School Uniforms and Their Effect on Education Essay -- Argumentative P

School Uniforms and Their Effect on EducationGoing to public schools all my life, I heard the gossip of fashion and whose wearing what,pretty much everyday at least in the four years of high school where it fronted that looks mattered the most. As people grow up, the appearance they present themselves becomes more and more important. Leaving a good mark in high school means a lot to some people, and some are ready to do whatever it takes to make that mark, whether it be putting someone down for their clo involvement or creation an individual and not caring what others think of you or what your wearing. Having friends from middle school that branched out and went the alternative route private schools, one of the first things that came digest to me from them was how much easier it was to having a uniform to wear to school. Going to a school where uniforms are strictly enforced can help to create a intermit learning environment. Having uniforms would call for a lot less distraction in the classroom, there would be much more time for homework and there would not be as legion(predicate) problems concerning the wear of inappropriate clothing to take apart from school time. A quote from the essay, The Achievement of Desire, by Richard Rodriguez fits particularly well(p) in this essay. Get all the education you can, with an education you can do anything. This just doesnt seem identical the main idea to many kids anymore and I think that uniforms would help to bring that thought back into a lot of our heads. I know that the idea of wearing a uniform repulses many people, but when broken down, school uniforms really do seem like the way to go.If it was a requirement to wear a uniform to school, there would be many more kids paying attention in classes. Looking around the classroom at what other kids are wearing is a great way to make time fly by. If everyone was wearing the same things, then the distraction of different clothing would be eliminated. Many people worry that uniforms would take away the opportunity for kids to be who they are or who they want to be, but I feel as though wearing uniforms would simply force kids to show their individuation in ways outside of fashion and appearance. When looking at an Opinion Board on the internet I came across the idea that visually uniforms resolving in a more equal and adult treatment of students, eliminating any idea that one student i... ...yles and be up on fashion, does it really seem worth it to risk getting simply an ok education? Where are those priorities of school work and studying for a test when you are out obtain at the mall? In the end it really does make the most sense to simply suck up the idea of wearing the same thing as every other girl or boy at your school and leave with a better education, and a better sense of comprehend people for what and who they really are not what they are or arent wearing. Imagining the idea of a school that one does not have to worry to the highest degree what kids will say about their outfits, about whether or not what they are wearing is appropriate for school grounds or getting to the mall later on school to buy that new sweater they saw in the A&F catalogue (which means blowing off that tutoring secession they had to help raise their math grade), seems so far from reality and all that I knew in high school, yet at the same time seems like the ideal way to elapse those four important years of high school, those four years in which all of your hard work pays off and gets you accepted into the number one college of your choice. That sounds like the perfect four years of high school to me.

IDEA Individuals With Disabilities Education Act Essay -- Paying for

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide unornamented and appropriate public program line to every child with a disability. It requires that each child with a disability have access to the program best worthy to that childs special needs which is as close as possible to a normal childs educational program (Martin, 1978). The severalize education program (IEP) was developed to help provide a written record of students needs and procedures for each child that receives special education services. The IEP will disposition all the services to be provided, the students performance level, academic performance, and modifications in place for the student. Human rights to education are important to the right to a fair education. denomination 26.2 which explains the human right to equality in education and supposes that (1) Everyone has the right to educ ation. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. Before the Education for All Handicapped Child... ... the amount of extra procedures and paperwork a teacher is required to do that could be spent teaching. According to inquiry the school staff often state beliefs that IDEA protects children and parents but not distr icts, schools and teachers. Also, parents request services for their children for which their children do not qualify based on local, state and federal guidelines. Teachers and administrators often have to deal with anger from parents who do not understand or agree with the regulations by which the school must abide. REFERENCESDriscoll, Amy Nagel, Nancy G. (2008). Early childhood Education, Birth -8 The World of Children, Families, and Educators. Pearson education Inc.Martin, Ed. (1978). Instructor 87, no.9, p.63Simpson, Michael D. (1997). Rights watch Whos Paying for special Ed? NEABuilding the legacy IDEA 2004. http//idea.ed.gov

Animal Farm - George Orwell Essay -- Animal Farm Essays

Animal Farm George Orwell 128 Pages George Orwell, the pen name of Eric Blair, was born in Bengal in 1903. He was educated at Eton School in England, and then served with the Indian Imperial Police in Burma. He returned to Europe and became a writer of novels and essays. Much of his work was political, and although he had a hatred of Communism, he was a socialist. Orwell died at the age of forty-seven of a lung problem, leaving be hinder(prenominal) several unfinished works. Animal Farm is a parody of the Communist revolution in Russia, and as a result its themes are the evils of totalitarianism and selfishness, and also the importance of hard work. Animal Farm tells the story of the Bolshevik revolution in Russia, but from a viewpoint slightly more comical that of a farm in England. The story begins in a barn, where a boar on the farm named onetime(a) Major has gathered the other carnals to tell them of a dream he had, a dream of a world in which humans do non rule over other a nimals. Old Major encourages the animals of the farm to revolt against Mr. Jones, the owner of the farm. Not long after, he dies, but the animals keep his ideas of Animalism (which is basically Communism) alive and the pigs, who are the most clever animals on the farm, begin to plan a revolution. One day, the workers on the farm forget to feed the animals, and so virtually of the more powerful horses break down the door to the barn where the feed is stored, and the animals enjoy a feast. When Mr. Jones learns of this, however, he immediately orders all of the animals to be punished appropriately. As they are being whipped and beaten, the animals suddenly turn on the workers. The humans, who had no way of anticipating such an attack, are scared off of the farm. When the animals realize what has happened, they go back to the briny barn to discuss the recent events. Two pigs, Snowball and Napoleon, assume control of the farm, and the animals immediately declare the farmhouse to be a sort of museum, in which no animal should enter. The pigs then reveal that they had been learning how to read and write for the entire time in which the revolution was being planned, and the animals agree on seven basic rules, which they called the septet Commandments. The Seven Commandments consist of the following ? Whatever goes upon two legs is an enemy. ? Whatever goes upon four legs, or has wings, is a friend. ? No animal sha... ...t day, while the animals are working, Clover comes go into the fields telling the other animals to follow her. When they do, they see Squealer walking on his hind legs. Then, the door to the farmhouse swings open and Napoleon comes out, also on his hind legs and with a whip in his hand. Afterwards, the animals do not find it strange that they are being whipped while working, except for Clover, who again bearings at the Commandments. She finds that the seventh reads &8220 entirely animals are equal, but some are more equal than others. That eveni ng, some carts approach the farmhouse, and the animals see a procession of humans entering. Fearful but curious, they look into the window and see the humans and pigs sitting at a large table, with Napoleon at the head. Mr. Pilkington makes a toast to the prosperity of Animal Farm, and as the animals are walking away, a loud shout comes from the farmhouse, and they go back to see what happened. There they find that Napoleon and Pilkington had both played an ace of spades in a game of poker. It is at this point that &8220The creatures outside look from pig to man and man to pig but already it is impossible to say which is which.

The Color Purple :: essays research papers

In the book The Color Purple, by Alice Walker, Tashi is convinced that she doesnt want to go to the States because no one depart like her. Tashi has her doubts but Adam convinces her to come. I am not here to analyze the motives of the characters decision to go/not go to America, rather I will evaluate the historical factuality of her fears of going to the US Her fears ar very realistic for any African woman approaching to the states. She would have the same experience looking at modern magazines knowing how the public portrayal of woman is.In the 1930s most white people were very antiblack against Black people. People feared those that were different. They feared the tribal customs of Africans such as scarification marks, and saw them as savages. Tashis fear is that "...because of the scarification marks on her cheeks Americans would look down on her as a savage and shun her." Tashis fear is perfectly valid for any African coming to America in the 1930s because some peo ple would shun her. In the 30s Black women made themselves look whiter because black skinned black people were not popular. Dark people tried to look naked, therefore Tashi feared that "Adam will be distracted by one of these naked looking women and desert her." With a bunch of naked women running around, any man would be distracted. She fears that he will leave her for a "more attractive" woman, but that is dependent on whether Adam really loves her. Any woman would have fears like that ahead marriage.Because of the Glitzy Glamour in todays magazines that solicit anorexic, pale women, she would have the same doubts and fears about coming the US. Her fears would be even more enhanced because most women in the 30s are unattractive compared to todays women. Modern magazines and old magazines are similar because both show women that are prettier that the standard women.

RETIREMENT Essay -- essays research papers

Retirement, Are You Saving Enough?As and investor, you argon overwhelmed with advice in newspapers, magazines, and mailings discussing what to invest in for a successful hideaway approach egg, when to start saving for retirement and who to invest with. There ar millions of people who realize that an enthronization portfolio for retirement is necessary, but do they really understand the investing instruments and the amount they essential invest for tomorrow? The defer of retirement is a fascinating field of operation but it also could be a fuzzy subject without the correct amount of k instantlyledge, understanding and professional guidance. The number unrivalled question of concern for souls face retirement issues is whether or not they have enough annual income to retire. In 2001, only 63% of workers said they felt confident they would have enough currency to live comfortably in retirementjust one year later(prenominal), that figure was 72%. (www.smartmoney.com) With t he baby boomer generation nearing retirement in the up coming years there are numerous questions that necessity to be answered before they can flat out retire. Have they been saving enough for their retirement or will they fall short in the later years of their lives?The average baby boomer must realize that they will have more time to enjoy the abundance they are accustomed to and they will need the income to do so. According to the Society of Actuaries, baby boomers can expect to live wellspring into their 80,s and many will live well into there cs and beyond. That means someone who quits working at 65 may be looking at spending 35 years in retirement. (www.aol.sageonline.com) The worst news about the increase in life expectancy is that people are not saving enough to maintain their high standards of liveness and they must adjust accordingly. So what are these people supposed to do?First, people must save as much money immediately and let go of the old notion of retirement. T he basic fact is that Social Security currently makes up about 40% of a retirees income, it is now up to the individual investor to gene footstep the remaining 60% in order to maintain the standard of living they are accustomed to. (Prosser 12) Some of the old rules of saving for retirement alleviate apply, Michael McDonald, vice president of a national brokerage firm says the 60 t... ...ill accumulate interest. devising appropriates are non-report adequate to(p) income and wont change your adjusted blunt income which otherwise could put you into a higher tax bracket an affect other withdraws from accounts. This leaves the Roth ire more flexible because there will be no minimum distribution requirements, so you take out what you need and let the rest grow. afterward age 59.5, even before retirement, you will be able to make withdraws before retirement if the account has been open for at least 5 years. However, the withdraw must fit the requirements of a qualified withdraw. In order for a withdraw to be considered qualified it must be as a result of a medical emergency, loss of working ability, squeeze retirement, etc The Roth IRA seems like it has no disadvantages but there are drawbacks of a Roth IRA to a traditional IRA. One disadvantage with the taxes is that you are paying taxes now while you are likely to be in a higher tax rate then you would be when you were in retirements. The Roth IRA doesnt hold out tax deductibility leaving people to pay more taxes now. Other than these drawbacks there really isnt any other reason not to invest in a Roth IRA compared to a traditional IRA RETIREMENT Essay -- essays research papers Retirement, Are You Saving Enough?As and investor, you are overwhelmed with advice in newspapers, magazines, and mailings discussing what to invest in for a successful retirement nest egg, when to start saving for retirement and who to invest with. There are millions of people who realize that an investment portfoli o for retirement is necessary, but do they really understand the investment instruments and the amount they must invest for tomorrow? The subject of retirement is a fascinating area but it also could be a fuzzy subject without the correct amount of knowledge, understanding and professional guidance. The number one question of concern for individuals facing retirement issues is whether or not they have enough annual income to retire. In 2001, only 63% of workers said they felt confident they would have enough money to live comfortably in retirementjust one year later, that figure was 72%. (www.smartmoney.com) With the baby boomer generation nearing retirement in the up coming years there are numerous questions that need to be answered before they can flat out retire. Have they been saving enough for their retirement or will they fall short in the later years of their lives?The average baby boomer must realize that they will have more time to enjoy the abundance they are accustomed to and they will need the income to do so. According to the Society of Actuaries, baby boomers can expect to live well into their 80,s and many will live well into there 100s and beyond. That means someone who quits working at 65 may be looking at spending 35 years in retirement. (www.aol.sageonline.com) The worst news about the increase in life expectancy is that people are not saving enough to maintain their high standards of living and they must adjust accordingly. So what are these people supposed to do?First, people must save as much money immediately and let go of the old notion of retirement. The basic fact is that Social Security currently makes up about 40% of a retirees income, it is now up to the individual investor to generate the remaining 60% in order to maintain the standard of living they are accustomed to. (Prosser 12) Some of the old rules of saving for retirement still apply, Michael McDonald, vice president of a national brokerage firm says the 60 t... ...ill accu mulate interest. Making withdraws are non-reportable income and wont change your adjusted gross income which otherwise could put you into a higher tax bracket an affect other withdraws from accounts. This leaves the Roth IRA more flexible because there will be no minimum distribution requirements, so you take out what you need and let the rest grow. After age 59.5, even before retirement, you will be able to make withdraws before retirement if the account has been open for at least 5 years. However, the withdraw must fit the requirements of a qualified withdraw. In order for a withdraw to be considered qualified it must be as a result of a medical emergency, loss of working ability, forced retirement, etc The Roth IRA seems like it has no disadvantages but there are drawbacks of a Roth IRA to a traditional IRA. One disadvantage with the taxes is that you are paying taxes now while you are likely to be in a higher tax rate then you would be when you were in retirements. The Roth IRA doesnt offer tax deductibility leaving people to pay more taxes now. Other than these drawbacks there really isnt any other reason not to invest in a Roth IRA compared to a traditional IRA

RETIREMENT Essay -- essays research papers

Retirement, Are You Saving Enough?As and investor, you ar overwhelmed with advice in newspapers, magazines, and mailings discussing what to invest in for a successful retirement nest egg, when to start preservation for retirement and who to invest with. There are millions of people who realize that an investment portfolio for retirement is necessary, yet do they really understand the investment instruments and the fare they essential invest for tomorrow? The subject of retirement is a fascinating area but it similarly could be a fuzzy subject without the correct amount of knowledge, understanding and professional guidance. The number one question of concern for individuals facing retirement issues is whether or not they have enough annual income to retire. In 2001, yet 63% of workers said they felt confident they would have enough money to live intimately in retirementjust one year later, that introduce was 72%. (www.smartmoney.com) With the baby boomer generation nearing retirement in the up coming old age there are numerous questions that need to be answered onward they can flat out retire. Have they been providence enough for their retirement or go away they fall short in the later years of their lives?The honest baby boomer must realize that they go forth have more time to have sex the abundance they are accustomed to and they will need the income to do so. According to the Society of Actuaries, baby boomers can expect to live well into their 80,s and many will live well into there 100s and beyond. That federal agency someone who quits working at 65 may be looking at spending 35 years in retirement. (www.aol.sageonline.com) The worst news about the increase in life expectancy is that people are not saving enough to maintain their high standards of living and they must place accordingly. So what are these people supposed to do?First, people must save as much money immediately and let go of the ancient notion of retirement. The basic fact is that Social Security currently makes up about 40% of a retirees income, it is now up to the individual investor to generate the rest 60% in order to maintain the standard of living they are accustomed to. (Prosser 12) or so of the old rules of saving for retirement still apply, Michael McDonald, vice death chair of a national brokerage firm says the 60 t... ...ill accumulate interest. Making withdraws are non-reportable income and wint change your adjusted gross income which oppositewise could chuck you into a higher tax bracket an affect other withdraws from accounts. This leaves the Roth ira more conciliatory because there will be no minimum dispersal requirements, so you take out what you need and let the rest grow. After age 59.5, point forwards retirement, you will be able to make withdraws before retirement if the account has been open for at least 5 years. However, the withdraw must conk the requirements of a qualified withdraw. In order for a withdraw to be considered qualified it must be as a result of a medical emergency, loss of working ability, forced retirement, etc The Roth IRA seems same it has no disadvantages but there are drawbacks of a Roth IRA to a traditional IRA. wiz disadvantage with the taxes is that you are paying taxes now while you are likely to be in a higher tax rate then you would be when you were in retirements. The Roth IRA doesnt offer tax deductibility divergence people to pay more taxes now. Other than these drawbacks there really isnt any other reason not to invest in a Roth IRA compared to a traditional IRA RETIREMENT Essay -- essays research papers Retirement, Are You Saving Enough?As and investor, you are overwhelmed with advice in newspapers, magazines, and mailings discussing what to invest in for a successful retirement nest egg, when to start saving for retirement and who to invest with. There are millions of people who realize that an investment portfolio for retirement is necessar y, but do they really understand the investment instruments and the amount they must invest for tomorrow? The subject of retirement is a fascinating area but it also could be a fuzzy subject without the correct amount of knowledge, understanding and professional guidance. The number one question of concern for individuals facing retirement issues is whether or not they have enough annual income to retire. In 2001, only 63% of workers said they felt confident they would have enough money to live comfortably in retirementjust one year later, that figure was 72%. (www.smartmoney.com) With the baby boomer generation nearing retirement in the up coming years there are numerous questions that need to be answered before they can flat out retire. Have they been saving enough for their retirement or will they fall short in the later years of their lives?The average baby boomer must realize that they will have more time to enjoy the abundance they are accustomed to and they will need the inco me to do so. According to the Society of Actuaries, baby boomers can expect to live well into their 80,s and many will live well into there 100s and beyond. That means someone who quits working at 65 may be looking at spending 35 years in retirement. (www.aol.sageonline.com) The worst news about the increase in life expectancy is that people are not saving enough to maintain their high standards of living and they must adjust accordingly. So what are these people supposed to do?First, people must save as much money immediately and let go of the old notion of retirement. The basic fact is that Social Security currently makes up about 40% of a retirees income, it is now up to the individual investor to generate the remaining 60% in order to maintain the standard of living they are accustomed to. (Prosser 12) Some of the old rules of saving for retirement still apply, Michael McDonald, vice president of a national brokerage firm says the 60 t... ...ill accumulate interest. Making with draws are non-reportable income and wont change your adjusted gross income which otherwise could put you into a higher tax bracket an affect other withdraws from accounts. This leaves the Roth IRA more flexible because there will be no minimum distribution requirements, so you take out what you need and let the rest grow. After age 59.5, even before retirement, you will be able to make withdraws before retirement if the account has been open for at least 5 years. However, the withdraw must fit the requirements of a qualified withdraw. In order for a withdraw to be considered qualified it must be as a result of a medical emergency, loss of working ability, forced retirement, etc The Roth IRA seems like it has no disadvantages but there are drawbacks of a Roth IRA to a traditional IRA. One disadvantage with the taxes is that you are paying taxes now while you are likely to be in a higher tax rate then you would be when you were in retirements. The Roth IRA doesnt offer tax deductibili ty leaving people to pay more taxes now. Other than these drawbacks there really isnt any other reason not to invest in a Roth IRA compared to a traditional IRA

Challenges and Opportunities for Ob

ORB PQ Chapter 3 Attitudes and Job Satisfaction1. Which of the fol funkying answer choices is the best exposition of attitude? a. Attitudes indicate how integrity go apart react to a flopn event. b. Attitudes ar the yardstick by which one measures ones actions. c. Attitudes are the stirred part of an rating of just about person, object or event. d. Attitudes are evaluative statements concerning objects, people or events e. Attitudes are a measure of how the worth of an object, person or event is evaluated.2. The belief that violence is wrong is a evaluative statement. Such an opinion constitutes the division of an attitude. . cognitive b. affective c. reflective d. behavioral e. reactive3. The _____ component of an attitude is the emotional or feeling component of that attitude. a. affective b. cognitive c. behavioral d. evaluative e. reaffective4. The quest are possible actions that an soulfulness may wee-wee if they be clear in a way that is inconsistent with an att itude that they hold I change the behavior II change the attitude III dilute the behavior IV ignore the inconstancy Which of these actions are the most likely to be taken? a. Either I, or II b. Either III or IV c. One of I, II or III . One of I, III or IV e. One of II, III or IV5. Any incompatibility among two or much attitudes or amid behavior and attitudes results in _____. a. organizational interference b. cognitive dissonance c. attitudinal light d. values clarification e. affective reactance6. The conjecture of cognitive dissonance was proposed by ______________. a. Maslow b. Festinger c. Hofstede d. Skinner e. Pavlov7. Dissonance message ______________. a. reactance b. constance c. resistance d. consistency e. inconsistency8. According to Festinger, people will sample a(an) ________________________. a. ari competent state with variable dissonance b. stable state with maximal dissonance c. unstable state with maximal dissonance d. unstable state with minimal dissonanc e e. stable state with minimal dissonance9. Festinger proposed that the desire to reduce dissonance is de bournined by three factors including the_________________. a. values of the elements creating the dissonance b. degree of influence the individual believes he or she has over the elements c. degree of positive affect the person has toward the behavior d. fact that values and attitudes will vary over the short term e. wareness that dissonance exists10. The uncomplicated organizational implication of cognitive dissonance theory is that it helps to predict _____. a. overall job satisfaction for employees b. the likelihood of a given employee kind in impression management c. the overall train to which the processforce will accept gender, racial or other types of bias d. the willingness of the workforce to accept caller-up rules and work practices e. the propensity to engage in attitude and behavioral change of the workforce11. Which of the following is not a moderating variabl e of the A-B relationship? . figure experience b. consistency c. specificity d. accessibility e. importance12. The theory that attitudes are used, after the fact, to make sense out of action that has already occurred is best explained by ______________. a. cognitive dissonance b. escalation of commitment c. self perception theory d. uncertain(p)ty avoidance e. organizational commitment13. The E. M. Foster quote, How can I know what I specify til I see what I say? reflects the notions captured by ______________ theory. a. cognitive dissonance b. escalation of commitment c. self perception d. ncertainty avoidance e. social affirmation14. The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being important to self-worth is _________________. a. job satisfaction b. job involvement c. job stability d. organizational commitment e. social embeddedness15. ________________ can be defined as a positive feeling s lightly ones job resulting from an evaluation of its characteristics. a. Job satisfaction b. Job involvement c. Job stability d. Organizational commitment e. Social investment16.In her work in the publishing industry, Vera seeks out freshly authors who she considers promising. In the past two years she has found a number of new writers whose work she thought was exceptional, and immersed herself in the t need of service of process them shape their manuscripts for obligingness to her theater directors for publishing. Although she was extremely proud of the results, none of the authors she worked with were chosen for publication. Vera believes that the decision not to publish these authors was metrical footd on personal rivalries within management, earlier than the quality of her writers work.She is extremely frustrated, dreads attack into work each morning and is seriously commending of resigning. How can Veras job attitudes best be described? a. low job satisfaction and low job involvement b. low job satisfaction and spunky job involvement c. high job satisfaction and low job involvement d. high job satisfaction and high job involvement e. low organizational commitment17. Organizational commitment is defined as ___________________________. a. the degree to which an employee identifies with the organization they work for and its goals b. n employees belief that the organization they work for will go to considerable lengths to ensure that its employees are treated fairly c. the degree to which an employees sense of fulfilment and self worth is related to their job d. the amount of effort an employee will make in run to keep or advance their position in an organization e. the degree to which an employee believes their work impacts their organization18. Of the following, the best predictor of turnover is ______________. a. job satisfaction b. job involvement c. organizational commitment d. cognitive dissonance e. ffective dissonance19. The following are methods of measuring employee attitudes I. a one-question global rating II. a summation score made up of a number of job facets III. a 360? barrage fire Which of these methods are the best to use in order to measure job satisfaction? a. I plainly b. II only c. III only dI and II are equally as good e. II or III are equally as good20. The following statements are about the relationship between job satisfaction and customer satisfaction for frontline employees who have regular customer contact I. employee satisfaction is positively correlated to customer satisfaction II. employee satisfaction has no correlation to customer satisfaction III. satisfied customers tend to raise employee satisfaction Which of these statements are true? a. I only b. II only c. III only d. I and III e. II and III21. Actively and constructively attempting to improve conditions, including suggesting improvements and discussing problems with superiors would be what type of response? a. exit b. vox c. loyalty d. neglect e. reification22. Quietly continue to do your work when you know things wont improve, is what type of response to dissatisfaction? a. exit b. oice c. loyalty d. neglect e. social voice23. Maria is dissatisfied with the way that her manager treats her. She has quit her job and found a new position with another firm. She has expressed her dissatisfaction by dint of __________. a. exit b. voice c. loyalty d. neglect e. social voice24. heat case is dissatisfied with his job alone believes that his supervisor is a good man who will do the right thing. Henry has decided that if he just waits, conditions will improve. Henrys approach to this problem is termed ________. a. exit b. voice c. loyalty d. neglect e. reificationSCENARIO-BASED QUESTIONSMrs. Jonas believes strongly that it is important that workers rights be respected, and that one of the to a greater extent important ways of doing this is to ensure that all workers be properly documented. She is supervising a cont racting company that is building a new warehouse for her company. man doing this she discovers that many of the workers employed by the contractor are undocumented aliens working for well below minimum wage.25. Mrs. Jonas is likely experiencing _____. a. cognitive dissonance b. unre reckond indignation c. ethical evasion d. uncertainty avoidance e. social pressure 6. In this situation Mrs. Jonas has a/an _____ that is in conflict with a/an _____. a. behavior behavior b. attitude attitude c. social need social interest d. social need social need e. behavior attitude27. Mrs. Jonas can be expected to relieve the botheration she is experiencing by _____. a. deciding this issue is unimportant b. rationalizing that it is not her problem since she is not the contractor c. attempting to stop the contractor use undocumented workers d. coming to accept that using undocumented workers does not harm workers rights e. any of the aboveEmployees at Acme Express are dissatisfied with working co nditions, salary, and the general attitude of management. Mark, Susan, and Toni are good friends who work at Acme, yet each seem to be reacting differently to the problems at work.28. Toni has decided that shell just get a new job and get away from the problem. Toni is transaction with her dissatisfaction by means of _____. a. exit b. voice c. loyalty d. neglect e. acceptance29. Susan has composed a list of concerns along with her suggestions for improving conditions. Susan is dealing with her dissatisfaction through ________. a. exit b. voice c. oyalty d. neglect e. acceptance30. Mark believes that his manager is a good person and will work things out if Mark just gives him time to do so. Mark is dealing with his dissatisfaction through _____. a. exit b. voice c. loyalty d. neglect e. acceptanceDESCRIPTIVE QUESTIONS1. Explain the construct of job satisfaction and discuss how job satisfaction can impact employee productivity, absenteeism and turnover.1. contend Cognitive dissonanc e and Self Perception Theories and examine their significance in understanding relationship between Attitude and Behavior ( A B Relationship) ___________________Challenges and Opportunities for ObInternational Review of Social Sciences and Humanities Vol. 3, No. 2 (2012), pp. 139-147 www. irssh. com ISSN 2248-9010 (Online), ISSN 2250-0715 (Print) The Constructivist Theory in Mathematics The Case of Botswana Primary Schools Thenjiwe Emily Major (Corresponding Author) Department of educational activityal Foundations University of Botswana common soldier Bag- 00702, Gaborone Botswana- 00267 E-mail emailprotected ub. bw Boitumelo Mangope Department of Educational Foundations University of Botswana Private Bag- 00702, Gaborone Botswana- 00267 E-mail emailprotected ub. w (Received 13-10-11 / Accepted 12-4-12) Abstract This paper is based on a large research body of work that compared teacher quality and student performance in Southern Africa countries of Botswana and South Africa. I n this paper we explore the extent to which the primary school teachers in Botswana use the constructivist approach in the teach and collaring of math. Data was collected through clear uproom videotaping. Sixty out of the 64 maths teachers teaching at least(prenominal) one mathematics lesson, and more than one third of the teachers were videotaped twice.A total of 83 mathematics lessons were videotaped. The results of the study indicated that a large dower of lessons observed requestd disciples to simply recall rules, while a very small percentage of the lessons observed required learners to examine or explore relationships between mathematical ideas. Keywords Constructivism, mathematics, active acquire, Botswana, passive knowledge. Introduction Constructivism is a nurture theory describing the process of companionship construction.Knowledge construction is an active, rather than a passive process. Constructivists believe that knowledge should not be just deposited in to the learners minds instead it should be constructed by the learners through active involvement in the knowledge process. Hausfather (2001) noted that, Constructivism is not a method. It is a theory of knowledge and development that should inform practice but not prescribe practice. By its very nature, constructivism emphasizes the Thenjiwe Emily Major et al. 140 mportance of the teaching context, student antecedent knowledge, and active interaction between the learner and the content to be learned. (p. 18). In the constructivist perspective, knowledge is constructed by the individual through his/her interactions with the environment. Unlike the traditional mode of learning whereby the teacher plays an active role in the teaching/learning environment, and learners passively receive the content, constructivists believe the learning should be centered on the learner.This has been acknowledged by Simon (1995) that we construct our knowledge of our valet from our perceptions and experiences, which are themselves mediated through our previous knowledge (p. 115). When teachers believe that learners are empty vessels to be filled with the information from the authority, consequently teacher domination will always exist in the teaching learning environment. According to Freire (1970) the domination of the teacher is referred to as the banking supposition statement.The banking concept sees the teacher as the only source of information. It is important that teachers should actively involve learners in their teaching to enable the students to construct knowledge. According to the Educational Broadcasting Corporation (2004) in the classroom teaching, constructivist view of learning can point towards a number of different teaching practicesit means encouraging students to use active techniques (experiments, genuinely-world problem solving) (p. 1).Kennedy (1997) in addition noted that what students learn is greatly influenced by how they are taught (p. 2). Mat hematics by nature is a subject that requires learners to be fully engaged in order for learning to take place. Therefore, this paper explores the extent to which learners were given the opportunity to construct their receive knowledge in the mathematics lessons. Statement of the Problem Botswana students need to learn mathematics differently than the current practices employed. Research has revealed that most teachers in Botswana end to present mathematics knowledge to the learners to swallow and regurgitate when needed, and not with the aim of helping them to infract independent skills to construct their own mathematics knowledge (The Report on the process of learning in Botswana An in-depth study of the quality of mathematics teaching in sixth grade classrooms and its effect on learner achievement, 2011). Teachers have also been discovered to have insufficient skills to present maths skills to learners (The Report on the process of learning in Botswana, 2011).Teachers, therefor e, must(prenominal) change their instructional techniques for learners to be actively engaged in their own learning and not passive recipients. Learners must learn to communicate and think mathematically. For future educational growth, , Botswana needs learners who are creative, analytic, problem solvers. Such skills can be promoted at the school level through the constructivist approach. Review of Literature Constructivism The constructivist theory to teaching and learning has been broadly addressed in a number of researches in mathematics education (Katic, Hmelo-Silver & Weber, 2009 Steele, 1995).According to this theory, students do not just passively receive information but constantly create new knowledge based on prior knowledge in adjunction with new experiences. As opposed to the traditional approaches where students learn by copying word for word what teachers say, constructivism has shifted to a more radical conception of teaching and learning whereby learners fresh ideas are brought to class, acknowledged, and enhanced through a variety of teaching and learning techniques that actively engage them.A number of studies have shown the effectiveness of the constructivist approach in teaching and learning in contrast to the traditional drilling and reciting approach (Hmelo-Silver, Duncan, & Chinn, 2007 Steele, 1995). A study by Steele, (1995) on A construct visit glide slope to mathematics teaching and learning.. revealed that using constructivist International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 141 learning strategies has positive gains. For example, much(prenominal) strategies tend to create an excite environment for students to learn mathematics and enhance their self-esteem.According to this study, when students learn to construct their own knowledge, they tend to have control of mathematical concepts and think mathematically. Another study by Katic, Hmelo-Silver & Weber, (2009) on Material Mediation, suggest that materials can help to motivate and mediate the participants collaborative problem solving discussions. In this study, Katic, et al. , teachers used a variety of resources to solve a mathematics problem and construct explanations about the learning process they, then, posed questions about the problem to clarify their solutions.This is a method that is encouraged in social theories like constructivism, as it generally assists in keeping the learners on task. Although constructivist learning theory does not tell us how to teach mathematics, a teacher with a constructivist background can facilitate learners construction of knowledge by adjudgeing different constructivist teaching approaches that are in aligned with this learning theory. This type of mathematics teaching forms the basis of this study.Nevertheless, a number of studies in Botswana on teacher centered versus learner centered approaches have revealed that teacher centered approaches are preponderating in Botswana cla ssrooms (Prophet, Rowell, 1993 Republic of Botswana, 1993 Tabulawa, 1997, 1998). For example a study By Tabulawa, (1997), on Pedagogical Classroom Practice has indicated that students in the classrooms have been shown to be passive recipients of knowledge, which means that they are not given the opportunity to construct their own knowledge.The commission on Education (1977) has also highlighted this as a major concern in the education system of Botswana. According to this policy, teachers have a tendency to dominate in the classroom as most of the information transmitted to students is often overly abstract and mostly requires them to gyp. This policy in a way was calling for a radical change in the classroom practices to allow for students growth through teaching and learning that is learner driven.Tabulawa, (1998) has also indicated a concern on the perceptions that teachers have that influence their classroom practices. In addition, Tabulawa, noted that there are certain factor s that influence teachers to be dominant in the classrooms such as teachers assumptions about the nature of knowledge and the ways it ought to be transmitted and the perceptions of students. These factors are worrisome as they tend to perpetuate teacher centered approaches as opposed to learner centered practices.The study is out to find out the extent to which teachers apply the constructivist theory of teaching and learning when teaching mathematics. This is a theory that has been proven beyond reasonable doubt to enhance students independent learning. Methodology Sampling To address the fair game of the study, the researcher used data from Human Research Science Council (HRSC) -Stanford- University of Botswana Regional Education Study that was conducted in 2009/10 as a comparative study on teacher quality and student performance in Botswana and South Africa.Out of 60 sampled schools in Botswana, data was obtained from 58 schools and 64 classrooms (two math classrooms in six of the schools taught by the same teacher in each school). The sample focused on 5 districts in Botswana, namely low-income schools in five districts within 50 kilometers of the South African border, Gaborone (18 schools, 617 students), Kgatleng (16 schools, 495 students), Lobatse (6 schools, 152 students), South East (10 schools, 305 students), and Southern (8 schools, 205 students). InstrumentationData was collected through videotaping 83 standard six mathematics teachers teaching at least one mathematics lesson. More than one-third of the teachers were videotaped twice. The filming was done at the middle and towards the end of the year by trained personnel of the Thenjiwe Emily Major et al. 142 Botswana group from the University of Botswana. Teachers whose classes were videotaped were informed in advance about the research team visits. They were further told that the videos will only be used for the study. Data AnalysisThe videotape analysis was also done by well trained personnel from the University of Botswana and the U. S. A. From various video analyses conducted, the levels of cognitive pack were selected based on the relevance of this paper since the focus was on the thinking process in which the learner was engaged. The level(s) of cognitive demand in which learners were engaged in during the lesson were derived from a rubric in Stein et al. s (2000) compartmentalization of higher and lower cognitive demand. These are Lower Level Demand 1. memorisation Memorization recollection of facts, formulae, or definitions 2. Task requires the recall of previously learned material. Or the committing of facts, formulas or definitions to memory. Task cannot be solved using procedures because procedures do not exist or the time frame in which task is to be holy is too short to use a procedure. Tasks involve exact reproduction of previously seen material and what is reproduced is clearly and directly stated. Task has no connection to concept or meaning that underli es the facts, rules, formula, or definition being learned or reproduced.Processes without Connections Performing algorithmic type of problems and have no connection to the underlying concept or meaning Task is algorithmic. Use of procedures either is specifically stated or its use is lucid based on prior instruction, experience, or posture of task. Task leaves little ambiguity about what needs to be done and how to do it. No connection or explanation of the concept is needed. Task focuses on producing clear up answers rather than developing mathematical understanding. Higher Level Demand 3.Processes with Connections Use of procedures with the purpose of developing deeper levels of understanding concepts or ideas Task requires use of procedures to develop deeper understanding of the concept. Task suggests pathways to follow that are broad general procedures rather than algorithms that are opaque with respect to underlying concepts. Tasks are usually represented in multiple ways (e . g. visual diagrams, manipulatives, symbols, problem situations) Connections among the representations builds meaning to concept. Tasks require some thinking, although using a procedure t cannot be followed mindlessly. Students need to engage in conceptual ideas to successfully complete the task. Doing Concepts and Processes Doing mathematics complex and non-algorithmic thinking, students explore and investigate the nature of the concepts and relationships Task requires access of relevant knowledge, self-reflection on actions, exploring concepts, processes and relationships in non-algorithmic activity. Task demands self-monitoring or self-regulation of thinking. 4. International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012 139-147 (2012), 147 143 Task requires analysis of constraints that may limit possible solution strategies and solutions. Task is unpredictable due to nature of solution process required. The focus in this component (the levels of cognitive dema nd) is the thinking processes in cognitive which learners engage in the observed lessons. In a constructivist classroom, learners are expected to think at a very high level, as they are actively involved in their own learning. Apart from the analysis of the levels of cognitive demand, the data analysis members also s made some observations on how students interacted with the teacher.They made notes on these observations. Findings Levels of cognitive demand in classroom teaching in a sample of Botswana School 90 80 70 Percent of Lessons 60 50 40 30 20 10 0 Memorization Procedures without connections Procedures with connections Doing mathematics The findings of the study indicated that 7. 3. 5% of the lessons required learners to recall a fact which in fact is memorization, 85% of the lessons do procedures without connections, and 23% do procedures with connections and only 3% students explore and investigate the nature of the concepts and relationships.From the video note observatio ns, the data indicates that in most lessons teachers asked the students questions and allowed the whole class to call out the answers. These findings concur with Arthurs (1998), that I observed many teacher dominated classroom procedures, in teacher-dominated particular lengthy recitations of questions by teacher and answers by individual or whole class (p. 314). When teachers are the only ones asking questions and students being the s respondents, learning is no longer centered on the learner but more on the teacher.Discussions From the findings it is evident that teachers used the procedural teaching and students learned by memorizing facts. When learners do the rote learning they are not encouraged to think critically and to construct their own knowledge as the teacher is the one who pull up stakess the one content for them. Memorization in Botswana classrooms is very common as evidenced by previous researchers such as Fuller and Snyder (1991), Arthur (1998), Tabulawa (2004, 199 8, Thenjiwe Emily Major et al. 144 and 1997).Arthur and Martin (2006) in their study on comparative classroom teaching and learning found that most teachers in Botswana ask low-level factual questions, with few opportunities for pupilslearners do not exercise their reasoning powers or imaginations (p. 195). As data has indicated that lessons were predominately recalling of facts and procedures without any application to real life situations, one may assume that learners were not constructing their own knowledge but were simply spoon-fed by teachers. The subject area Commission on Education of Botswana (1977) also oncurs with this study that learning is mostly memorizing and recalling of facts which, in a way, does not add any value to the learning process. One of the goals of vision 2016 is for the education system of Botswana to provide quality education that would enable Batswana to adapt to the changing needs of the country as well as the global changes. This vision goal can be achieved if teachers adapt to theories such as constructivism that allow learners to explore and come up with their own solutions to the problems.Memorization and imitating teachers will not give Botswana learners sufficient wisdom to survive independently in this world of socio-political and economic unrest. From the data, one concludes that learners were not given tasks that challenged their thinking and the construction of their own knowledge. Henningsen and Stein (1997) noted that Mathematical tasks are central to students learning because tasks convey messages about what mathematics is and what doing mathematics entails(NCTM, 1 991, p. 24). The tasks in which students engage provide the contexts in which they learn to think about subject students. p. 525) matter, and different tasks may place differing cognitive demands on Indeed if learners are given tasks that encourage memorization of ideas, according to Stein et al. s (2000) levels of cognitive demands, the learners are at the lowest level. In this level students are given formulas to memorize and just follow procedures without making any connections to real life situations. For example, in one of the videos the teacher was teaching the topic discipline. This is how she taught the lesson first she asked the learners the meaning of the word area.Learners could not define the word, and instead of the teacher defining it, she gave the learners the formula for solving the area of a square. She then drew some shapes on the board, solved one as an example and then asked the learners to use the formula to find areas of the rest shapes. Indeed using the formula given, most learners were able to find the areas of the shapes drawn by their teacher. But can the learners apply the idea to real life? The procedure may be correct. However, did the learners make any connections to real life?From the analysis of the data it is evident that most tasks given to the learners only concentrated on the low levels of cogni tive demand. The task focused on producing correct answers rather than developing mathematical understanding. Various reasons such as examination driven curriculum may have contributed to Botswana teachers delivering facts (giving lower level tasks) to learners rather than allowing learners to think and construct their own knowledge. The centralized curriculum as well as examinations does contribute to teacher-domination as teachers are more concerned with completion of the syllabus at a given period.Arthur and Martin (2006) acknowledged that pupils examination success provides access to further education in Botswana (p. 192) forcing teachers to rush through the syllabus. This has also been confirmed by Tabulawa, (1998), that teachers perceptions of students and the goals of school day have a direct influence in the way teachers teach because teachers see themselves as the main transmitters of knowledge, while students are passive recipients who must memorize and produce during exa minations.Another reason may be the large numbers of teacher to students ratio which then encourages delivering of facts rather than allowing learners to construct their own knowledge. In a constructivist learning environment, learners learn best by discovering their own knowledge. Teachers encourage higher level thinking so that students can reach beyond the simple factual response. Moreover, in a constructivist classroom, learners are encouraged to summarize concepts by analyzing, predicting, justifying, and defending their ideas.Cobb (1999) noted that constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other delivery agent (p. 15). International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 145 In constructivism knowledge construction is emphasized rather than knowledge reprodu ction. Knowledge construction helps the learners to remember what they have learned.The second highest level of cognitive demand encourages use of procedures with the purpose of developing deeper levels of understanding concepts or ideas. For learners to master the content, constructivist believe that higher order thinking skills and deeper understanding should be emphasized in the learning environment. Learners develop into critical thinkers if they are actively involved in the learning process and are encouraged to apply the concepts to real life situation. By this, learners are making meaningful connections.Learners can use their experiences to construct new information if given the opportunity to practice in the teaching/learning environment rather than having facts poured into them by the one in authority. The role of the teacher is to serve as a facilitator. The highest level of cognitive demand calls for doing mathematics complex and nonalgorithmic thinking, students explore and investigate the nature of the concepts and relationships. Tasks that learners are supposed to be engaged in should help them explore the relationship between concepts they are learning and reality.For, example, if learners are doing area as a topic of study, let them explore the idea and find out how the topic can be applied in real life situations. Teachers should provide tasks that will lead the learners to explore, discover, and apply the concepts. Richard cited by Simon (1995) noted that It is necessary for t he mathematics teacher to provide a structure and a set of plans that condense the development of informed exploration and reflective inquiry without taking initiative or control away from the student. The teacher must design tasks and projects that stimulate student to ask questions pose, problems, and set goals.Students will not become active learners by accident but by design through the use of the plans that we structure to operate exploration and inquiry. (118) I t is, therefore, the responsibility of every teacher to plan activities that require high level of cognitive demand. It is important to note that high levels of cognitive demand require students to use their prior knowledge as advocated by the constructivists. Henningsen and Stein (1997) contended that connections with what students already know and understand also play an important role in engaging students in high-level thought processes (p. 27). For students to perform tasks that require critical thinking and applying of concepts, experience or prior knowledge used as a base is crucial. The findings in this study indicate that teachers did not engage the learners on tasks that required them to use higher levels of cognitive demand. These findings concur with what Prophet and Rowell cited by Fuller and Snyder (1991) that teachers in Botswana classrooms ask for factual information through sentence completion exercise with pupils individual or in chorus simply adding the missing wor d.Students are rarely asked to explain the process or the interrelation between two or more event (p. 276). This is a clear indication that teachers in Botswana classroom give learners tasks that are mostly associated with the low level of cognitive demand of which the constructivist theory does not encourage. The theory of constructivism also values the uniqueness of every learner. Students learn differently. The teacher, as the facilitator, should appreciate every learners strengths and weaknesses. Each learner should be given the opportunity to construct knowledge from his/her own experiences.Summary DeVries, Zan, Hildebrandt, Edmiaston, and Sales ( 2002) asserted that teacherswho have been accustomed to teaching by telling and directing childrens work must shift from sightedness themselves as central in producing learning to seeing thechild as central(p. 36). From the study one concluded that there was a lot of spoon-feeding in most classes. Students were not given tasks that encouraged them to be doers and thinkers of mathematics, but rather to be consumers of mathematics concepts. Knowledge construction was very limited in most classes making learning more teacher-centered.Thenjiwe Emily Major et al. 146 The continued teacher domination in the Botswana teaching/learning environment will result in learners who cannot think deeply and critically. Knowledge is not passively received, but actively built up by the learners. Constructivism, therefore, encourages learners to be given the opportunity to construct their own knowledge from the previous experiences so at to be able to apply theory to practice and to make meaningful connections to what they learn to the real world. References 1 2 J.Arthur, Institutional practices and the cultural construction of primary school teachers in Botswana, proportional Education, 34(4) (1998), 313-326. J. Arthur and P. Martin, Accomplishing lessons in postcolonial classrooms Comparative perspectives from Botswana and Bru nei Darussalam, Comparative Education, 42(2006), 177-202. S. K. W. Chu, K. Chow and S. K. Tse, Developing Hong Kong primary school students information literacy and IT skills through collaborative teaching and inquiry PjBL, Library and Information Research, (2011), (In Press). T.Cobb, Applying constructivism A test for the learner as scientist, Educational Technology Research and Development, 47(3) (1999), 15-31. R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston and C. Sales, Developing Constructivist Early Childhood Curriculum, (2002), New York Teachers College Press. Educational Broadcasting Corporation, Constructivism as a simulacrum for Teaching and Learning, (2004), Retrieved on April 12 from http//www. thirteen. org/edonline/ concept2class/constructivism/index. html P. Freire, Pedagogy of the Oppressed, (1970), New York Herder and Herder.B. Fuller and C. Jr. Snyder, Vocal teachers, silent pupils? Life in Botswana classrooms, Comparative Education Review, 35(2) (1991), 274-294. M. Henningsen and M. R. Stein, Mathematical tasks and student cognition Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning, Journal for Research in Mathematics Education, 28(5) ( 1997), 24549. Hausfather, Where is the content? The role of content in constructivist teacher education, Educational Horizons, 80(1) (2001), 15-19. S. Hmelo, E. Cindy, R. G. Duncan and C. A.Chinn, Scaffolding and achievement in problem based and inquiry learning A response to Kirscher, Sweller and Clark (2006), Educational Psychologist, 42(2) (2007), 99-107. E. K. Katic, Hmelo-Silver and K. H. Weber, Material intermediation Tools and representations supporting collaborative problem-solving discourse, International Journal of Teaching and Learning in Higher Education, 21(1) (2009), 13-24. M. M. Kennedy, Defining an ideal teacher education program, Paper prepared for the National Council for Accreditation of Teacher Education, (March 1997), Retrieved on April 11 2 011, from http//www. su. edu/mkennedy/publications/Kennedy %20 to%20NCATE. pdf R. Prophet and P. M. Rowell, Coping and control Science teaching strategies in Botswana, Qualitative Studies in Education, 6(3) (1993), 197-209. M. Simon, Reconstructing mathematics pedagogy from a constructivist perspective, Journal for Research in Mathematics Education, 26(2) (1995), 114-145. D. F. Steele, A construct Visit approach to mathematics teaching and learning by fourthgrade teachers, unpublished Phd Dissertation, (1995), University of Florida. M. K. Stein, M. S. Smith, M.A. Henningsen and E. A. Silver, Implementing StandardsBased Mathematics Instruction A Casebook for Professional Development, (2000), New York Teachers College Press. 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 147 18 19 20 21 The Report on the process of learning in Botswana An in-depth study of the quality of mathematics teaching in sixth grade cl assrooms and its effect on learner achievement, Unpublished Document, (2011).R. T. Tabulawa, Geography students as constructors of classroom knowledge and practice A case study from Botswana, Curriculum Studies, 36(1) (2004), 53-73. R. T. Tabulawa, Teachers perspectives on classroom practice in Botswana Implications for pedagogical change, International Journal of Qualitative Studies in Education, 11(2) (1998), 249-68. R. T. Tabulawa, Pedagogical classroom practice and the social context The case of Botswana, International Journal of Educational Development, 17(2) (1997), 189-204.

Montessori Language Rationale Essay

Language, simply put, is a system of symbols with an agreed upon meaning that is shared within a group of individuals. Maria Montessori understood that squirtren have to learn language, that it is non inborn. She also understood the adolescent mind has a long sensitive period for language. Because language is deeply connected to the process of thinking, the child will admit to be spoken to and listened to often.Each child learns language at their possess rate and pace. There rear end be different factors, such as a child learning multiple languages at once. Most often, with little effort, the child will be able to learn oral language by organism in an environment that fosters conversation. Early on, toddlers will begin to make intentional sounds, At one year of age the child says his first intentional sound outhis babbling has a purpose, and this intention is a proof of conscious intelligenceHe becomes ever more aware that language refers to his surroundings, and his wish to ma ster it consciously becomes also greater.Subconsciously and unaided, he strains himself to learn, and this effort makes his success all the more astonishing. (The Absorbent Mind, p. 111) Most children by the age of two will have a rapid growth in language comprehension. Towards the end of the second year the child is able to combine two or more words into base sentences, Every childbursts out with a number of words all perfectly pronounced. And all this occurs at the end of the second year of his life history. (The Absorbent Mind, p. 103)The directress plays the or so important role by giving objects labels within the environment. It is essential that all language be given to a child within a context. The child needs to know the names, labels, and the meaning of things in the environment in order for them to have relevancy, At about a year and a half, the child discovers another(prenominal) fact, and that is that each thing has its own name. (The Absorbent Mind, p.113) This allow s the child to see and understand the greater picture of things and gives things meaning. Once the greater picture is achieved, it can then be broken down into smaller details.The Montessori language materials isolate elements of language and offerportals for the children in the exploration of language. Maria crafted the materials to be presented to the child in the same direction in which they learn oral language, starting with nouns, articles, adverbs, etc. After a new concept is presented to the child, there should always be a return to the pilot program environmental language using storytelling, poetry, storybooks and everyday speech. This allows the child to clearly see how the new concept is applied, with context, in our world.The Montessori preliminary language exercises give the child the expression for objects in the immediate environment. Three part cards with appropriate terminology are a wonderful material to introduce new vocabulary for nouns. smooth letters are a g reat tool to introduce the child to the sounds of alphabet. Puzzles may also be placed on the shelf, for they indirectly teach the left(a) to right discipline style. By the time the absorbent mind of the child has reached the age of six, they will come to understand that the sounds and words have meaning and that these symbols can be used in writing.The Montessori curriculum helps the child develop writing skills through many materials. Tracing the sandpaper letters, working with the movable alphabet, metal insets, as well as using the sand tray, all help teach letter formation. A silent helper in the Montessori classroom is the practical life area. In the practical life area, you will find many jobs that indirectly teach proper pincer grip for holding a pencil.Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the authors language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.The Montessori language program is the like no other. With a prepared Montessori environment, the child can flourish in orally, in their handwriting, andlastly in their reading.

Reasons Why the Holocaust Didn’t Happen

Briel BrownFeindertENGWR 48027September 2016Critique of 50Reasons Why the final solution Didnt HappenIn the forum provide titled 50 Reasons Why the Holocaust Didnt Happen, the beginning, only identified as Ted, puts forth a come of reasons that individuals who be already convinced that the Holocaust is a myth can use to persuade others. It is found on a forum called The CODOH Revisionist Forum, a website that lends itself specifically as a safe space for Holocaust revisionists.The post begins with a few sentences of introduction, briefly mentioning why it can be hard for or so(prenominal) to give his point of view a chance. He goes on to pick apart the media, comparing them to the church during the dark ages in the way that they can withhold information, with random and slightly irrelevant statements sprinkled throughout. He concludes the preface with the statement No produce has even been given that 6 million were murdered, and proceeds to go more in depth.The rest of the ar ticle is arranged in a numbered list format. The reasons are listed unsystematically, each one being followed by explanations of varying length. Many of his reasons focus on criticizing the media for ref utilize to allow Holocaust revisionists to mother a voice. Others try to ground the Holocaust either scientifically or fiscally impossible. He makes many statements that attempt to paint witnesses and historians as liars, and goes as far as to accuse many of having an agenda that would benefit from the falsification of an atrocity such as the Holocaust.The article is void of a concluding paragraph, sort of ending on a proof numbered 50, consisting of three unrelated and vague statements that offer nothing but confusion. Brown 2The posting as a whole is a vague and disorganized mess. misery to proofread is obvious there is no clear form of organization, it is riddled with spelling and grammatical errors, and irrelevant ramblings are left in the middle of what could prepare been a strong statement.The former manages to include a few decent rhetorical questions that can cause a feeling of doubt to arise in the lector, but the turn up included is rarely tacked on to these. When evidence is used it is ofttimes either false, from an unknown source lacking in believability, or entirely quoted and left unexplained. The informants assertion is presented in an unorganized and visually cluttered manner. Contradictory to the title reason five is skipped, reducing the list to only forty-nine author specified reasons.The evidence is often listed in a fashion that betrays the numbering, with a shift in focus occurring multiple times within one section. For example, instead of expanding on the statement, Reinhold Elstner burnt himself alive in protest against the holocaust lies, that begins the concluding reason, we see an illogical shift in discussion topic to German farmers are told to shut up if they find bones and try to arrange their burial (Reason 50).Many pi eces of evidence appear on screen as if the formatting was destroyed in a copy-paste mishap with unnecessary jumps to new lines appearing prior to the end of the quote. While not terrible, it can be slightly confusing for the reader when it appears that a new paragraph has been started, only to see that the quote continues on. This author makes similar mistakes when it comes to expanding upon his case, again including unnecessary jumps in spacing when simply starting a new sentence would be sufficient.Vague statements, Germans highly civilised and more so than the Brits and Yanks etc., (Reason 40) fragments, Obliteration propaganda., (Reason 32) and run on sentences and comma splices People cant understand how so many eyewitnesses can lie, they have seen the television programmes, (Reason 2) litter the posting. In addition, the Brown 3author occasionally goes on racist tirades that add little to his argument and can monish readers who may come looking for an unbiased argument.For e xample, be Jewish lives worth more or something? And if we are westerners why should we give a damn? Are we too gentle to survive in a harsh world? (Reason 20). The above coupled with the frequent spelling errors further add to the confusion that could be experienced by the reader, making it look more like a set of notes meant to be understood only by the author than an article mean for consumption. It even contains conventional errors in the title, with the failure to capitalize any word in it and the lack of an apostrophe for the word didnt.While the posting is filled with links and quotations, often they are either unreliable, false, or left without explanation. While it is rather easy for a reader to look up a name that is mentioned, attempting to establish credibility for sources within the piece could add weight to what one pulls from a source. Writings from individuals such as David Irving, a revisionist author, are linked without even formally identifying him in. somewhat quotes are even from individuals identified in ways as vaguely as one guy on the BBC, (Reason 6) and From a letter from the British ministry of information, (Reason 10).In the authors attempt to criticize the media, he claims that they have made repeated efforts to silence those critical of the Holocaust however, not one specific example is listed. In his attempts to criticize accounts given at the Nuremberg trials, he claims that It takes about 5 minutes of reading the Nuremberg documents to realise that the Holocaust is a hoax, (Reason 8) but again, gives not one clear example. He continues to claim Violation of Occams razor, again and again, (Reason 12) an extremely vague statement that is expanded upon only by asking the reader to examine the counterargument of a book.The author could have very easily added weight to his argument by citing at least one example, but he neglected to do so.Brown 4Due to the lack of concrete evidence used in the authors attempts at making logical a ppeals, the strength of this posting is rooted in the authors ability to manipulate the readers emotions.In quoting a 1958 text from Tel Aviv, If some know-it-all tries to expose you, the others will not listen to him and will condemn him, because by exposing you he is proving them guilty of stupidity, and the crowd will not forgive this, (Reason 2) the author provides a statement that can make the readers feel somewhat guilty for their refusal to question what they have been taught.Decent use of figurative language is employed to chance upon the media with the metaphor The carrot and stick are there to make people obey (Reason 26), which again can pull on peoples fear that they have lose something. His plays on fear and guilt do begin to get somewhat excessive at times, as his deliberate use of language becomes offensive. In using phrases such as politically retarded, (Reason 16) The parallels with religious arguments should make intelligent people suspicious, (Reason 34) and Onl y an idiot would believe in stories such as lampshades of human skin, (Reason 40) to list those who disagree with him, the author may invoke an insecurity in some readers that can cause them to give his viewpoint a second chance.Just as easily, however, it can cause readers to disregard the writings due to the offense that they may take. The authors attempt to create a list of reasons that would help a fellow revisionist conclude their case mostly for naught. While like-minded individuals can pull some rhetorical questions to get others thinking, there is little offered in way of credible argument material. It is organized in an unpleasant and confusing fashion that makes the posting almost unreadable.The grammatical errors and failure to proofread suggest an apathy, or perhaps an intellectual incompetence, from the author that does not help his case. Individuals who are willing to look can surely find something to aid them in whatever they sought the posting for, but for a casual reader not Brown 5desperate for argument material, the posting is comically inarticulate and slightly frightening when the sincerity behind the writing is considered.Words 1375Brown 6Work CitedTed. 50 Reasons Why the Holocaust Didnt Happen. The CODOH Revisionist Forum, 25 Aug. _____2004, https//forum.codoh.com/viewtopic.php?t

Love and Loneliness

As a pityings, there are a lot of characteristics a pitying should prevail, but, what does it mean to be human? The most part of beingness human is devastation. Humans must understand that loneliness is a part of everyones life, humans must learn how to cope with loneliness, and, finally, the only way to acquire rid of loneliness is to have love in your life. There is a book, which name is Gilgamesh, and it is written by Herbert mason. In this book, the author teaches people how to be human from an old story, about a man who loved and lost a booster dose to death. This man is named Gilgamesh, his friend is named Enkidu.First of all, a human should understand that loneliness is a part of everyones life, and only someone goes done the loneliness, he/she female genital organ be called a human. So, Gilgamesh is a somebody who went through the loneliness in his life, and then he becomes a accredited human. In this book, Gilgamesh said I am alone and I have longed/ For some c ompanionship. My people/ Also have grown tired of my solitude. (20). According to these sentences, Gilgamesh was a king of Uruk, he had a lot of power, but he was lonely(a), he didnt have each friends. Also, people theory Gilgamesh was the beau ideal, he was not a human.But he was becoming a human, because he was going through loneliness at that time. Loneliness is a part of everyones life, especially for a human. So, at that time, Gilgamesh was going through loneliness, he was becoming a human. Besides, Herbert Mason writes Gilgameshs fear at the thought of his own solitude/ I cant imagine being left alone,/ Im less a man without my friend. (47). So this sentences suggests, subsequently Gilgamesh lost his friend Enkidu, he was lonely, and he was fear. He was going through the part a human should go through. He was becoming a real human, he was knowing that loneliness is a part of everyones life.So, he was not a God some(prenominal) more, he was trying to become a real huma n and learn to understand loneliness. On the other hand, human should know how to cope with loneliness also. Loneliness is a gift from God, real human can cope with loneliness and gain the courage. After lost the trump out friend, Gilgamesh must learn how to cope with loneliness. Herbert Mason writes I have been through regret Gilgamesh screamed. / Even if there will be more of pain,/ And heat and cold, I will go on / Open the gate to the mountains (57,58). Well, Gilgamesh decided to find his best friend, and tried his best to get him back.To begin with, Gilgamesh was lonely because he lost his best friend, but now, he decided to get him back, he was not panic-stricken of the heat or cold, he just wanted his friend back. He wanted to cope with loneliness, so he went to find his friend. A real human must learn how to cope with loneliness, and Gilgamesh did that, he was coping with loneliness now. Also, Herbert Mason added He entered the Road of the Sun/ Which was so shrouded in darkness/ That he could understand neither/ What was ahead of him nor behind. (59). Obviously, Gilgamesh was finding his friend, there was darkness in front of him only, but he was not afraid.He got rid of loneliness, he was thinking of his friend back at that time, he was coping with loneliness. Humans must learn how to cope with loneliness, so now, Gilgamesh was learning that, he was not a God any more, he became a real human, because he can face the loneliness with courage. Finally, the only way to get rid of loneliness is to have love in your life. Humans hearts are filled with love, so they can get rid of loneliness. Gilgamesh was becoming a real human, he had love in his life. Herbert Mason writes In the silence of the people they began to laugh/ And clutched each other in their breathless exaltation. (24). Gilgamesh was laughing at that time, as a king and a God in peoples hearts, he never felt happy before, but now he laughed, with Enkidu. He felt happy, maybe at that tim e, Gilgameshs heart was filled with love of friendship, also Enkidus heart also was full of love of friendship. They both had love in their life, and at that time, Gilgamesh did not notice lonely any more, because he had a new friend. Friendship is an important part of peoples life. So, Gilgamesh became a real human, he was an ordinary person as others, he became a human, because he had the love of friendship in his life, also in his heart.After Enkidu died, Herbert Mason added Many years ago through loss I learned/ That love is wrung from our inmost heart/ Until only the loved one is and we are not. (74). According to this sentences, Gilgamesh thought highly of his friend, he would not forget him, and their friendship was eternal. Love of friendship is in Gilgameshs life forever, even if there is no his friend in his rest life, he can cope with loneliness by himself, because the friendship is always in his heart. Gilgamesh is alone, but he is not lonely. At the end of the story, Herbert Mason said To keep the label of friends/ Whom we have lost. (92). Well, Gilgamesh will remember his friend forever, he has love of friendship in his whole life. Now, he is a real human, he has an eternal friendship, which a real human should have. Entiku is dead though, he is alive in Gilgameshs heart. To sum up, in the book Gilgamesh, which is written by Herbert Mason, the man whose name is Gilgamesh becomes a real human finally. To begin with, Gilgamesh feels lonely because he is a king, no friends, no love in his life, then he loses his best friend, he is lonely still, but then he learns how to cope with loneliness, finally, he gains an eternal friendship and love.So, Gilgamesh becomes a real human, he understands that loneliness is a part of everyones life, he learns how to cope with loneliness, and, finally, the only way to get rid of loneliness is to have love in his life, and he gains an eternal friendship and the love. In a word, subsequently he knows loneliness and he has love in life to cope with loneliness, he is not a God or a king any more, he becomes a real human, a human likes others.

The Impact of Downsizing on Manufacturing Industries

The amount of information on the personal effects of down sizing on manufacturing was not plentiful, however nonp areil main point that flows through entirely of the articles is that notwithstanding though down sizing may be d genius to help a company it bottomland end up hurting them in the long run. In the paragraphs to follow we look at the effects that lay off has on mint and companies as wholesome as look at whether or not furlough is truly the answer.Parker (2003)Reports that in 2003 the expected job losses among the manufacturing industries in Great Britain would gain the effects of rising input costs and oil worth increase on the job cuts Downturn of the purchasing managers index for manufacturing Decrease in the regulate of manufacturers orders. So even though these cuts may be necessary he pointed kayoed that it would wee-wee an overall negative effect.The Midwest may be the focus of manufacturing layoffs and monetary woes(Link, 2005), precisely according t o this survey, people who live in the area of the country that includes C take aimand and Detroit in the low- to mode footstep-income lax bracket are using less of their income to pay for accommodate than other areas of the country. The psychoanalyze, dubbed the Housing Landscape for Americas working Families 2005, revealed that from 1997 to 2003 the number of Americas working class who spend to a greater extent than half of their income on housing leaped from 2. meg to 4. 2 million.The study also revealed that immigrant families are 75% more likely to use more of their income to pay for housing than American-born citizens. Across the country there are 14 million people that spend too much of their income 10 pay for housing. About 35% of that group is low- to mode commit-income families. In 2003, the critical housing need for the Midwest be 8. 7% of residents slice the West Coast had a need among I6. 89 (of its residents. The South followed the Midwest for a lower critical hous ing need with 9. % while the Northeast trailed California with a need among 14. 2% of its residents (Link, 2005). (Palley, 1999)Reported that given the dismal economic performance that marked the period from 1990 to 1995, when downsizing was widespread, inequality widened, and unfeigned wages fell, the subsequent U-turn in performance has been completely unexpected. Moreover, it has been cause for further surprise that the economy has continued to prosper despite the due east Asian fiscal crisis, which destabilized global financial securities industrys, undermined U. S. exports, and unleashed a surge in U. S. imports.A second source of uncertainty (Palley, 1999) concerns the sustainability of the growth of personal consumption spending, which had been the principal engine of economic expansion in the past two years. In 1997, personal consumption outgo contri yeted 59 percent of gross domesticated product (GDP) growth, and in 1998 it contributed 85 percent. Meanwhile, in 1997 and 1998 token(a) personal consumption expenditures grew 5. 3 percent and 5. 7 percent, respectively, while nominal disposable income grew only 4. 7 percent and 4. 0 percent.From the national Reserves perspective, this pattern is not sustainable since consumption is growing faster than potential yield, which implies that the economy will eventually hit an inflationary wall. An alternative interpretation is that much(prenominal) growth is not sustainable because households must inevitably run short of financial wherewithal, and when this happens, an economic decline will ensue. According to this overhear, recession rather than inflation is the danger. A last scenario concerns the possibility of a full-scale scare off or economic depression.Such an outcome is the least likely of the three scenarios, but it is appease more likely than it used to be. In the 1960s and 1970s, the possibility of an economic depression was truly far removed. However, in the 1990s such a conception has surfaced as plausible, even if unlikely. Recent events in the global economy return added further credibility to this possibility. One reason a crash has become more likely is that many of the factors precipitating a hard landing are already in place, which means that many of them could be realized concurrently.Indeed, many of these factors are linked in trip-wire fashion so that if one occurs, it triggers another. Thus a Federal Reserve-induced increase in interest rates could trigger a strain merchandise crash, and this could then trigger an end to the spending boom. It could also trigger revitalizeal of global financial dissymmetry. Similarly, a renewal of global financial instability could become the event that bursts the argumentation market bubble.Alternatively, a realization that the existing U. S. urrent-account trajectory is unsustainable could trigger a foreign exchange crisis that would renew global financial market instability, trigger a stock market crash, or evoke a Federal Reserve rate hike to protect the exchange rate and guard against imported inflation. Finally, if the economic expansion begins to flag of old age, overoptimistic projections of corporate profitability could pop, triggering a stock market crash.Also, a flagging economy could renew global financial turmoil by ending the U. S. conomys role as buyer of last resort, thereby undermining the rest of the humanss economic recovery, which rests significantly on export-led growth. However, it is not just this interconnectedness of negative factors that lies behind the increased plausibility of a crash. A second and more important factor concerns changes in the structure of the domestic and global economy that look at diminished the presence of automatic stabilizers and replaced them with automatic destabilizers. These destabilizers work in a pro-cyclical fashion.On the cyclical upswing they make for stronger and longer expansions, but on the downswing they make for deeper and more sustained contractions. One important change concerns patterns of employment and remune balancen. In earlier line of reasoning cycles, labor hoarding was a common practicefirms held on to workers through downturns in order to retain their skills and avoid future hiring costs. However, the changed pattern of the employment relationship means that firms now read and fire much more freely, making labor incomes more pro-cyclical.It is also the case, especially in manufacturing, that overtime has become more important as firms have sought to save on employment costs by ex tilting hours rather than hiring new personnel. Wage income is therefore more vulnerable to downturns since hours can quickly be cut back in a downturn. Finally, casual evidence suggests that there may have been an increase in the use of incentive pay, with greater creed on stock options and profit-related bonuses. In a downturn these forms of pay are likely to fall off rapidly, contributing to a larger decl ine in household income and spending.In sum, the above labor market developments all make wage income more procyclical, thereby increasing the pro-cyclicality of conduct (Palley, 1999). Another development concerns the oecumenical flexibility of wages. In the period from 1950 to 1980, recessions were characterized by a decline in the rate of increase in nominal wages. However, the important point is that wages close up rose in recession. The recessions of 1981-1982 and 1990-1991 suggest that a new pattern may have emerged. Now not only does the rate of wage inflation slacken, but nominal wages can fall.This is a very important development when it is considered in conjunction with the new debt-driven business cycle. The ability to repay consumer debt depends on the nominal value of income. In a recession the value of debts remains unchanged, but now wage incomes may show a tendency to fall. This will tend to increase debt burdens and raise the prevalence of bankruptcy, thereby de epening recessions. Just as developments in labor markets have contributed to the subject of automatic destabilizers, so have developments in financial markets.Households now have significantly increased access to credit. In particular, households are able to soak up more heavily against their assets, thereby increasing their ratio of debt to income. Home equity loans are the most prominent example. Another is the ability to borrow on margin against stock holdings. These basiss and their spread give the economy a strong pro-cyclical impulse, but they also generate greater financial fragility. Thus, in upswings when asset prices and wages are rising, households borrow more and spend more, thereby protraction the cycle.However, when the downswing occurs, households are now saddled with greater indebtedness and may also be subject to margin calls. This worsens the downturn and may contribute to even greater stock market corrections (Palley, 1999). The shift from defined good to de fined contribution pension plans is another automatic destabilize. First, households are able to borrow against these contributions. Second, these plans may change household consumption and saving behavior since each month they receive statements showing how the value of their pension holdings has increased.Thus, as stock market prices rise, households cut back on saving and increase consumption, while some households borrow against their appreciated 401(k) accounts. However, stock prices are likely to fall in a recession, while the incurred debts will remain unchanged. At that time, households will have larger debts and reduced holdings of liquid assets. Finally, it is worth noting that prices in the stock market may have been at bubble levels for more than three years recall that Chairman Greenspan gave his irrational exuberance warning back in 1996.This means that a spacious amount of borrowing and spending has taken place on the basis of these bubble prices, so the bubble may b e deeply embedded in the balance sheets of agents. This means that a market correction is likely to be all the more severe. In effect, the size of the negative impact of an asset price bubble is positively related to the duration of the price bubble. Accompanying these changes in the domestic economy have been changes in the global economy that have contributed to the emergence of international automatic destabilizes.One change is the increased degree of international financial capital mobility. When a countrys financial markets begin to fall, it is easier for asset holders to exit, thereby creating a larger stampede for the exit. Foreign holders have an incentive to exit to protect the domestic-currency value of their holdings, and they now have a larger impact because of their increased holdings. interior(prenominal) holders are also more likely to exit because of reduced transaction costs and the increased sophistication of financial markets.They recognize that exit is the way t o maximize the dollar value of portfolios when the dollar is under pressure. A second development is the increased international integration of goods markets. In theoretical terms, the foreign trade expenditure multiplier has become larger, which means that economic activity across countries has become more connected, making for greater amplitude in the world business cycle. In the 1950s and 1960s it was said that when the U. S. economy sneezes, the world economy catches a cold.Globalization of goods markets may have created a situation in which the U. S. economy sneezes and the world economy catches pneumonia. In this study (Wertheim, 2004), has certain a hypothesis which combines the effects of both economic impact and pre-disclosure information with the financial distress and potential benefit hypotheses developed in prior research in corporate downsizing. Instead of offering that these two hypotheses as competing and mutually exclusive, evidence are provided that supports the c onclusion that these hypotheses simultaneously explain concurrent and additive effects on the stock price reaction to announcements of company layoffs.Finally, results indicate that the relationship between economic impact, pre-disclosure information and stock price reaction to layoff announcements depends on the relative dominance of the signals provided by the layoff about both financial distress and potential benefit. (Palley, 1999)stated that for policymakers at the Federal Reserve, the goal is a soft landing, though some (those who continue to believe in the natural rate of unemployment) think a bumpy landing is desirable since they believe that the unemployment rate is now below the natural rate.Thus not only is the economy expanding more rapidly than potential payoff, but the level of output already exceeds the level of potential output. Consequently, not only must the rate of output growth decrease, but the rate of unemployment must also rise back to the natural rate in ord er to avoid accelerating inflation. Since some 1980, there has been a determined drive to downsize American organizations (Budros, 1999) and there currently is no end in gage to this movement, even though studies underscore its technical-economic and human dysfunctions.This situation indicates a need to consider why organizations downsize in the first place, yet the shortcomings of the scholarly literature on this issue are conspicuous (Budros 1997). Therefore, in that paper he offered some systematic thoughts on the causes of downsizing. He developed a conceptual framework for exploring organizational innovation that features two under explored dimensions associated with this phenomenon, the basis of organizational action (rational versus irrational) and social context (organizational versus extra-organizational).He then portrayed downsizing as an organizational innovation and identified factors that lead organizations to downsize. (Palley, 1999) suggests that there are three po ssible future pathsa soft landing, a hard landing, and a crash. A soft or hard landing is by far the more likely outcome, but, that said, it is possible to imagine conditions in which a crash will occur. Japans prolonged hard landing, East Asias economic crisis, and the October 1998 near-meltdown of global financial markets have all added plausibility to such an outcome.A soft landing has the rate of output growth gradually slow to a level consistent with potential output growth. According to current consensus thinking, this potential rate of growth is somewhere between 2 and 2. 5 percent, though New Economy optimists claim it to be as high as 3 percent. A bumpier version of the soft landing (a. k. a. growth recession) has the rate of output growth slowing below potential but growth unflustered remaining positive. Under this scenario, unemployment rises but the economy avoids a formal recession since output continues to grow.A hard landing has the decline in output growth such that it turns negative so that the economy is pushed into recession and unemployment rises even more. Finally, a crash involves a collapse in the rate of output growth, so that the economy enters a deep recession that may even border on a depression (Palley, 1999). The use of an organizational innovation framework to examine downsizing clearly has shed light on this phenomenon (Budros, 1999), revealing that organizations may make people cuts in response to rational organizational, rational extra organizational, irrational organizational, and irrational extra organizational mental processes.Of particular interest is the realization that scholars have focused almost exclusively on rational (organizational and extra-organizational) causes of downsizing, neglecting the role irrational forces may play in work force reductions. Perhaps this situation prevails because of the longstanding inclination among scholars to view organizations as efficiency-minded social actors. But if we are to dev elop a complete understanding of downsizing, then we must evaluate the impact of rational and irrational factors on this practice.This research investigates organizational practices in downsizing after a restructure and the effects of these practices on an organization and its employees (Labib, 1993), in particular, and on other stakeholders in general. Findings indicated that it is not downsizing that causes negative effects on both terminated and surviving employees, but rather the human resources practices used to implement downsizing such as advance notification, method of termination, and amount and type of post-termination assistance given.This research further found that organizations often do not achieve their strategic goals after downsizing because they do not adjust their work processes and their human resource management practices to the new size and structure of the organization. Based on the literature review, a process model for the development and implementation of d ownsizing plans is proposed. The model is designed to provide a guide to be used by organizations when downsizing to ensure that the interests of all stakeholders are taken into account.The proposed model is tested through a field research in the form of case studies of five major organizations in Canada. The material practices of these organizations are outlined and compared to the proposed process model, both collectively and individually. The differences are then analyzed and a new revised model is proposed that emphasizes, not only the downsizing process itself, but also what organizations must do during and after downsizing to ensure that employees needs are met and that the new strategic goals that prompted the downsizing are achieved. two conclusions are d tendern from this research. The first is that downsizing, if it is necessary, must be undertaken in a way that would cause the least amount of pain to those affected which is the ethical duty of good corporate citizenship. The second conclusion is that downsizing, in itself, is not enough to ensure increased profitability and goal attainment, but rather, it is how the organization functions afterward that will indicate whether or not the downsizing was a good or bad thing(Labib).The topic of off shoring generates extreme differences of opinion among policy makers, business executives, and thought leaders. Some have argued that nearly all service jobs will eventually move from developed economies to low-wage ones. Others say that rising wages in cities such as Bangalore and Prague indicate that the supply of onshore gift is already running thin. To a large extent, these disagreements reflect the confusion surrounding the newly integrating and still inefficient global labor market.Much as technology change is making it possible to integrate global capital markets into a single market for savings and investment, so digital communications are giving rise to what is, in effect, a single global market f or those jobs that can now, thanks to IT, be performed remotely from customers and colleagues. The newly integrating nature of this global labor market has strategic and tactical implications for companies and countries alike. Information and insight about it are sparse, however, and executives and policy makers have little of either for making the decisions they face.To provide help for governments and companies in both high- and low-wage economies, the McKinsey Global Institute (MGI) analyzed the potential availability of offshore talent in 2. 8 low-wage nations and the likely demand for it in service jobs across eight of the developed worlds sectors (chosen as a representative cross-section of the global economy) automotive (service jobs only), financial services, health care, insurance, IT services, packaged software, pharmaceuticals (service jobs only), and retailing. These sectors provide about 23 percent of the nonagricultural jobs in developed countries.The study, which proj ects trends to 2008, aims to assess the dynamics of supply and demand for offshore service talent at the occupational, sectoral, and global level and thus the likely impact on both employment and wages in the years ahead. MGIs analysis provides a birds-eye view of the off shoring of services, as well as a number of useful conclusions, including Off shoring will probably continue to create a relatively small global labor market one that threatens no sudden discontinuities in overall levels of employment and wages in developed countries.Demand for offshore labor by companies in the developed world will increasingly push up wage rates for some occupations in low-wage countries, but not as high as current wage levels for those occupations in developed ones. Potential global supply and likely demand for offshore talent are matched inefficiently, with demand outstripping supply in some locations and supply outstripping demand in others. The more efficiently the emerging global labor mark et functions, of course, the more value it will create for its participants by allocating resources more economically.Both companies and countries can take specific measures to raise its efficiency in clearing demand and supply. Broadly speaking, a suitably qualified person anywhere in the world could undertake any task that requires neither substantial local companionship nor physical or complex action between an employee and customers or colleagues. Using these criteria, we estimate that 11 percent of service jobs around the world could be carried out remotely. Of course, some sectors provide an unusually large number of such jobs. As a rule, industries with more customer-facing functions have less potential in this respect.Consequently, the retailing sector, in which the vast majority of employees work in stores, could offshore only 3 percent of its jobs by 2008. Yet because retailing is such a huge employer around the world, this would be equivalent to 4,900,000 positions. In contrast, by 2008 it will be possible to undertake remotely almost half of all jobs in the packaged-software industry, but in this far less labor-intensive business, that represents only 340,000 positions. Some occupations also are more amenable than others to remote employment.The most amenable to it are engineering, on the one hand, and finance and accounting, on the other (52 percent and 31 percent, respectively). The work of generalist and support staff is much less amenable (9 percent and 3 percent, respectively), because those workers interact with their customers or colleagues extensively. But generalists and support workers permeate every industry and therefore provide the highest absolute number of jobs that remote talent could fill a center of 26,000,000. In practice, just a small fraction of the jobs that could go offshore actually will.Today, around 565,000 service jobs in the eight sectors we evaluated have been off shored to low-wage countries. By 2008, that number wi ll grow to 1,200,000. Extrapolating these numbers to the entire global economy, we estimate that total offshore employment will grow from 1,500,000 jobs in 2003 to 4,100,000 in 2008 just 1 percent of the total number of service jobs in developed countries. To put this number in perspective (in what is, to be sure, not a send out comparison), consider the fact that an average of 4,600,000 people in the United States started work with new employers every month in the year ending March 2005.why is the gap between the potential and actual number of jobs moving offshore so large? Many observers think that regulatory barriers stand in the way, but MGI interviews indicate that company-specific considerations (such as management attitudes, organizational structure, and scale) are generally more powerful deterrents. Companies cite cost pressures as the main incentive to hire offshore labor, for example, but the strength of cost pressures varies by sector. Many companies lack sufficient sca le to justify the costs of off shoring.Others find that the functions they could offshore in supposition must actually stay where they are because their internal processes are so complex. Often, managers are wary of overseeing units on the other side of the world or reluctant to take on the burden of extra travel. On the supply side, developing countries produce far fewer graduates suitable for employment by multinational companies than the raw numbers might suggest. Nonetheless, the potential supply of appropriate workers is large and growing fast, and some small countries boast surprisingly large numbers of them.