Biography of King Louis XIV, France’s Sun King

Louis XIV, also known as the Sun King, was the longest-reigning monarch in European history, ruling France for 72 years and 110 days. He was responsible for moving the center of French government to the Palace of Versailles in 1682.   Fast Facts: Louis XIV Known For: King of France, 1643-1715Born: 5 September 1638Died: 1 September 1715Parents: Louis XVIII; Anne of AustriaSpouses: Maria Theresa of Spain (m. 1660; d. 1683); Francoise d’Aubigne, Marquise de Maintenon (m. 1683)Children: Louis, Dauphin of France Louis XIV assumed the throne at the age of five, and he was raised to believe in his divine right to rule. His experience with civil unrest during his childhood simultaneously fostered his desire for a strong France as well as his distaste for the French peasantry. He built a strong central government and expanded France’s borders, but his lavish lifestyle laid the foundation for the French Revolution.   Birth and Early Life Louis XIV’s birth was a surprise. His parents, Louis XIII of France and Anne of Austria, were married when they were both 14, and they strongly disliked each other. Their marriage had produced a series of miscarriages and stillbirths, for which Louis blamed Anne. At the age of 37, Anne gave birth to a son, christened Louis-Dieudonne or Louis, the Gift of God. Two years later, she had a second son, Louis’ brother, Philippe I, Duke of Orleans. Louis XIV, King of France (1638-1715) in his Coronation Robes. Found in the collection of Ambras Castle, Innsbruck. Artist : Egmont, Justus van. Heritage Images / Getty Images Louis was doted on by his mother, and the two built a strong bond. He was raised from birth to believe that he was a gift from God, and it was his divine right to rule France as an absolute monarch. Even in his early years, Louis was charismatic, and he had an aptitude for languages and the arts.   The Sun King Louis’ father died when he was only four, making him Louis XIV, king of France. His mother served as regent with the help of Cardinal Mazarin, but the years were marked by civil unrest. When Louis was 9 years old, members of the parliament in Paris rebelled against the crown, and the royal family was forced to flee to the Chà ¢teau de Saint-Germain-en-Laye. The rebellion and subsequent civil war, known as the Fronde, sparked Louis’ dislike for Paris and his fear of rebellions, impacting his future political decisions. In 1661, Cardinal Mazarin died, and Louis declared himself as the Absolute Monarch to the French parliament, breaking with past French kings.  In Louis’ view, treason wasn’t a crime under the law, but rather a sin against God. He adopted the Sun as the symbol of his monarchy, and he immediately began to centralize control of the government. He developed strict foreign policy while expanding the navy and army, and in 1667 he invaded Holland to claim what he believed to be his wife’s inheritance. Under pressure from the Dutch and the English, he was forced to retreat, though in 1672, he was able to ally with a new English king, Charles II, to conquer territory from the Dutch and expand the size of France. Louis XIV, King of France, by artist Charles le Brun, c1660-c1670. From the Musee du Louvre, Paris. Print Collector / Getty Images Louis appointed those loyal to the crown to government offices to carry out legal and financial matters in the different regions of France. In 1682, he formally moved the center of government from Paris to his palace in Versailles. A staunch Catholic, Louis revoked the Edict of Nantes in 1685, which had provided legal protection for French Protestants, causing a mass exodus of Protestants to the Netherlands and England. Marriage and Children Louis’ first significant relationship was with Marie Mancini, the niece of Cardinal Mazarin, but his first marriage was a political union with his first cousin, Maria Theresa of Spain. Though the pair produced six children together, only one survived to adulthood. The relationship was said to have been friendly but never passionate, and Louis took numerous mistresses. Louis’ second wife was Francoise d’Aubigne, a devout Catholic and once governess of Louis’ illegitimate children. Maria Theresa of Spain In 1660, Louis married Maria Theresa, the daughter of Philip IV of Spain. She was his first cousin on his mother’s side, a Spanish princess of the House of Habsburg. The marriage was a political arrangement intended to foster peace and unity between the neighboring countries.Of their six children, only one,  Louis le Grand Dauphin, also known as Monseigneur, survived to adulthood. Though Monseigneur was heir to the throne, Louis XIV outlived both his son and his grandson, passing the throne to his great-grandson at the time of his death. Francoise d’Aubigne, Marquise de Maintenon As the governess to Louis’ illegitimate children, d’Aubigne came into contact with Louis on numerous occasions. She was a widow, known for her piety. The pair was secretly married at Versailles in 1683, never announcing the marriage to the public, though it was a matter of common knowledge. Mistresses and Illegitimate Children Throughout his marriage to his first wife, Maria Theresa, Louis took both official and unofficial mistresses, producing more than a dozen children. He was more faithful to his second wife, Francoise d’Aubigne, likely due to her piety, though the two never had children. The Palace of Versailles As a result of the rebellions he saw in his youth and the subsequent civil war, Louis developed a strong dislike for Paris, and he spent long stretches of time at his father’s hunting lodge in Versailles. During his lifetime, Versailles became Louis’ refuge. A view of the equestrian statue of King Louis XIV in front of the chateau de Versailles on October 30, 2015 in Versailles, France.   Chesnot / Getty Images In 1661, after the death of Cardinal Mazarin, Louis began a massive construction project on Versailles, transforming the lodge into a palace suitable to host the Parisian court. He included the symbol of his monarchy, the sun with his face stamped into its center, as a design element in almost every part of the palace. Louis formally relocated the French seat of government from Paris to Versailles in 1682, though construction continued on the palace until 1689. By isolating political leaders in rural Versailles, Louis strengthened his control over France. Decline and Death Toward the end of his life, Louis faced a series of personal and political disappointments in addition to failing health. The House of Stuart fell in England, and the Protestant William of Orange took the throne, eliminating any chance of continued political association between the countries. Louis XIV also lost a series of battles during the War of Spanish Succession, though he did manage to maintain the territory he had gained in previous decades. Medical journals from the 18th century indicate that Louis faced a myriad of health complications towards the end of his life, including dental abscesses, boils, and gout, and he likely suffered from diabetes. In 1711, Louis XIV’s son, le Grand Dauphin, died, followed by his grandson, le Petit Dauphin in 1712. Louis XIV died on September 1, 1715, from gangrene, passing the crown to his five-year-old great-grandson, Louis XV. Legacy During his lifetime, Louis XIV built an empire, reconstructing the government of France and transforming the country into the dominant European power. He is the most significant example of an absolute monarch during the 17th and 18th centuries, and he built the Palace of Versailles, one of the most famous contemporary historical landmarks in the world. However strong Louis XIV made France to foreign adversaries, he created a stark divide between the nobility and the working classes, isolating the political elite in Versailles and separating the nobility from the common people in Paris. While Louis created a France that was stronger than it had ever been, he unknowingly laid the foundation for the revolution that was to come, a revolution that would see the permanent end to the French monarchy. Sources Berger, Robert W.  Versailles: The Chà ¢teau of Louis XIV. The Pennsylvania State University Press, 1985.Bernier, Olivier. Louis XIV. New World City, Inc., 2018.Cronin, Vincent.  Louis XIV. The Harvill Press, 1990.Horne, Alistair. Seven Ages of Paris: Portrait of a City. Macmillian, 2002. Mitford, Nancy.  The Sun King: Louis XIV at Versailles. New York Review Books, 2012.

Narrative of the Life of Frederick Douglass - 565 Words

Picture this going through life without the ability to read or write. Without these abilities, it is impossible for a person to be a functioning member of society. In addition, imagine that someone is purposely limiting your knowledge to keep a leash on your independence. Not only is an American slave raised without skills in literacy, he cannot be taught to read unless someone breaks the law. In Narrative of the Life of Frederick Douglass, the reader is given a detailed explanation of why slave masters keep their slaves ignorant and the effects such a strategy has on the slaves’ lives. In his autobiography, Douglass describes how the knowledge he obtains has substantial positive and negative effects on his psyche. He is given renewed passion and hope for freedom while struggling with the burden of enlightenment of his situation. Ultimately, however, education shapes his fate, and he achieves freedom and prominence as an advocate for abolition. Even though the words of his master degrade Douglass, they also inspire him to pursue reading and freedom more passionately. When Douglass sees how intimidated his master, Hugh Auld, is at the idea of his wife, Sophia Auld, teaching young Frederick to read, he realizes that knowledge is truly power. He feels the constraint his master imposed on him his entire life, and he begins to understand how to free himself. Douglass writes that, â€Å"From that moment I understood the pathway from slavery to freedom†¦I was gladdened by the invaluableShow MoreRelatedNarrative Of The Life Of Frederick Douglass987 Words   |  4 PagesLife of Frederick In the â€Å"narrative of the life of Frederick Douglass an American slave written by himself† Frederick reveled to audience the time he was living as a slave and the moments of brutal treats for example psychological, emotional and physical abuses. He was suffering terrible moments during his 20 years as a slave in the twentieth century. In addition, he describes in his own words the strategies he used to escape from the slave holders and to be free. This story the â€Å"Narrative of theRead MoreNarrative Of The Life Of Frederick Douglass1730 Words   |  7 PagesOne of the most well-known slavery narratives was lived and written by Frederick Douglass, Narrative of the Life of Frederick Douglass. Frederick Douglass was a civil rights activist who was born into slavery on a plantation in eastern Maryland in February 1818. His exact birth date is unknown, he states in his narrative, â€Å"I have no accurate knowledge of my age, never having seen any authentic record containing it.†2 His birth name was Frederick Augustus Washington Bailey, which was given by hisRead MoreNarrative Of The Life Of Frederick Douglass Essay1102 Words   |  5 PagesDate Narrative Of The Life Of Frederick Douglass Writing in the favor of black people has always remained controversial from the very beginning. Critics regard such writing as â€Å"a highly conventionalized genre† indicating that â€Å"its status as literature was long disputed but the literary merits of its most famous example such as Frederick Douglass s Narrative of the Life of Frederick Douglass†¦are widely recognized today.† (Ryan:537) Despite of such severe resistance, writers like Douglass have pennedRead MoreThe Narrative Of The Life Of Frederick Douglass1566 Words   |  7 PagesThe â€Å"Narratives of the Life of Frederick Douglass† is the story of Frederick Douglass’ life from the time he was born into slavery, to the time he escaped to freedom in the north. When Douglass wrote this book, slavery was still legal in a large portion of the United States. After Douglass’ escape to freedom and his continuation of his education, he became an abolitionist through his works of literatu re and speeches. In â€Å"The Blessings of Slavery†, by George Fitzhugh he states that southern slavesRead MoreNarrative Of The Life Of Frederick Douglass1257 Words   |  6 PagesBook Review By Mary Elizabeth Ralls Narrative of the life of Frederick Douglass: An autobiography written by Frederick Douglass Millennium publication, 1945edition 75 pages Frederick Douglass whose real name was Frederick Augustus Washington Bailey approximately birthdate is in1818, the month or day is not known, he died in 1895. He is one of the most famous advocates and the greatest leaders of anti-slavery in the past 200 or so years.Read MoreNarrative Of The Life Of Frederick Douglass Essay1498 Words   |  6 Pagessoutherners believed that one of the most essential means of life was slavery. In the novel, Narrative of The Life of Frederick Douglass, Douglass challenges and debunks the idea of slavery being a necessary part of the white lifestyle; many pro-slavery arguments consisted of religion justifying slavery, slaves being â€Å"easily manipulated†/ignorant, and slavery keeping the southern economy from disappearing (The Proslavery Argument). Frederick uses personal experiences and other tactics to expose theRead MoreThe Narrative Of The Life Of Frederick Douglass1363 Words   |  6 Pages In The Narrative of the Life of Frederic k Douglass, Frederick Douglass portrays the importance of education because of its influence in leveling the playing field between the races in the 1800s. Education and knowledge are themes that are heavily dwelled upon throughout the novel, inspiring the reader to see the full power of such important ideals and to take the full advantage of both at all times. Douglass gives the reader a new appreciation for education as he delivers his message regardingRead MoreThe Narrative of the Life of Frederick Douglass1527 Words   |  7 Pagesconsidered â€Å"property† of their slaveholders and had no control over their own life. They were victims of psychological and physical brutal treatment. This story represents confinement, slavery and the lack of power African people had in such a racist society back in those days. African talents were absolutely wasted and they were considered inferior to white individuals. The â€Å"Narrative of the Life of Frederick Douglass† sim ply addresses that white society was causing negative effects to itself andRead MoreNarrative Life Of Frederick Douglass1549 Words   |  7 PagesThe Narrative Life of Frederick Douglass’ is an autobiography of Frederick Douglass, the slave who escaped and became one of renowned social reformers of his time. The book is a collection of actual experiences of the author during his time in slavery and experiences of fellow slaves. He describes brilliantly the oppressive conditions into which he was born, lived, as well as his struggles and triumphs. The author meant to make the reader comprehend life of the African Americans in slavery beforeRead MoreNarrative Of The Life Of Frederick Douglass1255 Words   |  6 PagesFrederick Douglass, throughout Narrative of the Life of Frederick Douglass, uses religion to get many of his points across. In one way, religion plays a huge role in Douglass’ ability to become literate throughout the text. With the Bible and other Christi an texts, Douglass is able to further his ability and the ability of others to read. This becomes important because as Douglass points out the slaveholders believe a literate slave is not a good slave. This union of literacy and religion show the

Surgical Care Practitioner Dissertation Guide Free Essays

The following article is a guide on how to approach a dissertation about surgical care practitioners. This would be helpful for students looking to gain a perspective in the subject. Background Since its introduction there has been much hostility towards the new professional role of the surgical care practitioner (SCP) within the surgical community. We will write a custom essay sample on Surgical Care Practitioner Dissertation Guide or any similar topic only for you Order Now However as the outlook of the NHS is rapidly being modified and European influence in the form of the European Workforce Team are being directed and beginning to have effect in the UK, it is evidently proving to have a huge impact on the UK workforce [1]. The introduction of the SCP role was created to alleviate the problems of unsustainable turnover and training of doctors. The role o SCPS both complements the government’s commitment to enhancing career opportunities within the field of healthcare and also develops a flexible training framework that is built on the competence of individuals’ rather than fixed traditional roles such those of doctors and nurses [1]. The SCP role is considered to be a nationally transferable role (NTR), a number of new roles, which emerged to reduce the waiting times across the UK. Consequently four groupings were created consisting of 30 new roles; amongst them the SCP is part of the â€Å"Advanced practitioner† group [2][3]. Guy’s and St Thomas’ NHS Foundation Trust reveal the cost savings of some advanced practitioner roles which have for â€Å"each half-day session stated as saving ?10k per year in consultant time†. Additionally, the time saved by the consultant can be diverted to increased surgery time [3]. References [1] Kneebone. R New professional roles in surgery. Would be effective in selected surgical settings and can offer benefits. BMJ 2005; 330:803–4 [2] Skills for health. Impact of Nationally Transferable Roles on Productivity – Building an Evidence Base, March 2010 [3] http://www.skillsforhealth.org.uk/rethinking-roles-and-services/national-transferable-roles/advanced-practitioner.aspx General Structure When was the SCP role introduced within the UK and why What can the SCP do in the operating theater (OT) What evidence is there of time/cost efficiency thus far(E.g. cost of training, patient care, effects on surgeons etc) Has the introduction of the SCP role reflected a great deal of improvement within the OT and if so – evidence to back this up. What is the future for this new and emerging role within the NHS across the UKHave attitudes changedWhat are the effects on other professionals, which traditionally take up this role How to cite Surgical Care Practitioner Dissertation Guide, Essays

Environment Prep free essay sample

Explain how the environment is prepared, maintained and cleaned to ensure it is ready for the healthcare activity All areas that are being used for healthcare activities should be cleaned with either disinfectant wipes each morning and in between patients/procedures. Equipment should be all new out of the packets and clean. For things more major such as vasectomy’s, minor surgery or family planning clinics, areas should be cleaned everywhere with a disinfectant fluid and also with wipes, gloves should always be worn as well as other PPE such as aprons and hats. All equipment should be new from the packet and only touched by the person who is using them when they have washed their hands and got sterile gloves on. All equipment is normally opened in a none-touch procedure to prevent any cross infection. Any equipment such as sterile covers, gloves, blades and needles should all be immediately replaced if they come into contact with anything that isn’t sterile. We will write a custom essay sample on Environment Prep or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The environment is always kept clean by the same cleaning routine being done between each patient and procedure, mainly clinical disinfectant wipes are used and hands always need to be re-washed and equipment changed for each procedure. Also the prevention of injury risk is very important, sharps bins are always in each environment and need to be used properly to prevent any injuries. 1. Describe the roles and responsibilities of team members in the preparation and management of the environment and resources All staff are required to work safely which can help everyone identify any risks to prevent themselves or others being harmed, such as broken equipment. Also staff should always wear the PPE that is required, and understand the health and safety rules as well as the infection control procedures so that the prevention of risk is easier and everybody is aware. 2. Explain how to investigate, make the necessary adjustments to and report problems with the environment Each employer should have a policy or procedure on how to report any problems, all staff should be aware of this. All healthcare workers are required to report anything that effects the environment. For example speaking to a senior staff member or manager straight away, explaining the problem so it can be dealt with properly. Reportable incidents: deaths, major injuries, some work-related diseases; dangerous occurrences – where something happens that does not result in an injury, but could have done; registered gas fitters must also report dangerous gas fittings they find, and gas conveyors/suppliers must report some flammable gas incidents. RIDDOR applies to all work activities but not all incidents are reportable 3. Describe the impact of environmental changes on resources including their storage and use Most consumables used in healthcare have a use by date and will need to be replaced, at haxby we check stock weekly to make sure it is all in date. some pieces of equipment/drugs can be ruined by temperature or sunlight. 3. 1 Describe the importance of ensuring that environments are ready for their next use To make sure the area is sterile and ready for use and also that all needed equipment is available and also sterile. Preparing this makes it easier to prevent any cross infection. E. g procedures at haxby- we prepare couch and equipment while the patient is waiting so it is all ready and prepared for their procedure when they are called in, doing this helps as we have more time to make sure everything is cleaned. Also considering safety of yourself and the patient is important as well as removing hazards. 3. 2 Outline the factors that influence the readiness of environments for use in health care activities Lighting, cleanliness, enough staff, correct equipment ready, emergency equipment e. g.

Japan-the Strange Country free essay sample

More than 220,000 (two hundred and twenty thousand) people lost their lives and as a result, Japan abandoned its war time constitution. In these ways Japan is a country with its own original culture and history, but nowadays there are also many strange things about modern day Japan. Lets take a look at these strange things in eight different categories. 1. Character. Japanese people tend to be short, have black hair, small mouth and small eyes. This is a typical Japanese salaryman and over here is a Japanese schoolgirl. These days Japanese girls have a variety of ways to make their eyes appear bigger. Theres even a function to make your eyes so big when you have a photo taken. Japanese technology sure is amazing. Another obsession Japanese girls have is with brands. Not more than anything else, theyre obsessed with diets. Japanese women walk about town, carrying their high-quality brand bags. We will write a custom essay sample on Japan-the Strange Country or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (Above ) for them, its the ultimate status symbol. Japanese people also have the worst eyesight of anyone in the world with 40% (forty percent) of people using glasses or contact lenses. Japanese people are, generally, pretty shy. You could say that they find it particularly difficult to express how they really feel. Thanks to this, Japanese company meetings tend to drag on, and even after work is over, a Japanese person cant refuse an invitation for drinks. They also need to be careful of (whats the ) relationships between their boss and co-workers. Dont forget to bow on your way home, again, and again, and again. So, when do I get my vacation? 2. Tokyo Tokyo, Japans capital city, makes up an extremely small area, but its the heart of Japanese politics, economy, distribution and fashion. A true megalopolis. Tokyo is the Mekka, the place everyone wants to live. And so in recent years, its become overpopulated to the extreme. An example, compare to an American, who can claim a living space of 180 (one hundred and eighty) square kilometers to himself, there are 11 (eleven) Japanese people cramming to the same space, but in Tokyo alone, there are 192 (one hundred and ninty-two) people squished into the same extremely crammed living conditions. At the famous SHIBUYA scramble crossing, about every green light (drain peak hours, around 3,000 (three thousand) people will cross at the same time. At a Tokyos McDonalds, its perfectly normal to have just 50 centimeters of bench space per customer. (Aint that ) like being a chicken in the coop, isnt it? 3. Food From traditional Japanese style food, to Chinese, Italian, French and American style junk food, Japan is a nation of food lovers. However, the amount of food actually produced in Japan is only around 40%. Its incredible to think that a nation so obsessed with food lets 23,200,000 (twenty-three point two million) tons of it go to waste every single year. Thats actually more than four times the 5,900,000 (five point nine million) tons of food that gets sent yearly by eight programs to assist starving nations. Right now, there are 1,000,000,000 (one billion) people in the world suffering from starvation. Thats equal to one in every seven people. And someone in the world dies from starvation every four seconds. Of those who die, more than half are children under five. But despite that, Japanese people will eat as much as they like and simply throw away the rest. So, Japanese cuisine, really is a big deal. 4. Technology Japan is a techonologically advanced nation with bullet trains that reach a speed of 300 (three hundred) kilometers an hour. And mobile friends that can act as a credit card and television all-in-one. Robots that walk like humans? Now truly. There are even restaurants that employ robots to make your RAMEN for you. The toilets in Japan now (lift technological marvels? ). The seat warms your bottom. The lid automatically opens and shuts. And if you like, your toilet will even wash your and hhh. But for some reasons, old-style Japanese squat toilets still remain popular. Cant imagine why. 5. Water In Japan, if you turn on the tap, the water that comes out of it is perfectly safe to drink as is. Being an island country, Japan has water in abundance, but despite this, Japan imports huge amounts of mineral water from Europe, like about 580,000 (five hundred and eighty thousand) kilo liters every year. That amount equates to more than 1,160,000,000 (one point one six billion) 500 (five hundred) milliliter PET bottles. By the way, more than 1,100,000,000 (one point one billion) people in the world, or about eight times the population of Japan, dont have access to clean drinking water. A large portion of those who have to drink dirty water suffer from diarrhea and other diseases. 6. Sushi When you think Japan, you think SUSHI. Theres a traditional style counter SUSHI restaurants, but now SUSHI train restaurants are also popular. You can choose from shrimp, salmon roe, egg and any number or types of SUSHI. Recently, you can even order pudding or Korean BBQs. We dont really know why. By the way, the king of SUSHI in Japan is TUNA. That almost 2 million tons of it fished worldwide every year, Japanese people eat 710,000 (seven hundred and ten thousand) tons. Thats a third of the worlds total. Or Japan consumes 80% of the worlds supply of bluefin tuna. In the past thirty years, the total population of tuna has decreased by a third. Because of that, the bluefin tuna could soon be designated a threatened species, just like the giant panda, blue whale, tiger and African elephant. Now, for the amount of disposable wooden chopsticks that you use to eat that SUSHI with, Japanese people use 23,000,000,000 (twenty-three billion) pairs of chopsticks per year and every person will throw a two-hundred pairs each. And these days, 90% of those chopsticks are sourced from China. Did you have any idea that Japan was using Chinese natural forest resources to make its disposable wooden chopsticks? 7. Love Have you seen those amazing buildings that look like fairytale castles? Well, youre in Japan. Of course, they are love hotels. Therere around 30,000 (thirty thousand) love hotels in Japan and in a single day, 1,850,000 (one point eight five million) couples will visit one. Thats quite a lot, but consider this, while every Japanese couple has sex of a grand total of 48 times a year. Incredible! Oh, for the record, this is an actual Japanese castle. Please, dont mistake it for a love hotel and try to have sex in it. 8. Suicide For a country with such a strong economy and the luxury of throwing away unwanted food, youd think Japan would be a happier country, but it also boasts one of the highest rates of suicide in any developed nation. Even Mount FUJI, a revered symbol of Japan, is a notorious suicide spot for the around 100 dead bodies discovered in the surrounding woodiness every year. Its so not important, but every year, around 35,000 (thirty-five thousand) people in total kill themselves in Japan. Thats 90 people every day. Every 16 minutes in Japan, one person takes their own life. I guess a healthy economy does not necessarily make a happy country, does it? So, this is Japan. When you look at it from a global perspective, do you see what I mean when I say Japan is a strange country? Does Japan seem a bit different from what you first imagined? After all, Japan projects an image of wealth and prosperity. Theres probably a lot you cant see behind that image. But take a step back and you can see the bigger, strangier picture. And who created this strange country? You did.

Change Management Essays

Change Management Essays Change Management Paper Change Management Paper Unit: 9740 Change Management Table of contents Introduction p3 1. 0 Description of 2 schools of thought 1. Theories of planned change p3 2. Lewin’s change model p3 3. The positive model p4 2. 0 Comparison of each school p5 3. 0 Drive or impede planned change and reactive change p6 Conclusion p7 Reference List p8 Introduction In this report, there are two models; Lewin’s Change model and the positive model. The case for these models is SAMSUNG Company. Firstly, this essay starts with description of two schools of thought and each step of two models. Secondly, there will be comparison between Lewin’s Change model and the positive model adapt with the case. Finally, drive or impede planned change and reactive change are demonstrated. 0. Description of 2 schools of thought 1. Theories of planned change Conceptions of planned change have tended to focus on how change can be implemented in organizations. Called â€Å"theories of changing. † These frameworks describe the activities that must take place to initiate and carry out successful organizational change. In this section, we describe and compare two theories of changing: Lewin’s change model, the action research model, an the positive model. These frameworks have received widespread attention in OD and serve as the primary basis for a general model of planned change. (Cummings, 2005) 2. Lewin’s change model One of the earliest models of planned change was provided by Kurt Lewin. The level of performance of a work group might be stable because group norms maintaining that level are equivalent to the supervisor’s pressures for change to higher levels. This level can be increased either by changing the group norms to support higher levels of performance or by increasing supervisor pressures to produce at higher levels. Lewin suggested that decreasing those forces maintaining the status quo produces less tension and resistance than increasing forces for change and consequently is a more effective change strategy. Cummings, 2005), (Palyong. S, 2011) Unfreezing: This step usually involves reducing those forces maintain the organization’s behaviour at its present level. Unfreezing is sometimes accomplished through a process of â€Å"psychological disconfirmation. † By introducing information that shows discrepancies between behaviours desired by organization members and t hose behaviours currently exhibited, members can be motivated to engage in change activities. (Cummings, 2005), (Palyong. S, 2011) Moving (Transition): This step shifts the behaviour of the organization, department, or individual to a new level. It involves intervening in the system to develop new behaviours, values, and attitudes through changes in organizational structures and processes. (Cummings, 2005), (Palyong. S, 2011) Refreezing: This step stabilizes the organization at a new state of equilibrium. It is frequently accomplished through the use of supporting mechanisms that reinforce the new organizational state, such as organizational culture, rewards, and structures. (Cummings, 2005), (Palyong. S, 2011) 3. The positive model The positive model represents an important departure from Lewin’s model. This model focuses on what the organization is doing right. It helps members understand their organization when it is working at its best and builds off those capabilities to achieve even better results. Thus, positive expectations about the organization can create an anticipation that energizes and directs behaviour toward making those beliefs happen. (Cummings, 2005)  ¦ Initiate the Inquiry: This first phase determines the subject of change. It emphasizes member involvement to identify the organizational issue they have the most energy to address. If the focus of inquiry is real and vital to organization members, the change process itself will take on these positive attributes. Cummings, 2005)  ¦ Inquire into Best Practices: This phase involves gathering information about the â€Å"best of what is† in the organization. If the topic is organizational innovation, then members help to develop and interview protocol that collects stories of new ideas that were develop an interview protocol that collects stories of new ideas that were developed and implemented in the organization. (Cummings, 2005)  ¦ Discover the Themes: In this phase, members examine the stories, both large and small, to identify a set of themes representing the common dimensions of people’s experiences. The themes represent the basis for moving from â€Å"What is† to â€Å"What could be† (Cummings, 2005)  ¦ Envision a Preferred Future: Members then examine the identified themes, challenge the status quo, and describe a compelling future. Based on the organization’s successful past, Members collectively visualize the organization’s future and develop â€Å"possibility propositions’-statements that bridge the organization’s current best practices with ideal possibilities for future organizing. (Cummings, 2005) Design and Deliver Ways to Create the Future: The final phase involves the design and delivery of ways to create the future. It describes the activities and creates the plans necessary to bring about the vision. It proceeds to action and assessment phases similar to those of action research described previously. Members make changes, assess the results, make necessary adjustments, and so on as they move the organization toward the vis ion and sustain â€Å"What will be. † The process is continued by renewing the conversations about the best of what is. Cummings, 2005) 2. 0 Comparison of each school |Area of change |Lewin’s change model |The positive model | |Technological change |SAMSUNG CEO figured out that the |SAMSUNG Company organizes the | | |company needs new product to compete|meeting for staff to discuss about | | |with I-phone 4 from APPLE Company.. necessity of developing new software| | |SAMSUNG Company forces to develop |for new product. It is a step of | | |new software to staff for Galaxy S |Inquire into Best Practices. | | |4G which takes aim to I-Phone 4. It | | | |is a step of unfreeze. | |Structural change |New members, new team and post for |SAMSUNG Company CEO organizes the | | |developing new software must be |meeting to choose the staffs for | | |created in SAMSUNG Company. It helps|creating new team and post for | | |member to facilitate to develop new |developing Galaxy S 4G. It is a step| | |software. It is a step of |of Initiate the Inquiry. | | |transition. | | |People change | | | | |SAUMSUNG Company staffs have to |SAMSUNG Company staffs understand | | |figure out new ideas to develop new |necessity of developing new software| |Self |software. |for Galaxy S 4G. | | | | | | | | | | | | | | | | | | | | |Team | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Organisation | | | | | | | | | |SAMSUNG Company staff members can | | |New teams have to gather their ideas|gather information about development| | |together and figure out which idea |of Galaxy S 4G in the organization. | | |is the best for new software. |It is a step of Discover the Themes. | |SAMSUNG Company changes their output|When SAMSUNG Company CEO consider | | |schedule, because of production of |about change of output schedule, | | |Galaxy 4G. Then, there would be |the staff members will be provided | | |change in the organisation of the |meeting again and discuss about | | |company. |which way is the best. It means, | | | |staff members will figure out the | | | |way of change themselves. | (SAMSUNG, n. d) 3. 0 Drive or impede planned change and reactive change Schools of thought |Planned change |Reactive change | | |Drive |Impede |Drive |Impede | | |Transition (Moving) |There is no time to |Unfreezing stage helps |Refreezing stage | | |stage encourage member|adopt new change for |to reduce time. So, it |ensures that there is| | |to follow the change. |staff members in |is helpful when the |no way back to | | |Using facilitation |unfreezing stage. |company needs change |previous ways of | | |helps members too. |Staff members cannot |suddenly. Transition |working. It will not | |Lewin’s change model |Refreeze stage also |be given any option, |(Moving) stage helps |flexible device if | | |helps staffs to be |but to obey. Staffs |members to follow |the change goes | | |satisfied about their |may be unable to bear|change. When pressure of|different way from | | |change. |a burden. |company become hardly, |expected way. | | | | |staff members need to | | | | | |facilitation to helps | | | | | |member. | | |Initiate the Inquiry, |In the Discover the |Inquire into Best |Totally, this model | | |Inquire into Best |Themes phase, members|Practices stages can |takes too long time | | |Practices and Envision|examine the stories |gather information. |to make staff act. | | |a Preferred Future |to identify a set of |Then, members help to |There are too many | | |helps staff members |themes representing |develop an interview |discuss among the | | |understand and adapt |the common dimensions|each other and tell |staffs. Also, it is | | |into the chan ge. They |of people’s |stories of innovation in|not easy to gather | | |can be given choice, |experiences. It is |which they have |all of staff’s | | |communicate each of |not so important |personally been |opinion. So, it is | | |members and shown good|stage, because it is |involved. In this stage,|not suitable for | | |team work. Also, they |similar stage with |staff members can create|sudden or immediate | | |can act after |second; Inquire into |huge idea from each |change. Initiate the | | |understanding and |Best Practices. The |small idea. In Design |Inquiry, Discover the| | |deciding their way to |final step; Design |and Deliver Ways to |Themes and Envision a| |The positive model |act. Moreover, staff |and Deliver Ways to |Create the Future stage,|Preferred Future | | |members are able to |Create the Future |members make changes, |stage could be left | | |create unique idea |also describes the |assess the result, make |out. | | |together. |activities and |necessary adjustments, | | | | |creates the plans |and so on as they move | | | | |necessary to bring |the organization toward | | | | |about the vision ,but|the vision. It helps | | | | |it s not big |members to continue | | | | |different from fourth|conversation about the | | | | |stage; Envision a |best of what is. | | | | |Preferred Future. So,| | | | | |it could be left out | | | | | |to reduce time to | | | | | |practice. | | | (Cummings,2005),( Palyong. S,2011) Conclusion There were two different styles of schools of thought in this essay. As shown in this essay, Lewin’s model differ from the positive model in terms of the level of involvement of the participants and the focus of the change. Lewin’s model focuses on the general process of planned change. SAMSUNG Company externally seems to follow the Lewin’s model as a change model, but it was also able to figure out the strategy in the positive model. In conclusion, SAMSUNG Company flexibly follows two models. Reference List 1. Cummings, T. G Worley, C. G. (2005). Organization Development and Change, 8th ed. Ohio: South-Western p9 2. Cummings, T. G Worley, C. G. (2005). Organization Development and Change, 8th ed. Ohio: South-Western p12 3. Palyong, S. (2011. October 12). Original solving the problem practice of alternative and change management. Retrieved November 4, 2011, from http://blog. daum. net/songpy80/6045890 4. SAMSUNG . (n. d). New business of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/philosophy/new. do 5. SAMSUNG . (n. d). Philosophy of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/philosophy/principle. do 6. SAMSUNG. (n. d). The history of SAMSUNG Company. Retrieved November 4, 2011, from samsung. co. kr/samsung/history. do

Law Term Paper Example | Topics and Well Written Essays - 1250 words

Law - Term Paper Example Consequently, copyright law functions more as a tool to defend creators and not as a system promoting innovation and creativity. Indirect infringement in the US comes under vicarious liability (Shapiro, Bernstein v. HL Green 326 F.2d 304 (2nd Cir. 1963)) and/or contributory liability (Sony Corp. v. Universal City Studios, 464 U.S. 417 (1984)). Where as, in Canada indirect infringement is known as secondary infringement. At the same time with regard to "fair use" doctrine this doctrine can be used in the US in a very broad sense than in Canada. This means that the provisions of fair use are more liberally interpreted in the US than they are in Canada. This is the background of the discussion for this paper. The most important factor of copyright law is linked to the public interest. Copyright law actually protects and for ever tries to equalize the requirement for motivators for creativeness and the requirement to allow society to approach works created (B Kaplan, 1967; P Goldstein, 1970; R C Denicola, 1979; M J Radin, 1982; D Baird, 1983 and I E Novos and M Waldman, 1984). Widening the security rendered by copyright furnishes better incentives for generators, but constricts the public area, that is, the general cultural resources to which the public has contact. Bringing in the right balance linking adequate incentives for originality and limiting the public domain has at all times been, and yet is, one of the major tests of copyright law. The Canadian and US laws look very different on their face as one anticipates different consequences in both the countries with regard to infringement of copyright laws. This is true only to a certain extent. Therefore, when a report is published by the Canadian government or a group which is the agent of the crown can claim copyright of the report in Canada (Dableh v. Ontario Hydro, 1993)i. Whereas the same report, if published by any arm of the US federal government, cannot claim

Analyze how instructors use strategies to ensure students' Term Paper

Analyze how instructors use strategies to ensure students' understanding in the reading and writing components of the reading lessons, including both mainstream and language minority students - Term Paper Example The assessment for this lesson will be a quiz with 20 items. The quiz will be consisted of 5 examples each punctuation (commas, quotation marks, colon and apostrophes). The students will be evaluated by asking them to make or provide their own examples of sentences using the punctuations. They will not only be evaluated about the lesson but also their ability to compose sentences. Using the spelling booklet, the students will have a quiz. There will be 22 words to spell from easy to difficult high frequency words. The students will also be asked to write 2 examples each for each pattern for a total of 18 words. The quiz will have a total of 40 items. There will be two assessments for this lesson. One is a conducted spelling contest and the second is a spelling quiz. The spelling contest will be conducted to 3 groups among the students. Using the dictionary, the students will answer and spell the words asked by the instructor. This is a fun way to test their ability to use the dictionary to spell correctly. There will be three categories: easy, medium and difficult. The easy category will have 10 easy questions. Medium category will have 5 questions and difficult category will have 5 questions. Using the spelling booklet, there will be a spelling quiz for 20 items. Without using a dictionary or thesaurus, students will have to answer individually using their spelling booklets the 20 words to spell. This will assess the students about the lesson. The lesson focuses on identifying the parts of the sentence and constructing correct simple and compound sentence. The assessment of this lesson is to create a minimum of 500 word essay on the topic of their choice. The students should be able to apply the lessons from day 1 to 5 to a bigger perspective. Thus, the students should be able to create an essay by using correct punctuations, spelling, and applying correct subject/verb agreement on simple and compound

Business Policy Assignment Example | Topics and Well Written Essays - 2000 words

Business Policy - Assignment Example KG). Swan Malaysia Sdn Bhd is one of the three production facilities of the Schwan-STABILO Group "that guarantee the best materials and resources, workmanship and experienced staff" (Swan Malaysia Sdn Bhd). It is the goal of this paper to analyze the particular external environment of STABILO Malaysia or the Swan Malaysia Sdn Bhd subsidiary as an aid to better business policy. Effective management and evaluation tools such as the PEST Analysis, The Porter's Five Forces Analysis, the Competitor Analysis and the Market Trend Analysis will all be done in this particular case. The external environment may seem out of company's control as the political, economic, social and technological climate are determined by outside factors, but the responsibility to forecast, adjust and reconcile the company's direction to them is within the company's scope and capability. Political. Malaysia espouses the Parliamentary democracy, with a constitutional monarch, the King of Malaysia as the head of state and the government administration divided among the Executive, Judicial and Legislative branches (Malaysian Administrative Modernisation and Management Planning Unit, 2010). The countr The country's judiciary in Malaysia is said to be not independent as there seems to be "excessive influence of the executive over the judiciary, especially in politically motivated cases" thus foreigners cannot be guaranteed an impartial trial from the country's judiciary (Alibaba.com, 2008). As to tax rates, the coutnry requires to Value Added Tax (VAT), but there is a sales tax which is normally at 5%, except for cigarette which is taxed 25% and wine and beer which is taxed at 20% (Alibaba.com, 2008). For corporation, capital gains tax range from 0% to 28% (Alibaba.com, 2008). Economic. Malaysia is one of the growing economies in Asia. Although it posted a -2.8% growth rate in 2010 its inflation rate was moderate at 0.4% in the same year (IndexMundi, 2010). Malaysia Ringgit is a relatively strong currency, which is currently exhcanged for 3.26 to 1.00 USD compared to Philippines' 45.9 to 1.00 USD (http://www.xe.com, 2010). Malaysia's competitive ranking surged to 10th compared to 18th a year ago "as the country benefited from strong demand from Asia as well as implementation of efficient policies, especially government policies" (Sidhu, 2010). Investment banker attributes the leap from the government's strong commitment to "reshapre the country's competitive landscape" (Sidhu, 2010). The ranking which was based from four main criteria including economic performance, governmen efficiency, business, efficiency and infrastructure is expected to boost the country's private investment (Sidhu, 2010). Social. The country currently houses 28.96 million individuals, with a projected average growth rate of 1.6% per year, a figure which is lower than the previous years and is primarily attributed Malaysians' decision to delay marriage and pursue higher education and career advancement (Malaxi.com, 2010 cited in Department of statistic and economic planning unit). 63.6% of the population is from 15-64 years old, 31.7% aged

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay The study is descriptive nature. Research philosophy is an over-arching term relating to the development of knowledge and the nature of that knowledge Saunders et al, (2009). Since, the research is guided primarily by the scientific criteria of the measuring instruments of quantification, systematic collection of evidence, reliability and transparency, researcher adopted positivism. 3.2. Research strategy 3.2.1. Inductive and qualitative approach Vs Deductive and Quantitative study Research on special education was vast and thus in order to further strengthen the findings researcher adopted quantitative deductive approach where theories are tested through empirically. Data was collected through pre-determined instrument to obtain numerical data which can be analyzed statistically. 3.3. Study setting and Sampling method The research project took place at the randomly selected schools in the United States. The teachers in these schools were interviewed on their perceptions and attitude towards special education program. About 200 teachers who are trained under special education (previous experience with certificate in special education) and not trained will be selected using systematic sampling method. The study adopts a pure descriptive approach. Data on the demographic information of the study sample were done based on the following criteria: whether the instructors included in the study was married or single, whether they were professionally trained for special education or not, the experience of the instructor greater than or less than 10 years. Predictor Variables It is vital that the participants fill in a detailed biographical questionnaire that gives information on the gender, marital status, experience as these demographics are predictor variables on the attitude towards inclusion. 3.4. Pilot study In order ensure for the content, readability and ambiguity the pilot study will be conducted prior to the main study. Pilot interviews were carried out among a small group of teachers, to generate items for the scale in assessing the attitudes of teachers towards the inclusion of special needs children in general education classrooms. The final scale consisted of 20 items which were accompanied by five-point Likert-type self-report rating scales ranging from positive attitude to negative attitude (1 to 5). Procedure of Data Administration The researcher administered the instrument in each of the selected schools after obtaining their mission to do so from the school authorities. In each of the schools, respondents were gathered in a class and were administered the questionnaire. The instructions were read to the respondents as regard the filling of the questionnaire. The items in the questionnaire were properly filled and returned after the exercise. To ensure there was no case of any loss of items as return rate was assessed. Snow (1974) recommended eight conditions to make designs more representative: 1. Actual educational setting: This survey was distributed in the actual educational setting of the teacher participants. 2. Variation of the educational setting: The four schools were chosen primarily because they were geographically and socio-economically varied. One upper middle-class and one lower middle-class school was examined in each county. 3. Observation of the participants: The researcher observed (a) all teacher participants during the pilot portion of the survey development and (b) the teacher participants surveyed during the study. 4. Observation of the social context: The researcher made a minimum of three visits per school to observe the social context. 5. Preparation of the participants: Brief instructions were given in the cover letter, on the survey, (and in person, for the pilot portion). Strict protocol and procedures were followed. Treatment fidelity was observed. 6. Incorporation of a control treatment that uses customary approaches: The survey was designed to be understood and completed simply, using common pen-and-paper assessment techniques. 3.5. Time Horizon Cross-sectional technique was adopted where data collected at one point of time and due to its inexpensive to conduct. 3.6. Data collection 3.6.1. Primary data collection This descriptive study involved mainstream classroom teachers and special education teachers. Questionnaire method was used to collect primary data. Questionnaire was developed based on the following hypotheses: Four hypotheses were postulated at the significant level of .05; they are: H01: There is no significant difference between male and female teachers in their attitude towards the inclusion of special needs students in general education classrooms. H02: There is no significant difference between married and single teachers in their attitude towards the inclusion of special needs students in general education classrooms. H03: There is no significant difference between professional qualified and non-professional qualified teachers in their attitude towards the inclusion of special needs and children in general education classrooms. H04: There is no significant difference between teacher with less than 10 years of teaching experience and their counterparts with more than 10 years of teaching in their attitude towards the inclusion of special needs students in general education classrooms. 3.6.2. Secondary data collection A desk-based approach was also adopted for the research where the data in collected from academic publications, journals, news-papers, government publications, policies, annual reports, and company websites. 3.6.1.1. Research instrument A survey on the attitudes and knowledge of school teachers regarding inclusive education was conducted. It consisted of an 18-item scale, divided in three parts: a) teachers perceptions (8 items), assessment of teachers views with the claim that children with disabilities are entitled to education together with their typically developing peers in inclusive classrooms, b) collaboration between the mainstream and special education teachers (5 items), which explored the relationship between the mainstream and special education teacher and c) strategies to improve inclusive education (5 items), which examined how inclusion can be enhanced. The participants were asked to indicate their degree of agreement on a five-point Likert scale In order to complete the questionnaire (1 = Strongly Accept; 2 = Agree; 3 = Undecided/Neutral; 4 = Disagree; 5 = Strongly Reject). Questionaire: Part I Students with special needs fare better academically in inclusive education Children with special needs must be integrated into the regular student community Students with special needs must be placed in regular classes with back up support to achieve highest level of inclusion Academically talented students may be isolated in inclusive class rooms Placement of children with special needs in regular class rooms may negatively affect academic performance of mainstream students. Children with special needs will benefit from inclusivity Children with special needs have a right to receive mainstream education Labelling as stupid, weird, hopeless is a problem in inclusive education. Questionnaire: Part II Special needs teachera and regular teachers need to work together in order to teach students with special needs in inclusive classrooms Although the inclusive education in a concept, its implementation is ineffective due to objections from mainstream classroom teachers Mainstream teachers have a main responsibility towards the students with special needs placed in their clssrooms The presence of a special education teacher in the regular classrooms could raise difficulties in determining who really is responsible for the special students The special education teacher only helps the students with special needs. Questionnaire: Part III Mainstream classroom teachers have the training and skills to teach special needs students Special needs students need extra help and attention Students with special needs committed more disciplinary problems compared to the regular students Mainstream classroom teachers received little help from the special needs teachers Although inclusive education is important, the resources for the students with special needs in a mainstream classroom are limited. 3.7. Reliability, validity issues The reliability and validity of an instrument will be done through pilot study and face and content validity measures. Validity No matter what research design is selected, concern for factors that could affect the validity of the design is always primary. Typically, two types of validity are considered when designing research: (a) internal validity and (b) external validity. Although both types of validity are important, emphasis may vary depending on the type of research questions being investigated. For descriptive questions (as in this study), external validity receives greater emphasis because the priority of the researcher is to systematically investigate an existing sample of individuals or phenomenon, as opposed to studying the impacts of a phenomenon or intervention (as in experimental research). The factors jeopardizing external validity (or representativeness) are often more relevant to a descriptive study. Internal Validity Internal validity determines whether, in fact, the experimental treatments used made a difference in a specific experimental instance (Campbell Stanley, 1966). Relevant to internal validity, Campbell and Stanley identified eight classes of extraneous variables, which, if not controlled by the experimental design, could produce effects confounded with the effect of the experimental stimulus. Cook, T. and Campbell (1979) expanded the list to include 12 extraneous variables. The variables and their relevance to the design of this study are reviewed below: History: History addresses the specific events that occur between the first and second measurement in addition to an experimental variable (Campbell Stanley, 1966) and would only be a potentially relevant threat in this design in relation to the 15 teachers randomly selected for participation in the confirmation interview. Since these interviews were completed shortly after the survey participation, and are only used for confirmation purposes, the threat is minimal. Maturation effects: Maturation effects are defined as those processes (physical or psychological changes) within the participants that are operating as a function of the passage of time (Campbell Stanley, 1966). Inherent within the research design was the use of only one treatment (the survey), which takes approximately 20 minutes to complete. The possibility is nominal that the growth of hunger, tiredness, or other conditions, within that time period would impact the data. Testing effects: Testing effects (defined by Campbell and Stanley [1966] as those effects of taking a test upon the scores of a second testing) were also controlled by this designas only one test was used. The pilot participants were not used as study participants and the participants used for interviews were not reassessedbut were only asked to confirm their answers. Instrumentation: Instrumentation (Campbell Stanley, 1966) refers to changes in the calibration of a measuring instrument, observers, or scorers used, and can produce changes in the obtained measurements. Controls built into this design for instrumentation effects included the use of one measurement (survey). The instrument was (a) carefully developed by accepted guidelines; (b) piloted; and (c) self-administered with supervision, handling, and mindful interpretation by only the researcher who had insight of the threat potentials. Experimenter bias and treatment fidelity were consciously avoided. Statistical regression: Statistical regression (explained by Campbell and Stanley [1966], as when groups have been selected on the basis of their extreme scores), was not considered a relevant threat in this design because only one test was applied, and selection was dependent upon general experience criteria and availability, not test scores. Differential selection: Biases, which result from differential selection by the comparison groups (Campbell Stanley, 1966), were not viewed as a significant threat in this research design because no comparison groups were used. The design used was more descriptive in nature, and the purported generalization was limited to the teachers of the four assessed schools. Experimental mortality: Experimental mortality, or differential loss of respondents from the comparison groups (Campbell Stanley, 1966), is controlled within the study design because no control groups were used, and the study was completed in a relatively short period of time. The possibility of the absence of some significant (main group) participants at the time of assessment is a noteworthy threat although deemed unavoidable. The researcher had no control over participants absences. Selection-maturation interaction: Selection-maturation interaction is where certain designs are threatened due to the given respondents growing older, or the results may be specific to the respondents given age level, fatigue level, etc. (Campbell Stanley, 1966). These threats were not relevant to this design because, again, no pretest or comparison groups were used and the questionnaire was taken by various aged participants within a short period of time. Experimental treatment diffusion, compensatory rivalry (John Henry effect): Experimental treatment diffusion, compensatory rivalry (John Henry effect), is nominal compensatory equalization, and resentful demoralization. Experimental treatment diffusion, compensatory rivalry (John Henry effect), compensatory equalization, and resentful demoralization (Cook, T. Campbell, 1979) as threatening extraneous variables were immaterial because no control group was used in this design. External Validity External validity (or representativeness) is the extent to which it is possible to generalize from the data and context of the research study to broader populations and settings (Bickman, 1989; Cook, T. Campbell, 1979; Hedrick, Bickman, Rog, 1993). Strictly speaking, one can only generalize to the accessible population from which this researchers sample was drawn. Several critical aspects of the populations used must be compared in order for the populations to be deemed similar. The environmental conditions also must be examined. Campbell and Stanley (1966) investigated factors that could jeopardize external validity. Interaction effect of testing: One factor that could jeopardize external validity is the reactive or interaction effect of testing (Campbell Stanley, 1966). This occurs where a pretest might increase or decrease the participants responsiveness to the experimental variable and thus make the pretested populations results unrepresentative of the effects of the experimental variable. This threat is considered to be minimal in this design because a pretest was not used. Therefore, it is arguable the population used may better represent the unpretested universe from which the respondents were selected. Interaction effects of selection. According to Campbell and Stanley (1996), the interaction effects of selection refers to the limitation of the effects of the experimental variable to that specific sample and the possibility that this reaction would be untypical of the more general universe of interest for which the naturally aggregated exposure group was a biased sample (p. 41). It is impossible to control all the variables of selection due to realities of life (funding, participant availability, human variability, etc.). This threat warranted concern but controls were added. Although randomization or matching was not possible, and intact groups had to be used for participant selection, a larger number of participants was used (N = 100). The sample included teachers serving varied socioeconomic and geographical locations. Explicit description of the sample population and study framework was provided. The study design and instrument were cautiously fashioned. The cover letter operat ionalized the definitions used for the surveys terminology, the survey was devised under specific guidelines, particular criteria were set for the participants, application and scoring of the survey was regimented, and bias of data interpretation was knowledgeably avoided. Furthermore, throughout the study, the researcher was cautious not to generalize any findings beyond the intended teacher population of the four schools selected for the study. Experimental arrangements: The confounding effects of the experimental arrangements might also jeopardize external validity (Campbell Stanley, 1966). The artificiality of an experimental setting and the participants knowledge that they are participating in an experiment threaten representativeness and generalization. This researchers choice of self-administered questionnaires and repeated assurance of participant confidentiality substantially diminished this threat. This researcher was absolutely resolute not to treat any participant in a substandard fashion. All participants were provided the same materials, information, and consideration. Multiple treatment interference: Multiple treatment interference, or the confounding effect of pretesting (Campbell Stanley, 1966), was controlled in this design. No pretesting was intended in this research study. The pilot test was used strictly to pilot the survey instrument and process. The results were not used in the study. Special care was taken to disallow any participant in the pilot study from retaking the survey. Any risk of the application of the interview survey in addition to the initial self-administered survey, changing the participants behaviorand therefore the results were also controlled by the design. The choice to select the interview participants randomly, from the entire population being studied, greatly reduced this threat, and enhanced the validity of the studys findings. Statistical analysis The data will be analyzed using excel. Descriptive statistic are used to analyze continuous and categorical data and presented in the form mean, standard deviation and percentage, while proportions are analyzed using chi-square test. To measure the reliability cronbachs alpha will be used.

Modern education Essay -- essays research papers fc

During the past few decades we have seen a shift from Industrial work to Information technology work. Recently our country has just recovered from an economic depression. This depression was a â€Å"wake up call† for many people, as they saw highly educated professionals loosing their jobs. Why, were these educated people loosing their jobs?—Did they break the rules, not get along with their bosses, or loose their cool? No, they did not have the flexibility, versatility, and cooperative skills that are needed in business for a changing economy. They were educated in a time when liberal art educations, and individualized work skills were taught at colleges. Layoffs were also due in part to the globilization of the economy. Cheaper labor can be found in other countries, which results in the closing of American factories or a drastic cut in pay for workers. Corporate downsizing, atomization, and an aging population have also contributed to this change in the type of work available (Rifkin 177). As most Americans used to be in the same economic bracket regardless of their line of work, today a worker’s real competitive position in the world economy depends on what kind of job they have (Jacobus 253). Education is the key to creating the worker’s demanded from businesses today. In aviation and other workplaces today, employers are not only looking for highly skilled workers, but for people who are flexible, work well with others and have good problem solving skills. Colleges must implement new teaching approaches and offer specialized degrees now, to prepare students for the needs of employers in the information-technology age. A workers must be flexible to be able to change and grow with the economy and the needs of employers is very important in today’s job market. â€Å"With corporate downsizing and restructuring so prevalent, employers are demanding more of their employees. They must be more versatile and multi-task oriented (Schmiedl 29).† Employees must be able to move from one job to another, and learn new tasks quickly. The more education they have the easier it is to adapt to these changes (Carnoy 123). Continuing education is also becoming more prevalent for today’s workers. To stay at the top of their fields in knowledge and technology, employees must constantly be up-dating their education (Schmiedl 29). Flexibility also ties in with the skill of worki... ...ooner it will trickle down into elementary and secondary schools. Thus making cooperative learning a part of students lives earlier, so they will sooner adjust to it’s style. College professors must implement cooperative learning now, to teach flexibility and working well with others. This change is imperative not only to the success of workers but the entire economy. Workers with out these skills are at a serious disadvantage in getting jobs, and keeping them. Works Cited Carnoy, Martin. â€Å"The Changing World of Work in the Information Age.† New Political Economy 3.1 (1998): 123-129 Jacobus, Lee. â€Å"Why the Rich Are Getting Richer and the Poor, Poorer.† A World of Ideas. 5th ed. Boston: Bedford Books, 1998. 251-267. Johnson, David Johnson, Roger Smith, Karal. â€Å"Cooperative Learning returns to College† Change 30.4 (1998): 26-36 Rifkin, Jeremy. â€Å"A Civil Education for the Twenty-first Century: Preparing Students for a Three Sector Society.† National Civic Review. 87.2 (1998): 177- 182 Schmidl, Joe. â€Å"Changing the Face of Higher Education† Pacific Business News 35.19 (1997): 29 Walker, Lorenn. â€Å"Hands-On Learning will Produce better Problem Solvers† Pacific Business News 33.20 (1995): 27