Greek Politics Essay -- Political Democracy Governmental Essays

Greek Politics At the foundation of the widely differing systems devised by democratic peoples, there is one essential conviction, expressed in the word democracy itself: that power should be in the hands of the people. Although democracy today has been slightly inefficient in this idea, with the wealthy, elite class challenging this right, â€Å"it nevertheless claims for itself a fundamental validity that no other kind of society shares†¦.† To completely understand the structure of democracy, one must return to the roots of the practice itself, and examine the origins in ancient Greece, the expansion in the Roman Empire, and how these practices combined make what we recognize as today’s democratic government. Democracy began with the Greeks in the various city-states. Political thought also began in Greece. The â€Å"calm and clear rationalism of the Greek mind† started this way of thinking. Rather than focusing on the religious sphere, the Greeks chose to concentrate on the self and all things visible. They attempted to enter the world of the light of reason. â€Å"Democratic ideology and democratic political thought – the one implicitly, the other explicitly – sought to reconcile freedom and the pursuit of one’s own good with public order.† A sense of the value of the individual was thus one of the primary conditions of the development of political thought in Greece. Political life expressed a shared, ordered self- understanding, not a mere struggle for power. This ideal led to the birth of a new government, a self-governing community – the Greek city-state. A city-state is â€Å"an aggregation of free human beings, bound together by common ties, some of which may be called natural ties, some artificial.† Natural ties are those such as race, language, religion, and land – the territory occupied by the city-state. Artificial ties include law, customs, government, commerce, and self-defense. A governing body does not need all of these ties to become a city-state; however, all must have a reasonable amount of artificial ties. Every community must possess some form of law, otherwise the people are bound together only by natural ties, and thus, they are not a governing body. The Greek polis enabled the people to express their individualism. The polis was â€Å"ideological and it was reflective† in allowing a person to be a part of the political society a... ...w York: Worth Publishers, Inc., 1999). 1. Light. 2. Light. 14. Light. 27. Light. 2. Bibliography Adcock, F.E. Roman Political Ideas and Practice. Ann Arbor: The University of Michigan Press, 1966 Agard, Walter R. What Democracy Meant to the Greeks. Chapel Hill: The University of North Carolina Press, 1942. Barker, Sir Ernest. Greek Political Theory: Plato and His Predecessors. London: Methuen & Co. Ltd., 1960. Easton, David. The Political System: an Inquiry into the State of Political Science. New York: Alfred A. Knopf Inc., 1971. Farrer, Cynthia. The Origins of Democratic Thinking: the Invention of Politics in Classical Athens. Cambridge: Cambridge University Press, 1988. Fowler, W. Warde. The City State of the Greeks and Romans. London: MacMillian & Co. Ltd., 1963. Hollister, C. Warren. Roots of the Western Tradition: A Short History of the Ancient World. New York: McGraw-Hill, 1996. Light, Paul C. A Delicate Balance. New York: Worth Publishers, Inc., 1999. Rhodes, Henry A. â€Å"The Athenian Court and the American Court System.† Yale-New Haven Teachers Institute. New Haven: Yale University Press, 2000.

Rape Scene In The Bluest Eye

In the article Taking Refuge in â€Å"How:† Dissecting the Motives Behind Cholly’s Rape in The Bluest Eye by Rebecca Andrews, Andrews talks about the motives behind Cholly raping Pecola. This article shows how Andrews believes â€Å"†¦ that Cholly is giving his daughter the only form of love he knows how to express†¦Ã¢â‚¬  In order for the us to understand the rape scene they would have to understand his past. Before he was even born his dad had abandoned his mother when she found out she was pregnant and nine days after he was born his mom leaves him in a trash pile. He was left to grow up with his Aunt Jimmy who he had a tough time viewing as a real parent.â€Å"†¦When she made him sleep with her for warmth in the winter and he could see her old wrinkled breasts in her nightgown— then he wondered whether it would have been just as well to have died. † (132) If he looked at her as an actual parent he wouldn’t have thought about it like that but instead he would have thought about it in a good way. Usually kids look forward to sleeping with their mothers but not him; he saw it in a bad way. His first encounters with parenting caused him to understand at a young age â€Å"that a parent/child relationship is not necessarily one that is filled with love.† (Andrews)He was never taught how to have a good parent child relationship therefore he wouldn’t have been able to have one with his own children. â€Å"Moments before he rapes his daughter, he has returned home drunk and sees her washing dishes. His first reaction to her is ‘revulsion’ which is ‘a reaction to her young, helpless, hopeless presence’. (Morrison 161)† Since he had never had love or affection from his parents he had failed to show any to Pecola. He thinks why she should even love him if he can never give her anything. When he sees her hopeless it reminds him of when he felt that way.Which brings him bac k to the first time he had first had sex and it was interrupted when two white guys and make them continue while they watched. By this happening he realized that he could express anger and love through sex. So when he first looks at Pecola he feels hatred but then it changes to love when she shift from one foot to the other and scratches her leg with her toe and it reminds him to when he had first met Pauline. When he first saw Pauline he didn’t have intentionally have feelings of lust as for the same with Pecola. The only way that he can show is love for Pecola is by having sex with her.In my opinion it is not his fault that he can’t show his love in another way. He grew up not knowing how to show that love and when he finally did it was through sex. But that still doesn’t make what he did right. I agree with Andrews when she says â€Å"†¦ that Cholly is giving his daughter the only form of love he knows how to express†¦Ã¢â‚¬  but at the same time h e could have learned to love in a different way for his children. By doing what he did to Pecola she will think that it’s a normal thing. It’s just a beginning of a cycle that will last for a long time.

Rewrite-the Cask of Amontillado Essay

It was in the middle of carnival season when Montresor approached me. In retrospect, I should have noticed the deviant twinkle in his eye. Alas, it was a time of celebration, and I had had much to drink, which seemed to deter me from Montresor’s true intentions that evening. At the time, I was enjoying myself at the carnival festivities, wearing the attire of a jester, complete with cap and bells. Montresor approached me and I was delighted to see him. We chatted, and he informed me that he had purchased a pipe of Amontillado. He told me that he was not certain as to whether or not it was true Amontillado and asked me to look at it for him. Being a connoisseur of fine wines, I was intrigued. Montresor then noted that, since I was occupied, he was going to call upon Luchresi to assist him with his dilemma. I was quite taken aback by this, as Luchresi cannot compare to my taste. Montresor was about to depart, but I was adamant and won my way to Montresor’s vaults. I subsequently grabbed Montresor’s arm, and we made our way to his dwelling. Once again, I should have perceived right away that something was about, considering the entire home was empty. However, I brushed it off, assuming that all of the help was out being merry. Montresor obtained two candles off the wall, handing one to me, and we made our way down into the catacombs. By this point, the intoxication I was experiencing seemed to worsen. Holding onto Montresor for support, I inquired as to how far we would be going. He informed me that20it was much farther down, and, as I looked at the nitre upon the walls of the murky and sodden catacomb, a coughing fit took hold of me. It was then that Montresor attempted to have us turn back. However, his diligent attempts at making me turn around just made me want to go forward even more. I was not about to willingly allow Luchresi to take my spot as the finest wine connoisseur in the area. Handing me a leak of Medoc, we continued down the dingy catacombs. He would continue to feed me wines for the duration of the walk, all the while my intoxication worsening. For much of our journey, the only sound to be heard was that of the bells upon my hat jingling, along with our footsteps. Looking back on the evening, I ought to have realized something was stirring in Montresor’s head. The morose look on his face worsened with each step we took. At last, we made it to the Amontillado.

Supply side factors of drop out for students

Harmonizing to the National Plan for 2003-2015 ( 2003 ) of the Royal Government of Cambodia, Education for All ( EFA ) is the first critical and inevitable measure for bettering and sharpening human resources, which are needfully needed for Cambodia ‘s economic fight in an progressively planetary and regional economic system. Driven by a figure of development be aftering enterprises by the Royal Government of Cambodia, the constitution of EFA, which was approved by the Royal Government of Cambodia in 2002, came into consequence. In add-on, the National Plan emphasizes that, to develop the state ‘s economic system, Cambodia needs to guarantee its ain countrywide basic instruction, primary and lower secondary instruction, since the Government firmly believes EFA is the first and inevitable mechanism for Cambodia to make its ain Socio Economic Development Plan II ( SEDP II ) by agencies of equalising educational entree among its both advantaged and disadvantaged kids. This E FA program is besides encouraged by the on-going Poverty Reduction Strategic Plan ( PRSP ) of 2002, which aims at poorness decrease in Cambodia since the Government found that it has been the chief trap well lending to hapless pupils ‘ dropouts in Cambodia Basic Education. A paper by United Nations Children ‘s Fun ( UNICEF ) ( 2007 ) , which outlined the cosmopolitan primary instruction by aiming making the unapproachable in Cambodia, emphasizes that, to guarantee EFA in Cambodia, it is necessarily necessary to guarantee correlativity between both supply and demand-driven factors since the two factors are inseparable, intertwined tow-side consequence. This research, conducted by agencies of literature reappraisal from several beginnings, purposes to reply the undermentioned inquiries: What are these demand-side and supply-side which may forestall hapless kids from remaining in school? What does the Kampuchean Government do to cut down the influence of these factors on drop-out? The followers are the illustrations over the above research job, which chronologically includes the present state of affairs of drop-out in basic instruction in Cambodia, both supply-side and demand-side factors which may forestall hapless kids from remaining in school, and the Kampuchean Government ‘s solution in cut downing the influence of these factors on drop-out.Present Situation of Drop-out in Cambodia Basic EducationWith necessary engagement in their household ‘s economic activities, Kampuchean pupils in basic instruction normally face late school entry and early school dropout ( ILO, UNICEF, 2006 ) . The same research by ILO and UNICEF ( 2006 ) besides explains that about 16 per centum of Kampuchean kids are already active in their household ‘s economic work at the age of six while over half of them are involved at the age of 10. Therefore, kids engagement in economic activities exceeds that in school by the age of 15. In this sense, most of them merely ana lyze entirely, so they consider dropout. A study by World Bank ( 2005 ) shows that dropout rate becomes the highest during the pupils ‘ passage from primary schools to take down secondary schools. While the pupils are making their basic instruction, some of them choose to drop out of school without even finishing it. The study, furthermore, identifies many grounds of dropout, in which poorness seems to be the most influential ( as cited World Food Programme, 2007 ) . The tabular array below is the illustration by MoEYS/UNESCO ( 2000 ) , and NPRS ( 2005 ) on different grounds why pupils in Cambodia basic instruction bead out of school:ReasonsMales ( % )Female ( % )Parents ‘ poorness 22.3 19 Needed at place 1.6 21.1 Poor instruction 0.4 0.4 Distance to school 2.9 2.9 Schooling is non utile 0.4 0.3 Family migration 3.9 3.9 Other grounds 11 8.8 No response 37.5 43.6 Beginning: MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) ( as cited in World Food Programme, 2007, p. 5 ) Harmonizing to the tabular array above, MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) shows that poorness is the most influential factor forestalling pupils from traveling to school and hence doing them to drop out. It besides shows a great difference in the figure of pupils who reach the last class in primary schools and the proportion of pupils who continue their survey to take down secondary schools. The study moreover explains that, despite the abolishment of primary school fees, the secondary schools ‘ fees are non free. Therefore, possibly these are the grounds why pupils decide to drop out of school during the period of their passage from primary to take down secondary school since their parents or households can non afford their go oning instruction. The same determination by MoEYS/UNESCO ( 2000 ) and NPRS ( 2005 ) illustrates that, despite increasing proportion of pupils traveling to primary schools, there are still a big figure of pupils dropping out of schools or non inscribi ng for their go oning instruction in lower secondary schools ( as cited in World Food Programme, 2007 ) .Supply-side FactorsA statement by UNICEF ( 2007 ) identifies three chief supply-side factors, which prevent hapless kids from remaining in school, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, and uncomplete school substructure. The study shows that, even though 80 to 84 per centum of entire Kampuchean instruction budget has been allocated to basic instruction, turn toing the issue of unequal public outgo is still a job, which to boot involves deciding issues of distance from school, installations and substructure of school, and instructors ‘ preparation and Numberss, peculiarly for entree to primary schools in distant and rural countries. The account, furthermore, emphasizes â€Å" aˆÂ ¦though investing in instruction has helped to increase the net registration rate in Cambodia by over 20 per centum over the period 1997 to 2004, a signif icant figure of kids still denied instruction opportunitiesaˆÂ ¦ † ( UNICEF, 2007, p. 8 ) . In add-on, high pupil-teacher ratio is besides a job. â€Å" Pupil-teacher ratio in schools in the poorest 300 communes averaged every bit much as 79 students per instructor compared with 46 in schools in the richest 300 communes † ( World Bank, 2006, p.101 ) . Another statistics sing high pupil-teacher ratio in primary instruction shows: The pupil-teacher ratio in Cambodia does non compare favourably with that of other states in the regionaˆÂ ¦ Cambodia has one of the highest pupil-teacher ratios in the part, between 1.8 to 2.9 times more than other states. The high pupil-teacher ratio has a direct influence on attending and larning results, and it peculiarly affects those kids populating in underserved countries of the state ( UNICEF, 2007, p. 9 ) . UNICEF ( 2007 ) , furthermore, shows that uncomplete school substructure besides affects students ‘ survey in schools, particularly who chiefly live in distant countries and those who can non afford their day-to-day transit. The determination proves that, despite to-some-extent betterment in structural substructure in basic instruction in Cambodia, a figure of uncomplete schools remain still. Those uncomplete schools is the chief cause of primary school students ‘ drop-out since they can non travel upward as those uncomplete schools can non supply higher classs for them. Similarly, a 2004 World Bank study peculiarly points out four of import factors from supply-side: deficient school preparedness, a big figure of uncomplete primary schools, low quality of instructors, and unequal wellness attention installations, viz. H2O and latrines and such acquisition installations as library. The study posited the roots of students ‘ dropouts on poorness trap, stating that: Poverty is the first factor that predisposes kids to drop out of school. Poor households are unable to pay the cost of schooling that could be every bit high of 79 per cent of the per capita non-food outgo of the poorest 20 per cent of the population. Children ‘s deficiency of school preparedness frequently a consequence of malnutrition and deficiency of preschool experiences is another factor that particularly impacts negatively on Grade 1 repeat and drop-out ( as cited in UNICEF, 2005, p. 9 ) . Mainstreaming Inclusive Education Undertaking by Voluntary Service Oversea ( VSO ) ( 2006 ) conducted a little pilot survey of a little sample of kids ( n=32 ) on primary school dropout in Kampot state, and it provided similar account on supply-side factors. One of the grounds is excess costs for school. The research shows that students are supposed to pay more for their excess lessons, or they would neglect in their survey. The 2nd ground is that their places are distant from schools. The research show that some pupils spend at least an hr each from place to school and this is the chief ground for their school dropouts. The concluding ground in the findings is instructors ‘ behaviour. The study emphasizes that physical penalty, harmonizing to 25 % of the kids, continues to be in school and is a factor that discourages some of them non to go to school ( VSO, 2006 ) .Demand-side FactorsIn the working documents by UNICEF ( 2007 ) on Universal Primary Education: Reaching the Unrea ched, demand-side explains three factors as the grounds for pupils dropouts, viz. poorness, geographics and ethnicity. First, poorness is really likely to be the most influential facet. Without even nutrient to eat for their day-to-day endurance, kids are required to work by their household. Cambodia Child Labor Survey emphasizes that around 50 % of all kids in Cambodia, aged from 7 to 14, were much more actively involved in economic aid in 2001 if compared with other with-similar-income states ( ILO, UNICEF and World Bank, 2006 ) . â€Å" Together with the demand of significant domestic work, this economic activity delays the chance that a kid would get down primary school by the official school entry age of six † ( UNICEF, 2007, p. 10 ) . In the same statement, UNICEF ( 2007 ) found that costs of kid schooling is the issue. Since cost of basic education-both direct and indirect-is high in Cambodia, hapless pupils find it disputing to remain in school, but sing dropout might be the better pick. Poverty is besides a chief cause of hapless pupils ‘ late entry into primary school. World Bank ( 2005b ) has found that â€Å" Children in Cambodia enter school well subsequently than the official school enrolment age of six, averaging 7.6 old ages as of 2001, † ( as cited in UNICEF, 2007, p. 11 ) . Therefore, this delayed start in school seems to be a terrible disheartenment in their academic continuance and it therefore appears to be the account about why hapless pupils decide to drop out of school. Second, the Ministry of Education, Youth and Sports ( 2006 ) shows geographical location earnestly affects hapless pupils ‘ survey in footings of non merely farness but besides school conditions. Students whose agencies of transit is non low-cost have to travel to school on nutrient for long distance. At the same clip, the school conditions in distant countries are normally much worse than those in the urban countries. With no longer tolerance t o this regular state of affairs, most hapless pupils choose to discontinue school ( as cited in UNICEF, 2007 ) . Third, the study by UNICEF ( 2007 ) illustrates that cultural minorities largely live in rural countries, and they therefore do non truly mean to remain in school since survey can assist them with about nil. Therefore, dropout would be their better manner. In add-on, the same pilot survey by VSO ( 2006 ) besides identifies four factors from demand-side as the grounds why pupils drop out of schools, viz. demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Need for kids to work to back up their household is largely inevitable for hapless kids in Cambodia. The determination states that around 25 % are required to assist their households with any necessary plants. The study adds, â€Å" in these state of affairss, school is frequently an excess load. Children become exhausted and therefore unable to concentrate on their survey † ( VSO, 2006, p. 16 ) . Consequently, this difficult work may forestall them from traveling to school. In add-on, guaranting adequate resources for their survey is besides the issue. â€Å" Similarly, 12.5 % of the interviewed kids [ n=32 ] in Kampot state are found unable to afford books or pens, so they can non take portion in lessons. Even though this ground is non given as a chief ground for dropping out, but it is at least in concurrence with other grounds † ( VSO, 2006, p. 17 ) . VSO ( 2006 ) adds that deficiency of assurance partially affects the pupils ‘ survey. 9 % of those kids dropped out as the consequence of their ain hapless public presentation in school. With deficiency of assurance in head, pupils are more likely to discontinue school. The account adds that, of those grounds, unwellness is another since, even though it is a rare instance, pupils are more likely to discontinue school when they are earnestly sick.Government ‘s SolutionsTo cover with this dropout issue, the Royal Government of Cambodia, with Ministry of Education, Youth and Sports as executive mechanism, needs to guarantee effectual execution for the undermentioned undertakings. UNICEF ( 2005 ) emphasizes that the MoEYS foremost needs to implement and vouch that all Kampuchean kids, particularly the hapless, are given equal chance to acquire choice instruction and to accomplish just entree to instruction. Second, the MoEYS besides needs to endeavor to supply more chances for vulnerable groups to acquire mine old ages of basic instruction. To accomplish these two chief aims, the MoEYS has outlined some of import, relevant schemes in ESP/ESSP. These include abolishment of the cost barrier to basic instruction and other illegal Acts of the Apostless by agencies of first doing enrolment run effectual ; 2nd providing to the demand and scholarship for secondary instruction, chiefly for those hapless and vulnerable kids ; 3rd extinguishing uncomplete primary schools by constructing extra schoolrooms and more lower secondary schools in underserved countries ; four turn outing school operational budget ; 5th cut downing repeat and drop-out chiefly in Grade 1 to 6 ; 6th supplying more chances for kids out of school to re-entry ; 7th making plans for out-of-school young person to acquire equal instruction ; eighth spread outing l iteracy plans for grownup ; and eventually seeking to enroll instructors from remote and cultural minority country. In a more elaborate account by EFA ( 2003 ) , to cover with these issues, the Royal Government of Cambodia has introduced a figure of strategic programs, in which some are in the procedure of execution while some are the future programs. First, it was necessary for the Government to set up both â€Å" Poverty Reduction Strategic Plan ( PRSP ) and Socio Economic Development Plan ( SEDPII ) † since the Government believes that long-run EFA sustainability, particularly to help the hapless or other deprived pupils, will ne'er be ensured without these two programs ( EFA, 2003, p. 19 ) . In another broader context, about comprehensive instruction reform has to be implemented with thorough accent on following cardinal mileposts 2000/2002: â€Å" Design and execution of PAP for primary instruction, concentrating on cut downing cost load on the hapless and publicity of improved internal efficiency in early 2000. Formulation of preliminary instruction policy and strategic model, as portion of interim PRSP in mid-2000. MoEYS hosting of Government, givers and NGO seminars on international experiences of sector broad attack to education reform in mid/late 2000. Formal understanding to education partnership rules by MoEYS, givers, NGO advisory group in early 2001, alongside revival of donor instruction sector w0rking group. Joint reappraisal and assessment of ESP and ESSP, climaxing in joint ESSP assessment study and collaborative forward program and high degree instruction unit of ammunition tabular array in mid 2001. Design and execution of assorted mode instruction sector support plan and complementary capacity edifice aid plan by cardinal donor Alliess in early 2002. MoEYS and donors/NGO readying of poorness impact, sector public presentation, revised ESSP and donors/NGO study as portion of first ESSP public presentation reappraisal in late 2002. Formulation of preliminary PRSP and MTEF, pulling on the policy and strategic waies set out in the revised ESSP 2002/6 in late 2002 † ( EFA, 2003, pp. 19-20 ) .DecisionWith elaborate amplification in response to the above research inquiries, brief decision on dropout grounds in Cambodia basic instruction can been seen as an interconnected factors between both demand-side and supply-side, which need necessary solutions from the authorities. In supply-side factor, dropout is affected by five chief grounds, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, uncomplete school substructure, low quality of instructors, and deficiency of school installations, which are largely the duties of the authorities. Likewise, demand-side factors are besides the instance, in which pupils necessarily face several challenges: poorness, geographics, ethnicity, demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Of all the gro unds from demand-side, poorness seems to be the most seeable ground in the pupils ‘ dropout. As can be see in the above literature reappraisals, their household ‘s fiscal crisis is the most influential barrier which causes their late school entry and ignorance. With these challenges, pupils seem to hold less motive in their survey, and they therefore end up with dropping out of school. To manage this issue, the Royal Government of Cambodia should make four prioritized undertakings: equalising basic educational entree to all pupils, supplying more chances to vulnerable groups, set uping Poverty Reduction Strategic Plan ( PRSP ) , and developing Socio Economic Development Plan ( SEDPII ) . With all the undertakings successfully accomplished, drop-out rate is expected to diminish consequently.

The Development of Multi-Faceted Literacy in American Culture

Though many theories have been formulated about literacy and how to apply proper education to it, few seem to grasp the fact that true literacy involves lots of different aspects. Though many educators have tried to put the term literacy into a strict definition, it is best understood as a complex educational aspect. Literacy combines elements of culture, both nation and international. It involves picking up essential skills that can be taught in the classroom, as well. In addition to all of that, it involves a person learning the advanced art of articulation. Speaking well, writing well, and understanding how to get a point across are three things that should be included in that discussion, as well. How a person understands literacy is dependent upon which of these theories that person accepts as being the standard. According to Dr. Robert Needlman, literacy needs to be understood in a broad sense, as it is very important to all other forms of learning. In a recent article on the matter, Needlman wrote, â€Å"Literacy is more than just being able to read and write. Literate children see reading as fun and exciting. They use reading to learn about a wide range of subjects, and they use writing to share their ideas† (Needlman). This means that teachers must learn to teach their students how to read and write at the most basic level, but that is rarely enough. True literacy can not be gained without a wide application of many different principles. One position that has become very popular among educators in recent years is one that employs a strategy of teaching students to communicate. Learning how to frame words in sentences and paragraphs is not enough in order to truly teach someone to be literate. In order to be literate, a person has to be able to take those words and put them into coherent thoughts. This position is probably the one that most closely represents what today’s educators should be aiming for when they frame curriculums for students. Skills based literacy is the building block from which all other things have to come. This is generally accepted by most educators out there. The problem is that some of these educators are not going beyond that. Though literacy starts with the basic skills, it certainly cannot stop there. It can only be effective if it is combined with a literacy program that teaches students cultural literacy and communications skills, as well. Teaching one without taking the time to teach the other is like teaching a person how to fish, giving them all of the equipment, and then forgetting to tell them where the pond is located. Though learning the actual skill of reading and writing is obviously an important part of the process, the cultural aspects are even more important. Especially in the United States, cultural literacy has not been nearly as much of a concern as other aspects of education. This is partly because teachers have been teaching with their eye on standardized tests and partly because no real value has been placed on cultural literacy. Now, the value and importance of both understanding how to read and write and understand how to put those things into context is being stressed more and more in schools and to America’s youth. Certain school districts have taken the initiative of instilling this sort of program within their curriculum for students. According to literature put out by the Poway Unified School District, cultural literacy is important to the development of students. Their website states, â€Å"The best lessons for cultural literacy come from the many students who sit in front of us each day in our classrooms. Their cultures, heritage, and stories formulate the most powerful cultural literacy curriculum† (Poway Unified School District). Elementary schools are not the only ones taking notice in this. College writing programs have implemented strategies as well to give their students a chance to become fully literate. Reed College, for example, has an entire writing program that is dedicated to teaching students the proper rules for communicating in their writing. This program not only focuses on writing, but it also teaches the value of things like drama and other liberal arts. Hampden-Sydney College is another college in the United States that has put an emphasis on this type of education. Their rhetoric program must be completed by all students who come through the school, whether those students are business majors or history majors. In the full context of a college liberal arts program, writing takes on a huge level of importance. Universities that offer these programs need to instill a writing intensive program across the board. This does not mean that just journalism or English students should have to concentrate on refining their skills. It means that in history courses, religion courses, philosophy courses, and other sorts of classes, a bunch of writing should be required. By incorporating writing into the curriculum of these other subjects, students will further learn how to communicate with their writing and they will become better at the other subjects, as well. Without an emphasis on writing, a liberal arts program is doomed to failure. Successful communication is a necessary aspect of these programs, as well. That cannot be gained without learning how to write critically, though. As E.D Hirsch is quick to point out, the English language lends itself to much interesting diction for writers. In his book, Hirsch wrote, â€Å"Literature in English excels in every kind of writing. Its particular glory is its poetry. For historical reasons, the English language acquired a vocabulary that is unusually rich and nuanced, combining words of Germanic root (such as see and glimpse) with words of Latin root (such as perceive and envision)† (Hirsch). There are quite a few different approaches to organizing a program such as this. Some colleges have started specific writing courses that teach students how to put their ideas into writing. More times than not, these classes are put into freshman year experience programs. These are the programs that teach students how to learn and how to be good college students. More times than not, these classes are taught alongside a study skills course. After all, most students are going to have to write multiple essays when they enter college and writing will be an essential part of their life. It only makes sense to preach the importance of writing from the very beginning of the college experience. This is not enough, though. In today’s world, being able to write and communicate is essentially important. Just about everything revolves around it, including the business world. According to the Educational Testing Service, which handles much of the student testing in the United States, the situation is extremely dire. They state, â€Å"As society becomes more technologically advanced, the quantity and types of written materials are growing. Adults are expected to use information from these materials in new and more complex ways and to maintain and enhance their literacy skills through lifelong learning activities. Literacy skills are critical not only for the personal achievement of individuals, but also for the social and economic development of each nation. These skills are no longer linked to a single threshold that separates the literate from the nonliterate† (Educational Testing Service). This quotation does much to state the overall importance of literacy in society and it also hammers home the point that literacy is becoming more important and more relevant, despite what some might think. In fact, it is dire, according to C.H. Knoblauch. In his Literacy and the Politics of Education, Knoblauch writes, â€Å"However, if literacy today is perceived as a compelling value, the reason lies not in such self-interested justifications but in its continuing association with forms of social reality that depend on its primacy† (Knoblauch). In addition to that, there is sentiment from other literary sources about the American situation. The Formation of National Cultures states, â€Å"In America, the reality is that we have not yet properly achieved monoliteracy, much less multiliteracy† (Foundation of National Cultures). This means that the United States still has to work on both the simple parts of literacy, as well as the more advanced aspects. One of the staples of any liberal arts program is a good history department. History courses are interesting because of the fact that they incorporate many different aspects of reading, writing, critical thinking, and lots of other skills. Students are not only forced to write and read critically, but they are often forced to do these things in a cultural sense. History courses not only teach what happened and when it happened, but they study cultural trends. Writing and reading have to be a huge part of any history course. Framing a history course with an eye on literacy is easy. In fact, it would be very difficult to even consider teaching any sort of history class without the inclusion of these things. As far as the actual setup of a course is concerned, it would not be all that difficult to integrate. The course would need a strong textbook, which must be read each and every night. In addition to that, the instructor of the course would teach the class in a lecture/discussion format, where students have to get used to both critical listening and critical communication. During each class period, students would have to listen to an instructor and take notes on what that professor is saying. This is one way to not only teach students the art of writing, but it also teaches students to think about the most important things that they are hearing. From that, they will react to that knowledge. The course would not be taught with only lectures, though. There would obviously be some grading that would be required. Writing would be integrated into the course in both essays and in tests. For the essays, students would be required to submit a number of them, depending upon length. This would give students a chance to not only explore the liberal arts staple of history, but it would also make them learn how to express themselves in a logical way. Essays would require proper writing skills, as well as good organization and good understanding of the material at hand. This would be an appropriate test of the knowledge and a good way to further integrate literary skills into the course. When it came time to give the test, writing would be on that, as well. Some part of the test would include an essay, where students would have to prepare a concise thought without too much time to research the issue. By doing these things, writing, reading, and critical communication could take their rightful place of importance in the liberal arts field. Without them, the courses would be naked and barren. By including writing and reading in liberal arts programs, a university would not be precluded from also offering advanced writing courses. Traditional definitions of literacy have come up with the conclusion that it is actually a skill that must be learned and mastered. Though the cultural literacy idea has become much more popular in recent years, the idea of literacy being a skill has still not been lost. With the right amount of instruction, students can learn how to both read and write at a very high level. Like with other subjects in a curriculum, writing programs must take the opportunity to teach both the basics and the advanced aspects of writing and reading. Colleges would be well advised to offer a literacy major or minor within their course catalog. With this program, the university could offer tens of classes on writing and reading. Everything from critical writing to business writing could be offered within this major. With that knowledge, a student would be able to go on to many different careers, since it has been established that writing and reading is such a large part of the business culture today. As long as literacy is a skill, it is something that must be harnessed and taught in universities and in lower levels of schools, as well. Elementary, middle, and high schools would be smart to adopt similar programs, which would further prepare students for the rigors of college literacy programs. In short, this would take a concerted effort at every level of academia if it is going to be successful. This is something that Allan Bloom takes very seriously in his book, The Closing of the American Mind. In there, Bloom writes, â€Å"I used to think that young Americans began whatever education they were to get at the age of eighteen, that their early lives were spiritually empty and they arrived at the university clean slate unaware of their deeper selves and the world beyond their superficial experience† (Bloom). The need for education at early levels is of the utmost importance to people like Bloom. No matter what definition of literacy a person subscribes to, the fact remains that it is a very important part of education that must be addressed. At current standing, schools are not doing nearly enough to teach the skills and to instill the type of cultural knowledge that is essential in order to truly communicate. Literacy is far more complicated than many educators have been willing to give it credit for. The first step to truly teaching literacy in a correct way is to understand that it is a changing thing. According to the folks at the Perkins School for the Blind, literacy includes many different aspects that must be accounted for. Their website reads, â€Å"The development of literacy is founded upon our experiences – beginning with birth – and our interactions with the world and those around us. Over time, these experiences enable us to develop the ability to connect meaning to words and letters. First, though, the path to literacy requires establishing communication and connecting meaning to objects, events and people in our world† (Perkins School for the Blind). This means that literacy is constantly being learned by everyone, each and every day. With this sort of knowledge in hand, it is easy to conclude that literacy must be included in every aspect of education. When talking about a classic liberal arts education, this is especially true. No matter if the skills-based literacy interpretation is correct or the other interpretations are correct, one must concede that all aspects of the idea should be considered. When shaping the plan for literacy training within a liberal arts program, lots of things must be considered. Luckily for those people who frame curriculums,   many liberal arts classes already require many pieces of literacy to be included to begin with. From critical writing to reading to other forms of communication, literacy will always be a part of history, philosophy, English, and the other subjects within liberal arts. With that in mind, the key is to highlight those skills and make sure that students are given an opportunity to enhance them. Works Cited Bloom, Allan. Closing of the American Mind. Educational Training Service. What is Literacy? http://www.nocheating.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=2a8eaf5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=6773e3b5f64f4010VgnVCM10000022f95190RCRD Hirsch, E.D. Cultural Literacy. Knoblauch, C.H. Literacy and the Politics of Education. Perkins School for the Blind. Perkins Panda Early Literacy Kit. http://www.perkins.org/literacy/panda/ Poway Unified School District. Cultural Literacy. http://www.powayusd.com/projects/edtechcentralnew/culturallit.htm â€Å"Formation of National Cultures† Needlman, Robert. What is Literacy? http://www.drspock.com/article/0,1510,5133,00.html         

Public International law Assignment Example | Topics and Well Written Essays - 500 words

Public International law - Assignment Example Thus, it becomes cheap to import from other nations via international trade. Additionally, international trade facilitates maximum utilization of resources and proper disposal of surplus produce. Countries are pressured to fully exploit their resource for maximum economic benefit since the market is available. In addition, market for surplus produce is available to other countries. This reduces wastage and under utilization of resources. International trade also fosters peace and unity among nations. The economic interdependency among the trading nations creates friendship thus reducing international skirmishes. Free trade encourages innovation and competition ( DeCarlo 23). This is because free trade avails a variety of goods and services to the customers. This spurs competition between companies and various producers enhancing innovation among the producers and companies in their effort to develop better products for the competitive market. Free trade discourages growth of infant industries. To be precise, newly initiated companies find it difficult to survive in the international competition created by free trade. In fact, free trade eliminates the chances of protecting developing industries in a competitive market structure. Additionally, free trade reduces government earnings in that export duty is not levied. Consequently, free trade may result to dumping thereby reducing profits. Free trade is a set up than eliminates most tariff barriers and tax on the movement of goods and services between members while Custom union is an agreement among a group of countries to charge a common set of tariffs to the outer world and grant free trade among the members of the union. Most Favored Nation Principle is a status given by one nation to another to offer the most favorable terms and regulatory treatment to the goods or services during import or exports of similar products to all other nations. There can

The essential factors in the achievement of organizational goals Essay

The essential factors in the achievement of organizational goals - Essay Example It's My Bike recounted the experience of Debbie Martin as the new Supplier Quality Manager for the commercial product division of Cold Air Corporation. In this new position, Debbie encountered problems in the organization where a $250 bike is primarily involved. The bike was purchased by her predecessor and was currently utilized by her subordinate, Ronnie in order to inspect the incoming inputs in the plant's production line. As the company changed the supplier for one of its components, Ronnie's inspection became more frequent which consequently led to more frequent use of the bike. However, Cold Air Corporation is also currently undergoing a product transition handled by the Airhandler Quality managed by Steve Gregg. Because the distance from the Airhandler's office and the components for the new production line necessitated the use of the bike, Gregg borrowed the bike for his team's activities. This became the highlight of the case as Ronnie was quite hesitant in lending the bike to the other department while Airhandler Quality team argued that they are currently handling the most important project in the plant so they should take possession of the bike and Debbie should buy a new one. This paper will take a look at three problems encountered in... What seems to be one of the major causes of the recent misunderstanding was the real purpose of the bike. It should be noted that the conflict have arisen because there seems to be a vague designation of the bike. It was stated in the case that the bike was purchased by Debbie's predecessor in order to "aid in transporting testing materials and small samples from one end of the plant to another." However, there seems to be an inefficient communication within the organization as to where the bike should be used for. This can be indicated by the following situations: 1. the bike has been taken and repainted by the metal works department without the knowledge of Debbie or anyone in her department; 2. the bike was borrowed by the Airhandler Quality team for their own purposes and refused to return it without Debbie's formal request; and 3. Steve Gregg wants the bike to be utilized for his department as he is handling the most important project in the plant which will necessitate Debbie to buy a new bike for Ronnie's inspection. At the start of the case, it was stated that Debbie's boss is "not an easy person to work for" since he expects his employees to have a "take charge attitude and avoid bothering him with trivial issues." Taking this into account, Debbie should try to resolve the problem at hand first before resorting to his immediate superior. It is seemingly wrong that Debbie should bother his supervisor due to a $250 bike if he had given them responsibility and accountability in solving "trivial" problems within their department. In order to solve the conflict within the organization, Debbie should set the primary purpose which the bike will serve. As it was purchased by her