Leonardo Da Vinci Essays (820 words) - Giftedness,

Leonardo Da Vinci Leonardo Da Vinci was born in 1452 on his father's estate in Vinci, Italy. He received his education on the estate until the age of fifteen. Which is when his father had noticed Leonardo's potential and had decided to send him to be an apprentice to the artist Andrea del Verrocchio in Florence. There he studied sculpture and the mechanical arts. This was also when he first developed an interest in anatomy. In 1472 Leonardo was accepted into the painters' guild at Florence, where he remained for the next ten years. In 1482, Leonardo was hired by the duke of Milan, Ludovico Sforza, to be artist and engineer in residence. During his stay in Milan, he started to compose a unified theory of the world and to illustrate it in a series of voluminous notebooks. Unfortunately due to his pursuit of scientific knowledge he had to leave many of his artistic creations unfinished. He stayed in Milan for seventeen years. There he completed six paintings: two portraits of the 'Last Supper', two versi ons of 'The Virgin of the Rocks', and a decorative ceiling painting in the Castello Sforzesco. Other paintings were either unfinished or have disappeared. In the early 1500's, Leonardo returned to his home city. In Florence, he was commissioned to do a number of paintings, but other interests and tasks kept him from finishing them. The most well known piece to survive from this time period was the famous Mona Lisa, which is now in the Louvre in Paris. For ten months during 1502, Leonardo served as military adviser and engineer. During the years 1513 to 1516, Leonardo was in Rome at the invitation of Cardinal Giuliano de' Medici, brother of Pope Leo X. Some of the greatest artists of the time were at work in Rome for the church. In May 1506 Charles d'Amboise, governor of Milan for the king of France, invited Leonardo to return to that city. His work in painting and sculpture over the next seven years remained mostly in the planning stage--in sketches that he drew but that never becam e paintings or statues--but his scientific work flourished. He continued his notebooks with observations and drawings of human anatomy, optics, mechanics, and botanical studies. He also did some sketches for a Medici residence in Florence that was never built. Otherwise he was lonely and unoccupied. Thus in 1516, at the age of 65, he accepted an invitation from Francis I, king of France, to leave Italy and work for him. Leonardo spent the last three years of his life in the palace of Cloux, near the king's residence at Amboise, near Tours. He was given the title of first painter, architect, and mechanic of the King and given freedom of action in what he wanted to do. Although there are many great works of Leonardo Da Vinci that I could have chosen, I am going to choose the most obvious, the Mona Lisa. I chose this piece because the impact it had on the world. No matter where you go in the world, everyone knows of the Mona Lisa. The picture is on stamps; shirts; posters; cup; and just about anything else you can think of. It one of the most well renowned paintings in the world. Another reason I chose this piece is because of the mystery of the painting. To this day no one knows whether the woman in the painting was a real person, or whether is was Leonardo's vision of himself as a women. Another fact which makes it even more peculiar is that Leonardo always kept a log of the models which he had used, yet there is no record of who modeled for the Mona Lisa. Leonardo Da Vinci had a very strong influence over the world, artistically as well as scientifically. Leonardo devised plans for prototypes of an airplane and a helicopter. His extensive studies of human anatomy were portrayed in anatomical drawings, were among the most significant achievements of Renaissance Science. His remarkable illustrations of the human body elevated drawing into a means of scientific investigation and exposition and provided the basic principles for modern scientific illustration. He continued his notebooks with observations and drawings of human

Free Essays on Symbolism In To Kill A Mockingbird

Symbolism is indeed used extensively throughout Harper Lee’s timeless classic, To Kill A Mockingbird. Many of the main ideas and points were put across through hidden meanings and phrases. Some examples of symbols in this book include the occurrences of the rabid dog, the fire at Miss Maudie’s house, and the extended symbol of the mockingbird. This paper will explore the usage and significance of symbolism in this novel. The connection between innocent people and mockingbirds is made openly throughout the book. â€Å"Mockingbirds don’t do one thing†¦ but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird,† states Miss Maudie when explaining to Scout what her father meant by saying it is a sin to shoot a mockingbird. These lines are the source of the novel’s title and introduce one of the key images of the book. This image is of innocent people who are destroyed by evil. Mr. Underwood associates Tom Robinson’s trial and murder to â€Å"the senseless slaughter of songbirds by hunters and children.† Similarly, Boo Radley never intends to harm anyone. Instead, he leaves presents for Jem and Scout, covers Scout with a blanket the night of the fire, and eventually saves Jem and Scout’s lives from Bob Ewell. The usage of the rabid dog is very important to the understanding of racial inequality. Just as when a rabid dog spreads its disease, the disease of racism is spread rapidly through Maycomb. A dog does not choose to contract rabies, the same way an African-American does not choose to be colored. The narrow-mindedness of the common citizens of Maycomb County are revealed through the prejudices and stereotypes they place upon minorities. Miss Maudie’s house burning down was also a major symbol in this novel. This establishes the fact that bad things can, and do happen to good people, and also is used to foreshadow the events to come in the novel. Miss Maudie’s optimism and sanguinity rep... Free Essays on Symbolism In To Kill A Mockingbird Free Essays on Symbolism In To Kill A Mockingbird Symbolism is indeed used extensively throughout Harper Lee’s timeless classic, To Kill A Mockingbird. Many of the main ideas and points were put across through hidden meanings and phrases. Some examples of symbols in this book include the occurrences of the rabid dog, the fire at Miss Maudie’s house, and the extended symbol of the mockingbird. This paper will explore the usage and significance of symbolism in this novel. The connection between innocent people and mockingbirds is made openly throughout the book. â€Å"Mockingbirds don’t do one thing†¦ but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird,† states Miss Maudie when explaining to Scout what her father meant by saying it is a sin to shoot a mockingbird. These lines are the source of the novel’s title and introduce one of the key images of the book. This image is of innocent people who are destroyed by evil. Mr. Underwood associates Tom Robinson’s trial and murder to â€Å"the senseless slaughter of songbirds by hunters and children.† Similarly, Boo Radley never intends to harm anyone. Instead, he leaves presents for Jem and Scout, covers Scout with a blanket the night of the fire, and eventually saves Jem and Scout’s lives from Bob Ewell. The usage of the rabid dog is very important to the understanding of racial inequality. Just as when a rabid dog spreads its disease, the disease of racism is spread rapidly through Maycomb. A dog does not choose to contract rabies, the same way an African-American does not choose to be colored. The narrow-mindedness of the common citizens of Maycomb County are revealed through the prejudices and stereotypes they place upon minorities. Miss Maudie’s house burning down was also a major symbol in this novel. This establishes the fact that bad things can, and do happen to good people, and also is used to foreshadow the events to come in the novel. Miss Maudie’s optimism and sanguinity rep...

Using Effective Instructional Strategies

Using Effective Instructional Strategies Instructional strategies include all approaches that a teacher may take to engage students in the learning process actively. These strategies drive a teachers instruction as they work to meet specific learning objectives and ensure that their students are equipped with the tools they need to be successful. Effective instructional strategies meet all learning styles and the developmental needs of all learners. Teachers must be equipped with a well-rounded arsenal of effective instructional strategies to maximize their effectiveness and to increase student learning opportunities. Teachers are best served when they utilize a variety of instructional strategies as opposed to one or two. Variety ensures that students are never bored. It also ensures that students will likely be exposed to strategies that align with their preferred individualized learning style. Students will enjoy being taught with a variety of instructional strategies and are likely to stay engaged longer. Ultimately, a teacher should align the instructional strategies they are using with the students they are serving and the content they are teaching. Not every instructional strategy will be the perfect fit for every situation, so teachers must become adept at evaluating which strategy will be the best fit. Effective Instructional Strategies Popular instructional strategies include cloze reading, cooperative learning, hands-on learning activities, scaffolding, group instruction, self-assessment, thematic instruction, and word walls. New instructional strategies are being developed and implemented in classrooms on an almost daily basis. Instructional strategies can also be completely customized, meaning that they can be tweaked and configured to fit any situation. Two teachers can be using the same instructional strategy completely differently based on their own individual preferences and needs. Teachers should put their own creative spin on these instructional strategies to make them their own. 5 Ways to Boost Student Learning Instructional strategies provide a delivery mechanism for presenting great content. Instructional strategies are the how, and content is the what. In many cases, how you present the content is more important than what you present. Students latch onto content that is packaged in an interesting and engaging way. A lack of a great delivery system will fail to make connections with even the most interesting content.Instructional strategies provide teachers with the flexibility necessary to meet individual learning needs.  The sheer number of instructional strategies at a teachers disposal provides the flexibility to differentiate instruction. What works well for one group of students may not necessarily work well with another. Teachers must adapt to each group and utilize multiple instructional strategies to maximize their effectiveness.Instructional strategies can make teaching and learning fun. The majority of students learn best through active, engaging learning opportunities. Many instructional strategies embrace this and feature components that ensure learning is fun and engaging. Teachers must make every effort to feature instructional strategies that keep students engaged, on their toes, and wanting more. Instructional strategies, when used correctly, keep students from becoming bored with how they learn. When a teacher uses the same strategy over and over again, it becomes boring to students. This is a great way to cause students to lose focus and lose interest in learning.  When a teacher varies activities, changes them up, and uses a wide range of instructional strategies students stay engaged. This ultimately helps them learn more.Instructional strategies enhance instruction and boost learning. When teachers are continuously exploring and tweaking their delivery system, a beautiful thing happens. Over time, they become more effective at not only finding great instructional strategies but also with implementing them into their class. Likewise, when students are exposed to a variety of instructional strategies it broadens the scope of how they learn - essentially giving them multiple ways to process and learn new information.

Unit V Assignment Essay Example | Topics and Well Written Essays - 250 words

Unit V Assignment - Essay Example In the end, it becomes a national health problem and later turns out to be an international problem (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). The journal also provides the various health effects that are caused by environmental pollution. Perinatal disorders, infant mortality, respiratory diseases, allergies, cardiovascular disorders, stress oxidative, and mental disorders are some of the most dangerous disorders brought about by pollution. Bearing this in mind, the authors are of the notion that every individual should take action and control the environment. The authors also use scientific knowledge to strengthen their allegation on the adverse effects of environmental pollution (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). In conclusion, the authors call for the increase of awareness on the effects of pollution to the public to help in mitigating pollution. They also call on the health professionals take the initiative to help prevent and reduce the harmful effects of environment factors (Kelishadi, Mirghaffari, Poursafa & Gidding, 2009). Kelishadi. R, Mirghaffari. N, Poursafa. P & Gidding. S, Lifestyle and environmental factors associated with inflammation, oxidative stress and insulin resistance in children,† Atherosclerosis, vol. 203, no. 1, pp. 311–319, 2009. Loux N., Su Y. & Hassan S., â€Å"Issues in assessing environmental exposures to manufactured nanomaterial’s,† International Journal of Environmental Research and Public Health, vol.8, no. 9, pp. 3562–3578,

Investment Analysis of Vegetarian Restaurant Essay

Investment Analysis of Vegetarian Restaurant - Essay Example Political Environment and Regulations Political Stability Political environment of the place in which the business has to be established plays a very important role for any business; restaurant business is not exception to this rule (Teresa Williams, 1997). United Kingdom in general and London in particular is considered to have a very stable political system in place. UK’s regulatory system is one of the best in the world and very business friendly. A recent assessment of 183 countries by World Bank ranked United Kingdom 4th for ‘ease of doing business’ (Investment, 2011). The UK offers a competitive tax environment with one of the lowest corporate tax rates and one of the lowest personal income tax rates in Europe (UK Tax system and Environment , 2006). Most of the authorities responsible for checking the fitness of restaurant will visit the premises themselves and inform the owners of the things that need to be done in order to bring the restaurant in line with regulations. It takes only about 13 days for a business to start in UK against an average of 32 days in the rest of Europe (Colin Barrow, 2011). Regulations Regarding Restaurant Business The first thing to be considered while opening any business are the various laws and regulations of the agencies that have to be followed. The main laws dealing with restaurant business in UK are Food Safety Act 1990 , Food Premises(Registration)Regulations 1991 , Food Safety (General Food Hygiene) 1995 and the Food Safety(Temperature Control) Regulations 1995(Bridget M.Hutter & Tola Amodu , 2008). Food Premises (Registration) Regulations 1991 require any new food catering... This study looks into a vegetarian Restaurant in Edgware, London. The restaurant will be started near the Broad Walk which is a prominent shopping centre of Edgware. Political environment of the place in which the business has to be established plays a very important role for any business; restaurant business is not exception to this rule. The first thing to be considered while opening any business are the various laws and regulations of the agencies that have to be followed. It is a legal requirement to have the restaurant insured. Three different kinds of insurance which can be done for a restaurant are liability insurance , contents insurance and business interruption insurance. The UK hospitality and restaurant industry is one of the leading industries in UK. We will analyse the contribution of the industry towards the UK economy and also the current economic trends in London which are likely to affect the business to be set up. In the social environment factors we will analyse t he demographics of Edgware as well other macro factors which are likely to affect the opening of a new restaurant. Social environment in which the business operates is an important factor for deciding the business strategy. The hospitality industry in general and the restaurant industry in specific are highly competitive in nature. In the Edgware area there are many restaurants which serve vegetarian food. Some of the prominent restaurants are The Regency Club, Satyam and Handi.

War And Peace Essay Example for Free

War And Peace Essay This paper will talk about war and will examine whether war is a natural condition and is inevitable or whether war is just an invention of mankind and can be avoided if so desired. The paper will also discuss the consequences of war and some of the factors which trigger and initiate confrontation. Margaret Meade defines war or warfare as a â€Å"recognized conflict between two groups as groups, in which each group puts an army (even if the army is only fifteen pygmies) into the field to fight and kill, if possible, some of the members of the army of the other group. † (Meade, Margaret) Man has been addicted to war for centuries. In ancient times, man did not even need a very strong reason to go to war. He was used to hunting tribes, killing men and women and looting villages. Strength was perceived to be equivalent to the number of lands one could conquer or the number of people one could kill. Men killed in cold blood and considered this way of living to be exciting and glorious. (James, William) This attitude has changed to a large extent in the modern world. One can’t just go out and kill. At least in principle man cannot kill or loot or damage another human being. According to William James, war is permissible â€Å"only when forced upon one, only when an enemys injustice leaves us no alternative. † Nevertheless, the senseless wars and destruction we see all around us today indicates that man’s thirst and fascination for war and bloodshed has not decreased but is simply manifested differently. In other words, â€Å"modern man inherits all the innate pugnacity and all the love of glory of its ancestors. No wonder man has engaged in so many senseless and irrational wars bringing pain and horror to hundreds and thousands of people. (James, William) Man has been a constant supporter of war. This is evident from the numerous conflicts prevalent all around the world. From World War I and II to the Korean War, Vietnam, Guatemala, Nicaragua, Columbia, West Bank and Gaza, Sudan, Yemen, Algeria, Gulf, Turkey, Bosnia, Kosovo, Sarajevo and so on, thousands of people are engaged in combat all across the globe and millions are being killed and injured. If one only looks at the fatalities during the 1990s, one would see that there are nearly â€Å"2 million people dead in Afghanistan, 1. 5 million dead in Sudan, around 800,000 dead in Rwanda, half a million dead in Angola, quarter of a million dead in Bosnia, 200,000 dead in Guatemala; 150,000 dead in Liberia; a quarter of a million dead in Burundi and 75,000 dead in Algeria. † There are hundreds and thousands of people dying in conflicts between Israel and Palestine, Ethiopia and Eritrea, Columbia, Chechnya, Sri Lanka, Kosovo, Ireland, Turkey and not to forget the Persian Gulf. According to statistics, nearly 62 million civilians have died in the wars of the twentieth century. This is nearly 20 million more than the number of military personnel that have been killed during the same time period. According to Will Durant, a historian, â€Å"there have been only twenty nine years in all of human history during which a war was not underway somewhere. † (Hedges, Chris). Since September 11, a new type of war has begun triggered by attacks on America when New York’s World Trade Center was destroyed by two passenger planes being flown into them. Pentagon was also attacked and it is believed that a similar attack had been planned for the White House but did not materialize. This started the War against Terrorism with the United States taking the Taliban head-on and attacking Afghanistan in search of Osama Bin Laden. A similar war was initiated against Iraq accused of carrying weapons of mass destruction. Saddam Hussein was removed as the head of the state, put on trial and executed for his various crimes against humanity. However, the war against terror appears to be never ending. Although many would agree with the cause of this war, the immense destruction and death that has been observed depicts the senselessness of taking on such a conflict. There are extremists at both ends – Islamic fundamentalists on one side and aggressive leaders on the other. There is no hope for any resolution if both parties refuse to listen to each other and refuse to make any efforts to attain peace. It becomes apparent from the never ending bloodshed in Afghanistan and Iraq that man is indeed thirsty for bloodshed otherwise there is simply no reason why such a battle would last this long. No one is winning and there seems to be no conclusion in sight. The theory that because man is a war animal and has been so for centuries is no excuse for the destruction of so many countries and the death of so many soldiers and innocent civilians. In fact there are many societies and people who have never undertaken any conflicts in their lives. These include the Eskimos and the Lepchas of Sikkim. None of these people understand the concept of warfare. Lepchas are gentle and un-quarrelsome people while Eskimos, though not mild, see no necessity of going to war for any reason whatsoever. It may be argued that Eskimos do not possess any land or any assets to have any reason to wage war. That may be true but the fact still remains that the theory than man is biologically designed to wage war appears to be untrue if one looks at certain groups of people that have survived for centuries without waging any war. Thus, war is actually an invention by mankind and even civilized or mild people may go to war if they are aware of this invention. However, those who do not know of war will simply not go to war because they are not yet aware of the invention. They may be violent or civilized; war will never be an option for them. According to Margaret Meade, â€Å"people who do not know of dueling will not fight duels, even though their wives are seduced and their daughters ravished; they may on occasion commit murder but they will not fight duels. Cultures which lack the idea of the vendetta will not meet every quarrel in this way. † (Meade, Margaret) Thus, war is not a necessity but an invention. War can be avoided if human beings see the absolute absurdity of the whole exercise. There is never any positive outcome of war. One party always ends up losing and there is no one to judge whether the side which emerges victorious is the one in the right. War is the worst possible activity mankind can engage in and human beings should collectively work towards outlining alternatives other than war to resolve conflicts. Works Cited James, Williams. The Moral Equivalent of War. From The Best American Essays of the Century, Joyce Carol Gates, ed. , and Robert Atwan, coed. 2000, 45-49, 52-55. Meade, Margaret. Warfare: An Invention—Not a Biological Necessity. Asia. 1940. Hedges, Chris. War Is a Force That Gives Us Meaning. Anchor, 2005.

On The Beach :: essays research papers

Every thought of man originates from an emotion. Most of the times our actions are carried out from the heart rather than the mind. We respond to various situations on the basis of how we feel rather than what we think. However, we should not let our emotions take absolute control so that we make careless decisions or do something for which someone else has to suffer. In the novel, On the Beach, Nevil Shute creates an emotional impact on the reader by showing how man misuses his intelligence, how people react to the situation and the effect of the loss of a loved one.   Ã‚  Ã‚  Ã‚  Ã‚  Over centuries mankind has beared heavy losses due to the misuse of intelligence. Man has used his sophisticated, superior brain for the production of things like weapons, nuclear bombs et cetera either to take revenge or explore the power of his deadly creations. Little did he notice that someday his very own creations could bring about his own death. The most scary part, however, is that these chemical bombs are global killers, i.e. effect of the explosion of a nuclear bomb dropped in one part of the world can gradually spread all over the globe killing every living organism, sometimes even bacteria because of it’s intense radioactive levels. In the novel, On the Beach, when the character Moira Davidson, a young ambitious girl who wanted to study and visit places throughout the world is faced with the fact that neither she nor anybody else in the Southern Hemisphere is going to live for more than a few months because of a nuclear bomb launched in the Nort hern Hemisphere, she gets very furious and frustrated. She says, â€Å"There never was a bomb dropped in the Southern Hemisphere. Why must it come to us?†(7th last line, pg. 29) But, Moira wasn’t the only one who was complaining. Almost every soul on the rest of the planet shared her thought because of various reasons; a developing country like China who was at the peak of becoming one of the world’s biggest industrial power was destroyed, Russia, a country with abundant land was destroyed within days and last but not the least the people living in the countries of the Northern Hemisphere where the war began were the first ones to experience their inevitable death. They did not even have the opportunity to live longer, but even if they did, they would live a pointless life of fear awaiting their uncertain death.

The Effects of Warm up in Learning Second Language

The Effects of Warm up in Learning Second Language Abstraction One of the ways to larn the linguistic communication better is holding a good warm up activity. This paper aims to look into the effects of warm up as a category room activity in larning 2nd linguistic communication. It is traveling to hold a critical survey, and over position of some books and essays about this activity. This paper attends to supply the definition of warm up as an activity before the lesson. Then, it is traveling to detect that how could warm up impact the acquisition procedure? It is likely traveling to happen that holding a good warm up activity helps pupils to put for the new lesson. Cardinal words: Warm up activity, 2nd linguistic communication, larning procedure Introduction Warm up is one of the good methods for ESL pupils to larn the 2nd linguistic communication better. This paper introduces the construct of warm up as an activity which attracts pupil ‘s attending and helps them to concentrate on the subject. Literary reappraisal An interesting manner of get downing a lesson could be utilizing activities called warm-up activities or ice-breakers ( Robertson & A ; Acklam, 2000 ) . Teacher could get down warm up activity by utilizing some games, inquiring inquiries and holding treatments which all should be related to the subject or lesson. A warm up activity could assist a instructor to acknowledge the different types of pupil ‘s learning manner. Harmonizing to Cardenas ( 2001 ) , â€Å" Students learn best when they can turn to cognition in ways that they trust. They will larn best through making instead than reflecting † . Therefore, instructor could utilize different manners like drama, presentation, treatment, and wholly we could state by action. A warm up activity helps pupils to set aside any distractions which are in their head and focal point on subject, and it helps ESL pupils to believe in mark linguistic communication. Harmonizing to Peterson ( 2010 ) , â€Å" Get downing your lesson programs with a five minute warm up can function to concentrate your pupils on the subject, open up originative thought and aid to use the acquisition in new ways † . Purpose of the survey This paper assesses the impact of warm up on ESL pupils and purposes to analyze the effects of this activity on the acquisition procedure. It is traveling to analyze these inquiries: 1 ) what are the effects of warm up activity? , and 2 ) how could warm up impact the acquisition procedure? Which offers two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned. Therefore, this paper is traveling to research the replies of these two inquiries and so it will detect which hypotheses are right. Method In progress this paper mentions two inquiries which are traveling to explicate in this subdivision. This paper by utilizing critical reappraisal about warm up provides the following replies to these inquiries ; 1 )What are the effects of warm up activity? This paper propounds five of import effects for warm up which are explained below. 1 ) Make a friendly environment. A brief warm up activity can construct a relationship between the pupils and the acquisition stuffs ( Hasan & A ; Akhand, 2013 ) .Warm up plants as an ice ledgeman ; it helps pupils to be comfy with the environment and their schoolmates. 2 ) Attract pupil ‘s attending. Walqui ( 2006 ) provinces, â€Å" by concentrating pupil ‘s attending on the chief thoughts, teacher first prepares the pupils for prosecuting them in synergistic undertakings to pattern † ( p.169 ) . A five or ten minute warm up attracts the pupil ‘s attending toward the lesson and besides being physically in the category it helps them being mentally in the schoolroom, excessively. 3 ) Activate the pupil ‘s background cognition. Rumelhart ( 1980 ) provinces, â€Å" we comprehend something merely when we can associate it to something we already know-only when we can associate the new experience to an bing cognition construction † ( as cited in Carrell, 1983, p.82 ) . Students might bury the things which they have learned from the last category or session. Hence, a warm up activity could trip their background cognition ; things they already know or learned. 4 ) Think in English and concentrate on the subject. Kay ( 1995 ) claims that warm ups are different types of activities which help the pupils begin to believe in English, reappraisal antecedently introduced stuffs and go interested in the lesson ( as cited in Velandia, 2008, p. 11 ) . A warm up activity could assist ESL pupils to get down believing in 2nd linguistic communication and bury any distractions and concentrate on the new subject or lesson. 5 ) Increase pupil ‘s engagement. Warm-up activities like gag, game, and perplex set up a positive acquisition environment and do the pupils comfy to take part in the schoolroom ( Joshi, 2006 ) . When a instructor uses warm up, because of its gratifying and interesting characteristic, pupils attends to take part or take topographic point in that activity. Students like to be involved in such an astonishing warm up activity ; it builds a sense of community inside them. Now this paper answers the 2nd inquiry which is: 2 )How could warm up impact the acquisition procedure? Learning procedure is facilitated through constructing a positive relationship with the pupils. A merriment or interesting category mostly depends on the instructors as their personality and learning method actuate the pupils to raise a positive attitude towards larning ( Krishnan & A ; Hoon, 2002 ) . Because of all those effects that warm up activity has on ESL pupils, it is obvious that warm up undertaking could impact the acquisition procedure, excessively. Following is a diagram which displays the effects of warm up undertaking briefly. Diagram: effects of warm up activity Discussion/conclusion This paper, in the intent of the survey, states two hypotheses: 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and possibly after awhile they will bury whatever they learned. The first 1 is acceptable because it is right and existent, but the 2nd 1 is reject able because it could assist pupils to set away any distractions but when we use warm up activity, it is a reappraisal of what they learned. Hence, they could non bury whatever they learned. In amount up, this paper gets to the point that warm up activity is the best manner for believing in mark linguistic communication, puting for the new lesson, concentrating on the subject, and pulling the attending. Therefore, it should be short, interesting, related to the subject, and be at the pupils level or somewhat above ( i+1 ) to hold their consequence in larning the 2nd linguistic communication. Mentions Akther, A. ( 2014 ) .Role of Warm-up Activity in Language Classroom: A Tertiary Scenario. Retrieved from hypertext transfer protocol: //dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf? sequence=1 Hasan, M. K. , & A ; Akhand, M. M. ( 2013 ) .Schemes for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 ( 2 ) , 1-14. Retrieved from hypertext transfer protocol: //www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdf Pakdel Estaikhbijari, Z. & A ; Khodareza, M. ( 2012 ) .The Effects of Warm-up Tasks on the Persian EFL Students ‘ Writing Ability. Retrieved from hypertext transfer protocol: //www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636 Peterson, D. ( 2010 ) .Warm-Up Exercises. [ Online ] Available: hypertext transfer protocol: // www.TeachingJobs.com ( September 17, 2010 ) Velandia, R. ( 2008 ) .The Role of Warming Up Activities in Adolescent Students’ Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from hypertext transfer protocol: //www.redalyc.org/pdf/1692/169214143002.pdf Walqui, A. ( 2006) . Scaffolding Instruction for English Language Learners: A Conceptual Model. The International Journal of Bilingual Education and Bilingualism, 9 ( 2 ) , 159- 180. Retrieved from hypertext transfer protocol: //www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-Scaffolding- Walqui.pdf Joshi, M. ( 2006 ) .Diverseness in Lecture-Delivery. Journal of NELTA, 11 ( 1-2 ) , 1-151. Retrieved from hypertext transfer protocol: //nelta.org.np/uploads/files/2006.pdf Krishnan, L. A. , & A ; Hoon, L. H. ( 2002 ) .Diaries: hearing to ‘voices’ from the multicultural schoolroom. ELT Journal, 56 ( 3 ) , 227-239. Retrieved from hypertext transfer protocol: //eltj.oxfordjournals.org/content/56/3/227.full.pdf+html? sid=c6d03ada-4f81-4786- 819c-78335f7f594a Cardenas, M. L. ( 2001 ) .Reacting to Children ‘s Learning Styles. How, 8, 17-22. Robertson, C. , & A ; Acklam, R. ( 2000 ) .Action Plan for Teachers a usher to learning English. London, UK: BBC World Service. Kay, C. ( 1995 ) .Scott Foresman English series. Baltimore, Maryland: Scott Foresman. Carrell, P. L. ( 1983 ) .Some Issues in Analyzing the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Reading in a foreign linguistic communication, 1 ( 2 ) , 81-92. Retrieved from hypertext transfer protocol: //nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

Classical Economics Essay

The neo-classical economics movement has been touted as the replacement to classical economics movement as it appeared to have been presented as an improvement to the beliefs and ideologies of that of the classical economics movement. Not many people agree with this fact as it stands though. While some think that the neo-classical movement represents an evolution of economic theory from the early and probably flawed version which was the classical economic theory to a more advanced, sophisticated and improved theory, others believe that the neo-classical movement represents the birth of an entirely new discipline that had decided to abandon a lot of the questions and issues that the classical economic movement had been riddled with instead of trying to find a better approach to arriving at reasonable solutions for those issues. As a result of these contrasting views, it is necessary to delve into the origins of both movements, carry out a thorough analysis of the modus operandi and arrive at a reasonable conclusion by taking a subjective stance on the matter. In doing this, some of the issues that will be addressed include: the specific issues that the neo-classical economic movement and the classical economic movement really address, how much overlap there is between the named set of issues, the kinds of analytical methods used in both economic movements, and whether the neo-classical analytical method is more effective at accomplishing its own goals as well as that of the classical economic methods (even better than the classical economists themselves). Classical Economics The birth of the classical economics movement is largely attributed to Adam Smith as a result of his 1776 publication titled The Wealth of Nations, although Jean-Baptiste Say, David Ricardo, Robert Thomas Malthus and John Stuart Mill (over a period of about hundred years) are all seen as the major contributors to the development of the movement (Evans & Phillips, 2006). Adam Smith laid emphasis on the fact that a perfect economy is self-regulatory in the sense that the needs of the population present in that economy are automatically satisfied. He coined the term ‘invisible hand’ as a mechanism that is responsible for the propelling of the populace to pursue their individual self-interests which indirectly promotes the general improvement of the society (Evans & Phillips, 2006). This emphasis served as the basic foundation of the classical economic movement. David Ricardo on the other hand, stressed that profits and wages were drastically affected by increase in the price of rent. The increase in rent according to Ricardo was as a result of the increasing population which is a consequence of the fixed availability of land (Evans & Phillips, 2006). Reverend Robert Thomas Malthus in his suggestion averred that unemployment in a market economy is caused by the economy being frugal with spending. However, he was more famous for his population theory that explains that food production increased at an arithmetical progression while population increased at a geometrical progression (Evans & Phillips, 2006). This implies that with time, the population will soon outgrow food supply and the limited amount of available which will result in diminishing returns to labor (Evans & Phillips, 2006). The diminishing returns to labor in turn leads to a radical reduction in the standard of living as a result of the low wages that workers are paid. John Stuart Mill’s proposition took into consideration, the fact that resource allocation and income distribution, which happened to be the two major roles of the market system were distinctive from each other and that the market may not be efficient enough to perform both roles therefore, the involvement of the society is required to compliment the inefficiencies (Evans & Phillips, 2006). The term ‘classical economists’, was first used by the father of communism, Karl Marx to describe the group of economists that shared the same beliefs regarding the labor theories of value. At a time when capitalism was gaining grounds at the expense of feudalism, and when the industrial revolution was rapidly restructuring the society, it was necessary to re-examine and re-define the status quo by ensuring that the nation’s economic interests as a whole lies in and is determined by market forces instead of the autocratic and individualistic determinants that were formerly widespread (Evans & Phillips, 2006). Since then, various classical economists, such as Samuelson Paul, Hollander Samuel, John Hicks, Kaldor Nicholas, and Luigi Pasinetti, have thoroughly studied how the wealth of a nation grows and how policies need to be implemented so that the nation’s wealth continually grows. In doing this, the aforementioned economists (Samuelson et al. ) basically presented various recognized models so as to define their own analysis of classical economics. A major contribution of the classical economists was the development of the labor theories of value whereby the market values of commodities are associated to the various labor efforts that is needed to produce them. These theories of value were largely attributed to William Petty, Adam Smith, and David Ricardo who were acclaimed to have developed them so as to suitably look into economic dynamics. In order to properly make the representation of the regularities found in prices easy, the classical economists brought about a basic distinction between market price which is largely affected by many short-lived influences which are not easily put forward at the theoretical level and natural prices of commodities which are responsible for taking into consideration, the continual forces that are operating at a given point in time (Evans & Phillips, 2006). As far as the labor theories of value are concerned (as seen especially by Adam Smith), when an individual purchases a commodity, the real value of that commodity as far as the individual is concerned, is the practical sum total of the exertion that the individual underwent in purchasing the commodity. In other words, the actual value of a commodity (from the consumer’s angle) lies in the labor that is expended in the acquisition process of the commodity. Also, the value of a commodity from a producer’s angle is the total stress or trouble that has been experienced in order to arrive at the finished product. This also implies that the actual value of a commodity (from the manufacturer’s perspective) lies in the labor that is expended in the production process of the commodity. The labor described above depicts that which does not involve a pleasurable experience in the sense that the individual (consumer or producer) does not conveniently or pleasantly go through the experience of acquiring or manufacturing the commodity. In this case, labor is seen as opposing to utility. As a result of this, the natural price of a commodity is determined by the summation of profits, wages and interests (from Adam Smith’s proposition), although this view differs between the classical economic thinkers’ community because David Ricardo, John Stuart Mill, and Robert Thomas Malthus all had varying concepts (though similar to an extent) about labor value of theory. The classical economic movement also addressed the issue of comparative advantage, especially David Ricardo. The principle of comparative advantage suggests that each nation should specialize in the production of the particular commodities that it can efficiently produce (Evans & Phillips, 2006). It should then seek to import every other commodity it needs. The implication of this is that the total output of the nations of the world would be more than if the nations decided to be more self-sufficient. This theory served as the foundation of the theory of international trade and immensely influenced the free-trade doctrine aspect of classical economic thought (Evans & Phillips, 2006). Classical economists also addressed the issue of the theory of distribution which proposed that the national product is divided between laborers, capital owners, and landlords. These three social classes share national products in the form of wages, profits, and rents, i. e. wages in the case of laborers, profits in the case of capital owners, and rents in the case of landlords (Evans & Phillips, 2006). It is therefore possible for one of the above-mentioned social class to achieve a superior allocation of the national product over the other social classes. There is hardly any common characteristic between the above mentioned issues that were addressed by the classical economists. The theory of comparative advantage is not related to the theory of distribution as well as the labor theories of value. Therefore, the issues cannot be said to be overlapping. The analytical method utilized by classical economists involves the historical-deductive method (Evans & Phillips, 2006). The economists that belong to the classical economic movement actually observe real life situations and then from their observations, they propose solutions to economic problems. The solutions arrive largely as a result of the fact that the observer has noticed a pattern and can then deduce a likelihood of such pattern occurring again based on the tendency of the pattern to repeat itself as had already been observed. A typical example of the historical-deductive analysis employed by classical economists is the input-output analysis. The technique behind this method involves viewing the raw materials of a production process as an input while the semi-finished or finished product is seen as the output (Evans & Phillips, 2006). Such semi-finished or finished product may be used as an input to another process which will result in a different output. In other words, the output of one industry is the input if another industry and this happens over and again when the economy is concerned as a whole. Neoclassical Economics The â€Å"Marginalist Revolution† was responsible for the introduction of the neoclassical economic movement. It was as a result of the theories of William Stanley Jevons, Carl Menger and Marie-Esprit-Leon Walras. Jevons reflected this theory in his 1871 publication titled Theory of Political Economy, Menger in his 1871 publication titled Principles of Economics, and Walras in his 1874 publication titled Elements of Pure Economics (Evans & Phillips, 2006). William Jevons’ concept of utility was largely influenced by the utilitarian principles of John Stuart Mill and that of Jeremy Bentham because of the integration of their hedonic conception in his works (Evans & Phillips, 2006). However, his view was different from those of Mill and Bentham on the grounds that value depends on utility among other things. He opined that the contentment or satisfaction derived from goods and services will always tend to reduce at the margin. For instance, the more cups ice cream an individual takes, the less pleasure such an individual derives from the last cup of ice cream until finally, the individual stops taking the ice cream. This principle is otherwise explained as the theory of diminishing returns. He also modeled his theories after mathematical principles found in mechanics thereby incorporating mathematics into economics. Carl Menger on the other hand, failed to agree with Jevons’ notion and did not embrace the hedonic conception that Jevons added in his own works. Instead, he tried to explain diminishing marginal utility in terms of an individual prioritization of the possible usefulness or uses of a commodity (Evans & Phillips, 2006). In other words, Menger posits that consumers will always act in a way that ensures that their satisfaction is maximized in all inclinations. In other words, consumers will always apportion their money in such a way that the last component of a good or service that they purchased generates no more satisfaction than the last component of another good or service that they purchased (Evans & Phillips, 2006). He also failed to embrace the incorporation of mathematics into economics as observed in the case of Jevons. Walras conversely was more focused on the market interactions within an economy and also had similar views with Menger on the concept of diminishing marginal returns. He was of the opinion that as small as the change in a consumer’s preference for a particular commodity might be, it would always affect the producer’s predilection to adjust production of such a commodity. For instance, a shift in the consumer’s preference from land phones to mobile phones results in the reduction in the price of land phones and a corresponding increase in the price of mobile phones. The producer or manufacturer as the case may be would shift production to mobile phones which will lead to increase in market supply thereby setting a new price equilibrium between both commodities. Although the trio of Jevons, Menger, and Walras were responsible for the originating the Marginalist concept of economics which birthed neoclassical economics, their works were not so popular until it they were popularized by Francis Edgeworth, Alfred Marshall, Philip Henry Wicksteed and Lionel Robbins (Evans & Phillips, 2006). These set of economists were called the consolidators while Jevons, Menger, and Walras were known as the revolutionaries. Although not very common, a few economists have been referred to as the main proto-marginalists. These less-notable economists include Antoine Augustin Cournot (1838), Jules Dupuit (1844), Johann von Thunen (1850) and Heinrich Gossen (1854) (Evans & Phillips, 2006). Their era preceded that of the revolutionaries, but it was not until when Jevons, Menger and Walras published their own works that the Marginalist concept came into the economics public enlightenment. Also, the popularity of the Marginalist theory did not end with the consolidators; there was this group of economists known as the Revivalists who further incorporated the Marginalist theories into their own work, thereby leading to further popularization of the concept (Evans & Phillips, 2006). The economists that belong to the ‘Revivalist movement’ include: John Hicks (1939, 1934), Harold Hotelling (1938), Oskar Lange (1942), Maurice Allais (1943), and Paul Samuelson (1947) (Evans & Phillips, 2006). In one way or the other, all the above mentioned economists had a major role to play in the origin of the neoclassical economic movement. Another peculiarity of the neoclassical community of economics is that there appears to be factions or different ‘schools of thought’. This was as a result of the independent nature of the pioneers. That is, Jevons was writing in England, Menger from Austria, and Walras from France. They were not aware of each other as at that time and as a result; different schools of thought developed thereby presenting the neoclassical economic movement as an embodiment of different schools. These schools include the Lausanne School, Vienna School, Paretian School, Cambridge School, to mention but a few (Evans & Phillips, 2006). The neoclassical movement as a whole tends to address the issue of marginal utility. Marginal utility refers to the ‘utility’ that is derived from an increase in the consumption of a particular good or service. It could also refer to the ‘utility’ lost from a decrease in the consumption of a particular good or service. It results in the concept of diminishing marginal utility previously described, that is, more utility is obtained during the first consumption of the unit of a particular commodity than is obtained during the second consumption and this occurs in subsequent consumptions. It is basically what the Marginalist revolution was about. While consumers of a commodity strive to maximize the utility derived from the commodity, the producers or manufacturers of the community also tend to maximize profit in the process. Apart from maximizing utility and profits, the neoclassical economic movement also addressed the issue of rational preferences. Every human behavior is guided by a rational reasoning. This implies that an individual will always tend to select that which appears to be appropriate as far as satisfying his or her needs is concerned. As a result, such an individual develops a preference for that good or service that would suitably be of benefit to them by comparing the costs and benefits of their actions. Another issue that was addressed by the neoclassical economists was the question of how people act on the â€Å"basis of full and relevant information† (Evans & Phillips, 2006). It was proposed that an individual acted independently on this basis because the more relevant information such an individual had on a particular product, the better the chances of maximizing utility. From the mentioned issues, it is evident that there is a kind of overlap between them. For instance, an individual that has a relevant information on a particular good or service is then provided with the choice of comparing the costs and benefits of acquiring such product or service. After comparing the costs and benefits, the individual chooses to either develop a preference for that product or some other favorable product in order to maximize utility. The analytical method utilized by neoclassical economists involves the hypothetical-deductive methods (Evans & Phillips, 2006). This method is more mathematical in nature thus leading to the neoclassical economists being accused of â€Å"mathematicalizing† economics. In order to observe the economic system for the sake of analysis, neoclassical economists strive to develop various tools that will aid them in analyzing the system. These tools are developed with from mathematical models and are then used to hypothetically deduce an explanation or solution to the defined problem. A typical example of this method of analysis is the marginal revenue that is usually used to calculate the extra income that will be gained from selling an additional unit of a particular commodity. Mathematically, it is described as the rate of change of total revenue per change in the number of units sold and can be expressed as From the relation above, TR is the total revenue, P is the price of the commodity and Q is the quantity demanded. When the price does not change with quantity, then meaning that the marginal revenue is equal to the price of the commodity (Evans & Phillips, 2006). To address the main purpose of this essay, which is to know whether neoclassical economics represents an evolution of economic theory from an early, flawed version (Classical Economics) to a more advanced, improved theory or rather represents the birth of a new discipline that decided to abandon many of the questions and issues that had troubled Classical Economics instead of trying to offer a better way to address them, it can be inferred from the above discussion of both economic theories that contrary to the popular views of people that neoclassical economic theory evolved from classical economic theory so as to amend its flaws, the opposite (not reverse) is the case, that is, the neoclassical economic theory actually evolved from the classical economic theory but it addressed a complete set of totally different issues. The reason for this assumption is evident. The classical economic theories as earlier discussed mainly addressed the issues concerning the labor theories of value, theories of distribution, and that of comparative advantage while the neoclassical economic theories essentially address the issue of marginal utility, rational preferences, and the predilection of individuals to act on the basis of full and relevant information. Placing these issues side-by-side, one would observe that they are quite different and do not seem to overlap. This means that as much as it is that the neoclassical economists evolved from the classical economists, their views are entirely different and do not seem to correlate. For instance, the theories of distribution which emphasize that national the national product is divided between the laborer, capital owner and the landlord, is not in any way applicable to any of the issues attended to by the neoclassical economists. Similarly, the theory of marginal utility as an issue addressed by the neoclassical economists is not applicable in either the labor theory of value, comparative advantage principle or the theory of distribution. What this spells out is that the neoclassical economic movement represents the birth of an entirely new discipline that has decided to abandon many of the questions and issues that had troubled classical economics instead of trying to offer a better way to address them. Instead of improving on the issue of labor theory of value, it chose to adopt a totally new issue which it termed theory of marginal utility thereby creating difficulties when it comes to finding a correlation between both economic movements. Also, when considering the analytical tools employed by both economic movements, it is apparent that there are conflicting issues as well which further buttress the point that is being made here. While the neoclassical economists are hypothetically or mathematically inclined, the classical economists are historically inclined. Generally speaking, most scholars who have studied both methods of analyzing the economy would stick with the classical because it is believed that economics as a social science is more accurately gauged by the historical approach than mere mathematical models which failed to address the issues surrounding the great depression in the 1920s when it occurred. Subjectively speaking therefore, the neoclassical economic movement does not improve on classical economics as claimed by many but instead, it addressed a brand new project. Finally, given the methods of economic analysis employed by both, it is evident that the neoclassical analytical method is not as effective at addressing its goals as much as the classical analytical method is at addressing its own goals which still points out the point that has been made by this essay. References Evans, B. , & Phillips, S. (2006). Comprehensive History of Economics (4th ed. ). Pretoria: Brayton Publishers.

170210180096_Yeremia Theofilo Alexandro Budhi Essays - Free Essays

170210180096_Yeremia Theofilo Alexandro Budhi Essays - Free Essays BAHASA INDONESIA KESETARAAN GENDER DALAM BIDANG PENDIDIKAN 15392403344400 Disusun Oleh : Yeremia Theofilo Alexandro Budhi (1702101800 96 ) MAKALAH BAHASA INDONESIA TUGAS PERKULIAHAN BERSAMA UNIVERSITAS PADJAJARAN 2018 KATA PENGANTAR Dengan menyebut nama Tuhan Yang Maha Esa . Segala puji hanya milik Tuhan Yang Maha Esa semata, pertama-tama penulis panjatkan puji serta syukur kehadirat Nya sebagai yang Maha Kuasa atas segala yang ada di langit dan di bumi, serta Maha Penentu atas kelangsungan seluruh hidup hamba-hambanya. Karena atas segala rahmat dan hidayahnya, saya sampai saat ini masih diijinkan menikmati segala keindahan dan keindahan-Nya. Atas segala rahmatnya, saya dapat menyelesaikan tugas Makalah Pendidikan Kewarganegaraan berdasarkan Sustainable Development Goal's yang berjudul "Kesetaraan Gender dalam Bidang Pendidikan". Judul ini diambil dari tema Tujuan Pembangunan Berkelanjutan poin ke 4 yaitu "Pendidikan Berkualitas"dan poin ke 5 yaitu "Kesetaraan Gender". Dengan dibuatnya makalah ini, semoga para pembaca dapat memahami mengenai pembahasan yang penulis sajikan. Jatinangor , Desember 2018 Penyusun DAFTAR ISI HALAMAN SAMPUL...................................................................... . . . .....1 KATA PENGANTAR.................................................................... . ..........2 DAFTAR ISI.............................................................................................3 BAB 1 PENDAHULUAN.........................................................................4 Latar Belakang....................................................................................4 Rumusan Masalah...............................................................................4 Tujuan............................................................................................ . .....5 BAB 2 PEMBAHASAN.................................................................. . ........5 2.1 Persepktif Gender......................................... .......................................5 2. 2 Kesetaraan Gender.............................................................. ............. . ...6 2. 3 Peran Dalam Dunia Pendidikan... ................................................... . . ...6 BAB 3 PENUTUP.................................................... ...............................7 3.1 Kesimpulan.......................................................................................... 7 3.2 Saran....................................................................................... .............8 BAB 1 PENDAHULUAN Latar Belakang Perlakuan yang kurang adil terhadap perempuan masih sering kita temui di berbagai penjuru dunia. Perlakuan yang tidak seimbang ini acap kali terjadi diberbagai lapisan masyarakat. Alasannya sangat jelas dan belum berubah, yaitu karena budaya yang turun temurun dan mendarah daging dan sudah ada selama beribu tahun , dimana dunia terjebak dalam konsep bahwa wanita akan selalu berada dibawah kekuasaan pria. Bukan tanpa sebab jika wanita memerlukan pendidikan yang tinggi. Karena para wanita ini akan menjadi sekolah pertama bagi anak-anak mereka kelak. Wanita memiliki peran penting dalam kehidupan ini, yaitu dalam peningkatan kualitas generasi muda . T anpa wanita, pria pun tidak akan bisa berdiri dengan sukses. Sebab, dibalik pria sukses sudah pasti ada wanita hebat yang berdiri disampingnya. Dengan demikian, sudah seharusnya kita membuka mata dan pikiran kita untuk selalu memberikan ruang kebebasan agar para wanita bisa memperoleh hak nya untuk menempuh pendidikan setinggi mungkin. Kita juga harus merubah stigma yang beranggapan wanita tidak perlu bersekolah tinggi. Mengingat, seorang wanita adalah pendidik pertama dan utama. Sudah menjadi takdir bahwa seorang wanitalah yang akan melahirkan, membesarkan, dan mendidik seorang anak. Para wanita hebat ini juga m embantu tumbuh kembang generasi penerus bangsa yang secara alamiah memiliki keterikatan batin yang sangat kuat antara diri mereka sendiri dan anak mereka . Namun amat disayangkan, ruang gerak perempuan dibatasi oleh perspektif yang kurang adil dalam kedudukan mereka sebagaimana mestinya, termasuk dalam hal pendidikan. Masih ada segelintir wanita yang memegang teguh budaya dan pengukuhan bahwa mereka tidak butuh pendidikan yang tinggi, sebab pada akhirnya, mereka akan berujung bergulat di dapur. Rumusan Masalah Apa itu gender? Seperti apa kesetaraan gender itu? Bagaimana perannya dalam dunia pendidikan? Tujuan Dalam penulisan ini, penulis mengidentifikasi beberapa ketidakadilan terhadap kaum wanita, khususnya di bidang pendidikan. Juga agar pembaca dapat memahami dan terbuka pikirannya bahwasanya wanita sangat perlu pendidikan yang tinggi dengan tidak membeda-bedakan dan bersikukuh pada budaya yang sudah turun temurun tersebut . BAB 2 PEMBAHASAN 2.1 Perspektif Gender Gender secara umum dapat diartikan sebagai pembeda antara jenis kelamin pria dan wanita. Dari pemahaman tersebut muncullah paham mengenai perbedaan - perbedaan pria dan wanita. Pemahaman ini kebanyakan menganggap wanita merupakan bentuk manusia yang lebih lemah dan akan selalu berada dalam naungan seorang pria. Juga d imana , pria merupakan bentuk manusia yang lebih kuat yang memiliki kekuasaan diatas wanita , b aik secara sosial maupun budaya. Perspektif gender itu sendiri sangat mempunyai ketimpangan sosial didalamnya . Salah satu contohnya adalah dimana wanita dan pria selalu dibedakan dalam pencapaiannya di dunia pendidikan. Sebab masyarakat luas masih memandang bahwa wanita hidupnya hanyalah untuk mengabdi sebagai istri dan berdiam di rumah, mengerjakan pekerjaan rumah, dan mengurus anak. Sedang kan pria, mencari nafkah sebanyak-banyaknya agar dapat memenuhi kebutuhan keluarga dan terlihat di khalayak luas sebagai keluarga ideal. Amat disayangkan, karena hal tersebut kini kaum pria cukup semena-mena karena merasa sebagai " yang mencari uang ", bahkan sampai dalam beberapa kejadian memperlakukan istrinya layaknya pembantu. Wanita yang dipanggilnya sebagai

Better to Be Loved or Feared

Machiavelli, the well-known philosopher of the Italian Renaissance, poses this question in this famous book excerpt The Morals of the Prince: is it better to be loved than feared, or vice versa? Machiavelli answers his own question, arguing that a prince is much safer being feared than being loved. Inducing fear upon his subjects with cruelty will keep them united and loyal. Those who are fearful of a person of any authority are more inclined not to cross the boundary of disrespect, for fear of punishment. Without a doubt, being loved is desired and has a greater value compared to being feared.Love has the power to nurture, support and ultimately, liberate; fear restricts, denies and imprisons. Personal growth and human achievement thrive on love, while fear hampers and destroys potential. Many people who aspire to be feared actually are fearful people themselves. They command respect rather than earning it, but they desperately want it all the same. To allow ourselves to be loved we have to also allow ourselves to be vulnerable. If we are very fearful people then we may feel that we need to form a protective emotional barrier around ourselves and shut out love.When this happens we may come across to others as cold and unfeeling. At the same time we may want to have as much control as possible, including control over other people. Being loved is not about having to abandon discipline, or being soft and fuzzy. For me, love means that the support, instruction, good example and encouragement help others towards freedom and goodness. It brings respect, emulation and admiration. Yet there are some in positions of power and authority, who would disagree, believing that fear achieves more. A dictatorial and rigid boss will rule by fear.Fear of the consequences, for workers, if they cannot meet his or her demands, is the way such a person chooses to operate. The unfortunate people who have to work for such a tyrant will be afraid of losing their jobs. Those people afraid to offer innovative ideas, and afraid to approach the feared person with even the simplest request work under duress, as stress and resentment build, disgusted to go to work, but fearing to do anything other than what the boss demands. In such a restrictive atmosphere, the job will get done, productivity figures might be reached, but nobody other than this boss will have much pleasure and satisfaction.Those who are in positions of great importance and power have been advised throughout the centuries that an aura of fear can be their best asset. Famous leaders who used fear, while pretending that love was a motivational factor, include Hitler, and Stalin. The historical evidence of them having been feared and the results of that, speaks volumes for how fear does indeed restrict and imprison, while denying the human spirit. Some iconic individuals in history, who have led by love and not fear, come to mind as examples of how it all works. John F. Kennedy, Dr. Martin Luther King, and Mother Theresa are particularly good illustrations. They each, in their own way, encouraged the goodness in those they led, so that individuals felt supported in ways that helped them achieve personal goodness. They have had a huge following because they were appreciated and respected for the love that they showed to the world. The world benefited by their having been in it. These are the kind of people who have continued to influence others long after they were gone. We have seen value in their life. Fear that is held about a person can diminish when they die. We have no reason to be afraid of them anymore. We may, nevertheless, still remember that person, but in a negative way. Either that or we may be grateful that they are no longer around. Love that is held for a person doesnt diminish when they die. Not only do we remember the person but we continue to experience the feeling of love that we had for them. In this way, love prevails over fear as it can be never ending. In family life, love plays the role of a powerful bullet which helps you to overcome all the difficulties that come across your path. You are able to share all your sorrows and pleasures with people who really love you and care for you. Though sometimes out of anger and fury we might behave distant but it does not mean that we dont care for each other. Family quarrels are bitter things but are of slightest importance. We should not care about these few unpleasant memories but rather we must consider and reflect about the existing love within our family members. To be loved, however, nurtures caring, compassion, loyalty, creativity, generosity of spirit, benevolence, unselfishness and other positive binding and giving emotions.It may also generate jealousy in some. But overall, it is a healthier relationship to have with other human beings. Love increases our sense of well-being, it elevates our sense of self-worth, and it serves to develop our character. It contributes to sincerity, and fulfillment in life. Looking at the wider implications of being loved or feared, then bringing this down to the everyday level of family life, working life, and social relationships, there is still no doubt that it is better to be loved than feared. .

What can every nurse do to influence policy that improves quality Essay

What can every nurse do to influence policy that improves quality - Essay Example Further emphasis should be on assimilating leadership concept and comprehensive business procedures across the program and around the field of clinical practice. The governmental and public-private healthcare policy making bodies at each level must have nursing representatives on their administrative management teams, boards, and in major leadership positions. This paper will illustrate ways in which nurses can influence policymaking at every level of the system. Nursing is placed to have a noteworthy influence in the healthcare structure. The degree of that influence is utterly reliant on the inclination of the career to cultivate the role aptitudes and leadership crucial to make a transformation in guaranteeing quality, reachable healthcare in a transformed and transmuting health structure (ANA, 2008). Nevertheless, it is without doubt that it is up to the nursing profession, and its frontrunners to establish the professional and political maturity. This will enable the profession to parley the compound setting of interdisciplinary cooperation; the tenacity of contrasting support positions; placing of nurses at major legislative, organizational, and policymaking boards; also stating nursing's valid part in decisions and actions that advance efficient quality healthcare. (Cherry & Trotter 2005). 1) To impact institutional policy, every nurse, regardless of setting or specialty, has expertise to contribute to the discussions focused on health care improvement. List Ways that nurses can contribute to the discussion focused on health care improvement. Nurses should demonstrate capabilities as the main players in the field of healthcare policymaking. Nurses must view policy as a thing they are obligated to fashion rather than something they have no control over. In inter-disciplinary healthcare environs, actual partnership necessitates assumption of complete responsibility. Nurses can influence institutional policy by coordinating, and leading endeavors that ident ify problems related to care improvement, waste, tracking quality enhancement, and achieving established goals. Another way that nurses can contribute in policymaking is by devising collaborative strategies that are indispensable to good practice (ANA, 2008). The modern healthcare environment is progressively interdependent hence; a new type of partnership-centered leadership is essential to reduce errors, improve patient outcomes, and influence staff involvement and satisfaction. By refining their inborn adaptive capacity to advance their ability to incorporate the continually changing healthcare dynamic, nurses can successfully engage others in transforming care. It is up to nurses to break historic perceptions, biases, gender references and inaccurate perceptions of nurses as those who perform the instructions of others (Cohen et al., 2003). 2) To impact local or community policies: List ways that nurses can contribute to the discussion focused on health care improvement There is a need for capable and strong leadership if the goal for transmuting healthcare is to be achieved. The nursing profession should have leaders at each level of the organization. Nurses should accept major leadership positions in politics, organizations, practice, and most importantly in policymaking. Nurses must display leadership capability, and high-level concerted skills as provisions for transformation and execution of health modification demand. These skills should display at each level and in every manner that influence the advancing potential for modern premium patient care. To influence local or communit