an important critical work which theorises the politics of criticism.

Motivational Strategy Guidelines Based On Self-Efficacy Essay -- Social

Purpose of this paper The purpose of this paper is three-fold: First, to examine briefly Social Cognitive Theory’s view on the contribution of self-efficacy to learning and motivation; Then, to offer some guidelines for motivational strategies reflecting self-efficacy concepts that have been supported by research; Finally, to provide some possible ways to implement these guidelines in a mathematics class. Introduction Within us all is a desire to achieve. The need exists to show, to ourselves and to others, that we are capable in some area; that we are able to perform difficult tasks, acquire knowledge that no one else knows, run faster, jump higher, and live up to some perceived potential unique to us as individuals. This goal to achieve is evident in young children, manifesting itself early and continuing at some level throughout the school years and on into adulthood. Of particular interest and importance to me as a teacher are contributing factors to students’ motivation to achieve, and motivational strategies that can increase the likelihood of student achievement. At this point, let me state the obvious: Studying motivation is somewhat difficult, because motivation is subjective. Motivation is not directly observable. It must be inferred from student behavior. Also, behavior patterns exhibited by students may have similar surface attributes, but could arise from entirely different motivations (Good, Brophy, 1995). Student motivation is affected by many variables including past experience, peers, home life, classroom and school expectations, and teacher behavior. This adds to the complexity of studying motivation, and adds to the difficulty teachers face when addressing issues relevant to promoting st... ...03). My Current Understanding of Understanding Mathematics, paper submitted for MAT 791. Snowman, J. & Biehler, R. (2000). Psychology Applied to Teaching. 9th Edition. Boston, MA. Houghton Mifflin Company. Urdan, T. Midgley, C., & Anderman, E. M. (1998), The role of classroom goal structure in students’ use of self-handicapping stragtegies, American Education Research Journal, 35(1), 101-122. Online sources and suggestions: www.analytictech.com/mbo21/motivation.htm. www.cartwright.k12.az.us/Math/Resources/cooperat.html (Cooperative Learning Suggestions). www.emory.edu/EDUCATION/mfp/BanEncy.html (Self-Efficacy by Albert Bandura). www.emory.edu/EDUCATION/mfp/effpage.html (An excellent resource for information and links on SCT and self-efficacy). www.fiu.edu/~cryan/selfefficacy/MotivationandOpportunity.htm. www.med.usf.edu/~kmbrown/Social_

Best Practices for Human Services Delivery Essay

The delivery of human services is one venture that organizations can not embark on blindly. It requires key competencies especially on the part of the staff charged with the responsibility of delivering these essential services. It is a task that also requires active participation of key stakeholders, which are basically the population and the agency. When delivering the services, the agencies concerned need to put in to consideration the views of the population. In fact, the population should be involved in the entire process of service delivery, from conception of the idea to implementation. By involving the population, it shows that the agency appreciates their contribution and value of population participatory in the process of service delivery. As a consequence, the population becomes trustworthy partners proud to be identified and associated with the agency and its services. It should be appreciated that the success of the agency in this service delivery solely depends on the response of the population. Indeed, the role of the population can not be overstated. Before the organization embarks on any service delivery, Katherine and Ellen (2009) argue that knowledge about the background of the population is vital. In the modern society, most populations are diverse. It is important that any agency understands all aspect of the population to avoid making mistakes unknowingly. One very important aspect is the competence of the agency. The staff of the agency needs to have basic skills that are vital in service delivery. Lack of skills puts the quality of the agency’s performance at stake. This is then reflected in the results of the delivery. Poor results not only have a negative impact on the image of the agency, but also threaten the future of the organization. It is unlikely that an organization whose performance is poor would get any future reference or even contracts. Besides, the agency delivering such services needs to be well endowed with adequate resources. These include money, time and knowhow (Katherine & Ellen, 2009). These resources are mandatory for any success to be accomplished. They enable the agencies to finish their tasks in timely manner. In addition, they also affect the quality of service delivery. Quality and timely service delivery boosts the confidence of the population in the performance of the agency. This then ensures future growth and population confidence with the agency as contracts can be renewed and secured. Katherine and Ellen (2009) affirm that for any service delivery to be successful, trust is of essence. This should be mutual. They also argue that building trust of a diverse population can be a tricky affair. They suggest that agencies should draw part of their staff from the population. They argue that the agency may not be aware of part of the cultural expectations of the population. Besides, they may not understand the local language, a tool that is very basic in as far as communication is concerned. Poor communication system impacts directly on service delivery as misunderstandings are bound to occur. The agency should also respect the culture of the population in order to successfully deliver its services. Cultures tend to vary considerably and it is important that the agency understands every bit of the population’s culture. For instance, some populations prescribe different dress code for different persons. Although this may not be an issue in an urban population, it is highly significant in a rural setting. Contravening such may negatively impact on service delivery. In extreme cases, the service delivery may even be halted Conclusion The delivery of human services can be a very sensitive process. Utmost care need to be taken to ensure that the population approves of the agency’s performance. This will enable the agency to carry out its activities with ease, all for the benefit of the population. Above all, the agency should market its brand to the population to gain aspect of positive association.