Multicultural Perspectives Of Practice Msw 553 - 1633 Words

California State University Dominguez Hills Multicultural Perspectives of Practice MSW 553 Narineh Kamali Final Paper December 9, 2014 In my last year’s placement I had the privilege of Interning at the Veteran’s Affairs in the Spinal Cord Injury clinic. In the SCI clinic I worked closely with Veterans who had experienced spinal cord injury, which resulted in permanent paralyses such as paraplegia or quadriplegia. Ms. Cynthia Jackson was one of my clients that had an enormous impact on me. Ms. Jackson is 55 year old African American. Ms. Jackson served in the United Air force in the late 1970’s post-Vietnam War and was based in Germany. While serving in Air force, Ms. Jackson severely injured her back in tanker truck accident which resulted in paralysis in her lower exterminates. Ms. Jackson is wheelchair bond due to her paraplegia, client was referred to the SCI clinic for case management and counseling services. Ms. Jackson was born and raised in Mississippi and moved to California when she was 13 years of age with her entire family. In addition, my client shared the struggles she faced growing up in predominately white neighborhood. Ms. Jackson expressed she was reminded daily that she was black regardless of her achievements while growing up. My client clearly remembers the conversation she had with her parents before moving to California in regards to the inequalities she will be confronted with being a women of color. Ms. Jackson is divorced and

The Central Park Five - 1248 Words

Introduction Crime, deviance, and unethical conduct can found within almost every occupation and profession. Police ethics is the conduct that everyone is most concerned with. Police officers enter into an occupation that shares many characteristics of other career fields, but it also has unique responsibilities that deal with conduct and behavior. The PBS documentary: The Central Park Five, demonstrates two of the most common misconduct issues that the criminal justice professionals deal with noble cause and noble cause corruption. The film investigates the miscarriage of justice of four Black and one Latino teenager from Harlem, who were wrongly convicted of the brutal beating and rape of a white woman in New York Citys Central Park. The Police Perspective When this Central park case was made public, the New York Police Department and District Attorney office’s main focus was to solve the case as quickly as possible. When the five teenagers were found â€Å"wilding† in the park the night of the women’s death, the police believed they had found the suspects. The police were so confident of the teenager’s guiltiness, the five boys were interrogated of their involvement in the crime. The police used their authority and persuasion to get the boys to confess and promise them that they would go home if they talked. Through strenuous and intense interrogation, the five boys confessed to the killing and rape of the young women on videotape. These confessions were given even thoughShow MoreRelatedCentral Park Five1909 Words   |  8 PagesShirene Tabarestani 1895-0581 The Central Park Five Documentary In one of the most well known cities of the United States, New York City was the central focus in the 1980’s. Five minority youths aged 14 to 16 were arrested and convicted of rape, sexual assault, and almost murdering 28-year old white female investment banker, Trisha Meili, as she was jogging through Central Park on the night of April 19th, 1989. These innocent Latino and African American five young men— Antron McCray, Kevin RichardsonRead MoreCentral Park Five Essay621 Words   |  3 Pagesï » ¿The movie â€Å"The Central Park Five† was a documentary film. It is talking about five young men were involved in a rape case. One white woman was raped and left for dead in the central park in 1989. Police officers arrested five fifteen years old suspects. The government did not have enough evidence to judge these five black men and Latino Americans; however, because of the racial discrimination, the justices judged them as guilty and sentenced them to jail about 9 to 15 years. After few monthsRead MoreThe Central Park Five Case And Martin Tankleff1388 Words   |  6 PagesWhat does the Central Park Five case and Martin Tankleff have in common? In both New York cases, the suspects provided false confessions to law enforcement, and they were found guilty because of interrogation tactics utilized by law enforcement. Several years after these cases, Kassin and Kiechel conducted a study that addresses the issue of false confessions. While people find it hard to believe that anyone would confess to a crime he or she did not commit, there are people who end up making aRead MoreThe Central Park Five Is A Documentary By Ken Burns About1763 Words   |  8 PagesThe Central Park Five is a documentary by Ken Burns about five young black men who were wrongfully convicted of a crime they did not commit. This documentary focused on showing how these boys got convicted, why they got convicted, the effects and response from the public of their convictions, and their release. For the remaining part of my paper, I am going to show how the sociological theoretical perspectives, in particular the conflict perspective, explains why the events in the film happened theRead MoreDocumentary Central Park Five was Directed by Kevin Burns, Sarah Burns, and David McMahon1609 Words   |  6 PagesThe documentary directed by Kevin Burns, Sarah Burns, and David McMahon called Central Park Five was about the trials, prosecutions, and exo nerations of five young men. On April 1989 a woman was found in Central Park of New York City after she had been brutally raped and beaten. She was taken to the hospital in critical condition, and later made a miraculous recovery having no memory of the event. Police arrested Antron McCray, Kevin Richardson, Yusef Salaam, Raymond Santana, and Korey Wise—who wereRead MoreCentral Park Essay1239 Words   |  5 PagesCentral Park Central Park, located in New York City is a public park designed for people to enjoy sightseeing, tours, exercising, or just plain relaxing. It is an attraction sight for many tourists as well as New Yorkers. According to the book â€Å"Central Park, An American Masterpiece† by Sara Cedar Miller, the eight hundred and forty three acres of land began construction in 1857 and won the title of being a National Historic Landmark since 1962. The park which is located in the center of ManhattanRead MoreNew York City in Summer858 Words   |  4 Pages Standing only at five feet high in New York City, the beautiful New York City in the summer time rises with an amazing sunrise. The rays of the sun mix with three different shades of bright and dark colors like red, orange, and yellow. The dark blue sky is still filled with lingering clouds that flee from the sun as it makes its assent. The skyline of New York City casts a gorgeous reflection onto the East River. New York is one of the best known cities in United States with a total areaRead MoreCentral Park Essay1015 Words   |  5 PagesCentral Park Central Park was the first landscaped public park in the United States. Advocates of creating the park – primarily wealthy merchants and landowners – admired the public grounds of London and Paris and urged that New York needed a comparable facility to establish its international reputation. A public park, they argued, would offer their own families an attractive setting for carriage rides and provide working-class New Yorkers with a healthy alternative to the saloon. AfterRead MoreNew York City Where the Dreams Come True1337 Words   |  6 PagesEngland states (Vermont, Massachusetts, and Connecticut); the Atlantic Ocean, and two Mid-Atlantic States, New Jersey and Pennsylvania. New York City is composed of five boroughs. Each borough is coextensive with a respective county of New York State as shown below. Manhattan is the most densely populated borough and is home to Central Park and most of the city s skyscrapers. The borough is the financial center of the city and contains the headquarters of many major corporations, the UN, a number ofRead MoreThe Lawn At The University Of Virginia And Ix Art Park1237 Words   |  5 PagesInfluences of planning theorists are evident in The Lawn at the University of Virginia and IX Art Park in downtown Charlottesville by examining the sites’ designs, activities, and users. Thomas Jefferson designed a university to promote higher education which he called his Academic Village, and the Lawn was the center of his design. He wanted to create a university where everybody could not only learn and study, but also live together. Therefore, he designed pavilions which served as houses and

Childhood and Adolescent Depression

Question: Write an essay on Childhood and Adolescent Depression? Answer: Introduction: With the increasing awareness and sensitivity on mental health problem many researchers are trying hard to find context specific solutions in treatment. Mainly the depression among adolescents and children is considered important due to problem in diagnosis and difficulty in treatment course. The following 2 articles present this account in critiqued manner. Article#1 Bhatia, Shashi K. and Bhatia, Subhash C. (2007). Childhood and Adolescent Depression, American Family Physician, 75(1):73-80. Summary of article#1 The current paper (Bhatia and Bhatia, 2007) presents a critique of incidence of psychological problems among adolescents and children, their importance, assessment and therapies in terms of significant impact and overall a sensitization for a holistic intervention. While many types of important depression are found among a relatively lower proportion of children as well as adolescents, the effect of such depression on children are negatively manifested in a number of life aspects such as developmental growth, performance in education, maintaining relationship with family members and even up to a suicide level. Even some of the risks are biomedical in nature in addition to psychosocial type of risks among adolescent and children. In this line a number of determinants play significant role in aggravating to those risks. They could be abuse experienced by children, enhanced level of young age sex illnesses and life with increased stress level. While the procedure and criteria to diagnos tic this kind of depression among adolescents and children continue to be similar to those among adults, one may find differences in symptom expressed at various stages. This is more conspicuous in developmental phase and even it is often difficult to get expression by adolescent as well as children in terms of their internal level mood. This paper calls for devising safer and more effective type of diagnosis as well as treatment specifically employing proper assessment of risks among the children and using therapies based on scientific evidences. In critiquing the therapies and diagnostic process available across medical system, the authors supports the therapy of cognitive behavior in case mild depression among children and even up to moderate depression, however given the condition of its unavailability it is suggested to use antidepressant in tackling these kind of problems. In the same line of examining the therapies, the article recommends the use of antidepressants for severe type of depression side by side the cognitive behavior therapy. It also infers that use of tricyclic type of antidepressants could be ineffective in addition to major side effects on childrens life. Since in this situation the effectiveness of some serotonin based inhibitors is considered limited, the use of fluoxetine could be useful as a therapy to tackle depression in children. And since some amount of risk towards suicide is anticipated from use of most antidepressants, there is need of education and awareness among parents and necessary monitoring should be considered as proper intervention. For this reason required amount of safety, convincing endeavors with patients and continuous monitoring by doctors should be in place to tackle such emergency situations. Reaction to article #1 The paper is found to be very meaningful for work in school psychology, counseling, or teaching mainly due to the clear illustration of the paper in terms of incidence of psychological problems among adolescents and children, their importance, assessment and therapies in terms of significant impact and overall a sensitization for a holistic intervention. The merit of the paper lies with the systematic assessment of factors behind the depression among children and adolescents and the possible treatment for context specific problems. This also signifies the preparatory activities associated with possible suicidal problems during the therapy process. I agree with the authors point of view that the treatments schools be decided by the physician based on the contexts such as step by step procures and necessary precautions before the process such as awareness to parents, discussion with patients and doctors continuous monitoring. While the strengths of this article lies with the systematic analysis of problems associated with depression among children and he treatment recommendations, some amount of limitations of the article lies with the generalization across population. The article thus concludes that there is a need to understand the factors behind the depression among children as the expression is difficult. Also the treatment should be added with necessary preparations from doctors taking into confidence the parents, guardian and patients at the same time. This article also for this reason develops new ideas to the body of literature. Article#2 Clark, Molly S.; Jansen, Kate L. and Cloy, J. Anthony (2012). Treatment of Childhoodband Adolescent Depression, American Family Physician, 86 (5): 442-448. Summary of article#2 This article (Clark et al. 2012) presents make a detailed illustration of relevance of depression related disorders among adolescent and children versus that in adults, in addition to a critique of medical and technical problems associated with diagnosis and required treatment among adolescents and children compared to adults. Hence the authors provide inputs for practitioners and at the same time contribute the greater body of knowledge for better intervention for children and adolescent with such depression related problems. It has been well accepted across medical fraternity as well as in general that many important depression related disorders among adolescents and children lead to visible problems. These in turn have impact over various life conditions at physical level in addition to social and emotional development. The most important factors that are behind the elevated risks of these depressive disorders generally range from family level to individual level situations. At fa mily level the factors such as depression in family history, conflict between parents contribute to the depressive disorders among children and the adolescents. The individual level factors such as negative type of thinking by children and adolescents, poor relationships among their peer groups, inadequate quantity and poor quality of skills to cope with depressive conditions all play the role of enhancing factors behind the depressive symptoms of children as well as the adolescents. Given that there are some similarities in the criteria for diagnosis of depressive disorder among children with that in adults identified by the medical system there are clear differentials visible in terms of expression of symptoms in varying contexts and follow up there after. The exception is seen more among children as compared to adults in terms of formers inability to fully express sad mood rather in the form of irritability in the situation of sad state or in depressed mood circumstance. Even the loss of weight among adolescent and children too is often taken into consideration for use in case of failure by the physician in reaching at correct milestones for weight. Given that there are differential conditions and problem in symptomatic express and other medico-technical issues, it is suggested for better treatment options, one must consider a host of factors such as severity of the depression the child is experiencing, probability of suicide behavior, the stages of development in addition to social and other environmental factors of the adolescent and children. Some psychological and psychiatric treatments may also work better in children contexts, such as therapy of cognitive behavior modifying and even interpersonal treatment could work well in case of such patients (children and adolescents) experiencing mild quantity of depression. In addition some sort of adjuvant type of treatments for children with moderate up to severe amount of depression may be recommended by med ical fraternity for better result. Some medical researchers as the current author too suggest for applying pharmaco-therapy for the patients mainly the adolescent and children when one observe moderate and even severe type of depression problems. The use of antidepressants such as Tricyclic types may not necessarily is found to be effective for such children patients and affected adolescents context. Given that there boxed type warning in case of antidepressants to be triggering any possible increase in risk of committing suicide, necessary care need to taken in advance for proper assessment options, continuous monitoring, safety type of planning in addition to adequate and in-depth education and awareness to family members of the patient during the course of treatment. Reaction to article #2 The current article is really comes out to be a meaningful one mainly in terms of its relevance in school level psychology, counseling, and also teaching. This is because of a detailed illustration of significance this paper lays in terms of incidence of depression related problems among adolescents and children, their incidence, diagnosis assessments and treatment option to get significant effect of intervention that can be replicated. The merit therefore lies with this article by its systematic assessment of causal factors in depression disorders in children and adolescents followed by possible treatment option in context specific problems. This paper also sensitize about preparatory options associated with possible suicidal case during the therapy process. I fully agree with authors viewpoints about the treatments being decided by the physician examining the contexts such as step by step procures and required cautions before the process such as rendering education and awareness to family members, discussion with patients and continuous monitoring system in place. While the strengths of the paper is visible in its systematic analysis of problems associated with depression among children and the treatment recommendations, some limitations may be realized on the generalization across population. The authors thus conclude that there is a need to take full cognizance of factors of depression among children as the expression may vary and difficult to record. Conclusion: Since the mental health problem has been universally considered important it is worth to make study on this topic and mainly the depression among adolescents and children as there are problem at various stages of treatment. Both the papers are similar in terms of problems in diagnosis and difficulty in treatment course among adolescent and children. Hence they recommend a number of preparatory activities before treatment and take different options in vary contexts of severity of depression. . The following 2 articles present this account in critiqued manner. Overall both these articles provide lot of technical inputs for practitioners and also contribute a lot to the greater body of knowledge on children and adolescent with depression related problems. Reference 1. Bhatia, Shashi K. and Bhatia, Subhash C. (2007). Childhood and Adolescent Depression, American Family Physician, 75(1):73-80.2.Clark, Molly S.; Jansen, Kate L. and Cloy, J. Anthony (2012). Treatment of Childhood and Adolescent Depression, American Family Physician, 86 (5): 442-448.3. Pren, A., von Knorring, L., Jonsson, U., Bohman, H., Olsson, G. and von Knorring, A.-L. (2012), Drug prescriptions of adults with adolescent depression in a community sample, Pharmacoepidem. Drug Safe., 21 (2): 130136.4. Sowislo, Julia Friederike and Orth, Ulrich (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies, Psychological Bulletin, Vol 139(1), Jan 2013, 213-2405. Keitha, Latrina (2013), Childhood and Adolescent Depression, Journal of Consumer Health on the Internet, 17 (3): 296-3096. Lewis, Gemma; Collishaw, Stephan; Thapar, Anita and Harold, Gordon T. (2014) Parentchild hostility and child and adolescent depression symptoms: the direction of eff ects, role of genetic factors and gender, European Child Adolescent Psychiatry. 23 (5): 317-3277. Rocque, Cherie L. La; Harkness, Kate L. and Bagby, R. Michael (2014). The differential relation of childhood maltreatment to stress sensitization in adolescent and young adult depression, Journal of Adolescence, 37 (6): 8718828. Schwartz, David, Lansford, Jennifer E., Dodge, Kenneth A.; Pettit, Gregory S. Bates, John E. (2015). Peer Victimization During Middle Childhood as a Lead Indicator of Internalizing Problems and Diagnostic Outcomes in Late Adolescence, Journal of Clinical Child Adolescent Psychology, 44 (3): 393-4049. Jonsson, U; Bohman, H.; Knorring, , L. von; Olsson, G,; Paaren, A. and Knorring, A.-L von (2011). Mental health outcome of long-term and episodic adolescent depression: 15-year follow-up of a community sample, Journal of Affective Disorders, 130 (3): 395404.10. Reivich, Karen; Gillham, Jane E.; Chaplin, Tara M. and Seligman, Martin E. P. (2012). From Helplessness to Optimism: The Role of Resilience in Treating and Preventing Depression in Youth, Handbook of Resilience in Children, June: 201-21411. Richardson LP, McCauley E, Grossman DC (2010). Evaluation of the Patient Health Questionnaire-9 Item for detecting major depression among adolescents. Pediatrics. 126(6):1117-1123.

The interpretation of Revelation 20 1

The book of revelation is considered as one of the most controversial books in the bible. Whether this statement is true depends on a person’s interpretation of the phrase ‘controversial’. Nevertheless, it is generally agreed that the contents of the book are as mystic as the events it foretells.Advertising We will write a custom research paper sample on The interpretation of Revelation 20: 1-6 specifically for you for only $16.05 $11/page Learn More If there is a section of the bible, and in particular, Revelation, that has elicited a myriad of interpretations, then that section is Revelation 20: 1-6. Concisely, the gist of the section is on the millennium years that Christians are to reign with Christ while the devil is bound. It is interesting how a simple phrase, ‘thousand years’, has led to such varied and opposing views. One wonders what is so special with this catchy phrase. One of the peculiar feature about the â €˜thousand years’ phrase is that it occurs only eight times in the entire bible. Out of these occurrences, six are in Revelation 20: 2-7 while the rest are in 2 Peter 3:8. The debate, however, is not centered on the scarcity of the phrase but rather on what it refers to. Does the millennium represent a factual period of time or a symbolic period of time? When does this period of time take place? What transpires during this period? Does it have any relation to the second coming of Jesus Christ? Such are the questions that have led theologians to take different perspectives on the subject (Brighton 1999, 533)1. This paper presents the different views that exist for the interpretation of Revelation 20: 1-6. These include Historic Premillennialism, Dispensational Premillenniasm, Postmillennialism and Ammillenialism.Though this research ends up supporting one of the views as shall be seen later, it does not overlook the significance of the other interpretations. The first inter pretation of the ‘millennium’ phrase to be discussed here is by the Historic Premillennialsim. This view gets its title from the undeniable fact that there have been theologians through out history who have perceived the ‘millennium’ referred to in Rev. 20 as a factual, one-thousand year, when Christ will rule the earth beginning from His Second Coming. The later will occur prior to the millennium. As such, the Historic premillenialism chronicles the end-of-time events in the following sequence. According to this interpretation, the first event that will characterize the end-of-time is the ‘binding of Satan’ as well as the ‘first resurrection of believers’. The two will occur at Christ’s visible, glorious descent from heaven to earth, well known as His Second Coming.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The second event that is supposed to take place according to this interpretation is the reign of Christ and His Church over the unbelievers who will still be on earth during the millennium. This reign will be characterized by peace and prosperity due to the limitation, though not entire elimination, of sin and evil. The Historic premillenialism interpretation also holds that Satan will be released for a ‘little season’ in order to mislead people in a final attack against Christ and His Church, a battle that the latter will win while the former will be cast into the ‘lake of fire’. This view also posits that the second resurrection will take place, and it will involve all dead unbelievers. Another event that will take place according to this view is the Great White Judgment. In this occasion, all people that ever lived will receive their final judgment. The unbelievers will be cast into the ‘lake of fire’ in order to face eternal penalty (Clouse 1977, 12) 2. On the other hand, believers will be given access to eternal kingdom to enjoy eternal tranquility, comfort, and glory. Lastly, the ‘new heavens and earth’ will be created. This is the glorious eternal kingdom where believers will live with the Lord in praise. Many church leaders have held Historic premillenialism as the true interpretation of the ‘millennium’ for a long time. These premillennilists or chiliasts include Papias, Melito Sardis, Iranaeaus, Hippolytus, Justin Martyr, and Tertullian. The fact that such a high number of leaders have supported the view for a long time does not make it the dominant view of the early church. In deed one of the premillennialists, Justin opposes agrees this as Steve Gregg notes in Revelation: Four views-A Parallel Commentary (1997, 29)3. It follows suit that one cannot be enticed to follow this interpretation simply because its supporters lived in the first centuries following the ascension of Jesus Christ. Instead, there is a need for careful analysis of their views and conclude whether they are supported by Scripture or not. One of the main factors that led to the loss of popularity of the Historic Premillennialism interpretation is the ‘apocalyptic fever’, an event that occurred towards the end of the first century A.D. This was an influence of Jewish and Jewish-Christian pseudepigraphical literature that was going round at the time.Advertising We will write a custom research paper sample on The interpretation of Revelation 20: 1-6 specifically for you for only $16.05 $11/page Learn More A good number of these writings were apocalyptic in nature pointing out to the onset of a Jewish millennial tradition. There is no doubt that the early church leaders’ interpretation of Revelation 20: 1-6 had overtones of this influence. This argument is supported by Brighton when he quotes the church historian Eusebius in the former’s exposition on h ow Papias adopted his premillennial view. Brighton notes that when the apocalyptic fever commenced to fade, so did the premillennial interpretation (Brighton 1999, 534-536)4. A number of church fathers were openly opposed to this view like Origen, Clement of Alexandria, Jerome, Alcuin, and Primasius among others (Gregg 1997, 29-31)5. The second interpretation of the millennium is the dispensational premillennialism. Just like the historical premillennialism, dispensationalism, as the interpretation is also called, interprets the millennium literally. However, this agreement stops at that. This is because dispensationalism is based on a completely system of theology like Millard J. Erickson notes in Contemporary options in eschatology (Erickson 1977, 109)6. As such, it is very important to note this view is theological. Though an in-depth analysis will be provided later in this paper, it is crucial to point out a few points in which this interpretation is based on. One of the princip les that dispensationalists stand for is the belief that the Scriptures are divided into different periods of time called dispensations. In each dispensation, God deals with humans in different ways and provides different tests for humankind. When humans fail, God brings in a new dispensation with a new test. Going by this principle, human beings are living in the dispensation of grace. In this dispensation, God is testing the faith of humanity in Jesus. The seven and last dispensation will be the millennium. Scofielld popularized this interpretation in his book Rightly dividing the Word of God, incorporated in his Scofield Reference Bible (1909) (Scofield 1928, 24)7. Apart from the above belief, dispensationalists believe in three major theological principles namely; the clear difference between Israel and the church (Ryrie 1995, 63)8, the factual interpretation of the bible (Ericson 1977, 109)9, and the prominence on God’s glory as His fundamental intention in the world (Ry rie, 40)10.Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More These are the pillars that make dispensationalism to take a completely different interpretation of the Scriptures. Nevertheless, this paper will confine itself to its subject matter, the interpretation of the millennium as recorded in Rev. 20: 1-6. Dispensationalism chronicles the end-time events in the following sequence. Going by this view, the rapture will be the first stage of the Second Coming of Christ. This event will surreptitiously take away all Christians from the earth instantaneously. The dead believers will be resurrected while all those who are rapture receive their glorified bodies in the ‘twinkling of an eye’. This stage is also the first phase of the ‘first judgment’, also called the ‘Believer’s Judgment’. This will see all believers rewarded according to their truthful service during their lifetime on earth. After the church has been raptured, the ‘prophetic clock’ will begin ticking again while God continu es with His plan for the Jews. Immediately after the rapture, the Seven Year Tribulation will begin. This is an event when the Antichrist appears and deceives many within ‘one week’ equated to a prophetic year (LaHaye 1998, 46)11. This period is the time God will unleash numerous judgments on the earth leading to great pain and suffering. The Antichrist will bring an era of terror particularly in the last three and half years of the Great Tribulation. In order to counter the Antichrist, God will raise up 144,000 literal Jews to spread the good news of the Kingdom in the entire world. Those who pay attention to the message and fail to worship the Antichrist will be salvaged. The third occurrence that dispensationalists believe constitute the end-time events is the Glorious appearing of Christ, His saints and angels. This will take place in the second stage of His Second Coming. The second judgment will follow in which Christ will judge those who live in on earth hence di stinguishing the ‘sheep’ from the ‘goats’. Those who are found praiseworthy will enter into the one-thousand years reign with Christ as their Ruler. On the other hand, those who will be unworthy will be slain and their souls thrown into the lake of fire. It is also worthy noting that the second stage of the first resurrection occurs at this time. This entails the resurrection or transformation of all those who received the Gospel of the Kingdom during the Tribulation and were put to death. Another event that dispensationalists believe will occur in the end time is the binding of Satan. Just like the premillennialists, the dispensationalists believe that Satan will be bound immediately prior to the millennium. They also view the millennium as a reign characterized by tranquility and prosperity. According to Bass , though the two views concur in this proposition, the dispensationalists hold that it is Christ and Jews who rule the earth, and not Him and the Ch urch as the premillennialists hold (1979, 43) 12. The Dispensationalism view also agrees with Premillennialism in other end-time events like the loosing of time, the second resurrection, and the Great White Throne judgment as well as the creation of the new heavens and earth. The preceding discussion on Dispensationalism if carefully examined reveals its underlying misconception that God is working out two different plans, one for the Jews and another for the Church. This material perspective renders this view unacceptable, at least according to the Lutheran perspective. This is because the dispensationalists do not view all Scripture and all of the history of salvation as a unison based on the person and redemptive work of Jesus Christ. As such, Brighton holds that it extends untrue hopes of other ways of salvation (Brighton 1999, 540)13. If dispensationalism is disputable from a Lutheran perspective, what does the Lutheran Church hold as the true interpretation to the Second Adven t of Christ? This questions paves way to the third view of the millennium as spelt out by postmillennialism. The Commission on Theology and Church Relations of the Lutheran Church-Missouri Synod (CTCR-LCMS) contradicts the preceding views on the millennium in a number of ways. To begin with, it holds that the Second Advent of Christ will take place after the millennium. It is only after this event that rapture, the general resurrection, the general judgment and eternal states occur (1989, 6)14. Postmillennialism also supports other end-time events such as the binding of Satan by Christ at His first Advent, Satan’s little season at the end of the millennium, Christ’s Second Advent, the bodily resurrection and final judgment as well as the creation of the new heavens and earth. Though this view is not popular with theologians today, it was prominent in the eighteenth and nineteenth centuries though it began to diminish in the twentieth century, a phenomenon occasioned by the First World War. Henceforth, theologians commenced to have little hope on the future. As such, this view has stopped being a main eschatological view though some theologians still cling to it (Gregg 1997, 117-141)15. It is evident from the above views that most almost all of them are based on either traditions or theological beliefs. None of them allows the scripture script by script. In the last of the four interpretations of Revelation 20: 1-6, this paper examines how amillennialism stands in a class of its own from the rest as it gives room for the scripture to interpret itself instead of assigning human meanings to passages. Concisely, this view perceives the millemium as symbolic of the whole New Testament epoch. It posits that Christ ushered in the ‘last days’ at His incarnation, and during His ministry on earth. He, therefore, established His Kingdom, the church. He came to save the earth from sin, a mission He accomplished through His total conquest of sin, death, and devil. This was achieved through His redemptive work, leading to His crucifixion, resurrection, and ascension. Christ is now sits at the right hand of God and all dominion over heaven and earth is His. He rules now and His dominion is shared by all believers throughout the thousand years, which continue until He comes back in glory on the Last Day. In conclusion, the brevity of this paper does not allow for an in-depth exegetical or verse-by-verse analysis of Revelation 20:1-6 as supported by the amillennial view. However, it is important to note that the cause of disagreement now shifts now to, chronologically, interpret the passage (Beale 199, 874-875)16. Concisely, the Revelation 19 and 20 do not follow after each other. This is because they show the same events though through different images, just as the whole book of Revelation does. As such, when one comprehends the cyclic nature of Revelation, it is unproblematic to discern the relationships between the two chapt ers. For instance, Rev. 19: 11-21 depicts a picture of the final attack of Satan on the Church, which is equivalent to the activities of Satan, s ‘little season’ shown in 20: 7-10. The same scenario is painted in Rev. 6 where the beast and the false prophet pull together their evil army at Armageddon (16:16). There is no doubt whether this is the same end time battle shown in various ways throughout Revelation with each time ending with the victory of Christ and His Church at His Second Advent on the Last Day. The view adopted by this paper for the interpretation of Revelation 20:1-6 is, therefore, the amillennial view as it attempts to let scripture interpret itself instead of relying on half-truths characteristic of the three other views also discussed here. Bibliography Bass, C. 1977. Backgrounds to Dispensationalism: Its historical genesis and  ecclesiastical implication. Grand Rapids: Baker Book House. Beale, G.K. 1999.The book of Revelation, the New Internationa l Greek Testament Commentary. Grand Rapids; Eerdmans. Brighton, L. A. 1999. Revelation. Concordia Commentary; St. Louis: Concordia Publishing House. Clouse, R.G. 1977. (ed), The Meaning of the Millennium: Four views. Downers Grove, IL: Intervarsity Press. Commission on Theology and Church Relations (CTCR) of the Lutheran Church- Missouri Synod (CMS). September 1989.The End times: A study on eschatology and millennialism. Erickson, Milliard, J. 1977.Contemporary options in eschatology. Grand Rapids: Baker Book House Company. Gregg, S. 1997. Revelation: Four views-a parallel commentary. Nashville: Thomas Nelson Publishers. LaHaye, T. 1998.Understanding the Last days; Keys to unlocking the Bible prophecy. Eugene, Oregon: Harvest House Publishers. Ryrie, C.C. 1995. Dispensationalism, Chicago: Moody Press. Scofield, C.I. 1928. Rightly dividing the Word of Truth. Philadelphia: Philadelphia School of the Bible. Footnotes 1 L.A. Brighton, Revelation, (Concordia Commentary; St. Louis: Concor dia Publishing House, 1999), 533. 2 R.G. Clouse (ed). The Meaning of the Millennium: Four views, (Downers Grove, IL; Intervarsity Press, 1977),12 33S.Gregg, Revelation: Four views-a parallel commentary (Nashville: Thomas Nelson Publishers, 1997) p.29. 4 Brighton, Revelation, 534-536. 5 Gregg, Revelation: Four views-a parallel commentary, 28-31, and Brighton, 534-541. 6 M.J. Erickson, Contemporary options in eschatology (Grand Rapids: Baker Book House Company, 1977), 109. 7 C.I. Scofield, Rightly dividing the Word of Truth (Philadelphia: Philadelphia School of the Bible, 1928) 8 C.C. Ryrie, Dispensationalism, (Chicago: Moody Press, 1995), 63. 9 Erickson, 116. 10 Ryrie, Dispensationalism, 40. 11 T. LaHaye, Understanding the Last days; Keys to unlocking the Bible prophecy (Eugene, Oregon: Harvest House Publishers, 1998), 46. 12 C.B. Bass, Backgrounds to Dispensationalism: Its historical genesis and ecclesiastical implications (Grand RAPIDS: Baker Book House, 1977), 43. 13 Brighton, Rev elation, 540. 14 Commission on Theology and Church Relations (CTCR) of the Lutheran Church-Missouri Synod (CMS), The End times: A study on eschatology and millennialism (September 1989), 6. 15 Gregg, Revelation: Four views-a parallel commentary, 117-141. 16 G.K. Beale, The book of Revelation, The New International Greek Testament Commentary, (Grand Rapids; Eerdmans, 1999), 874-875. This research paper on The interpretation of Revelation 20: 1-6 was written and submitted by user Casen Barber to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Americas Creation; Canadas Foundation essays

America's Creation; Canada's Foundation essays Thesis: In retrospect, the American Revolution was as important to Canada as it was to the United States, as it divided the continent in two, which created one country and paved the way for the evolution of another. From the first time that the Rebel Patriots in the thirteen colonies caused unrest in the British Empire to the creation of the United States of America, the nation that was to be Canada was affected, shaped, tested and changed forever by the events of the American Revolution. The War of Independence might have resulted in sovereignty for only the United States, but the remaining British North America would never be the same. In the early 1770s, the Rebels in the colonies were protesting taxes and causing riots and political unrest in what would soon be the United States. These events and feelings worried the British, who tried to make strategic military and political decisions to avoid conflict and to keep their Empire intact. As the decade progressed, the British realized that little could be done to diminish the animosity felt towards the throne in the Thirteen Colonies. Therefore, they decided to try to build up loyalty in Quebec, which was still predominantly French, despite being under British rule for two decades. The government in England passed the Quebec Act in 1774 to win support from their French-Canadian subjects. The overall purpose of the Act was to keep the citizens happy and to lighten up on previously imposed restrictions. The Act extended the geographical boundaries of the province, stretching it into the Ohio Valley. It also reinstated French civil law, which gave the colonists more control over their own affairs. However, the most important part of the Act was the official recognition of the Catholic Church: And, for the more perfect Security and Ease of the Minds of the Inhabitants of the said Province, it is hereby declared, That his Majesty's Subjects, professing the Religion of the Church ...

Philosophy Jokes to Understand the Self and Cognition

Philosophy Jokes to Understand the Self and Cognition Philosophy of mind is a rich field for jokes since quite a lot of humor is about the strangeness of being human and the difference between knowing something from the outside and knowing it from the inside (i.e. from a subjective perspective). Here are a few choice items. The Silent Parrot A man sees a parrot in a pet shop and asks how much it costs. â€Å"Well, he’s a good talker, says the owner, â€Å"so I can’t let him go for less than $100.†            Ã‚   â€Å"Hmm,† says the man, â€Å"that ‘s a bit steep. How about that miniature turkey over there? â€Å"Oh, I’m afraid he’d stretch your budget even more†, answers the owner. â€Å"That turkey sells for $500.† â€Å"What!† exclaims the customer. â€Å"How come the turkey’s five times the price of the parrot when the parrot can talk and the turkey can’t? â€Å"Ah, well, â€Å"says the store owner. â€Å"It’s true the parrot can talk and the turkey can’t. But that turkey is a remarkable phenomenon. He’s a philosopher.   He may not talk, but he thinks! The joke here, of course, is that the claim about the turkey’s ability to think is unverifiable since it doesn’t manifest itself in any way that is publicly observable. Empiricism in all its forms tends to be skeptical of any such claims. In the philosophy of mind, one robust form of empiricism is behaviorism. Behaviorists hold that all talk of â€Å"private†, â€Å"inner† mental events, should be translatable into statements about observable behavior (which includes linguistic behavior). If this can’t be done, then the claims about inner mental states are unverifiable and hence meaningless, or at least unscientific. Behaviourism Q: How does a behaviorist greet another behaviorist? A: Youre feeling fine. How am I? The point here is that behaviorists reduce all mental concepts to descriptions of how people behave. They do this because of behavior, unlike a person’s inner thought and feelings, is publicly observable. Part of the motivation for doing this is to make psychology more scientific–or at least more the â€Å"hard† sciences such as physics and chemistry which consist entirely of descriptions of objective phenomena. The problem, though, at least as far as the critics of behaviorism are concerned, is that we all know perfectly well that we aren’t just a lump of nature exhibiting patterns of behavior. We have consciousness, subjectivity, what has been called an â€Å"inscape.† To deny this, or to deny that our private access to it can be a source of knowledge (e.g. about how we are feeling) is absurd. And it leads to the sort of absurdity captured in the above exchange. Knowledge of Other Minds A four-year-old girl comes running to her father bawling loudly and holding her head. â€Å"What’s wrong, honey?† asks the concerned parent. Between sobs, the girl explains that she’d been playing with her nine-month-old baby brother when the baby had suddenly grabbed her hair and pulled hard. â€Å"Oh well†, says her father, these things are bound to happen sometimes. You see, the baby doesn’t know that when he pulls your hair he’s hurting you. Comforted, the girl goes back to the nursery. But a minute later there’s another outburst of sobbing and screaming. The father goes to see what the problem is now and finds that this time it’s the baby who’s in tears. â€Å"What’s the matter with him?† he asks his daughter. â€Å"Oh, nothing much, she says. â€Å"Only now he knows.† A classic problem of modern philosophy is whether I can justify my belief that other people have subjective experiences similar to mine. The joke illustrates the significant fact that this is a belief we acquire very early in life. The girl has no doubt that the baby feels pain similar to her own. It may also tell us something about how we arrive at this belief. Interestingly, what the girl says at the end is quite possibly false. The baby may only know that his sister did something to his head which hurt. That might be enough to stop him pulling her hair in future. But it won’t be too long before he goes beyond mere pragmatic avoidance of hair pulling and accepts the standard explanation of why he should he eschew it. The Unconscious A hunter is stalking through the forest when he is suddenly charged by a bear. HE shoots but misses.   In seconds, the bear is upon him. It grabs his gun and breaks it in two. It then proceeds to sodomize the hunter. The hunter is, of course, furious. Two days later he returns to the forest with a brand new high-powered rifle. All day he hunts for the bear, and towards dusk comes across it. As he aims the bear charges.   Again the shot goes wide. Again the bear grabs the gun, smashes it to bits and then sodomizes the hunter. Beside himself with rage, the hunter returns the next day with an AK 47. After another long search he finds the bear, but this time the carriage jams as he tries to shoot the charging animal. Once again the bear breaks apart the weapon and throws it away. But this time, instead of taking the usual liberties, he puts his paws on the man’s shoulders and says, gently: â€Å"Let’s be honest with each other. This isn’t really about hunting, is it?† This is a pretty funny joke. One thing interesting about it, though, is that it relies on the listener understanding that the bear’s words refer to unconscious motivations and desires. Since Freud, the existence of these is widely accepted. But at the time of Descartes, the notion that you could have thoughts, beliefs, wishes, and motives that you were not aware of would have been considered absurd by many people. The mind was thought to be transparent; anything â€Å"in† it could be readily identified and examined through introspection. So back in the seventeenth and eighteenth centuries, this joke would probably have fallen flat. Descartess Death The great French philosopher Rene Descartes is most famous for his statement, â€Å"I think, therefore I am.† He made this certainty the starting point of his entire philosophy. What is less known is that he died in rather unusual circumstances. He was sitting in a cafà © one day when a waiter approached him, coffee pot in hand. â€Å"Would you like more coffee, monsieur?† asked the waiter. â€Å"I think not,† Descartes replied-and poof! . . . he disappeared.

Approaches for System Building in Digital Firm Era Essay

Approaches for System Building in Digital Firm Era - Essay Example The builders of system have to understand the impact of system change on organization and its processes as a whole. Generally, there are four kinds of system changes such as automation, shifts in paradigm, redesigning of business processes and rationalization. In any kind of systems development, there are six types of core activities that are vital for system effective building i.e. system analysis i.e. study and analysis of any problem or problems of existing systems along with requirements for solutions; system design i.e. information system solution specification which shows the way in which technical and organizational components will get integrated; programming i.e. making program of the system; testing the system; converting system if there is any kind of need for modification; production of final system for organization and maintenance of system so it functions smoothly and efficiently. Approaches for system-building in digital firms In modeling and designing information syste ms, two methodologies are used i.e. structured and object-oriented. In structured methodology, focus is on data and modeling processes separately; whereas, in object-oriented methodology, a model is viewed as a system in which a collection of objects bring together data and modeling processes. There are numerous methods of building systems that can be used by organizations. The four most common approaches used for system building are traditional system life cycle, prototyping, end-user development and Application Software packages and outsourcing (Oxford Economics, 2009). The oldest method is traditional systems life cycle in which systems are developed following formal stages; system building process proceeds to the next stage only after previous stage’s output is achieved. In prototyping, experimental systems are built rapidly and these systems are comparatively cheaper to other systems; they allow the end users to interact with the systems and evaluate their effectiveness. End-user development approach allows end users to develop information systems either on their own or by taking some help from specialists of information systems. Application software packages and outsourcing implies letting third parties develop information systems for the organizations; although this approach is relatively expensive but the systems developed under this approach are compatible with digital firm requirements from every aspect. Two approaches suitable for digital firm The two approaches most suitable for digital firms are prototyping and application software packages and outsourcing. Both these approaches help technology advanced organizations to successfully prosper within the digital industry as they allow the end users to easily interact and use the features of digital technology. In prototyping system building approach, a specific interactive system is designed which builds a model of a system to determine requirements of system. The primary aim of prototyping is to build an experimental system that is quick and inexpensive one for demonstrating and evaluating the users need for information requirements. The preliminary model of system or its important parts are built

Journal Essay Example | Topics and Well Written Essays - 250 words - 79

Journal - Essay Example However, the writer presents an interesting twist to the developing story by focusing on the involvement of US troops. Though the writer presents a good reason the involvement of US troops is justifiable, the story still attracts an element of conflict. This is because US troops’ operations in the Middle Eastern region have always been a controversial issue. Moreover, the story seem more of a speculation since the writer fails to give details on the process of selecting the troops, when it shall happen, or plans troops shall do in order to secure peace in Syria and Iraq. The writer does not divulge details and only reports the information given by US general on the plans to send troops to Middle East. The writer only indicates that the General needs to take immense action, control, and deploy troops in Iraq. Nevertheless, it is a timely story perhaps meant to offer relief to the innocent people suffering in Middle East because of the ongoing war. Islamic State has taken over, taking over factories, resources, and create insecurities. Many people are homeless, live in fear, face executions, and can hardly have a decent life. US troops could be the only source of hope of rescue. The writer posts videos of crimes committed by the Islamic State, which show lawlessness, massacre of innocents, civilians living in refugee camps, and an army incapable of curbing the Islamic State militants. This shows the credibility of the story and an attempt to persuade the readers to agree with his point of view by emotionally appealing to

Hobsons Choice Summary Essay Example for Free

Hobsons Choice Summary Essay The class divisions of the 1880s are clear to see in the little scene when Alice, Vickey and Hobson find out Maggie intends to marry Willie. Alice says, what you do touches us and this is true, as Maggies marriage to a man from a lower social class would be seen by many as a disgrace. Hobson says that Willies father was a work-house brat and that he would be the laughing stock of Salford if he allowed Maggie to marry one of his workmen. At this stage, Maggie does not seem to be thinking about starting up in business on her own, merely working in the shop as before but being paid for it. Willie seems to be a down-trodden, easily intimidated man. He has no doubt been bullied by Hobson for years. Hobson however misunderstands Willie when he takes his belt to him as this physical insult changes Willie immediately who is outrage and, in his temper, kisses Maggie. Hobson is amazed and doesnt know how to respond. ACT TWO Scene One Act Two opens a month after Maggie and Willie have left Hobsons. The business is obviously in trouble and Alice and Vickey are finding it hard to manage things without Maggie. We learn that they have lost a lot of their high-class trade. Alice doesnt know how to organise the work in the workshop and tells Tubby to carry on making clogs. Hobson is spending more of his time in the Moonrakers. Alice is finding it difficult to balance the books. This brief scene serves to prepare us for the decline of Henry Hobson and the rise of Willie Mossop. Vickey and Alice wish they were married and their plans will soon be furthered as a result of their fathers excessive drinking. Scene Two Maggie announces that she has heard of the relationship between Vickey and Freddy. She sends Freddy to fetch Albert Prosser. Freddy explains that Hobson has fallen down their cellar trap and is unhurt but sound asleep on some bags. Notice how quickly Maggie thinks. She has just met Freddy outside Hobsons shop and from what he has told her, immediately works out a plan to get money out of Hobson for the weddings of her sisters. Scene Three We learn in this scene that Willie now has his own shop. Maggie is obviously proud of the progress they have made in such a short time. She is determined that Willie will be treated with respect as part of the family and makes her sisters kiss him as a token of their acceptance of the situation. Maggie is also quick to cut Alice down to size when Alice says, scornfully, Willie Mossop was our boot hand. She is quick to point out that Willie is master of his own business and her sisters are just shop assistants. Maggie announces that she and Willie will be married at one oclock at St. Philips church. She buys a brass ring to use as a wedding ring. This shows that Maggie has her feet firmly on the ground as she is not prepared to waste money on sentiment when they need all the money they can to get their business off the ground. Willie and Maggie use a hand-cart to take away some of Hobsons old and unused furniture. Alice and Vickey are appalled that Maggie is willing to live in two cellars using secondhand furniture. Alice and Vickey clearly want to start married life with everything new and this shows the difference between them and Maggie. Vickeys selfish streak is apparent when she sees the two broken chairs Will is carrying out and immediately resents Maggie having them. Maggie has always been confident and in this scene is even more sure of herself. Her language is the language of command. When Alice tries to tell her that she doesnt know what she is aiming at, Maggie replies swiftly, The difference between us is that I do. I always did. There are also signs in this scene that Willie is growing in confidence from the timid, frightened, dirty workman who first appeared.

Physics of Baseball :: physics sport sports baseball

Finding and understanding the sweet spot on a wooden bat. When you strike a bat against a ball it sends vibrations, much like the vibrations acting on airplanes or bridges, which travel in waves through the bat. This motion is important to understand because every vibration the bat experiences takes energy away from the ball's speed as it leaves the bat. If you hit the ball at a bat's "nodes", the frequencies (each bat vibrates at several low and high frequencies at once, which is like the harmonics of stringed instruments) cancel out and since this happens you don't feel the sting in your hands that you experience when you hit the ball at different points on the bat. There is some discrepency of where the sweet spot is on the bat. Some believe that the sweet spot is 17 inches from the end and others believe that it is 6 inches from the end. For a wooden bat, I tend to believe that the sweet spot is 6 inches from the end of a 34 inch bat (opposite of where your hands are). This is due to the fact that if you were to hit a ball 17 inches from the end, you would be hitting on the bat's emblem. If hit hard enough, the bat would break because this is a weak spot in the bat due to the stamping of the emblem. It's Basic Physics When looking at a collision between a baseball bat and ball, three things always apply: Conservation of linear momentum- The linear momentum of a particle of mass, m, moving with a velocity, v, is defined to be the product of the mass and velocity: p=mv Elastic collision- An elastic collision between two objects is one in which total kinetic energy (as well as total momentum) is the same before and after the collision. Conservation of energy- Energy can never be created or destroyed. Energy may be transformed from one form to another, but the total energy of an isolated system is always constant. Newton's Third Law- States that for every action there is an opposite and equal reaction. How hitting the ball works The Swing When a person swings a bat, their arms propel the bat to a high velocity which is needed to transfer momentum to the ball and send it sailing. Also, there is a transfer of energy starting with the batter then moving from the batter's arms to the bat and then when contact is being made with the ball the energy in the bat is transferred to the ball which propels the ball forward (hopefully:)) The force that acts on the ball, as contact is being made (contact is about 1/1000sec.

Ethical Dilemmas of an Attorney

Ethical Dilemma's of an Attorney Gina Boldt ADJ 235 March 22, 2013 John Ellison Ethical Dilemma's of an Attorney The three major ethical dilemmas faced by a defense attorney are client perjury, delivery of physical evidence and the disclosure of prior convictions (Boldt, 2013). They are bound to provide thieir client with courage and devotion (Pollock, 2012, 2010). This dilemma, at times, tries the attorneys personal morals and ethics, though, once again, the protection of the defendant overrules all. They must also refrain from taking any case that presents a conflict of interest with said client.Though there are times that plea bargaining is in the best interest of the defendant, this process can be misused as a conveinence, this would be an example of ethical conflict. In order to provide such a fierce and devoted defense, the attorney must not engage is such practices as pergury and corruption to aid a positive outcome for their client. Many of these obligations are quite similar and relate to both a prosecuting and defense attorney, such as confidentiality, attorney-client privelage, the handling of evidence and the responsibility of maintaining the safety of others.The ethical obligations of a prosecuting attorney is to seek truth and justice, However, this singular responsibility insures several ethical burdens. The duties of this position are to indict as many criminals as possible and maintain justice within our system. With this responsibility comes many opportunities to step into the unethical realm of practice in order to secure prosecution. The obligation of this profession, once again, can test an individuals strength and inner morals. The key is to maintian honesty and intergrity and to set aside all personal beliefs, though this may not be the easiest, it is the only way to ensure justice.

Education and Life Chances in Modern Education Essay

Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, â€Å"functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups.† Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide â€Å"manpower capitalisation† through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that â€Å"learning from programmed information always hides reality behind a screen† (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students,  is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, ‘The Wall’ by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. â€Å"The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people.† In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states â€Å"secondary  school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment.† There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that â€Å"Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place†, and in 1994 Munro (1994: 109) observed that the â€Å"school-to-work transition† had failed which had major ramifications for everyone involved, causing â€Å"underemployment of school leavers† (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be â€Å"uneducated is an economic liability and is unproductive,† even though education is producing an â€Å"unemployable, overeducated proletariat.† (Drucker, 1973: 233) According to Mehan (1973: 240) education is a â€Å"major socialisation agency,† which moulds the individual’s self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education â€Å"values are essentially involved† and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily  correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, â€Å"masquerading as ‘knowledge’, which legitimises inequality† (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the â€Å"absolute prerequisite of social and economic development in our world† to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be ad dressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). ‘The Educational Revolution’, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc., New York. pp 232 – 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). ‘The Transition from School to Work in Crisis: Coping with Threatening Unemployment’, Journal of Adolescent Research (Vol 2). pp 127 – 141 Illich, Ivan (1973). ‘The Breakdown of Schools: A Problem or a Symptom’, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 311 – 336 Mehan, Hugh (1973). ‘Assessing Children’s School Performance’, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 240 – 264 Munro, Lyle (1994). ‘Education’, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd., South Melbourne. pp 96 – 128 Pink Floyd (1978) ‘The Wall’, The Wall. Mushroom Records, California. Sargent, Margaret (1994). ‘Education – for equality? employment? emancipation?’, The New Sociology for Australians. Longman Cheshire Pty. Ltd., Melbourne. pp 231 – 256 Webb, J., Schirato, T. and Danaher, G. (2002). ‘Bourdieu and Secondary Schools’, Understanding Bourdieu pp 105 – 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 – 238

Top 12 Most Useful Apps for Busy Professionals

Top 12 Most Useful Apps for Busy Professionals We’re all attached to our smartphones all the time. Why not make the most of them? Here are the 12 most useful  apps for professionals in the know and on the go. You’ll probably wonder how you ever got through your worklife without them. 1. PocketWho has time to read all the articles from Twitter and Facebook that we want to, on the fly? Pocket lets you save content for future reads, from multiple programs. And the content is available offline for subway or airplane reading.2. TrelloTrello is a project management app which makes team collaboration a snap. Brainstorm, allocate tasks, and monitor checklists all from the app.3. TeuxDeuxThis iOS-only app is the to-do list for the ages. Mark things off with a snap and be sure that unfinished tasks will roll over to the next day.4. TurboScanTake a picture of a document with your phone and turn it into a JPG or a PDF. You can stop hoarding receipts and unnecessary paperwork and digitize your files in a snap.5. LastPassStore all of your passwords (securely) in one place- especially the ones that require you to change them every 60 days.6. 30/3030/30(iOS only) helps you focus and tune out distractions by setting a timer for you to work on one task at a time. Tune out all the outside noise and the distraction of being pulled in multiple directions.7. DoodleGive up the endless scheduling email chain. Doodle let’s participants set their availability and then it comes up with meeting times that everyone can make. Easy.8. SwiftKeyFree yourself from cringeworthy autocorrects. This app replaces your keyboard with one that will adapt to your particular typing quirks. You’ll type faster and typos won’t end up grotesquely out of context.9. SignEasyForget printing, signing, scanning. SignEasy helps you e-sign documents (PDF or Word) wherever you are.10. CircaGet the day’s leading news headlines in a quick and easy format so you can catch up over coffee breaks and at lunch and still be in the know.11. VenmoDon’t be the jerk at the dinner party with no cash and no Venmo. Or the one who can’t contribute to the boss’s holiday gift on the fly. Send money to anyone with the app- instantly and securely.12. MintMonitor your bank accounts, your spending patterns, pay your bills on time, and set a budget you can keep.

10 of the biggest workplace time wasters

10 of the biggest workplace time wasters Office  distractions are endless at work. We spend a lot  of time surfing the web, checking in on social media, while still holding small talk at the water cooler. These â€Å"little† breaks throughout the day can add up in time you are supposed to be getting work done and it can waste productivity in the office. These workplace time wasters can affect your work ethic and quality of work you produce. It’s time to cut out these time wasters and focus on the task ahead. Here are 10 of the biggest workplace time wasters. How many of these are you guilty of doing throughout the day?Source [Yast]

THE ARTICLES AND THE MEMORANDUM FORM A CONTRACT BETWEEN THE COMPANY Essay

THE ARTICLES AND THE MEMORANDUM FORM A CONTRACT BETWEEN THE COMPANY AND ITS MEMBERS. DISCUSS WITH REFERENCE TO RELEVANT STATU - Essay Example In this regard, the law relative to the memorandum of association prior to the enactment of the Companies Act 2006 is relevant to this study. Suffice it to say for present purposes that the extent to which the articles and memorandum forms a contract between the members and the company are reflected by the functions of each document. The memorandum’s functions have been altered, but its historical significance continue to be applicable as it has been resurrected and placed within the articles of association. Prior to the implementation of the Companies Act 2006, the memorandum defined the company’s external charter while the articles define the company’s internal charter. Ultimately, the memorandum and articles of association functioned together to determine the member’s commitment to the company’s goals and objectives and how the members will and can facilitate those goals and objectives. ... Instead of referring to the memorandum and articles of association, it merely attributes the contractual basis to the company’s constitution. Elsewhere in the 2006 Act, the company’s constitution is described as the articles of association. This essay analyses the contractual role of the articles and memorandum association in binding the members to company. I. The Memorandum of Association A. The Contractual Nature of the Memorandum of Association Prior to the Companies Act 2006 All UK companies are required to have a memorandum of association.5 Under the Companies Act 1985, the memorandum of association was required to specifically state the company’s objects and constitution.6 Recent reforms promulgated by the Companies Act 2006 have effectively reduced the memorandum of association to a mere shell of its former contractual significance. The current memorandum of association is no more than a simple instrument reflecting basic information such as the companyâ⠂¬â„¢s name, its registered office in the UK, share capital and shareholder liability. Even so, the memorandum of association has historical significance in that its main contractual basis has been transferred to the articles of association. Therefore the common law relative to the members’ commitment to the company’s objects under the memorandum of association are now relevant to the same commitment under the articles of association. Moreover, the share capital and limitation of liability as stated in the memorandum of association are also important parts of the members’ contractual relationship with the company that they form. Under the Companies Act 1985, the Memorandum of Association set out the objects of the company and the purposes for which it was formed.7 Section 2 also provides

The Cause and Effect of Learning the English Language Essay

The Cause and Effect of Learning the English Language - Essay Example It is evidently clear from the discussion that not so many people can speak the English language well in the companies in Saudi Arabia and such, employees who could speak the language well are often paid high salaries. In addition, English speaking employees also get promoted easily compared to the non-English speaker because companies prefer those who can interact with more people. This is becoming more important today because employees now have to work with other people from other countries and culture with the globalization of our economies. Such, learning English is becoming more and more important to be effective in one’s job in the future. This explains why many of us flocks in English speaking universities in order to improve our English. We would like to get paid well and get easily promoted in the companies that we will work in the future when we go back to our respective countries after graduation. It is hard but it is worth it.  

In-Depth Audience Analysis Research Paper Example | Topics and Well Written Essays - 750 words - 1

In-Depth Audience Analysis - Research Paper Example The Chamber has more than 200 companies affiliated with it which are the employers for more than 280,000 people. The Chamber aims to support and mentor its members at a very low cost through its various programs and benefits. The Chamber has contributed to the growth of working women and small business enterprises through their low cost or no cost educational supports systems. The major volume of the members of the Chamber constitutes of small business enterprises and the Chamber aims at tapping in every business decision maker as their potential member. The Chamber pays particular attention to make the most of the investment of the small businesses so that the businesses can utilize the benefits of their membership fully. The Chamber provides different benefits to its member companies including wellness and health solutions, communication solutions and business solutions. The cost saving benefits programs are especially suitable for the small businesses. These programs help to support and develop the businesses in the area and thus improving the economic conditions of the area. The Group Health programs are directed at the employees and their family. The benefits of group term life, Health savings Account, and Discount prescription Drug Cards help to save the money of the employees in the member businesses. This provides facilities for the business as well as the employees. The chamber also supports various business issues through their business solutions like the Fuel Protection Program that helps the businesses to minimize their fuel costs at an affordable fee to the Chamber. The accounts receivables solutions are helpful in improving the cash flows and reduce the collection costs, thereby helping the member businesses to expand (Hampton Roads Chamber of Commerce, 2013). The Chamber offers specific programs for the different types of businesses to help the businesses and their employees

Post-insertion Catheter Care Audit

Post-insertion Catheter Care Audit Portfolio Activity 1 Permissions and ethics considerations This audit is a part of quality assurance (QA) that aim is to assess the adequacy of existing practice about the post-insertion catheter care against the standards, in order to minimize the central venous catheter related infections (CVCRIs) in a medical ward. This QA activity will possesses a negligible risk (NHMRC 2015) because the data will be analyzed for the purpose of maintaining standards and data will not be gather beyond that which is collected routinely from the participants (NHMRC 2014). That includes assessing nurses’ practice about the central venous catheter (CVC), its dressing skills, and patient’s CVC condition. Therefore, this audit will own more benefits than harm and will not require human research ethical committee (HREC) permission (NHMRC 2014). However, permission will be obtained from non-HREC. Informed consent: The opt-out approach will be used to recruit the participants into this audit, where the general information about this audit will be shared to all participants and their involvement. Those participants who are not willing to participate will notify the auditor; otherwise their participation is presumed (NHMRC 2015a). This audit information will be posted on the unit notice board a week before the actual audit starts. The poster will only contain the general information about the infection control audit and will not specify, which infection control policy is going to assess. The reason for not disclosed all the information to participant is to obtain the true data of staff practice about the CVC, because if participants get familiar with the audit aim, they will intentional started to behave differently (NHMRC 2015a). Moreover, before starting of the each shift, auditors will notify participants that those nurses, who are going to perform CVC dressing skills, will accompany auditors. But auditors will not permit participants’ to know what aspect of dressing skills will be assessed. However, once audit will finish, its aim and method will be shared and posted on the unit notice board. The data about the condition of CVC and nurses ‘dressing skills will be obtained by assessing the patients’ CVC site and nurses’ practice about the CVC dressing on patients. Thus, auditor will also take the verbal consent from the patients. Patients’ who are highly dependent on medical care or not capable of making decision, consent should be sought from participant’s guardian (NHMRC 2015b). Privacy and confidentiality: Participants’ confidentiality will be maintained (HREC 2008). The collected data will not contain any personal identifying information about participants. Collected data will be shared, once it get analyzed without disclosing the participants’ name to staff, head nurse, clinical nurse instructor, manager, director of nursing services and infection control committee (ICC) in order to develop the action plan based on identified needs. While assessing the patient CVC site and nurse’s practice about the CVC dressing, auditor will ensure patient privacy (HREC 2008). Moreover, to maintain the patient privacy, two auditors will be selected from the ICC, from which one would be male and other would be female. Female auditor will assess the female patient CVC site and same goes with male auditor. Infection Control Committee (ICC): Permission will be obtained from the ICC because they have following responsibilities: to manage infection control programs; to monitor hospital acquire infections through frequent audits; to facilitate in continuing education and ongoing training programs for HCWs to prevent and control all aspect of infections. Moreover, ethical issues about this audit will be discussed and modified after ICC feedback. Nursing Director and Manager: Permission will be obtained from nursing director and manager because they are responsible for safety and quality of their hospital; staffing; employee satisfaction; consumer satisfaction; and budgeting. Head Nurse (HN): Permission will be taken from the unit HN because they have a responsibility to manage their unit; to assure the quality care to all patients. Moreover, HN assists and conducts education and training programs for their unit staff. Portfolio Activity 2: Barriers and Facilitators: Impact on clinical practice change Elements of practice that assist my project: The element that will assist my project are the dominant organization culture leaders that includes the nursing directors, manager and ICC have significant impact on the ability of head nurse and clinical nurse instructor (CNI) to bring about the changes in nursing practice (Helfrich et al. 201). ICC will be involved in this audit as a stakeholder (ECDC 2013), facilitator to bring changes on staff practice and sustainability of that project. Because they are: Expert in infection control field. Responsible to develop, revise and implement the infection control policies based on standard guidelines. Conducting audits to evaluate the practice and performance of health care workers with standards and participate in those activities that improve compliance by monitoring parameters with regard to process or outcome. Identifying barriers to adherence with policy and procedure, by involving health care workers. Facilitate clinical care organization to implement infection control guideline, e.g. through proper training of employees about the infection control and prevention. Unit HN and Clinical Nurse Instructor (CNI) will be involved during the process of change management and sustainability of that project because both are responsible to regularly conduct the unit rounds. During the unit rounds, they will assess the staff performance and practice about the CVC on regular basis; reinforce staff to follow the ICC guidelines; and conduct the training session for their staff based on identifying needs particularly about the CVC. Elements that become a barrier for my project: Jeffery Pickler (2014) have identified the following barriers to become non-compliance with CVC guideline could be the cognitive and contextual factors. Cognitive barriers: Nurses are working with the many competing priorities of patient needs that lead them to prioritize their activities. Therefore, they are skipping those activities which they considered least important. Nurses are not following the guidelines when they do not see evidence of harm; understand the rational of policy’s; and want to waste the resources. Lack of knowledge and forgetfulness about the policy. Nurses do not wash their hands frequently, when they are continuously using patient’s CVC site. Contextual barriers: The organization is placing an importance to such activities that staff consider least valuable. These priorities includes aspect of documentation (staff feels that they are documenting more than providing care), frequent changes in practice, and lack of training. Shortage of staff, resulting in taken shorts cuts. Unavailability and inaccessibility of supplies and equipments. Strategies that assist staff and sustain to change their practice: Jeffery Pickler (2014) have mentioned some strategies that assist staff to change their practice are as follows: Commonly supplies and equipment should be readily available. Training and education about the infection control policy should be offered to all staff. User-friendly documentation system should be made. Sanitizer should be available on patient’s bedside. Staffing should be adequate. Other strategies stated by SA Health (2012a) SA Health (2012b) could be: Surveillance and auditing programs should be frequently performed by ICC. Ongoing feedback or appraisal should be given to staff to improve their practice. Ensure that online infection control policy should be accessible to all the staff or posted on the notice board. Encourage staff to use incident reporting system to notify any breeches in infection control practice. Elect the infection control nurses (ICN) from each shift that will be responsible to monitor the infection control practices in their own groups. So in this way, unit staff will start taken the responsibility to prevent and control the rate of infections from their units (Kitson Straus 2013). To conclude, this audit will only achieve its aims and significant outcome, when organization will understand the staff barriers and take some actions against those barriers, which staffs are facing at interpersonal, intrapersonal and organizational level, results in sustainability of this project. References: European Centre for Disease Prevention and Control (ECDC) 2013, Core competencies for infection control and hospital hygiene professionals in the European Union, Stockholm, ECDC. Helfrich, CD, Yu-Fang, L, Sharp, ND, Sales, AE, 2009, ‘Organizational readiness to change assessment (ORCA): Development of an instrument based on the Promoting Action on research in health services (PARIHS) framework’, Implementation Science, vol. 4, no. 1. Human Research Ethics Committee (HREC) 2008, Quality Assurance Guideline, viewed on 27 May 2015, http://www.newcastle.edu.au/research-and-innovation/resources/human-ethics/policies-and-guidelines?a=28875> Jeffery, AD, Pickler, RH 2014,’ Barriers to Nurses’ Adherence to Central Venous Catheter Guidelines’, The Journal of Nursing Administration, vol. 44, no. 7/8, pp. 429-435. National Health and Medical Research Council 2014, Ethical Considerations in Quality Assurance and Evaluation Activities, viewed 26 May 2015, https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e111_ethical_considerations_in_quality_assurance_140326.pdf> National Health and Medical Research Council (NHMRC) 2015, Chapter 2.1 Risk and Benefits, viewed 22 May 2015, http://www.nhmrc.gov.au/book/chapter-2-1-risk-and-benefit> National Health and Medical Research Council (NHMRC) 2015a, Chapter 2.3: Qualifying or waiving conditions for consent, viewed 23 May 2015, http://www.nhmrc.gov.au/book/national-statement-ethical-conduct-human-research-2007-updated-december-2013/chapter-2-3-qualif> National Health and Medical Research Council (NHMRC) 2015b, Chapter 4.4: People highly dependent on medical care who may be unable to give consent, viewed 23 May 2015, http://www.nhmrc.gov.au/book/chapter-4-4-people-highly-dependent-medical-care-who-may-be-unable-give-consent> South Australia Health 2012a, Healthcare Associated Infection (HAI) Action Plan 2012 – 2014, viewed 23 May 2015, http://www.sahealth.sa.gov.au/wps/wcm/connect/7ec93b004d4617539bc8dbf08cd2a4a7/Clinical+Directive_HAI+Action+Plan+2012-2014_Oct2012.pdf?MOD=AJPERESCACHEID=7ec93b004d4617539bc8dbf08cd2a4a7> South Australia Health 2012b, Health care associated infection prevention: Strategic Framework, viewed 23 May 2015, http://www.sahealth.sa.gov.au/wps/wcm/connect/fa5710804d461a0f9c0adff08cd2a4a7/Clinical+Directive_HAI+Strategic+Framework_Oct2012.pdf?MOD=AJPERESCACHEID=fa5710804d461a0f9c0adff08cd2a4a7>

Candle Making Essay -- essays research papers

How to Make a Candle Candles can add that special touch to any house. They can add to a romantic night. They can brighten a house up. They can also add personality into any home. Whatever the case may be, candles are great for everyday use. So why not make your own? Candles can get to be quite costly, but by making your own you are cutting down the price to a bare minimum. You may even find that you have most of the supplies that you need right at home. By making your own candle you can also create your own style making it more meaningful to you. Before you begin, it’s a good idea to cover your workspace with newspaper. This should prevent wax hardening on the surface that you are working on. Make sure that you have all your materials. You will need one pound of paraffin which can be found at most craft stores, vegetable oil, a medium sized cooking pot, an empty coffee can, an old spoon, a clean sturdy container, and store-bought pre-dipped wicks. To add personality to your candle you may also want to include crayons, glitter, fragrant oils, etc. To begin you must prepare a mold. I’ve found that many materials around the house serve as excellent molds such as empty orange juice containers, paper cups, toilet paper rolls, and drink containers. Always make sure that the mouth is the same size if not wider that the base, allowing your candle to slide out easily. You don’t want your mold to have any ridges such as in a soup can. Oil the inside of your mold for easier removal ...

Philosophy Behind the Leadership Position in a Learning Organization

Imagine this. You have served for years as an assistant to the Principal at a local high school. Recently, the school has become plagued with administrative problems affecting the day to day operations of the school, the quality of education for students, and teacher development. As someone with long-standing experience in that school, you have been promoted to the highest leadership position at that school. Part of your role in the leadership of a learning organization includes policy development, decision making, professional development, and the monitoring of organizational progress. This paper will identify and examine the relevant leadership skills and strategies necessary to develop a successful, thriving learning organization. The philosophy behind the leadership position in a learning organization has emerged in recent years as a concern for parents, teachers and policy-makers alike. Changes must be implemented in the current supervisory process, as the role of leadership in a school setting has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. High performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community (Anonymous author, 2001). Numerous studies on the topic have revealed the importance of leadership skills and strategies of the school leader. These studies clearly indicate that improved education for students requires improved leadership and supervisory skills. The leader in a learning organization must develop and administer policies that provide a safe school environment and establish operational plans and processes to accomplish strategic goals. Research indicates that a necessary aspect of policy development is the intertwining of the daily operations of the school to school and student learning goals (Anonymous author, 2001). Additionally, the major sources of fiscal and nonphysical resources for the school including business and community resources must be analyzed and identified (Anonymous author, 2001). The financial and material assets must be managed, as well as capital goods and services, allocating resources according to district or school priorities (Anonymous author, 2001). Policy development includes an efficient budget planning process that is driven by district and school priorities and involves the staff and community. A strong leadership quality is the ability to identify and organize resources to achieve curricular and instructional goals (Anonymous author, 2001). Research indicates that the process of planning, developing, implementing, and evaluating a district budget must be analyzed, and techniques and organizational skills necessary to lead and manage a complex and diverse organization must be demonstrated (Anonymous author, 2001). Furthermore, policy development includes the planning and scheduling of one's own and others' work so that resources are used appropriately, and short- and long-term priorities and goals are met (Anonymous author, 2001). Policy development lies at the basis for a successful learning institution where the needs and goals of students, teachers and the community are met. Research indicates that the decision a leader in a learning organization makes has a strong influence on what will or will not occur in classrooms throughout the country. The leader must take a results oriented approach, and frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (Anonymous author, 2001). In this way, good decisions can be made by viewing events and problems from multiple perspectives, and through the use of multiple sources of data to inform decisions. Additionally, decisions must be made based on the moral and ethical implications of policy options and political strategies (Anonymous author, 2001). Research indicates that the leader must recognize situations that require forcefulness and self-confidence in making decisions and delegate authority and responsibility clearly and appropriately to accomplish organization goals (Anonymous author, 2001). Finally, logical conclusions and making high quality, timely decisions must be based on the best available information. According to Marks and Printy (2003), the decision making tasks to be accomplished encompass those of supervision and evaluation of instruction, of staff development activities, of curriculum development knowledge and activities, of group development knowledge and activities, of action research, of development of a positive school climate, and of the creation of links between school and community. Technical skills include goal setting, assessment and planning, instructional observation, research and evaluation; whereas, interpersonal skills are those of communication, motivation, decision making, problem solving, and conflict management (Marks & Printy, 2003). In order to meet the rapidly changing needs of our students, teachers must be given the authority to make appropriate instructional decisions. Therefore, the basis for school leadership must include teachers and parents, as well as the principal, in the role of problem finding and problem identification (Marks & Printy, 2003). Youngs and King (2002) state that a prominent way in which leaders shape school conditions and teaching practices is through their beliefs and actions regarding teacher professional development. Individual teacher competence is necessary for effective classroom practice, and that teachers must be able to integrate knowledge of students, subject matter, and teaching context in planning out units and lessons and assessing student work (Youngs & King, 2002). The studies discussed by Youngs and King examine the relationship of capacity to instructional quality and student achievement, finding that effective school leaders can sustain high levels of capacity by building trust, creating structures that promote teacher learning, assist in the implementation of general reforms. Their study results also suggest that during transitions in school leadership, incoming leaders must be cognizant of shared norms and values among their faculties before initiating new practices into the curriculum, instruction, or school organization (Youngs & King, 2002). Other research on the topic indicates that speaking with teachers in and outside of instructional conferences was the cornerstone of effective leadership (Blase, 1999). Organizational leaders in a school setting use five primary talking strategies with teachers to promote reflection: 1) making suggestions; 2) giving feedback; 3) modeling; 4) using inquiry and soliciting advice and opinions; and 5) giving praise (Blase, 1999). Another important aspect of effective leadership is the promotion of teachers' professional growth with respect to teaching methods and collegial interaction about teaching and learning (Blase, 1999). According the to Blase study, effective instructional leaders used six teacher development strategies: 1) emphasizing the study of teaching and learning; 2) supporting collaboration efforts among educators; 3) developing coaching relationships among educators; 4) encouraging and supporting redesign of programs; 5) applying the principles of adult learning, growth, and development to all phases of staff development; and 6) implementing action research to inform instructional decision making. The study results found that school leaders that were effective provided former staff development opportunities to address emergent instructional needs. These opportunities resulted in innovation and creativity, variety in teaching, risk taking and positive responses to student diversity as well as effects on motivation, efficacy and self-esteem (Blase, 1999). Monitoring of Organizational Progress Finally, a core leadership skill of a learning organization is the continual monitoring of the school's progress. The studies discussed by Youngs and King (2002) reach the conclusion that school leaders can affect achievement indirectly by establishing a mission or set of goals and building school-wide commitment to them. As a result, higher student achievement can be associated with higher levels of school professional community and program coherence (Youngs & King, 2002). Along with monitoring the school's goals and mission, leaders must continue to facilitate the development and implementation of a shared vision and strategic plan for the school that places student and faculty learning at the center (Anonymous author, 2001). The leader of a learning organization must align instructional objectives and curricular goals with the shared vision and articulate the district's or school's vision, mission and priorities to the community (Anonymous author, 2001). The learning organization must be understood as a political system, relating the vision, mission, and goals to the welfare of students, and its' leader must articulate and reinforce that vision in written and spoken communications. In this way, a positive school culture for learning is created, along with conditions that enhance the staff's desire and willingness to focus energy on achieving educational excellence (Anonymous author, 2001). Finally, the leader must model professionalism, collaboration and continuous learning in order to successfully monitor the organizations progress. Learning to become a leader of an learning organization is a complex, multidimensional task. If school leaders believe that growth in student learning is the primary goal of schooling, then it is a task worth learning. In today's rapidly changing world that means becoming a leader of leaders by learning and working with teachers, students, and parents to improve instructional quality. Goal setting and problem solving become site-based, collective collaborative activities. The leadership of the principal is pivotal in ensuring that the process is informed of all school issues, especially those that relate to student instruction. As indicated by the literature available, policy development, decision making, professional development and progress monitoring are all key areas for leadership. If these areas are enhanced by strong leadership qualities, the future of the educational system will remain very bright. Additional studies on the leadership skills and strategies necessary to effectively lead a learning organization will assist in determining the next steps of our future leaders.