Ruthless Topics Write College Essay Strategies Exploited

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Leading Religious Education in Schools

Question: Discuss about the Leading Religious Education in Schools. Answer: Introduction In NSW public schools scripture classes of Hindu, Buddhist, and Islamic were growing rapidly and the students was put on waiting lists for the purpose of taking admired ethics classes (Mayrl, 2011). But with the development of the popularity of the religious classes and principles; some of the academics argued that if children was segregated by religious faith or other class, then it will amount to detrimental effects (The Conversation, 2012). The curriculum of religious education of New South Wales includes three major elements: General Religious Education Special Religious Education and Exceptional supplementary devotional exercises such as hymns and prayers. Between the time of 1960 and 1980, this system went through a partial secularization. GRE was transformed from a stringent course to a flexible one built for the academic study of various religions. At the same time; SRE was strengthened and was secured. It was believed that secularizing reforms was frequently driven with a practical objective by the teachers and the administrators. Also by avoiding the controversies, improving the working conditions, and managing the class. Australia was observed as a multi-faith and multicultural society (Our Lady of Mercy College Parramatta, 2016). In Australia, the religious education helps the students to explore religious expressions and the place of religion globally (Redlands, 2016). Schools in New South Wales were obligatory to offer sacred learning of two different types Good Schools Guide, 2016): General Sacred Learning: Under this education regarding the major religions of the world was imparted (Buchanan, and Gellel, 2015). It educates about what are the values which different faith follows, and its impact (Catholic Communication, 2014). It is taught mainly by the New South Wales school courses. Special Religious Education: it is a way of delivering education followed by different representatives of a given religion, and educates about the performances specificities in the principle of that particular religion (McNeilage, 2014). Special religious education Section 32 of the Education Act, 1990 affirms that in all the Government schools, time was approved for the religious learning of children belonging to any spiritual affiliation (Sydney Catholic Schools, 2016). But there are various privileges which was granted to the parents and the caregiver residing in the schools. The rights such as: Right to religious education: the Parents in the public schools were contracted rights to have their children receive instructions regarding religious persuasion where teachers of the same persuasion are available (Parramatta Marist High, 2011). Right of Choice: They have the right to nominate an alternative persuasion, where the students of a particular religious persuasion are unable to receive a special religious learning. They also have a right to make a decision for their children to avoid attending special religious education. Right to information: They have the right to be informed about the organization of the special education and also which institution will impart such knowledge (Benjamin, 2016). As positive rights were being provided to the parents, so to fulfill these rights definite responsibilities were also being imposed upon the schools and the providers of the schools to complete the necessities. This includes: Making a provision for the delivery of Special Religious Education Fix time limit for imparting Special Education Providing significant information for the awareness of the parents about the education, etc. (Brien, and Hack, 2010). For imparting religious education, a rule was drafted and established by the Government of New South Wales. The Religious Education Policy summarizes the necessities and the responsibilities for the issue relating to general spiritual learning and Special spiritual learning. The major objectives of the policy which was drafted are as follows: All the schools should allow for imparting general and specific religious education to the students When parents of some students have withdrawn their children from particular spiritual learning, then the students should be provided meaningful services by the schools (Rossiter, 2003). The option of imparting special education in ethics to the students would be provided when the parents make a request in a reasonably practical manner. The curriculum of the general religious education would be offered as a part of New South Wales Board of Studies; whereas Approved providers develop and implement the curriculum of particular spiritual learning (Gleeson, 2015). This policy applies to all the schools and suppliers of Special religious knowledge. Leadership loneliness and solitude as a Contemporary Challenge In the era of rapid social, economic, cultural and religious change, there are some disputes for leadership in Catholic schools (OShea, 2014). Today, it was observed that the individual was seen to be entering into a time of threshold replete with opportunities and perils for the future. There are various movements which give rise to different kinds of challenges and possibilities like globalization, an explosion of knowledge, information technology, gap building between rich and poor, environmental issues, and quests related to religion. Schools was regarded as the microcosms of the society. Schools are the best mirror to see the happening of events in society whereas the cultural environment shapes their character. It was observed that there was a growing realization of the considerable impact that an educational leader would have on the educational changes prevailing and the leading schools. This awareness was regarded virtually to all the systems of schools and contexts of the diverse education system. It includes public, state as well as independent and religious schools. The major responsibility of the leaders of the schools was oriented only in the direction of making improvements in the learning of the students also in the teaching process of teachers. Successful leadership was considered as attributable to the principals and the leaders of the schools. They play a crucial role in mobilizing the teachers in the direction of enhancing better learning opportunities for the students. Leadership in the religious schools was based on a deep conviction and decision made by following a particular mindset that the religious is more real than the tangible activities which we intake by our senses (NSW Department of Education, 2015). Religious schools leaders require a highly tuned-in sense of knowing how a responsibility to act in a moral way guide their role of being a leader; as per the religious tradition which the school follows and the work which was completed for the best interest of all members. Leadership is such an element which was needed by the effectual leadership which is being followed by the religious schools. Because it would direct the combination of moral order in the school community, building up of values beliefs that would help in driving the reason and significance of schools. Leadership in holy schools requires religious leadership which was not regarded as different from that which prevails in schools (Belmonte, and Cranston, 2009). But rather it is taken as an internal part of the educational enterprise of the religious school. Leaders need the skills and the vision o critique and examine the issues which were related to a religious tradition which was followed by the schools. It belongs to the schools to equip students with the values and the principles which form as a part of useful services. Globalization is the one and only issue which have put its impact on all the societies throughout the world. It has a revolutionary impact on both education as well as educational leadership. Historically, Solitude was connected with beneficial outcomes such as religious development and creativity. Many of the spiritual leaders have spent a major amount of time in solitude. But various writers have made solitude their major creative regime (Bourantas, Epitropaki, and Papalois, 2007). As per the Oxford Dictionary, Solitude was regarded as the state of being or living alone solitariness. Though, it is a much broader and affluent concept than merely affirming it to be being alone. According to existential philosophers, isolation was defined as an experience of discovering the personal truth and reason of being. The role of solitude about leadership was mainly set aside in this report. Emphasis was put on the nature of leadership. As per Hogg Leadership is a relational term which identifies a connection in which some people would be able to persuade others to adopt new values and attitudes. It also puts an effort on behalf of those beliefs and attitudes. There were mainly five major challenges for leadership in schools for the 21st -century era which was affirmed below: Meeting points among issues of compliance and identity of Catholics Connection to the community of catholic school and the birth-to-death tradition of Catholic education Promotion of theological and philosophical foundations of the curriculum in the schools Endorsement of the concept and experience of work Self-care for leadership and the members (Treston, 2016). The need for articulation and sequences standards for the people who were in a position of spiritual leadership was highlighted. The standards would support the ongoing formation and development of leaders by way of close connection. It was clearly seen that effective leadership was a critical element in the way of success of an organization. Therefore, it has become a major priority for various schools in New South Wales. It can be affirmed that it is the capacity to built and improve the skills which makes a leader different from others. Successful leaders are learners. And the process of learning things keeps ongoing, a result of self-discipline and perseverance (Lennan, 2005). The Basic goal of each day must be to get something better which was built on the previous day in progress. The key benefits associated with leadership are as follows: Development of a leadership language Development of a system vision for Catholic education leadership Granting scope of recruitment Determination of roles and responsibilities Formation of a powerful self reflective tool, etc. In spiritual domain have various issues and opportunities attached with it such as: Formation spirituality of teachers- The readiness of the teachers to take up the challenge of being leaders in the religious domain and the need to make and support the high quality formation programs were being taken as the major issue for this point. Recruitment, retention and rewards for Religious Education Coordinators (RECs) and Assistant Principal Religious Education (APRE) Strategies for dealing with these kinds of issues involved a combination of incentives and creative restructuring of these roles. Planning for Principal ship and executive system-issue of the leadership succession which was related to the appointment of the leader with the capability to make and put in practice an educational vision which was consistent. Approaches related to the leadership succession issues centers upon to make identification and to support the development of aspiring leaders from within the system. Development of leadership and professional standards which were being adopted-The crux of this point was affirmed as to nurture the spirituality of the Christian people as a personal connection among the Christ and to have a look on the professional development as a response to the offer o the gospel for fullness of life. School relationships and expectations-changes made in expectation of the principals in the absence of the resident priest and the evolving nature if the relationship of school was viewed as an emerging issue for the schools and leaders system. The capacity of the principals was affirmed as the capacity which haloes in dealing with the complexity of life and assumption of leadership responsibilities for the wider community which was seen as problem. Expectations of parents and their relationship-The confidence of parents in quality, if schools was seen as an untapped resource and as a sign of hope for the people who are at the place of a leader. Identity of school and its mission- Leaders in the religious domain need to appreciate the multifaceted nature of authentic schools. Also, it promotes the identity and mission of the schools in serving the common goals to the society. There was a different major action area for the school leaders. The catholic school leaders are challenged to bring a sense of responsibility, authenticity, presence and development of their role by making a balanced focus on every area. It was affirmed that the main mark of any successful leader is not his impact on student learning at the end of his time period, but rather than the number of good leaders who are left behind who can go even further. Effective educational leaders must be capable both as individuals and as professionals. They must make use of their knowledge, skill and competencies for the benefit of students. They should make use of these factors with a good judgment and wisdom in order to solve problems of the children. In real world, the principals combine the elements of instructional, transformational and distributed leadership related to the contextual and developmental needs of the community of the schools. In all the other contexts the leaders focuses on: Establishment of objectives and high amount of expectations- Establishment of a clear sense of direction and purpose is repeatedly identified as one of the core areas of practice of effective principals. In order to put impact on students it was identified that: Vision of the school should be changed into concrete goals to be achieved Focus should be put on learning and teaching Objectives must be shared Goals must include high expectations to be achieved but focus on a small number of core priorities in order to avoid innovation overload. Making plans Coordinate and evaluate teaching with curriculum, including systematic use of assessment information to keep an eye on learning and adjust the provisions- this aspect of effective leadership practice is one of the few sections in which the leaders put a direct impact on students outcome. It was identified earlier that there was majorly four related sub divisions of this aspect which are as follows: Active involvement in the discussions of instructional matters Coordination and an active over view of the instructional program Involvement in classroom discussions and feedback which was given to teachers Monitor the progress of student at classroom and school level Leading professional development of teachers- Promotion and participation of students in the learning of teachers and development was the major dimension of leadership. One of the major ways by which impact can be put on students by the effective leadership of teachers can be done by reducing the variation made at school level. It helps to inculcate motivation factor and commitment among the team which were teaching, reducing the turnover of teachers etc. In effective learning the effective leaders ensures that: All the programs which are being taught in schools should be guided by a common framework of teachers and learning of student. When the whole school would be developed the individual teacher development would en integrated Focus on students outcomes can be put on by way of professional learning Overall, effective principals would be treated as the leading professionals who would be seen as a source of providing instructional advice (Byrne, 2014). The development of schools was leaded by them as a learning organization in which practices of teachers are being deprived and the members if the school were being constantly given the responsibility for students learning (Archdiocese of Canberra and Goulburn Catholic Education Office, 2009). Ensuring a supportive and orderly environment- Principals have a critical role to play in creation of the conditions for effective learning and teaching. Conclusion Religious education was regarded ultimately at the service provided by the churchs mission of evangelization: in order to proclaim and spread the word throughout the world. So, that all men, women, and children would be renewed and transformed by faith in Jesus Christ. It has been concluded in this report that people of New South Wales have made different policies to impart education about all the religions. By way of studying different religions it would be beneficial for students to know not only what has been there in their state but should know that what other countries have different. As far as the practice of leadership is concern if the propositions which were being mentioned above were being supported then some useful implication would take place. For example, the organizations would use the capacity to solitude would be included in competence of leadership framework. It was used for evaluating, selecting and promoting as well as introducing such practices and policies which will show the respect for an organization for the need of the leaders. It can further help the leaders to create opportunities for solitude. The form and status of spiritual learning as an area of study was seen as an emerging issue in the context of state and national curriculum. References: Archdiocese of Canberra and Goulburn Catholic Education Office. (2009). Leadership Framework for School Leaders. Retrieved on 13th September, 2016 from: https://www.aitsl.edu.au/docs/default-source/eCollection/ppdp/leadership-framework-for-school-leaders.pdf?sfvrsn=2 Belmonte, A. and Cranston, N. (2009). The Religious Dimension of Lay Leadership in Catholic Schools: Preserving Catholic Culture in an Era of Change. Catholic Education. Retrieved on 13th September, 2016 from: https://files.eric.ed.gov/fulltext/EJ934013.pdf Benjamin,A. (2016). Issues for Religious Education and Ministry across the life span. Retrieved on 13th September, 2016 from: http Bourantas, D., Epitropaki, O. and Papalois, E. (2007). The Leaders Call of Solitude: Solitude as a Mechanism for Authentic Leadership Development. . Retrieved on 13th September, 2016 from: http Brien, S. and Hack, J. (2010). Charism: Promise and Possibility (Part One Of Two). Journal of Religious Education.58 (2). Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0005/429062/2010-58-2-Complete.pdf Buchanan, M.T. and Gellel, A.M. (2015). Global Perspectives on Catholic Religious Education in Schools. Springer. Byrne, C.J. (2014). Religious Education, Social Inclusion and Interreligious Literacy in England and Australia. Journal for the Academic Study of Religion 27(2). Retrieved on 13th September, 2016 from: https://journals.equinoxpub.com/index.php/JASR/article/view/21285 Catholic Communication. (2014). ACU Establishes Academy for Religious Education. Retrieved on 13th September, 2016 from: https://www.sydneycatholic.org/news/latest_news/2014/2014922_1969.shtml Gleeson, J. (2015). Critical challenges and dilemmas for Catholic Education Leadership internationally. International Studies in Catholic Education 7(2) pp- 145161 Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0008/798173/Critical-challenges-and-dilemmas-for-Catholic.pdf Good Schools Guide. (2016). Religious education in New South Wales. Retrieved on 13th September, 2016 from: https://www.goodschools.com.au/at-school-and-beyond/understanding-the-school-curriculum-in-new-south-wales/religious-education-in-new-south-wales Lennan, F.R. (2005). Leadership in the Religious Domain, Leading in Catholic Schools. Retrieved on 13th September, 2016 from: https://www.ncec.catholic.edu.au/resources/publications/2-leadership-in-the-religious-domain/file Mayrl, D. (2011). Administering Secularization: Religious Education in New South Wales since 1960. European Journal of Sociology 52(01):111 142. Retrieved on 13th September, 2016 from: https://www.researchgate.net/publication/231937358_Administering_Secularization_Religious_Education_in_New_South_Wales_since_1960 McNeilage, A. (2014). Rise of religious classes in public schools questioned. The Sydney Morning Herald. Retrieved on 13th September, 2016 from: https://www.smh.com.au/national/education/rise-of-religious-classes-in-public-schools-questioned-20140301-33sq6.html NSW Department of Education. (2015). Effective Leadership. Centre for Education Statistics and Evaluation. Retrieved on 13th September, 2016 from: https://www.det.nsw.edu.au/media/downloads/about-us/news-at-det/announcements/LeadershipLearningCurve.pdf OShea, G. (2014). Review of Religious Education for the Catholic Education Office Diocese of Parramatta. Retrieved on 13th September, 2016 from: https://www.parra.catholic.edu.au/SiteData/136/UserFiles/Resources/Literature%20Review.pdf Our Lady of Mercy College Parramatta. (2016). Mission and Religious Education. Retrieved on 13th September, 2016 from: https://www.olmc.nsw.edu.au/school/life/mission-and-religious-education Parramatta Marist High. (2011). Religious Education. Retrieved on 13th September, 2016 from: https://www.parramarist.nsw.edu.au/teaching-and-learning/dsp-default.cfm?loadref=33 Redlands. (2016). Religious Education. Retrieved on 13th September, 2016 from: https://www.redlands.nsw.edu.au/education/religious-education/ Rossiter, G. (2003). Catholic Education and Values: A review of the role of Catholic schools in promoting the spiritual and moral development of pupils. Retrieved on 13th September, 2016 from: https://203.10.46.30/ren2/gr01.html Sydney Catholic Schools. (2016). Religious Education Coordinator: Our Lady of the Sacred Heart Catholic Primary School Randwick. Retrieved on 13th September, 2016 from: https://sydcatholicschools.nsw.edu.au/2016/09/13/religious-education-coordinator-our-lady-of-the-sacred-heart-catholic-primary-school-randwick/ The Conversation. (2012). A question of faith: reforming religious education in schools. Retrieved on 13th September, 2016 from: https://theconversation.com/a-question-of-faith-reforming-religious-education-in-schools-10572 Treston, K. (2016).Five Key Challenges for Leadership in Catholic Schools For 21st Century. Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0010/89893/Five_Key_Challenges_For_Leadership.pdf.

On June 5th, 1850 Pat Garrett Is Born In Chambers County, Alabama. One

On June 5th, 1850 Pat Garrett is born in Chambers County, Alabama. One of seven children, he was the son of John Lumpkin Garrett and Elizabeth Ann Jarvis Garrett. In 1873, John Garrett purchased a Louisiana plantation in Claiborne Parish. Pat went to school and grew up there. On January 25th, 1869 (after the civil war), Garrett leaves Louisiana to become a buffalo hunter in Texas. After the slaughter of buffaloes became unprofitable in 1878, Garrett settles down in Fort Sumner, New Mexico. On January 18th, 1880, he marries Apolinaria Gutierrez. The couple had 9 children. On July 19th, 1878 the Lincoln County, New Mexico, War draws to an end following the Five Days Battle at Lincoln. Henry McCarty, alias Kid Antrim, alias William H. Bonney, alias Billy the Kid is one of many outlaws still loose and running. While Pat Garrett likely knew Billy the Kid, saying they were friends is an overstatement. Neither had much in common, except both were experts with guns. (Garrett was not in the Lincoln County War.) On November 2nd, 1880, Pat Garrett, a Democrat, is elected sheriff of Lincoln County. He vows to bring the current reign of lawlessness to an end. On December 15th, 1880, New Mexico Governor Lew Wallace, through a newspaper notice, puts a $500 bounty on the head of Billy the Kid dead or alive (the equivalent in today's economy would be $10,000). Pat Garrett and his posse trap Billy the Kid and others in a one-room rock house at Stinking Springs, near Fort Sumner on December 20th-21st, 1880. The posse mistakenly kills Charlie Bowdre (one of Billy's most loyal friends). The Kid and the others surrender that afternoon. Garrett takes the shackled prisoners by buckboard into Las Vegas, where Garrett has to fight off a mob at the train station before he can move on to the state prison at Santa Fe. (The mob was after one of the prisoners, Dave Rudabaugh, who was wanted for numerous murders of that region.) On April 15th, 1881 at Mesilla, New Mexico, a judge turns the Kid over to Sheriff Pat Garrett, after a trial, and orders that he Kid be hanged in Lincoln on May 13. While Sheriff Pat Garrett is in White Oaks, N.M., Billy the Kid escapes the Lincoln jail on April 28th, after killing both his guards, James Bell and Bob Olinger. On July 13th or 14th, 1881, at midnight, Sheriff Pat Garrett shoots Billy the Kid dead at Fort Sumner, N.M., when the Kid walks into Pete Maxwell's darkened bedroom. Garrett was squatting alongside the mattress talking with Maxwell as the Kid entered. The Kid saw Garrett but did not recognize him due to the darkness and the fact that Garrett was sitting or stooped down. The Kid cocked his revolver and hoarsely whispered Quien es? (Who is it?). Garrett fires twice, one bullet striking the Kid squarely in the heart. The other shot goes wild. Some believe that the Kid only carried a knife into Maxwell's room. Others believe that Garrett shot the wrong man because of the darkness and The Kid lived to be 101 years old in Old Mexico. In 1882, a book is published entitled The Authentic Life of Billy the Kid, the Noted Desperado of the Southwest. Garrett's name is on the cover as author, but Ash Upson, a close friend, newspaperman, and notary, said he (Upson) wrote every word of it. The book sold poorly. Garrett runs for sheriff of newly created Chavez County, N.M in 1890. He is defeated and leaves New Mexico and lives in Uvalde Co., Texas for some time. Garrett purchases a ranch in the San Andres Mountains, N.M. in 1899. His family lives there while Pat works in Las Cruces, Mesilla and Dona Ana, N.M. On December 16th, 1901, President Theodore Roosevelt nominates Pat Garrett as United States customs collector at El Paso, Texas. He is a controversial appointment. In December 1905, President Roosevelt refuses to reappoint Pat Garrett as El Paso collector of customs on the border of Old Mexico. Garrett and his family return to their ranch in the San Andres Mountains. In January 1908, James P. Miller, a hired assassin now claiming he is a Mexican cattle buyer, offers to purchase the

History of Urbanization in Brazil in 1980

History of Urbanization in Brazil in 1980 Institutional environment explains how interaction between institution and organization shapes economic activity, and consequently managerial strategies and performance. It is well established that the availability of information is one of the determinant of efficiency of resource allocation growth and decisions in any economy.Advertising We will write a custom report sample on History of Urbanization in Brazil in 1980 specifically for you for only $16.05 $11/page Learn More Economic reform has brought about an accelerated urbanization in Brazil since 1980, as it has been manifested in population growth in many cities and in a growing number of cities. In Brazil, investment decisions from private sector are usually influenced by private sector perception of the economy (Coeurderoy Murray 2008). Brazil as a country has moved from a nation with great promise to a nation where many investment opportunities are available. A more stable currency and political sy stem, coupled with vast mineral and natural resources wealth have made the country a ‘must’ for all organizations with truly international or global ambitions to invest in the country (Makino, Isobe, Chan 2004). With a population of about 194 million people, Brazil is the 5th largest market in the world after India, China, Indonesia and the U.S. According to the International Monetary Fund (IMF) report, the report indicates that the country is a leading one when you compare it with other South American nations in terms of technological and infrastructure development. When you combine these facts with stable political and economic landscape, you see the reason why Brazil attracts a higher percentage of world’s FDI year by year (Makino, Isobe, Chan 2004). But when you compare Brazil to Hong Kong, starting or doing business in Brazil can be very difficult (Lumpkin Dess, 2001). The main cause is the bureaucratic hurdles that are found in almost all government agen cies and the accompanying barrier of business regulations. In fact, Brazilians are known as â€Å"biting around the bush (Chandler Hanks 1993) around the world. Instead, before they do business they would like to know an individual first. As compared to Hong Kong, Brazil financial is extremely expensive and individual competition is very tough. Therefore, businesses should have their special relations to find better financial loans or get their own financing. The Brazil justice system is also very slow and to some extent it is corrupt but in the last 10 years it has been slowly improving (Chandler Hanks 1993). Every manager needs to know the hierarchical business set up that is found in Brazil. Decision-making in Brazil’s organizational culture is often reserved for senior managers (Publishing, 2009). Therefore, a manager should take his/her time to build a working relationship with his/her junior staff. In addition, for a foreigner manager it is difficult, so it is import ant for non-Brazilian to have a third-party introduction when doing business (Publishing, 2009).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More A foreign manager needs to realize the importance of each employee’s distinct duties or roles in the company (Morrison 1994). Most Brazilians believe that a supervisor will be chosen because he/she has more experience than the rest of employees under him/her. They also believe it will be inappropriate to consult lower-ranking employees when making a decision (Morrison 1994). In addition, according to Morrison (1994), there is a disparity in term of salary or wage differentials, and therefore aspirations and lifestyles, among classes in the country. Minorities are the ones holding power. This hierarchical nature can be reflected in business situations. Great deference is paid to job function, authority figures, scope of responsibil ity, and reporting relationships are strictly followed and clearly defined (Publishing, 2009). Reference List Chandler, G. N. Hanks, S. H 1993, ‘Measuring the performance of emerging businesses: A validation study’. Journal of Business Venturing, vol. 8, pp. 391-408. Coeurderoy, R. Murray, G 2008,’Regulatory environments and the location decision:evidence from the early foreign market entries of new-technology-based firms’. Journal of International Business Studies, vol. 39 no. 4, pp. 670-88. Lumpkin, G. T. Dess, G. G 2001, ‘Linking two dimensions of entrepreneurial orientation to firm performance: The moderating role of environment and industry life cycle, Journal of Business Venturing, vol. 16 no. 5, pp. 429-51. Makino, S., Isobe, T., Chan, C 2004, ‘Does country matter? Strategic Management Journal, vol. 25 no. 10, pp. 1027-43. Morrison, E. K 1994, Leadership skills: developing volunteers for organizational success, Fisher Books Publisher , New York.Advertising We will write a custom report sample on History of Urbanization in Brazil in 1980 specifically for you for only $16.05 $11/page Learn More Publishing, F 2009, Leadership Skills, Ferguson Publisher, London.

Evaluate Bribery in the context of International Strategic Marketing Essay

Evaluate Bribery in the context of International Strategic Marketing - Essay Example As it is, international corporate actions are governed by multitudes of responsibilities, codified procedures, and negotiated contracts, strategic alignments with other entities and political groups, joint responsibilities and the likes. The complexities of operations of these international corporations as well fierce market competition often push these entities to resort to drastic measures to achieve their goals. As it is, many of these companies include bribery and cartels as an unwritten part of their marketing strategies. Bribery in itself is considered as illegal in most countries around the world. There are many international as well as local laws and regulations that prohibit this act. Business ethic standards also dictate that bribery and cartels should be avoided. As stated by the Court in the celebrated case of Verizon Communications Inc. v. law Offices of Curtis V. Trinko, 540 U.S. 398 (2004), bribery and cartels are the supreme evil of antitrust and companies should beware about using these strategies to crush their competitors. However, despite the many laws and regulations that attempt to curve this practice, companies still manage to use this tactic to get ahead. The advancement in communications makes it even easier for companies to perform acts of bribery and conceal these acts from the public. Of course there are cases when companies are caught giving bribes as in the case of Siemens in Germany but these incidents are too few compared to the actual number of business entities that are p racticing bribery. Bribery is a complex thing and it comes in many shapes and forms. It can happen between private businesses and government entities. Bribery can also take place between two or more private companies. When it comes to its application, bribery can be an overt act as in the case of outright political corruption and influence peddling or it can be indirect

Governments Balance Law and Order with Individual Freedom Essay

Governments Balance Law and Order with Individual Freedom - Essay Example The Government outlines the individual rights and freedoms in the constitution, which comprise a set of guidelines to govern the people. Thus, individual liberty needs a basis in law, but additionally, it must integrate the requirements of social order. This means that maintenance of law and order balances with individual freedom to guard and define the sphere of liberty of the individual and promote order in the society. Despite, democratic governments supporting the importance of freedom, they must put limits on individual freedoms. In this regard, provisions should forbid those deeds that would cause panic or harm for the general good. By this, the government ensure that it maintains law and order and at the same time offering individual freedom. In the United States, there is limitation of individual liberty to guard citizens from one another, to guarantee order in society and to uphold the common interests of the society. Therefore, the law must permit the sensible exercise of f reedoms.The Government can also strike this balance by supporting the social systems in the society that realize the goals of freedom and order. Fagin (2007) asserts that the society uses numerous strategies to attain these goals, including social standards imposed through the social forces of the family, government, religion and school. Through these social institutions, people learn the principles and requirements for good behavior and receive punishment when they infringe these social standards.

Academic Patient Communication for Nursing Students

Academic Patient Communication for Nursing Students The Patient Care (Feel-Link) Project (PCP(FL)) is to help students to develop a patient-centered approach to the practice of medicine. To achieve this, I and a medical student, Nicole need to follow and interview a patient in an effort to discover the patient lived experience regarding issues of health and illness. In this essay, the first PCP(FL) visit, my thoughts and feelings will be described and evaluated based on evidence from the literature sources. Griffiths and Crookes (2006, p.186) suggest that multidisciplinary teams are needed in the health care system to provide holistic care to patients with optimal use of existing resources, and limited cost. This project is the first step in enhancing interdisciplinary co-operation and understanding between nursing and medical students. Both I and Nicole are required to fill in a problem-oriented patient record (POPR) after each visit. We have to co-operate with each other to recruit and interview one patient with the help of nurse specialist (diabetes), Ms. Shimen Au at the Ruttonjee and Tang Shiu Kin Hospitals. The patient that we had recruited called Mrs. Leung who is a 52-year-old housewife. She is currently married and lives with her husband. Her husband was unemployed and they had financial support offered from the government. She was suffered from diabetes mellitus, hypertension, and rheumatoid arthritis about ten years ago and first diagnosed to have bipolar affective disorder at age of 22. After we had explained the aims of this project to Mrs. Leung, she signed two identical consent forms, one copy to be kept by the patient whilst the other to be returned to the tutor. Then, Nicole asked some basic demographic data based on the personal particular form. Mrs. Leung answered one by one accordingly. The POPR also requires us to gather very specific information, such as the past medical history and family backgrounds. When I had asked Mrs. Leung whether she had any children, suddenly the atmosphere in the room became silence. Mrs. Leung was not saying anything for a few seconds, and then she stated she did not have any children. I felt surprised that a married woman at her age should have more than one child already. She explained that doctors had recommended her not to be pregnant in the past. So she was currently living with her husband only but she claimed that the relationship between she and her husband was poor. She had a conflict with her husband just before taking taxi to the hospital. She honestly knew that the reasons why her husband always grumbled about her because of her laziness to cook and buy the necessities. There were quarrels with her husband almost every day. She felt guilty about it. I thought this might be caused by her mental illness and chronic diseases. According to Friedman (2002, p.193), social isolation is a major problem that chronically ill patients experience. Social relationships are often disrupted and jeopardized because of the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s decreased energy, limitations in mobility, communication impairment, or time required for symptom control. Mrs. Leung usually slept for 13-14 hours per day but she graded the quality of sleep was poor. Even she rated her current level of health as very poor. She described her mobility in daily life had been affected by rheumatoid arthritis causing the swelling the knee joints and interphalangeal joints of hands. Therefore she never did any exercise. I was worried that she would become obese and thus increase the risks of falling and having cardiovascular diseases. I felt regret I had not encouraged Mrs. Leung to do some simple exercise regularly so as to keeping active and not staying in bed for all days. I needed to find some suitable exercise for her and advise her to do exercise in the next visit. Friedman (2002) points out à ¢Ã¢â€š ¬Ã…“illness is especially likely to be subject to the influence of other people since it usually has important implications for a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s friends and associatesà ¢Ã¢â€š ¬Ã‚  (p.64); Mrs. Leung was concerned that her first love with a Japanese man at the tender age of 19. She was still thinking about him and she had tried to commit suicide in the past. When her husband heard about she was talking about that Japanese man, they would have quarrels for a long period of time. The negative emotions could really influence people around the patient. I was speechless at that time and I could only say to Mrs. Leung that her husband was care about her and tell her not to think about the past anymore. I thought I would perform better in the next visit as I had known some basic information of Mrs. Leung already. In conclusion, I think it is right that a nurse must be able to express opinions clearly and confidently. Good communication skills are essential for nurses, and are important in nearly all aspects of medicine. I feel that I will be more confident in dealing with patients and more effective in taking a patient medical history, for example. Developing greater confidence in how I communicate can lead to patients having greater trust in me as their nurse. Improving my skills in this area will also make me more effective in discussing cases with colleagues, and in participating in teams when necessary. This visit made me realized that I can talk confidently once I overcome my initial fears. It demonstrated to me that in order to make progress or create positive change you must first acknowledge that a problem exists. This is a lesson which may be useful in better understanding patient behaviour and attitudes. Often the first step to improving a situation, or dealing with a problem, is accepting that some change is necessary; and I might be more able to impart this information to patients having experienced this visit. Overall, this visit has had a positive impact on both my studies and on the development of skills needed in my future career. (Word count: 988words)