Essay --

Gender roles have been a predominant factor in our world since the early emergence of human societies whether they are positive or negative. They are based on expectations that societies have over the people in them. The Epic of Sunjata, shows us how men and women are treated almost equally in different forms. Women are praised for their ability to birth leaders, which is similar to the early Greek Society. In most societies, women are treated less equal than men. This was prevalent in the early Indian society. No matter the gender role, it has been shown that any society cannot survive without both men and women. As we studied in class, early Indian culture and society in 300 C.E., the Hindu society was dominated by the caste system, which influenced almost every aspect of life. Each caste had its own particular dharma, carrying with rights, obligations and restrictions. Beyond this was a generalized dharma applicable to all: deference to the Brahmins, devotion to the gods, and reverence for the Ganges and for sacred cattle (Connections, Pg. 58). Procreation too, was considered a sacred duty: large families were seen as blessings from the gods, and any attempt to limit family size was frowned upon (Connections, Pg. 58). Since reproduction was essential to reincarnation, for most people marriage and parenthood were moral obligations. Naturally, to fulfill their dharma, people had to marry within their caste. Parents arranged proper unions for their children, sometimes at ages as young as eight or nine, before sexual attraction had a chance to complicate things. Indian society was patriarchal, centered on villages and extended families dominated by males (Connections, Pg. 4). The villages, in which most people lived, were admini... ...re treated poorly but they can overcome their circumstances so that they may still contribute to society in a powerful way. Although women in the epic Sunjata, Indian and Greek society are all seen as the subordinate gender, the women in the epic Sunjata are strong people by making the best out of situations. Some could say that women control the story. In the beginning, the hunters would not have killed the buffalo woman if not instructed to. Also, if Sogolon hadn’t pressured Sunjata to stand, he wouldn’t have walked his all his life. Throughout history, women have been mistreated as the weaker gender. It has been evident throughout the epic of Sunjata, the history of Greek society as well as Indian society. It is evident today with the social classes we have formed that there are predominant gender roles in our society; history as we know tends to repeat itself.

Emergency Preparedness and Disaster Response in Schools Essay

The professional nurse uses clinical judgment and decision making skills to provide appropriate nursing care and collaborates with other health care professionals responding to the emergency or disaster. The purpose of this paper is to outline the professional nurse’s role and how the nurse works with other responding personnel as well as the community affected in the event of a tornado that affects a school. The Role of the Nurse A disaster is defined as any natural or human-made incident that causes disruption, destruction, and/or devastation requiring external assistance (Stanhope, 2012). Schools are generally considered a safe haven for the children attending, but various types of emergencies can occur within the school walls that impact the school and the surrounding community. Severe weather can be a natural disaster when it produces tornadoes. Tornadoes have proven to be large scale disasters, causing problems ranging from loss of power to major structural damage and resulting in physical injuries, including loss of life. Tornadoes outside of a school setting cause severe damage and casualties, but when the tornado hits a school it becomes a disaster setting for all school personnel and the school nurse. The school nurse immediately is looked at when there is any type of medical emergency. When there is an entire school that has been affected by destruction like a tornado, the school nurse is most definitely overwhelmed with patients. The nurse must be prepared and work closely with all responding personnel to ensure a timely response to all affected, inside the school and the parents affected outside the school. The school nurse is an expert in the nursing process and should utilize these steps in order to care for all involved in a disaster like this. The professional nurse, through her education, should be prepared to utilize the nursing process (assess, plan, implement, evaluate). It is critical the school nurse knows his/her role prior to the disaster. His/her role includes triage, coordination of the first aid response team, and direct hands-on care to the victims of the emergency. The school nurse also plays an important role in the mental health support for the students and faculty involved during the emergency and in the recovery phase of the emergency. The nurse must be able to identify with and be able to communicate with all responding healthcare personnel. The responding will include, but is not limited to, firefighters, both paid and volunteer, EMS personnel, Emergency Management Personnel, law enforcement, and local healthcare providers, such as physicians and nurses. The school board office will also have responding personnel to the scene as well. The main goal of the professional nurse is to communicate with all responding personnel and ensure that everyone involved in the response clearly knows their role and who they should report to. Nursing Strategies Every community can always improve in their response to emergencies and disasters. Planning before the disaster hits is the key. Preparations for a facility’s response to an emergency involving realistic training exercises, (O’Boye, 2006) can greatly reduce anxiety levels and increase the likelihood of more positive results. Some examples of emergency and disaster planning includes, but is not limited to, mock exercises, more interagency cooperation in the mock exercises, identifying how we, as a community, will respond, who would be in charge of communications, who would be in charge of logistics, and a list of every one’s role in the emergency response (Laureate, 2012). The school nurse is in a leadership position to provide continuous coordination and training of all school personnel as well as the communities involved as part of the school’s emergency plan. Implementing the National Incident Command system into the school’s emergency plan is vital. This system includes universal protocols and language (Stanhope, 2012). This system acknowledges the need for mutual aid response and allows for easy to understand communication and description of roles no matter what agency or community the responders come from. This system should be implemented in every school because when a disaster strikes, especially at a school, people come from all over the country to render aid and this system provides a framework that everyone can understand. Summary The school nurse’s assistance in community-wide planning groups is helpful in the facilitation of a rapid, coordinated, effective emergency response within the framework of the Incident Command System. This includes establishing standard emergency response plans and participating in skills, drills and exercises to evaluate the response capabilities of a school, as well as the effectiveness of the plan (NASN, 2013). Disasters occurring at schools create a larger scale disaster because not only is there the disaster inside the school, but there is also a disaster created outside the school from all of the parents wanting answers that sometimes takes hours to produce the answers to. Planning is the key and the school nurse is in the position to help in the planning of the response plan in these disasters.

Cognitive Organizers Essay

Cognitive Organizers are powerful teaching and learning tools. They encourage active learning, demonstrate that knowledge is interconnected, facilitate group work, accommodate individual learning styles and engage students in higher order thinking. They can be used before, during or following instruction. Using cognitive organizers before instruction is an exciting way of introducing lessons and also cues students about the lessons and activities to come after. It also facilitates discussions among the students, as each person is given the opportunity to share their experience or knowledge on the various concepts. Further, cognitive organizers can be used as prereading and prewriting strategies to activate background knowledge or generate interest among the students. Concurrently, when teachers use cognitive organizers, they help students access prior knowledge and previous experiences, hence giving the students a framework of knowledge upon which to build. It may also serve as a motivation for the students as they are involved and interacting in the formation of the cognitive organizer and using their critical thinking skills. Cognitive organizers involve students in predicting relations and also help them make connections between various concepts. Furthermore, when cognitive organizers are use during instruction, students are able to connect better with the information being received. It also clarifies the relationships of ideas and assists many students with remembering the ideas easier. Moreover, students’ comprehension and recall of the concept or subject matter at hand is improved and developed. Additionally, Shalaway (1997), states that cognitive organizers can be used following instruction, as a way of assessment on the concept or area. Students will indeed enjoy this innovative and exciting way of assessment, hence giving way for better grades. Also, after a lesson or unit, a cognitive organizer can help students assimilate and reflect upon the new knowledge gained.

Application of skills †Education Evaluation, Test Administration

Application of skills – Education Evaluation, Test Administration Introduction Educational evaluation is the methodical measurement of educational activities in order to determine the outcome. The starting point of evaluation is based on the instruction program adopted, the goals of education and the initiative of the school towards education. Advertising We will write a custom essay sample on Application of skills – Education Evaluation, Test Administration specifically for you for only $16.05 $11/page Learn More Educational evaluation aims at assessing the merits of educational programs as well as the impacts of the initiatives. One way through which evaluation of skills can be achieved is through test administration. There are various types of assessment both formal and informal which can be used by educators to gauge the outcome of educational activities such as reading. Formative Assessment This is a type of assessment where the results of evaluation are used for revision purposes with the aim of improving the performance of learners. This process of assessment is diagnostic in that it provides feedback to teachers as well as learners in the course of instruction. As a result, the skills tested in reading are improved with time (Center for Educational Research and Innovation, 2005, p. 251). Purpose of formative assessment in reading A teacher will often want to know the progress of the students during a reading session. Formative assessment offers grounds for identification of the learning outcome of the students in time. Therefore it is possible to determine their performance. When the teachers are aware of the students’ progress and the problems arising from comprehension, they can use this information in making essential instructional improvements such as remedial teaching, change of instructional methods or reviewing instructional objectives (Boston, 2002, p. 3). Formative assessment is also significant in identifying and helping students who are low achievers as well as those with learning disabilities. This is successful when the teacher adopts different methods which facilitate effective learning for such students. In administering formative assessment, teachers are interested in getting feedback of the learning activities. This feedback helps the learners to be aware of the existing loop holes in relation to the set goals and their current position in terms of skills, knowledge and comprehension. As a result, the student is motivated to take the necessary action directed towards achieving the set goal.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In administering formative assessment, there are specific considerations to be observed. These include the level of students to be assessed, the content to be assessed and the resources available for assessment. All these determine the strategies to be used in an assessment (Boston, 2002, p. 4). In reading, the b asic skill measured is on the student’s understanding of the read text. A teacher can use brainstorming prior to reading a text for the students to have a picture in mind related to the text. After reading, well ordered questions can be asked concerning the text to gauge the understanding of learners. For instance, in Pollock’s story, ‘Betsy Brandon meets the president’, a brainstorm session would require learners to respond to questions regarding a meeting with a very important person and how they would feel if they were to meet the president. With regard to test 1, of Pollock’s story, the questions are well ordered testing from those which require simple recall of facts by the student such as question one and two. The teacher then goes to question three which tests the student’s vocabulary development and finally to question four, five and six which require the learner to go further by giving a simple critique to test their analysis of th e story. In a formative assessment test such as test 1, every response from the leaner is reinforced by verbal praise or other forms of rewards to encourage participation of learners. Conclusion Evaluation in education is an important aspect worth incorporating. Reading comprehension and formative assessment help both the students and the teachers to know their position in the academic endeavor. Educators should therefore make use of this type of assessment so as to improve learner’s comprehension skills in reading. Reference List Boston, C. (2002). The concept of formative assessment. Journal of Practical Assessment, Research Evaluation. 8(9): 1-5.Advertising We will write a custom essay sample on Application of skills – Education Evaluation, Test Administration specifically for you for only $16.05 $11/page Learn More Center for Educational Research and Innovation, (2005). Formative assessment. Improving learning in secondary schools. Par is, France: O.E.C.D.

HR Management Organizational Culture Essay

HR Management Organizational Culture Essay HR Management: Organizational Culture Essay Organizational culture can be explained as the sum of beliefs, attitudes, traditions and behaviour of an organization. It is the summation of a company’s goals and the behavioural change of the organization in the process of achieving these goals. It therefore concentrates on human behaviour in organization, how the people interact in the organization and the organization itself (Alvesson, 2002). The arrangement of the organization is also important because it through the structure that issues such as efficiency and effectiveness of the company can be achieved. This is usually done by the process of harmonization and control of the entity. Organizational structure usually deals with issues such as the size, technological aspects, the pattern of activities, strategies, and the concentration of decision making power and also supporting features. It also tries to harmonize these differences for the overall best performance for an organization. People do not work alone but are in contact with other persons and the organization in several ways such as fellow employees, managers, policies and changes put in place by the organization. To make the overall success of an organization, it is necessary to make sure of successful implementation of the policies and harmonization of these factors to the policies and goals. Realistic decision formulation theory: This school of thought puts emphasis on problem identification, action plan formulation, alternative plan formulation and implementation and an overall mechanism for monitoring the progress of the so formulated plans. By going through the problem identification all the way to solution logically helps in proper implementation process of ideas which have been given a proper incubation period to contribute. Decisions made properly will consequently give yield to better results and improve the organization’s performance. According to Plantinga (1993b, 144-145), he put forward the criticism that the level of rationality usually differs from one person to another. Consequently, what appears rational in an organization in respect to another may be different to another. In addition, Plantiga also added that it is in the nature of people to comply with the decisions and rules set within an organization but this does not necessary warrant that they agree with the decisions in regard to the firm. The company can apply the Maslow’s ladder of requirements that was formulated by Abraham Maslow to appeal to the staff, the management needs to concentrate more on what the employees in the firm need. If the management needs the staff to participate in certain activities and behaviour then it should correctly identify and appease the needs of the staff (Maslow, 1954, p. 47). The management needs to identify the needs in a hierarchical order and will need to satisfy the lower hierarchy needs before it proceeds to the next level. Therefore, one cannot achieve self actualization until the lower hierarchical needs are met (McClelland, 1962). By attending to needs such as time to socialise with co-workers and secure work environment only once they have been achieved can the staff achieve better self esteem and hence better staff motivation. Mismatched motivation efforts and hierarchy need then these results to unsatisfied needs and consequently poorly motivated staff. The areas of criticism for this theory may be attributed to the fact that it does not put into consideration the part organizational cultures plays in the success and activity of the firm. The theory also ignores the fact that people who are deprived may still strive to attain self actualization. This is because self actualization is innate in people and this does not necessarily mean that just because one is deprived they cannot attain self realization (Kane-Urrabazo, 2006). How Maslow attained those five categories is also another area that has raised disagreement. The accuracy of the needs and also order of those needs do not include an in depth study of the needs and order from a scientific point of view. There has been no evidence to point of the direction of a study being done by Maslow (Behling Schriesheim, 2001). Another point that is pointed out was the measurements needs. To quantify things such as love, security among other needs is nearly impossible to achieve. In addition, there may be some needs that also overlap like when he states that physical needs and safety needs. These two will have a point of intersection and this can be difficult to tear apart (Kane-Urrabazo, 2006). The personality theory urges that so as to improve group performance, the managers should choose only the staffs that possess the right skills and trait geared more too self achievement. The effort made by a person to ensure that the task at hand is accomplished can be used a san measure of how much they are motivated towards success. Staff with a strong achievement orientation work hard to achieve socially accepted success and activities. Therefore, finished assignment, solved work problems usually means better performance of the organization and a successful one for that matter (Behling, Schriesheim, 2001). The five factor model (openness, extraversion, neuroticism, agreeableness and conscientiousness) (Rita, Richard, Edward, Smith, Bem Susan, 2000) determines the level of performance across most jobs. It is exemplary good at gauging the level of success experienced at any given company. Staff with higher achievement levels set high individual goals and also put in effort and time so as to achieve them. Individuals with such characteristics are on wonder the one getting promotions in the work place. With a staff with such qualities essentially means a greater successful organization that once goals are set, the employees do not settle until they have been achieved. The leaders can only manage to get such group of people right from the hiring process such as getting people with high score. With such, it is expected that an aggressive bosses will set aggressive goals with their staff and the staff will work hard to achieve them. It should not come as a surprise when you find the same staff going back to class or learning other trades related to the organization (Chavan, 2009). One critic of the hypothesis is that personality conversion in individuals is inevitable. The characters that one meets and interacts with in that course of life modify the personality of a person. In addition, it can be very hard to be certain that those same characteristics in the staff are likely to remain the same after a year (Behling Schriesheim, 2001). In addition, the measurements of these five traits do not necessary give a forecast of the individual behaviour. A person may exhibit the personality of being an extrovert but the reality is that the person is an introvert. This will in turn affect the communication transmission within the organization (Ybema, 2011). On the other hand, the personality of a person is affected by the situation one finds them in. During an interview, a potential employee may exhibit those personalities but upon arrival in the work place, the person is different from the expected (Ybema, 2011). Goal setting theory is perhaps the easiest and common theory of improving staff motivation and improving the company’s performance. The leaders should set clearly the performance goals and objectives and device a systematic way into achieving them. Targets and goals demand attention, effort, development of achievement strategies and exert people’s efforts to achieve them. When the goals set have been attained greater and more difficult tasks are even set (Latham, 1979). A study done by Locke and Latham (2006) showed that specific and difficult goals got higher performance and effort compared to those of do the best you can goals. Devotion to the goals and purposes of the firm was also very important. This is directly proportional to the goals individuals help set so long as the leader had authority, set clear performance levels and had confidence in the staff. Giving a summary on the success and failure of the tasks is also essential. Goals can be set for any activity in an organization such as cost reduction, better service and product quality among others (Locke and Latham, 2006) However, care should be observed to avoiding setting goals that are contradictory because staff can only concentrate only such effort at a time. Goals achieved successfully give the staff a sense of satisfaction and the easier the goals are the easier they are to accomplish compared to more tough goals. A the same time extremely easy goals which require less effort lowers performance compared to more tough jobs (Alderfer, 1972). The manager’s goal accomplishment expectation affects the level of performance by the staff and company in general. Therefore to improve an individual and consequently the organization performance, the management should set high but attainable goals and also show confidence and give support to the staff about the job being done (Doyle, 2001). Criticism of this theory have been that , one, the theory has been over praised as being effective across all jobs in an organization but in reality some organizations do not agree with this. This is because there are some departments that goal setting might not be the best way of getting jobs done (Day, Sin, Chen, 2004). The theory focuses very much on the specific task. By doing this, the staff might spend too much time in trying to get these tasks done but ignoring other aspects of the organization hence negative consequences (Coulehan, 2004). It is the inborn trait of individuals to only concentrate at one job at a time. However, since this theory advocates for multiple, small goals, the staff will still only achieve a goal at a time even if those two goals need to be achieved simultaneously to impact the organization performance (Doyle, 2001). In addition, the time horizon of jobs does overshadow one another. Taking that organizations fix attention on short term jobs, the long term goals will be affected. This was not put in mind in advancing this theory (Latham, 1979). It has not yet been determined if there is a linear agreement between the level of toughness of goals and job performance. There are times when jobs that are tough may lead to unwanted results in the organization. If the employees fail to reach the set targets, it might lead to unwanted effects on them in that they may develop poor self esteem among others (Latham, 1979). Generation of counterpoise scorecards is another theory. Financial performance is not the only way to assess the performance of organizations. By concentrating only on one such indicator will affect the other indicators and will suffer in the long run. It can take a short time to indicate the financial performance of an organization but other key organization indicator performance are little mentioned. They include satisfaction of the customer, turnover of employees among others. According to Norton and Kaplan, setting goals for all of such indicators will results to improved operational and financial performance (Coulehan, 2004). This theory has been critiqued in that it lowers the certainty levels in an ever changing environment. There have been investigations carried out and they do affect the manager’s decisions in regard to budgeting plans. Consequently, strategic planning of operational activities is affected in the long run (Doyle, 2001). Conclusion Therefore, strong organizational culture has a positive correlation with the productivity of the organization, the staff, environment of the workplace and even staff motivation. This can be achieved by a strong incentive programs, fairness in policies and also good leadership. A motivated employee works more and harder, gives better results and also maintains a good attitude than a person who is not motivated. To understand the organizational culture in favour of staff motivation and hence overall improvement in the organization performance, the management requires having an in-depth understanding of the goals, needs and expectation of the staff and also the organization. Policy fairness is very important in creating a safe work place and also a great factor that contributes to motivation and hence improved company performance. Therefore, the way the structure of the organization is determines a lot how the culture will be. Feel free to enjoy professional Management essay help from academic experts at if you need a high-quality custom written paper. We guarantee non-plagiarized papers!

Land law coursework Essay Example | Topics and Well Written Essays - 1250 words

Land law coursework - Essay Example This certificate and the registration as the new owner of the property award him all the rights of the house (Dowden 4). His interests in this case are therefore beneficial interests since he is the proprietor of the instrument and hence the legal owner. In case of any court cases, the registration and the transfer of the certificate of registration and ownership will be proof enough of his binding interests in the property above all the others and it overrides the interests of all. Once the ownership rights have been transferred to him, it is up to him therefore to decide what to do with rest of the people who were intertwined with Abigail especially Thomas (her father) and Michael (the tenant). Thomas is a trustee of Abigail in the registered land and he therefore has his own overriding interests in the land and its instruments. His overriding interests in that property are brought about by the fact that the registrar did not record his interests or agreements with his daughter whe n transferring the property from Gareth and this is according to s 78 of the LRA 2002. Thomas assisted Abigail with one fifth of the payment money required to purchase Heavenly Mews and they drafted an express trust. The form of express trust drafted however was not revealed and hence the interest which Thomas has in the instrument is not known. There are different forms of trust which according to English Law may have been drafted in this scenario by the father and daughter. These trusts must have to mention the beneficiary since it is not a charitable trust that Thomas drafted with his daughter. The interest which Thomas may have on the property of Abigail being a trustee may however not be granted or addressed by the courts. This is because according to the Variation of Trusts Act of 1958, the court lacks power to consent trust ascertained to an individual who is suijuris that is the one who is above the age of consent and who is of sound mind like Abigail (Dowden 64). If the cas e of Savill v Goodall [1993] 1 FLR 755 is to be followed, then Thomas would have claimed his share of the money paid for the house since there was an express trust agreement. The fact that Thomas stayed on and off with his daughter Abigail before she sold the property does not have any effect on the interest according to the act and hence is also not admissible court. The interest therefore remains to be null and void unless Stephen who is the bona fide owner of the property instrument decides to share it or enter into joint tenancy or ownership with him (but it is not a must). The other person who may have an interest on the property once Abigail has sold it is Michael who was a tenant of Abigail for around two months before she sold the house to Stephen. There is no mention of any formality being written that explains the tenancy terms of Michael and Abigail. The case does not state whether the tenancy had commenced or it was to commence in less than three months. In the event tha t it was to commence in less than three months, then the interest will be considered as override interest. If the tenancy in this case was an actual occupation, Michael will have an interest according to Sch 3 para 2 as in the case Abbey National BS v Cann [1991]. If he has this interest, the Stephen will have to assume

Universal truths and God Essay Example | Topics and Well Written Essays - 1250 words

Universal truths and God - Essay Example In the essay, On Truth and Lies in a Nonmoral Sense Nietzsche expresses his views on the problem of universal truths and the belief of God as a universal truth. Nietzsche accepts that 'truth' means every idea or view. 'Truth' is exercised by people who have power and can spread it using this power. His various remarks in which terms like 'truth' and God figure can be rendered collectively coherent only if they are viewed as efforts on his part both to accept and analyze the ways in which such terms function in particular domains of discourse.Nietzsche says that something or other means truth of the world, with respect to human nature, or concerning what ordinarily passes for truth, it should not be assumed that his observations about the nature of what ordinarily passes for truth are meant to apply without qualification to these assertions. He considers the latter to have the same sort of warrant that commonplace or scientific 'truths' are suggested to have. (Leary 267). Nietzsche st ates: "every people has a similarly mathematically divided conceptual heaven above themselves and henceforth thinks that truth demands that each conceptual god be sought only within his own sphere" (Nietzsche n.d.). Nietzsche underlines the nature and scope of universal truth, the cognitive significance of perceptual experience and scientific and logical reasoning, and the conditions under which various kinds of knowledge may be considered true, means issues which cannot be settled prior to the consideration of all substantive questions. They can be dealt with properly only within the context of a general understanding of man's nature and his relation to the world, drawing upon their exploration from a variety of perspectives (Leary 270). In the sassy, Nietzsche speaks of 'truth' and 'knowledge", but these terms do not have a single sense and reference in all of their occurrences. In some cases they should be understood as they have traditionally been employed by philosophers with commitments to certain sorts of metaphysical positions of which he is highly critical (Neighbors 227). In other instances they should be understood as referring to what ordinarily passes for 'truth' or 'knowledge' among non-philosophers, and to the most that truth and knowledge can amount to in everyday or scientific affairs. "He [a man] is indifferent toward pure knowledge which has no consequences; toward those truths which are possibly harmful and destructive he is even hostilely inclined" (Nietzsche n.d.). The universal truth holds true of our 'spiritual' faculties - including our cognitive powers, no less than of our more basic functions. He does not present direct arguments for this position; but he would appear to consider at least something of the sort as a consequence of the supposition that there is no transcendent Deity. Once the existence of such a Deity is dismissed, he takes the ground cut out from under anyone who would give a non-naturalistic account of the origin and nature of any of man's faculties (Neighbors 227). There then can be no 'religious sanction and guarantee of our senses and rationality' of the sort to which Descartes and others appealed; and this renders the idea 'that thinking means a measure of actuality' a piece of 'moralistic trustfulness' which is quite without warrant. Thus he considers intellectual integrity to demand not that one refrain from presupposing anything along the lines indicated above (Neighbors 227), but rather that one make these presuppo sitions and not shrink from their consequences for various further philosophical questions, such as those arising in epistemology. "When a god in the shape of a bull can drag away maidens, when even the goddess Athena herself is suddenly seen in the company of Peisastratus then, as in a dream, anything is possible at each moment, and all of nature swarms around man as if it were nothing but a masquerade of the gods" (Nietzsche, n.d.). Any such understanding will