Wednesday, July 31, 2019

Long Jump Essay

It was hypothesized that some characteristics of the positions adopted by long jumpers during the final strides of the approach are significantly related to the distance of the jump,position variables were significantly related to the distance of the jump, through their relationships with the velocity of the approach and the vertical velocity of the CG at takeoff into the jumphe techniques used during the final strides of the approach, the role of elastic energy in the takeoff, the initiation and control of the jumper’s angular momentum, and the techniques used in the landing. This is very unfortunate because the takeoff phase is by far the most critical of the four phases to the success of the performance (Linger, 1980; and Stewart, 1981; Ramey, 1982). Finally, in Stage 4 the jumper learns to coordinate the swinging body segments with the movements previously learned. Each of these distances as well as the total distance jumped is greatly affected by the takeoff variableThe flight distance, which accounts for most of the total distance, is also determined by a number of takeoff variables, the most important being the resultant takeoff velocity. From the discussion above it is clear that in order o maximize flight distance, the takeoff actions must be Even though the landing comes at the end of the jump, the distance attained during this phase is also influenced by the actions performed during the takeoff. Similar to the takeoff distance, the landing distance is also determined by the jumper’s physique and body’s configuration at touchdown. T he optimal configuration at touchdown is one which allows the jumper to maximize distance by extending his/her legs as far as possible in front of the center of mass without falling backward (Dyson, 1977) precisely timed and coordinated

Tuesday, July 30, 2019

Class Conflict in Pakistan Society Essay

Conflict theorie Conflict theories are perspectives in social science that emphasize the social, political, or material inequality of a social group, that critique the broad socio-political system, or that otherwise detract from structural functionalism and ideological conservativism. Conflict theories draw attention to power differentials, such as class conflict, and generally contrast historically dominant ideologies. It is therefore a macro level analysis of society. Karl Marx is the father of the social conflict theory, which is a component of the 4 paradigms of sociology. Certain conflict theories set out to highlight the ideological aspects inherent in traditional thought. Whilst many of these perspectives hold parallels, conflict theory does not refer to a unified school of thought, and should not be confused with, for instance, peace and conflict studies, or any other specific theory of social conflic Elite Class Def:- A group or class of persons or a member of such a group or class, enjoying superior intellectual, social, or economic status:- First, The fact is that the term and concept, ‘elite’, is misrepresented and misunderstood in this country. Intriguingly, those who are part of the elite themselves carry out most of the anti-elite commentary. In fact, castigating the elite at popular forums is a way to gain legitimacy that could lead to acquisition of greater power. While there is no doubt about the fact that Pakistan’s elite is irresponsible towards itself and the people, it was more interesting to see the gentleman refer to Asif Ali Zardari and Maulana Fazlur Rehman, Nawaz Shrif as part of the elite. Second, ‘elite’ is not a static concept but is forever evolving. What constituted elite yesterday may not be the same today or even tomorrow. Historically and popularly, the elite referred to the landed-feudal group because this was the dominant group in an agrarian economy like Pakistan’s. Later, as mentioned earlier, other groups were formed. The evolutionary process also meant that newer elite groups emerged almost every decade due to state patronage that replaced the traditional elite and the older ones merged into the newer formations. Third, the elite are not just a group, but also the name of a process that facilitates a constant cycle of change in a society. In case of a powerful, yet easily manipulated state like Pakistan, the process of elite formation is directly linked with the ability of a group to manipulate the state, its power and resources. This means that what may be the middle class or lower middle class of yesterday can be the elite of today. For instance, who could imagine a few decades ago that one day, people belonging to lower middle or middle class backgrounds, like Altaf Hussain, Qaim Ali Shah, Malik Riaz, Humayun Akhtar, Ijazul Haq, or Arsalan Iftikhar will be powerful millionaires and part of the elite. Middle class The middle class is a class of people in the middle of a societal hierarchy. In Weberian socio-economic terms, the middle class is the broad group of people in contemporary society who fall socio-economically between the working class and upper class. The common measures of what constitutes middle class vary significantly among cultures. As Dr Nayab postulates, to answer that question one first has to define what one means by middle class. She starts off by looking at standard economic definitions of what constitutes the middle class and applies a range of these definitions to the data to see how Pakistan fares. She uses 15 formulae, ranging from the definition of the middle class as those with 75 to 125% of the median income, to expenditure from $2 to $20 per person per day, to double the poverty line. Her results differ widely, ranging from a finding that there is no middle class in Pakistan, to the finding that 60% of the population can be defined as middle class. This composite index yields results that seem more intuitive. Dr Nayab found that in 2007/08, 41.9% of the population of Pakistan belonged to the â€Å"lower-lower class† or to be more blunt, the poor. This proportion rose to 55% when only rural areas were considered. Aspirants to â€Å"middle-classism† constituted 23% of the population, while â€Å"climbers† who are likely to get there constituted another 15% or so. The â€Å"hard-core† middle class remained small at 4.3% of the population. But Dr Nayab’s multiple classification of middle class makes more sense sociologically, as it seems more realistic to think of the middle class itself as a series of â€Å"layers.† lower class Working class (or lower class, labouring class, sometimes proletariat) is a term used in thesocial sciences and in ordinary conversation to describe those employed in lower tier jobs (as measured by skill, education and lower incomes), often extending to those in unemployment or otherwise possessing below-average incomes. Working classes are mainly found in industrializedeconomies and in urban areas of non-industrialized economies. Injustic Injustice is, the idea of not giving each person his or her fair due as a matter of right. Commonly Found Social Injustices †¢ A few commonly found social injustices in our society are: – 1. Unequal distribution of resources 2. Restricted access of common people to the quality education 3. Monopoly of rich class in the political system of the country 4. Lack of basic health facilities to poor5. Non availability of necessary commodities to major portion of the population Place of Women in Society/Gender Violence. With the erosion of social values, the place of women in our society has also been lost sight of. It is most regrettable that gender violence is a common norm of our social culture; more so in backward and less educated segments of our society. Marriage System. Owing to lack of education and following outdated traditions, the system of marriage in Pakistan is being run on the primitive terms of ignorance. Place of women in society makes her rather a scape-goat for any matrimonial affair. She does not have any liberty to make decisions for her life partner less to decide about others. Violation of Human Rights. Pakistan’s record of human rights does not make her qualify to stand high in the comity of civilized nations. Due to lack of education, poor social system and backwardness, violation of human rights is a common norm in Pakistan. And the worst affected of this are the women, children and the poor masses. Class Division of Society. Pakistani society is highly polarized and divided into various castes, classes, religious affinities and political affiliation. This makes it highly vulnerable to be exploited by the elements working against Pakistan. Intolerant Society. We are an intolerant society. This intolerance manifests itself in our social, religious and political activities. Our relationships are characterized by unthinking support. There is little sense of accommodation for rivals or competitors or those who belong to another sect, region or ethnic group, political crisis The political crisis in Pakistan threatens to trigger yet another period of instability in the country. The three-way power struggle between the military, the government and the courts once again exposes the weaknesses of the country’s democratic institutions, say German commentators. The political drama playing out in Pakistan this week took another twist Tuesday when the country’s high court ordered the arrest of Pakistani Prime Minister Raja Pervez Ashraf on suspicions of corruption and nepotism. The suspicions have followed Ashraf for years, but the timing of the announcement now threatens to light a match on the country’s smoldering political crisis. Since Sunday self proclaimed revolutionary leader Muhammad Tahir-ul-Qadri has been leading a protest march calling for the ouster of Pakistani President Asif Ali Zadari. Qadri, a moderate clergyman who has denounced corruption among the political class, has seen a meteoric rise to popularity over the last months. On Tuesday, hundreds of thousands of demonstrators joined his protest and packed Islamabad’s streets. The court’s announcement came in the middle of Qadri’s speech on Tuesday and the crowd broke out in cheers at the news. On Wednesday, Qadri once again called for the end of the government. â€Å"If these thieves hadn’t ruled Pakistan, today every child in the country would have a smile on their face,† he shouted to his followers. Meanwhile the country’s normally meddlesome military has been strangely silent in the midst of chaos. That silence has led some observers to believe that the country’s generals are behind Qadri’s campaign. The turmoil comes just weeks before Pakistan’s government was set to complete its five year term, a milestone in a country that normally experiences volatile shifts of power. At the same time violence has been growing with extremists attacking the government and religious minorities.. THE PLANETARY CHALLENGE If an alternative future for Pakistan is not created, the pendulum will continue with collapse always being in the background. Moreover, in the world we now live in, a weakness or pathology in any part of the planetary system threatens us all. Pakistan’s futures are part of the planet’s futures – we all need to transform. Great Game. Pakistan remains a pawn, moved around for the strategic and ideological purposes of the great powers. Whether in proxy wars against the Russians or against 9/11 jihadis or whoever may be next, Pakistan’s capacity to influence its future is low or non-existent. At best, it can only rent out its military, or territory, for others’ battles. In this future (as in the current present), the rental receipts do not lead to even development –they merely enrich those getting the rent, generally the military. The national game becomes not how to transform the great game but how to get a piece of the action, legitimately or illegitimately. Those not part of the money game sing songs of grand conspiracies. These songs take away agency. While Pakistan has a dependency relationship with the rest of the world, citizens have a dependency – child/adult – relationship with the government, expecting it to solve each and every problem, without taking responsibility for their own actions and blaming the government when it fails. At the collective level, Pakistan remains rudderless, evoking the words of the founder, but unable to follow through with action. Economic Injustice A few weeks ago the news was published that the Punjabgovernment had allotted 4,000 yards (or more) for Rs1,000 per person to armygenerals, including Gen Pervez Musharraf. The given argument was that they got cheap land because the area was not developed. The history of this country reveals that undeveloped areas get developed quickly where generals and army officials get land. Are army personnel the only bureaucrats serving this country? What about other people who are working in civil bureaucratic institutions and private organizations? Do they also get so many benefits as do the army personnel?Economic Progress, Stability are key to Pakistan’s future Army interfering in Pakistani politics Many political parties claim that they do not want army to interfere in political issues and that army should be on borders doing its job. Recently there was a long march started by the lawyers and some political parties for the restoration of the deposed Chief justice. the protest became violent when the protesters started beating policemen. Later that night General Ashfaq pervaiz kiyani talked to Prime minister Yousuf raza gilani and asked him to restore the deposed chief justice immediately. After which the prime minister yousuf raza gilani took the decision to restore the deposed cheif justice in front of the people of Pakistan. The decision was welcomed by parties like plmn and pti.All these parties which in past claimed that army should not interfere in politics did not even said a word against General Kiyani pressurizing an elected prime minister instead they welcomed the decision. Source: http://www.defence.pk/forums/national-political-issues/23722-army-interfering-pakistani-politics.html#ixzz2IR33Mi2j

Comparison of the lives of American, Chinese and Thai women

Recent decades have witnessed enormous and far-reaching demographic changes in the lives of American, Chinese and Thai women. These changes touch almost every aspect of life -education, marriage, divorce, employment, sexual behavior, childbearing, and living arrangements. In fact, it is difficult to avoid the media's persistent messages regarding the new woman.We know that women are entering higher levels of education in unprecedented numbers, going into professions traditionally reserved for men, delaying marriage and remaining employed after they are married as well as after their first child is born, divorcing at higher rates, and heading a greater number of households. It is not surprising to find these changes the subject of intensive study by social scientists, policymakers, market researchers, as well as the media. From the perspective of the individual woman, the creation of a family through marriage is a major event.It changes her relationship to the family from which she ca me and provides her with a new set of roles, responsibilities, commitments, and expectations. It is a significant transition in the life course, one that has historically marked the entry into adulthood. The marital behavior of American women has significantly changed in recent decades, and this change has signaled a shift in the relationship of individual women to the family as a social institution and in the way women organize their lives.To begin with, changes in marital behavior since the 1950s point to a significant decline in the importance of marriage in the lives of American women. This decline is being met with a rise in the importance of the primary individual. More women are expected to remain single throughout their lives, those who do marry are marrying later, and marriages are more likely to end in divorce. Consequently, women are spending a smaller proportion of their lives married. Delayed marriage is related to the increasing numbers of young women living alone.Howe ver, the majority of Chinese women, rural and urban, it is still within the context of the family and in their performance of familial roles that they are judged. A fine worker who neglects her husband and beats her children is a bad woman. A fine worker who neglects his wife and beats his children is a fine worker. There have been major changes in the family in urban China. It is most certainly not the buffer (or barrier) it once was between women and the state, but it remains the unit of consumption, the primary caring unit for the weak, ill, or elderly, and its proper functioning is still seen as women's responsibility.Here again, the rural family reflects the vast differences in China between city and countryside. Although it is no longer the only unit of production, that function in 1981 being shared with the production team, it still provides much of the family's resources, and much of that production is women's responsibility (Ebrey 1990). More importantly, even though the ru ral family is now a setting from which women of certain ages go out for varying periods of time to interact with the work world of men, it is still the natural habitat of women. Thai Family Law within the Civil Code contains many outright discriminatory items.For example, if a woman engaged to be married has sexual relations with a man other than her fiance, her fiance is entitled to terminate the engagement and seek compensation from the third party. An engaged woman does not have reciprocal rights. Similarly, if a spouse seeks a judicial divorce (as opposed to a divorce based on mutual consent), the husband is able to divorce his wife on the grounds of adultery but the wife cannot use this reason against her husband without proof that the husband has maintained and honored the ‘other woman' as his wife ( NCWA 1995).Currently the marriage registration system affords women no protection from bigamous husbands, and neither do they provide women with protection against sexual ab use, sexual harassment, rape or domestic violence (NCWA 1995). Domestic violence (especially wife beating) is major family problem in Thai society but it remains underreported because of the social stigma attached to the victims and the perpetrators. One study on Status of Women and Fertility in Thailand conducted in 1993 interviewed 2800 women and found that one-fifth (approximately 600 women) reported having been beaten by their husbands.The highest concentration of women who had experienced domestic violence was in Bangkok. About 13 per cent of Bangkok women reported being beaten regularly and 47 per cent of these remained in the relationship within a submissive role, neither retaliating nor leaving (Chayovan et al. 1995). Traditionally Thai customs have discouraged marriage at a young age and the impact of urbanization and socio-economic development have reinforced this tendency leading to an increase in marriage age among Thais (Limanonda 1992).The last four census figures indi cate that the age at first marriage for women has risen from 21. 6 in 1960 to 23. 5 in 1990. Nonetheless marriage is still the overwhelming choice with only a small number of Thais remaining single by the age of 50 (Limanonda 1992). The divorce rate is increasing especially in Bangkok where remarriage among younger divorcees is quite high. This increase in the marriage dissolution rate has resulted in a growing number of female heads-of-households. From the 1994 Household Survey, out of the total 15. 8 million households counted, 3.2 million households (about 20. 1 per cent) were headed by women and these households had an average of 3. 2 family members. The average age of these women heads was 51 years old. The low levels of education and income prevalent among these single female heads of-households signifies a considerable burden for the women involved since they would most likely be the major provider of the economic and emotional needs of their household members. Chinese and Am erican attitudes toward men and women differ even in situations in which sexual attraction theoretically should have no importance.Many American women today share in the public life of the nation. A majority of them have gone to school with men, worked in the same offices with them, shared identical or similar interests with them, and have even fought them on broad social, political, and economic issues. American women can count among their ranks doctors, lawyers, high government officials, professors, industrial and commercial executives as well as laborers, police, clerks, and members of the armed services. One hundred years after the Opium War only a small minority of Chinese women enjoyed comparable distinctions.They also could name among themselves workers in various professions and occupations, no less than crusaders against social evils deeply embedded in Chinese tradition, but these few women towered above the illiterate majority who either did not hear about the privileged ones or looked upon them with idle curiosity. The reason for this lack of confidence is, however, not so obscure. To begin with, it is connected with the fact that many American women who work outside the home feel defensive. This is one arc of a vicious circle, for the more defensive women feel, the less confidence men will have in them.Why do educated American women who have had lengthy experience in a man's world feel more defensive than their educated Chinese sisters who have but recently obtained equality and are only a small minority? The answer again lies in the underlying psychological patterns of the two groups. In the American individual-centered pattern of thought, sex, being diffused, appears whenever men and women meet. The boundaries defining when sex does or does not apply are simply not clear. Sexual attraction occurs without reference to time, role, and place.In the Chinese pattern, sex, being relegated to particular areas of life, does not pervade every aspect of l ife. Therefore, the Chinese male will react very differently to a show girl and to a woman professor. In the same way, the Chinese female will view different males from the standpoint of their diverse stations in life. To put it more plainly, for Americans, sex differences tend to overshadow situation. For Chinese, situation tends to overshadow sex. An American woman is always prepared to use her womanly charms whether her business is with a store clerk, her landlord, or her husband.She is likely to be pleased by any sign that her beauty is appreciated, whether the complimentary word or glance comes from a bus conductor, her pupils, or a business associate. Even a modern Chinese woman is sure to bring humiliation upon herself if she copies her American sisters in this respect. For in her culture, female charms and beauty are sexual matters, and should therefore be reserved for a woman's lover or husband, or at least for a man whom she might marry. On the other hand, the American wom an is, in male eyes, never separated from the qualities of her sex, even if her work has no connection with them.She feels defensive because the male resents her intrusion into what he considers his world, and he is resentful because she brings with her the advantage of her sex in addition to her professional abilities. The Chinese woman's sexual attractions belong to her husband or fiance alone. She can safely invoke them only in the privacy of her marital situation. But for this very reason, once she has achieved a new occupational or professional status, the Chinese woman tends to be judged in male eyes by her ability and not by her sex.With sex confined to the specific areas of marriage or prostitution, working females have no need to be defensive when entering into traditionally male activities, and males have no cause to view them as transgressors. A socially desexed female is just as good as a socially desexed male. The system of resolving sexual transgression may come to a s tandstill in the case of transgression that crosses ethnic boundaries. We have seen that sexual morality is embedded in the communal social order primarily of the woman's community.Matters are settled within the community, or between Karen communities with shared understanding of the processes for amending the breach. What happens, then, when a breach takes place with those for whom such sanctions are meaningless? The cooling ritual and subsequent marriage cannot be enforced. From a comparative perspective women in Thailand have suffered less discrimination than women in China. Indeed, gender relations in three Thai Kingdoms of Sukhothai, Ayudhaya, and Ratanakosin provided a positive template for the inscribing of a better status for women in the twentieth century.Even in this context the improvement in the status of women since the 1970s has been dramatic. Women's activities have expanded in all spheres as a result of the economic growth of the nation and the accompanying social po licy initiatives of successive governments, academic institutions and Non-Governmental Organisations (NGOs). Religious practice has supported the participation of women in worship. In Thai Buddhism a child should aim to gain spiritual merit for his/her parents in order to demonstrate gratitude to the parents for giving life to the child.Sons can perform this act of filial gratitude by joining monasteries and becoming monks. This avenue is not open to women but the exclusion of women does not imply that men have superior status to women. Daughters have other mechanisms for repaying debts of gratitude to parents that are equally as valid—they are simply different from those of sons. There is a clear shift in the nature of women's participation in the national economy since the 1970s. Women have joined the wage-labor force in greater numbers than ever before with the expansion in jobs outside of the dominant agricultural sector.Traditionally agriculture was the main focus of eco nomic activity for Thais and women were an integral part of the agricultural labor force. Women produced a considerable proportion of family and national income from their agricultural activities and played significant roles in marketing and selling the family produce and controlling the family finances (Chayovan et al. 1995). The rapid industrialization of the Thai economy over the past two decades coupled with the globalization of the international labor market have combined to generate large numbers of Thai women migrating from their homes to other centers for employment (Mills 1999).Women comprised the majority of those entering the Bangkok metropolitan area as the opportunities in the service and industrial sectors expanded. Women were preferred employees for the new jobs such as clothing and shoe manufacturing, the sorting of transistors, the assembly of pocket calculators and the handling of microchips for computer components. Thai government planners note that in four out of seven geographical regions the net migration of the female population has been consistently higher than that of men since 1980. They predict that this trend will continue until 2010 (NESDB 1992).The majority of these female migrants move into the large urban centers, have no skills or training, many have little or no knowledge of city-life and even fewer have a network for social and moral support at their destinations. The economic downturn since 1997 has also demonstrated that unskilled women workers remain the most disposable workers. They are often the first laid-off and few have access to severance or redundancy payments. Many of these women are single-parents or heads-of-households with a group of parents or children depending on their wage.The social security system in Thailand is currently too weak to provide support for these women and their families. Labor laws that guarantee severance pay or worker's compensation need to be introduced across all sectors of the economy to ensure that these, the most vulnerable of Thailand's industrial workers, are protected. In sum, employment for women in Thailand remains concentrated in the unskilled, or semi-skilled sectors and also in the informal agricultural sectors. Thai women have made considerable progress in the last thirty years.This results from Thailand's comparatively equitable cultural traditions as well as the rapid economic development of the nation since the 1970s. However, certain groups of women remain at a severe disadvantage compared to men and consequently their potential to contribute to national development is often ignored or overlooked. The continued existence of these weak points, given Thailand's favorable economic and cultural context, suggests that many opportunities for improving the status of Thai women have been missed.As greater numbers of women enter the administrative and political realms and with the continued support of international bodies like the UN, fewer opportunities shou ld be missed in the future. At home, prostitution remains a long-term, growing and unsolved problem. Economic hardship remains the predominant reason for women to enter the sex industry. Lack of education combines with diminishing economic opportunities to create considerable incentives for women to become prostitutes (Cook 1998). Others are forced or lured into the profession by unscrupulous middle-men.Leaving their homes on the assumption that they will be working in factories, many girls find themselves tricked into prostitution instead. Some of the women traveling overseas do so illegally but the income they earn is generally sent home to support parents and siblings in desperate need. Needless to say the majority of these sex-workers work in adverse life-threatening circumstances. The illegal nature of the industry makes it very difficult to monitor numbers of women involved and the conditions under which they work.The work describes in detail a number of important changes in t he fife course of American, Chinese and Thai women. The descriptions of behavioral change are arranged in a series of specific demographic topics – educational attainment, marriage rates, fertility, etc. – and then supplemented with an analysis of women's attitudes over the last twenty years. All of these changes point to a rise in the primacy of the individual woman that is paralleled by a decline in marriage and the family.In general, these demographic changes have been driven by economic, technological, and cultural developments that have permitted women greater control over their lives. This new control is reflected in complex life-course changes that can be roughly summarized as a movement away from the orderly progression of the 1950s (student, then jobholder, then wife, then mother) to participation in several roles simultaneously. Works Cited Chayovan, Napaporn, Malinee Wongsith, Vipan Prachuabmoh Ruffolo. â€Å"A study on status of women and fertility in Thai land,† IPS Publication No.229/95 (May), Institute of Population Studies, Chulalongkorn University, Bangkok, 1995. Cook, Nerida. â€Å"Dutiful daughters†, estranged sisters: women in Thailand,† Gender and Power in Affluent Asia, eds K. Sen and M. Stivens, Routledge, London, 1998. Ebrey, Patricia Buckley. â€Å"Women, Marriage, and the Family in Chinese History,† in The Heritage of China, ed. Paul Ropp. Berkeley: University of California Press, 1990. Limanonda, Bhassorn. â€Å"Nuptiality patterns in Thailand: their implications for further fertility decline,† Fertility Transitions, Family Structure, and Population Policy, ed.Calvin Goldscheider, Westview, Boulder, 1992. Mills, Mary Beth. Thai Women in the Global Labor Force: Consuming desires, contested selves, Rutgers University Press, Piscataway, 1999. National Commission on Women's Affairs (NCWA). Women's Development in Thailand. A report prepared by the National Committee for International Cooperat ion for the World Conference of the United Nations Decade for Women, Nairobi, Kenya (15-26 July), n. p. , Bangkok, 1995. National Economic and Social Development Board (NESDB). Population Projections for Thailand 1980-2015, NESDB, Bangkok, 1992.

Monday, July 29, 2019

Truman's Decision to Drop the Atomic Bomb Essay Example | Topics and Well Written Essays - 500 words

Truman's Decision to Drop the Atomic Bomb - Essay Example There were discussions on several occasions about the need to warn the Japanese civilians on an impending attack. While on the surface this seems morally admirable, it was considered a vain action and may have imperiled millions of civilians and military personnel.2 By June 1 1945, the industrial infrastructure had been decimated, but Japan showed no signs of surrendering.3 The unwillingness of Japan to reach a military surrender prompted the Truman administration to pursue the plan of using the bomb. Though it would ultimately be Truman's decision, he carefully considered the other options and weighed the opinions of his closest advisors. The Truman administration had little trust in Russia's long-term intentions in regards to the Asian continent. There were millions of American and Japanese lives at stake. Truman's decision would involve all these stakeholders in a Kohlberg stage five thinking that recognized "...national self-interest itself must be limited and compromised".4 Truman had reached a moral decision based on the interests of the world at large, and the stakeholders involved. Truman has been criticized for acting in his own political interests. However, there was a plan on the table to warn Japan, but this plan was discarded due to the real possibility of the bomb being a dud5.

Sunday, July 28, 2019

(TiME) mission Essay Example | Topics and Well Written Essays - 500 words

(TiME) mission - Essay Example The TiME team proposed a mission to land on the methane surface of Saturn’s moon to explore and interact with its atmosphere. Among the goals that were set to be achieved by TiME include: carrying out for the first time a direct inspection of an extraterrestrial sea, measure and sample the organic makeup of a different planet directly and give the first ever extended in situ research of a liquid volatile cycle away from earth. The other proposal of the group was called Comet Hopper or Chopper. The proposal involved placing a Lander on the surface of comet 46P/Wirtanen to study its composition. Since it was to have thrusters it would be able to move from one part of the comet to the other. The Titan Mare Explorer Mission was to explore directly an environment that is like an ocean beyond earth. The vessel known as TiME was to both land and float on this sea of methane-ethane cloudy and complex moon. The team for this mission was lead by principal investigator Ellen Stofan of Proxemy Research Inc. While the TiME capsule was to be built by Lockheed Martin in Denver. Instruments would have been gotten from NASA’s Goddard Space Flight Center, APL and Malin Space Science Systems. The technology that would have been used is one of a kind. Titan has an atmosphere that is thicker than that of the earth, this means solar power would not have been use and battery would only be sufficient for a few hours. This would have left the option of using Advanced Stirling Radioisotope Generator (ASRG). This would have provided power that is four times that of radioisotope thermoelectric generators (RTGs). Before TiME there were other missions that had similar objectives such as Solar System Decadal Survey which could see its launch in 2020s if considered under the Titan-Saturn System Mission, and Titan Lake In-situ Sampling Propelled Explorer or â€Å"TALISE†. The latter is based

Saturday, July 27, 2019

Roles and Responsibilities of Government, NGOs and Volunteer Essay

Roles and Responsibilities of Government, NGOs and Volunteer Organizations. M2S - Essay Example Risk governance capacities requires incremental decentralization coupled with clear mandates, systems of subsidiarity, and budgets to promote ownership as well as risk governance improvement at all levels (GAR, 2011). Health. Strong health services and good health are vital in reduction of disasters’ risks. Government must provide effective health systems for supporting individuals in response and recovery from disasters and protecting them from the disaster-related risks. Thus, government must prioritize emergency preparedness, risk reduction, and planning in health sector (Merlin, 2004). Environmental and transportation: Governments must ensure vulnerable areas are well prepared through such initiatives as construction of dams and drainage systems in flood-prone areas. Such areas must also have reliable infrastructure system to help in response towards disaster (Merlin, 2004). Effects of Government Roles and Responsibilities on NGOs and Volunteer Organization. Once the government meets its roles and responsibilities in disaster preparedness and management, the NGOs and voluntary organizations, which come in to assist, will have a simpler task as they will use the already established networks in their rescue missions. Global Assessment Report on Disaster Risk Reduction (GAR). (2011). Reforming Risk Governance, retrieved on March 22, 2012 from:

Friday, July 26, 2019

Conservatism and Neo-Ottomanism of the Turkish Political System Essay

Conservatism and Neo-Ottomanism of the Turkish Political System - Essay Example Additionally, in contrast to the modernization movements of many of the governments in the post Ottoman Turkey, the Conservative ideology that has been adopted by the Turkish political system during the past decade (2002-2013) is largely opposed to the westernization of Turkey. For example, the conservatism themes of the Turkish governments within the last decade (2002-2013) has been characterized by a new form of nationalism, marked by attempts to conserve Turkish national values â€Å"ulusalclk† as well and social values such asexuality, family values, gender relations and religious values in the face of the current rapid globalization and perceived Europeanization (Yavuz, 2009). This has been particularly evidenced by the de-westernization and re-traditionalization of the Turkish society that has been witnessed in the country since the Justice and Development Party lead by Recep Tayyip ErdoÄŸan came to power in 2002. In a recent interview with Financial Times Newspaper, T ayyip ErdoÄŸan described his party’s vision and ideology as seeking to establish a conservative democracy in Turkey which is attached to the traditions, customs and values of the contemporary Turkish society.Finally, despite the fact that the consecutive AKP led governments in Turkey since 2002 have always rejected any association with Islamism or political Islam as part of their ideology, the main ideology of the Turkish political system under the leadership of AKP has been primarily characterized by institutionalization of Turkey’s traditional and religious values

Thursday, July 25, 2019

Business Management.MANAGEMENT REPORT TO THE BOARD OF CAIFU Coursework

Business Management.MANAGEMENT REPORT TO THE BOARD OF CAIFU INVESTMENTS LTD. 2500 words - Coursework Example The critical analysis has been done to weigh the alternatives of investments in Zara and H & M. Contents Contents 3 Introduction 4 Company Profile: Zara 4 Company Profile: H & M 5 Secondary Research on the Management Theories and their applications 6 Management and Leadership Style of Zara 6 Management and Leadership Style of H & M 7 Primary Research on the Organisations 9 Analysis of the Questionnaire 10 Justification 12 Recommendation 12 Conclusion 12 References 13 Bibliography 14 Appendix 1: Interview Questionnaire 15 Introduction The strategic business alliances are the essential aspects of every business to survive in the long run. Investment companies are often willing to fund the expansion of the companies in various other international locations in order to make a profit out of such investments. Caifu Investment Ltd is looking for the opportunities in Zara and H & M and plans to invest in one particular company in order to make sure that the company is able to reap profits fo r Caifu in the long run. This report is presented to the management for a proper understanding of the business processes of the two companies both internally and externally through a primary as well as a secondary research. ... The company specialises in its fast changing fashion products and the company is famous for updating the line of clothing as per the latest fashion trends that are in vogue. Most of the other brands in the fashion clothing retail industry generally update their product every three to six months. On the other hand Zara updates their product portfolio every two weeks which has made a record of having the shortest period of time for up gradation. The company makes record designs of more than ten thousand per year. Zara has not only remained confined to the Spanish markets or the markets of the developed countries but has also moved beyond that to the developing countries where it has offered a portfolio of low cost product to the local price sensitive customers. The company therefore has a brand presence throughout the world and earns revenue of almost 8 billion euro. The company has never invested in the marketing communications like advertising or the other methods of promotion of the brand. However, the company thinks that it is important to reach out to most of the customers of the world and therefore Zara has increased the reach of the customers through the opening up of more and more stores in various locations as well as expansion to the cities across the world where the clothes might have a considerable demand from the customers. Company Profile: H & M H & M or Hennes & Mauritz is also a fashion clothing retailer based in Sweden and has been serving the industry since 1947. The brand targets almost all the markets like men, women as well as children and teenagers. H & M has a brand presence in almost 43 nations and has human resources strength of ninety four thousand. This brand also aims at reaching out to its customers

Wednesday, July 24, 2019

Logistics, People and Operations--Problem Solving in Connection With Essay

Logistics, People and Operations--Problem Solving in Connection With Real Organization - Essay Example Usage of machinery is inevitable in very field or sector. In the case of logistics instead of creating the system of machines, a system of people is created. This will make the system of machines work with out any obstructions. Logistics is mainly of three types. It is business logistics, production logistics and military logistics. In this paper we deal mostly about business and production logistics. Business logistics involves supply chain management. This is because the products or services start from the supplier and reach the end user. Here inventory management, purchasing, transportation, storing, organising and planning will be integrated. The knowledge about the resources about the above topics will be combined by the managers to coordinate the resources in the organisation. This coordination will streamline the flow of the material through the network and the other coordinates the sequences of resources regarding the flow of the goods and services. In production logistics the logistical process is internal, whereas in the business logistics the process is external. This involves the flow of goods and services within a industry or an organisation, which have branches located in different areas. The machines in the work places are fed with right product due to the production logistics. The streamlining of the flow of the goods and services through a process constitute the production logistics. ... This understanding is not enough for implementation of the logistics, either that of business or production.1 Transport and warehousing logistics is the fifth largest sector that is providing employment in the states like Chicago and California in USA. Career in logistics: The initial discussion is about understanding the qualifications needed for the success in logistics. The personnel in this sector need the skills in in-time inventory, management practices and the capability of recognising the demand for material movement. One significant factor to be understood in this sector is ever growing need of work force. Though the number of opportunities is growing in all the sectors, the work force needed for a particular work is being decreased. It is not the case with the transportation and warehousing logistics. Customer service satisfaction: The requirement of staff in that sector is increasing every day. The reason is that the customers are demanding more speed and quality in transportation and warehousing respectively. The qualifications and experience for the personnel in this sector will be different from other sectors. The required skills, the career opportunities were different in nature. The personnel need the skills regarding the storage of more goods in as much less space as possible and the transportation of goods in right time to right place. The goods or the products that are to be stored and transported will be different in nature. They range from fruits to vegetables, glass to crockery, and machinery to spares. Each type requires a different type of storage and mode of transportation. The transportation of the two wheelers is different from the transportation of four

Legality of downloading mp3 Research Paper Example | Topics and Well Written Essays - 8750 words

Legality of downloading mp3 - Research Paper Example The first chapter of the paper, called â€Å"Status-quo of the illegal mp3 downloads† will analyze in the two sub-chapters the statistics and the damages of the illegal file sharing both in the national and international context and it will critically analyze the legal issues that arise from the mp3 downloads and the attempts of reforming the Canadian copyright law. The context in which illegal mp3 download can be justified in the Canadian legislative context will be studied, too. Nowadays, when there are so many talented singers, it has become a lot easier to listen to their music by using the Internet, rather than buying a licensed CD. This way, the consumer is happy, because he listens to whatever kind of music he likes, the singer is popular, because his music is downloaded from the Net thousands times per day, sometimes even more, so, at first sight, it is a win-win situation. Nevertheless, singing for the artist is a job; it is his way of earning money, so by downloading his â€Å"job† from illegal sites, the consumer is actually stealing his intellectual property, â€Å"forgetting† to pay for it. There are many contradictory opinions on this subject, and the fact that day by day the number of illegal mp3 downloads grows just makes the matter more and more actual and painful for the people whose work is being stolen. Transmitting mp3 files over the Internet has become by far the most popular method of distribution, generating in this way controversial and intense debates. The Canadians are among the lucky ones, however. The legislation permits downloading mp3 files from the internet, as long as they are not shared by the user. While the neighbors – the Americans are afraid to even enter a pirate website under the threat of a lawsuit, Canadians encounter no restriction whatsoever in downloading whatever kind of music they

Tuesday, July 23, 2019

Providing care with limited reimbursment Coursework

Providing care with limited reimbursment - Coursework Example All the patients who come here require serious services that can not be provided by everyone, but by a few dedicated and committed nurses. So, upon a successful completion of my training, I will need to evaluate the performance of each nurse. The one who displays a high degree of professionalism will be considered for employment (Masters, 2000). As an experienced professional, I strongly believe in the quality of education being offered at the nursing training colleges. So, anyone who graduates with a degree must be a hard working professional. They have got all the theoretical knowledge and practical skills that is necessary for them in the field. Therefore, if given an opportunity to nurture their talents, they can come out as exceptional professionals. It is for this reason that I do take my precious time to provide them with the necessary mentorship on exactly what to do when on duty. I prefer fresh graduates because they are still new in the field. Despite having little experience, the truth is that these are highly motivated professionals with lots of ambitions and expectations. Having just taken the oath, they are still committed to strictly complying with the ethical codes of conduct for the nurses (McHale & Gallagher, 2003). Therefore, there will be no doubt that the new graduates will be serving the patients with the expected degree of benevolence, sincerity and confidentiality. So, these are qualities that I have to consider while making a choice of my nurse. Apart from being thoroughly trained at the university, I should ensure that vigorously mentor these nurses. Focusing on issues like practical skills, theoretical knowledge and the general application of nursing ethical codes of conduct are paramount (McHale & Gallagher, 2003). Once I gauge and ensure that they are upheld, I will not hesitate to engage that particular graduate. He deserves to be a

Monday, July 22, 2019

Write the Short Essay on Places of Interest in Your Town Essay Example for Free

Write the Short Essay on Places of Interest in Your Town Essay The population of Kuala Lumpur is a unique and evenly balanced mixture of Malay, Chinese, Indian and sundry ethnicities. Conversations, manners and food throughout the city as well as the patience and insouciance to which travellers are exposed contain healthy doses of this cultural amalgamation. Batu Caves Kuala Lumpur is located approximately 11 kilometres to the north of Kuala Lumpur, Batu Caves is a limestone hill comprising three major caves and a number of smaller ones. Considered one of Kuala Lumpur’s most frequented tourist attractions, this 100-year-old temple features idols and statues erected inside the main caves and around it. Incorporated with interior limestone formations said to be around 400 million years old, the temple is considered an important religious landmark by Hindus. Central Market Kuala Lumpur located along Jalan Hang Kasturi – only a few minutes away from Petaling Street – is the renowned Central Market. Also known as Pasar Seni, this market is one of Kuala Lumpur’s most familiar landmarks as well as a popular tourist attraction. In the past it was a simple wet market yet today it is a permanent structure that houses all sorts of traders – you can find an assortment of merchandise here that ranges from handicrafts and souvenirs to authentic Malaysian batik prints. Chow Kit Market located at the northern end of Jalan Tunku Abdul Rahman, Chow Kit is acknowledged as one of Malaysia’s most infamous landmarks. Even though it may not be as well known by tourists in comparison to its starlet cousin, Petaling Street – which is located within the same area – it is definitely exciting although not for the faint hearted. Chow Kit is divided into two fairly detached halves. The first half is home to some of KL’s most sordid avenues while the other part plays host to a bazaar that is perhaps KL’s most popular. Istana Budaya is Malaysia’s National Theatre. Also known as The Palace of Culture, it towers over the National Art Gallery on Jalan Tun Razak. Built in 1999, it is the country’s main venue for local and international music, dance and drama performances, including operettas, classical concerts and more.

Sunday, July 21, 2019

Managing The Learning Environment Education Essay

Managing The Learning Environment Education Essay In terming behaviour as above one could imply that there is a wide variation in how learners conduct themselves in lessons; behaviour may be positive towards achieving learning goals, or as many teachers might fear behaviours negative towards the outcomes the teacher wants to achieve, (Cowley, 2010). Behaviour itself can be indicative of the environment that the learners are in. This can be interpreted as the physical classroom in which the learners are in, so one should consider the layout as an importance: a seating plan can ensure that the more talkative learners are spread out away from one another but may alienate others who need friendship groups to gain the confidence to speak out in lesson. Having plenty of light, preferably natural light through the windows, and colour, possibly in the form of posters, can create a feeling of positivity in the classroom and thus motivate learners to work, (Wallace, 2007). The learning environment can also be the culture of behaviour within the classroom. A classroom of talkative learners can be a noisy environment whereas a silent classroom may be an oppressive environment. Positive behaviours are at the root of a positive environment. Effective strategies for positive behaviours can be negotiated ground rules; getting the learners to agree on what is a reasonable rule means that they are much more likely to adhere to them Positive behaviours within the classroom such as participation in discussions, arriving on time or listening attentively all stem from the learners motivation to learn. Different learners are motivated in differing ways; however, one may draw parallel of a learner basic motivation to the first levels of Maslows hierarchy of needs. Learners will value their security so that they might survive in the classroom situation, (Petty, 2004). Therefore to encourage positive behaviours in the classroom these initial stages of motivation need to be catered for. Simple things such as having access to bottled water, being able to open the windows if too hot can easily meet the physiological needs of learners whilst knowing all the fire exit routes can meet the lower security needs. In considering what might be thought of as misbehaviour, McLean suggests that most are a function of poor or inappropriately directed motivation and that most problems result from self-determination, not self-esteem. He further suggests that in approach to misbehaviour one should recognise learners actively seek control and responsibility and that it is best to offer them an opportunity to achieve this, (McLean, 2009). Common forms of misbehaviour reported include: off-topic discussions during activities; talking when the instructor is talking; aggression such as responding to the teacher by cursing or learners may act out making jokes or trying to get the teacher off-task by asking leading questions, (Steward, 2008). It is suggested by strategists such as Wallace that these behaviours are rooted in underlying factors which vary from learner to learner but all link into the learners need for security, (Wallace, 2007). Wallace states that there are four big demotivators which can lead to disruption within the classroom, (Wallace, p11-16, 2007). She suggests that the first, fear, can be the root of behaviours such as refusal to participate in group discussion or in fact acting out as a class clown so as to move off-topic and away from what they could believe they are not clever enough to do. With these learners it is proposed that we should be approachable, and challenge the idea that smart isnt cool. These learners might feel that they could be set up to fail; we should avoid this and start where the learners are, (Wallace, p11-16, 2007). Fear may link to a further demotivator, previous negative experience. Here learners see the teacher as the enemy and find that winding up that teacher is easier than doing some work. To tackle this, an instructor might want to discourage passive learning and make the experience enjoyable. It is better to break down the tasks into attainable goals and aim to get th e learners thinking that they can be successful at learning, (Wallace, p11-16, 2007). Other learners can experience boredom as a demotivator causing them to move into off-topic discussions, often when the teacher is trying to hold a group discussion or give an explanation. Often this can be because the work is too easy for the learner or the lesson lack activity. With so many learners to cater for in a class, differentiation and strategies such as individual learning plans can be used to tackle boredom. Surprising the learners with frequent change in focus or activity can keep them engaged, whilst discovering their interests and building them into the sessions can further reduce the possibility of disruption, (Wallace, p11-16, 2007). Finally in the four demotivators discussed by Wallace learners may experience a loss of hope. These learners commonly will not want to participate in the lesson as they do not receive praise for their efforts or feel that the teacher has no interest in them; therefore a teacher may decide to praise the learner where ever possible in an attempt to demonstrate that they enjoy teaching the learner so that the learners confidence is boosted and lead them to participate more in the classroom, (Wallace, p11-16, 2007). It is often said that a noisy teacher has a noisy classroom; when one does not manage the behaviours of a class effectively misbehaviour can spread and positive behaviours can become extinct. It is a responsibility of the teacher to model the behaviours that they expect from their learners; it is in fact the teachers behaviours that can impact most on the resulting environment that they teach in, (Steward, 2008). Cowley suggests that behaviour management is about the building and sustaining of relationships with learners even when a learner has no interest in relating to you in return, (Cowley, 2010). One might imply that this is a humanist approach following Mayos (1933) theory of management; being aware of social needs and catering for them to ensure that learners collaborate with the class rules rather than work against them. Using the names of learners is much more likely to focus their attentions on what they are doing and understand you are aware of their misbehaviours. It has also been suggested that a behaviourist approach by teachers, such as methods promoted by Skinner in operant conditioning, can cause a greater impact on the learning environment. When one reinforces positive behaviours by using praise or rewards you demonstrate what is acceptable. Reinforcement can simply be the teacher giving a nod of the head in agreement. Frequent reinforcement in the early stages of learning, then at random or fixed intervals can aid the learning process significantly, (Reece and Walker, 2006). When approaching the management of behaviour certain guidelines are in place to help teachers make appropriate decisions. These range from legislation laid out by governing bodies to policies of the individual organisations. Legislation to consider in the management of behaviour within the learning environment, in relation to punishment of behaviours includes acts such as the Equality Act (2006). The Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote inclusivity, (Ashmore et al., 2010). This means that should a teacher choose to use punishments in managing behaviour it must be done on an equal ground for every learner. Further to this the Department for Education states: In determining whether a punishment is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of à ¢Ã¢â€š ¬Ã‚ ¦ requirements affecting them. (Department for Education, p5, 2012). Whilst one needs to manage behaviours in the classroom it is important to consider that issues are addressed to all learners which display the behaviour in the same manner. One rule for one, one rule for another will only re-enforce insecurity of a learner in your classroom. Learners can attribute punishment of their behaviour as discrimination in these areas; they may see challenges as a negative attitude towards them being an external, stable factor outside of their control and thus not change the behaviour but continue them as a manner of keeping their control of the situation and in their mind stay secure, (Steward, 2008). It is therefore apt to ensure one maintains discipline of smaller misbehaviours rather than letting them escalate to larger ones requiring further sanctions. Organisations will often layout their own guidelines for teachers in dealing with misbehaviour. Blackpool and the Fylde College requires learners to abide by a Code of Conduct which covers areas of behaviour such as respecting their fellow leaners and those working in the college environment to being committed to their choice of course and taking responsibility for their own learning, (Blackpool and the Fylde College, 2012). The college literature defines misconduct as: inappropriate and unacceptable behaviour which breaches the code of conduct whilst being a student attending this College (Blackpool and the Fylde College, p2, 2012) This may include minor breaches of the Code of Conduct such as lateness to sessions or failure to meet deadlines which are written on a Cause for Concern form and incorporated by the learners tutor into an action plan. Further breaches are escalated to a senior tutor who works in a second action plan and inform the learner further breaches will result in a formal procedure being implemented. The policy states that it is the responsibility of a learners tutor to meet with them should they breach the Code of Conduct and to agree a way forward. They are to create together an Action Plan to list the specific behaviours to be introduced/avoided. The policy encourages staff to support and encourage any student in changing their behaviour pattern towards one which co-operates with the Code of Conduct, (Blackpool and the Fylde College, 2012). The policy also states: Where a teacher feels that a students behaviour is detrimental to the work being carried out by the class, the teacher may exclude the student from the duration of the class. The teacher will report this action to the Head of School and record the decision on an appropriate form (SMP1). This temporary exclusion is meant to deal with minor student behaviour problems which require an immediate response (Blackpool and the Fylde College, 2012) Whilst one can appreciate that in an extreme circumstance you may feel that you have to ask a learner to leave, one should remember that there is the responsibility of safeguarding learners. If you ask them to leave, you cannot be sure where they will go to and with FE learners, a majority being between 16-19 years, there is a responsibility of being in loco parentis. The management of behaviour is key skill for any effective teacher so that their learners can get on with learning. A teacher is in the environment to teach but unless the behaviours that occur are dealt with effectively on cannot fulfil this role, (Cowley, 2010). One should remember that whilst behaviour management is something that teachers do have to deal with it is not what the entire focus of their practice should be.

Saturday, July 20, 2019

Workplace Evaluation of Status and Economic Comparison

Workplace Evaluation of Status and Economic Comparison Viktoria Konstantinova Key features of Work Practice Organization Evaluate your workplace in the context of its legal status and size in relation to both the Irish economy and world economy I have been on work experience in a community crà ¨che in disadvantage area since January 2014 until the place closed down and unfortunately I couldn’t get their policy and procedures. Therefore I will be evaluating my previous work experience from Level 5. The Child Care Act 1991 is one of the most important and comprehensive piece of legislation, in relation to the care of children. And everyone who is working with children have a legal obligation to adhere to this Legislation and every childcare setting is required to keep a copy of it at their premises and staff should consult and be familiar with roles and responsibilities stated in the Act. Child’s rights are the first Standard in Siolta’s Guidelines and my workplace implements it by offering children choices and uses their interest and initiative to participate in their own development and learning. Another example of promoting children’s rights is that it is now written in the Irish constitution after Referendum on children’s rights were held thanks to UNCRC (United Nation Convention on the Rights of the Child) which is ratified by most countries, except USA, Somalia, South Sudan The setting is privately owned and is located in a big house that was refurbished into a childcare according to all necessary Regulations that are required by law and stated in the Pre-School Regulations 2006. These Regulations provide for health, welfare and development of the children 0 – 6 years. As part of Pre-school regulations 2006 individuals working with children must be qualified to minimum requirement FETAC level 5 Major Award in childcare and Garda Vetted to fulfil their responsibilities to protect children in their care. †The new ECCE scheme directly pays pre-schools to provide a place for one year per child between the ages of 3 years 3 months and 4 years 6 months at September 1st each year. A higher rate is available as an incentive to encourage graduates with a relevant third level degree in early childhood to work in the sector† ( Neylon, 2012:2). Services that operate free pre-school year are required to implement Siolta principles and Aistear Curr iculum along with notification to HSE to run the service, Tax Clearance Certificate, Staff Ratios (â€Å"For each group of 16 children in a full day care setting there must be at least 1 Pre-school leader who meets the qualification requirements outlined above (i.e. minimum FETAC Level 5 or equivalent)† (www.dcya.gov.ie) My work experience has both pieces of legislation on the premises and is available to read for everyone staff and the parents along with inspection compliance forms. Most European countries now provide free universal admission to Early Childhood Care and Education (ECCE) services for children aged three to six. They usually provide subsidies for children aged less than three and children of school age. Ireland only provides free preschool year for specific age group from 3 years 2 months – less 4 years 7months on 1st of September of the year that they are starting. A lot of countries provide long maternity leave for mothers and fathers (Sweden) usually until child is entitled to free education which helps both parents to participate in employment, therefore beneficial to economy. Examine the workplace’s organizational structure, mission statement and values Their services aims and objectives are to provide a service that is based on the needs of the families and children as well as the staff. Like for children: an environment which meets nutrition, health and safety requirements, supports and strengthens family ties, and which reflects the socioeconomic, cultural and ethnic background of its users, which accounts for the additional needs of children (There is a large collection of age appropriate toys and equipment which will ensure that your childs developmental needs are met. The equipment is kept at a level which ensures that your child, as an individual can choose to play with what he/she wishes to. Rooms are bright and spacious with separate sleep room) Adults who respect them as individuals, and foster their unique abilities (physical, intellectual, social and emotional), background and ethnic identities, a curriculum that is consistent yet flexible to reflect children’s interest and encompassing gender equality (room staff are carefully chosen based on a special affinity they have with children of specific age group. They ensure that your child receives constant attention with variety of curriculums according to their age). For families: Supports them in providing an environment which promotes the holistic developmental needs of their children, respects and responds to the needs, values and cultural diversity of the parents (having an active exchange of information between parents and staff on a daily basis by sending home a sheet to let you know what your child has been doing during the day. For staff: goal as a staff team is to facilitate an open and effective working relationship whereby the practitioners are supportive and respectful of one anothers needs (Conducting staff meetings and appraisals on a regular basis and provide learning opportunities both internal and external). Crà ¨ches mission states that their aim is to treat your child as an individual who will receive the very best care and attention that we can provide in a safe, loving, caring and stimulating environment. Setting has a strong commitment to provide a progressive and consistently high quality child care service where the needs of both the children and the families are met. As dedicated Early Childhood Professionals, they believe that children are unique individuals who learn and develop skills through the process of exploration within an educational, play-based curriculum. Our service continues to offer care and activities for children with additional needs. The crà ¨che caters for children from 3 months – 12 years. It’s privately owned crà ¨che and consists of a baby room (3months – 1.5 years), wobbler/toddler room (1.5 years – 3 years), Hi scope room for senior toddlers (3 year – 4 years), Montessori Pre-School (4 – 5 years), Afterschool ( 5 – 12 years). Assess the workplace culture and management practices of your ECCE setting based on your experience My work placement setting is a crà ¨che and Montessori, and offers after school care, ECCE scheme, CETS scheme and full and part time places, sessional Hi-scope classes and is privately owned. Overall values and culture of my work experience is very family oriented, and management practices support parents, children and staff members. The setting has family like environment with a lot of siblings attending a crà ¨che. The management constantly obtains an open door policy allowing parents to either drop off or collect their children at any time. Parents do not take an active role in policy changes, however, management do welcome at any time any suggestions parents might have to change policies as they are always trying to improve our service. Communication between owner and the parent is usually through an email or one to one meetings. Owner and Management are very involved in the crà ¨che life and not only sit in the office, they also working and participate in the activities and outings with children (on one occasion owner came down with her car to bring some of the children that didn’t fit on the bus to the farm). Everyone in the setting follow policy and proced ures, especially on outings and on the school runs. Regular meetings held by the owner and the staff on a monthly basis, and small staff meetings held by manager with room leaders and childcare assistants weekly. Staff are communicating with parents face to face and through little notes that they record what the children did on everyday basis. Relationships and working atmosphere is very friendly and pleasant because owner recognises the complex and fluid nature of the work of the staff in the Centre. And provides staff with on-going and diverse training (Siolta training, they have recently received full Siolta Verification) that will offer them an opportunity to further their skills. Owner and Management believe that this kind of training commitment will lead to the highest possible standard of care for the young people in the Centre and to the development of greater job satisfaction and professional progression for all the staff. And for this reason staff feel valued and motivated in their work. Bibliography Childhood Care and Education 1990–2004† [Online] available at: http://www.cecde.ie/english/pdf/conference_papers/WalshQoQ.pdf last accessed on 1.07.2014 Centre for Early Childhood Development Education (2014) â€Å"Germany† [Online] available at: http://www.cecde.ie/english/pdf/Making%20Connections/MC%20Chapter%206.pdf last accessed on 1.07.2014 Department of Children and Youth Affairs,2011 â€Å"ECCE Programme Guide to the Programme and the Administrative Procedures for Service Providers and Parents† [Online] available at: http://www.dcya.gov.ie/viewdoc.asp?fn=/documents/childcare/GuidetotheProgrammeAdministrativeProceduresforServiceProvidersandParents.htm last accessed 1.07.2014 Department of Education and Science, 2009, â€Å"Developing the workforce in the early childhood care and education sector Background discussion paper† [Online] available at: http://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_background_discussion_paper.pdf last accessed on 1.07.2014 Early Childhood Ireland, 2012, â€Å"Salary Survey 2012† http://www.earlychildhoodireland.ie/advocacy-research-and-campaigns/research/surveys/salary-survey-2012/ Irish Times.(2011) †Nordic childcare model best for economic and social wellbeing†. Irish Times: Ireland [Online], Available at:http://cmi.mannadev.net/wp-content/uploads/2012/01/Nordic-Childcare-best-for-economic-and-social-wellbeing-Irish-Times-9.6.11.pdf last accessed on 2.07.04 National Women’s Council of Ireland. 2005. â€Å"Accessible childcare† [Online] available at: http://www.dit.ie/cser/media/ditcser/images/accessible-childcare.pdf last accessed on 2.07.04 Neylon G., 2012, â€Å"An Analysis of the Free Pre-School Year in Early Childhood Care and Education (ECCE) scheme – from a Practitioner’s Perspective† [Online], available at: http://icep.ie/wp-content/uploads/2013/02/icep12_submission_19.pdf last accessed on 1.07.2014 Salary Explorer, 2014, [online], available at: http://www.salaryexplorer.com/average-salary.php?loc=81loctype=1job=699jobtype=3show=job last accessed on 1.07.2014 Statistic Sweden, 2014, â€Å"Wage and salary structures and employment in the primary municipalities† [Online] available at: http://www.scb.se/en_/Finding-statistics/Statistics-by-subject-area/Labour-market/Wages-salaries-and-labour-costs/Wage-and-salary-structures-and-employment-in-the-primary-municipalities/Aktuell-Pong/7634/2012/28336/ last accessed on 2.07.04 Policy and Procedure from the creche 2014 Walsh T., (2004) â€Å"Quality: A Global Issue? An International Review of Quality in Early

Comparitive Analyis: Jefferson versus Hamilton Essay -- Politics Alexa

Though both Alexander Hamilton and Thomas Jefferson served as members of President Washington’s cabinet, the two held very different views on the newly founded U.S. government, interpretation of its constitution, and the role of the â€Å"masses† in that government. These conflicting views would develop in two political parties, the Federalists led by Hamilton and the Democratic-Republicans led by Jefferson. Although both political parties presented enticing aspects, Hamilton’s views were much more reasonable and fruitful when compared Jefferson’s views; idealistic and too strict in reference to the constitution. Republicans, led by Thomas Jefferson and James Madison, strongly opposed America becoming a land of cities, mines, mills, factories, and other industrial plantations. To support their ideas for a country of farmers, they adopted the theory of strict constructionism. This theory put forth the thought that the government did not have the power to do anything, unless it was expressly given the consent by the Constitution. Federalists, on the other hand, promoted the growth of industry in America. This party, lead by Alexander Hamilton, used the idea of broad constructionism. It said that unless the Constitution said it could not be done, it was fine to go ahead and do it. They often referred to the Necessary and Proper Clause, also known as the Elastic Clause; this stated that the government had the power to pass any law deemed â€Å"necessary and proper.† These two ideas...

Friday, July 19, 2019

Nationalism from a Marxian Perspective :: Politics

Nationalism from a Marxian Perspective The mobilization of the masses to both support and participate in a wide variety of cultural and political endeavors is often achieved through nationalism. It can be used to get a society to push for a return to traditional ways and old-time religion, to press on for national liberation and self-determination, to support or fight vast acts of imperialism and genocide, as an excuse to severely obstruct rights and liberties for citizens, and ultimately be used as a great tool in a quest for all out war and full throttled vengeance in any case in which a country is attacked. For decades, the Nationalist tendency of America has not been as clear or strong as it has been during the current aftermath of the attacks in New York City. The response across America has been widespread and clear: people, by and large, and in full support of the state and whatever path it wishes to choose, with a majority of the population even supporting secret military trials and a strict curtailing of civil liberties in America. Nationalism is running rampant in America, much of which goes far beyond mere patriotism and concern for the state of one’s nation and rather into astonishingly high levels of First World chauvinism. But what does this mean on a larger level? How is nationalism used on a larger scale? Is it most always used to have the mass blindly follow the interest of elites? Or is nationalism more complex? To answer these questions, in this paper I will address nationalism on multiple levels and from a Marxian perspective. Nationalism will be dealt with at a structural level, with an examination of how it utilized in both the First World and the Third World. Many basic descriptions of what nationalism is exist, and defining precisely what nationalism means is not an easy task. This is in large part because the causes and effects of nationalism greatly varies from social context to social context, as the concrete social reality determines the specific shape and character that the nationalism idea takes when it comes to hold a large part of the consciousness of a society (I say the ‘nationalism idea’ for I feel that nationalism is, primarily, in the realm of the ideological). Put more succinctly â€Å"Nationalism can be, and has been, democratic and authoritarian, forward-looking or backward-looking, socialist or reactionary† (Kamenka 1976: 3).

Thursday, July 18, 2019

Analysis of Communication Barriers to Distance Education Essay

The meaning of the communication in education and distance-learning are best understood, when the types of communication among the participants involved in distance education and some related communication theories are mastered thoroughly. The communication among the students and the communication between the members and the content should not be underestimated even though the communication between the teacher and the student is a vital element of successful distance education. If it is important to attain success in teaching and learning, barriers between the sender and the receiver of the message should be eliminated. Consequently, all strategies of learning and teaching during the delivery of instruction should not reflect any barrier (Nasseh, 1997). Different types of communication are employed in the network educational environment, such as: †¢ Work in collaboration with a teacher; †¢ Work in collaboration with other students; †¢ Work in collaboration with online course through a mass media. Telecommunication technologies offer a new scope to the mentioned communication types. They make it possible to travel beyond the physical distance and time. Nevertheless, it is essential to investigate communication via telecommunication technologies in detail besides the communication theories related with education, mass media, group interaction, knowledge and skill differences of users, and the preferences and the use ability of the involved members. Human beings need to create effective communication and establish contacts in order to survive. In other words, they need communication to provide connections and create effective understanding, get information and express feelings. Therefore, the effectiveness of the communication is measured by the message sent and feedback received. Furthermore, people’s personal, social and economic needs are also affec ting communication. Communication is a learnt activity and is provided by the media which forms a bridge between the sender and the receiver (Dimbleby, et al., 1992). The quality in communication and its effects on people’s lives can be improved once we clarify its meaning and also the meaning of education which is the major concept on which a structured society is based. Communication is a process that includes linear, interactive and transactional views from different perspectives barriers (Ä °Ã…Ÿman et al., 2003). One-way communication where the sender cannot get any feedback is the linear view. On the other hand, the interactive view is the existence of a two-way communication which includes feedback as well as nonverbal communication, but it does not include simultaneous sending-receiving feedback that transactional view underlines. Therefore, when creating mutual understanding in communication physical, psychological and semantic barriers are all eliminated. (Ä °Ã…Ÿman et al., 2003). As said before, communication is an important element of life. In order to increase productivity at work, organizations and schools should have effec tive communication. This is more important when it comes to education which is a tool for the welfare of the society. People socialize via communication and thus perform desired behaviors. Because of these reasons, preventing the barriers in communicating will provide a clearer field of experience between the sender and the receiver. People should find shared points by analyzing our encoding, decoding stages and channel by eliminating our unfairness about the backgrounds in order to create meaningful understanding. There is no perfect communication; this is almost inevitable and creating a qualified communication process is essential to create a permanent understanding especially in the teaching-learning process and establishing reasonable communication to improve meaningful learning of the students. Today, e-learning or distance education are the result of technology. As a result, traditional teaching styles are transformed to technology-based teaching. Distance education is a new trend in education which makes it possible for everyone to learn better and provide options under the constructivist ap proach. Technological devices like audio cassette, telephone, compact disc, etc become a major necessity for distance education. Students have a more flexible education opportunity because of distance education. But, on the other hand, lack offace-to-face contact with teachers may result in a loss of motivation. Besides, there are many barriers in teaching and learning process of distance education (Galusha, 2001). Most common barriers are the unawareness of the roles as teachers and students. Studies show that the barriers of distance education fall into such categories as cost, motivators, feedback and teacher contact, student support and services, alienation, lack of experience and training. Moreover, due to the lack of information about their roles in distance education there is faculty and organizational barriers. In addition, course content on the other hand constitutes another barrier and should be modified in distance education (Galusha, 2001). Therefore, to create effective and qualified distance education all barriers must be realized and eliminated. There are some differences between the types of communication in distance learning and classroom-based learning. Firstly, due to resistance to change and anxiety while engaged in distance education, students and teachers can have psychological problems. Technical barriers during communicating, on the other hand, can be experienced by students and teachers due to a lack of experience about technology and they may have semantic barriers in their communication by misunderstanding announcements (Perreault, et al., 2002). Therefore, it is important to eliminate communication barriers if qualified and effective distance education is aimed at. CHAPTER II BARRIERS TO EFFECTIVE COMMUNICATION For communication to be effective, senders must accurately communicate their intended message, and receivers must perceive and interpret the message accurately. Anything that gets in the way of the accurate transmission and reception of a message is a barrier to effective communication. We should understand these barriers so that you can be aware of their existence and try to reduce their impact. We have identified the elements of communication as the communicator, the encoding, the message, the medium, the decoding, the receiver, and the feedback. If noise exists in these elements in any way, complete clarity of meaning and understanding does not occur. The following barriers to effective communication are: frame of reference, selective listening, value judgments, source credibility, semantic problems, filtering, in-group language, status differences, proxemics behavior, time pressures, and communication overload. These sources of noise can exist in both organizational and interpers onal communications. Barriers Created by the Sender There are five specific barriers created by senders of communication. 1.Semantic Problems Communication has been defined as the transmission of information and understanding through the use of common symbols. Actually, we cannot transmit understanding. We can merely transmit information in the form of words, which are the common symbols. Unfortunately, the same words may mean entirely different things to different people. The understanding is in the receiver, not in the words. Because different groups use words differently, communication can often be impeded. E.g. When your boss tells you, â€Å"We need to complete this project right away,† what does it mean? Does â€Å"we† mean just you? You and your coworkers?Or you, your coworkers, and the boss? Does â€Å"right away† mean today, tomorrow, or next week? These are examples of semantic barriers. Semantics is the study of words. Thus, because words mean different things to different people, a communicator may speak the same language as a receiver but still not achieve the intended goal of the communication. 2.Filtering Filtering, a common occurrence in upward communication in organizations, refers to the manipulation of information so that the receiver perceives it as positive. Filtering may involve deleting or delaying negative information or using less harsh words so the message sounds more favorable. For example, subordinates â€Å"cover up† unfavorable information in messages to their superiors. The reason for such filtering should be clear; this is the direction (upward) that carries control information to management. Management makes merit evaluations. Grants salary increases, and promotes individuals based on what it receives by way of the upward channel. The temptation to filter is likely to be strong at every level in the organization. 3.In-Group Language Occupational, professional, and social groups often develop words or phrases that have meaning only to members. Such special language can serve many useful purposes. It can provide members with feelings of belonging, cohesiveness, and (in many cases) self-esteem; it can also facilitate effective communication within the group. The use of in-group language can, however, result in severe communication breakdowns when outsiders or other groups are involved. Management, in this case, should provide communication skills training to affected individuals to facilitate effective communication between involved parties. 4.Status Differences Organizations often express hierarchical rank through a variety of symbols (titles, offices, etc.). Such status differences can be perceived as threats by persons lower in the hierarchy, and this can prevent or distort communication. For example, not wanting to look incompetent, a nurse may remain quiet instead of expressing an opinion or asking a question of the nursing supervisor. 5.Time Pressures The pressure of time presents an important barrier to communication. Managers don’t have time to communicate frequently with every subordinate. However, time pressures can often lead to far more serious problems than this. Short-circuiting is a failure of the formally prescribed communication system that often results from time pressures. What it means is simply that someone has been left out of the formal channel of communication who would normally be included. For example, suppose a salesperson needs a rush order for an important customer and goes directly to the production manager with the request, since the production manager owes the salesperson a favor. Other members of the sales force who get word of this become upset over this preferential treatment and report it to the sales manager. Obviously, the sales manager would know nothing of the â€Å"deal† having been short circuited. In some cases, going through formal channels is extremely costly or even impossible from a practical standpoint. Consider the impact on a hospital patient if a nurse had to report a critical malfunction in life support equipment to the nursing team leader, who in turn had to report it to the hospital engineer, who would instruct a staff engineer to make the repair. Barriers Created by the Receiver In some situations barriers are created by receivers. 1.Selective Listening In this form of selective perception, the individual tends to block out new information, especially if it conflicts with existing beliefs. Thus, in a directive from management, the receiver notices only things that reaffirm his beliefs. Things that conflict with preconceived notions are either ignored or distorted to confirm those preconceptions. For example, a notice may be sent to all operating departments that costs must be reduced if the organization is to earn a profit. The communication may not achieve its desired effect because it conflicts with the perceived â€Å"reality† of the receivers. Thus, operating employees may ignore or be amused by such information in light of the large salaries, travel allowances, and expense accounts of some executives. Whether such preconceptions are justified is irrelevant; what’s important is that they result in breakdowns in communication. In other words, if we only hear what we want to hear, our â€Å"reality† canâ€℠¢t be disturbed. 2.Value Judgments In every communication situation, the receiver makes value judgments. This basically involves assigning an overall worth to a message prior to receiving the entire communication. Value judgments may be based on the receiver’s evaluation of the communicator, previous experiences with the communicator, or on the message’s anticipated meaning. For example, a college professor, perceiving the department chairperson as not being concerned enough about teaching quality, may consider a merit evaluation meeting with the chairperson as â€Å"going through the motions.† A cohesive work group may form negative value judgments concerning all actions by management. 3.Source Credibility Source credibility is the trust, confidence, and faith that the receiver has in the words and actions of the communicator. The level of credibility that the receiver assigns to the communicator in turn directly affects how the receiver views and reacts to the communicator’s words, ideas, and actions. Thus, subordinates’ evaluation of their manager affects how they view a communication from her. This, of course, is heavily influenced by previous experiences with the manager. Again, we see that everything done by a manager communicates. Union leaders who view management as exploiters and managers who view union leaders as political animals are likely to engage in little honest communication. Barriers Created by the Sender and/or Receiver Senders and/or receivers also create barriers in organizational communication. For example, there are three specific types of barriers. 1.Frame of Reference Different individuals can interpret the same communication differently, depending on previous experiences that result in variations in the encoding and decoding processes. Communication specialists agree that this is the most important factor that breaks down the â€Å"commonness† in communications. When the encoding and decoding processes aren’t alike, communication tends to break down. Thus while the communicator actually speaks the â€Å"same language† as the receiver, the message conflicts with how the receiver â€Å"catalogs† the world. The interior areas represent the accumulated experiences of the participants in the communication process. If they share a large area, effective communication is facilitated. If a large area is not shared – if there has been no common experience – then communication becomes impossible or, at best, highly distorted. Communicators can encode and receivers can decode only in terms of their experiences. Distortion often occurs because of participants’ differing frames of reference. Teenagers perceive things differently than do their parents; college deans perceive problems differently than do faculty members. People in various organizational functions can also interpret the same situation differently. A business problem may be viewed differently by the marketing manager than by the production manager. Different levels in the organization also have different frames of reference. First-line supervisors’ frames of reference differ in many respects from those of vice presidents. Their different positions in the organization structure influence their frames of reference. As a result, their needs, values, attitudes, and expectations differ, often resulting in unintentional distortion of communication. 2.Proxemic Behavior An important but often overlooked element of nonverbal communication is proxemics, defined as an individual’s use of space when interpersonally communicating with others. According to Edward Hall, a prominent researcher of proxemics, people have four zones of informal space – spatial distances they maintain when interacting with others: the intimate zone (from physical contact to 18 inches), the personal zone (from 18 inches to 4 feet), the social zone (from over 4 to 12 feet), and the public zone (more than 12 feet). For Americans, manager-subordinate relationships begin in the social zone and progress to the personal zone after mutual trust has developed. An individual’s personal and intimate zones make up a â€Å"private bubble† of space that is considered private territory, not to be entered by others unless invited. Proxemics creates a significant communication barrier when the proxemics behaviors of the sender and receiver differ. For example, assume that, like most Americans, you stand in the social zone while interacting at a social gathering such as a cocktail party. However, in the South American culture, a personal-zone distance is considered more natural in such situations. When a South American businessperson you’re talking with at a cocktail party assumes a personal-zone distance, how do you feel? Typically in such situation, an individual feels so uncomfortable with the person standing â€Å"too close† that any verbal communication isn’t heard. Conflicting proxemic behavior can also affect each individual’s perceptions of the other – you may view the South American as pushy and aggressive; she may see you as cold and impolite. 3.Communication Overload One vital task performed by a manager is decision making. One of the necessary factors in effective decisions is information. The last decade has often been described as the time when information technology radically changed the corporate landscape. Technology has great potential to improve both the efficiency and effectiveness of organizational communication. Because of the advances, the difficulty does not lie in generating information. Rather, manager often feel buried by a deluge of information and data. As a result, people can’t absorb or adequately respond to all of the messages directed to them. They screen out the majority of messages, which in effect means that these messages are never decoded. Thus, in the area of organizational communication, â€Å"more† isn’t always â€Å"better†. CROSS-CULTURAL AND GENDER COMMUNICATION Language is the most obvious cross-cultural communications challenge. Words are easily misunderstood in verbal communication, either because the receiver has a limited vocabulary or the sender’s accent distorts the usual sound of some words. Voice intonation is another cross-cultural communication barrier, because how loudly, deeply, and quickly we speak sends secondary messages that have different meaning in different cultures. Communication includes silence, but its use and meaning varies from one culture to another. In Japan, silence symbolizes respect and indicates that the listener is thoughtfully contemplating what has just been said. Similarly, Japanese people usually stop talking when they are interrupted, whereas talking over the person’s speech is more common in Brazil and some other countries. Indeed, Brazilians are more likely to view interruptions as evidence that the other person is involved in the conversation. Nonverbal communication represents another potential area for misunderstanding across culture. Many nonconscious or involuntary nonverbal cues (such as smiling) have the same meaning around the world, but deliberate gestures often have different interpretations. For example, most of us shake our head from side to side to say â€Å"No,† but a variation of head shaking means â€Å"I understand† to many people in India. Filipinos raise their eyebrows to give an affirmative answer, yet Arabs interpret this expression (along with clicking one’s tongue) as a negative response. Men and women have similar communication practices, but there are subtle distinctions that can occasionally lead to misunderstanding and conflict. One distinction is that men are more likely than women to view conversations as negotiations of relative status and power. They assert their power by directly giving advice to others (e.g., â€Å"You should do the following†) and using combative language. There is also evidence that men dominate the talk time in conversation with women, as well as interrupt more and adjust their speaking style less than do women. REVIEW OF RELATED LITERATURE The following literature review shows work done by researchers. All are related with communication barriers to distance education and the important communication theories which explain the diffusion of innovation with telecommunications, the knowledge gap between the members involved in distance education and the uses and gratification of the users of the mass media. According to Galusha(1997) distance education gives people (students) greatest possible control over the time, place and pace in education; however, it has problems due to loss of student motivations since there is no face-to-face contact, startup cost and lack of faculty support. Such problems are categorized into three main groups as student barriers, faculty barriers, and organizational barriers. Problems and barriers encountered by students are costs and motivators, the feedback and teacher contact, the student support and services, the alienation and isolation, the lack of experience, and training related. Barriers related with faculty are the result of the lack of staff training, the lack of support for distance learning, and the inadequate faculty selection for distance training. Barriers encountered by the organization are the infrastructure and technology related problems, and the present challenge. Heidi et al. (2002) examine the ideal combination of self-paced learning and interactivity is offered by distance education. Such learning requires online discussions, email support collaboration and interactive presentation of the students. All of which are possible through a healthy communication between participants and design groups for overcoming barriers to a successful delivery of distance learning courses. Asirvatham(2000) points out that opportunity to educate work force for all companies and industries could not be always possible in a classroom-oriented learning atmosphere for all to participate. Therefore, distance education becomes a powerful advantage to overcome great dis tance problems among the education institutions and people. Alternative ways oftechnology provide sufficient tools to establish a healthy communication and interaction among members in distance education. And regardless of all its problems, distance education is a good opportunity to compete with traditional classroom format. Eisinger(2000) points out that that education showed an evolution from chalk and blackboard education to distance online learning activities. The study defines adult educators and the importance of understanding learner’s autonomy as being instructors. In addition to this, there are some aspects like the lack of non-verbal cues which creates misunderstanding through the global interaction. Also, challenges to distance education are created due to the different needs and expectations of every learning environment. According to Berge (1998), impediments to online teaching and learning can be situational, epistemological, philosophical, psychological, pedagogical, technical, social, and cultural and include faceless teaching, fear of computers replacing faculty, diffusion of value traditionally placed on getting a degree, faculty culture, lack of an adequate time-frame to implement online courses. It is easy to go wrong when learning system is technologically advanced, there is resistant to change, and the lack of technological assistance is present. The most critical barriers, as Berge found in his survey, appear related to person’s resistance to or fear of the many changes that must occur at the individual and organizational level, the lack of support for the changing roles of students and teachers, and other barriers arising from difficulties in assessment. Berge (2001) also points out that toward the use of distance education organizations or administrations face different barriers. The study tries to find out if there is any unknown barrier to distance education which is different from technical and interaction problems. The emphasis of the research study is on designers or organizations of distance education and their reflective action to distance education. Muilenburg and Berge (2001) point out the underlying constructs that comprise barriers to distance educatio n in their exploratory factor analysis research. The ten factors found are administrative structure, organizational change, technical expertise, social interaction and quality, faculty compensation and time, threat of technology, legal issues, evaluation/effectiveness, access, and student support services. To determine these ten factors,they made a survey with sixty four different barrier items to 2054 members, and concluded that some barriers overlap with one or more different factors. Truman (1995) concludes that the methods and techniques to accomplish learning will be the most important. Those that eliminate communication barriers confront by nontraditional learners or students. In her study, that the delivery system in distance education may not be so important, she discussed the important barriers like money, equipment, time, student information perceptions and their understanding how the technology itself shapes the information it carries to differentiate junk information from facts. Pajo (2001) finds that the different roles of personal and attitude wise barriers predict current use and future intentions to adopt web-based technology. Current use of the technology is closely associated with personal barriers of those who lack competence in skills needed to use web-based delivery in their distance education. These personal barriers may hinder the individual from transferring his/her intentions into behavior. Leach and Walker (2000) argue that the instructor’s feedback to students is vital in distance education for their self-evaluation, task orientation, instructor support, and flexibility. Also they point out that the amount of student’s experience with technology is directly correlated in determining if technology used in distance education is a barrier. All technology concerns must be minimized, and the programs offered must be designed accordingly if a successful online education is to be attained. Cucek(2001) in his research study on distance education students he asks questions to Boise State University students in order to measure students` satisfaction with their distance education classes, perceived access to support services, and differences in their â€Å"classroom† behaviors in distance education and traditional face-to-face classes. The answers are mainly concentrated upon main problems (barriers) to the successful completion of their distance education courses. Almost all responses are related to course issues, time issues, personal issues, administrative, and technical issues. Course related barriers are the lack of interaction, course structure and accessing resources. Barriers related with time were the lack of time, personal commitments, and course work that takes too much time. Motivation and self-discipline comprised personal issues. The lack of expertise made up the technical problems.Finally, administrative problems are related to cost, course availability, obtaining course materials, and administrative support.