Teaching Poetry Essay Example For Students

Teaching Poetry Essay The development of listening comprehension forms one of the important bases of this recess. The child learns to understand what they hear, speculating about what it could mean. The content of what the children are offered in the new language is of crucial importance in motivating them to work out the meaning of what they hear and read. The same is true for developing speaking skills. Poems give children the opportunity to gain experience with pronunciation and intonation, through play, without anxiety. Recent findings in cognitive psychology demonstrate clearly that the development of foreign-language skills doesnt take place independently of the childs general cognitive development. In this case the teacher can help develop the poetry.. Introduction_ Summary. References 1 7 con Children learn a language Nina development oaf listening corn process. The child learns to UN could mean. The content of wet crucial importance in motivator and read. The same is true fool opportunity to gain experience without anxiety. We will write a custom essay on Teaching Poetry specifically for you for only $16.38 $13.9/page Order now Recent filling development of foreign-langue general cognitive development childrens general intellectual skills, while at the same and speaking skills, which should precede reading an the key factors that determine the rate and success of main incentive to initiate learning a foreign language reserves and sustain the long and often difficult Lear motivation, even individuals with the best of abilities c goals. Teachers working in state schools are first and f curriculum, but we cannot ignore the fact that this ca our learners. In addition, adolescent learners come WI psychological baggage and interests making the task greatest challenges for teachers. Using authentic liter materials is one way of motivating adolescents yet the novel in a foreign language can be daunting for many mentioned reasons the theme of my course paper is paper consists of questions which at the beginning c hillier in general where I looked at how children lea create the right environment for learning. The rest of research of how poems influence the development of Topicality of the theme is that on one hand poems are language that may help a teacher to involve the studs process, and on the other hand it is still not much pre at schools especially when it comes to more special s object of the course paper is the process of teaching p learners. The subjects of the course paper are the etc exercises that can be used when teaching poetry as a The aim of the course paper is to develop the method earners. The tasks of the course paper are: 1) to give the psychological characteristic to the child basic principles of teaching poetry; 3) to emphasize the importance of using poems to De determine role of poems in developing productive skill course paper is in development of techniques and me 1. The child as a learner. Teaching children can cause many teachers, particular teach adults, a variety of problems and generate a ran beginning the children will be highly motivated and e childrens general intellectual skills, and speaking skills. Which should pre the key factors that determine the rat main incentive to initiate learning a FCC persevere and sustain the long and o motivation, even individuals with the goals. Teachers working in state school curriculum, but we cannot ignore the our learners. In addition, adolescent I psychological baggage and interests r greatest challenges for teachers. Using materials is one way of motivating ad. Evolve in d foreign language can be dad mentioned rea sons the theme of my paper consists of questions which at I children in general where I looked at create the right environment for Lear research of how poems influence the Topicality of the theme is that on one engage that may help a teacher to I process. And on the other hand it is is at schools especially when it comes etc object of the course paper is the prop learners. The subjects of the course p exercises that can be used when teach The aim of the course paper is to dive. Learners. The tasks of the course pap 1) to give the psychological characters 3) to emphasize the importance of us determine role of poems in developing course paper is In development of etc Teaching children can cause many et, teach adults, a variety of problems an beginning the children will be highly language, and the main aim is to maintain this Iroquois and interest so that they develop a area you dont feel they are learning very fast. Most introduced to a second language at an early gag proficient in the target language will be higher. Ay the earlier the better. It is suggested that another language is between 6 and 13 [13, p. 66 to-early teens often catch up very quickly with c age. Also this does not mean that languages ca experience and environment at school and how play a vital role in language acquisition, regard Whatever the age, when children learn a second help to create opportunities in their future. The communicate with others under diverse circus bevel of proficiency, learning a second language generally broadens a childs outlook on life. It al and career opportunities. What stops children f Feeling uncomfortable, distracted or under pre Feeling confused by abstract concepts of gram they cannot easily understand; Activities which long time; Boredom; Being over-corrected . Reading the list above, one may be surprised a traditional educational practices. In fact, arrears classroom teaching may have the effect of prep learn better. One cannot force a child to learn, environment, useful resources, and carefully SST opportunities. Children learn by: Having more opportunities to be exposed to the associations between words, languages, or sent clear, relatable contexts; Using all their senses observing and copying, doing things, watching experimenting, making mistakes and checking t feeling a sense of confidence when they have e particularly when their peers are also speaking child has their own way of learning. It is a coma personality factors, some of which are explained of learners can be successful second language evaluate the methods children are using, and theyre not working. Using what you know AIBO below would suit them best. Dominant Senses Some prefer using pictures and reading (Visual explanations and reading aloud (Auditory learn physical activity to help them learn (Kinesthesia Some children are outgoing and sociable and eel language, and the main aim is to man curiosity and interest so that they De, you dont feel they are learning very f introduced to a second language at al proficient in the target language will say the earlier the better. It is segue another language is between 6 and 1: to-early teens often catch up very quiz age Also this does not mean that Lana experience and environment at choc play a vital role in language acquisitive Whatever the age, when children Lear help to create opportunities in their if communicate with others under diver level of proficiency, learning a second generally broadens a childs outlook c and career opportunities. What stops Feeling uncomfortable, distracted or Feeling confused by abstract concept! Hey cannot easily understand; Active long time: Boredom: Reading the list above, one may be traditional educational practices. In FRR classroom teaching may have the fee learn better One cannot force a child environment, useful resources, and Having more opportunities to be expect associations between words, language Lear, relatable contexts; using all the observing and copying, doing things, experimenting, making mistakes and feeling a sense of confidence when the particularly when th eir peers are also child has their own way of learning. It personality factors, some of which are of learners can be successful second evaluate the methods children are us theyre not working, using what you k below would suit them best, Dominant Some prefer using pictures and read explanations and reading aloud (Audio physical activity to help them learn (K Some children are outgoing and socio because they want to be able to communicate q Orr about mistakes, and are happy being Cree have acquired. Other children are more reflect learn by listening and by observing what is hap They may be cautious about making mistakes b Analytical processes Some children need to have everything clearly that they can understand how things work (Deed patterns that are easy to apply to the world the explanations and often ask Why? a lot. Others they are learning for themselves based on their children like asking questions and having their are more likely to tell you what they understand agree with them . .u89c62eca2c8e6b03acd3eede31bad4fe , .u89c62eca2c8e6b03acd3eede31bad4fe .postImageUrl , .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text-area { min-height: 80px; position: relative; } .u89c62eca2c8e6b03acd3eede31bad4fe , .u89c62eca2c8e6b03acd3eede31bad4fe:hover , .u89c62eca2c8e6b03acd3eede31bad4fe:visited , .u89c62eca2c8e6b03acd3eede31bad4fe:active { border:0!important; } .u89c62eca2c8e6b03acd3eede31bad4fe .clearfix:after { content: ""; display: table; clear: both; } .u89c62eca2c8e6b03acd3eede31bad4fe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u89c62eca2c8e6b03acd3eede31bad4fe:active , .u89c62eca2c8e6b03acd3eede31bad4fe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text-area { width: 100%; position: relative ; } .u89c62eca2c8e6b03acd3eede31bad4fe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u89c62eca2c8e6b03acd3eede31bad4fe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u89c62eca2c8e6b03acd3eede31bad4fe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u89c62eca2c8e6b03acd3eede31bad4fe:hover .ctaButton { background-color: #34495E!important; } .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u89c62eca2c8e6b03acd3eede31bad4fe .u89c62eca2c8e6b03acd3eede31bad4fe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u89c62eca2c8e6b03acd3eede31bad4fe:after { content: ""; display: block; clear: both; } READ: Analysis of Defense of poetry EssayRepeating, encouraging, hat is needed to help a child to overcome MIS correcting the child or they might be discourage use: Dont correct, model the correct form of the boy wanted home, you can say, Yes. The boy Encourage children to correct themselves, this learning process. Say Almost right, try again Is but do not give them the answer; Some core over-correct. A page full of crossing out and cord is always being told, Wrong! Do it again! ; Apart let the child develop their ideas and fluency that corrections. The ideas are more important than level of English in mind. Give lots of praise and cant know everything . Top ten classroom teach ing: Plan what you are going to do in advance step b and your pupils know exactly where you are go only way you will be able to control up to 30 chill the first to know if you havent prepared and re your year by being firm and be consistent in you children expect a disciplined, structured class routines. Check with the class teacher what AC and make it clear to the pupils that you expect t names and address them directly; Be mobile and walk round the class; Have a clear signal for stopping activities or who silence and wait for their full attention before y instructions or demonstrations. Make sure child do; Never underestimate childrens abilities or limited English but they still have the same intent child of their age. Keep them interested by pr meaningful activities; Always ensure that child with them at the end of a lesson. Children will feel proud and have a sense of achievement if they leave the classroom being able to ask, for example, a new question in English, say something about themselves, or tell a poem. This means (see the first point above) that your aims will be clear to the children. Avoid activities that over-excite it is often difficult to return to a calm and controlled learning environment after a noisy game. Avoid activities that require a lot of movement as you will find that there is often very little space in a classroom for this type of activity. Also avoid activities that require a lot of cutting and pasting unless there is a clear linguistic outcome, as these can cut into valuable time, apart from creating a great deal of mess; Make positive comments about the childrens work and efforts and let them see that you value their work; Have additional material prepared to cope with faster and slower pupils needs and dont let activities go on too long . 2. Basic principles of teaching poetry. A lot of teachers get the same look the sigh, the rolling eye, the slump. Were going to be doing poetry in the next few classes. The teacher cringes through it, the children cringe through it. There are a few things about poetry and writing though which can inspire and bring a teacher back to believing in their ability to teach it as well as ability to help others love it. To paraphrase Robin Williams in The Dead Poets Society, poetry doesnt need to be complicated to be beautiful. They are: Keep it simple One of the biggest misconceptions is that poetry has to be difficult. This Just is not true! A teacher may have the greatest successes with simple poetic forms like Haiku, Limericks, and even lyrical narrative like Dry. Guess books which have short, simple themes. Haiku is usually about nature. Limericks are humorous and meant to poke fun. Moreover, each one can be used to convey simple ideas, using very simple techniques in writing to produce surprisingly sophisticated work . Discovering the poem For example, there are several rules concerning classical Japanese Haiku: They are three line poems; Have a syllable pattern of 5-7-5 (though this is dictated by the classical Japanese and would not necessarily be enforced in English as syllables can be shortened! ; Are usually about nature; Take place in the present (use phrases like this tree, these blossoms); Are intensely personal (seldom use names, but instead use I / you / he / she / our); Take on a remarkable literary device despite their brevity Juxtaposition! . When teaching it the teacher may follow a very time honored approach used in LET known as the guided discovery approach, which basically means helping students figure things out for themse lves without simply presenting it to them. Started with three impel poems each having some visual motif (eagles, icicles, mountains); Get pictures of these, split them into groups, and give each group one picture. Groups may have two minutes to write a three-line poem based on the picture; When finished, poems must be written on the board. Putting them side-by-side with authentic Haiku these pictures are based on, students can start forming a basis for comparison; At that point the teacher is able to activate the students and set their minds to work, saying: These are called Haiku. Look at all three! Tell me what they have in common and therefore) what makes each a Haiku of the poems youve written, which ones resemble Haiku most closely! ; Within minutes, the class as a whole can compile almost all the points listed above. They take back their own work and each group rewrites its Haiku to match the form they uncovered. Using this method as a way into poetry can be incredibly rewarding and encouraging as young people automatically feel that they can take control of the work. As a side note, the exact same technique can be used for other poetic forms as well. Limericks, for example, can be done in the same way with a great deal of success . Interacting with the poet The teacher may give the class the first two lines of Haiku only and ask them to fill in the third. By doing this, students take control of the poem and are able to engage with it. They ware able to react openly and honestly to each others final lines. In the end, they get excited and want to find out what the final line is. Moreover, when they realism that more than a few of these poems have a punchier ending, they try quite hard to predict them. This allow them to get into the mind of the poet and help them understand what someone, several hundred or even a thousand years ago, was thinking. Oddly enough, this technique backfire though! . Activities where students interact with and engage the poem and access the thoughts of the poet are invaluable to the teaching of poetry. This kind of activity is great for helping students better understand poetic forms, predicting endings or final words for classical sonnets, rhyming couplets, limericks, and song lyrics. Students might not be genius writers but they will start becoming much more prolific in their writing practice. Writing will no longer be Just a function, it will be starting to become more than that. It will be starting to become a form of play instead of work . Here line poems: Have a syllable pattern of 5-7-5 (TTT should not necessarily be enforce Take place in the present (use pr personal (seldom use names, but ; remarkable literary device despite teaching the teacher may follow as the guided discovery approach, things out for themselves without simple poems each having some of these, split then into groups, AR two minutes to write a three-line must be Mitten on the board. Put pictures are based on, students chi point the teacher is able to activate These are called Haiku Look at al (therefore) what makes each a Ha resemble Haiku most closely! ; WHOM Larsson all the points listed above. Rewrites its Haiku to match the for poetry can be Incredibly rewarding feel that they can take control of TTL can be used for other poetic form same way with a great deal of such, The teacher may give the class TFH the third. By doing this, students t with It. They ware able to react pop end, they get excited and want to realism that more than a few of TFH hard to predict them, This allow TTT understand what someone, severe thinking Oddly enough, this techs students interact with and engage invaluable to the teaching of poetic better understand poetic forms, p sonnets, rhyming couplets, Limerick Ritter but they will start becomes Writing will no longer be lust a fur It will be starting to become a for 3. Using poems to develop receptive skills. .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .postImageUrl , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text-area { min-height: 80px; position: relative; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:visited , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:active { border:0!important; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .clearfix:after { content: ""; display: table; clear: both; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:active , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text-area { width: 100%; position: relative ; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover .ctaButton { background-color: #34495E!important; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:after { content: ""; display: block; clear: both; } READ: Compare 'Follower' and 'Death of a naturalist' EssayUsing poetry in the classroom is important and MO opportunity for students to work with authentic et they make it possible to work with a whole text, an poem in the same lesson. This can be done success so long as the poems are selected with care and WI language level of the students in mind. Through the deepen their understanding of British contemporary specialist, not a literature teacher, you will find it e favorite reading and listening activities if you wan otter into the classroom . Active listening It is crucial for students to be able to get a feel for more so than for most pieces of prose. This isnt a and so listening to their teacher read the poem, or perhaps by the poet or by an actor, is essential. As students will need some kind of preparation and t engaged. They might be asked to check predictions discussion, to compare their suggested rhyming co identify stressed words and syllables. You might al listen to recorded or live discussions about poems. Form of a couple of teachers or a group of students even an interview with the poet. The teacher may he natural information gap. If the school has the f be used: Divide the students into two, or even three Give each group a different cassette or CD and task together to share what they have learned; Remember is a key factor in any activity relating to literature mustnt forget to encourage art for arts sake. Listed anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner autonomy. Many good song lyrics could be termed poetry and treated accordingly in the classroom, copyright rules permitting . Active reading Reading activities can centre around not only the poems themselves, but also around background reading sources like biography or criticism. Some reading texts might be produced by other students, perhaps based on internet research, if the school has the facilities; Dont get stuck in literary analysis unless the students have specifically asked for a literature lesson, but do draw attention to useful syntax, grammar and vocabulary, and beware of common poetic conventions like inverted word order, ensuring that students are aware that this is a deviation from the norms of everyday English language; Too much analysis can kill enjoyment, and teachers are aiming for the opposite! As a pre-reading activity, the students may be asked to predict what they are about to read. With poetry, this can be done with the title as a catalyst, by revealing the lines gradually on an overhead projector, or by looking at the first verse of a longer poem. Refer students back to what they have read in the text so that they are Justifying their predictions; One might like to prepare some Jigsaw reading exercises too. With shorter poems, this might involve different groups working on efferent, thematically related, poems, each group having the same set of questions; Exam students might benefit from some discourse analysis: its easy to make your own close exercise with a poem, and the students can be encouraged to try to deduce the meaning of new vocabulary from the context; More advanced learners might enjoy identifying register and reading between the lines to infer meaning. Once again, exploit the chance to encourage reading for pleasure too. Though the teacher might need to spend a bit of time finding a poem that links thematically with the scheme of work, and making sure the copyright rules are respected. Also other issue must be averted: Reject poems that are too long, too archaic or too obscure, or cant muster any enthusiasm or that the students may not respond to. The wrong poem is worse than no poem at all; Look for what you need to explain pedagogical rationale and the aims of activities very clearly, and students who have disliked studying literature in their own language may need extra motivation; Reassure the students that their other needs, e. . Exam preparation, are being met; Its worth taking the risk and using poems though, because poems can foster a love of English, ND they are so versatile; Use poems as warmers or fillers and as the catalyst for many different activities with students ranging from Pre-intermediate to Proficiency, and with multilevel classes; Students find a poem a welcome, and sometimes in spirational, change from a course book. Poems can be involving, motivating and memorable, and they can supplement and enrich Just about any lesson . Poems can be an inspirational basis for, or supplement to, a language lesson where the aim is to develop reading or listening skills. At both lower and higher levels, students can be very excited and proud of themselves for reading and understanding poetry in the original English version and perhaps best of all they start to enjoy a real taste of the culture . 4. Using poems to develop productive skills. Teachers and students enjoy reading and listening to poetry in their own language and perhaps in English too. Poems are, after all, authentic texts, and this is a great motivator. Poems are often rich in cultural references, and they present a wide range of learning opportunities. Generally, the aim is to teach English through poetry, not to teach the poetry itself, so the teacher does not need to be a literature expert. Most of the tried and tested activities used regularly by language teachers can be adapted easily to bring poetry into the classroom . Communicative speaking activities Before doing any productive work, it is good to give the students plenty of pre- reading activities so that they are adequately prepared: As a way into a poem, the teacher might play some background music to create the atmosphere, show some pictures to introduce the topic, and then get students to think about their personal knowledge or experience which relates to this topic; They then talk about the poem, iris with a partner and then in small groups, perhaps coming together as a class at the end to share ideas. The teacher may monitor and feed in ideas and vocabulary if necessary, give brief feedback on language used and note any language problems to be dealt with at a later date; The teacher may prepare worksheets f speaking activities which might involve a quiz, a questionnaire, sent completed and discussed, statements to be ranked and discussed, a Students might predict endings to verses, the whole poem, or event the end of the poem; Afterwards, the students could talk about thee espouse to the poem, discuss the characters and theme, or debate Role plays work well, interviewing a partner, or even traumatizing the making a video. Students could compare poems on related topics, w groups working on different poems and then regrouping to pool thee Working on pronunciation. It can be fun to get students to rehearse and perform a poem. The t the poem to them or play a recording, and they identify the stresses class takes a chunk (usually a line, sometimes two) at a time, and on claps out the rhythm while the other half beats time, and then they teacher recites while the students mumble rhythmically, and then a rows they could chant in a whisper, a shout, or show a range of me to work best when it is improvised. Try to keep it snappy its a high and the teacher has to know and trust each other! The teacher can intensive phoneme work centered on the rhyming patterns in the p are crying out to be exploited in this way. Lie is important to elicit POS before revealing the poets choice, and discuss which suggestions h same sound and which dont, leading to a minimal pair activity [17, Writing activities A poem can spark off some wonderful creative writing. Students can or stanzas individually or in pairs or groups.

Which SAT Score Do Colleges Use

Which SAT Score Do Colleges Use SAT / ACT Prep Online Guides and Tips Standardized test scores are an important component of the college application process. However, since most people take the SAT multiple times, it's not always clear which scores colleges will look at when judging an applicant's potential. In this article, I'll give you an overview of which SAT scores colleges use in the admissions process. The Basics When colleges look at your SAT scores, they will usually consider your composite score more strongly than the scores from individual sections.Some more specialized tech and engineering schools (think a school like MIT) will be interested to know what your Math scores are because these schools place a high value on quantitative reasoning abilities.However, they will still look at your composite score to make sure that your overall academic abilities will allow you to keep up in college. Schools may use different scores to judge your application based on what you decide to send them and what their individual score policies are.Some schools require SAT scores but use Superscoring and allow Score Choice, some schools ask that you send all of your SAT scores, and some schools don’t require you to submit the SAT at all.I’ll discuss the various possible scenarios in the next two sections. Score Choice and Superscoring Score Choice and Superscoring are two policies that will affect which scores colleges look at when evaluating your performance on the SAT.Score Choice is under your control; you can decide whether or not to send your scores from each test date to colleges.If you choose to send scores from just one test date, those are the only scores that a college will look at in judging your application. With Score Choice, you're only allowed to send full score reports.You can’t, for example, send your Math score from one test date and your Reading and Writing scores from another date.Score Choice is a good option if you performed particularly poorly on one test date and don’t want to advertise it to colleges.If you don’t use Score Choice when sending SAT scores to colleges, they will look at all of your test scores. In many cases, colleges will use a process called Superscoring to make judgments about your scores as a whole.Superscoring is when colleges combine your best score from each section on the SAT across different tests to create your best possible composite score. Say you took the SAT twice. The first time you got a 700 on Critical Reading, a 650 on Math, and a 710 on Writing, and the second time you got a 670 on Critical Reading, a 700 on Math, and a 750 on Writing.A college that uses Superscoring would take the 700 on Critical Reading, the 700 on Math, and the 750 on Writing and combine them into your best possible composite score of a 2150 rather than using the slightly lower composite scores of 2060 and 2120 from the two individual test sessions.See this article for a list of colleges that Superscore the SAT. In general, even if they don’t use Superscoring, most schools will look at your highest scores.Colleges don’t want students to get too stressed out about any one test date.Taking the highest score also means that colleges can boost their score statistics and improve their reputations, so it’s a win-win. Colleges will usually only look at the tip of your metaphorical SAT iceberg. What About the New SAT? With the arrival of the new SAT, there's another issue to consider: How will colleges view the new scores, and will they superscore between the old and new versions of the test if you submit both? The consensus is that colleges will NOT superscore between the two different versions of the test. The changes are too significant for superscoring between tests to be a valid method of assessing scores. You will be able to submit scores from both the old and new SAT (at least for the time being), but each set of scores will be viewed completely separately. Exceptions and Special Cases There are some exceptions to these general rules about which scores colleges consider.Some schools only look at Critical Reading and Math scores and don’t care about Writing scores (including the essay).There are a couple reasons why they might do this. Since the Writing section was only added in 2005, it doesn’t have as much data as Critical Reading and Math to back it up in terms of how accurately it predicts success in college. The Critical Reading and Math sections are given more weight because many colleges believe that a student’s level of college preparedness can be determined by looking at the scores for these sections alone.Critical Reading and Math scores are often used as benchmarks to determine whether a student should place out of introductory classes during their freshman year. Other schools don’t require you to submit scores at all!These â€Å"test optional† schools won’t look at any of your scores unless you decide to submit them. More and more schools have decided to loosen their standardized testing requirements based on these tests’ limited predictive value of success in college academics.These colleges want to give students a choice about how they present themselves in their applications.If a student feels that their test scores are not representative of their academic ability, then they may choose not to submit them.If you do submit your scores, you can expect these colleges to consider them just like schools that explicitly require SAT scores. Some schools are also â€Å"test flexible.†This means that they do require you to submit test scores in some form, but they don't have to be from the SAT or ACT.NYU, for example, will allow students to submit three AP test scores or three SAT Subject Test scores in lieu of the regular SAT or ACT.These policies vary from school to school, but they cater to students who want to demonstrate mastery in an academic area that's not explicitly covered by the regular SAT. There is only one college, Hampshire College, that is currently "test blind."This means that they won't look at any of your test scores in judging your application. DON'T SHOW ME YOUR SCORES! DON'T YOU KNOW I'M TEST BLIND Conclusion Most colleges will only see the scores that you want them to see.Through Score Choice and Superscoring, the vast majority of schools give you the option of sending just your best scores, or they will formulate your best possible score based on your performance across different test dates. For the most part, colleges are only looking at your best composite SAT score or a composite score that represents a combination of your best scores on each section of the test. You can submit both old and new SAT scores for the time being, but colleges won't superscore between the two versions of the test. Some schools don’t require you to submit the SAT or will only look at certain sections of the test. You should check the websites of the colleges that interest you to see whether they might have special policies towards test scores. With these types of schools, you have even more choice as to how you present yourself on your application. You can decide to leave your scores out of the equation completely. Which SAT score colleges use to judge applicants depends on the policies of each institution, but most schools that explicitly require you to send in your SAT results will use your highest scores. What's Next? Now that you know which scores colleges use in the admissions process, you can set a score goal for yourself. Read our article on what a good SAT score might mean for you. If you're currently working on improving your SAT scores, take a look at this list of quick tips that will help you adjust your strategy appropriately. The most important part of this whole process is sending in the score reports. Read more about how to send your SAT scores to collegesand whether you should send the four free SAT score reportsthat you get with each test. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Hall effect Lab Report Example | Topics and Well Written Essays - 1000 words

Hall effect - Lab Report Example These devices are most commonly used in industries either to calculate the revolutions of a wheel or to evaluate the respective timing of the revolutions. On the other hand, displacement is also encountered with these types of sensors due to their high credibility. The construction of the sensor may differ depending on the applications these devices are used in (New robust hall effect rotary sensor, 2006). When the magnetic field of lines deflects the straight beam of highly charged particles, the bean is deflected due to the magnetic field. In this manner the straight path of the charged particles does not remain straight. In general, a Hall plate has a fixed flow of electrons from the plate in the form of electron beam. However, in the respective magnetic field the beamsn gets deflected due to the magnetic flux and less current flows through the plate. The voltages appear over the positive and negative terminals of the plate are Hall voltages (Zheng and Zhang, 2014). 1. Make the Hall Effect Sensor board by fixing the Hall Effect sensor to the board. After fixing the Hall Effect sensor, mark the board with scaled numeric values with the help of marker and scale. The marking should be as 0 mm at null position, (where the head of the Hall Effect sensor is there) and with the intervals of 20 mm. The highest marked number should be 160mm. Carefully select the scale and mark appropriately and clearly. 3. Connect the probe of the Hall Effect Sensor to the Signal processing unit. Connect the probes of the Digital DC voltmeter to the output measurement of signal processing unit. Use 0 to 1 volt setting at the Signal Processing unit to calculate output. Use the 100mT setting. Turn the zero dial all the way to the left before you begin. In the experiment, it is quite clear that as the magnetic field goes away from the Hall Effect Sensor, the voltage signal gains strength. However, a little difference is evaluated as the magnetic field crosses 160mm on

CASE 1 MGT- 412 Developing and Enforcing ADA Policy Essay

CASE 1 MGT- 412 Developing and Enforcing ADA Policy - Essay Example uideline for the company for my new employee handbook (ADA Policy Review Urged In Light of EEOC Enforcement Actions 2011).The procedures incorporated are, the position statement, Nature, and Scope of policy, systems, and the role of ADA committee. The policy also includes the role of the employee, part of the job and the employee records. North America midway entertainment perceives and bolsters the norms put forward in Section 504 of the Rehabilitation Act of 1973. And the Americans with Disabilities Act of 1990, as amended, and comparative state laws (from now on "applicable law" or "law[s]"). These laws are intended to eliminate oppression on qualified people with disabilities. Disabilities may incorporate physical or mental debilitations, which substantially confine one, or more an individuals significant life exercises, and which require alterations to the offices, projects, or administrations of the Company As noted in the Position Statement, North America midway entertainment perceives and bolsters the benchmarks put forward in Section 504 of the Rehabilitation Act of 1973. Also the Americans with Disabilities Act of 1990, as changed and is focused on making sensible facilities for employees and workers with qualifying incapacities as needed by these laws. Since the Company’s Position and Policy are expected to be concurrent with the prerequisites of pertinent laws, nothing in this strategy is planned to give less substantive advantages or procedural protections than are needed by these laws. In like manner, nothing in this approach is proposed to give more prominent substantive advantages or procedural assurances that are needed by these laws. North America midway entertainment has received the accompanying two-stage process for making sensible carnival rides to advance the openness of its projects for employees. Before registration, every conceded employee gets a Special Needs Identification Form. Every employee asking for employment must finish this

Strategic delivery of change Essay Example | Topics and Well Written Essays - 1000 words

Strategic delivery of change - Essay Example He later became the director of the company in 1986 where he renamed the company WPP. WPP became the largest marketing and Communication Company worldwide by 1998. Organic growth and strategic combination enabled the company to achieve this position. The company is of good importance to the public in terms of environmental conditions. The raw materials and other resources used by the company are wastes, which could have polluted the environment. The studies indicated that the problem in many companies is how the company is recruiting the employees. Employees are not recruited as per their qualifications. This is because after the interview the recruited employees have lower grades than those who are left out. I worked in the company as part time employee and I have experienced how the employees are recruited. There are employees who have served in the company for a long time without being confirmed. This is because new employees are admitted to larger positions in the company leaving the other employees unconfirmed though they are qualified. For one to be employed in the company, it depends on what you have and whom you know in the company. Employees in the management positions are recruiting their friends and relative even if they are not qualified for the positions. This will lead to poor performances in the company, which might even lead to collapse of the company. This problem in the organization is brought by long serving employees in the management positions. This makes them ignore the rules and regulations of the company and exercise their duties as they wish. When it comes to recruitment, employees in the management position will consider their friends and relatives are first making all process unfair. The managers employ their own people, but they conduct the interviews only for formality in the organization. This makes the employees in the organization to be incompetent. This is because they cannot perform their duties as

Arab Israeli War 1967

Arab Israeli War 1967 Introduction Israel and Arabs have fought a number of wars after 1947. After the creation of Israel in 14 May 1948, Arab and Israel became front to front in 1949, 1956, and 1967 and in 1973. Among all those the war of 5 -10 June 1967 also famous for six days war was the one of the major conflict. For Arabs it was the revenge and for Israel it was a war of survival. The outcome of war became a defeat for Arabs and victory for Israel. The entire Sinai Peninsula, the Golan Heights and Jordanian territory west of River Jordan including Jerusalem was captured by Israel. â€Å"This campaign taken as one of example in the history as decisive effects on striking to enemy defenses through deep penetration in very short period of time.† (Army command and staff collage, 2012). Aim The aim of this presentation is to analyze the decision making and brought out lesson learned from 1967 Arab Israel war. Historical Background Historically Arabs and Jews are sprung from the prophets Ismael and Issac both sons of prophet Abraham. Prophet Ismael is believed to be the ancestor of the Arabs while Prophet Issac became the ancestor of Jews. So for both the Palestine is holy land. The creation of Israel on 14 May 1948 was the main cause between Jews and Arabs conflicts. Arabs considered the creation of Israel as an independent State is plot against the people of Palestine by the Europeans and Americans. In 1956 Israel attack Egypt with the support of Britain and France to open Suez Canal. They occupied Gaza strip and large part of Sinai but left the area because of international pressure and 1967 war was taken as a sequel to these conflicts. Major factors for the 1967 conflict After the 1956 war there are many issues arises in this area. Arabs are looking to revenge for their loss in 1956 and for Israel it was always the survival after its creation. According to Rowman Littlefield (2000) some of the important factors, which contributed directly towards escalation of 1967 conflict, are as follows: a. Refusal of Arabs to recognize Israel as independent state. Increasing activities of Palestinian guerrillas Al- FATEH against Israel. b. Withdrawal of United Nations Emergency Force (UNEF) on 19 May 1967 that increased the already existing tension between Egypt and Israel. c. The Mutual Defense Pact signed by Egypt and Syria in 4 Nov 1966 and Jordan Egypt Defense Agreement on 30 May 1967 that strategically threaten the Israel d. Closing of Channels of Tiran that cut off the Israeli access to Red sea. On which the Israelis immediately responded with a pre-emptive attack on June 5, 1967 that is starting of famous six-day war. Analyze the 1967 War Short six days war of 1967 change the big boundary in the Middle East. After this war Israelis strategic situation had changed and they became more stronger where as the Arabs faces the humiliating loss. Different historians analyzed this war in their different way. Army command and staff collage (2012) analyzed this six days war as follows. Arabs National Aim/Objectives: Arabs had set for themselves the aim of achieving political victory over Israel. To achieve this, they signed defense pacts among themselves and planned to give economic, political, psychological and military pressure to Israel. National Strategy: Ever since the creation of the Israel as independent State, the Arab’s national strategy is the destruction of it and creation of an independent Palestine. Military Strategy: The Arabs had no offensive intention at the outset. Their total emphasis was on achieving a political victory and preventing Israel from going to war. Therefore, their military strategy was: (1) Deterrence through troops concentration helping guerrilla activity and playing the card of ‘Crush Israel’, in the Arab world. (2) Force mobilization for long duration and closing of Straits of Tiran, which Israel could not able to afford. (3) If war is imposed, force Israel to fight war on three fronts, all from Sinai, Jordan and Syria. Centre of Gravity: Arabs identified Israel Defense forces as the center of gravity. But they failed to notice that within these their strength lay in their mobility. Concept of Operation: a. War on more than two fronts to keep Israelis committed in all directions. b. Initiate actions like forward concentration, guerrilla activities and closing of Straits of Tiran which will force Israel either to submit or attack the Arabs, which is politically advantageous for Arabs. c. If the war starts, involve Israel in long-drawn war of attrition and exploit their numerical inferiority. Israel National Aim/Objectives: The national aim of Israel was the survival and defense of their homeland. Their strategic concept has been to avoid war but if a war is imposed they were to go for a quick and decisive war. National Strategy: Israel had the national aim of ensuring the sovereignty and territorial integrity of their country by employing all possible instruments of national power like: military, political and diplomatic. Military Strategy: Israel military objective was offensive against Arabs for defense of their homeland. Therefore there military strategy was: (1) Surprise Arabs both at strategic and tactical level to lure them into a false sense of complacency. (2) Undertake a pre-emptive air strike to achieve complete air superiority over Sinai. (3) Undertake a pre-emptive ground offensive too. (a) Fight the war on enemy territory and seek decisive battle on their soil. (b) Have a short and decided war destroying the Egyptian forces in Sinai. (c) If Jordan and Syria also enter the war, then capture strategic objectives of West Bank of River Jordan and the Golan Heights. Center of Gravity: Israelis rightly identified that within the three Arab countries the center of gravity laid in Egypt especially its armed forces. Once Egyptian Army Is destroyed, Syria and Jordan could never initiate an offensive on their own. They accordingly dealt with the Egyptian air and ground forces first deferring Syria and Jordan for the time being. Concept of Operation: Employment of all conceivable political and psychological measures to give an impression to Arabs that Israel had been outwitted in time and space and was not in a position to under-take a major offensive. Having completely deceived the Arabs, acquire complete air superiority by under taking a pre-emptive air strike against Egyptian air bases followed by similar strikes against Jordanian and Syrian air bases. Appreciating that center of gravity lay with Egyptian Army in Sinai, Israelis decided to affect a swift dislocation of Egyptian defenses by breaking-through the critical triangle of Rafah, EI-Arish and Abu Agheila, isolate them and then carry-out destruction of the trapped enemy. Maintain initially a defensive posture against Syria and Jordan. And after secured and destroy the Egyptian side in the Sinai, concentrate forces against Jordan and Syria. Main Reason of Loss/Achievement of War Failure Threat Perception by Arabs: There are full of examples in history that whenever a nation or a commander failure to calculate the capabilities and intentions of the enemy’s he had to pay heavy price. Same here the Arabs completely misread Israeli reactions, in-spite of there own provocative actions. They failed to perceive the inherent mobility of Israeli ground forces and went wrong in their appreciation that they would be able to involve Israel into a long-drawn war of attrition on their three successive defense lines which Israel couldn’t manage. Strategy of Pre-emption by Israelis: Fully conscious vulnerability due to lack of strategic depth and multi-directional threat from Arab states, Israel had well prepared to use the option of pre-emption. Israelis knew that it would be difficult to destroy Arabs in full front war without taking initial initiative. So that they use the strategy of pre-emption for which they are fully prepared. Lessons Learnt Threat Perception: The correct visualization of enemy was very important to gain initiative in war which the Arabs failed resulting loss in war. Surprise: Surprise at strategic as well as tactical level in war is very key to achieve success. In spite of inferior in number and equipment Israeli achieve success because of there surprise not only lies on the military but at political leadership as well. Strategy of Pre-emption: Israel’s strategy of pre-emption adequately showed the importance of this strategy especially for a force inferior in number and equipment. Training: High standard mission oriented training can bring amazing results. Training is the only aspect by which one can offset the quantitative superiority of enemy as shown by Israelis in this war. Intelligence: Correct intelligence about enemy intents, capabilities and preparation has always been of paramount importance. This fact was further highlighted by these wars. Decision Theories in 1967 in War Cognitive performance: As crisis induced stress grows up and need of more effective decision making authority and bold leadership. â€Å"When stress was low, Israelis decision makers evaluated all courses properly and made decisions for their interest. And their stress increased after closing of straits, which was perceived as a threat to their basic values. During this situation also Israel’s decision makers were psychologically prone to reliance on past experience, which created a greater conceptual rigidity as a guide to coping with current threats to basic values. They seemed to be acutely aware of their complex environment. Increasing stress and fatigue during this crisis did not weaken their dimension of cognitive performance.† (Brecher and Geist ,1980). Focus on immediate objectives: We find that Israelis decision makers gave more attention to immediate than long-term objectives in this 1967 crisis. Like countering the blockade of the Straits, withdrawal of UNEF and Arabs military build up. But long-term goals and interests influenced all the decisions taken after the crisis. Brecher and Geist (1980) clustered the decisions into five stress phases corresponding to time periods. Which are detailed in table below. S.N. Stress Phases Time Periods Decisions Taken 1 Low Stress Phase Before 17 May Issue a threat of retaliation against Syria – 7 May Place the IDF on alert – 15 May Limited mobilization – 16 May 2 Rising Stress Phase 17–22 May 1967 Order further mobilization of IDF reserves – 17 May Institute large scale mobilization – 19 May Shift IDF from defensive to offensive posture – 19 May Authorize the mobilization decision – 21 May 3 Higher Stress Phase 23-27 May 1967 Postpone decision on military response to Egypt’s massing of troops- 23 May Send Foreign Minister to U.S.- 23 May Warn the U.S. that an Egyptian attack was imminent Await Foreign Ministers report on his discussions in Paris, London, and Washington- 26 May 4 Highest Stress Phase 28 May- 4 June Delay pre-emptive decision again- 28 May Renew the IDF alert- 28 May Send Director of Counter Intelligence to U.S.- 30 May Form a National Unity Government- 1 June Crystalize military plans – 2 June Launch pre-emptive air strike – 4 June 5 Declining Stress Phase After 4 June Warn Jordan against military intervention – 5 June Delay attack on Jerusalem’s Old City – 5 June Encircle the Old City – 6 June Enter to Old City- 7 June Halt IDF advance east of the Canal – 7 June Not to cross Syrian border – 7 June Delay attack on Syria -8 June Scale the Golan Heights – 9 June Accept cease fire – 10 June Rational Theory: Rational choice theory provides decision-makers choose their best options for their interest. It tell us that when faced with risk, decision makers consider the expected values and probabilities of possible outcomes and choose the option with the highest value. â€Å"For Israel and Egypt, those periods were a turbulent period of international relations. During those times both Israel and Egypt were constantly faced with â€Å"risky† decisions while at the brink of war. The decisions made by these two states, specifically the decisions to go to war, were sometimes unexpected and unexplainable given current models of rational choice.† (Kelly, 2008). Conclusion Although the 1967 Arab – Israel war was limited type of war happened only for six days, it has been the favorite subjects for military historians. This war gives real picture of saying â€Å" Offense is best form of Defense.† This war shows how leadership, wills, motivation and training count in war in spite of technology. Reference Army Command and Staff Collage. (2012). Military History Primer. Kathmandu: Army Command and Staff Collage. Brecher, M., Geist, B. (1980). Decision in Crisis: Israel, 1967 and 1973. Vol. 1. (Pg. 341-394). California: University of California. Bregman, A. (2009). Israel’s Wars: A History since 1947. Routledge. Howard, M., and Hunter, R. (2012). Israel and the Arab World: the Crisis of 1967. Routledge. Kelly, N. and Christopher, B. (2008). Ripe without warning: Israel and Egypt 1967-1973. African Journal of Political Science and International Relations. Vol. 2 (1), (Pg. 013-019). Retrieved from http://www.academicjournals.org/AJPSIRà ¢Ã¢â€š ¬Ã‚ ¨. Popp, R. (2006). Stumbling Decidedly into the Six-Day War. MIDDLE EAST JOURNAL. Vol. 60(2), (Pg. 281-309) Remnick, D. (2007). The Seventh Day: Why the Six Day War is still being fought. Sudetic, S. (2014). Pre-Emption and Israeli Decision- Making in 1967 and 1973. Routledge. Retrieved from http://www.e-ir.info/2014/03/16/pre-emption-and-israeli-decision-making-in-1967-and-1973/

The Beatles’ Legacy Essay -- Beatles Music Group History Essays

The Beatles’ Legacy   Ã‚  Ã‚  Ã‚  Ã‚  Many know The Beatles as the most popular and influential music group of the 20th century. In the early 1960’s, their popularity grew rather rapidly. They continued gaining popularity well through the 1960’s. Although their popularity has decreased somewhat over time, the influences they have contributed during their career have remained apparent even today.   Ã‚  Ã‚  Ã‚  Ã‚  The Beatles originated from the UK in the early 1960’s. Before becoming known as the â€Å"Fab Four† the Beatles had multiple band member alterations. In August 1960, after settling on the name the Beatles the band had 5 members. Two years following the official band naming the number of members decreased to four. The front-line guitarists John Lennon, Paul McCartney, and George Harrison, and the bands drummer, Ringo Star, became the permanent members of the Beatles in 1962. In England, by the end of 1963 the band had become well known and highly adored musical artists. However despite their popularity in the UK, the company who held American rights to the Beatles, Capitol, did not believe they were capable of breaking out onto the American pop charts. As stated by Capitol â€Å" We don’t think the Beatles will do anything in this market†. It wasn’t until November of late 1963 that Capitol agreed to release the first Beatles single, â€Å"I Want To Hold Your Hand†. The song shot up to number one in America only one month after it had been played on the radio for the first time.   Ã‚  Ã‚  Ã‚  Ã‚  The Beatles had just made history. They were the first British band to ever rank so high on the American charts. What made this accomplishment even more amazing was the time frame in which they achieved it. The Beatles arrived in America for the first time on February 7, 1964 to make their American television debut on the Ed Sullivan Show. Awaiting them at John F. Kennedy airport was a mob of fanatic fans that were eagerly anticipating their arrival. The night of the Beatles appearance on the Ed Sullivan Show attracted the largest television audience ever recorded in history. The following day â€Å" 74 million people—40 percent of the entire U.S. population watched The Beatles of London†¦a CBS press release report†(Harrington, pg 3). Just two years after they first formed the Beatles were becoming international icons. What made them so successful so soon? During the 1960’s, turmoil and change gripp... ...Some argue they had perfect timing. Timing is everything. Others say it was their outstanding musical talent. Whatever the reason may be, the Beatles began a revolution in 1962 and never quite finished it. They withstood the test of time. Something very few music groups have ever done. They set records and enlightened fans. Without them, who knows where the 1960’s would have taken us. They were our rock. The Beatles made the feelings of depression and confusion during that time disappear. The fact is as much as they needed their public their public needed them more. The band officially split up publicly on May, 8th 1970. The last album released by the Beatles was â€Å"Let It Be†. The contributing factors to their break up vary. The death of their manager Brien Epstien due to a drug overdose, the groups introduction to drugs, and John Lennon’s love for Yoko Ono are a few of those factors. After the break up some members went on to pursue a solo career. Even though the band no longer is together, they will always remain known as the Beatles. To many people of that time, these four guys from Liverpool, England were not just a band they were beacons of change and progression.

Quality Education As A Factor Of Organizational Growth Education Essay

Quality instruction is one of the major factors that contribute the fiscal impacts on the organisation. It besides has positive societal impacts on the organisational growing every bit good as the social improvement. It is normally supposed that formal schooling s one of some of import subscribers to the accomplishments of an person and to human capital. It is non the lone facet. Parents, single abilities and friends without uncertainty contribute. Schools however have a peculiar topographic point, non merely because instruction and ‘skill creative activity ‘ are among their chief explicit aims, but besides because they are the factor most non-stop affected by public policies. It is good established that the distribution of personal incomes in society is strongly related to the sum of instruction people have had. Normally talking more schooling means higher life-time incomes. These results come out over the long term. It is non people ‘s income while in school that is affected, nor their income in their first occupation, but their income over the class of their on the job life. Therefore, any seeable effects of the present quality of schooling on the distribution of accomplishments and income will go clear some old ages in the hereafter, when those now in school become a of import portion of the labour force. Quality Education has become an issue of importance as the landscape of instruction has been confronting uninterrupted alterations: increased international competition, increasing community and geographical diverseness of the pupil organic structure. Therefore the quality instruction is besides straight linked with the academic and fiscal growing of the organisation, here in this research scope the same standard of correlativity between the standard quality instruction and organisational growing will be tested.Chapter 1Problem & A ; Its BackgroundIntroductionA high-quality instruction provides kids and immature grownup ‘s contact to the chances that we all desire for our kids. Yet supplying a quality instruction for all young person is a alarming challenge. About every state in Asia has identified educating instruction quality as one of its highest national precedence. In malice of development in reacting to the demand for increased school entree, developing more efficient national planning and policy mechanisms, and implementing immense preparation plans for instructors and decision makers, letdown persists with the potency of instruction systems to back up national economic and societal aspirations. To some extent, plans and policies naming for higher-quality schooling now supplement or even change earlier thought to such precedences as instruction development and school entree. It would look that consent is organizing that instant attending of policymakers and involved international bureaus should be focused on planing and implementing policies, plans, and actions to acquire better instruction quality. Translating the turning consensus into executable policies is a chief challenge. In all facets of the school and its environing instruction society, the rights of the whole kid, and all kids, to survival, safety, growing and engagement are at the Centre. This means that the focal point is on larning which strengthens the capacities of kids to move bit by bit on their ain behalf through the gaining of relevant cognition, utile accomplishments and suited attitudes ; and which creates for kids, and helps them make for themselves and others, topographic points of security, safety and healthy interface. Good organisation of capable affair and planning of the class are critical to student larning.Well-structured presentations, lecture-outlines, headers, subheading, and syllabi improve pupils ‘ acquisition experiences. In fact, outlines displacement cognition construction. This produces non merely the prospective in pupils but besides provides a positive growing to the institute. As globalisation continues, the national and international competition for the best pupils is likely to hike among higher instruction establishments, therefore merely reenforcing force per unit area for Quality Teaching and quality confidence. It is likely that planetary rankings based on the quality of instruction will be set Forth, therefore reenforcing the personal appeal of quality enterprises. Furthermore, there are more and more pupils who study at different universities, profiting from chances like international scholarships. These pupils are likely to measure the quality of the instruction received at these diverse establishments. It is of import to mensurate the impact of the Quality Teaching enterprises in order to be able to acquire better these enterprises. However measuring the quality of one ‘s instruction remains tough. This complexness may in portion explain why the two most well-known international rankings rely to a great extent on research as a yardstick of the universities ‘ value and go forth aside learning quality. This may nevertheless transform in the hereafter, as the concern about learning quality and pupil acquisition are turning. The option of indexs to quantify learning quality is critical, because it has been shown that rating thrusts larning: How the instructor is judged will surely impact his or her teaching methods. Indexs to measure the instruction quality ( the value of alumnuss, satisfaction of instructors, keeping rates etc ) of an establishment proved of usage but carry a assortment of significances and can even take to misinterpretations. Research workers have the same sentiment that trusty indexs should be chosen, and non merely the most realistic 1s. Furthermore, infinite should ever be left for treatment of the figures obtained.1.2 Problem Statementâ€Å" Low quality instruction can do spoilage to the approaching coevals every bit good as can earnestly damage the hereafter of the educational establishment which is responsible to supply the educational material to the pupils, to how much extent quality instruction plays its function in this job is portion of this research. †Background InformationOrganizational BackgroundThe Lahore Grammar School was established in January 1979 at this campus. The nationalisation of educational establishments in 1972 had led to an dismaying diminution in the crite rions of direction and services being provided in most schools and colleges.A Intervention in the kingdom of instruction was hence, critical to collar this abysmal province of personal businesss. In 1978 the Government announced that it would welcome enterprises in the educational sector.A Talking benefit of this, a group of adult females from varied professional backgrounds, including instruction, and with the shared aim of lending in this field, decided to put up a misss ‘ school. A Today Lahore Grammar School provides instruction to both male childs and misss till A ‘ Level.A It has extended its web to equip to the demands of the in-between income group in its Landmark Schools.A The LGS College for adult females offers a grade programme in humanistic disciplines and scientific disciplines every bit good as unmarried mans in computers.A LGS has subdivisions in Islamabad, Karachi, Quetta, Peshawar, Multan, Faisalabad, Sialkot, Gujranwala, Gujrat, Wah Cantt and.A It offers choice instruction to the small income group through the Lahore Education Society School, wholly supported and funded by LGS. A The doctrine of this establishment is a comprehensive and tolerant one and one that appreciates diverseness and stresses the significance of sentiments based on rational and informed premises instead that on superstitious notion, sentiment and deficient apprehension of issues.A Emphasis is laid on the apprehension of constructs and making a civilization of thought in the classroom.A Education is seen as a wide and complex procedure of geting cognition and apprehension. A The school has taken several enterprises in the field of instruction including the publicity of the acting humanistic disciplines that the Board of Lahore Grammar School felt were being neglected at great cost to our cultural traditions and a healthier societal surroundings. A In add-on, the General Studies plan was devised to A do pupils more cognizant of modern-day issues, both national and universe broad, and their function non merely in developing an apprehension of these issues but motivating a desire to interpret that cognition into active committedness and take stairss, where possible, to convey about positive alteration in their ain environment. LGS Lahore was the first English medium school to originate the instruction of Punjabi. This is done at the in-between degree for a lower limit of two old ages so that pupils develop an esteem of their cultural roots and a satisfaction in the rich traditions of literature and music of this state. A For those to whom it may non be a first linguistic communication an debut to a new one is non merely utile, but educative. A A critical component of their plan, other than a wide scope of academic subjects is music, dance, mime argument, play, poesy recitation, there is community service where pupils are confident to portion their accomplishments and learn from the backbones and resiliency of those less fortunate than themselves.A The pupil organic structure of LGS 55-Main Gulberg has been raising money through bake gross revenues in school to give scholarships to pupils at the Pakistan Society for the Rehabilitation of the Disabled ( PSRD ) for the past 11 years.A They have besides been traveling to help kids who are being prepared for the Matric at this institute.AProblem BackgroundIn current competitory environment of instruction in Pakistan it has become a really important for each and every educational institute or organisation to step and set up a proper quality system instruction in order to crush its challengers. How it can be done is the inquiry for which this research seeks reply.1.4 Research Q uestions & A ; Research Objective1.4.1 Research Questions:Q1: What is choice instruction? Q2: How does the quality instruction aid for organisational growing? Q3: What are different impacts of criterion and quality instruction on the overall educational system of the state every bit good as society?1.4.2Research ObjectiveTo happen out how different quality factors improve the instruction system with in the establishment every bit good as state. To happen out the relationship between quality instruction and organisational growth.. To happen out relationship between learning methodological analysiss and pupil ‘s productive end product every bit good as the market repute of the several organisation.1.5 HypothesisH0: Providing quality instruction can non be a factor of organisational growing. H1: Organizational growing may depend on the factor of quality and standard educational system.1.6 Scope and Limitations of Study1.5.1 Scope of the research:The range of the research will be limited to individual organisation that is Lahore Grammar School, as being the employee of the organisation it will be easy to measure the quality processs and criterions being adopted within the organisation. Although the organisation consist of many subdivisions in the state but research will be conducted with the 200 figure of employee working in the caput office. 120 respondents will be taken as sample out of this population.1.6.2 Restrictions:Following restriction may besides be observed during the research process and methodological analysis adopted in aggregation of informations from the resources within the organisation: Researcher will be unable to near all the subdivisions of LGS. Bing a female and societal restraint, it will be hard to near physically each and every respondent of the research. As the population under survey is narrowed to 200 employees merely, therefore the graduated table of the survey is restricted. Inadequate clip may be a restraint to finish the research within a specific clip interval and research worker in this province may go through over some utile information. Limited cognition of the people may besides be a barrier for the research worker. Data will be collected by the research worker herself by agencies of questionnaire. Research worker may be biased to some extent on giving the concluding recommendations. The research worker will non be wholly comparing the criterions or quality instruction with international criterions but chief focal point will be choice criterions adopted in Pakistan. Merely a few factors of quality instruction will be taken for hypothesis attestation.1.7 Significance of ResearchThe research on the topic of quality instruction and its impact on the growing of organisation is really critical issue. The quality of instruction and preparation is considered in to be a concern of the highest political precedence. High degrees of consciousness, competences and accomplishments are considered to be the really indispensable conditions for lively citizenship, employment and societal integrity. Lifelong acquisition is an cardinal agencies of determining one ‘s hereafter on a professional and personal rank, and high-quality instruction is of import in the visible radiation of labour market policies, and the free motion of workers within the state. This research will be really fruitful for the betterment of the quality instruction within the organisation every bit good as for the other establishments besides. The absence of any precise survey on quality instruction is manifested by a general deficiency of literature. It would be necessary to transport out such surveies in Pakistan with a position of understanding teacher instruction because it may non be suited to reassign findings from other surveies conducted elsewhere and generalise the findings on the Pakistan instructor instruction section. Surveies that address issues of quality instruction must be conducted in scenes where less or no surveies have been conducted at all. This could assist develop the arguments and the principal of validated research findings in the country of teacher instruction. App. roaches that are at present powerful in analyzing persons ‘ professional acquisition such as action theory, should be used in order to derive from what these theories suggest to choice instruction. Importantly, qualitative enquiry and activity theory focal point on specific scenes of a professional acquisition activity under this research.1.8 Conceptual Framework of ResearchFactors of Quality EducationAcademic end product ratio of Institution Student Coaching system and methodological analysisProductive quality instructionImpact on Organizational / Institutional Growth Academic part at the community degree. Professional attitude of the instructors and direction Management subject The above conceptual frame of research is based upon some:Independent variables of research:Quality EducationDependent variables of research:Growth of organisation Organizational ProductivityTrial of Hypothesis:Both hypothesis i.e. H0 & A ; H1 will be tested after utilizing some statistical analysis of correlativity.Chapter 2Literature ReviewThe types of impacts examined in the research on the effects of educational quality on the organisational growing by and large fall into three wide classs. First, at the single degree there is a batch of research on how educational quality affects an organisational net incomes and a just sum on how educational quality affects an person ‘s physical and mental wellness. While we were asked to look at how educational quality affects the organisation, persons are members of the community, their households are members of the community, and their friends are members of the community. So if educational quality of an organisation improves an person ‘s economic wellbeing or physical and mental wellness, so that improves the community in which that person lives every bit good as the repute of the organisa tion to whom the single pupil has been associated with, taking it to the higher rate of growing ( Stephen J. Carroll, Ethan Scherer,2008 ) . Second, a figure of surveies look at the consequence of educational quality on facets of the Organizational growing. The four sorts of impacts most studied are organisational values, organisational repute, grosss, and competitory border. For illustration, surveies examine the association between educational quality in a school territory and the value of organisation in the country served by that school territory. Other surveies examine the relationship between educational quality in a school territory and grosss generated by that school. As these are the sorts of effects most straight related to the petition posed to us, we put most of our clip and effort into happening and reexamining surveies that examined the impacts of educational quality at this phase. Harmonizing to Feldman, ( 1989 ) and Murray, ( 1991 ) two qualities are highly linked with student achievement: expressiveness and, even more extensively, organisation. Good organisation of capable affair and planning of the class are of import to student acquisition ( Kallisson 1986 ) . Well-structured presentations, lecture-outlines, headers, subheading, and syllabi encouragement pupils ‘ acquisition experiences ( Feldman 1989, Murray 1991 ) . Indeed, lineations transfer cognition construction. They can function as an progress coordinator supplying pupils with lumping schemes ( Perry and Magnusson 1989, therefore lending to more efficient acquisition.Degree of instruction as Quality Standard:In these surveies, quality, as measured, for illustration, by the high school drop-out rate or the fraction of pupils who go on to college after high school, refers to the degree of instruction attained by the pupils served by the schools. Some of the literature suggests that the degree o f educational accomplishment is itself a secondary consequence of academic success. That is, if schools do a better occupation of learning their pupils, so the pupils are more likely to finish high school, more likely to travel on to college, and so forth. So these two steps are non wholly independent ; they are interrelated. ( ( Stephen J. Carroll, Ethan Scherer,2008 ) . Surveies look at these steps at two degrees. Some surveies focus on the person. What difference does it do if a pupil ‘s trial mark is higher or if the pupil completes high school instead than dropping out? In either instance, we are involved in whether the quality of an person ‘s instruction affects the organisational growing. Others look at school or territory norms. Here we are interested in whether the mean quality of the instruction provided by the school or the territory makes a difference to the Organization and community every bit good. ( Stephen J. Carroll, Ethan Scherer,2008 ) There is highly powerful cogent evidence that the quality of a school or a school territory, as measured by mean trial tonss, is positively associated with Institutional growing. Research workers hypothesize that pupils are willing to pay more to analyze in a school that is served higher quality instruction, and the community is willing to pay the more to the pupils holding quality instruction as measured by the mean public presentation of the pupils go toing that school. ( Black, 1999 ; Downes and Zabel, 2002 ) . Many schools, such as Oyster School in Washington, D.C. ( Freeman, 1994, 1998 ) and La Escuela Fratney in Milwaukee, Wisconsin ( Ahlgren, 1993 ) were specially established to conflict the societal and educational favoritism of minorities. Oyster, for illustration, which was started in 1971 as a grass-roots community attempt, was said to fight for linear bilingualism and to promote all of its pupils to see each other as peers ( Freeman, 1994, 1998 ) . This school demonstrate d its committedness to this ideal by promoting the growing of minority pupils ‘ native linguistic communication and civilization, utilizing a multicultural set of classs, measuring pupils with multiple, and frequently â€Å" alternate, † methods, and anticipating a value for diverseness within the community. Fratney ( Ahlgren, 1993 ) besides used a multicultural, anti-bias course of study, and incorporated subjects â€Å" emphasizing societal duty and action † ( pp. 28-29 ) where gaining to value others ‘ civilizations and linguistic communications was explicitly taught. At the schoolroom degree, instructors can besides slot in multicultural positions and authenticate the pupils ‘ background cognition and experiences. For illustration, one survey ( Arce, 2000 ) described a first class schoolroom where the instructor implemented a pupil entered course of study and aimed to let the pupils, construct a sense of community, and utilize the pupils ‘ life experiences in the instruction procedure. Through important contemplation, the instructor developed a schoolroom feeling, every bit good as peculiar activities, that focused on doing intending through interactions and important thought. Takahashi-Breines ‘s ( 2002 ) description of a 3rd class schoolroom instructor in a successful plan in New Mexico explained the same subjects. She besides illustrated how this New Mexican instructor farther improved her pupils ‘ acquisition environment through the connexions she made to their past cognition, during an environment that makes unfastened mention to conveying the values and outlooks of their place and community into the schoolroom, and by making a sense of acquaintance and coherence between herself and her pupils. In another illustration of a student-centered schoolroom, Buxton ( 1999a, 1999b ) reported the findings from the â€Å" Science Theater/Teatro de Ciencias † undertaking in a second/third grade bipartisan category in a little Western town, where scientific discipline was taught in both English and Spanish on blinking yearss. This instructional method non merely provided chances for pupils to see, analyze, and speak about scientific discipline constructs, but besides allowed them to convey scientific discipline to their personal lives and to society as a whole. The activities were related to pupils ‘ experiences and anterior cognition, and besides to issues that had societal deductions. Alternate appraisal methods, such as the usage of portfolios, allowed pupils to show both contented and lingual cognition, every bit good as their multi-linguistic consciousness during the usage of both linguistic communications. This authorising theoretical account increased the capacity o f minority pupils to associate to science and to pass on themselves in the â€Å" linguistic communication of scientific discipline, † therefore increasing their academic and organisational success every bit good. Another concern of importance as respects to Quality Education is that there may be different types of acquisition and instruction. Marton and Saljo ( 1976 ) found that pupils larning attacks are of two kinds: the â€Å" deep attack † which focuses on understanding the class affair and the â€Å" surface attack † which focuses on memorising the stuff itself. Furthermore, pupils ‘ attacks to analyze are influenced by the pupils ‘ construct of acquisition ( Van Rossum & A ; Schenk, 1984 ) . Sheepard and Gilbert ‘s ( 1991 ) found that pupils ‘ point of view about the composing of cognition in a subject were influenced by their lectors ‘ theories of instruction and by the pupils ‘ perceptual experience of the acquisition atmosphere. Teachers ‘ instruction methods are associated to their construct of what the nucleus of instruction is. Kember & A ; Kwan ( 2000 ) stress that professors have one type of learning attack, content-centred or learning-centred. Because of this attack, they execute different types of learning schemes. Differences lay in coaching, focal point, appraisal, adjustment for pupil features, beginning of acquaintance and cognition. Teachers who adopt a content-centred attack see learning chiefly as the conductivity of cognition. Those who have the learning-centred attack are more likely to see instruction as â€Å" larning facilitation † . The OECD ( 2006 ) has developed four possible scenarios for the mentality of quality instruction. These scenarios were constructed by taking into history two cardinal variables, the extent of globalisation ( local-global ) and the sum of influence of province authorities ( administration-market ) . The scenarios reference for case the dividing up between learning and research universities or the sweetening of engineering that might hold an indirect but inclusive impact on learning. Globalization and other planetary alterations make reforms necessary for universities worldwide. In 2006 in Athens, the Education Ministers of the OECD zone have identified six countries in which establishments and authoritiess should prosecute in serious reforms – to do higher instruction non merely â€Å" bigger † but besides â€Å" better † ( Giannakou, OECD, 2006 ) . These reforms be rational responses to alter in the countries of Funding, More indifferent instruction, Research and invention, Migration and internationalisation. The two other reforms which were deemed necessary concern learning quality. Indeed, the first reform suggested was to develop a â€Å" cagey focal point on what pupils learn † in universities. The second was to advance reforms that would increase inducements to do establishments more accountable for quality and results ( OECD,2006. )Chapter 3Methods and ProceduresMethodology of StudyIn order to reply the research inquiries mentioned in chapter 1, research workers will lucubrate here the different picks of methodological analysis that have been adopted in this research paper. The purpose of thesis is instead explorative as the research worker tends to explicate the Impact of Quality Education on the growing of the institutions.. The research worker will be to some extent descriptive because it is indispensable to hold a clear image about the subject on which researcher want to roll up informations. The research aim will be evidently controlled. Besides it is explorative because it will be analyzing a relationship between the variables of the research that is choice instruction and growing rate of the organisation. A quantitative ( based on study ) analysis will be conducted by utilizing questionnaire method.Research SamplingSurvey Instrument usedQuestionnaire to be used in the research is attached herewith ( see app. endix ) . Likert graduated table will be adopted to roll up and measure the information on this instrument to measure the relationship between the variables.Sampling TechniqueConvenient trying method will be used in this respects because of limited attack and range of the research.3.2.3 Sample Size & A ; PopulationThe sample size out of the 200 population is 120 employees taken as respondents ( sample ) .Data CollectionAs mentioned above the informations will be collected by utilizing the study instrument ( questionnaire ) , and from the bing researches available in published signifier by the old research workers. This primary informations will be analysed to explicate the research worker point of position on the topic of the research.Research ToolsThe tools that will be used in the research for the information analysis is SPSS package to cipher, Mean, Standard divergence, correlativity.Chapter 4Data Analysis and RepresentationDatas AnalysisIn his chapter information related to informations an alysis with proper account of processed informations in the SPSS, incorporating informations tabular arraies and graphical representation.Chapter 5Decision, Findings & A ; RecommendationsIn this subdivision concluding decisions of the survey, research worker ‘s ain findings out of the research and shutting recommendations will be mentioned. Mentions Aasen, P. & A ; Stensaker, B. ( 2007 ) , â€Å" Balancing trust and technocracy? : leading preparation in higher instruction † ; International Journal of Educational Management ; Vol. 21, No. 5, pp. . 331-83 Altbach, P. ( 2006 ) , † The Dilemmas of Ranking † . , the Boston College Center for International Higher Education, International Higher Education, Vol. 42. Astin, A. & A ; Chang, M.J. ( 1995 ) , â€Å" Colleges that stress research and instruction † , Change, Vol.27, No.5, pp. . 44-49 Barnett, R. ( 2003 ) , Beyond all ground: Life with Ideology in the University, SRHE/OUP, Buckingham Barrie, S.C & A ; Prosser, M. ( 2002 ) , â€Å" Aligning research on pupil larning with institutional policies and patterns on rating and quality confidence † , Paper presented at the 11th ISL Conference, Brussels, 4-6 Barrie, S.C. , Ginns, P. and Prosser M. ( 2005 ) , â€Å" Early impact and results of institutionally aligned, pupil focused larning position on learning quality confidence † , Assessment & A ; Evaluation in Higher Education, Vol.30, No.6, pp. . 641-656 Bass, R. ( 1998 ) , â€Å" The Scholarship of Teaching: What ‘s the Problem? † Inventio, Vol. 1, No.1 1998-1999 Bauer, M. & A ; Henkel, M ( 1997 ) , â€Å" Responses of Academe to Quality Reforms in Higher instruction: A Comparative Study of England and Sweden † , Tertiary Education and Management, Vol.3, No.3, pp. .211-228 Beatty, R.W. & A ; Ulrich, D.O. ( 1991 ) , â€Å" Re-energizing the Mature Organization † , Organizational Dynamics, Vol.20, pp. .16-30 Benowski, K. ( 1991 ) , â€Å" Restoring the pillars of higher instruction † , Quality Progress, October, pp. .37-42 Bergquist, W. ( 1992 ) , The Four civilizations of the Academy, Jossey-Bass, San Francisco, CA Biggs, J. ( 2001 ) , â€Å" The brooding establishment: assuring and heightening the quality of instruction and acquisition † , Higher Education, Vol.41, No.3, pp. .221-238 Bingham, R & A ; Ottewill, R. ( 2001 ) , â€Å" Whatever happ. ened to peer reappraisal? Revitalizing the part of coachs to class rating † , Quality Assurance in Education, Vol.9, No.1, pp. .22-39 Feldman, K.A. ( 1976 ) , â€Å" Grades and college pupils ‘ ratings of their classs and instructors † , Research in Higher Education, Vol.4 Feldman, K.A. ( 1976b ) , â€Å" The superior college instructor from the pupils ‘ position † , Research in Higher Education, Vol.5, pp. .243-288 Feldman, K.A. ( 1989 ) , â€Å" The association between pupil evaluations of specific instructional dimensions and pupil accomplishment: Refining and widening the Synthesis of informations from multisection cogency surveies † , Research in Higher Education, Vol.30, pp. .583- 645 Frackmann, E. ( 1992 ) â€Å" The German experience † In Craft, A. ( erectile dysfunction ) , Quality Assurance in Higher Education: Proceedings of an International Conference, Hong Kong, 1991. London: The Falmer Press Giannakou, M. ( 2006 ) , Minister of National Education and Religious Affairs, Greece ; â€Å" Drumhead by the chair † , Meeting of OECD Education curates, 27-28 June 2006, Athens Gibbs, G. ( 1995 ) , â€Å" The Relationship between Quality in Hanushek E. , Kain J. , Rivkin, S. ( 1999 ) , â€Å" Do higher wages buy better instructors? â€Å" , NBER Hirsch, E. ( 2001 ) , â€Å" Teacher Recruitment ; Staffing Classrooms with Quality Teachers † , State Higher Education Executive Officers Kember, D. & A ; Kwan, KP. ( 2000 ) , â€Å" Lecturers ‘ App. roaches to Teaching and their Relationship to Conceptions of Good Teaching † , Instructional Science, Vol.28, pp. .469-490 Marginson, S. & A ; Van der Wende, M. ( 2007 ) , Globalisation and Higher Education, OECD, Education Working Paper No 8. Marton F. and Saljo R. ( 1976 ) , â€Å" On qualitative differences in acquisition, result and procedure † , British Journal of Educational Psychology, Vol. 46, pp. .4-11 Schonwetter D.J, Clifton R.A. and Perry, R.P. ( 2002 ) , â€Å" Contented acquaintance: Differential Impact of Effective Teaching on Student Achievement Outcomes † , Research in Higher Education, Vol.43, No.6 Scott, P. ( 1998 ) , Massification, Internationalisation and Globalisation, in Scott, P. ( Ed ) , The Globalisation of Higher Education, SHRE / Open University Press, Buckingham Shepp. ard, C. & A ; Gilbert, J. ( 1991 ) , â€Å" Course design, learning method and pupil epistemology † , Higher Education, Vol.22, pp. .229-249 Stephenson, F. ( 2001 ) , Extraordinary instructors: The Essence of Excellent Teaching, Andrews McMeel Publishing, Kansas City Van der Wende, M.C. ( 2007 ) , â€Å" Internationalization of Higher Education in the OECD states: Challenges and Opp. ortunities for the Coming Decade † , Journal of Studies in International Education, Vol.11, No.34 Winter Argyris, C. & A ; Schon, D. ( 1974 ) , Theory in Practice: Increasing Professional Effectiveness, Jossey Bass, San Francisco, CA

Japanese Number Seven History and Superstitions

Japanese Number Seven History and Superstitions Seven appears to be a universally lucky or holy number. There are many terms that include the number seven: seven wonders of the world, seven deadly sins, seven virtues, the seven seas, seven days of the week, seven colors of the spectrum, the seven dwarfs, and so on. Seven Samurai (Shichi-nin no Samurai) is a classic Japanese movie directed by Akira Kurosawa, which was remade into, The Magnificent Seven. Buddhists believe in seven reincarnations. The Japanese celebrate the seventh day after a babys birth, and mourn the seventh day and seventh week following a death. Japanese Unlucky Numbers It seems that every culture has lucky numbers and unlucky numbers. In Japan, four and nine are considered unlucky numbers because of their pronunciation. Four is pronounced shi, which is the same pronunciation as death. Nine is pronounced ku, which has the same pronunciation as agony or torture. In fact, some hospitals and apartments dont have rooms numbered 4 or 9. Some vehicle identification numbers are restricted on Japanese license plates, unless someone requests them. For example, 42 and 49 at the end of plates, which are linked to the words for death (shini æ ­ »Ã£  «) and to run over (shiku è ½ ¢Ã£  ). The full sequences 42-19, (proceeding to death æ ­ »Ã£  «Ã¨ ¡Å'㠁 ) and 42-56 (time to die æ ­ »Ã£  «Ã©  Æ') are also restricted. Learn more about unlucky Japanese numbers on my Question of the Week page. If you are not familiar with Japanese numbers, check out our page for learning Japanese numbers. Shichi-fuku-jin The Shichi-fuku-jin (ä ¸Æ'ç ¦ Ã§ ¥Å¾) is the Seven Gods of Luck in Japanese folklore. They are comical deities, often portrayed riding together on a treasure ship (takarabune). They carry various magical items such as an invisible hat, rolls of brocade, an inexhaustible purse, a lucky rain hat, robes of feathers, keys to the divine treasure house and important books and scrolls. Here are the names and the features of the Shichi-fuku-jin. Please check out the color image of the Shichi-fuku-jin at the top right of the article. Daikoku (Ã¥ ¤ §Ã© »â€™) - The god of wealth and farmers. He holds a big bag filled with treasures on his shoulder and an uchideno-kozuchi (lucky mallet) in his hand.Bishamon (æ ¯ËœÃ¦ ²â„¢Ã©â€"€) - The god of war and warriors. He wears a suit of armor, a helmet and is armed with a sword.Ebisu (æ  µÃ¦ ¯â€Ã¥ ¯ ¿) - The god of fishermen and wealth. He holds a large, red tai (sea bream) and a fishing rod.Fukurokuju (ç ¦ Ã§ ¦â€žÃ¥ ¯ ¿) - The god of longevity. He has an elongated bald head and a white beard.Juroujin (Ã¥ ¯ ¿Ã¨â‚¬ Ã¤ º º) - Another god of longevity. He wears a long white beard and a scholars cap, and is often accompanied by a stag, which is his messenger.Hotei (Ã¥ ¸Æ'è ¢â€¹) - The god of happiness. He has a jolly face and a big fat belly.Benzaiten (Ã¥ ¼ Ã¨ ² ¡Ã¥ ¤ ©) - The goddess of music. She carries a biwa (Japanese mandolin). Nanakusa Nanakusa (ä ¸Æ'è â€° means seven herbs. In Japan, there is a custom to eat nanakusa-gayu (seven herb rice porridge) on January 7th. These seven herbs are called, haru no nanakusa (seven herbs of spring). It is said that these herbs will remove evil from the body and prevent illness. Also, people tend to eat and drink too much on New Years Day; therefore it is an ideal light and healthy meal that contains a lot of vitamins. There are also the aki no nanakusa (seven herbs of autumn), but they are not usually eaten, but used for decorations to celebrate the week of the autumn equinox or the full moon in September. Haru no nanakusa (æ˜ ¥Ã£  ®Ã¤ ¸Æ'è â€°) - Seri (Japanese parsley), Nazuna (shepherds purse), Gogyou, Hakobera (chickweed), Hotokenoza, Suzuna, SuzushiroAki no nanakusa (ç §â€¹Ã£  ®Ã¤ ¸Æ'è â€°) - Hagi (bush clover), Kikyou (Chinese bellflower), Ominaeshi, Fujibakama, Nadeshiko (pink), Obana (Japanese pampas grass), Kuzu (arrowroot) Proverbs Including Seven Nana-korobi Ya-oki (ä ¸Æ'è » ¢Ã£  ³Ã¥â€¦ «Ã¨ µ ·Ã£  ) literally means, seven falls, eight getting up. Life has its ups and downs; therefore it is an encouragement to keep going no matter how tough it is. Shichiten-hakki (ä ¸Æ'è » ¢Ã¥â€¦ «Ã¨ µ ·) is one of the yoji-jukugo (four character kanji compounds) with same meaning. Seven Deadly Sins/Seven Virtues You can check out the kanji characters for seven deadly sins and seven virtues on our Kanji for tattoos page.

Contemporary Capitalism Essays

Contemporary Capitalism Essays Contemporary Capitalism Essay Contemporary Capitalism Essay We live today in a crucial period in human history, of human thinking, in which one looks for new criteria, new concepts, new values and new certainties. The latest crises and the latest tendencies throughout the world have made the economists change their opinion about capitalism, the right political system, the perfect combination between the political order and the economical order, and so on. New tendencies like: globalization, regionalism, integration, and new technology. We also are faced with new psychological concepts such as, a world without frontier, a world fully open, lack of privacy, the new meaning of individualism, the new powers emerging, the â€Å"green† phenomenon (ecology), and immigration. All of these factors have led to some new (sometimes even controversial) theories about what is the right type of economy and political system of a specific country and how it can keep its sovereignty in this over connected world. We live in a period of history, in which everything is revised; new concepts are brought in to place, creating a new order. There is a search for new concepts, another paradigm, new values and new certainties. We live in postmodernist world. The economists live in a Babel tower, in which no one listens to one another and no one understands each other. â€Å"Leave three economists together and you can be sure that you will have at least four different theories about the economical politics that needs to be implemented†[1]. This has led to the following concepts, some of them best demonstrated in the recent party disputes in Britain. 4. 1 The Third Way The „Third Way† is a label for the need to update left-of-centre thinking in the light of the big changes sweeping through the world, especially the influence of globalization. A notable work on this theme is the one of Anthony Giddens[2]. He approaches one of the most provocative themes of public interest, from the post-communist period. He tries to look for a new political, theoretic and doctrinaire road, outside from the traditional distinction between left and right, a simultaneous transposition between old social-democracy and neoliberalism. The â€Å"First Way† was the traditional left: traditional social democracy, which dominated political thought and practice in the early post-war period. It was based on Keynesian economics and upon the notion that the state should replace the market in major areas of economic life. That approach foundered as the economy became more globalised and as it came to be recognized that the state is often inefficient and clumsily bureaucratic. The â€Å"Second Way† was Thatcherism, or market fundamentalism or neoliberalism the belief that the realm of the market should be extended as far as possible, since markets are the most rational and efficient means of allocating resources. [3] Thatcherism produced some important innovations and restored British economic competitiveness. Yet it too succumbed to its own limitations. Poverty and inequality arose more sharply in the UK during the Thatcher years than in almost any other developed country. Privatization was the order of the day and investment in public services foundered. The legacy of Mrs. Thatcher was a society with growing social and economic divisions and deteriorating public institutions. It was absolutely necessary to look for a third alternative a political approach that sought to reconcile economic competitiveness with social protection and with an attack upon poverty. [4] â€Å"Some have seen the â€Å"Third Way† as a sound-bite, empty PR a political outlook devoid of significant policy content. This view is quite wrong. Labor has won three successive elections for the first time in its history and could very well win a fourth precisely because the â€Å"Third Way† is policy-rich. Gordon Brown is unlikely to use the term, and I have dropped it myself precisely because it has been so widely misconstrued. But he will not revert to Old Labor, and he will certainly follow and further develop the main framework of â€Å"Third-Way† political thinking. †[5] That framework is based upon a number of key policy principles. The first is: hold the political centre-ground. No social democratic party can succeed today. The second is: ensure the economy is strong. Securing greater social justice depends upon a robust economy, not the other way around. The third is, invest heavily in public services, but insist that this is coupled to reform, to make the public services more effective, responsive and transparent. Choice and competition are essential to these aims; they are the means of generating reform and of empowering citizens who use these services. The fourth principle is to create a new contract between state and citizens, based upon responsibilities as well as rights. Government should provide resources to help people shape their own lives; these should regard the multiple problems that an individual or a family faces, about the quality of the jobs, health, children protection, education and transportation[6]; but it should also expect people to deliver on their part of the bargain. For instance, in the past, unemployment benefits have been an unconditional right. But this situation discourages personal responsibility and has the effect of locking workers out of jobs. Those who lose their jobs should have a responsibility to actively to look for work, and should be given retraining opportunities should they need them. Also â€Å"even in the middle of the tendencies of our dislocated society, we are capable to gather and sustain one each other†[7]. Finally and most controversially of all, although crucial to Labors success dont allow any issues to be monopolized by the political right. The right has always tended to dominate in areas such as law and order, immigration and terrorism; we need to look for left-of-centre responses to these problems. Given the impact of living in a more global world, we have to find a new balance between civil liberties and security. Labor has been widely accused of undermining our freedoms, but every country today is finding it hard to settle upon where the balance should lie. For a long time it was believed that those countries that combined capitalism and socialism (for example Sweden and Yugoslavia) can survive because of the qualities of both systems, but later on it was proved that the defects can’t be left without consequences. This debate led to controversies even in Romania, controversies that have been started by amateur politicians regarding doctrinaire problems that have only caught rumors about the discussions held at a European level, so they ended up being distorted. But the discussion about â€Å"the third way† has a strategic importance for Romania. In a country where most citizens voted for the left side, where the occasional social-democracy, the reinvented one, the democratic left but even the reformed communists or the extreme left have prevailed in the 2000 elections, the problem of reinventing social-democracy from the space of prosperous foreign capitalism holds a big attraction. Only a capitalist reform can produce in Romania, like in any other former communist country, an economical prosperity, the only realist base for the â€Å"state of the social protection†. 8] The Marxists left wanted to overthrown capitalism, and replace it with a different system. Also, a lot of social democrats were saying that capitalism can and must be progressively modified so it won’t lose the majority of its defining characteristics. Nobody ever offered an alternative to capitalism- the problem that remains is how much and in what way capitalism must be adjusted and controlled. After Second World War and until the ’70, on the basis of the Keynesians recipes, the State took on to increase its role, functions and powers within society, becoming what was called the â€Å"Welfare State†. The social struggles of the XIX-th century and the XX-th century were finally recognized. They also succeeded in making a new compromise between the work force and the capital (in the benefit of the former one), a new allocation of resources, in which the redistribution in favor of the helpless occupied front row. There has been registered reduction of inequalities of incomes and general increase in standard of living in almost all the western countries. But at the end of the ’60, critics against this type of society began to multiply. Margaret Thatcher and Ronald Reagan both opened a new era in the western social-economical and political life, one that was based on the liberal ideology. They replaced taboo words such as â€Å"The State† and â€Å"Citizen† with â€Å"Market† and â€Å"Individual†, and in this era the forces of the capitalism reconquered the lost terrain, reestablishing the balance between capital and work force in the benefit of the latter. The State became a weaker and a more invalid social and economical actor in front of the bigger international firms and in front of the forces of the market, it became less representative and less credible. Books like Anthony’s Giddens, â€Å"The third Way† and Bodo’s Hombach â€Å"Aufbruch die Politik des Neuten Mitte†[9], reference books in current political science, both announce the end of social-democracy as a modern political doctrine. In turn as already presented they present â€Å"The New Center† as a complex and syncretism (combination of different elements belonging to different arts) doctrine, a synthesis of doctrinaire ingredients both from the left and from the right. It supposes to eliminate any type of radicalism and thus to respond to the today’s complex realities, and proposing a so called â€Å"third way†, always searched, always invoked in different spaces, in different times. [10] Many economists criticize this â€Å"Third Way†. For them and for me it is not a viable political system. It is not a new way, but just a combination of two old ways, a combination that fails to bring the best from the two. It cannot define itself but through reference of its two already known poles. It cannot be an authentic doctrine, but a mix specific to each conjuncture in time and space. It cannot be but an exception, transitive and temporary, because it doesn’t have a doctrinaire showing consistency and originality. The main counterargument is that if the capitalist are left to do what they know best make money, but then the state interferes and redistributes it in order for everybody to be equal, than where does it leave the engine, the motifs that propel these capitalists. The Welfare State failed in providing the true social justice because of the excessive redistribution that discouraged and penalized the individual initiative. 4. 2 Capitalism the only plausible way (The misery of capitalism) For certain critiques of capitalism one can sense a double disposition: on one side the desire to counterpoise, to discover all its flaws; on the other side, the temptation of accelerating its flow for the purpose of better hurrying up its fall. The illusion, ghost, already present at Marx and which consist in the fact that it was believed that capitalism will expand everywhere through a blasphemous production, and will extenuate it by overcharging, so it will tilt suddenly in its counterpoint, the golden age. For Marx the â€Å"Golden Age† was socialism. Capitalism self-destroying will only be caused by its planetary expanding: at the end, after its devastation, there will be the flickering of a new aurora.. It is a self firing capitalism, made him self useless because it has succeeded. If everything will become a market, as Jeremy Rifkin[11] predicted, nothing will be a market. This type of expectation can thrill the imagination, but doesn’t hold to common sense: on one side, capitalism is far from ruling everywhere, and even if no rival is present, it is absent in its most fundamental forms. To the other half of the world, capitalism is viewed as a rider of the Apocalypse wearing, in its chaos, the promises of a wonderful horizon, it means to ask capitalism too much, to transfer only to its economical sphere a hope that was once entrusted to religions. We cannot expect from Capitalism anything else but what it knows to do best: produce material goods in an unlimited number, and nothing else. For other writers the question is not if capitalism will survive, because for them it’s a superfluous question, but mainly how capitalism changed and how willing are we the accept it. â€Å"Its survival for over two centuries, capitalism owes it both to its enemies and to its followers†[12] There is no replacement for socialism only slight changes from within. Free-market economy not only did not fulfill its promises, disenfranchising millions of people, but also appears as a simple machine of producing goods with no other purpose, reason but to produce other goods. When it fails, capitalism revolts us with its misery that it brings or maintains; when it succeeds it horrifies us through a depth of ugliness and bad merchandise. We manage to put up with it as much as we accept it, without actually adhering to the stories that make capitalism move forward. â€Å"Capitalism has to sustain its process in front of judges that already have in their pockets the death sentence. These judges prepare to file against the defendant, whatever arguments the lawyers might invocate, the only way the defense might register a success is to change the accusation paper†[13] Pascal Bruckner takes this idea forward and says that this accusation document doesn’t exist. He admits that capitalism is not the best solution, but he also says that by not having adversaries it is the only plausible way. For some writers like Viviane Forrester[14] capitalism is nothing else that the twin brother of Nazism that will finish the program of extermination, fifty years after the failure of the later. She assimilates the â€Å"economical horror† with the concentration camps from The Second World War and foresees â€Å"ready genocide† from the masters of the world. The target is the poor people. Christophe Dejours[15], a psychiatrist, writes a new page in the history of revisionism. In his opinion he assimilates the enterprise personnel with some collaborationists who participate with the boss at oppressing the employees just like numerous Germans collaborated for the extermination of the Jews. Pascal Bruckner also criticizes capitalism because of the publicity that bombards our every day life; because of the way all the countries tend to copy America, (â€Å"everybody can become American because America is already everybody†[16]) even if the only accepted form of racism is anti Americanism; because in his opinion capitalism killed our freedom, by imposing all these rules; because the disparities between the rich and the poor have grown so much; because of the way countries criticize the international system just to actually get better into it; because there is no longer the case of good will, but only one’s interests (â€Å"We cannot rely on the goodwill of the butcher, merchant, beer vendor or baker to supply us the meal, but on the care that they have for their own interests. We do not ever address their humanity, but their selfishness; and we will never tell them our needs, but always their advantages†[17]); because of the consumerism life that subjugate the individual, when the subterfuge of shopping became a prison, where the consumer defines itself through what he/she drinks, eats, listen, and vegetates in an adolescent universe, incapable to prioritize its desires and needs; because the unlimited progress of science did not go hand in hand with the recognition of the consciousness. ; because there the gap between rich people and poor people is growing bigger and bigger (â€Å"In 1960, a fifth of the most wealthy people in the world disposed of an income 30 times bigger than a fifth of the poorest. Today it disposes 82 times more†[18]) Bruckner thinks that it was communism that saved capitalism, and if it was true that capitalism could face its destruction because of its successes it is not longer true because it can let itself be educate d by those who want to delete it from the map and participate without their will at its own resurrection. Bruckner also mocks J. Garello. The later emphasizes that â€Å"In the real capitalism there is no corruption because the politics is held with care away from the economical order. There is no pollution because the responsible polluters must repair the damages that they inflict. There is no trash, dirt, because people learn spontaneously to improve their fate and progress on the later of income thanks to their initiative and their aptitude for work and trade. †[19] According to Bruckner this author thinks about capitalism as â€Å"a piece from the true cross†. Bruckner doesn’t agree that the individual can be reduced to modern Robinson, always rational, self conscious of its own interests and condemned for ever to maximize its potential. The same author also states that capitalism and democracy are less complementary but more supplementary, they sustain each other as much as they are contradictive, they have reports of confliction assistance, they listen to false similarity. 4. 3 Global economy –the end of capitalism as we know it or a new economy emerging? 4. 3. 1 Bleak times â€Å"The capitalists do not believe at all in capitalism. They believe in socialism for the wealthy. They want to be sure that the government takes care only of them and that the other ones don’t realize it. These guys, after all of that stuff theyve been telling us all these years about capitalism, free market, free enterprise they dont believe in any of that. They dont believe in free enterprise or a free market. They want they want socialism for themselves. To hell with everybody else, but give it to them. And I think, really, what were seeing here right now with them, with the banks, were seeing the end of capitalism the end of capitalism as we know it. And I say good riddance. †[20] George Soros believes that the connection between capitalism and democracy is a fragile one. Capitalism and democracy comply themselves to different principles. The stakes are different: for capitalism – wealth, for democracy – political authority. The criteria that are taken into consideration when measurements are made are also different: in capitalism, the measurement unit is the money, in democracy –the citizen’s vote. The values that capitalism and democracy serve are also different: in capitalism one can affirm that is about personal interests, in democracy – public interest. 21] Historically, democracy has been an important counterweight to the capitalist system, but in an era of globalization, Mr. Soros believes, no individual state can resist its power. C ollective decision-making institutions either do not exist or are not able to effectively intervene. While ideological global capitalism has thankfully swept away corrupt states, Mr. Soros worries how long it will be before it undermines reform-minded governments and even destroys itself. [22] Fukuyama also believes that capitalism and democracy do not necessarily have to go together. For him thou, it’s a preferable solution, because in his opinion at the end of history, capitalism will prevail, and liberal democracy is the only viable political system. [23] By â€Å"global capitalist system† Soros doesnt mean what we would understand by the term: capitalism as a world-wide system of production for profit, but the more restricted sense of present world financial arrangements which allow the more or less free movement of capital throughout the world: â€Å"The global economy is characterized not only by free trade in goods and services but even more by the free movement of capital. Interest rates, exchange rates, and stock prices in various countries are intimately interrelated, and global financial markets exert tremendous influence on economic conditions. Given the decisive role that international financial apital plays in the fortunes of individual countries, it is not inappropriate to speak of a global capitalist system† [24] It is these arrangements-this single world financial market-that he is saying is in danger of disintegrating; which of course would not at all be the same thing as the collapse of capitalism that ha s sometimes been mistakenly predicted by some writers in the Marxist tradition Soros, following, consciously or not, a distinction made by one school of anti-imperialist thinkers in the 1970s and 80s, divides the â€Å"global capitalist system† into a centre (US, Western Europe, Japan) and a periphery (Asia, Latin America, Russia, East Europe, Africa). Under this system capital flows from the centre to the periphery and back, supposedly to the mutual benefit of both. He sees the danger of disintegration coming from countries on the periphery taking steps to stop the free flow of capital in a bid to avoid the negative effects of the systems instability on their economies and populations: â€Å"To put it bluntly, the choice confronting us is whether we will regulate global financial markets internationally or leave it to each individual state to protect its own interests as best it can. The latter of course will surely lead to the breakdown of the gigantic circulatory system, which goes under the name of global capitalism† [25] So what Soros means by the â€Å"breakdown† or â€Å"disintegration† of global capitalism is not the collapse of the world-wide system of production for profit based on the exploitation of wage labor, but only states coming to adopt measures that impede the free movement of finance capital. Global institutions must be created to lay down some basic ground rules for the operation of global capitalism. For Soros is no free marketer. In fact part of his book is a devastating attack on those he calls the â€Å"market fundamentalists†, the followers of Von Mises, Von Hayek and others, who advocate that market forces be given complete free reign (laissez-faire) and who came into intellectual prominence in the time of Reagan and Thatcher. Soros levels two charges at them. Firstly, that they think markets have an in-built tendency towards creating a stable situation through supply and demand being in balance, while this is not the case. Second, that they preach that the market is the best way to regulate all human activities. Writing from his own experience, admittedly not of the real economy but only of financial markets, Soros challenges the equilibrium theory. The external shocks which the market fundamentalists invoke are usually, of course, government interventions of one sort or another. According to them, if governments just stood aside and let the magic of the market operate, there would be no slumps just continuous, smooth growth. But there is no evidence for this. Throughout the 19th century British governments pursued a policy of laissez-faire yet slumps still occurred on a regular basis. [26] The fact is that the market system does have a built-in tendency towards creating booms and busts rather than stability and smooth growth. As Marx pointed out, this applies to the real world of market-oriented production and not just financial markets. Soros is even prepared to give Marx some credit here: â€Å"†¦ the capitalist system by itself shows no tendency toward equilibrium. The owners of capital seek to maximize their profits. Left to their own devices, they would continue to accumulate capital until the situation became unbalanced. Marx and Engels gave a very good analysis of the capitalist system 150 years ago, better in some ways, I must say, than the equilibrium theory of classical economics†[27]. He claims, however, that thanks to â€Å"countervailing political interventions in democratic countries† Marxs â€Å"dire predictions did not come true†. This is based on a misunderstanding of Marxs view. The â€Å"dire predictions† that Soros mentions were not, as he seems to assume, that the unregulated profit-seeking of capitalists would lead to the collapse of the capitalist system but simply that their competitive struggle for profits meant that steady, smooth growth was impossible and that growth proceeded by means of booms and slumps. Capitalism has not collapsed because it was never going to, not because of government intervention Marx didnt foresee. And government intervention has not been able to eliminate the boom/slump cycle which Marx saw was an unavoidable feature of capitalism. Soros sees himself as continuing the political philosophy of Karl Popper. As expounded in books such as â€Å"The Open Society and Its Enemies†, Popper argued against the idea of trying to establish a â€Å"perfect† society in favor of accepting an â€Å"open† society as one subject to permanent improvement by piecemeal social engineering, by which he understood capitalism with a political structure involving elected institutions, the rule of law and pluralism, more or less what the West has had for years. 28] For Popper found the main enemies of his â€Å"open society† were the totalitarian ideologies of fascism and â€Å"Marxism† (which, for him, was not just Marxs own views but those mixed up wi th Lenins and Stalins)[29]. Soros adds a third which he says has come into prominence since the collapse of â€Å"communism†: uncontrolled capitalism. Hence the subtitle of his book â€Å"Open Society Endangered†, though he had already expressed this view in a famous article â€Å"The Capitalist Threat† that first appeared in â€Å"The Atlantic Monthly† in February 1997 and which was widely reproduced. Soros sees the danger coming from the penetration of market values into all aspects of life, leading to social disintegration. Monetary values†, he writes, â€Å"have usurped the role of intrinsic values and markets have come to dominate areas of society where they do not properly belong†[30]. He is in fact quite forceful in his criticism of this aspect of global capitalism. Soross mistake is to think that you can have capitalism and somehow keep its money-commodity relations from spreading everywhere. The history of capitalism is the history of the continuous spread of such transactional relationships, the market works its way into more fields of human activity. It is a process that cannot be stoppe d within capitalism as growing marketization is just as much a feature of capitalism as capital accumulation; indeed the two go together. Soros, however, is a supporter of capitalism: â€Å"I want to make it clear that I do not want to abolish capitalism. In spite of its shortcomings, it is better than the alternatives. Instead, I want to prevent the global capitalist system from destroying itself† [31] One might doubt whether he has given serious consideration to the alternative of a global society based on the common ownership of the worlds resources and production directly to satisfy human needs. Not that one would really expect him to. Some of his fellow-capitalists already think he has gone too far in his criticism of their system. [32] 4. 3. 2 The new economy â€Å"The anthems of modernity sing liberalism. Its victory is almost complete, absolute, to the north and south, to the sunset and the sunrise. Globalization signifies liberalization. The horizon is liberal. †[33] The today’s dominant doctrine at a global level gravitates around some key concepts, it cultivates some values that tend to acknowledged almost unanimously. First of all it affirms, and emphasizes the prevalence of the individual, in its quality of an entrepreneur, manufacturer and consumer, and respects its freedom of action and interaction with its neighbors, the ones like him, in order to maximize his individual utility. The state is a minimal one, its action reducing only to protect the negative rights (as described by von Humboldt, Herbert Spencer, and Robert Nozick). Society has at its basis a network of economical transactions between individuals, through which everybody exchanges goods and services, abilities and knowledge, time (understood as fundamental economical resource), with the purpose of maximizing profits and the degree of individual satisfaction. [34] This way the allocation of resources and the social adjustment is no longer directed from above, but are being harmonized and optimized on the horizontal, due to these complex relations between individuals, a characteristic of the free market. This is a second key concept of the liberal model. The market gains its own rights again as a natural form of organizing and regulating not only the economical activities, but also social life in general. Society becomes thus a market society, which attains the true social justice. This new type of society assures the equality of chances, encourages the initiative and free competition between individuals, in order for each of them to take care of themselves and to follow their own ideal of personal wealth, according to their own natural abilities and the own obtained trough education, according to the work they depose and the creativity they are showing. Nobody guarantees the right for work anymore; each one has to demonstrate that he/she is useful because of his/hers work. The initial forming and the continuous role one plays becomes more and more important. In order to insure social equality, the state must ensure everybody’s right to education. Another essential element of the new political-economical orthodoxy is the private enterprise, producer of wealth, of adding value, and the organizer of the social texture. It is the main object in the economical game, directing the transactions and determining the distribution and the redistribution of costs and profits at a global level. Today’s informatics and telecommunication revolutions radically transform the classical private enterprise more likely into a network, a system that works horizontally. The decisions are becoming more and more decentralized, and they give responsibilities to all the employees, through a participatory management and a representative one for all the involved interests. But above all, thrones the great capital, especially the financial one. All the elements of the economic system: people, goods and services, are being appreciated by their contribution to the profitableness of the social capital. At a global level, the politics that need to be promoted must envisage first of all the legacy of human kind, the common interest: protecting and rehabilitating the environmental conditions (air, water, forests so on), through regulation accepted at a global level; common security (regarding food, finance, health so on); peace; protecting and rehabilitation of the cultural legacy, with its wonderful diversity; punishing the crimes committed against humanity, by consolidating The International Criminal Court and others. [35] Braileanu considers also that a minimum intervention of the state is necessary, and only especially for defense, public order, in general for defending the rights and freedoms of its members. But â€Å"If we do not want the state to interfere in all the domains of our private life, if we want to be free and productive, it is necessary to look and establish a precise limit beyond which the State cannot confiscate what belongs to us†[36] He also acknowledges the fact that we are dealing with an integrating process, and that there is no reason or ways to fight it. The main agents of this formidable envelopment are the huge multinational enterprises, groups or chains industrial and financial, conglomerate tentacles that concentrate and dominate the world. Historically, the world was never ruled by so few and so powerful masters. The true global governance is managed by only six major actors: The International Monetary Fund, The World Bank, G7- The group of the seven most industrialized countries in the world, The Organization for Economic Co-operation and Development (OECD), and NATO. The influence of technology and information led to acceleration in the process of concentrating the capital, thus the power. The logic of the market leads to monopoly. This idea was also seen by Marx as the last stage of capitalism. He declared that by reaching this point it is going to be easier to pass to a socialist society. In today’s new economy, the balance between capital and work is a different one. The father is the capital, and the mother is the work. In the new condition of this postmodern marriage, the feminine part is asked to be very flexible and mobile. Tiberiu Braileanu admits that the new economy has its dangers. But he says â€Å"in order to avoid them, the principle for durable, long-lasting development must include the necessary human solidarity and reconsideration of the person, of the human being, in the center of the economic preoccupation†[37] 4. 4 Capitalism – an almost complete victory against â€Å"the enemies of the open society†? One can argue that only the capital is anticapitalist, because it works at overthrowing its previous conditions through what Joseph Schumpeter called â€Å"the continuous hurricane of destructive creativeness†, the appearance of new values through destroying the existent goods Less pessimistic than Schumpeter but anxious about the future nonetheless is Francis Fukuyama. Fukuyama’s argument is in two stages according to David Reismen in his book â€Å"Conservative Capitalism. The Social Economy â€Å"[38]. First, he argues, ethical absolutes are the precondition for success and not just the icing on the cake: â€Å"Law, contract, and economic rationality provide a necessary but not sufficient basis for both the stability and prosperity of postindustrial societies; they must as well be leavened with reciprocity, moral obligation, duty toward community, and trust, which are based in a habit rather than rational calculation. The latter are not anachronisms in a modern society but rather the sine qua non of the latter’s success. [39] Second, Fukuyama continues, the social capital that is the source of the constraint is being eroded by evolution and it is not being replenished: â€Å"Communities of shared values, whose members are willing to subordinate their private interests for the sake of larger goals of the community as such, have b ecome rarer. And it is these moral communities alone that can generate the kind of social trust that is critical to organizational efficiency. † [40]p. 309 Fukuyama also militates for liberalism, and more than that his perfect system would be a liberal democracy. He, as Tiberiu Braileanu, both see that today this system has some shortcomings. A free society presumably means the abolition of any power, in the idea that human nature is kind and that it can evolve without exterior coercion. To have a number of freedoms doesn’t mean to be free. And then, are we really free? The new technologies affect so much our private lives, that one can say that we are all in a conditional freedom, ever more connected. Also as Pericle said â€Å"If you want to be free, you must work†. Just as Soros, Fukuyama thinks that without its exterior enemies, capitalism tends to self destroy. According to Denis Duclos[41], the major characteristic of the present capitalist system is a phenomenon of â€Å"autofagie† (self eating) and the devouring of the exceeding work. The enterprises swallow each other, the markets devour themselves, and people have to put up with the consequences of this insane recycling, governed by the law of profit by any means. Fukuyama’s book was indeed surprising. Fukuyamas thesis consists of three main elements. First, there is an empirical argument. Fukuyama points out that since the beginning of the Nineteenth Century, democracy, which started off as being merely one among many systems of government, has grown until the majority of governments in the world are termed democratic. He also points out that democracys main intellectual alternatives (which he takes to be various forms of dictatorship) have become discredited. Second, there is a philosophical argument examining the influence of thymos (or human spiritedness). Fukuyama argues that the original battles for prestige among the first men of history, and the willingness of some to risk their lives in order to receive recognition from another is an unnecessary form of human behavior within a democracy. In essence; the roles of master and slave are rationally understood by both parties to be unsatisfying and self-defeating. This follows the work of Hegel and an Anglo-Saxon tradition typified by John Lockes ideas on self preservation and the right to property. Finally Fukuyama also argues that for a variety of reasons, radical socialism (or communism) is likely to be incompatible with modern representative democracy. So the last question for Fukuyama, that tries to look for an end to history, is if liberal democracy is fully satisfying or are there still contradictions that will be kept deep inside the liberal arrangement? Of course liberal democracy has various problems such as unemployment, environmental pollution, drugs, and crime, but beyond these immediate problems lays the question if there are deeper sources of malcontent- if life is fully satisfactory? â€Å"If we can’t see any of these contradictions then we can say together with Hegel and Kojeve[42] that we have reached the end of history. But if we do see them, then we must say that History, in its strict meaning, will continue†. [43] Therefore, in the future, democracies are overwhelmingly likely to contain markets of some sort, and most are likely to be capitalist or social democratic. 1] Milton Fridman, Liber s[pic] alegi , editura ALL, Bucure_[pic]ti, 1999 [2] Anthony Giddens, Baron Giddens (born January 18, 1938) is a British sociologist who is renowned for his theory of structuration and his holistic view of modern societies. He is considered to be one of the most prominent modern contributors in the field of sociology, the author of at least 34 books, published in at least 29 languages, issuing on average more than one book every year. Three notable stages can be identified in his academic life. The most recent stage concerns modernity, globalization and politics, especially the impact of modernity on social and personal life.