Mark Shaffer Essays - Education, Critical Pedagogy, Multiculturalism

Mark Shaffer James Banks James Banks believes that there should be more multicultural education taught in schools. Education about ethnic diversity treats cultural pluralism within a nation-state by studying different traits from different groups, which determine one group from another. He believes that a major goal of education in a free society is acceptance of cultural pluralism as a national strength and not an obstacle. Individuals of various minority groups may maintain their ethnic identities while sharing a common culture with Americans from many different ethnic backgrounds. (http://ericae.net/edo/ED273539.htm) A suggestion made on how to incorporate more multicultural issues is that social studies education should build consensus on core civic values important to all Americans. These include the rule of law, representative and limited government, and civil liberties, including toleration of the respect of the rights of individuals and ethnic minority groups. Banks believes that educators who recognize and respect their students' ethnic identities should also prepare them to assume common obligations and responsibilities of citizenship which involve shared civic values embodied in basic documents of the American heritage. Although students and teachers may participate variously within different microcultures, they also come together within the American mainstream culture, especially the civic culture. (http://ericae.net/edo/ED273539.htm) James Banks has four basic levels to what he thinks will reform the curriculum. Level 1 is called the contribution approach. This is when the Heroes, heroines, holidays, foods, and discrete cultural elements are celebrated occasionally. (See the chart) This is the level I think most schools are at now. Level 2 is called the additive approach. This is where things are added to the curriculum without the structure changing. Level 3 is called the transformation approach. This approach says, the structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspectives of the diverse ethnic and cultural groups. (See the chart) Finally, the 4th level is called the action approach. This is when the students are encouraged to take action to help solve important personal, social, and civic problems. (See the chart) It would not be a hard thing to incorporate diversity issues into a physical education class. Every sport or dance or activity had to originate from somewhere. So what I would do is give each child a sport or activity to do a project on. Each child would get a different activity that came from a different place. The child would then teach the class about his or her activity and where it originated. This activity, I think, would best fit into Banks level three. The structure of the class would change and the students would learn things that are taught nowhere else in the school. References 1. The chart 2. http://ericae.net/edo/ED273539.htm Bibliography References 1. The chart 2. http://ericae.net/edo/ED273539.htm

William the Conqueror and The Harrying of the North

William the Conqueror and The Harrying of the North The Harrying of the North was a campaign of brutal violence carried out in the north of England by King William I of England, in an attempt to stamp his authority on the region. He had recently conquered the country, but the north had always had an independent streak and he wasnt the first monarch to have to quell it; he was, however, to be famed as one of the most brutal. A question remains though: was it as brutal as legend has it, and can documents reveal the truth? The Problem of the North In 1066, William the Conqueror seized the crown of England thanks to victory at the Battle of Hastings and a brief campaign which led to the public submission of the country. He consolidated his hold in a series of campaigns which were effective in the south. However, north England had always been a wilder, less centralized place – earls Morcar and Edwin, who fought in the 1066 campaigns on the Anglo-Saxon side, had one eye on northern autonomy. William’s initial attempts to establish his authority there, which included three journeys around with an army, castles built and garrisons left, had been undone by multiple rebellions- from English earls to lower ranks- and Danish invasions. The Harrying of the North William concluded that harsher measures were needed, and in 1069 he marched up again with an army. This time he engaged in a protracted campaign euphemistically known now as the Harrying of the North. In practice, this involved sending troops out to kill people, burn buildings and crops, smash tools, seize wealth and devastate large areas. Refugees fled north and south, from the killing and the resultant famine. More castles were built. The idea behind the slaughter was to show conclusively that William was in charge, and that there was no one else who could come and aid anyone thinking of rebelling. It was around the same time that William stopped trying to integrate his followers into the existing Anglo-Saxon power structure, and decided on a full-scale replacement of the old ruling class with a new, loyal, one, another act which he would be infamous for in the modern age. The level of damage is very heavily disputed. One chronicle states there were no villages left between York and Durham, and it’s possible large areas were left uninhabited. The Domesday Book, created in the mid-1080s, may still show traces of the damage in the large areas of ‘waste’ in the region. However, there are modern, competing theories which argue that, given just three months during winter, William’s forces could not have caused as much carnage as they’re normally accused, and might instead have been probing for known rebels in secluded places, and the result was more a rapier thrust than a smashing of any and everyone. William was criticized for his methods of controlling England, particularly by the Pope, and the Harrying of the North might have been the event these complaints were chiefly about. It’s worth noting that William was both a man capable of this cruelty, but also concerned about his judgment in the afterlife, which led him to richly endow the church because of events like the Harrying. Ultimately, we will never know how much damage was caused and how you read William was other events becomes important. Orderic Vitalis Perhaps the most famous account of the Harrying comes from Orderic Vitalis, who began: â€Å"Nowhere else had William shown such cruelty. Shamefully he succumbed to this vice, for he made no effort to restrain his fury and punished the innocent and the guilty. In his anger he commanded that all crops and herds, chattels and food of every kind should be bought together and burned to aches with consuming fire, so that the whole region north of the Humber might be stripped of all means of sustenance. In consequence so serious a scarcity was felt in England, and so terrible a famine fell upon the humble and defenceless populace, that more than 100,000 Christian folk of both sexes, young and old alike, perished of hunger.† - Huscroft, The Norman Conquest, p. 144. The death toll cited is exaggerated. He went on to say: â€Å"My narrative has frequently had occasions to praise William, but for this act which condemned the innocent and guilty alike to die by slow starvation I cannot commend him. For when I think of helpless children, young men in their prime of life, and hoary grey beards perishing alike of hunger, I am so moved to pity that I would rather lament the griefs and sufferings of the wretched people than make a vain attempt to flatter the perpetrator of such infamy.† Bates, William the Conqueror, p. 128.

Managing 'Fifteen' Essay Example | Topics and Well Written Essays - 2000 words - 1

Managing 'Fifteen' - Essay Example Seeking to intentionally form one is, therefore, an important part of leading an organisation (Ansoff 1965). It is also important to plan it carefully as implementing a business culture in a haphazard manner can have a detrimental effect on the long term practicability of the business venture (Prasad 2012). Corporate culture defines the joint behaviours or conduct of a company, their feelings regarding all the divisions of the company, like consumers, colleagues, and shareholders, and the general values the co-workers all practice on a regular basis (Morgan 1997). Decisiveness, empowerment, and team work are some of the qualities that show the presence of strong working culture in businesses (Perrow 1986). The culture actually grows to be the true motivator for outstanding performances, and generates a competitive advantage that other corporations will find it quite difficult to imitate (Stoner & Freemen 1995). The Essential Nature of Managerial Work, and the Role of Leader Managemen t is a common quality in that it is a familiar component in all businesses. Managers carry out more or less identical operations regardless of their standing or the type of business in question (Luthans 2006). Management aims at realising corporate objectives and purposes (Maslow 1954). Management basically involves overseeing people who are arranged in work groups. It also incorporates retaining, motivating, and developing employees in their workplaces, and assisting them to realise satisfaction in their capacities as employees (Robbins 2002). All such interpersonal associations make the ‘management’ functions a social development. Leaders in the present world have to play numerous roles while seeking to advocate for only one key vision (Allen 1958). All the stakeholders of a business, from its workers to its consumers, look to the leader to speak of where he or she sees the future of the company as being, and then give details about how this dream can be implemented ( Weihrich & Kootz 1990). One of the most important aspects of leadership is providing inspiring leadership that is not based on following the rivals, who may have a bigger reputation (Ivancevish & Matleson 2007). The Different Roles Played By Jamie Oliver as A Manager in ‘Fifteen’ Using Mintzberg’s Classification Henry Mintzberg defined particular managerial functions that were a common theme in most businesses (Hersey & Blanchard 1988). He felt that a manager should be able to appreciate all of his or her functions, as well as how to execute them efficiently (Mintzberg 1992). Jamie Oliver shows in ‘Fifteen’ the different traits that were proposed by Mintzberg in his model. Figure head:Â  Jamie Oliver invested a considerable amount of capital in the creation of the restaurant called ‘Fifteen’. He was already a recognised chef and so he had a lot of goodwill, which would auger well for his new business enterprise. Leader: As a leader, Jam ie inspired his employees and inspired them to develop their different talents. He not only motivated the students, but sought to speak to them about their personal problems. He visited the homes of students and also evaluated their level of commitment by giving them tough tests. Liaison: Jamie Oliver was strongly involved in his community in various aspects. He was a well known campaigner for better

Positioning and social responsibility Essay Example | Topics and Well Written Essays - 2000 words

Positioning and social responsibility - Essay Example Moreover, the strategic decisions may be aimed towards the customers of the business organization or the employees of the organizations. Strategic decisions aimed at the employees of the organization attempt to improve the productivity of the employees and hence lead to an increase in quantity or quality of the products produced. However, most of the strategic decisions that are aimed at the customers are usually aimed at increasing the sales of the products of the company, which the customer makes. Several strategies may be employed to help increase the sales by the customers. In addition, the company may undertake measures aimed at improving its image, which will therefore lead to improved sales and customer loyalty to the company. The company may base improved image of the company on the quality of the products, which they offer, a wide range of products or corporate social responsibility of the company. One of the strategic planning decisions, which business organizations make, i s the positioning strategy of the company. Positioning strategy Positioning strategy is a strategy that different companies make to improve their perception. Thus, it can be said to be a psychological approach to marketing. Positioning strategy is mainly aimed at making the customers prefer the products of a certain company as opposed to those from its main competitors (Hiam, 2009, p. 36). The positioning strategies of the company may be directed either towards the customer or towards the competitor. However, brand-positioning strategies can generally be classified into the following categories: Using product characteristics or customer benefits Price- quality approach Use or application of the product Product-user strategies Products class strategies Cultural symbol of the product Strategies aimed at competitor (Batra, p. 205) Using product characteristics or customer benefits This is the most used positioning strategy; it links a certain product with a certain characteristic, whic h is generally of great importance to the customer. The company may stress the durability, safety, or reliability of its products. However, a company may also use two or more different characteristics to build the brand image of the product. Companies that use two or more product characteristics to build the image of the brand risk confusing the image of the brand, which affects the customers’ perception of the brand (Batra, p. 208). Yo sushi helps in attracting customers to its restaurants using the claim that its food is fresh (company website – Yo! Sushi). Emphasis on the quality of food that is served in the restaurants portrays the image that the food is of higher quality and safe to the customers who may it. In addition, Yo sushi emphasizes on the speed in which the restaurant is able to serve its customers. The restaurant serves the food from conveyor belt. Yo sushi claims that its food is fast, fun and fresh (company website – Yo! Sushi). Due to the fact that a belt would definitely move at a fast speed the company in effect portrays to its customers that its services are very fast and hence the customers would not waste time waiting for the food to be served. This therefore helps in attracti

Theory without practice is fantasy but practice without theory is Research Paper

Theory without practice is fantasy but practice without theory is blind. Internships in organizations - Research Paper Example This could be the reason that students in universities and colleges are usually encouraged to apply for internships in organizations dealing with their various courses of study during school breaks over the vacation periods. Indeed, many students find it difficult to relate what they study in school and what they have to do in the real world of corporates. On the one hand, there are academicians who study trends and historical data to come up with solutions to problems in the real world, which can be adopted and used in practice. On the other hand are business executives and their workers who usually criticize academicians for coming up with solutions that are either too ideal, complex or which have too many assumptions to be applied in real businesses (March, 1994). This group approaches problem-solving through past experiences or by applying what is appropriate with the prevailing economic, political an social conditions. However, the reality of the matter is that none can exist wi thout the other, as summarized by Professor Vincent Ostrom in the above phrase. One important aspect that organizations’ managers usually deal with is decision-making. Many companies usually operate with the sole reason of making profits. This can only be possible by maximizing revenue while keeping costs down. The management of companies is usually tasked with the duty of making decisions that will lead to the above. However, decision-making is a very complex activity that requires more than just the basic knowledge of how the economic conditions prevail (Scott and Davis, 2007). In addition, wrong decision-making could deal a severe blow to a company which would take years to undo, failure of which the said company would go under. In this sense, decision-making requires the use of theories set out by people who have studied the process in order to be effective. Decision-making is further complicated by the fact that human beings are not always rational; hence they are prone to make decisions that are subjective rather than objective. One theory put forward to try to explain the decision making process is one called ‘Bounded Rationality’ put forward by Nobel Price winner, Herbert A. Simon in his paper Administrative Behavior which he wrote in 1947. In this theory, Simon points out that there are several reasons as to why it may not be easy for executives to make the most rational decision. One reason is due to the uncertainty of the future. Every decision made has a consequence which might be beneficial or harmful to an organization. Some of these consequences can be anticipated, but many more cannot be known at the time of the decision-making. Therefore, managers make what they perceive to be the best decision with the information they have at hand at the period, taking into consideration known risks (Herbert, 1947). Relating to this is the fact that decision makers cannot fully evaluate the worth of their decisions in the future, but only in the present. The third impediment to rational decision making is that decision makers need to be aware of all alternatives to the decision they are about to make (March and Herbert, 1958). This is not always available, making it difficult to choose the most optimal decision. With such theoretical knowledge, decision makers are in a better position to understand the decision-making process, hence be in a better position to defend their actions. Another illustration of Professor Vincent Ostrom’s phrase is applicable in the normal operations of a company. Companies usually spend large sums of money to train their employees and managers to

Freuds Theory of Unconscious in Inter Group Relations

Freuds Theory of Unconscious in Inter Group Relations Freud’s contributions to inter group relations Freud’s theories on unconsciousness provided an important perspective that was relevant to the study of inter group relations. Freud believed that groups were composed of the unconscious life of each member. He thought a group couldn’t be understood without exploring the unconscious aspects of the individual member. He also was of the opinion that the individual couldn’t be separated from the group. In order to understand the mind, Freud believed that attention had to be paid to how the mind of an individual interacts with others (Caper 1999). The basis of Freud’s psychoanalytic theory is that all behaviour is both instinctual and biological. Freud’s psychoanalytic theory is composed of the ego which works to find a balance between the id and the superego. The superego would be classified as the demands our society places on the individual for acceptable behaviour, and the id comprises instincts, such as sex and aggression (Schultz Schultz 2005). T his aspect of Freud’s theory plays an important role in inter group relations. It addresses the unconscious nature of each person in a group environment, as well as the unconscious nature of the entire group (Wrogemann 2003). Unconscious influences at work in inter group relations are experienced in different ways. One example is when a group is experiencing a failure and in order to protect their ego they engage in defence mechanisms by blaming other groups for their failure. They look outside of themselves for excuses as to why their effort failed, instead of realizing as Freud did, that the anxiety each member experienced was cause by low self-esteem and insecurities (Bodenhausen, Mussweiler, Gabriel, Moreno 2001; Wrogemann 2003). Freud’s theory of the unconscious and ego protection sheds light on how to improve inter group relations and increase success. If a group stopped deflecting from their own shortcomings by looking outside of their own organization they could more effectively correct their problems. If they would attempt to find the roots of their own behaviour they could get to the source of their failure. They would find it didn’t come from an outside group, but from within the mselves (Wrogemann 2003). Freud’s theories, in part, are the basis for Terror Management Theory (TMT), which deals with managing thoughts of death and is important to inter group relations (Navarette, Kirkpatrick, Kurzban Fessler 2004). Looking inwardly is a concept that originated with Freud. McCormick and White (2000) reported that this self-analyzing method was an important aspect of psychoanalytic theory. Other scientists picked up on it and applied it to the study of groups (as cited in Wrogemann 2003). Cilliers and Koortzen (1998) report that Freud’s theories of psychodynamics contributed to the concept that groups have a life of their own. Not only does a group have a collective consciousness, it also is composed of the collective unconscious nuances of each individual (as cited in Wrogemann 2003). Each member of a group brings to it their own unconscious desires and unmet needs. Their inner conflicts and tensions are played out in the group setting, such as at work. In the work environment, as each person unconsciously attempts to solve their issues, they are met with frustration and disappointment. The work environment cannot meet those needs leading the individual to become aggressive and exhibit ot her negative behaviours. The end result is that of strained relationships with others. As with other groups experiencing failure, workers have a tendency to blame their frustrations on someone else. They blame others for their lack of success or their disappointment while at the same time attempting to find security in those very relationships (Wrogemann 2003). Freud’s theory of regression was important to understanding inter group relations. Freud believed that depersonalization took place in the group causing a shift in inter group relations. The shift occurred when the individual member of a group loses his individuality and those unique qualities that set him apart from others. The process is an unconscious one where the group member takes on the role of child and the leader that of the parent. The result is a type of dependence on the leader that leads to thoughts that the group is not composed of individuals (Freud 1921). The lines become blurred. Bion (1961) had a more positive outlook on the dynamics of inter group relations. He claimed that when individuals came together in a group that they surrender their individuality to the leader and group in order to experience wholeness, oneness, and security. In order for the group to continue to exist it takes on something bigger that is outside of themselves. Freud’s contributions to the study of inter group relations was significant. By focusing on the unconscious he brought attention to the elements of group dynamics that involved unmet needs, unfulfilled desires, and other drives that are hidden, yet influencing factors in group interaction. His theory of the id, ego, and superego help to explain what happens in the mind of the individual and then collectively when part of a group. On his views regarding the importance of the individual in the context of a group, Freud wrote: only rarely and under certain exceptional conditions is individual  psychology in a position to disregard the relations of this individual  to others. In the individuals mental life someone else is invariably  involved, as a model, as an object, as a helper or as an opponent†¦Ã¢â‚¬  (quoted in Caper 1999, pg. 1). Some of Freud’s theories have not been supported by subsequent testing by others, but a number of them have been shown to be valid. Freud’s theories on the unconscious and its relation to a person’s behaviour, thoughts, and emotions were accurate. Research that was conducted long after the Freud era ended demonstrated that his theory on the role of the unconscious was more extensive than anyone thought possible. Freud had no idea just how far-reaching his theory on the unconscious was (Schultz Schultz 2005). Research into inter group relations is based partly on the contributions of Sigmund Freud and the benefits derived are substantial. References Bion, W. 1961, Experience in Groups. New York, Basic Books. Bodenhausen, G., Mussweiler, T., Gabriel, S. Moreno, K. 2001, Affective Influences  On Stereotyping and Intergroup Relations. In Handbook of Affect and Social   Cognition, ed. J.P. Forgas, Lawrence Erlbaum Associates, Inc., Mahwah, NJ,  pp. 319-338. Caper, R. 1999, ‘Group Psychology and the Psychoanalytic Group’, [Online],  International Psychoanalytic Organization, pg. 1. Available from:  http://eseries.ipa.org.uk/prev/CIRC/Caper-m1.htm> [3 January 2006]. Freud, S. 1921, ‘Group Psychology and the Analysis of the Ego’, London,  International Psychological Press. Navarette, C. , Kirkpatrick, L., Kurzban, R. Fessler, D. 2004, Group Processes and   Intergroup Relations, vol. 7, no. 4, pp. 370-397. Schultz, D. Schultz, S. 2004, A History of Modern Psychology (8th ed.). Belmont,  CA, Thompson/Wadsworth. Wrogemann, G. 2003, ‘Intergroup Relations in Organisations’, 6th Annual Conference of   The Society for Industrial and Organisational Psychology, Available from:  http://www.siopsa.org.za, [3 January 2006].

Positive Effects of Television Upon Children Essay -- Positive Effects

Positive Effects of Television Upon Children   Ã‚  Ã‚  Ã‚  Ã‚  Without a doubt, television is the central and principal form of communication in many people’s lives. This form is most often exposed to a child who instantly becomes accustomed to its presence. Children are televisions largest audience, as Morris shows, â€Å"Children aged two to five look at the TV tube on an average of 28.4 hours a week; those between the ages of six and eleven average 23.6 hours a week†. Television has played an important role in many children’s lives and its viewing has been a favorite activity for many of them. The effects of television on children have been disputed. Some people have said that viewing time has a negative impact on children. Other people, however, feel that the early educational television productions for children help tehm learn.   Ã‚  Ã‚  Ã‚  Ã‚  These important questions on the topic of children’s television viewing in its early beginnings continue to be debated in society. The creation of children’s television shows in the 1940s and 1950s offered children pure entertainment and very little smart education. According to Palmer, â€Å"there were a few shows that did teach children values and morals, but the true educational television shows for children did not appear until the late 1960s(28). Not only educational shows, but public television shows, dialogue, help in increasing a child’s vocabulary and in improving he/she speaking skills. Therefore, parents should encourage their children to watch more public television today because public television helps children to read.   Ã‚  Ã‚  Ã‚  Ã‚  Television supports reading, which in turn to improves language ability. Good programming improves reading and can increase thinking. The Himmelweit confirms, â€Å"Television in the long run encourages children to read books; a conclusion that can be reinforced by evidence from libraries, book clubs, and publishing companies† (Postman 33). Dr. Hemmelweit stresses this point; â€Å"Book reading comes into its own, not despite television but because of it†(33). Television has as both an entertainer and an educator for children. Neil Postman supports television for its valuable contribution to language development in children, saying, â€Å"Long before they have learned to read, or for that matter, even begun to master their language, children may accumulate, through television, a fund of knowledge that was simply inaccessib... ...ducational television programs finally came about. These shows succeeded in intellectually educating children while also entertaining them. They have positive affects on children of all races and social status. Those who viewed it gained more knowledge over those who did not. They offered educational and beneficial programming that helps in improving a child’s vocabulary and by encouraging their reading. These programs also taught children moral values. Because public television teaches children the basic knowledge and the valuable facts of life, parents should encourage their children to watch more public television. Works Cited Lesser, Gerald S. Children and Television. New York: Random House, 1974. Lystad, Mary. â€Å"20 Years on Sesame Street.† Children Today. 1989: 20-22 Moody, Kate. Growing up on Television. New York: Times Books, 1980. Morris, Norman S. Televisions Child. Boston: Little Brown, 1971. Palmer, Edward L. Children in the Cradle of Television. United States of America: D.C. Health, 1987. Postman, Neil. Television and the Teaching of English. New York: Appleton-Centery-Crofts, 1961. Schneider, Cy. Children’s Television. Chicago: NTC Business Books, 1987.