Chines Leisure Industry Essay Example | Topics and Well Written Essays - 1500 words

Chines Leisure Industry - Essay Example Similarly, gardening or cooking which can be considered a leisure activity for many, but that does not necessarily mean it is one for a gardener or a chef. Defining leisure is very difficult because of its complexities. Any activity that people enjoy doing after completing their obligations, which causes relaxation and peace of mind, can be considered a leisure activity. Because of its abstract nature, it is difficult to name all leisure activities. Leisure activities are likely to keep changing with time but it will always be something that a person enjoys doing and brings them happiness. The leisure industry refers to an industry that is closely related to people's leisure lifestyle, leisure activities and leisure requirements, including primarily the economic forms and industry systems such as entertainment, tourism, service, culture and sports industries, and groups that are generated from such industries (Yan, 2006). The People's Republic of China is the third largest country in the world in terms of area, and the first largest in terms of population (China National Tourism Administration). Until a few years ago, the leisure industry in China was unheard of. However, with changing times, this concept has been flourishing rapidly. Leisure and vacations have become very common and attracted the attention of many citizens and governmental organizations. According to statistics from China's National Tourism Administration, as a major representative of the leisure industry, China's domestic tourism industry recorded 1.2 billion in tourist volume and 768.6 billion Yuan in total tourism revenue in 2005, and has been growing ever since. Because the tourism industry is a significant impulse to consumption and economic growth, twenty-four Chinese provinces now consider the tourism industry as a pillar industry, or a leading industry (Yan, 2006). As many as twenty-four of China's thirty-one provinces, muni cipalities and autonomous regions have made tourism one of their leading industries, encouraging greater consumer spending in leisure activities (Access Asia, 2004). As China's consumer market expands, government and private companies are looking to exploit areas of potential opportunity in the theme and amusement park industry. The Chinese government recognizes the potentially massive boost that increased domestic demand. While foreign direct investment (FDI) provides valuable income, it cannot be compared with surging urban spending in the country's wealthy coastal provinces. Major cities down the eastern seaboard are home to China's expanding urban middle class younger generation of consumers with rising disposable income and an increasing tendency to spend rather than save. While, well to do consumers can afford to travel to other parts of the country on holidays, a vast majority of consumers look for entertainment destinations close to home. These typically include zoos and wildlife parks, aquariums and marine parks, and theme and amusement parks (Access Asia, 2004). Hence, the demand for this kind of entertainment has been increasing, and this industry has seen a rapid growth. Chinese theme parks advocate seeing the world through the ideas upon which many of the theme parks are built. Their aim is to promote and educate people on Chinese culture as well as world cultures. The parks portray beautiful sceneries, architectural

The Sunne Rising by John Donne Essay Example for Free

The Sunne Rising by John Donne Essay The poet, John Donne wrote The Sunne Rising poem. The poem is metaphysical. Metaphysics is the branch of philosophy that deals with the first principles of the reality of things, including questions about being and substance, time and space, causation and change, and identity. Metaphysics presents the theoretical philosophy as the ultimate science of being and knowing. Metaphysics provides sense relating to philosophical speculation and intellectual abstraction. Metaphysics belongs to the nature of transcendentalism, philosophical depreciative thoughts of reasoning and ideas. Metaphysics is excessively subtle and incredibly abstract. Transcendentalism surpasses and excels others of its kind beyond ordinary limits. Transcendentalism is pre-eminent, superior and supreme, something extraordinary. Transcendentalism is elevated above ordinary language as a lofty idea or concept. It transcends comprehension. Transcendentalism is obscure and abstruse. As applied by the Schoolmen, transcendentalism predicates which by their universal application were considered to go beyond the Aristotelian categories or predicaments. The Ten Categories, accordingly lists ten attributes or predicamenta[1], predicaments, which can be used to speak of things which engages ones interest in order to become an object of scientific investigation. A substance denotes a subject or thing in terms of what exists in itself and not in another. A substance cannot be attributed to another subject or thing. It is an ens per se, a being by and of itself.[2] The other categories are denoted by quantity, quality, relation, action, passion, place, time, posture, and habit. Those categories are used to speak of a thing, identified as a substance. Those last nine categories either inhere or exist in a substance as a substance and are affirmed. For example, the quantity and quality of a given thing given the matter and form. [3]as accidents while the subject or thing to which they refer remains substantially the same. Some categories, refer to relations or connections which can exist between a substance and its external environment. For example, the action and passion of a substance: What a substance does as a subject and receives from the activity of another source. Transcendentalism goes beyond the Aristotelian categories or predicaments. Those nine may refer to external causes and circumstances that should be noted in talking about anything. For example, habit, time, and place.[4] These later properties come and go. In transcendental terms, the poet expresses his love for his mate. The love poem consists of three regular stanzas. Each stanza is ten lines long, and follows a line stress pattern of 4255445555. The meter is basically iambic with a few variations. The variations from the iambic meter highlight significant passages in the sonnet. As well, highlighting significant passages are varying stress patterns. The stress pattern in lines one, five, and six, it is in tetrameter. However, the pattern in line two is in dimeter, and the pattern in lines three, four, and seven through ten are in pentameter. The rhyme scheme in each stanza is ABBACDCDEE. In the first stanza, the poet chastises the sun by calling it a Busie old foole, unruly Sunne, eagerly habitual motion of primeval and shabby action which lacks good judgment, a simpleton, Not amenable to rule or discipline, ungovernable, disorderly and turbulent star (1). The interference of the sun at this moment, belittling the significance of the sun elevates their act of love above the central body of the solar system, around which the earth and other planets revolve. The other planets are kept in their orbits by the suns attraction and supplied with light and heat by its radiation. Obviously, the sun is not insignificant, but their moment in bed is more important. This is an example of transcendentalism, the exaggeration or elevation of emotions beyond the importance of the central body of the solar system, the sun. The poet presents a rhetorical question, Why dost thou thus (2). For what reason, cause, motivation or purpose do you, referring to the sun, act so foolishly and make a mess of things? Using dost thou in reference to the sun, shows reproach or contempt for the suns action in a manner now being indicated or exemplified to this extent and in this degree (2). How did the sun behave foolishly? Through windowes, and through curtaines call on us? (3) Through the windows and curtains, the sun awakens us to begin our day of duties. Through the windows and curtains, the sun beckons us to rise from our slumber. Through the windows and curtains, the sun forcibly detracts us from the bed we share together. Must to thy motions lovers seasons run? (4) Why must lovers time end based on the rising of the sun? (4) The word motions is used to reference not only the motion of the sun, rising of the sun, but as well, the motion of lovers, the act of sex, both the sun and sex rise and sets, as do seasons , based on time (4). The poet places the motion of lovers above the motion of the sun, a sign of transcendentalism in the form of a lofty analogy. The poet admonishes the sun, placing the importance of the poet before that of the sun. The poet calls the sun a Sawcy pedantique wretch (5). A sawcy pedantique wretch is a despicable and vile person, one of opprobrious or reprehensible character, a mean and contemptible creature, insolent or impertinent with wanton lasciviousness through pedagogic schoolmasterly to superiors (5). The poet tells the sun to goe chide (5)/ Late schoole boyes, and sowre prentices (6). The poet speaks directly to the sun. The poet tells the sun to move towards quarrelling and wrangling with truant school boys and unpleasant and disagreeable, gloomy and sourer apprentices (6). Both school boys and apprentices are bound by to serve an employer in the exercise of some trade or profession, for a certain number of years, with a view to learn its details and duties, in which the employer is reciprocally bound to instruct him (6). In this analogy, the poet is the employer, and the sun is the sowre prentice (6). The poet continues admonishing the sun by telling the sun to Goe tell Court-huntsmen, that the King will ride (7), Call countrey ants to harvest offices (8). The poet tells the sun to move towards Court-huntsmen the kings manager of a fox-hunt, a man whose business is to take charge of a pack of hounds and direct the pursuit of game. The sun needs to awaken the court-huntsmen because the King will ride (7). The king is going to ride in the fox-hunt. The poet tells the sun to Call countrey ants to harvest offices (8). The word offices means duties. The sun awakening country ants to harvest duties is important because those ants do not infest indoor structures as did the sun. Those ants do not invade houses and buildings as the sun did, but rather they establish their nests around the outdoor gardens and yards, destroying vegetation rather than copulation. The analogy has changed to infer that the sun should awaken things that destroy foxes and vegetation, rather than things that creat e life through the act of copulation. The poet closes the first stanza by informing the sun that Love, all alike, no season knows, nor clyme (9), Nor houres, dayes, moneths, which are the rags of time (10). When the partners love is in complete unity, time does not understand. The sun telling time by way of its own artifice is analogies to beggars raising sores on their bodies without pain. Hours, days and months are the parts of time, analogies to sores, raised by the sun without pain. The analogy is the sun is the beggar who raises time, represented by sores, without pain. In the second stanza, the poet asks, Thy beames, so reverend, and strong (11)/ Why shouldst thou thinke? (12) The speaker wonders why the sun should think its beams to be so worthy of respect and reverence, commanding respect by ability, and powerful with the ability to exert great force? The poet to the sun says, I could eclipse and cloud them with a winke (13), But that I would not lose her sight so long (14). The speaker may obscure those beams by closing his eyes, yet he would not like to lose sight of his beloved for so long. The poet places the power of himself eclipsing the sun rays above the power of the suns beams. The poet has become a sort of godlike power, and that is another sign of transcendentalism. The poet to the sun inquires, If her eyes have not blinded thine (15), Looke, and to morrow late, tell mee (16), Whether both the Indias spice and Myne (17)/ Be where thou leftst them, or lie here with mee (18). If the suns eyes have not been blinded by her beautiful eyes, look late tomorrow whether the treasures of East Indies spices and West Indies gold mines be where you left them, or do the treasures of the Indies lie here in bed with me? The poet considers the abstraction of beauty between the treasures of the Indiies and the beauty of his beloved, as a symbol of transcendentalism. The poet closes the second stanza with a sublime statement; Aske for those Kings whom thou sawst yesterday (19), And thou shalt heare, All here in one bed lay (20). The poet to the sun-ask all those Kings that the sun beamed its rays upon yesterday, and you shall hear-they will choose to lie in bed with his beloved. The poet tells the sun that if the kings had a choice between the spices and gold, or lying in bed with his beloved, they would all choose to lie in bed with his beloved. The poet exalts the value of his beloved above that of the Indies spices and gold, an abstraction. Yet, the abstraction is a transcendental metaphor. In the third stanza, the poet to the sun describes, Sheis all States, and all Princes, I (21), Nothing else is (22). The speaker describes her soul as all countries in the world, and he represents a King for nothing else exists or is real. The poet supports his claim, Princes doe but play us; compard to this (23), All honors mimique; All wealth alchimie (24). The speakers informs the sun that princes only dabble with frivolity; compared to what he has in bed with his beloved. The poet explain what he has in bed with his beloved is imitated with honor, and a miraculous power of extractions with wealth. According to the poet, neither honor or wealth is as real as what he has in bed with his beloved. The poet to the sun claims Thou sunne art halfe as happyas wee (25), In that the worlds contracted thus (26). The speaker claims the sun is half as happy as him and beloved because the sun need only to beam onto this bed that represents the world. The poet supports that claim by pandering to the suns age. The speaker says, Thine age askes ease, and since thy duties bee (27)/ To warme the world, thats done in warming us (28). Since the sun is growing older, it desires ease. In order to perform its duties to warm the world in ease, it needs only to warm himself and beloved in bed for they represent the world. The poet argues to shine on their bed is to shine on the world. The poet to the sun closes the third stanza with Shine here to us, and thou art every where (29); This bed thy center is, these walls, thy spheare (30). The poet has successfully moved from the external to the internal world of the soul, represented by the world. The speaker explains to shine on us, the sun shines throughout the world. The world is an abstraction for the internal world of the soul. The perimeter of the soul is the suns center, and its walls, its sphere or dimension. The variations in stress patterns in each line represent the poets claim, support for that claim, and conclusion. Each stanza has two claims, represented by the stress patterns in lines one and two being the first claim, and five and six representing the second claim. The stress patterns for lines one, two, five and six are 4,2,4, and 4, respectively. In each stanza, line two represents the question or issue at hand with an extremely short stress pattern of only two. The claims are supported in lines three, four, seven, and eight with stress patterns of 5,5, 5, and 5. The argument is then concluded in each stanza in lines nine and ten with a stress pattern of 5 and 5. The poet connects the external to the internal world with a great deal of tension. Tension is that which can be understood by the mind, but not yet accepted by the emotions. Tension may also be interpreted as the stress between that which is grounded, West Indies spices and gold mines, by that which is elusive, to shine on this bed is to shine throughout the world.

Distributed leadership and teacher leadership

Distributed leadership and teacher leadership This assignment will explore the leadership practices of both distributed leadership and teacher leadership. Where necessary these practices will be applied to the environment of school A. School A is an inner city comprehensive secondary school with a large intake of English as an Additional Language (EAL) students. In 2009 School A achieved its best ever GCSE results in history with 72% of students achieving an A-C grade in Maths and English. These results placed the school within the top 10 best performing schools in the LEA. Other schools in the top 10 included independent grammar schools or outer city comprehensive schools. However, in 2010 the school was unable to maintain the successes of the previous year as overall GCSE results fell by 4%. It could be argued from this, that the school had neither the leadership capacity to sustain or improve (Ansell, 2004) its position. Kotter (1998) has identified eight principal errors that cause organisations to fail and the applicable principle in this scenario is declaring victory too soon. However; this was not the case for school A, the problem was that three strong leaders whom held senior positions were promoted to other schools around the borough and as a result the rising GCSE trend was unsustainable. Lewis (2003) describes such situations as an uncontrollable barrier that impacts upon organisation improvement. A differing view by an external practitioner had highlighted that the lack of distributed leadership or teacher leadership practices may have hindered the schools chances of improving. Leadership was the term commonly used in all of the examples given above and the opinions of the external practitioner provided me with a focus for this assignment. As a result I intend to examine the literature around leadership, in particular how distributed leadership and teacher leadership are perceived and practiced. The policy and theory related literature review will allow me to develop a greater insight into the two leadership styles, which may well improve my practice as a middle leader. To meet the aims of my project I will answer the following questions and where necessary apply these to the context of my school; What is leadership and educational leadership? What are the key features of distributed leadership and teacher leadership? What are the similarities and differences between distributed leadership teacher leadership? What are the merits and constraints to distributed leadership teacher leadership? 2. What is leadership and educational leadership? Despite decades of research into leadership, writers still remain divided over the answer to the question what is leadership? One powerful criticism is that leadership is a label attributed to human behaviour and that this term can be interchanged with another term (Lakomski, 2005). Cuban (1988, p190) states that there are more than 350 definitions of leadership. Paglis and Green (2002) describe leadership as the process whereby a person identifies where the group is at present, where they need to be and then devises a strategy for reaching their destination. Northouse (2007) defines leadership as a process where an individual influences a group to achieve a common goal. Out of the two definitions I feel that Northouse (2007) definition provides the stronger answer to my research question as the definition takes account of personality traits such as influence which Paglis and Greens (2002) definition does not dwell into. Yukl (2002) explains this influence process as a social influen ce process whereby intentional influence is applied to structure the tasks and relationships within an organisation. Earlier researchers by Stodgill (1948) reviewed 124 trait studies of leadership and found several personal factors of leadership which included responsibility, participation capacity and status. However, the criticism was that these studies did not examine how aspects of contexts and personality traits were interrelated in leadership studies. As a consequence many attempts to find universal qualities of leadership proved to be fruitless (Shorter and Greer, 1997). This led to the emergence of many leadership models. Nevertheless, the term leadership within organisations became associated with innovation and the ideas of change, as a result was elevated in status above management (Gronn 2004). Cuban (1988) stated the contrast in leadership and management to be vast, as leaders sought change and wholeheartedly implemented it whereas managers preferred to maintain the status quo. For this reason, many businesses recognised the importance of leadership as the key driver to their future success. However, applying Gronns (2004) and Cubans (1988) ideas to education I feel that it is necessary for the Headteacher to both play the role of a manager and a leader. This is because the Headteacher is responsible for the school vision (leadership) but needs to take practical steps to implement the school strategy (management). Bolman and Deal (1997) share my thoughts and state that modern organisations require practical managers that lead others in achieving a common goal. Educational leadership is a specific area of leadership within education. Although as highlighted earlier defining leadership is impeccably difficult, however educational leadership within a school setting is defined as a process that guides the talents and energies of, teachers, students and parents to achieve the common educational aims. Preliminary the aim of successful leadership is securing and sustaining improvement (Hopkins, 2001). School improvement has been at the forefront of educational reform leading to many writers discussing the positive benefits of leadership to student learning and school improvement. Wallace (2002) explains the impact of leadership upon school effectiveness and school improvement to be of great importance. Leithwood and Riehl (2003) share a similar view and state that large scale studies of schooling conclude the effects of leadership on student learning to be educationally significant. For this reason the term educational leadership has made its mark within education. It is evident from the literature review that no universal definition has been noted for leadership; however it has allowed me to discover that leadership is a process and one which brings about many models of leadership. In school, leadership is considered to be a process that will support schools to be successful (Harris 2004). Traditionally, educational leadership focused around the heroic model of leadership where the Headteacher demonstrated heroic features such as authority, courage and control (Johnson, 1997). The post-heroic model lays emphasis on teamwork, participation and empowerment. In this situation, school leadership does not dictate and control, but collaborates with others regarding organisational plans and operations. (Eicher, 2006). As schools become more challenging places to control and lead it has become necessary for Headteachers to promote school leaders as a means of sustaining improvement. The National College for School Leadership support this view and state As schools become more complex places to manage and lead, we need many more leaders than ever before (NCSL, 2008). The capacity building model is focused around the promotion of leaders. At the centre of the capacity building model, it has been discussed, is distributed leadership along with social cohesion and trust (Hopkins and Jackson, 2002, cited in Harris 2004 p12). In short, distributing leadership equates with taking full advantage of the human capacity within an organisation. This creates opportunities for all teachers to become leaders and contribute towards the schools vision (Harris Muijs, 2005). In the context of my own situation as a middle manager the school has supported my development extensively, as two years ago I started off as a NQT, now I am a middle manager on a fast track senior leadership training programme. Through the support of this development it can be argued that a form of capacity building has taken place. 3. What are the key features of distributed leadership and teacher leadership? Distributed Leadership Distributed leadership is one form of leadership that has raised the interest of many researchers within the educational field. Prominent researchers within this field include James Spillane, James Duignan and Alma Harris. As a result Bennett et al. (2003) address that there is little agreement to the term of distributed leadership and consequently the interpretations of this term vary from writer to writer and some of the interpretations of distributed leadership are related to collegiality. Connections have also been made between ideas of democracy, empowerment, and autonomy; however the integration of these elements is not made explicit. (Harris 2004). Most helpfully Bennett et al. (2003) suggest that it is more practical to imagine distributed leadership as a way of thinking about leadership as oppose to seeing it as another technique or practice. This view is shared by Spillane (2006) who suggests the key feature of distributed leadership to be used as a framework to examine lea dership. Another key feature discussed by Woods et al, (2004, p441) is that distributed leadership highlights leadership as an emergent property of a group networking of interacting individuals. This process shares some resemblance to transformational leadership as both focus on the actions of the group which Gronn (2000) describes as concertive action and an additional dynamic that is the product of conjoint activity. But different to transactional leadership as this focuses around a leader and its followers. The distributed leadership process also allows educational establishments to consider the boundaries of leadership, expanding upon the traditional leadership positions such as those of Assistant Heads and middle leaders. Woods et al (2004, p442) state that this process is predisposed to widen the convectional net of leaders this in turn raises the question of which group and individuals are to be brought into leadership or seen as contributors of it. So therefore distributed leadership concentrates on how leadership practice is distributed between informal and formal leaders. As Bennett et al. (2003 p3) note, distributed leadership is not something done by an individual to others, rather it is an emergent property of a group or network of individuals in which group members pool their expertise. Teacher Leadership Upon reviewing literature surrounding teacher leadership, it is evident that a precise meaning cant be found. The idea of teacher leadership focuses its attention towards the encouragement of teachers becoming leaders and engrossing in leadership activities outside the classroom environment. Barth (2007) describes this process of leadership where teachers take on initiatives that will inturn have a positive impact within the classroom. Similarly, Wasley (in Harris and Muijs, 2005) suggest that the key characteristic of teacher leadership is to support colleagues to develop work on their own initiative, rather than be lead by initiatives derived from a formal leader. Within my responsibilities as a director of specialism (Business and Enterprise) in my school I have to co-ordinate several whole school enterprise days throughout the year. Rather than organising and leading activities myself, I get my team on board and discuss the delivery of these enterprise days. By getting the team on board I am creating opportunities for these members to build upon their strengths and offer opportunities where they can deliver these sessions independently. It is clear from this example that a form of teacher leadership is taken place within my department. Another aspect of teacher leadership is for teachers to work together, constructing meaning and knowledge collectively and collaboratively (Lambert 1998). It is argued that if everyone has the capacity to do this, only then will school improvement take place (Katzenmeyer and Moller, 2001). This is why schools should have an understanding that leadership should not just be assigned to those within formal positions (Harris and Lambert, 2003). Research has also addressed that understanding leadership alone will not be enough to encourage all staff to play a part in the schools improvement process alone, a form of capacity building will also be required. (Harris and Muijs 2005). It has been highlighted from the Ofsted report during our last inspection that Assessment for learning practices should be consistently applied throughout the whole school. This has resulted to several teacher training days focused around assessment practices. Opportunities have been provided during these days fo r teachers to work collaboratively and share good practice to all. So, it can be argued that these practices share the opinions of both Katzenmeyer and Moller (2001) and Harris and Muijs 2005. The largest numbers of staff within a school are teachers and therefore are at the centre of the capacity building model. The argument for this, is teachers are in the unique position to make change happen given that they are directly involved in the teaching process (Lieberman Miller 2004). Therefore, the key characteristic of teacher leadership is to develop teachers to become leaders beyond the classroom thus leading to improved educational practice (Katzenmeyer and Moller, 2001). 4. What are the similarities and differences between distributed leadership teacher leadership? The focus of distributive leadership is the distribution of power that is stretched over a number of individuals and where the leadership activities are achieved through the interaction of many leaders (Spillane and Louis 2002). Harris (2005) shares a similar view and suggests that distributive leadership is centred on the creation of conditions where people work together and learn together. So it could be argued that teacher leadership is just one area under the umbrella of distributed leadership. Whereby, this process of distributive leadership is all about giving authority to teachers and empowering them to lead, (Harris 2005). This is a move away from the individualism and isolation of teaching brought forward by Lortie (1975 cited in Spillane et al 2001) Teacher leadership and distributed leadership share many similarities (Muijs and Harris, 2003). Both leadership processes are centred on people working together and it is argued that the knowledge base of individuals would increase when compared to individuals who worked alone (Bennett et al 2003). This is why both leadership types promote the construction of knowledge through cooperation and active participation (Harris and Lambert, 2003). 5. What are the benefits and constraints of distributed leadership and teacher leadership? This section will be broken into sub-headings generated from distinctive elements of distributed leadership, distinguished upon reviewing related literature surrounding this type of leadership practice. (Gronn 2000; Harris 2004; Timperley; 2005; MacBeath et al 2005; Spillane 2006). Within this section I will discuss the benefits and constraints of both leadership types. As addressed earlier teacher leadership forms one strand of distributed leadership so therefore my discussion surrounding the benefits and constraints of this leadership type will also be addressed within this section. Emergent property of interaction One of the primary functions of distributed leadership is the development of interaction between groups of people (Woods et al 2004). Spillane et al (2001) describe this as a collective leadership process that leads to an evolution of leadership practice, one which is far greater than the sum of each individuals practice. In the context of my school, this type of process could involve groups of professionals (teachers and senior leaders) coming together and sharing their expertise on a particular topic i.e. improvement strategies of Assessment for learning within classrooms. A shared approach compared to a singular led approach would not only yield a stronger pool of information, but also create a sense of belonging amongst teachers. After all, it is teachers who are required to implement these practices. This approach is similar to theories of teamwork, where the view is that working together produces far greater results than working alone (Harris 2004). It is also suggested that th e interaction approach would be best utilised in an environment where relationships are based on support and mutual protection (Belbin 2000). In respective of teacher leadership, Griffin (1995) highlights the need for teachers to prosper as leaders so they can support the development of other teachers. The knock on effect of teachers not interacting with each other can be seen as an intellectual resource being wasted. A similar view is shared by Harris and Mujis (2005) who have reported that teachers knowledge and expertise increase after being involved in discussion sessions with other leaders. These viewpoints are shared by my colleagues who are on the teaching and learning committee within my school. Having the time to interact with other teachers and discuss improvement ideas/good practice has improved the teaching within their own classroom and this would not have been possible prior to the committee being set up. Top-down Vs Bottoms-up The term top down leadership in schools is a process whereby strategies and solutions are identified by senior leaders and are then passed down the organisation (Hodgkinson 1991). Whereas the bottoms up approach promotes employee participation at all levels of the decision making process. Ryan (2003) suggests that distributive leadership is a non-hierarchical collaborative approach. The benefits of the collaborative approach would increase work performance compared to the traditional hierarchical approach. (Leithwood and Riehl 2003). As a middle manager I have witnessed the bottoms up approach to be more favourable than the hierarchical approach. For example, when the Deputy Headteacher runs CPD sessions some staff are displeased with the development support provided as their views are not taken into consideration. When the contributions and views of teachers are considered, then there is a greater chance that teachers will implement school strategies and support school goals. (Shepp ard,1996). Research has made it known that the authoritarian top-down style of leadership is common in schools that are in special measures (Gray, 2000) compared to improving schools that have embedded distributive leadership (Muijs and Harris 2003). It is apparent from this research that top-down leadership approaches are found within failing schools; however this point cannot be generalised as other factors could play a part towards a school deemed to be failing. Murphy and Meyers (2008) highlight lack of readiness for school, low socioeconomic status of students and urban school settings as a constituent to a failing school. Furthermore, I feel that top down and bottoms up leadership approaches can coexist within a school and still be classed within the spectrum of distributed leadership. For example the Assistant Head in charge of teaching and learning at my school had put forward the five principles to monitor progress of students in lessons. The teachers administered these principles and were given the opportunity to discuss the results with the Assistant Head to identify improvement strategies for the problem areas. This process both involved formalised leaders and informal leaders working together on a similar cause and is described by Spillane (2006) as coordinated distributed leadership. As a recognition of expertise Distributed leadership focuses its attention on assigning experts to appropriate tasks within formal and informal roles and this is different to the traditional leadership model which would only assign formal leaders to take on leadership tasks. Owens (2004) suggests that schools operate under complex systems so therefore; it is unrealistic for the Headteacher to be an expert in all areas of the school. Applied to the context of my school, the Headteacher has recruited a business manager to deal with the financial aspects of the school and oversee the Building School of the Future (BSF) programme. The reason for this is, the business manager has previous experience not only in finance but most importantly holds the expertise in managing a school rebuild elsewhere. Although the Headteacher is ultimately accountable for the school finances and the rebuild, this role is assigned to an expert to ensure the efficient running of school operations. Expertise can also be drawn from school teachers. By creating a climate that identifies teachers know-how will bring out the leadership within those teachers. For the Headteacher to seek expertise outside the formalised roles will empower those individuals (Hargreaves, 1999). However, in my opinion there proves to be unanswered questions with Hargreaves (1999) thoughts as no mention is made when the expert i.e. teacher is not skilled or enthusiastic to lead and as a result the process of identifying expertise may become unproductive. However, Duignan (2006) does shed some light on my thoughts and mentions recognising expertise will promote an allowed-to-be-a-leader culture; this can be a powerful tool in the motivation, support and appreciate of teachers. Conversely it is argued by Katzenmeyer Moller (2001) that teachers can be supported to develop their leadership potential, but teacher leadership can only blossom within a culture where the opinions of these leaders are respected. Nevertheless, it is suggested that the support and expertise offered by teachers can fulfil the responsibilities of the site leaders (Keedy Finch 1994). Lambert (1998) believes that this allows experts to shine from outside the formalised roles of leadership and will increase their capability of becoming leaders. These views could potentially support the problems towards the decline in GCSE results within my school. An initial thought to the cause of this problem was through the departure of three senior leaders who were promoted to posts at other schools. The view here was that when strong leaders left their posts, it led to the decline in students academic results. Lamberts, Keedys and Finchs (1998) views could not be applied to the context of my school, as there was little evidence of a culture of teacher leadership being recognised, nurtured and built upon within my school. If the teacher leadership culture was apparent then the school may not have been affected when the senior leaders left their posts. Harris and Lambert (2003) support my view and put forward the notion that all teachers harbour leadership capabilities and if unlocked can be engaged for the benefit of the school. It has been noted from the literature on teacher leadership that formal roles such as lead teachers were established to recognise the efforts of teachers, however; these programmes were found to be ineffective as Smylie and Denny (1990) found out. These teacher leaders could not fully support their fellow teachers as most of their time was taken up attending meetings as opposed to spending time at improving the practice of other teachers. Supporting school improvement It is argued that leadership that is distributed can support capacity building in school and contribute to school improvement (Harris 2004). This view is supported by Silns and Mulford (2002), their research within this area has identified that student outcomes are likely to increase if the leadership is distributed throughout the school community. However, it is Harris (2004) that brings to our attention that more evidence is required to confirm the relationship between student learning outcomes and distributive leadership. Hallinger and Heck (1998) also bring to our attention that the quality of teaching and learning play a pivotal role in supporting student achievement. If the students are doing better compared to the previous year then the school is seen to be improving. School leaders need to recognise that teachers have contributed extensively to this improvement. Literature has also highlighted that teacher leadership can lead to improved student outcomes as knowledge and skills are shared in order to improve instructional practice (Smylie, 1994) This view is shared by Lieberman and Miller (2004) who suggest, when teachers have opportunities to lead and share good practice the chances of securing the quality of teaching learning is increased. Barth (2007) adds to this view by stating that schools badly need the leadership of teachers if they are to improve It is apparent from the views of the writers above; that teacher leadership plays a crucial role in raising attainment. If effective teacher leadership practices are in place then students attainment will increase. This may not be the case within my school as GCSE results had fallen by 4% compared to the previous year. Therefore; this raises the question is teacher leadership not prominent in my school or is leadership on a whole poor? Moreover, Mendez-Morze (1992) research into effective urban schools has highlighted that student achievement could only be raised with the guidance of an effective leader. -Tensions barriers to distributed leadership and teacher leadership There are no guidelines available as to how distributive leadership should be implemented and this is the key concern of this type of leadership. Other leadership models that exist, encompass guides of delivery for example, John Adairs (1973) Action Centred Leadership model provides a blueprint for the leadership of a team or an organisation. As the model is open to interpretation, the distributive process may lead to the abuse of power and as a result the intentions of this leadership style may prove to be invalid (Maxy and Nguyen 2006 cited in Mayrowetz 2008). Gunter and Ribbins (2003) support this view and address concerns to what distributive leadership will look like in an organisation. Spillane (2005) challenging these concerns and points out that distributive leadership is a way of thinking of leadership and as a result no blueprint can be made available nor an instruction of how leadership should be practiced in a school. This view is supported by Harris (2005), upon the revi ew of both Spillanes and Gronns work into this process of leadership and addresses that distributive leadership is a way of studying leadership as opposed to explaining leadership practice. Also, the distributive process encourages teachers to take on leadership roles, in my opinion there is a significant problem with this as an assumption is made that teachers are capable in taking on leadership roles. Smylie (1994) study of teacher leaders and their principles brought out that teachers raised concerns about the lack of training that was provided towards building new working relationships. In my experience leaders require some form of training prior to taking on leadership responsibilities. The expertise of potential teacher leaders hold may not be effective if the teachers are not capable to lead. This is why in my school the majority of leaders assigned to middle leadership and senior leadership positions attend training courses delivered by the NCSL. Centralised systems of accountability that hold the Headteacher accountable can prove to be another barrier towards successful implementation of distributive leadership. One reason for this is that the Headteacher may be reluctant to delegate their power as he/ she may feel vulnerable due to the lack of control they harbour once others bear the burden of responsibility. OECD (2008) state that this may be true in cases where legal, HR, and financial control is given to others in the school. This is not the case with my school as the Headteacher has given away some of her power to others for example the responsibility of the school finances has been passed down to the business manager within the school and the curriculum design and management passed down to the Deputy Headteacher. This demonstrates that distributed leadership is taking effect as responsibility has been delegated to experts within their fields. Hierarchical systems that remunerate staff in accordance to their roles and responsibilities can prove to be a barrier to teacher leadership. Teachers may feel that the increase workload of additional responsibilities may not be worthwhile if financial rewards are not provided, in return may lead to teachers not being motivated enough to take on leadership roles. In my experience of taking on additional teaching and learning leadership responsibilities when I was teaching a full timetable, I had problems fulfilling my role fully due to the lack of time made available for me to implement my additional leadership responsibilities. My view is supported by several other studies which recommended that time has to be made available for teachers to plan and discuss whole school plans, curriculum matters or liaising with external bodies (Ovando; Seasore-Louis et al., cited in Muijs and Harris 2003). 6. Conclusion I am aware of the benefits that distributed leadership can provide, in particular having a framework to examine and understand leadership practice and developing group interactions through the collaboration process. However, the literature has acknowledged that distributed leadership is a new phenomenon that encompasses a limited literature base and a widely accepted definition (Bennett, Harvey, Wise Woods, 2003; Harris, 2004; Timperley, 2005; Spillane, 2006). In addition there is also little empirical evidence towards the effectiveness of the impact that distributed leadership has towards increasing student attainment and promoting instructional improvement. On this basis, I was unable to find a definitive answer to my hypothesis, which was to determine whether distributed leadership could improve student grades. What I have become aware of is, distributive leadership can play a part to increasing student attainment. Apart from the improvement of student grades, distributed leadership is a powerful leadership strategy where evidence has shown contributes directly to school effectiveness and development (Muijs and Harris, 2003). It is also suggested that the structure of teacher leadership creates a more professional work atmosphere (Little, 1995), which leads to building of a professional community. Studies have found that a school with higher levels of teacher learning and leadership, significantly enhances teacher work in the classroom (Silns and Mulford, 2002) as such an environment encourages collaboration and trust. However; the research has found Headteachers must be prepared to create a culture and climate that is favourable to teacher leadership (Bishop, Tinley Berman, 1997) as teacher leadership offers a realistic understanding of the idea maintained by the theory of distributed leadership as it presents leadership as an invention of a collective activity with all teachers being involved. Overall, the literature reviewed has allowed me generate a deeper understanding of both distributed leadership and teacher leadership. It was also apparent from the application of the literature to the context of my school that distributive practices do exist with some elements of teacher leadership. However, I am aware that it was not possible for me to directly link/test the literature to my problem as no action research into distributed and teacher leadership methods were trialled and tested. Nevertheless the literature has enabled me to build a theoretical base that would be

Florence Nightingale :: Papers

Florence Nightingale Florence Nightingale was born in 1820. She came from an upper class family that saw her future getting married and raising children. Florence had very different viewpoint, she believed that God wanted her to be a nurse. She fought the OPPOSITION from her parents and studied in Europe from 1849 and in Alexandria in 1850. By 1853, she was the Superintendent at the Institution for the Care of Sick Gentlewomen and she was very interested in the training of nurses. In March 1854 the Crimean War broke out. Telegraphic COMMUNICATIONS were used by war correspondents to broadcast stories back home to encourage people to have opinions on the war and take interest. Many horror stories emerged about the Barrack Hospital in Scutari, where the British wounded were being treated. Sidney Herbert, the Secretary of War and a personal friend of the Nightingale family, made an appeal to Florence to sort out the nursing care in Scutari. Despite the OPPOSITION from the military, Florence took 38 handpicked nurses to work in the hospital. She employed many new standards; privacy curtains, cleaning of sheets, food for patients and she even hired 200 builders to rebuild a ward block. In six months she had managed to reduce the death rate in the hospital from 42% to 2%. After two successful years in the Crimea, Florence returned to Britain with a mission. She appealed to the Queen, sent an 800 page report to the government and wrote a book, "Notes on Nursing" which explained all her methods. This became the standard textbook for generations. By 1860, it was a best seller! Florence had raised  £44,000 and she used this money to set up the Nightingale School of Nursing, in St. Thomas's Hospital, London. Discipline, order and attention to detail were prime factors in her teaching. She also wanted nurses to remain single so that they wouldn't have divided loyalties. She had turned down many offers of marriage. Of the 38 nurses she had taken to the Crimea, 24 were nuns, this was partly due to the fact that there was

Promote Good Practice in Handing Information in Health and Social Care Settings

Promote Good Practice in Handing Information in Health and Social Care Settings Outcome 1 Understand requirements for handling information in health and social care settings 1. 1Identify legislation and codes of practice that relate to handling information in health and social care The Data Protection Act 1998 Health and Social Care Act 2001 Article 8 for The European Convention on Human Rights 1. 2Summarise the main points of legal requirements and codes of practice for handling information in health and social care The Data Protection Act 1998.The Act defines personal data as information which relates to a living individual who can be identified from the data or from the data and other information that the data controller is in possession of or is likely to become in possession of. This information may be in electronic or manual form (i. e. paper). The main principals of the act are: †¢The data must be fairly and lawfully processed and shall not be processed if certain conditi ons are not met. †¢The data must only be obtained for one or more lawful purposes. The data must be adequate, relevant and not excessive to the purpose for which the data are required. †¢The data must be accurate and where necessary, kept up to date. †¢The data must be kept no longer than necessary. †¢The data must be processed in accordance with the rights of the individual. †¢The data must be kept secure against unlawful or unauthorised processing, accidental loss or erasure. †¢The data must not be transferred to a country outside of the European Economic Area (EEA) unless that country ensures an adequate level of protection. Health and Social Care Act 2001.Section 60 of this Act gives the Secretary of State for Health the power to make regulations to authorise or require health service bodies to disclose patient information, including data which is patient-identifiable, which is needed to support essential NHS activity, in the interests of improving patient care or in the wider public interest. Proposed regulations have been drafted to authorise or require disclosure in order to monitor diseases, including communicable diseases, for occupational health purposes and for medical research. Article 8 for The European Convention on Human RightsThe European Convention was brought into UK law by the Human Rights Act 1998. Article 8 states: 1. Everyone has the right to respect for his private and family life, his home and his correspondence. 2. There shall be no interference by a public authority with the exercise of this right except such as is in accordance with the law and is necessary in a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.This means that an individual's wish to protect his or her privacy must be balanced against t he needs of the relevant public authority to obtain or use specified information. Outcome 2 Be able to implement good practice in handling information 2. 1 Describe features of manual and electronic information storage systems that help ensure security. A manual information storage system must be made of strong materials and have a lock, e. g. , a safe with a keypad code or a metal filing cabinet with a lock.An electronic information storage system should have password protection, encrypted and antimalware software. 2. 2 Demonstrate practices that ensure security when storing and accessing information. I have demonstrated this by storing manual data in a metal filing cabinet which has a key lock. When accessing data I ensure that there is not anybody around who could obtain any information, e. g. , whilst filling out paperwork at work there is a customer who will read what you are writing over your shoulder so I ensure that they are not there.If they are I go elsewhere, if they appr oach me I cover the data and put it away if I have to leave the location for any reason. 2. 3 Maintain records that are up to date, complete, accurate and legible. On each shift I complete daily support notes for each customer for that day, One to one activity support notes, medication records (MARS) and update care plans and Person Centred Plans as required. I ensure they are complete by carrying out a handover at the end of each shift.I put in all information and keep it factual so that it is accurate. I ensure I have enough time to fill out paperwork so that it is written legibly and not rushed. Outcome 3 Be able to support others to handle information 3. 1 Support others to understand the need for secure handling of information I refer staff to The Oaklea Trust Policy and Procedure regarding confidentiality. I explain the importance of keeping data locked away and not left lying around the house.When the need arises for me to pass on information of a personal nature I ensure the individual has given me permission and that I only inform people that need to know, e. g. , a disclosure of abuse must be passed on to my line manager or on call as the policy states. I inform the individual that I will have to do this and why. OR if a family member requests information I explain that it cannot be disclosed as it is confidential and advise them to speak to the customer, supervisor or line manager.When visitors are in the house I ensure that anybody holding a conversation regarding personal data i. e. a social worker and a key worker holding a meeting with a customer cannot be overheard by any staff, customers, visitors, workmen, other professionals, etc 3. 2 Support others to understand and contribute to records When a new member of staff starts I explain how the records are completed and stored and actively encourage them to fill in the paperwork. I carry out a handover at the end of each shift to ensure this has been done.I also encourage the staff member that ha s worked with each customer to complete the relevant paperwork. Regular staff meetings. Keep up to date with training. Individuals assessing care or support, it is the supervisors responsibility to organise reviews, however, when updating paperwork I regularly check the dates on care plans and reviews for the next due date and I pass it on to my supervisor when the date is near. The new care plans and reviews are placed in the relevant customer file and a note in the communication book to ensure everybody is aware and can then read it

Do-gooder Is Not a Positive Term

Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term By Maeve Maddox A reader questions the positive use of the epithet do-gooder: One use of the language that disturbs me is the use by my local paper of the term â€Å"Do-gooder† [to refer] to people who are indeed doing good deeds by helping or contributing.  However the only definitions I have seen for the term appear to refer to those who are trying to do good, but do so in unrealistic or wrong means. I feel the current use is not considering the older, perhaps archaic, usage. The OED does list one example of the noun Do-Good to mean â€Å"a person who does good,† but the only citation given is dated 1654 and the usage is labeled obsolete. In subsequent usage, the nouns do-good and do-gooder have not been intended as compliments. These OED examples from the 1920s reflect the pejorative usage: 1923 There is nothing the matter with the United States exceptthe parlor socialists, up-lifters, and do-goods. 1925   He could not stand them- no decently constituted American can- nor the uplifters and do-gooders who rule us to-day. The Web offers numerous examples of do-gooder in headlines that introduce stories that make it clear that the term is meant in a positive sense: Ebola-stricken doc described as driven do-gooder Africa [has become] the hottest continent for A-list do-gooders like Bono and Brangelina. Salvation Army honors Mon Valley do-gooders Brooklyn Do Gooder Awards to honor community service The misuse of do-gooder to mean â€Å"one who does genuine good† may have gone too far to reverse. If that’s the case, it’s unfortunate. We need a word that describes a person who acts according to his own idea of what doing good is without considering the consequences that might affect the recipients of the supposed good. For example, a corporation or celebrity might think that giving free shoes and free shirts to every person in a poor village is an excellent way to do good, whereas in reality the act would create worse poverty for the village cobblers, weavers, tailors, and seamstresses. English has other words to describe a person who tries to improve the lives of others. Philanthropist is an obvious choice, but many speakers might share the difficulty of the Wizard of Oz when he tries to use the word: Back where I come from there are men who do nothing all day but good deeds. They are called philaer, philaer, yes, er, Good Deed Doers. Ruling out philanthropist as too difficult to pronounce, we still have benefactor, humanitarian, altruist, and social reformer. And, perhaps, â€Å"Good Deed Doer.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 Idioms with Heart7 Tips for Writing a Film ReviewHow Verbs Become Adjectives

Free Essays on Hinduism & Budhism Summaries

There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i... Free Essays on Hinduism & Budhism Summaries Free Essays on Hinduism & Budhism Summaries There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i...

The Many Faces of La Llorona Essays

The Many Faces of La Llorona Essays The Many Faces of La Llorona Paper The Many Faces of La Llorona Paper La Llorona, the Crying Woman, is a tale of endless versions told over the centuries by an endless array of anonymous storytellers to scare curious children into doing as they are told. The literary form of orality, though fluid and dynamic, is in this case the force behind the cohesion of the contents of the various versions of this Chicano legend. I shall show that the different contents found in the multiple versions of La Llorona are of the same form, and further, that the variations depend on the locale of settled Chicano populations. In truth, the farther away a distinct Chicano population is from its cultural heritage, the more opaque and sinister the mystic tale of La Llorona is told within that local population. Let us look back to the beginning, the time of Hernando Cortes during Spains conquest over the Aztec tribes of Mexico. This is where the tale of the Crying Woman was said to have begun (La Llorona 79). In this ancient history, La Llorona is part of a holy trinity, mirroring the Christian faith. According to Gloria Anzaldua, All three are mediators: Guadalupe, the virgin mother who has not abandoned us, la Chingada (Malinche), the raped mother whom we have abandoned [Malinche is the basis for many of the La Llorona versions], and la Llorona, the mother who seeks her lost children and is a combination of the other two (3047). We see at the time of the tales birth that the Crying Woman is seen as a mother to the Aztec people and she is crying for her children being lost to the Spaniards and their religion. Here at the origin, amid the still pure Aztec culture, La Llorona is a figure of compassion and respect: not a story to scare children. Though the shortest of the versions, La Llorona in Mexico still has some of the compassion and culture of the long ago displaced Aztec civilization. It reads simply, At night, in the wind, a womans voice was heard. Oh my children, we are now lost! Sometimes she said, Oh my children, where shall I take you? (La Llorona 79). The oral form between this version and the original Aztec version has changed little in content. Both still speak of a sad mother crying for her lost children. However, the meaning between the two has changed. Where the ancient version sees a mother goddess crying for a lost culture, the Mexico version tells of a family in dire straits, lost within the howling winds of the cold night. Time has carried the Mexico version away from its Aztec culture. As a result, the meaning of La Llorona has changed for this group of the Chicano population. In La Llorona in Texas, the contents of the tale have changed drastically from the previous two accounts. In this version, a vaquero [cowboy] sees a haunting vision of the wailing woman near a river. He is terrified of the apparition, and in his terrified state yells at the ghost as he draws his pistol, Now Im going to kill you (La Llorona 80). There is no longer any mention of the children she is known to be crying for in the other versions. Instead, we have a man afraid of a woman, which is a stark contrast to the macho culture of Chicano men. As the Chicano culture moves farther away from its roots, both in distance and time, the more poisoned the tale becomes to its listeners. Even farther away from their ancestral lands than the Chicano populations of Texas are those of California. Within this version, La Llorona in California, the tale has taken on a dark and horrible tone. No longer is the Crying Woman a holy mother, no longer is she a mother with lost children in the ebony night, nor is she just a wandering ghost along a lonely river. Now she has become the stuff of childrens nightmares. One part of the tale goes, She told Him [God] that†¦she had thrown one [her child] down the toilet†¦another had been thrown into the sea†¦and that she had thrown the other one into†¦a river (La Llorona 79). We now are told to see her as a murderous beast that has drowned her own children: a far cry from the noble goddess of the Aztecs known for her compassion. Even more, we are told that she does this deed so to continue her wild life of sin, not wanting to be tied down by children (La Llorona 79). In interviews with two different people of Chicano culture, I found yet two more variations of the tale. In the first interview, with Ofelia Chavez, I was told that the tale of La Llorona was revealed to her by her mother as the story of a weeping mother whose children had died when rossing the Rio Grande River. It is a parable teaching of the dangers of crossing the border. In the second interview conducted with Sallie Babb, La Llorona was the story of a ghostly woman wandering the night in search of children. Babb related to me that as a little girl, her mother would tell her and her siblings not to go out after dark or La Llorona would snatch them away forever. Chavez is from West Texas an d Babb is from the border area of the Rio Grande River. Even with that slight distance between them, the tales that each heard vary in their contents in extreme ways. When asked, neither of them knew of La Llorona as a tale of a compassionate mother-goddess crying for her lost people from the days of the mighty Aztec Empire. As the Chicano culture is separated from its past, it loses respect for itself. Walter Ong has said, †¦oral societies live very much in a present which keeps itself in equilibrium or homeostasis by sloughing off memories which no longer have present relevance (Orality and Literacy 46). So it may be that although the oral literatures may change, it may not necessarily be a detrimental act. Like La Llorona in the view of Chavez, it is a story told to teach of the hazards of the borderlands. Ong also points out, When generations pass and the object or institution referred to by the archaic word is no longer part of present, lived experience, though the word has been retained, its meaning is commonly altered or simply vanishes (Orality and Literacy 47). In other words, when a people forget their roots, they change, or even lose, the oral interpretations handed down from storyteller to storyteller. The result is a loss of self for that people. They have no history that can be recalled to remind them of what they were and how great they were, and more importantly, what they are capable of becoming now. If you cut off the roots of any plant, then it will die. It is the same way with cultures. It is fact that the various versions of La Llorona arise from the distances in both time and miles. But why do these changes occur? It may be that as population groups from one culture amalgamate into the culture of another (i. e. Mexican into American), the smaller population tends to be suppressed by the larger dominant culture. As a result, the smaller population group is either forced unwillingly into blending their oral literature with the opinions of the dominant culture in order to survive in a foreign land, giving up their tales to the past to be lost forever, or adapting the stories to better teach the next generation lessons of life in a changing world. This is why the form of oral literature is so important to who we are as a people and as individuals. How can we know who we are and where we are going if we dont know where we come from? Personally, I cherish the stories my grandfathers would tell of my ancestors and how I came to be a cornucopia of Cherokee, French, German and English heritages that today define who I am in this world. Without orality in literature, I could not possibly with any truth say I know who I am and where Im going. It is a lesson for all of us. Word Count: 1480 Anzaldua, Gloria. from Borderlands/La Frontera. The Heath Anthology of American Literature. 3rd ed. Gen. Ed. Paul Lauter. Boston: Houghton Mifflin, 1998. 3042-3065. Babb, Sallie. Personal interview. Testerment, Charles A. 23 September 1998. Chavez, Ofelia. Personal interview. Testerment, Charles A. 16 September 1998. La Llorona. Hispanic American Literature: An Anthology. Ed. Rodolfo Cortina. Lincolnwood, IL: NTC Publishing Group, 1998. 79-80. Ong, Walter. Some Psychodynamics of Orality. Orality and Literacy: The Technologizing of the Word. New Y ork: Methven, 1982. 30-77.

Using the internet research the topic effective study strategies Essay

Using the internet research the topic effective study strategies - Essay Example Ineffective study strategies have led to failure among students (Langan, 2007). To make sure that I do not fall victim, I choose to adopt measures to improve my skills in reading, writing and test taking. Of paramount importance would be to make sure that all assignments involving reading are read before and soon after the class. I will not just be highlighting examinable headlines but will also read the contents actively. In as much as I could be in a hurry to finish reading, speed and intensity would be adjusted where the material is difficult to comprehend. I will use the available material from the library to read beyond the case text for clarity. It could be helpful if I also write as I read as suggested by Durukan (2011). Tutors and professors will be sought for their opinion on what I have written as drafts or initial thesis while seeking to express my ideas as opposed to impressing with vocabulary. When taking tests, the proposition of Mach et al. would be helpful as I will r ead the questions, understand what it seeks to answer and leaving none unanswered (2008). I will avoid mistaking it with skimming, which would still remain an important aspect. In my study timetable, I will re-arrange all reading schedules to come after and before their respective classes and include a 30-minute consultation time with my tutor every week. I will also introduce 3-hour weekly test practice on my

Differentiate between declaration a Vindication of the Rights of Woman Essay

Differentiate between declaration a Vindication of the Rights of Woman - Essay Example This led to the rise of feminist ideas that sought to bring out the inequalities between the two sexes, with the feminists arguing that the male gender was using the law to oppress and maintain dominance over the female sex. The feminists argued that the laws were tools of social ordering, which sought to oppress the rights of women. This essay seeks to evaluate the nature of the rights contained in the French Declaration on the rights of man in light of the feminist ideals that existed at that time. The essay will seek thus seek to answer question; were these Rights of man a vindication of the rights of women? If so, how were these rights a vindication of the rights of women? The first Right in the Declaration was to the effect that all men were born free and in equality of rights, with social distinctions only allowed for the common good. The provision for social distinction ‘for the common good’ created a loophole that was used by men to vindicate the right of women to freedom and equality. If, for example, it were decided that it was in common good for women not to vote or go to school, then the law would stand because society deemed it fit women not to exercise their right to education and participate in elections. The effect of this law was to create a perception of women as mere caregivers who could not participate in any meaningful social and political life (Wollstonecraft, 1792). The right to the effect that,† the law is a general will and every citizen has a right to participate personally, or through his elected representative.† It was in essence a mirage for women because they were not allowed to participate in elections. Wollstonecraft in her book cries foul on this right when she says, â€Å"But, if women are to be excluded, without having a voice, from a participation of the natural rights of

Sexuality is said to be both sacred and ordinary. Would there be any Essay

Sexuality is said to be both sacred and ordinary. Would there be any problems with persons understanding sex only as sacred, or - Essay Example This can be estimated from the fact that in our society, 4 per cent to 5 per cent of the juvenile girls are raped by their fathers, 33 per cent to 50 per cent of the women become the victims of completed or attempted rape and 1 in every 4 girls and 1 in every 9 boys experiences sexual abuse once in the childhood. Thus, criminals are using sex as a major means of violence in the society. A vast majority of women that become the victims of rape tend not to disclose the offence to their relatives or police with the fear of embarrassment and shame. They think that if they do file a case against the offender, it would highlight their sexual identity. Sexual abuse leaves the victim with scars in the mind for the whole life and is one of the major causes of depression among people in America. Much of the widespread sex-based violence can be attributed to the consideration of sex as a very sacred topic that can not be discussed openly. Such an understanding of sex is providing the criminals with innumerable opportunities of creating violence. Besides, consideration of sex only as ordinary and non-sacred topic is no less harmful for the society. This is so because consideration of sex as an ordinary matter is just not consistent with the level of secrecy and personalization ingrained in it. Sex essentially brings two people extremely close to each other physically. If sex is considered ordinary, people would be encouraged to doing sex in public which is against all standards of religion, ethics and humanity. Animals do sex in open. It is the superiority of mankind that makes human sex in public a very heinous idea.

Tracing Genetic Ancestry in Humans Research Paper

Tracing Genetic Ancestry in Humans - Research Paper Example Before the advent of molecular technology, ancestral lineage is based on the recollection of and stories passed by the oldest living family member to the younger family members. People born from the same continent also have some attachment, as it seems logical to think they could have come from the same ancestors because of the proximity of their parents with one another. Now, DNA analysis becomes a way of objectively verifying those theories. By comparing the nucleotide sequences of samples against a sequence database from more than 75, 000 indigenous and traditional populations from all over the world, (Biological and Environmental Research Information System, 2010), DNA sequence unique to people from a certain continent, country, town, village or family may be identified (Rotimi, 2003). These populations are each composed of people living within a particular region for several generations and maintaining the same culture (Biological and Environmental Research Information System, 2 010). Anyone who would like to determine his or her group of origin can thus look for these unique sequences in his or her own genome. An example of a population seeking to define their ancestral origin and the populations that have the same ancestors is African-Americans. Certainly, the parallelism in their experiences with slavery and obvious similarities in appearance motivate the effort of linking African-Americans with modern-day Africans. The results of many DNA studies suggest that the common female (140, 000 years old) and male (60, 000 years old) ancestors of modern humans are from Africa. Migration started 65, 000 years ago, when they populated southern Asia, China, Java and Europe (Biological and Environmental Research Information System, 2010). Such movement has caused a modern human population, such as African-American, to be genetically-diverse. For example, African-Americans can have a European Y-chromosome because of the historical admixture of African farming employ ees to European plantation owners (www.rootsforreal.com). As well, in a study of scientists from the University of Pennsylvania and Cornell University analyzing the genetic make-up of 365 African-Americans, 203 people from 12 West African populations, and 400 Europeans from 42 countries, it was found that African-Americans had as little as 1% and as much as 99% West African ancestry. The genetic sequences implicating West African origin was also found to be similar to those of Igbo and Yoruba from Nigeria and Bantu-speaking populations in Western Africa. In addition, their median proportion of European ancestry is 18.5%. Specifically, mitochondrial DNA (mtDNA) origin (mothers) were mostly African, while the Y chromosome (fathers) were African or European (http://www.physorg.com/news180632039.html, 2010). Which tools can be used to determine such ancestral connections? Let us start with the most superficial. If an individual would like to verify connections between him or her and an alleged relative, he or she can request for a DNA fingerprinting test. Using certain sequences at 16 chromosomes, the possibility of a blood relationship is calculated (www.rootsforreal.com). As mentioned earlier, matching mtDNA and/or Y-chromosome with the database of samples from different populations can be done to determine ancestral roots. These

Philosophy and Social Justice Essay Example | Topics and Well Written Essays - 1250 words

Philosophy and Social Justice - Essay Example According to the report findings unemployment usually happens when employers do not give a chance to people who are mere undergraduates to prove themselves at work, or when there is no one who y helps others get a job. A just society is not one where people would only selfishly think that each one should struggle for himself. A just society is where people struggle not only for themselves but for others as well. Lastly, racism only exists if there is a selfish view that one’s race is more superior to another. In short, the just society that I imagine is one without selfishness.As the discussion stresses the philosophy of Confucius is the means to achieve my idea of a just society. According to Confucius, â€Å"If [the people] be led by virtue, and uniformity sought to be given them by the rules of propriety, they will have the sense of honor and respect, and moreover will become good†.  This philosophy known as ethical humanism is one where what is being drawn out is the natural kindness in people. This philosophy is based on the idea of Ren, â€Å"a humane principle rooted in empathy and feeling for others†.   This means that society operates by learning the rules of propriety. If such rules are learned, what happens is that the people who learn these rules naturally develop honor and respect for themselves and for each other.  If this philosophy of Confucius is taught to and instilled in the youth of the society, this society will most likely become what is ideally just.

Biomedical engineering and IT Assignment Example | Topics and Well Written Essays - 500 words

Biomedical engineering and IT - Assignment Example Therefore, in the year 2004, homecare opted to approach biomedical repair segment in order to manage the homecare equipment so as to eliminate such enormous costs (Nestor, par. 4). The Biomedical formed for such tasks considered accepting the offer and took over the management of homecare equipments. Thus, the article focuses on all the relevant success that was achieved by its approach in managing the home care. Though, there being a number of challenges in the hospital environmental setting such as strict regulations and standards to be complied with as well as equipment safety, biomedical complied with all without compromise. Repair and maintenance cost were reduced to a greater extent and patients would receive better home care equipments that are well fit and structured for their requirements (Nestor, par. 5). The overall management services and reputation improved since the two entities were able to work hand in hand by offering efficient services to patients without constraini ng their financial position (Nestor, 60). The article focuses on the services offered by a military trained equipment technician who worked in the same position for over twenty years (Reginald, par. 2). The main objective of home care device as evidence by KDA’s new latest device home use initiative is to make sure that patients and caregivers safety are in a position to use complex medical services in their homes. Among the many provisions stated, the initiative has measures for an enhanced postmarked surveillance through subnet work of medical devices. This is an advance vent reporting program that merges over 350 healthcare facilities all over the country (Reginald, par. 5). The technician was able to lean about the home care professionals who work in that environmental setting and different equipments available. Some of the home care has a number of

Tracing Genetic Ancestry in Humans Research Paper

Tracing Genetic Ancestry in Humans - Research Paper Example Before the advent of molecular technology, ancestral lineage is based on the recollection of and stories passed by the oldest living family member to the younger family members. People born from the same continent also have some attachment, as it seems logical to think they could have come from the same ancestors because of the proximity of their parents with one another. Now, DNA analysis becomes a way of objectively verifying those theories. By comparing the nucleotide sequences of samples against a sequence database from more than 75, 000 indigenous and traditional populations from all over the world, (Biological and Environmental Research Information System, 2010), DNA sequence unique to people from a certain continent, country, town, village or family may be identified (Rotimi, 2003). These populations are each composed of people living within a particular region for several generations and maintaining the same culture (Biological and Environmental Research Information System, 2 010). Anyone who would like to determine his or her group of origin can thus look for these unique sequences in his or her own genome. An example of a population seeking to define their ancestral origin and the populations that have the same ancestors is African-Americans. Certainly, the parallelism in their experiences with slavery and obvious similarities in appearance motivate the effort of linking African-Americans with modern-day Africans. The results of many DNA studies suggest that the common female (140, 000 years old) and male (60, 000 years old) ancestors of modern humans are from Africa. Migration started 65, 000 years ago, when they populated southern Asia, China, Java and Europe (Biological and Environmental Research Information System, 2010). Such movement has caused a modern human population, such as African-American, to be genetically-diverse. For example, African-Americans can have a European Y-chromosome because of the historical admixture of African farming employ ees to European plantation owners (www.rootsforreal.com). As well, in a study of scientists from the University of Pennsylvania and Cornell University analyzing the genetic make-up of 365 African-Americans, 203 people from 12 West African populations, and 400 Europeans from 42 countries, it was found that African-Americans had as little as 1% and as much as 99% West African ancestry. The genetic sequences implicating West African origin was also found to be similar to those of Igbo and Yoruba from Nigeria and Bantu-speaking populations in Western Africa. In addition, their median proportion of European ancestry is 18.5%. Specifically, mitochondrial DNA (mtDNA) origin (mothers) were mostly African, while the Y chromosome (fathers) were African or European (http://www.physorg.com/news180632039.html, 2010). Which tools can be used to determine such ancestral connections? Let us start with the most superficial. If an individual would like to verify connections between him or her and an alleged relative, he or she can request for a DNA fingerprinting test. Using certain sequences at 16 chromosomes, the possibility of a blood relationship is calculated (www.rootsforreal.com). As mentioned earlier, matching mtDNA and/or Y-chromosome with the database of samples from different populations can be done to determine ancestral roots. These

Biomedical engineering and IT Assignment Example | Topics and Well Written Essays - 500 words

Biomedical engineering and IT - Assignment Example Therefore, in the year 2004, homecare opted to approach biomedical repair segment in order to manage the homecare equipment so as to eliminate such enormous costs (Nestor, par. 4). The Biomedical formed for such tasks considered accepting the offer and took over the management of homecare equipments. Thus, the article focuses on all the relevant success that was achieved by its approach in managing the home care. Though, there being a number of challenges in the hospital environmental setting such as strict regulations and standards to be complied with as well as equipment safety, biomedical complied with all without compromise. Repair and maintenance cost were reduced to a greater extent and patients would receive better home care equipments that are well fit and structured for their requirements (Nestor, par. 5). The overall management services and reputation improved since the two entities were able to work hand in hand by offering efficient services to patients without constraini ng their financial position (Nestor, 60). The article focuses on the services offered by a military trained equipment technician who worked in the same position for over twenty years (Reginald, par. 2). The main objective of home care device as evidence by KDA’s new latest device home use initiative is to make sure that patients and caregivers safety are in a position to use complex medical services in their homes. Among the many provisions stated, the initiative has measures for an enhanced postmarked surveillance through subnet work of medical devices. This is an advance vent reporting program that merges over 350 healthcare facilities all over the country (Reginald, par. 5). The technician was able to lean about the home care professionals who work in that environmental setting and different equipments available. Some of the home care has a number of

Building Factory Essay Example for Free

Building Factory Essay A company has announced that it wishes to build a large factory near your community. Discuss the advantages and disadvantages of this new influence on your community. Do you support or oppose the factory? Explain your position. I am from Saint-Petersburg, Russia. I believe that building a large factory near my community has advantages as well as disadvantages. In the following paragraphs I will list basic benefits and losses that will be brought by a new factory. For several reasons, I think that a new factory will not be a good addition to my neighborhood. First of all, factories often bring pollution. They are prone to contaminating the local air and water. Second of all, factories make noise. Another important aspect of building a new factory near by is that it will make the local traffic heavy. As a result of this, the amount of traffic congestions will increase, as well as contamination of the air. So, all these obviously will not make ones life happier and healthier in my community. From the other side, I believe that a new factory will bring some advantages to my community. First of all, it will bring new job opportunities. Many specialists will be required to work there. Second of all, I think many local community facilities will have to be renovated to obtain reliable supply of water and electricity. So, some old pipes may be changed. Another important benefit of this is that the local roads in order to manage the increasing traffic will be rebuilt and widened. However, I do not think that listed above benefits are worth all these troubles including water contamination and the constant pollution of air. From my point of view all factories must be built far from the people communities because they can be really harmful for peoples health.

Colgate-Palmolive PEST and Porters 5 Analysis

Colgate-Palmolive PEST and Porters 5 Analysis Jump to: PEST Analysis of Colgate |Â  Porters 5 Forces Analysis of Colgate Introduction Companies seeking to gain a competitive advantage in todays environment, where competition is very tough where technological improvement have pushed major companies forward are in need of a strategy development process. By using several capabilities like creativity and originality, companies can come up with a number of options and possibilities that can be used while building a strong strategic plan. Today, Companies should develop the sense of controlling and monitoring of processes, nothing should be left at random, because important losses can incurred. Many thinkers have argued that a strong strategy should consider three important factors (3C): Customers, Competencies and Competition. To begin with customers, companies should be able to distinguish between existing customers and potential customers; in addition, they have to understand customers needs for a better profitability. Competencies are perhaps the most important tool in this chain, it can raise the companys stock index or lead it to bankruptcy, and its by recognizing multi-skilled peopleÂÂ  trained and capable in a large variety of skills or activities that companies can carry on the adventure. Finally, competition is no longer a concept to be defined or explained, its becoming a double-edged sword for companies in a world where the number of firms is growing exponentially. Analysis of the areas cited above is interconnected. Who you select as your target group will have consequences on capabilities you require, which will have an impact on what the competition policy which will pressure who you choose as your target group.ÂÂ   Furthermore, a well structured strategic analysis will induce to brighter more significant goals, and a more safe future as companies are better aware of possible threats that may happen. They may be also known as (External Environmental analysis), its may be seen as the connection between going in the right track and making the appropriate decisions, a kind of trade-off established by the company. Its through strategic analysis that organizations are capable of encouraging funders for future perspectives. Funders are more likely to go for donations or loans, in case of strategic analysis environment, to enlarge the gap between the organization and its competitors. In the other hand, not considering at least a little amount of strategic analysis means losing opportunities called also (opportunity cost). A left behind status can be reached in case of ignoring strategic analysis. BNET Business Dictionary defines the strategic analysis as the way of conducting researches on the external environment or business environment where the organization performs and on the organization in the purpose of drawing a strategy. In the other hand, Professor Les Worrall thinks that strategic analysis is a fair understanding of organization surrounding, it takes into consideration the interrelation between the firm and its environment to improve organizational efficiency and effectiveness, by increasing the organizations capacity to deploy and redeploy its resources intelligently. Many studies have been conducted in this field, they may have suggested different definitions of strategic analysis but three important characteristics are commonly linked with it: Identification and evaluation of important data to strategy elaboration. Recognition of both external and internal environment to be considered. Multiple analytical methods that can be used in the analysis. Examples of analytical methods used in strategic analysis include: Value chain analysis Four corners analysis Early warning scans War gaming PEST analysis and Porters five forces analysis Analytical tools are meant to ensure the sustainability and reliability of the analysis proposed. Analytical methods are worldwide used and understood, they have reached a mature state where every organization can use them to better work However, while dealing with the analytical methods, companies should keep in mind some considerations: The tool or method should be able to answer question that may be raised by the organization. The benefit coming from using any tool or method should be clearly defined and stated. To ensure a successful analysis, organization need to go forward a great understanding of the tool used. The tools proposed are empowered if there is collaboration as input with other people surrounding the company, in addition, time should be allocated to people concerned so they accommodate the analysis. Every member of the organization must be aware that the use of any analysis tool is time and effort consuming, decision-making board and stockholders ,in the implementation phase, should be flexible and provide the necessary to complete the project. The objective of using an analytical tool is to go deeply in the analysis and to ensure a better approach more balanced and methodical. In addition, all analytical tools are using historical data, they rely on past data to better understand futures wants. Moreover, results coming from the analysis should be interpreted with caution or the analysis may lead to an influenced result, due to pressures, which look for a particular strategy. One of the important competencies of an analyst is to understand which tool or technique is most appropriate in the context. Colgate Palmolive Nature of Business Colgate-Palmolive is generating benefits from manufacturing and selling shampoo and toothpaste , 80% and 15% respectively. The remaining is shared between home care products (softeners).Colgate-Palmolive is the leader in the domestic market on the shampoo and the second on the toothpaste.ÂÂ  The battle for market share with competitors is at:ÂÂ   Shampoo with brands such as: Head shoulders / Pantene Toothpaste with brands such as: Signal CPM Company is present in several markets of consumer goods. Indeed its wide product range covers both Personal Care as the Home Care. Colgate-Palmolive operates in the market of Oral Care through Tonigencyl and Colgate toothpaste and Colgate toothbrushes. In addition the Company has a strong presence in the market with shampoo brands:ÂÂ  Cadum, Alert and Palmolive. Colgate History In 1806, Mr. Colgate William, a soap and candle maker, opened a shop where he sold candle and soap and multiple cosmetics in New York under the name William Colgate Company. In the 1840s, the company started to sell energetic bars for uniform weights. In 1857, His son took over,, when his father Samuel Colgate passed away , the company was renamed as Colgate Company under the management of Samuel Colgate, his son. In Milwaukee, B.J. Johnson Company was producing a special and famous soap by mixing only palm and olive, the formula used was developed by B.J. Johnson in 1898. The soap was very popular, thanks to the recipe originality, and took the name of Palm-Olive (Palmolive) Between 1928 and 1953 many changes occurred, they are summarized below: The merging of Peet Brothers with Palmolive to become Palmolive-Peet. Palmolive-Peet bought Colgate company form Samuel Colgate to create the Colgate-Palmolive-Peet Company.(1928) In 1953, the company changed its to the current name Colgate-Palmolive Company. Colgate-Palmolive has been competing with the worlds largest soap and detergent producer for decades. After the World War II, PG had decided to a launch a diversified range of products under the name of TIDE, many consumers turned to this new products when they used to buy Colgate-Palmolive Products. Moreover, the company faced another challenge when PG decided to add Fluoride in the toothpaste an achievement never done before, due to this fact, Colgate-Palmolive lost his first place in the toothpaste market. To compete with Procter and Gamble, CP(Colgate-Palmolive) have used television(new invention at that time)and decided to sponsor some shows so they can regain their market share against PG. In 2006, Colgate-Palmolive has intended to acquire the major part of Toms of Maine, a pioneer in the natural toothpaste maker, for US $100M. Today, Colgate-Palmolive has a number of plants and subsidiaries around the world, more than 200 countries are using Colgate-Palmolive Products. Colgate Palmolive Values Our three fundamental values-Caring, Global Teamwork and Continuous Improvement-are part of everything we do Valuing Colgate People Becoming the Best Place to Work Colgate strategic analysis PEST Analysis: Nowadays, to ensure a sustainable, competitive and successful company, managers and board of executives has to cope and operate within a rigorous macro-environment that is shaped by influences of different factors. These factors can emerge from many sources: The overall economy, population, governmental legislations and regulations, societal values, new technologies. All of these represent relevant factors that can have a gigantic impact on all the decisions the company makes concerning its direction, business model, objectives, strategy and thus, the ability to impact on the companys overall situation. Now that we have understood the importance and the impact that an external environment can have on a businesss situation, its compulsory to sort those factors into categories and assess their importance to the business. After assessing their importance, external factors can be categorized into 4 major assemblies by using the PEST or PESTLE Analysis. (P)olitical Factors The first letter in the acronym refers to Political factors and they are issues that affect the way of doing business. They can be trading policies imposed by the government or the political stability of the country in which business is conducted. Political issues can also be related to taxes and labour laws imposed by the government and labour unions. They can also be regulations directed to maintain a fair competition on honourable basis between rivals in any industry and prevent abusive actions. Moreover, the political factors can also be regulations put by the government to protect the environment in which the company is operating. This type of regulations can for example be linked to pollution issues or standard quality of their products or services that will be directed to their clients. (E)conomical Factors The second letter in the acronym refers to Economical factors and they are subjects related to the overall situation and stage of growth of the economy. These factors need to be taken into consideration for the impact they can have on the operations of a business. Managers need to assess the home economy situation and trends. Furthermore, they need also to keep an eye on changes in taxation of products services. They also need to look at the driving forces of the economy such as the purchasing power of their target market and consumer preferences and also to unemployment and wages levels. If the company is involved in foreign trade, managers have to consider the tariffs and exchange rates as well as the import and export ratios applied in that country. (S)ocio-Cultural Factors The third letter of the acronym refers to Socio-Cultural factors that any company has to consider the point of view of the general public. The publics opinion and attitude toward the companys products is also important because it plays a core role in building the image within the different constituencies. Companies also have to be in permanent contact with the media by writing press releases or opening its doors to build brand image that is known by everybody. Socio-Cultural factors can relate also to issues raised in advertising campaigns and publicity or by participating in major events to show their part of social responsibility. Social factors also include diversity of their work force employed. Companies hire disabled and elderly people to get them integrated within the society. Finally, companies need to respect and take into account ethical issues no to offend any minority in the society. (T)echnological Factors The last letter of the acronym refers to Technological factors. These factors have changed the way businesses operate. By introduction of all these technologies, companies are able to conduct their operations much easily with a better performance. Technology participated in the improvement of many aspects since it was introduced at all levels of the business, from selection process to productivity and research and development. (Jana F. Kuzmicki, 2007) Porters five analysis: Gaining Power of Suppliers One of the five forces which Porter formulated for an organization to look into in order to form a competitive advantage is gaining power of suppliers. The global reach and diverse portfolio of assets attract numerous investors. Colgate-Palmolive and other major competitors are both viewed by investors as home and oral care companies which have considerable positive investment strengths. Most often the comparison is always with PG. Although, Colgate-Palmolive is viewed by many as at par with its competitors, yet, what was lacking in their management is the lack of perceived differentiation which somehow impaired the investment decision-making process. Moreover, even though Colgate-Palmolive has no strategy that is unique or differentiating relative to the other companies, the threat of bargaining power of suppliers is low due to partnership, supply chain management, training, and dependency. Bargaining Power of Customers Customers are the lifeblood of the business. The existence and growth of a business company is dependent on customers. CP (Colgate-Palmolive) is serving globally with 25 million customers a day in over 200, 000 plant around the globe. There is a cohesive loyalty among buyers and sellers of energy in Colgate-Palmolive for several reasons like the attractive incentives and value added, partnering and supply chain management. Moreover, investors and stakeholders expressed their satisfaction on the services offered by the company. Again, this can be reflected on the 2001 case study interview which was recorded verbatim, in which two elements emerged fundamental to the satisfaction of customers technology and its diversified presence. One owns Colgate-Palmolive because of its strong diversified presence and good technology while another one noted that it is because it is cheaper, yet with a high quality of products and high returns over the course of the cycle compared to other major com panies. Moreover, significantly noted were two comments. On one hand, the reasons why many were satisfied with the performance because of its huge asset base, financial and political clout that was why they successfully covered operations in places like China, Russia, and the Middle East. On the other hand, CPs management restructuring that reduced costs focus on profitability, financial discipline and its way for shares repurchase. Threat of New Entrants In the home and oral care industry primarily on the soap and natural products and reserves, the companies management strategy reduced the friction of threat among its new competitors in the business by increasing minimum efficient scales of operations, its cohesive and good status with suppliers/distributors, retaliation tactics, protection of property and establishing a competitive and trustful image to its customers. Moreover, the role of advanced technology set them at par with other entrants in the business. In 2001, technology had differentiated CP from its competitors. Leadership in promising toothpaste from solid to gel technology that delivers new brushing sensations. There reputation was leveraged in order to establish a solid foundation against threats of the new entrants. The leverage of their reputation is build solidly on their total strengths both tangible and intangible like technology, products, adherence to business ethics, code of conduct, and corporate social responsibility that encourages consumers to brand loyalty. Threat of Substitutes The threats of substitutes in which customers switch product references are primarily caused by several external and internal factors. One of the factors in which customers tend to switch their preferences is the price cost of a product. If a product raises its cost value, customers may have a second thought of sticking into as his/her preference; therefore, the tendency is that the shift and switch of preference occurred. Most often, in this kind of business like marketing an energy reserves, the threat of substitution of customers come in the instability of a price. The price cost of a product if it increases due to social and political factors, it stand to be a threat for the company. However, the Colgate-Palmolive good strategy like increasing switching costs, alliances, customer surveys to learn about their preferences, accentuated differences and the entrance of substitute market, these reduced the threat of substitutes. Competitive Rivalry between existing players In any business price competition is significant because it attracts customers, the less you price a product, the more customers you gain, yet, in competitive rivalry, in order to reduce it, avoidance to price competition is necessary in which the Colgate-Palmolive observed. Their competition is not on price but on how to manage strategy that would best leverage a product. CP uses different strategies to market their product and be competitive. Their differentiation and different segmentation of their products set an edge for them, moreover, their healthy communication with competitors contribute positively to the competition. The competition should not be taken personally but a matter of business and professional work. Colgate-Palmolive has a competitive advantage not only due to the facts mentioned above but on the ability of managing the whole process of the business. Good financial management and diversified course of business bring them enormous customers and stakeholders.