Leadership Training My Leadership - 2040 Words

Leadership Overview Introduction When I walked into the first class of leadership training, I thought that I had a firm understanding about what leadership was, and how to lead in an efficient matter. I quickly learned that I had a lot of room for improvement to become a better leader. My leadership journey prior to this class was not diverse, most of my leadership experiences were in athletics, there were only a few times I lead in other situations. In high school I was the captain of the varsity soccer team my junior and senior year, captain of the varsity basketball team my senior year, a member of student council my junior year, and a member of the the student ambassador program my senior year. 90% of my leadership experiences have†¦show more content†¦Also, for PLP part one we were given the task to come up with short term and long term leadership goals, the short term goals were set to be completed before the semester was over, and the long term goals were anything beyond that time period. After I co mpleted the self – assessment, and received my results I really found out what kind of a leader I am. After the results settled in, I realized that these results were not shocking by any means. The results I received directly reflected what kind of a leadership I had been demonstrating throughout my leadership journey, and reflected my personality. The areas that I scored well in were: model the way and challenge the process. The areas I did not score well in were: encourage the heart, inspire a shared vision and enable others to act. The personality I have is matches up perfectly with my results, I am a silent leader, leading by example is the way I like to lead, that is why modeling the way and challenging the process area my strengths. Because I am a silent leader, my results also show that I am not an extremely vocal leader, that is why I struggled in the areas of encouraging the heart, inspiring a shared vision and enabling others to act. In my past leadership experience s, I never was the type of leader that was always yelling and encouraging others, I was the type of leader

What Are The Causes Of Intelligence Failures - 2082 Words

What are the Causes of Intelligence Failures? Intelligence failures can be attributed to when cognitive biases and fixed mindsets enter the intelligence cycle and objectivity is lost. Cognitive biases and fixed mindsets can be found in the intelligence reports surrounding the failure to predict 9/11 and the alleged evidence of weapons of mass destruction (WMD) in Iraq. After a partisan commission and internal reports were turned into Congress, multiple intelligence missteps were discovered across the board. Ranging from intercommunication failures, the mismanagement of and uncorroborated information, and biased intelligence. One of the under ridding assessments called into question was the psychological influence of gathered information†¦show more content†¦These mental perceptions form and create â€Å"the most commonly identified villain† among analysts and the decision makers and their reasoning paradigm: the mindset. Mindsets, in psychological terms, are defined as a person’s mental â€Å"lens† on how they understand the world around them. These mental lenses form what political psychologists call motivated and unmotivated biases. Motivated biases are driven by people’s fears, guilt, desires, needs, and interests. Unmotivated biases refer to the influence of a person’s belief systems and the using simple strategies that they use to make sense of the complex world they live in. The creation of these mindsets is quick to form as people tend to perceive what they want to, which in return helps create expectations or beliefs on how people will most likely react in the future. In the intelligence field, mindsets guide the analysts to pay attention to certain kinds of information and then to organize and interpret the information. This explains how two analysts can look at the same information and come up with different explanations. In short, a mindset of an intelligence a nalyst can be defined by the amount of expertise and knowledge of past events they have in creating sound judgments, of key players that the intelligence is concerned, and their decision-making paradigm. Fixed mindsets and cognitive biases can be found at each level of theShow MoreRelatedWeaknesses Of The Intelligence Cycle935 Words   |  4 PagesThus, intelligence cycle process as an integral part of the Intelligence System has intrinsic weaknesses within the â€Å"process† itself due to the interplay of different pathologies within the system. It may emanate in every phase of the process from Planning and Direction, Collection, Processing, Analysis and Production, and Dissemination. Julian Richards in his book â€Å"The art and science of intelligence analysis† discussed the problems associated with intelligence cycle. 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What is Black History Month Free Essays

Surprisingly, the answer to that seemingly simple question would have a multitude of different answers, varying in degrees from full support to total outrage, depending on who was asked. The extreme fluctuation in emotional reaction to what appears on the outside to be a month long celebration of heritage lies in the different opinions of some very complex issues. Arguments over the benefits versus harm, and the definition of black history itself are at the core of this heated debate. We will write a custom essay sample on What is Black History Month? or any similar topic only for you Order Now The month long focus on the history of Black Americans, known as Black History Month, was brought to life by Dr. Carter G. Woodson. Dr. Woodson, â€Å"one of the first black Americans to receive a Ph. D. from Harvard university† (Gearing Up For Black History Month, 2007), was disturbed in the lack of knowledge and availability of Black History in America of any kind. Woodson felt strongly about this lack of history for an entire ethnic group and felt the need to create a forum that would, â€Å"highlight the contributions of black Americans to our nation and the world. His goal was to bring to light the â€Å"‘hidden history and culture† of the American people, and through this special observance, help all Americans to appreciate their ethnic roots and develop a mutual respect among the races. † (Gearing Up for Black History Month, 2008) He chose the second week in February because of its association with two great men who had a great impact on the destiny of African Americans: Abraham Lincoln and abolitionist, Frederick Douglas. Today it is even more fitting that this remembrance be observed in February, as it holds many great achievements for Black Americans including; the birth of a great civil rights leader W. E. B. DuBois, the month that the 15th amendment was passed allowing black’s to vote, the acceptance of the first black senator, and the death of militant leader Malcolm X, naming just a few. (Infoplease, 2009) From the beginning, Woodson’s motivation in launching Negro History Week was an, â€Å"initiative to bring national attention to the contributions of black people throughout American history. † (â€Å"Black History Month†, 2000) Prior to that time Black history had been relatively unexplored except for the representation of blacks as slaves or in low and insignificant social positions. (Wikipedia, 2009). However, even from its inception as Negro History Week, this period of remembrance has been a source of contention. Annually, this heated debate over the, â€Å"continued usefulness and fairness of a designated month dedicated to the history of one race† (Wikipedia, 2009) has broken itself down into three major arguments. The first and most hotly debated topic is mainly that of purpose. What is the real underlying purpose of this celebration? One side proposes the benefits of self-identity while the other argues degradation of society. Those who argue on the side of identity feel strongly that the affects of â€Å"historical amnesia† is the root of the problem. Their position that the long term affects of slavery on the mentality of the people had a more devastating effect than generally understood. (Pitre, 2002) Black History serves the purpose of helping African Americans understand themselves by looking at the uniqueness and origin of their history in relation to the development of world history. Black history would encourage Black Americans to embrace their personal identity as opposed to self-negating one’s self (Karenga, 1982). (Pitre, 2002) Connecting with their larger past will give Black Americans the ability to see themselves as part of a repeating cycle of world history that is everchanging and full of opportunity for freedom and productivity. (Pitre, 2002) It is this great power for healing found in our histories that is so indispensable. For history is the substance and mirror of a people’s humanity in others’ eyes as well as in their own eyes. It is then, not only what they have done, but also a reflection of who they are, what they can do, and equally important what they can become as a result of the past which reveals their possibilities (Karenga, 1982, 69). (Pitre, 2002) With the desire to let Black Americans have the opportunity to see themselves in a better, broader light and thus inspire all Americans to achieve to become better, proponents of Black History Month encourage schools and educators to enlighten the minds of America’s youth by learning about American history through another ethnic perspective. The aim of a multicultural education is not just an â€Å"appreciation for cultural diversity† (Pitre, 2002) but also a more compassionate perspective that will lead to a more equitable America. It is important to note, however, that in a quest for real multiculturism, learning about Black history is not merely a recitation of a handful of accomplished Black Americans. It is much more than a compilation of inspiring stories, and more of a frank and honest look at the often horrifying realities of the past. It is by looking at history in an unbiased way that truths can be taught, and real lessons learned. For example, one Southern high school committed to multicultural program fought back against the tendency to use a watered down method of inviting speakers with limited knowledge of Black American history or who teach history within the acceptable set framework of the dominant culture. Instead, the high school students chose a non-traditional, Islamic speaker to share historic facts and how they related to the struggles of Black Americans today. The result was outstanding. The reaction of the students was an emotional self-realization that resulted in a life-changing experience. (Pitre, 2002) However, this opportunity to candidly look at the past and see the effects it has had on the present appears to be the root of the problem for those that oppose the observance of Black History Month. Among some of the most ardent fears is the supposition that teaching students the realities of history will color both Europe and the U. S. as bad actors on the world stage. They accuse Black American scholars of having the intention of rewriting history. Disturbingly, at the same time they proffer the weak argument that taking time out for multicultural education takes time away from basic work skills education. (Pitre, 2002) Furthermore, they strongly suggest that teaching Blacks about the â€Å"historical injustices perpetrated against them† (Pitre, 2002) will inspire vengeance against Whites. Any program or curriculum that induces people of African descent to group themselves in opposition to White policies must be squashed in the name of our mutual safety as White people (Kincheloe Steinberg, 1997, 7). (Pitre, 2002). In addition to these arguments are the attacks that the honoring of Black History Month is nothing more than an opportunity for a marketing device. Unfortunately, this is perfectly illustrated in a flyer encouraging the observance of Black History Month: A community is only as strong as the traditions that hold it together. Procter Gamble products such as Tide, Bounce and Downy have been a part of the traditions celebrated by African-American families for generations. (Black History Month: Reminds Us of Our Common Experiences and Hopes, 2005) Furthermore, this heated debate over the beneficial versus detrimental perspectives on Black History Month is often subsequently followed by the controversial question of, â€Å"What is Black History? † In one historians point of view, Black History should be understood as Black History that focuses on Black people, their identity, their culture, their social life, their psychology, and the way they have used these ethnic, group, and personal attributes to make history in America and to contribute to histories, countries, and peoples elsewhere on the globe. (Wright, 2002) This very important ideal holds that as Blacks uncover and reveal the truth of their history awareness of White people in American history will also be enlightened. By motivating Black historians to present the truth in a scholarly manner and thus provide the moral guidelines for Black political behavior in America, the racism that scarred the country and the attitudes and beliefs of its people can begin to heal. (Wright, 2002) This ever-present problem of seeking identity through the looking glass of the past is not just an American issue. In the United Kingdom, with large communities of many different ethnic groups the struggle to celebrate Black History Month sheds light on this question of identity in a much clearer way. In an effort to teach Black History and keep school programs alive, they have confronted the issue that their traditional teaching of Black History month focusing on Caribbean Black History is â€Å"failing to connect with the new migrant communities such as the Somalis. The compelling questions are about making sense of a world whose problems seem dominated by historic questions of identity. †(Hunt, 2006) This search for identity runs deep. As Black Americans struggle to find an acceptable way to identify themselves today and build a stronger foundation for the future, the debate will go on. However, there are still some basic issues with name identity that appear to add to the confusion. For instance, just the identification as Blacks, Black Americans, African Americans, Afro Americans or the orthographical capitalization of the letter â€Å"B† as in black Americans, has caused a strain on the black American community. The suggestion by some black historians that all black Americans are African American became a popular reference even though most Blacks disagreed and saw themselves only as Black Americans, and not identifying themselves in relation to Africa at all. (Wright, 2002) Obviously identity is an important part of viewing not only the past, but more importantly, the future. Perhaps this is the reason there is so much disagreement and conjecture. Moreover, it is also obvious that until agreements and decisions can be made, the unity that is necessary to achieve the identity so desperately sought after will remain elusive. Regardless of the debate that forges on, and will one day find a resolution; it seems clear that whether it is black history or white history, it is all American history. References Black History Month: Reminds Us of Our Common Experiences and Hopes. (2005, February). Ebony, 60, 46+. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=5008550464 â€Å"Black History Month: the History of Black History. † Infoplease.  © 2000–2007 Pearson Education, publishing as Infoplease. 04 Mar. 2009 http://www. infoplease. com/spot/bhmintro1. html. Black History Month. (2009, March 3). In Wikipedia, The Free Encyclopedia. Retrieved 18:05, March 4, 2009, from http://en. wikipedia. org/w/index. php? title=Black_History_Montholdid=274609871 Gearing Up for Black History Month in February 2008. (2007, December). Curriculum Review, 47, 14+. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=5024613228 Hunt, T. (2006, October). Whose History Is It Anyway? as Part of the Ongoing Debate over Black History Month, Tristram Hunt Asks for Greater Dialogue between Politicians and Academics concerning the Place of History in Modern Britain. History Today, 56, 28+. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=5017655596 Pitre, A. , Ray, R. (2002). The Controversy around Black History. The Western Journal of Black Studies, 26(3), 149+. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=5000644111 Wright, W. D. (2002). Black History and Black Identity : A Call for a New Historiography /. Westport, CT: Praeger. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=101983241 Wright, W. D. (2002). Critical Reflections on Black History /. Westport, CT: Praeger. Retrieved March 4, 2009, from Questia database: http://www. questia. com/PM. qst? a=od=101985175 How to cite What is Black History Month?, Papers

GIL PEREZ, THE GALLICIAN Essay Example For Students

GIL PEREZ, THE GALLICIAN Essay A monologue from the play by Pedro Calderon de la Barca NOTE: This monologue is reprinted from Eight Dramas of Calderon. Trans. Edward Fitzgerald. London: Macmillan Co., 1906. MANUEL: Listen, Gil.You, I am sure, remember (time and absenceCannot have washed so much from memory)The pleasant time when you were last at Lisbon,And graced my house by making it your home.I need not tell of all we did and talkd,Save what concerns me now; of the fair ladyYou knew me then enamourd of, (how deeplyI need not saybeing a Portuguese,Which saying, all is said)Donna Juana,At whose mere name I tremble, as some seerSmit with the sudden presence of his God.Two years we lived in the securityOf mutual love, with so much jealousy(Without which love is scarcely love at all)As served to freshen up its sleeping surface,But not to stir its depths. Ah, dangerousTo warm the viper, or, for idle sport,Trust to the treacherous seasooner or laterThey turn upon us; so these jealousiesI liked to toy with first turnd upon me;When suddenly a rich young cavalier,Well graced with all that does and ought to please,(For I would not revenge me with my tongueUpon his name, but with my sword in s bl ood,)Demanded her in marriage of her father;Who being poor, and bargains quickly madeTwixt avarice and wealth, quickly agreed.The wedding day drew nigh that was to beThe day of funeral toomixed dance and dirge,And grave the bridal chamber both in one.The guests were met; already night beganLoose the full tide of noisy merriment,When I strode in; straight through the wedding throngUp to the bride and bridegroom where they were,And, seizing her with one hand, with the otherStruck him a corpse; and daring all, to dieFighting, or fighting carry off my prize,Carried her off; lifted her on a horseI had outside; struck spur; and lightning-likeAway, until we reachd the boundaryOf Portugal, and, safe on Spanish ground,At last drew breath and bridle. Then on hither,Where I was sure of refuge in the armsOf my old friend Gil Perez; whom I prayNot so much on the score of an old friendship,So long and warm, but as a fugitiveAsking protection at his generous handsA plea the noble never hear in vai n.Nor for myself alone, but for my ladyWho comes with me, and whom I just have leftUnder the poplars by the river-side,Till I had told my news, and heard your answer.A servant whom we met with on the way,Pointed your house outwhither, travel-tired,Pressd for my life, and deep in love with herI bring, as curst by those I left behind,And trusting him I come to.

The living hell Essay Example For Students

The living hell Essay The Living HellOne of the worst moments in the history of our world is when Adolf Hitler came to power. His terrifying reign in Germany during and shortly after the second world war brought on nothing else but misery, grief, and a community which had now been greatly reduced. Hitler was known for his passionate dislike of Jewish people, (anti-Semitism). In vicious, inhumane ways, Hitler proceeded to torture, experiment on, and exterminate Jews. It was not only Jews however which Hitler wanted to eliminate; he also pursued gypsies and homosexuals. This tyrant used â€Å"living space† and the desire for a â€Å"good† nation of pure Germans as an excuse to satisfy his cruel beliefs and issues with these people. Throughout the course of the war, Hitler sent Jews to concentration camps. These camps where either labour camps, or death camps. Jews received â€Å"special† treatment, and where acknowledged as different from the rest of the society. But Hitler had no mercy ; he had it established that the Jews would all be annihilated. Concentration camps were places where the Jews or enemies of Nazism were sent.. After having been separated and forced to live in ghettos, they were sent off, on long train journeys, without knowing their destination, nor for how long they would be in these trains. People were known to get hysterical, scream that they were going to die, or die inside these trains. The trains were composed of tiny wagons, and each wagon was overloaded with people. There was no place to breath, let alone sit down. They had been told that they were going to be â€Å"resettled† in another ghetto, but little did they know what Hitler meant by â€Å"resettlement†. There was occasionally a little air hole or window through which the night sky could be observed. The train rides were anywhere from a few hours to a few days long, but the passengers were not told this, and therefore did not know how to prepare for these trips. A stra nge smell filled the air as the travellers approached their final destinations, it was the smell of something which was burning, it was the smell of human flesh. We will write a custom essay on The living hell specifically for you for only $16.38 $13.9/page Order now Jews were separated into â€Å"groups† for these camps. If they were healthy, young, and capable, they would be sent to a labour camp. The purpose of these labour camps was to work the prisoners to death, whilst taking advantage of their last strengths to build more camps or other necessities that Hitler demanded. If the poor Jews were weak, handicapped, elderly, or babies, they were sent to a death camp. These camps had one sole purpose; to kill. Inside these death camps, Jews were tortured as well as put through repulsive medical experimentations. Both types of camps contained both the notorious gas chambers, as well as crematoriums. The prisoners in death camps were sent there everyday, and the labour prisoners were sent there for disobeying or for no longer being physically capable of working due to the bad hygiene and feeding conditions. The most infamous concentration camps, with the most torture and death counts were Auschwitz, Buchenwald, Dachau, Mauthasen, and Treblinka. It is absolutely impossible to explain a level of pain as strong as that experienced by Jews in these camps. All that can be explained is just a mere generalization, or a very small percentage of what people went through. Survivors, which are now very few, still have trouble describing the camps as they were when they were in them. The grief and the trauma in their experience will haunt them forever. .ub4286cb81ccb0be817c86ef0ccb96836 , .ub4286cb81ccb0be817c86ef0ccb96836 .postImageUrl , .ub4286cb81ccb0be817c86ef0ccb96836 .centered-text-area { min-height: 80px; position: relative; } .ub4286cb81ccb0be817c86ef0ccb96836 , .ub4286cb81ccb0be817c86ef0ccb96836:hover , .ub4286cb81ccb0be817c86ef0ccb96836:visited , .ub4286cb81ccb0be817c86ef0ccb96836:active { border:0!important; } .ub4286cb81ccb0be817c86ef0ccb96836 .clearfix:after { content: ""; display: table; clear: both; } .ub4286cb81ccb0be817c86ef0ccb96836 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub4286cb81ccb0be817c86ef0ccb96836:active , .ub4286cb81ccb0be817c86ef0ccb96836:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub4286cb81ccb0be817c86ef0ccb96836 .centered-text-area { width: 100%; position: relative ; } .ub4286cb81ccb0be817c86ef0ccb96836 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub4286cb81ccb0be817c86ef0ccb96836 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub4286cb81ccb0be817c86ef0ccb96836 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub4286cb81ccb0be817c86ef0ccb96836:hover .ctaButton { background-color: #34495E!important; } .ub4286cb81ccb0be817c86ef0ccb96836 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub4286cb81ccb0be817c86ef0ccb96836 .ub4286cb81ccb0be817c86ef0ccb96836-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub4286cb81ccb0be817c86ef0ccb96836:after { content: ""; display: block; clear: both; } READ: Sex Education in the Classroom EssayThe most known of all camps was Auschwitz, the death camp. The first of the two parts was built in 1940. It was so notorious because out of the total of six million prisoners which were killed during the war, approximately two million died in Auschwitz. When prisoners arrived at a camp, they were separated. Men on one side, and women and children on the other. Then, they were stripped from their clothes and all personal belongings and made to stand in rows. They were shaved, and either tattooed with numbers or forced to wear tags to identify them. The point of this was to make them feel like they were no longer human beings, but just lik e rats in a maze which led not to a piece of cheese, but to a piece of death. In this camp, like most other camps, they were sent to gas chambers with Zyklon-B, a gas whose effect is the same as carbon monoxide, it has no odour, but it leads to death by suffocation and intoxication. The chambers were made to look like shower rooms, and the prisoners were first sprayed with ice cold water and then the gas was released. There were no windows in these chambers. However, there was a small peephole, resembling those on hotel doors. On the side outside of the chamber, the hole was covered with glass, so that the Nazis could observe the process. On the inside, the hole was covered with a special screen, to that the victims could not break the glass. Once they were in, there was no way out. The Nazis made sure that nothing would ever happen in order to give them a chance to survive. If they were not sent to gas chambers, the Jews were burned, sometimes dead, sometimes alive. The main reason as to why this crematory was created was because the camps were running out of places to dispose of the bodies. At first, they were placed in mass graves, which were large holes in the ground where the bony, disfigured bodies were dumped. However, these took up too much space. Therefore, Hitler made an addition to his horror camps; crematoriums. These large buildings had a huge tunnel pertruding from the top, and every hour or so, sparks and fumes would erupt from them, then the disgusting smell would spread throughout the camp. Every camp was different from the other, however, Auschwitz was very distinct from the others. In other camps, the SS, Hitler’s army, were the ones in charge of killing the prisoners. But in Auschwitz, it was Jewish prisoners, considered the â€Å"lucky ones† who had to kill their own comrades in the crematories. Hitler also requested that these â€Å"lucky† prisoners be forced to burn their relatives as well, if they were in the same camp. It is unbearable to imagine the emotions which one must feel, being demanded to kill their own family. The next notorious camp on the list was Buchenwald. Buchenwald was created in 1937, in Weimar. This camp was smaller, and also much â€Å"cleaner† than the others. Here, the total known death count was of 56 thousand. It was a labour camp, overworking the prisoners to death, although many others died due to the conditions within the camp, starvation, and lack of hygiene. Few prisoners ever committed suicide, because of their strong faith. Therefore, they went through extreme horror, without ever losing their faith, although they knew their time was approaching. Buchenwald was built in two years, by five hundred of Germany’s prisoners. In March of 1933, Dachau had been opened. It was a death camp, for a different group of people. This camp was made for political prisoners such as Communists or Social Democrats who were considered as â€Å"threats to the state†. In this camp, the total amount of deaths was unsure. The major problem with this camp was the disposal of the bodies, which on average would reach up to 4,176 within 24 hours. The mass graves, containing from 300 to 400 people were taking up too much space, and so the process of cremation began there. It was very common in this camp. The skin of the Jewish people was peeled off before they were burned, and their skin was used for items such as lamp shades for Hitler and his officers. These lamps did not last very long, as the smell of decomposing skin is not an enjoyable smell to have in a household or office. This proves to which extent Hitler was becoming crazy over these exterminations, and to what point he needed to demoralize his victims. In 1938 , by the Danube river, Mauthasen was initiated. This occurred right after Austria was annexed to Germany. It was for all European â€Å"anti-nazis†. There, prisoners, and especially the Soviets, were labelled as â€Å"Ruckkenr- unerwnscht†, meaning â€Å"return undesired†. They were beaten, starved and experimented on. For example, they were placed in special pilot suits, then held down in a tube of water in order to see how long they could sustain these conditions in different types of suits. They were also put into pressure rooms, amputated and injected with diseases to see how they would react. .uf16721e5caf55c5a349e58a6422237ee , .uf16721e5caf55c5a349e58a6422237ee .postImageUrl , .uf16721e5caf55c5a349e58a6422237ee .centered-text-area { min-height: 80px; position: relative; } .uf16721e5caf55c5a349e58a6422237ee , .uf16721e5caf55c5a349e58a6422237ee:hover , .uf16721e5caf55c5a349e58a6422237ee:visited , .uf16721e5caf55c5a349e58a6422237ee:active { border:0!important; } .uf16721e5caf55c5a349e58a6422237ee .clearfix:after { content: ""; display: table; clear: both; } .uf16721e5caf55c5a349e58a6422237ee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf16721e5caf55c5a349e58a6422237ee:active , .uf16721e5caf55c5a349e58a6422237ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf16721e5caf55c5a349e58a6422237ee .centered-text-area { width: 100%; position: relative ; } .uf16721e5caf55c5a349e58a6422237ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf16721e5caf55c5a349e58a6422237ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf16721e5caf55c5a349e58a6422237ee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf16721e5caf55c5a349e58a6422237ee:hover .ctaButton { background-color: #34495E!important; } .uf16721e5caf55c5a349e58a6422237ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf16721e5caf55c5a349e58a6422237ee .uf16721e5caf55c5a349e58a6422237ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf16721e5caf55c5a349e58a6422237ee:after { content: ""; display: block; clear: both; } READ: Tree Conservation EssayAnother camp, as known as Auschwitz was Treblinka. This camp, unlike the others, was in Poland, between the villages of Siedice and Malkinia. It was first built in December of 1941, and the second part in July of 1942. In the first building, Jews made weapons for the Germans in the war, therefore, it was another labour camp. The second part was, of course, a death camp. Upon arrival at Treblinka II, Jews and gypsies were stripped of clothes and belongings, separated by sex, and gassed to death. The SS were not the ones in charge of the chambers either, instead, Nazi-hired men had that role. They had to collect such things as gold teeth from the bodie s, and remove the corpses from the chambers. In this camp, prisoners tried to revolt, but greatly failed, and received further punishments. Close to another two million prisoners were killed. When the war was over, no more than 90 people were found alive, alive, but barely. Finally, World War II was over, putting and end to of Hitler’s hell. However, so many were dead, and the few that remained would forever be scarred. When the American troops came to release the prisoners, what they found was disgusting. Many Nazi’s ran away, and blew up the camps, in an attempt to cover up the horrors which had occurred within the barb wired walls. Seeing television interviews, or reading accounts from the survivors can bring tears to anyone’s eyes. Some still feel as though they were being pursued, others cannot bring themselves to talk about their experiences and their losses. Simply look at the camp pictures, or look directly into the eyes of the people. Then, you can see their story, and feel their pain. Bibliography:

Year Round Schooling

Year Round Schooling Free Online Research Papers The end of summer vacations is what most people think of when year round education is brought up. But is that all that it is about? Is year round schooling a better environment for students? Are those students smarter than students in traditional learning environments? Is it more cost effective? For everyone involved in the education system from parents and students to educators and administration, the issue of year-round schooling brings a passionate response from people both for and against it. So just what is a year round education exactly? A typical American school operates on a ten month system. This system was originally established during a time that children were often needed to work in the fields during the summer. Since then times have changed. Many people desire to disregard this system entirely and move to a year round education. Its important to understand that most students in year-round schools attend school the same number of days, usually 180 days, as students in traditional nine-month schools. So for most students there is no advantage of additional time in the classroom. Year round schools spread their 180 days out differently with small breaks between each term. The most popular example of year round education is the 45-15 plan. This has students attending school 45 days and then getting three weeks (15 days) off. The normal breaks, holiday and spring, are still built into this calendar. There are several popular arguments used by those who are for year round education. Some believe that students forget a lot of what they have learned during the summer and that shorter vacations might increase retention rates. There are also some people who suggest that schools that are not being used in the summer are inefficient. There is also the argument that other countries around the world use this system. However, the major benefit of year round schooling appears to that it facilitates continuous learning as the students are not out of school for a long period of time. As a result, the students tend to forget less over the shorter breaks, and teachers spend less time reviewing material. Just as there are several popular arguments for year round education there are several popular arguments against year round schooling as well. There seems to be a major inconvenience to families with children who are in need of child care during the multiple breaks in schooling. It is also more complicated for families to plan vacations. Some people argue that students are going to forget information whether they are out of school for three weeks or ten. It also is a concern to many that student summer employment will be virtually impossible as will summer camps and vacation bible schools among the other typical summer activities of children. The major reason stated by the majority of those who oppose year round education is that their children are in need of a longer break because they are so busy during the typical school year with sports and other extracurricular activities. Summer vacations give children a chance to simply be children. The studies comparing the year round to the traditional schedule are problematic because they are inconclusive. For one thing, it is difficult to isolate the year round calendar as the reason for any positive or negative results. The fact is that the biggest gains were made in schools that were truly trying to improve the overall quality of education. Implementing the year round schedule was just one of their efforts to achieve this end. If students, teachers, and parents are not supportive of the new schedule, it is bound to fail. If they are making their decisions based solely on funding they are quite possibly setting the system up for failure. Schools that are investigating year round education need to decide what they are trying to accomplish and whether a new calendar will move them further towards their goals. Ultimately, it appears that there is simply not one better way of schooling than another, but two separate forms of schooling which provide a proper education to its students. For both types of schooling the children and the quality of their education is priority. References Cribbs, Jonathan (18 October). Parents support year-round schedule: Group makes itself heard at school board meeting. Knight Ridder Tribune Business News,1. Retrieved December 15, 2008, from ABI/INFORM Dateline database. (Document ID: 1161237171). Coulter, Phyllis (3 September). Year-Round Schooling On The Rise. Knight Ridder Tribune Business News,1. Retrieved December 15, 2008, from ABI/INFORM Dateline database. (Document ID: 1120936861). Frost, Peter (23 February). Parents oppose calendar change. Knight Ridder Tribune Business News,1. Retrieved December 15, 2008, from ABI/INFORM Dateline database. (Document ID: 1221801481). Lyons, Linda (2002). Can we learn from year-round schooling? The Gallup Poll Tuesday Briefing,56. Retrieved December 15, 2008, from Research Library database. (Document ID: 283846531). Should school be year-round? (2003, September). Junior Scholastic, 106(1), 5. Retrieved December 15, 2008, from Research Library database. (Document ID: 410098721). Research Papers on Year Round SchoolingCo-Educational vs. Single Sex SchoolsStandardized TestingDistance Learning Survival GuideThe Mechanics of Grading Grading SystemsThe Broken FamilyProbation OfficersBooker T. Washington, W.E.B. Du Bois, Ida B. Wells-BarnettEmmett Till BiographyMy Writing ExperienceExempt vs Non-Exempt Employees

Csr and mcdonalds Essay Example | Topics and Well Written Essays - 1750 words

Csr and mcdonalds - Essay Example As a corollary of the above job enrichment and enlargement policies and programs were initiated with a view to encouraging and motivating the staff to accept new challenges. For instance employee welfare practices though were not many, could be seen to a certain extent in some of the surveyed restaurants. Absenteeism and labor turnover figures were low. In fact labor turnover figures were high only among crew members because most of them were college undergraduates doing a stint to cover up tuition fees. Most probably customer harassment could have contributed to the above average labor turnover figures among the crew members at McDonalds restaurants in Leicester in particular and elsewhere in general. McDonald's pay is based on performance and the monetary incentives are intended to encourage employees to perform better in the jobs and employees might require non-monetary incentives too to remain their current jobs in the long run whilst reducing the degree of turnover. Thus the pay rates determination criteria at McDonald's are essentially determined by evaluation techniques of the HRM Department. For example employees at these restaurants were given a selected array of monetary and non-monetary incentives with the hope that the well trained and skilled employees would not leave their jobs at least in the short run. While HRM related aspects of the retention strategy was focused on employee welfare, there was much less focus on the long term organizational capability building measures to retain employees. The best example of this inadequacy can be found in the fact that the whole staff at McDonald's takes customer harassments for granted.This research study has found a significa nt amount of positive correlation between McDonald's HRM strategy and productivity gains though the extent to which such gains can be attributed to HRM strategy isn't clear. In the first instance as suggested in the Literature Review, the theoretical perspectives on motivation and performance have taken a new turn with greater emphasis on Strategic HRM. Secondly cultural diversity of the workforce at McDonald's requires such SHRM practices to be aligned with international trends. Thus as borne out by the majority of responses to the questionnaire performance related pay at McDonald's would have a positive impact on employee motivation and the Company would try to maximize their incentives. However it has been identified as the most desirable policy to achieve organizational goals and survive in the long run. McDonald's success in Leicester could be attributed to well managed labor relations and good motivation policies in order to encourages greater participation of the employees in the decision making process of the company. Next those four McDonalds restaurants in Leicester along with the other three have not displayed any noteworthy divergence from the theoretical and conceptual contingency framework of analysis applied here as illustrated in the McDonald's approach to CSR. For example all McDonald's restaurants place equal emphasis on animal welfare, education, environment, people, quality and safety and Ronald McDonald's House Charities (RMHC). The connected success factors - sustainable supply chain, nutrition and well being,