Management Information Systems (MIS) in Schools

Management Information Systems (MIS) in Schools INTRODUCTION These days, which we describe information era as various technologic developments have been practiced; the leading risk that an organization could obtain is to hang about tactless to change. A lot of important factors such as constant developments in information technologies, information exchange, and increasing and increasing the expectation of the society to a great extent, recent administration perceptions and applications cause organizations none over the world to develop new applications during order to remain. Because of their priority in modern societies, Information Technologies have reached an state of high main concern in learning, too. Recently, contributions of information technology to education have been among the mostly emphasized subjects. Every country aims to make available their citizens with the most existing education in the line of their monetary competence. In support of this reason, immense investment plans about the use of information systems encompass been put into action all around the world. Inside our country, too, in order to prop up Primary Education Program, 600 million $ of loan in total was taken out within World Bank on June 25, 1998 and July 26, 2004. In the first section of the line up, on least two primary schools in each of the 921 countries of Turkey were prepared in conditions of in order technologies and then activated. In commission training courses in relation to the use of computer in main education which was given to 2.250 coordinators of information technology section and 35.000 teachers were financed. In the following section of the plan ending on February 28, 2006, it is projected that information technology software are circulated to the 3.000 primary education schools just about Turkey and education doorway is established. As a result of training 600 computer teachers, in-service teaching is designed for all the primary school inspectors functioning on the pasture, and for at least 106.381 educators shaped of managers and teachers of main schools which have or will have information technology classes, on use of information technologies in learning and use of educational software, which will be ready in line with recent instruction programs School Management Information Systems Being at the commencement stage of the School Management Information Systems, mechanization of the school management is the necessary subject of todays school management. Principals have ongoing to make use of information systems in the gradually-increasing each day management staffs. Frequently speaking, the reasons to use information systems can be declared as increasing helpfulness at work by handing out information, rising managerial effectiveness by meeting the need for information and obtain supremacy in competitions by directing strategies. School management in sequence systems aim to offer maintain for the managing and educational behavior of the school managers by hand out information. Telem (1999) define the management information in his words as â€Å"an executive information system planned to match the structure, management task, instructional process and particular needs of the school†. According to board definition which defines, hand-outs of the information systems to schools can be defined as making programs more successful, making the teaching process and the changes in learning environment professional, enable teachers to swap their experiences in a more well thought-out way, working in teams, shaping the needs of the students, supporting the school managers and other staff in doing their duty, developing their performances, inefficiency and efficiencies. In other words, school management information systems increase effectiveness and efficiency by saving time and facilitate development of alternative solutions for advanced problems Information systems sustain not only information process but also make the support in innovations. Since being amendable to different changes, these systems are helpful to manage with the load for change. Therefore, school management in sequence systems improve the version of the school to the environment. They enable the school to realize and define internal and external information transfer. In this attitude, school management independently meets the demands and hopes of its inner and outside members; and ensures that school activities are arranged perfectly and on time. Beginning of school management information systems to schools have force major changes in the role as well as work styles of managers. School management information systems have changed school management in the areas of management, choice making, workload, human resource management, communication, responsibility and planning. With intent school management information systems hold up the manager in shaping the aims of the school, making long term plans for possible, distributing resources, and producing educational methods of future, seminal performances of teachers and success of the school. In this trend, school management information systems can also be used as a device to begin and use educational direction of the manager. School managers can make more better and reliable decisions when they get rectify and up-to-date information by school executive information systems (Christopher, 2003). Option making is careful as the heart of educational management and shows the significance. Every day, challenging circumstances that need decision making are based on the complex and unpredicted nature of school surroundings. For this reason, as a problem solver, the educational manager has to collect and examine information constantly. In addition to this, managers have been necessary to make more and quick decisions in short times because of the rising prospect from the educational system (Christopher, 2003). In addition, decision making become faster, more regular and more complicated in schools of in the present day. In order to make decisions under such situation, taking and collecting data that is incessant, up-to-date and that can be accessed promptly and analyzing and using this data is a commitment. Success of school development studies are frequently depends on data based decision making, though school managers are not able to use the data professionally in this side. School management information systems give information and a diversity of reports from the database in order to make decisions in line with the aim of the school and make easy controlling of the tricks to achieve the aim. Information technology helps the manager to access, manage and report the information fastly and with no trouble. While telecommunication nets offer the manager with broad resources of information that can be used in problem solving, written communication has been developed richer by means of word processors and e-mails. increased school principles, supported decisions on the stage of control and planning, improved the power of teaching programs, facilitated student-teacher communication, enlarged the skill between teachers, facilitated methodical and continuous information transfer to parents, and increased communication with more institutions and the central organization. In his study where Gurr (2000) examined possessions of information system on school manager of local school, he strong-minded that information system have generally changed the role of school manager. Managers confirmed that a manager who does not use the information systems is not able to attain his duties suitably anymore. Lastly, Anderson and Dexter (2005) in their studies inattentive that technology leadership of school managers is of more important than the backdrop in the efficient use of technology at schools. On the other pass in literature there are researches that show that school managers had troubles in using school management information systems. For example Viscera and Bloemen (1999) in their study with 195 managers and teachers work in 63 high schools in Holland found out those school management information systems were regularly used in everyday work and managers and teachers did not have enough education on the system. Managers and teachers pointed that while school management information systems had encouraging effects on estimation of efficiency of the school, progress of using sources, superiority of educational programming and in-school communication, it increased their heavy workload and caused stress. The research indicated that this stress is reduced in schools where education is sufficiently given on the system and where innovation is clearly declared as a vision. And moreover it was found that the staff that used the system had top motivation, was devoted to take more education, and adopted the vision of the school more. According to this research where Warren (1998) examined the belongings of information systems on educational decision making, he establish out that school managers have not taken enough education on efficient use of the information technologies. Crouse (1994) found that education improved the prospect to use the information systems. Also Jacops (1992) claimed that there was a relationship between the amount of education the managers took, and the use of information technologies. As a result, it can be stated that school managers had to take over the responsibility of leadership in an unknown area without adequate education. It is cleared as we can see communication and information technologies have progressively more had a role on the behavior of schools. During this era, a lot of things have been spooked and written about the significance of computers. Though there are large number researches on the role and need of information technologies in education, numerous of these are about the educational functions of information systems and just a hardly any of them are about school management. We can say that in other words, although there are countless researches on the position of information systems on class and teaching, only some studies have been done on the use of them in educational management and their effects on the managers. The objective of this learning is to look at the use of information systems in school management and to figured out ideas of managers about managerial information systems. In this aspect, following questions were searched: How are the information technology facilities in primary schools in Edirne? What are the studies done by using managerial information systems in primary schools in Edirne? What are the contributions of managerial information systems and the problems in primary schools in Edirne? METHOD Research Model: The mock-up of this research, which targets to look at the use of information systems in school management and to figure out ideas of managers regarding managerial information systems, is review model. Population: Population of this research is created of school managers working in 170 primary schools in Edirne. However managers from 98 schools responded to questionnaires. Among the school managers built-in in the research, 26 of them have worked for 1-5 years (26.5%), 25 of them for 6-10 (25.5%), 18 of them for 11-15 (18.4%), 9 of them for 16-20 (9.2%), and 14 of them have worked for 21 and more years (14.3%). 25 of the participants (25.5%) are undergraduate, 69 (25.5%) of them are graduate and just one of them (25.5%) is a post-graduate. in the middle of the school managers included in the research, six of them didnt react to question about occupational experience and three of them didnt respond to question in relation to education level. Data Collection and Analysis: A survey was urbanized as an tool of data collection. In the first part of the survey, there were some items relating to the personal information of the school managers like as vocational experience and study level. Following part tells us about, the stuff were regarding information technology facilities related to the information systems of the school and opinions of the school managers about technological facilities. The items about the number of the computers in the school and number of the computers joined to the Internet were open-ended and later, they were classifying after examining their distributions. Participants were predictable to select among the options offered for the items about the places of the computers and the ones joined to the Internet and also the softwares used. Finally, there were open-ended items related to the places to check with in case of a problem about the program and the ones related to dependability. third part of the survey shows the, there were items correlated to the studies finished with the school managing information systems and items about by whom these studies were done. This stuff was separated into two parts as the preparation of various documents, lists and statistics, and data entry. The fourth part consisted of the contributions of managing information systems to school management and problems occurred. These items were in the form of five point liker scale. Options were declared as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by ranking them from 1 to 5. The fifth part contains experiences of school managers in information systems and effects of managing information systems to the manager. In this part, school managers were asked questions about their experiences in information systems and the effects of managing information systems to their managerial efficiencies and work-related development. Options were ordered as; â€Å"Strongly disagree†, â€Å"Disagree†, â€Å"Undecided†, â€Å"Agree† and â€Å"Strongly Agree†. The answers were ordered from â€Å"Strongly Disagree† to â€Å"Strongly Agree† by giving them grading them 1 to 5. And n this part, to determine the validity of feedback form was used the technique of content-related validity according to the opinions of the experts, At the end of the study, the data were analyzed by evaluate their arithmetic average, standard deviation and frequencies and percentages. FINDINGS: The answer of the study were existing under the titles of information technology services of schools, studies done with the managing information systems in schools, contributions of managing information systems to school management, and the problems faced, information system experiences of school managers and effects of information systems to them. Information System practice of School Managers and Their outcome to the Managers Under this title information system experiences of the school managers and effects of management information systems to the managers were presented. Here are the findings about school managers experiences and frequencies of computer and the Internet use and the education they received about these subjects, which were the indicators of school managers information system experiences: the level of computer use of the %32.7 of the school managers was basic level, %54.1 of them was average and %12.4 of them was advanced. Managers stated that their frequencies of computer use (=3.58) and internet use (=3.22) were at a medium level. %81.6 of the school managers received education about working with computers. On the other hand, %77.6 of them answered the question â€Å"Would you like to receive education about computers?† as â€Å"yes†. Findings about the effects of management information systems to the managerial effectiveness of the school managers were presented in Table 10 and findings about their effects to the managers vocational development were presented in Table 11. DISCUSSION According to the outcome of this study which was regarding the usage of School Management Information Systems in primary schools and which mean to decide the viewpoints of the school managers associated to management information systems, it was experienced that the number of computers was not sufficient and there was only one computer joined to Internet in nearly all of the schools. Besides, in a small number of of these schools, there was a web page of the school. Study which was conducted by the Pelgrum (2001) in 26 countries and by Mentz and Mentz(2003) in the schools of South Africa, it was seen that one of the most common hurdles of the applications of management information systems was the insufficiency of the numbers of the computers. Due to this reason, it can be said that there was an important infrastructure problem of the recognition of school managements information systems in todays schools. As Greg rash stated (2004) the uniformity with technological improvements increased with the practice of technology. For that reason, it is compulsory to provide educators chiefly school managers with sufficient technological chances to make them accept and go with the improvements. The problems encountered demonstrate the necessity that the applications of information system should be done in the scope of a useful program. Besides, there is a vital difference among the schools in terms of having these technologies. This inequity makes us think that there is some inequality connected to the usage of these technologies opportunities not only for the manager and teachers but also for the students. This situation shows that there is a possibility of coming face to face with the problem which is discussed extensively and called â€Å"digital division† not only nationwide but also in the schools in the similar province. In addition, it was seen that there are still some school managers and assistant school managers who dont have a computer in their rooms at the schools in the scope of this study. In the middle of the school managers and assistant school managers who have a computer in their rooms, some of them use a computer without an Internet contact. Besides there are some schools whose teachers do not have the opportunity of making use of the information technologies. This is also is seen that The Ministry of Educations objective (MEB, 2002) which is supplying each staffroom with at least two computers; supplying guidance service, library, school managers with Internet access in order to talk with the central and provincial offices and also for the practice of management has not been achieved yet.

Biodiversity Notes

Segmented bodies 2. Jointed exoskeletons 3. Hemlock – body cavity 4. Hemolytic – blood 5. Reduced ocelot 6. Paired, Jointed appendages 7. Distinct head and trunk datagram Lineages Moorlands Insects Collateral Crustaceans Millipedes centipedes Insects Spider, horse shoe crabs, ticks, mites Lobster, shrimp, crabs Decision, short segments, separate sexes, internal fertilization, female eggs Cent': 1 pair legs per segment, anterior most appendages for biting, carnivores use poison, Mill: 2 pair per segment, detersives, 1. datagram: head, thorax, abdomen 2. 3 pairs walking legs on ventral thorax 3. 1 or 2 pairs wings on dorsal thorax 4 sets of mouthpart: labium, mandible, maxilla, labium Decision, separate sexes Anterior/posterior regions, lack antennae but eyes and 6 pairs of appendages, childcare – appendages – near mouth, no metamorphosis Segmented body divided Into exploratory, carapace – plantlike section that covers & protects exploratory, branched appendages, 2 pair of teenage Insect Ecosystem Services: 1. Eat other Insects . Pollinate plants 3. Recycle nutrients 4.Form the heterocyclic base of many food chains Dermatomes Echinoderms: Calcium Carbonate Tube feet with podia Podia Roles in Eating: pry apart bivalve shells, secrete mucus, and flick food to cilia Lineages: Crinoline Feather stars sea lilies Sessile suspension feeders by arms, attached to substrate by a stalk, feather use arms to crawl, mouth directed upward with arms circling Aphrodite Brittle stars basket stars 5 or more long flexible arms in tiny disk, all types of feeding, tube feet lack suckers, eve by lashing arm serpent like Holidaymaker Sea cucumbers Sausage-shaped, suspension or deposit feeding using tentacles- modified tube feet around mouth, lack spines and reduced endorsement, 5 rows of tube feet Asteroid Sea stars 5 or more arms surrounding central mouth, stomach, anus; predators or scavengers; crawl with tube feet Oceanside Sea urchins sand dollars Urchins: globe-shaped, long spine, crawl along substrate, herbivores Dollars: flattened disk shaped, short spine, burrow, suspension feed Contraindicated: Sea Daisies 0 2 species are known, disk-shaped body, armless, tiny, absorb nutrients through the membrane surrounding their body Chordate: 4 morphological features: 1. Pharyngeal gill slits – openings in the throat 2.Nerve cord – runs length of body comprised of projections from neurons 3. Notched – supportive flexible rod that run length of body 4. Post-anal tail – muscular Cheeseboard's Orchestrate Lancelot or impious Denunciates: sea squirts or slaps Small, mobile suspension feeders, resemble fish, notched functions as knotholes in adults and aids in movement, characteristics intermediate between invertebrate and verve, sex reproduce and external fertilization Gill slits in larva and adult; notched, nerve cord, and tail only in larvae; exoskeleton-like coat of polysaccharide called a tunic; U-shaped gut; two siphon; suspension feeders; larva Vertebrates: 2 Seismographs: 1 .Vertebrae – column of cartilaginous or bony structures – which form a column along dorsal sides, protecting spinal cord 2. Cranium (skull) – bony, cartilaginous, or fibrous case that encloses and protects the brain 3 Regions of Brain: 1 . Foreordain – sense of smell; elaborated into cerebrum 2. Mandarin – vision 3. Handrail – balance and hearing; Jawed vertebrates – anemometers cerebellum and medulla obbligato 5 Innovations of Vertebrates: 1 . Bony endorsement 2. Bony exoskeleton 3. Amniotic egg 4. Jaws 5. Limbs capable of moving on land Vertebrate – Eccentricities (SHARKS) Sharks, rays, skates Distinguishing features: cartilaginous skeleton, paired fins, Jaws Sharks fertilization and fertilized eggs or viviparous – consists of – internal

Macroeconomics and its study with relevance to china

SummaryIn accordance to the formulation of latest economic data juxtaposed with macroeconomic principals and theories it can be stated that at the start of 2006, the People's Republic of China officially proclaimed itself as the fourth largest economy, determined by USD-exchange rate leaving behind France and the United Kingdom. The People's Republic of China has an economy, which is graded as the fourth largest economy in the world, when measured by nominal GDP. According to the records of 2005, about 70% of China's GDP is in the private sector.IntroductionAccording to The Star Business, it is estimated by the financial specialists of Pricewaterhouse Coopers that, â€Å"China could overtake the United States by 2025 to be the world’s largest economy and is anticipated to grow to about 130% the size of the United States by 2050†.[1] (The Star, 2008) it can well be stated that the basis of this statement is completely dependent on the microeconomic theories related to fi nance and particularly the quantity theory of money.In general, it can be stated that Macroeconomics is a subdivision of economics that has its transactions with the behavior, structure and performance in terms of regional or national economy. Aggregated indicators price indices, unemployment rates and GDP are the prime factors of this subject along with several other variables such as international finance, international trade, investment, savings, inflation, unemployment, consumption, output and national income.The current article analyzes the trends of Chinese finance market and applies the quantity theory of money and the momentum or velocity of its circulation in Chinese market and beyond. The equation of exchange i.e. M. V=P.Y is applied in this case to yield the forecast. In accordance to the formulation it can be stated that China's National Bureau of Statistics in December 2005 recalculated its 2004 nominal GDP raised by 16.8% or Rmb2, 336.3 billion (US$281.9 billion), maki ng China the 6th largest economy in the world, leave behind Italy, with a GDP of almost $2 trillion USD. At the start of 2006, the People's Republic of China officially proclaimed itself as the fourth largest economy, determined by USD-exchange rate leaving behind France and the United Kingdom. (Edelman, 2005)DiscussionAt the beginning of 2006 China arises as the second largest economy in the world determined by domestic PPP (purchasing power) measure, at about $10 trillion USD, although such approximation must be taken with a great deal of warn as PPP estimation is very vague, more than ever in a huge country like China, Chinese acquiring capacity varies radically between Shanghai and Sichuan, and PPP is immaterial for imported products and overseas acquisitions. By the end of 2008, China foresee (determined by exchange rate) to go beyond Germany as the third largest economy, and to overtake Japan by the year 2015. (IMF, 2007) Thus, it is certain that China is fast becoming a globa l super power, at least economically as the quantity theory of money suggests and as calculated by the financial specialists of Pricewaterhouse based on this theory.The People's Republic of China has an economy, which is graded as the fourth largest economy in the world, when measured by nominal GDP. Its cost-effective productivity for 2006 was $2.68 trillion USD.   Its per capita GDP is rising rapidly. According to the records of 2005, about 70% of China's GDP is in the private sector. The less significant public sector is occupied by about two hundred large state enterprises concerted mainly in utilities, energy resources, and heavy industries.Since 1978 the People's Republic of China (PRC) government has been restructuring its economy from a Soviet-style centrally planned economy, where the state or government have the sole power over the issue of production and takes all decisions about their utilization and about the dissemination of income, to a new market-oriented economy, in which the manufacture and dissemination of goods and services is done through the system of free markets directed by a gratis price system.Within the political skeleton, given by the Communist Party of China this economic system has been termed as Socialism with Chinese characteristics and is a category of mixed economy. Since 1978 after the implementation of these reforms, millions of people have been elevated out of poverty, bringing down the poverty rate from 53% of populace in 1981 to 8% by 2001. (Kar, 2006)Thus it is clearly seen that the velocity of money is fast gaining momentum and when the equation of M. V=P.Y is applied it is clear that growth is tangible and constant.The record of China’s progress over the past two decades has demonstrated naysayer wrong and optimists not positive enough. Upon close assessment, China’s record loses some of its sheen. China’s economic presentation since 1979, for example, is in fact less imposing than that of its Ea st Asian competitors. Regardless of China's distinguished economic progress, its per capita and total GDP growth has been over taken by some nations.From 1999 to 2006, Russia's minimal per capita GDP increased from $1334 to $6879 (515 percent), while that in People's Republic China increased from $870 to $2000 (229 percent). Similarly impressive are some oil producing nations of Middle Eastern, such as Qatar, United Arab Emirates, Bahrain, Kuwait, and Brunei. Kazakhstan, Azerbaijan, Turkmenistan, and Angola had outpaced China in utilizing huge energy coffers in the same time.On the other hand, Equatorial Guinea, an African country recorded 79% percent real GDP augmentation in 2004. Even some countries in Asia such as Vietnam have made GDP triple between 1999 and 2006 in ostensible per capita dollar basis, astonishingly more than China. The strength of overall economy is a major determinant of political significance in the present time and China is doing quite well in this prospect. (King, 2006)In adjunct, it must be kept in mind that per capita income in absolute dollars (not percentage) GDP per capita is ascending much rapidly in most of the developed nations of the world than China, on account of China's very low foundation of   income. The Central Committee of the Chinese Communist Party a short time ago permitted the draft for the 11th 5-year plan for 2006 – 2010. The plan is intended to achieve a comparatively conventional 45% increase in GDP and 20% decline in energy intensity by 2010.Intriguingly enough, due to its vast population, China's per capita share of world GDP can by no means accomplish the levels of the USA or Japan or some European countries in the 1990's by economic progress alone. Avowed in another way, an average Chinese can never posses the same comparative economic power that possessed by average Americans, Western Europeans, and some Japanese in 1990's. This is demonstrated as Japan had 20% of world GDP in April 1995, with not more than 2% of its population. (Lamb, 2004)ConclusionAs China contains approximately 20% of the world's population, it would require 200% of world GDP to compete with Japan's level by this evaluation in April 1995, which is next to impossible. China’s share of total population of the world would have to reduce in size to well below 10% for this to happen. (Fletcher, 2005) Thus, it is quite clear that microeconomic theories like the quantity theory of money is very relevant in the modern context of financial analysis and forecast and the formulation of the national and economic variables are always dependable. Thus, it is obvious that economic commentaries or economic reports, like the one by The Star, can always be used for the fundamental understanding of macroeconomics and its principals.References:Edelman, S; (2005); Evaluation Techniques in International Business Management; Bloemfontein: ABP LtdFletcher, R; (2005); Principals: Beliefs and Knowledge; Believing and Knowin g; Dunedin: Howard & PriceIMF; 2007; Reports: 2006-2007; Paris: ADM PressKar, P; (2006); History of Industrial Economics and Related Applications; Kolkata: Dasgupta & ChatterjeeKing, H; (2006); Economic Principals Today; Auckland: HBT & Brooks LtdLamb, D; (2004); Cult to Culture: The Development of Civilization on the Strategic Strata; Wellington: National Book Trust[1] The Star; (March 2008); China to be world’s largest economy in 2025; KUALA LUMPUR: thestaronline

Essay on Reflexive Embodied Empathy - 9936 Words

Paper for 2005 Methods issue #4 The Humanistic Psychologist ‘Reflexive embodied empathy’: a phenomenology of participant-researcher intersubjectivity By: Linda Finlay Acknowledgements: My grateful thanks go to Scott Churchill for reminding me to return to Husserl’s work on intersubjectivity to better anchor my concept of ‘reflexive embodied empathy’. I am also indebted to Maree Burns who first drew my attention to the idea of embodied reflexivity. Address for correspondence: 29 Blenheim Terrace, Scarborough, North Yorkshire, United Kingdom, YO12 7HD Tel: + 44 1723 501833 Email: L.H.Finlay@open.ac.uk Abstract In this paper I’m advocating a research process which involves†¦show more content†¦I call this practice ‘reflexive embodied empathy’. To define and explicate this concept, I start by exploring some of the literature on empathy. There is an extensive empirical literature on empathy in the fields of neuroscience (see Thompson, 2001) and social psychology (see Davis, 1994). However, I confine my discussion here to the equally extensive (though sometimes overlooked) literature from phenomenology. Here, I draw on a range of theoretical ideas but the philosophical ideas of Husserl (1928/1989) on intersubjectivity and of Merleau-Ponty (1964/1968) on ‘embodiment as intertwining’ are particularly influential. While the focus in this literature review is on empathy, concepts related to embodiment and reflexivity are integral. The literature review is followed by an analysis of the concept of reflexive embodied empathy in practice. I use three examples of significant moments from various hermeneutic phenomenological research projects to demonstrate reflexive analysis of my own embodied, intersubjective relationships with participants. I characterize these moments of reflective involvement with the data as fluid, interpermeating ‘layers’ whereby different dimensions of experience are called to the fore. Three co-existing layers of reflexivity are described: †¢ connecting-of the Other’s embodiment to our own †¢ acting-into the Other’sShow MoreRelatedComplexity Science And Systems Thinking4544 Words   |  19 Pagesrelationships, and rejects the reductionist view that systems can be understood through the analysis of their individual parts, and instead examines the relational aspects to determine organizational patterns, predict systems behavior, and discover reflexive networks. In the figure below, Brian Castellani shows the history and intersections of complexity and systems in his interdisciplinary mapping of key figures and research areas in order to understand the overarching philosophies and applicationsRead MoreThe Independence Of Meta Cinema And Authorship4881 Words   |  20 PagesTruffaut, 1973) and 8 ? (Fellini, 1963). In order to demonstrate this, I will take in this chapter these two films together with Tout Va Bien (Godard and Gorin, 1972) as illustration. Determined by Bordwell as adversary to art cinema, the third reflexive work balances the discussion on the projection of auteurism in meta-cinema as an interrogating approach. All examples reflect the process of filmmaking and embody or question the auteurist concerns on directors? individuality and the uniqueness ofRead MoreOrganisational Theory230255 Words   |  922 Pagescomprehensive texts in the field of organization studies. It takes the reader through different perspecti ves and various topics on management and organizing, discussing these in some depth and detail. It offers a historically grounded, critical-reflexive approach to studying organizations that will prove to be extremely helpful guidance to students. Dr Sierk Ybema, Vrije Universiteit Amsterdam, The Netherlands . Organization Theory Challenges and Perspectives John McAuley Faculty of Organization

Love in A Midsummer Nights Dream by William Shakespeare...

Love in A Midsummer Nights Dream by William Shakespeare In midsummer night dream love is portrait in different ways . Many of the characters fall in and out of love with each other. The term lovers is used in the play to mean the four lovers Demetrius, Hermia, Helena and Lysander. They behave as individuals in the play, they also act as a group when they represent the theme of young love. There are different kinds of love in the play. One of the kinds of love which is not real love but many people mistake it as is infatuation or commonly known as lust. This isnt being love with the other person but in love with one of their characteristics, This can be shown with the relationship between†¦show more content†¦ Do I entice you? Do I speal you fair? Or rather do I not in painest truth tell you I do not, nor I cannot love you Demetrius clearly illustrates to Helena that he has no interest, but Helena persists. she says And even for that do I love you the more. I am your spaniel; and, Demetrius, The more you beat me, I will fawn on you. Act II line 220-222 Your virtue is my privilege. For that it is not night when I do see your face, therefore I think I am not in the night, . Helena is unhappy and rejected at the start of the play. She and Demetrius used to be lovers, but he falls in love with Hermia. She is a rather unhappy figure throughout the play and even at the end is unsure about her sudden good fortune, when she marries Demetrius who loves her again because of the love-potion which made cruelly reject Hermia. The last kind of love which is shown in the play is true love, this love , in other words can not be prevented. It will find a way . This can be shown with Lysander and Hermia. They love each other with all their heart and nothing can stop them from being together. That is what true love is and thats why people say that true love is the most powerful thing in the world. 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He had a daughter named Susanna and twins, Judith and Hamnet. Hamnet, his only son, died at age eleven. Shakespeare died in April 1616. Despite the fact that Shakespeare wrote some thirty-seven plays, owned part of his theatrical company, acted in plays, and retired a relatively wealthy man in the cityRead More William Shakespeares A Midsummer Nights Dream Essay935 Words   |  4 PagesWilliam Shakespeares A Midsummer Nights Dream A Midsummer Night’s Dream could have easily been a light-hearted, whimsical comedy. Complete with a magic forest and a kingdom of fairies, it is an iconic setting for amorous escapades and scenes of lovers. But Shakespeare’s writing is never so shallow; through this romantic comedy, Shakespeare postulates an extremely cynical view of love. A Midsummer Night’s Dream becomes a commentary on the mystery of love, and lovers in general emerge shamed

Flannery OConnors Use of Religious Allegory Essay

An ardent Catholic as she was, Flannery O’Connor astonishes and puzzles the readers of her most frequently compiled work, A Good Man Is Hard to Find. It is the violence, carnage, injustice and dark nooks of Christian beliefs of the characters that they consider so interesting yet shocking at the same time. The story abounds in Christian motifs, both easy and complicated to decipher. We do not find it conclusive that the world is governed by inevitable predestination or evil incorporated, though. A deeper meaning needs to be discovered in the text. The most astonishing passages in the story are those when the Grandmother is left face to face with the Misfit and they both discuss serious religious matters. But at the same time it is the†¦show more content†¦For instance, she wishes to dress smart only in case an accident should occur so that her body would be identified as a woman. She shows her being a â€Å"good woman†, contrary to a â€Å"good man† who â€Å"is hard to find†. But by doing so she reveals how artificial a Christian she is, that appearance for her is more significant than a â€Å"good Christian† spirit. It is her who divides the world into â€Å"good† and â€Å"evil† but she little realizes the actual parameters of these values. Her subjective point of view makes the borderline somewhat blurred, even the name of Jesus in her speech â€Å"sounded as if she might be cursing†. In fact, she is far from an epitome of virtue and it is only the fatal encounter with the Misfit that makes her realize the error of her ways. Hence, to some extent, the Grandmother may be treated as a common Everyman. But our Everyman starts as a truly â€Å"fake† Christian and whether or not she deserves any redemption is questionable. Though she perishes like a martyr, as the Misfit confesses when he tuned to perpetrating evil deeds, the Grandmother responds that he should have started praying and that â€Å"Jesus would help†. Again, O’Connor’s attempt here is to present, by means of religious motifs, how superficial the faith of Southerners is. Grandmother’s advice comes out of convenience, not of genuine worship of God and is a commentary on how people turn to religion in the event of sickness, deathbed orShow MoreRelatedThe Writings Of Nathaniel Hawthorne And Flannery O Connor1022 Words   |  5 PagesReligio-historical objects are things of crafted pieces of writing that reveal the realities of religious subjects through the perspective visions of their author (C.J Bleeker). Compared to an artist who has a muse, writers also have a â€Å"muse† something that influences their writing. Whether it is a personal experience, religious belief, or common morals writers derive the context within their writing from many different aspects of life. 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In the short story â€Å"A Good Man Is Hard To Find,† the dark and apathetic Misfit is said to portray, in an allegorical sense, a Christ-like figure. However, through the interpretation of the inversions of divine characteristics, his repulsion of Christ’s very existence, and the denial of any powers beyond the observable realmRead More Flannery OConnors Short Fiction Essay examples3159 Words   |  13 PagesFlannery OConnors Greenleaf, Everything that Rises Must Converge, and A Good Man is Hard to Find Introduction To the uninitiated, the writing of Flannery OConnor can seem at once cold and dispassionate, as well as almost absurdly stark and violent. Her short stories routinely end in horrendous, freak fatalities or, at the very least, a characters emotional devastation. 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Evaluating Plot Having studied a given story or novel, to see how the author has arranged and made us use the elements of plot, we should be ready to evaluate his or her success. The customary test of a plot’s effectiveness is its unity: the degree to which each episode and the place it occupies in the narrative structure of the work bear in some necessary

Cultural Intelligence for Critical Reflection- myassignmenthelp.com

Question: Write an essay to critically reflect on how and why cultural self-awareness is important to develop cultural intelligence? Answer: Introduction Critical reflection essay of cultural self-awareness and its importance in developing cultural intelligence has become diverse and increasingly global. In a world where multicultural diversity of manpower is the boiling point in a space, it is crucial to comprehend cultural self-awareness in order to develop a cultural intelligence for excellent communication and better organizational standards (Clark, 2011). The awareness of diversity in the international context is significant today than it was in the past because of many factors some of which include diversification, globalization, growth, organizational culture and other processes. The subject about why self-awareness has become to developing cultural intelligence has been necessitated by increasing changes in todays work situations. The essay will critically reflect on how and why cultural self-awareness is important to developing cultural intelligence in the context of business. In this diverse world, all people that we meet possess their own culture different from our own. Self-cultural awareness provides people with strong foundations through which communication that entail understanding ones beliefs, perceptions and values is enhanced (Hampton, 2010). For example, during my internship period at Woolworths, an Australian based Retail Company; I had a chance to interact with colleagues of different cultural backgrounds. We all have different first languages something which made me learn many new languages. However, the management established a uniform communication language in which we all conformed to. I observed that my colleagues shown a great sense of direction by adjusting to the set organizational culture that different from their own cultures. In this context, cultural awareness helped in making people understand each others cultures and behavior something which showed a great deal of cultural intelligence. Self-cultural awareness has increasingly become important in building cultural intelligence in a work setting. Cultural intelligence in itself is a significant term for management, training, learning, and running of business operations (Lay McGuire, 2010). For instance, my tenure at Woolworths made me observe how the management has shown a great deal in the training and development of interns and other employees. My colleagues showed critical capabilities of working in a cross-cultural environment in an effective manner and a huge capacity to relate to people from other cultures (Macdonald, 2011). The advanced self-cultural awareness by colleagues promoted cultural intelligence in the company. The management measured interns intercultural performance to assist them in enhancing cultural intelligence for the future generations within the company using performance appraisals. As a result, there was increased understanding, productivity, work integration, and operational efficiencies h ence improved workforce productivity (Writing the sociology paper, 2005). When a person is aware of cultural diversity and how it works, cultural intelligence is promoted. An individuals ability to adopt in a culture diverse environment depends with his or her cultural awareness like knowledge of religious beliefs, social norms, and behavior, legal systems, social linguistic and economic factors so as to advance his or her interaction with other people in diverse environments (Ryan, 2011). In my stay at Woolworths, I observed how the manager encouraged us to interact with each other so as to understand our differences in cultural backgrounds. The manager advocated for both verbal and non-verbal communication ways through cross-culture intelligence was used in the execution of effective communication strategies in its diverse work environment. Cultural self-awareness helped in building the companys strategies of cultural intelligence and confronting any culture-related issues. I learned that by making judgments about an individual's thought process so that of others, through self-cultural awareness they can develop the cultural intelligence and strategize the accent, words, tones, and greetings within the workplace (Taylor, 2001). In action, cultural intelligence entails one's ability to adjust his behavior in a cross-cultural environment given their awareness thus able to choose the right communication strategy likewise. All people need to have self-cultural awareness in order to develop cultural intelligence capabilities effectively. Cultural self-awareness involves ones act of getting aware of his or her cultural identity. Cultural self-awareness helps people understand their strengths, weaknesses, biases, fears, motivations, and goals (Taipale, 2012). My experience at Woolworths made me understand the importance of being aware of my culture and its significance for a cross-cultural interaction. I understood that interaction with people helps in building the values and beliefs that I form on other cultures, and this helps in developing my cultural intelligence. For example, if people see how Hip Hop music is important; mostly it is associated with all young people. This has helped them in building their cultural intelligence as they strive to interact with their colleagues. Therefore, once people understand the value of different cultures; this then enhances their cultural intelligence hence able t o interact with diverse culture people. When people possess the sense of cultural intelligence, their intercultural self-awareness grows. In my experience with the diverse workforce at Woolworths, I learned that people react differently to different groups of cultures for they have different tastes, views, and perceptions on the subject (Spencer-Oatey, 2012). Understanding behavioral differences of people help an organization realize its core objectives. Different people have different aspirations with respect to their perspective of satisfaction. In this perspective, the arrangement of organizational goals and objectives on cross-cultural reference enables companies to enhance management quiet suitably. The actual understanding of self-cultural awareness and diversities broadly help companies in obtaining cultural intelligence required in bridging communication gaps that exist within its operations in a more suitable way. I noticed that the adoption of proper cultural intelligence enables people to handle new opportunitie s in the world with ease. In conclusion, the world has been made a village as people from different backgrounds continue to interact. In Australia itself, multiculturalism has taken the seat in all sectors. In such vibrant environments, communication has turned out to be multi-cultural due to the advanced multi-cultural awareness generations that run the world today. Self-cultural awareness has elevated cultural intelligence into place. The awareness of cultural values and the obtainment of proper cultural intelligence is the key to developing the world today. The self or others cultural awareness is the subject for studies and research since many people wish to develop cultural intelligence and competence for future business trends. References Clark, D.R. (2011). Learning through reflection. Retrieved from https://www.nwlink.com/~donclark/hrd/development/reflection.html Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods, Oxford Centre for Staff and Learning Development, Oxford Polytechnic. London: Further Education Unit. ISBN 1-85338-071-7. Hampton, M. (2010). Reflective writing: A basic introduction. Retrieved from https://www.port.ac.uk/departments/studentsupport/ask/resources/handouts/writtenassignments/filetodownload,73259,en.pdf Lay, S., McGuire, L. (2010). Building a lens for critical reflection and reflexivity in social work education. Social Work Education 29(5), 539-550. Macdonald, L. (2011). Critical reflective writing in social work Dalhousie University. Retrieved from https://www.slideshare.net/dalwritingcentre/critical-reflective-writing Reflective Writing. (2008). Retrieved from https://www.lc.unsw.edu.au/onlib/reflect.html Ryan, M. (2011). Improving reflective writing in higher education: A social semioticperspective. Teaching in Higher Education 16(1), 99-111. Spencer-Oatey, H. (2012) What is culture? A compilation of quotations. GlobalPAD Core Concepts, 1-22. Taipale, S. (2012). Mobility of Cultures and Knowledge Management in Contemporary Europe.European Review, 20, pp 173-181 doi:10.1017/S1062798711000445 Taylor, E. (2001). Transformative learning theory: A neurobiological perspective of the role ofemotions and unconscious ways of knowing. International Journal of Lifelong Education, 20(3), 218-236. Writing the sociology paper. (2005). Retrieved from https://www.dartmouth.edu/~writing/materials/student/soc_sciences/sociology.shtml