Success and Excellence in Business Essay Example | Topics and Well Written Essays - 1000 words

Success and Excellence in Business - Essay Example Among the most basic objectives of any business organization today is to at least achieve unity among its members. This is a very difficult endeavor especially now that diversity is not only recognized, but a reality that pervades every aspect of people’s lives. Latent characteristics such as race, gender, age, geographic, and even value differences make unity difficult, if not entirely remote. The urgency of achieving unity while, at the same time, recognizing diversity, is a challenge that was already recognized in Senge’s analysis of business organizations as being led by the â€Å"new leader†. In his analysis, he showed how they should adapt to the systems thinking model to achieve unity. Focus was given to organizational unity because it is through unity that the organization achieves order, and with order comes efficient and effective operations—both in production and human resource management.The new leader in the contemporary business organization must first recognize the presence of diversity. It is through recognition that the leader can get a better and more holistic â€Å"picture† of the organization’s nature and dynamics. This means that new leaders must ‘see interrelationships, not things, and processes, not snapshots†. This description is expressive of the nature in which managers have always assessed their organizations: objective, segmented, and too much attention to detail. While these aspects are also important in implementing business.... imulating creativeness in the organization's human resource; (4) observing humane and proper business practices; and (5) running the business for the sake of society's development and progress. Among the most basic objectives of any business organization today is to at least achieve unity among its members. This is a very difficult endeavor especially now that diversity is not only recognized, but a reality that pervades every aspect of people's lives. Latent characteristics such as race, gender, age, geographic, and even value differences make unity difficult, if not entirely remote. The urgency of achieving unity while, at the same time, recognizing diversity, is a challenge that was already recognized in Senge's (1990) analysis of business organizations as being led by the "new leader" (manager). In his analysis, he showed how 'new leaders' should adapt to the systems thinking model to achieve unity. Focus was given to organizational unity because it is through unity that the organization achieves order, and with order comes efficient and effective operations-both in production and human resource management. The new leader in the contemporary business organization must first recognize the presence of diversity. It is through recognition that the leader can get a better and more holistic "picture" of the organization's nature and dynamics. This means that new leaders must 'see interrelationships, not things, and processes, not snapshots" (15). This description is expressive of the nature in which managers have always assessed their organizations: objective, segmented, and too much attention to detail. While these aspects are also important in implementing business, particularly in the organization's operations, it is important for managers to have a strong

CIA Operation PBSUCCESS Essay Example | Topics and Well Written Essays - 1000 words

CIA Operation PBSUCCESS - Essay Example "PB" here stands for "Presidential Board" while SUCCESS is used to express the general optimism and confidence that this operation would achieve its objectives. Its main objective was overthrowing the popularly-elected Guatemalan President, Jacobo Arbenz Guzman. This was because his government had presented various new policies that the US was of the opinion that they were Communist. The US suspected the influence of the Soviet Union in this. The US clearly hated Communism and all its principles. They could therefore do anything to stop it. Moreover, Communism threatened to oust the US as the world's super power. They had to fight this at all costs to continue with this domination. For Guatemala, Communism posed a threat to the US interests in that country and even neighboring ones. They had to intervene to secure these interests. The US was therefore killing two birds with one stone in Guatemala. The US feared that Guatemala becoming a "Soviet beachhead." Guzman introduced land reform acts were seen as antagonizing United Fruit Company, a US-based multinational. This company had great stakes in the earlier Guatemala administration and urged the US to intervene. The operation took place between 1953 and 1954. ... Later there was another operation known as "Operation PBHISTORY". Its aim was gathering and analyzing Guatemalan government documents. The US would later use these documents to portray Guzman as puppet of the Soviet Communists. During the administration of two of Guzman's predecessors, Jorge Ubico and Manuel Cabrera, Guatemala was open to foreign investment, with Ubico specially favoring the United Fruit Company. The UFC then invested heavily in the country. It bought controlling stocks of the rail, electricity and telegraph utilities. It won control over most of Guatemala's best land. Ubico administration greatly protected the interests of the United Fruit Company. Soon after the inauguration of Dwight Eisenhower as the US President in 1953, scrutiny of CIA covert action operations started. Eisenhower set up an evaluation known as Solarium that comprised three committees that did an analysis to find out which action plans should go on. Later, CIA's covert activities were kept under close check. Questions arose as to whether CIA covert operations were proper and if they served national interests (Cullather, 2006). According to David Bruce, a presidential advisor on foreign intelligence activities, these covert actions were responsible for sparking turmoil and raising doubts about the US in numerous countries worldwide. The US faced political condemnation worldwide because of the role it played in having President Guzman overthrown. The US damaged its reputation in Latin America and also angered its allies. It was heavily criticized even by the United Nations (Kinzer and Schlesinger, 1999). There was strong resentment in the Caribbeans and Latin America. This played a part in damaging the stability of Guatemala and Latin

Drawing, Printmaking, and Painting Essay Example for Free

Drawing, Printmaking, and Painting Essay There are different ways on how to make exquisite two-dimensional masterpieces. It can be in the form of a drawing, printmaking or painting. All of these methods may seem identical because of their common dimensions. However, there are some specific components and characteristic that each form of visual art has that sets them apart from one another. Drawing is considered to be the foundation of all pictorial representation. More so, it is in this stage where almost all art activities start. The utilization of lines to represent various forms and shapes serve as the guidelines or foundation of more advanced or elaborate art depictions such as paintings. Though it may seem that drawing is part of other visual art forms, its emphasis on the use of line is its most distinguishing factor. Furthermore, drawing also makes use of shadings and color to create an illusion that it has mass and more dimensions. However, it all depends upon the artist’s choice of medium and tools of whether the drawing will have a linear or painterly quality. Linear is a technique in the visual arts wherein lines and curves are highlighted meanwhile painterly is the exact opposite technique of linear because it uses colors to create shapes and forms (Delahunt). A famous example of a linear drawing is the Vitruvian Man by Leonardo Da Vinci. In this illustration, Da Vinci showed the human anatomy and ideal body proportions. Da Vinci used pen and ink to draw the lines and curves that perfectly generated an accurate depiction of a human body. Meanwhile, printmaking is more complex in terms of execution compared to drawing because it uses an object, which can either be made from metal, plastic or wood with carvings of any design to create an artwork. The process of producing prints is quite complicated than drawing because in drawing, an artist can produces a work of art with just the use of pencil and a piece of paper while printmaking requires more apparatus. After the block is made which will be used as a stamp, the next step is to dip the engraved block on a container of wet colored inks so that when it is pressed down on a flat surface whether wood, cloth or paper, the engraved design will appear on it. There are many techniques involved in printmaking but they all follow the basic processes. It is the materials and tools that make the difference in the output (Delahunt). During the Renaissance period, printmaking became an instant success with the people. It was used â€Å"for all manner of illustrations, including topographical survey, and for portraiture. † One of the famous artists who used prints was Albrecht Durer who made several religious prints and the Knight, Death, and the Devil was the most popular. This print symbolized the status of moral value (Cartage. org). On the other hand, painting is another form of visual art which is the exact opposite of drawing. It is far more sophisticated and more complex than drawing and printmaking. Painting uses a variety of visual elements including lines, shapes, perspectives, space, light and others. More so, these elements are combined in accordance with the principles of design specifically unity, balance, proportion, and emphasis. Usually artists use either oil or water colors on a canvas to make a painting. Furthermore, the content of the painting is dependent on the technique of the artist and the materials used. Overall, drawing, printmaking and paintings are all used to express the creativity and craftsmanship of an artist. Though they have similar purposes, each form of visual art has its own features not present with the others. Drawing is seen as a portable and simple way of generating artworks. Meanwhile, printmaking is the most precise way of making aesthetic designs. Moreover, out of the three, painting is the most glorified form because of its versatility and sophistication. Works Cited Delahunt, Michael. â€Å"Drawing. † 2008. Artlex. com. 8 September 2008 http://www. artlex. com/ArtLex/d/drawing. html. Delahunt, Michael. â€Å"Printmaking. † 2008. Artlex. com. 8 September 2008 http://www. artlex. com/ArtLex/p/print. html. â€Å"Printmaking and prints. † Cartage. org. 8 September 2008 http://www. cartage. org. lb/en/themes/arts/Graphicartists/generalities/Historyofprintmaking. htm

Barriers to Early Intervention of Special Needs Pupils

Barriers to Early Intervention of Special Needs Pupils BARRIERS TO EARLY IDENIFICATION AND INTERVENTION  OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS Although tremendous progress has been made in the last thirty years regarding the identification of and intervention for children with special educational needs (SEN), significant barriers still exist. An estimated 1.7 million pupils have special educational needs; however, only 250,000 have statements (Russell 2003, 216). This means â€Å"only a minority of the children (2% nationally) with SEN will have formal statements of SEN, although an estimated 20% of the children will have transient or persistent special educational needs† (Callias 2001, 25). Some of the barriers to identification and intervention for SEN children are more easily addressed; others are quite complex and provide an ongoing challenge for families, educational personnel and authorities, and a number of government entities. It is important to note that whilst some identification and intervention barriers span the scope of SEN children, the type of need presented by the child strongly influences the likelihood of identification and intervention. Children with physical special educational needs, such as visual impairment or noticeable physical handicap, are easily identified and much more likely to receive services than children with less prominent disability (Russell 2003, 220). Similarly, children suffering from extreme mental disability, such as severe mental illness or significant mental retardation, will also be more easily identified and considered for services (Russell 2003, 220). However, the barriers that do prevent identification and intervention for physically and severely mentally disabled children are complex. Some minority and ethnic communities have cultural barriers that prevent their SEN children from receiving early identification and intervention. Sometimes this is on the part of the minority or ethnic family. Some cultures consider disability to be a source of shame or embarrassment for the family, and as a result keep disabled children at home and isolated from the larger community. When this occurs, the child becomes much less likely to be identified as having a special educational need or having appropriate early intervention. In other instances the greater community presents cultural barriers to services provided to the child. Sometimes this is in the form of misunderstanding of the cultural values of the minority or ethnic family. At other times racism becomes an issue. Russell (2003, 217) asserts â€Å"there is widespread evidence of additional disadvantage and social exclusion for disabled children from minority ethnic communities.† Language barriers for minority and ethnic families is also an issue. Typically this is the result of parents with poor English skills misunderstanding the communications of key workers and others, or of key workers and similar service providers misunderstanding or making assumptions based on poor communication by the parents (Fletcher-Campbell and Cullen 2000, 92). School personnel and other service providers must sometimes contend with a large number of native languages in their communities, and often lack the funding and staff to respond to all the potential EAL issues that may present (DfES 2004, 18). The result is a lack of communication between the family and professionals, which may result in a potential special educational need being misdiagnosed or mislabeled as some other issue, and the child not receiving needed identification of potential SEN. The key, according to Russell (2003, 216) is that information must be accessible, both ways, to families and professionals. Often these children have barriers related to the economic condition of their families. Over half the families with a disabled child are living on or below the margin of poverty (Russell 2003, 218). Often at least one parent is unable to work because of the childcare needs presented by the disabled child. Lack of financial resources in the family reduces the child’s access to services, as often transportation needs are unmet. More parents need â€Å"access to good quality childcare and early years provision in their local community (DfES 2004, 10). Poor families also typically live in poor communities, which often suffer a wide array of service deficiencies. â€Å"There are wide regional variations in the quality and coherence of available support† (Russell 2003, 223). Similarly, levels of support vary widely from community to community and even sometimes from pupil to pupil (Russell 2003, 220). This means resources leading to identification or intervention for one SEN pupil may not be available to a similar pupil simply because of where the second pupil lives, with poor children the least likely to have access to needed services. In short, for noticeably disabled children, â€Å"lack of effective information and communication about available services, a shortfall in appropriate family support services and the impact of racism and low income in many communities† often form a barrier to identification and early intervention (Russell 2003, 217). The above issues may affect all children with SEN; however, children with less obvious or visible disability suffer from additional barriers to identification and intervention. Whilst the blind child is easily recognised, the child with a learning disability or emotional issue may suffer for years before his or her needs are identified. For these children, lack of training amongst childcare and school staffs, ineffective sharing of information, insufficient time and resources, and even the child and/or parents’ response to learning difficulties can form barriers to SEN identification and intervention. A lack of training amongst those who interact with the child also leads to reduced identification, and therefore reduced intervention (Fletcher-Campbell and Cullen 2000, 90). Childcare and early years workers have the daunting task of determining whether a child has special educational needs, or is reacting to poverty, cultural differences, neglect, or some other factor. For example, school personnel and the LEA are expected to seek evidence of identifiable non-academic factors affecting statements† before full assessment (Callias 2001, 25). They look for other issues, such as â€Å"health problems interfering with schooling, sensory impairments, speech and language difficulties, poor school attendance, problems in the child’s home circumstances, or any emotional or behavioural difficulties† that may be causing the child’s educational difficulties (Callias 2001, 25). Because of this, children who come from difficult home situations or for whom English is an additional language will often experience delay as personnel try to determine whether these contributing factors or a true special educational need is present. The less trained staff is in these situations, the less likely they are to arrive at a correct, timely decision, or be able to correctly evaluate the child’s special educational needs in light of additional factors. This is compounded by discrepancies regarding what does and does not constitute a special educational need. â€Å"The criteria for identifying children with SEN and especially for thresholds triggering a statutory assessment are very general† (Callias 2001, 30). Because of this generality, â€Å"they remain open to differing interpretations and are likely to continue to be a source of potential difference of opinion† (Callias 2001, 30). Again, the authority or school with less trained personnel is therefore less likely to be able to provide timely and accurate service to SEN children in their care with other potentially contributing factors. The DfES recognises that early childcare workers and early years personnel need additional training in SEN identification, allowing services to â€Å"work on a preventative basis, rather than waiting until crisis point is reached (, 16). The government’s Removing Barriers to Achievement states an area needing improvement is â€Å"the expertise of those working with young children with SEN and disabilities† and advocates â€Å"consistent, nationally recognised training be provide to staff in all settings† (DfES 2004, 17) Another barrier to early identification and intervention is lack of communication and information sharing amongst involved parties. DfES repeatedly recognises this as a barrier to service, and advocates better information sharing and assessments for early intervention (DfES 2004, 10). Russell (2003, 221) similarly concludes it is widely recognised that fiscal, structural and cultural barriers between agencies negatively impact SEN identification and intervention. Schools and authorities facing high staff turnover have additional communication barriers as multiple personnel will often be involved in one identification or assessment. The problem was once much more severe. Fifteen years ago, â€Å"LAPP evaluation showed that staff in some schools were rediscovering the same learning problems in the same students each successive year, with no awareness of what might have been done about them in the past† (Stradling and Saunders 1993, 130). The government recently launched the Early Support Pilot Programme, which provides a single key worker who â€Å"takes responsibility for ensuring that services are coordinated and delivered around the family’s needs† (DfES 2004, 12). This allows for a coordinated, single assessment for the child, better information sharing between agencies, and ongoing reviewing services (DfES 2004, 12). Even the key worker system, however requires that the key worker be able to obtain accurate information regarding the child. â€Å"The criteria for ascertaining special needs begins with evidence that the child’s attainments are discrepant with the majority of children his or her age† (Callias 2001, 25). If the child is reported to be below attainment level by some parties and not by others, it brings into question whether the child’s issues are truly special educational needs or environmental. In some cases information is simply not provided or forwarded by involved agencies, often due to the lack of time and resources as described below. Key workers for children in unstable living situations also have difficulties in obtaining needed information. If a child is not at a given agency for a long enough period, and is constantly transferring from agency branch to agency branch or from school to school, it becomes difficult to gather all the needed information for a ccurate identification and intervention. In such situations parents are also often unable or unwilling to provide information on their child, making the child present without background at each new school or agency. Insufficient time and resources are another barrier to SEN identification and intervention. Lack of funding can cause delay by leading to not enough personnel (DfES 2004, 18). Although specific positions are advocated or required, some vacancies go unfilled for too long a period of time, and other staff are given caseloads in excess of recommendations (DfES 2004, 18). High turnover in the most needy schools and communities compounds this problem. One noted barrier to intervention is a lack of key workers who â€Å"ensure well coordinated services planned to meet individual family needs† (Russell 2003, 216). Poorer communities, as discussed above, often lack the resources and materials that other communities consider normal. Children’s Trusts are working to address lack of access to information and services, and lack of the services themselves in some areas, but discrepancies remain (DfES 2004, 13). Whilst the SEN Code of Practice is a welcomed guidance by many, there is ongoing concern about the time needed to implement the Code, and whether resources allocated to SEN pupils will take away from pupils without special needs (Bowers and Wilkinson 1998, 120). A final barrier to SEN identification and intervention is sometimes the child or parents themselves. A child who appears to not have special educational needs but in actuality does will often develop elaborate coping mechanisms to hide his or her learning difficulty (DfES 2004, 52). Such children often feel â€Å"stupid,† as their parents and teachers tell them to try harder and work to their potential, not realising that they already are. As the child works harder but is still unable to master material presented, feelings of inadequacy are compounded and coping and hiding mechanisms become more prominent (DfES 2004, 52). Sometimes this will be in the form of withdrawing or presenting as shy so as to avoid being asked to contribute. In other children, acting out as the class clown or seemingly rebelling and refusing to cooperate allows the child to avoid confrontation of his or her learning needs. As such, the child may progress through several years of schooling before his or her need for special education is identified. The child with unidentified SEN also sometimes refuses to cooperate with identification and intervention efforts, as there continues to be some social stigma in some schools and communities to learning difficulties. Parents may similarly resist a child’s identification as possibly needing special educational support, or the interventions suggested by the LEA. Parents may not realise that identification of a special educational need does not necessarily require their child be removed from mainstream education or schooled specially, that in fact, children are mainstreamed wherever possible (DfES 2002, 5). They may have issues regarding social stigma, or be in denial that their child has any sort of difficulty. In these situations, parents may refuse to provide information, mislead workers into the true nature of the child’s attainment, causing environmental issues or other factors to be considered. Fortunately, there are many ways that these barriers can be and are being overcome. The cultural issues of some minority and ethnic communities regarding children with disabilities is a complex one, and therefore defies an easy solution. However, increasing awareness and understanding within local people groups, particularly if such is available in their own native languages, is important to removing barriers for SEN children’s identification and for them receiving the services they need. Educating staff at community centres or religious places where people from such cultural background might seek assistance, for instance, on the facts of special educational needs and services available to children might lessen the stigma of disability and provide more accessible information to affected families. Also, translating information or providing written information in a wide variety of languages would be an aid to workers faced with a number of different language groups in their comm unities. These publications could even be available online, allowing easy download and printing of such publications and eliminating the need to keep many different copies of such information on hand and organised, or the chance of running out of materials in a specific language. Parliamentary debate of SEN and various government publications regarding SEN pupils’ needs have led to an increase in funding to LEAs, by which the authorities have begun to address some of the time, resource, and staff training barriers that prevent timely identification and intervention (DfES 2001, iii). In addition, the Code of Practice 2001 contains specific guidance to assist LEAs â€Å"obtain the best value from the considerable resources and expertise they invest in helping children with special educational needs (DfES 2001, iii). Serving more children within the context of regular schools through inclusion and mainstreaming additionally reduces the costs to LEAs, allowing allocation of funds and resources to a greater number of children (DfES 2004, 18). The implementation of a graduated response also makes intervention more economical, and assist staff with perhaps less training than optimum in ruling out the other factors, such as problems at home, that might cause a child to experience learning difficulties (DfES 2001, 26). The revised Code of Practice widens those able to recommend SEN identification, increasing the likelihood a number of barriers are reduced, and encourages or requires additional sharing of information between LEAs, schools, other involved agencies, parents, and the child. The Code now gives schools and nursery education providers a new right to request assessment and intervention (DfES 2001, iv). Parents and other agencies, in addition to schools, also have the ability to request assessment (DfES 2001, 75). Parents access to information is also significantly improved by the revised Code (DfES 2001, iv). Parents are now encouraged â€Å"to contribute their knowledge and understanding of their child, and to raise any concerns they may have about their child’s needs and the provision which is being made for them (DfES 2001, 52). When a child is being assessed, the LEA is now required to send a copy of assessment notice to both â€Å"the designated officer of the Social Services department and the health authority† (DfES 2001, 78). â€Å"They should also copy their own educational psychology service and any other relevant agencies, such as the education welfare service† (DfES 2001, 78). Finally, children’s and parents’ negative perceptions of and reaction to SEN identification and intervention could be reduced. For example, having public service or information campaigns similar to those previously discussed for minority or ethnic communities might make people more aware and informed. Early identification of children prior to them beginning to have negative feelings about themselves and school would in itself be an assistance. Also, children should have a forum and be encouraged to talk about their learning experiences. Having a humanistic approach that values each child’s feelings and concepts of their own learning, which also allows them to provide this information to teachers and others in a position to evaluate for SEN, would further remove barriers. In conclusion, whilst many barriers to SEN identification and intervention have begun to be addressed, more needs to be done. It is detrimental to both the individual SEN child and to the educational system and society as a whole if these children’s needs are not promptly addressed. Child/parents REFERENCES Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Government’s Strategy for SEN. DfES Publications Centre. Fletcher-Campbell, F. and Cullen, M.A. 2000. Schools’ perceptions of support services for special educational needs. Support for Learning, 15(2): 90-94. Russell, P. 2003. ‘Access and Achievement or Social Exclusion?’ Are the Government’s Policies Working for Disabled Children and Their Families? Children Society, 17:215-225. Stradling, B. and Saunders, L. 1993. Differentiation in practice: responding to the needs of all pupils. Educational Research, Summer 1993, 35(2):127-137.

Racism in To Kill A Mocking Bird :: essays research papers

Bullying And Discrimination Differences in the social status are observed considerably large in the society of Maycomb. Scout and Jem are two little children who are growing up, observing all the complicated incidents and trying to understand them. In the Maycomb County, incidents get more and more complicated as the dilemma of racism becomes bigger and bigger and as wise Atticus starts loosing faith in the good in people. Maycomb’s society is like a hierarchy. On the top there is Atticus Finch, he always tries to believe the good people. The ignorant farmers Cunningham’s are below the towns’ people, which are below Finches. The Ewell’s even lower on the society and the black society comes after them despite all of their honourable and respectable conditions. The place where black society stands on the social hierarchy enables Bob Ewell to cover his obscure presence by putting Tom Robinson down. Jem and Scout are growing in this society and Atticus keeps on trying to teach them to look at situations from another persons’ perspective to understand it better. This is like a moral lesson to the reader from Harper Lee. It is something that applies to everyone. The huge difference in social status is very destructive for the community and for Scout. For example, Scout doesn’t understand why Aunt Alexander doesn’t let her be friends with young Cunningham. Harp er Lee uses children’s naivety and simplicity to show the complexities of the adult world and prejudice in human interaction. Atticus grows his children to be fair and equal. He is a very wise man, who in many situations knows how to act and what to do. In a racist society like Maycomb, he is brave enough to defend a black man. This trial is very important because it gives an insight of the society people and how they react to Tom’s death. At the end of this trial Jem looses his trust in rationality of the people and sees the irrational evil in people through this ugly incident. When the ladies of the county get together in Finches house, we get to know more about the women of Maycomb. They talk about how their black maids complain and that Jesus never complained so no education will make a â€Å"Christian† out of them. They don’t consider blacks as Christians. After all they believe in the same God. Women discuss and talk but they never really talk about anything that matters. Racism in To Kill A Mocking Bird :: essays research papers Bullying And Discrimination Differences in the social status are observed considerably large in the society of Maycomb. Scout and Jem are two little children who are growing up, observing all the complicated incidents and trying to understand them. In the Maycomb County, incidents get more and more complicated as the dilemma of racism becomes bigger and bigger and as wise Atticus starts loosing faith in the good in people. Maycomb’s society is like a hierarchy. On the top there is Atticus Finch, he always tries to believe the good people. The ignorant farmers Cunningham’s are below the towns’ people, which are below Finches. The Ewell’s even lower on the society and the black society comes after them despite all of their honourable and respectable conditions. The place where black society stands on the social hierarchy enables Bob Ewell to cover his obscure presence by putting Tom Robinson down. Jem and Scout are growing in this society and Atticus keeps on trying to teach them to look at situations from another persons’ perspective to understand it better. This is like a moral lesson to the reader from Harper Lee. It is something that applies to everyone. The huge difference in social status is very destructive for the community and for Scout. For example, Scout doesn’t understand why Aunt Alexander doesn’t let her be friends with young Cunningham. Harp er Lee uses children’s naivety and simplicity to show the complexities of the adult world and prejudice in human interaction. Atticus grows his children to be fair and equal. He is a very wise man, who in many situations knows how to act and what to do. In a racist society like Maycomb, he is brave enough to defend a black man. This trial is very important because it gives an insight of the society people and how they react to Tom’s death. At the end of this trial Jem looses his trust in rationality of the people and sees the irrational evil in people through this ugly incident. When the ladies of the county get together in Finches house, we get to know more about the women of Maycomb. They talk about how their black maids complain and that Jesus never complained so no education will make a â€Å"Christian† out of them. They don’t consider blacks as Christians. After all they believe in the same God. Women discuss and talk but they never really talk about anything that matters.

Authentic Dialogue and Ethical Behavior

By definition, a dialogue is never superficial – it is always a shared inquiry in which the participants eek greater understanding of each other and the truth. The ability to engage in dialogue is a key skill required by leaders for building and maintaining relationships (Kohlrabies, 2006:36) Sam Grant (2010:5) said: â€Å"What we bring to dialogue Includes all of the beautiful heart, openness, creativity, courage and story we have sustained and developed throughout our lives up to that point, and, all the toxic socially constructed norms we have internalized, and therefore practice as well.What we take and apply FIFO to co-creating a healthier mutual world together. † Authentic dialogue may or may not e the solution getting along, but positive dialogue between different parties is definitely a problem. During this discourse authentic dialogue will be evaluated and defined by comparing it to ethical behavior. Secondly the characteristics of authentic dialogue and ethica l behavior will be analyses and discussed.Thirdly the structure of authentic dialogue and ethical behavior, in South African schools, will follow. Furthermore the parties involved will be evaluated and why they are targeted. Then the effects of fake dialogue, unethical behavior and other issues will be stated. Lastly, the discourse will be concluded by looking at suggestions on ways to improve the negative effects and summaries the argument by looking at the main points again and providing a short overview on authentic dialogue. 2.Dialogue can be formally defined as an honest and open exchange between two or more people in which winning points is not the agenda of any parties to it, but rather, the mutual objective is to hear diverse perspectives on a topic in order to come to a more open understanding of how people make meaning, how they each arrived at he meaning they attach to something, and whether and how that meaning is frozen in place and may be unfrozen and changed (Grant, 2 010:8).Therefore dialogue, if it is allowed, helps people to see the world more openly, more complexly, more dynamically and thus, more clearly (Grant, 2010:10). Authentic dialogue can be classified as the combination of being real and really open in both conversation and in relationship (Grant, 2010:5). Grant (2010:5) further states that the universe itself is a grand relationship, and when people recognize that their whole life is a nonunion of diversity and wholeness they partner with the energy of transformation, rather than attempt to assert narrow and short term control for shallow self-interest (Grant, 2010:5).Domination falls away and partnership emerges. Fear falls away and love emerges. Therefore when people really start listening to each other, it opens up the space to genuinely relate to each other, which in turn, opens up a deeper conversation (Grant, 2010:5). Empathy toward themselves and each other moves people from their default consciousness into a co- evolving cons ciousness that is precious and fragile (Grant, 2010:5). The deeper conversation co-generated is, all at once inside them, in their relations, and in their way of engaging in systems. By using authentic dialogue it can open people minds, hearts and will.This creates the ability to co-generate a new presence, which invites a new world (Grant, 2010:5). Authentic dialogue can be used as a transitional tool that opens up people's minds touching their deeper knowledge and picking up from Aristotle five forms of inquiry (Grant, 2010:6). These forms of inquiry can be classified as: science, art, practical wisdom, theory, and intuition. All these ways of owing can be used to bring into embodiment the future that people want to create (Grant, 2010:6). Too get there, people must let go of their preconceptions and conditioned habits (Grant, 2010:6).Moreover authentic dialogue sets the conditions for authentic organizations and institutions with words and deeds truly in alignment. Once in alignm ent, people may realize that their existing perspective on how their more open to changing their will (Grant, 2010:6). AFRICAN SCHOOLS According to Rule (2004:324), dialogue is not merely an educational technique; it is something fundamental to the process of becoming a human being. Further dialogue is also a moment when humans meet where they reflect on their reality as they make and remake their reality (Rule, 2004:325).Rule (2004:325) emphasizes that dialogue and political action are related and that dialogue is not simply talking for its own sake. Moreover dialogue is part of transforming the world by using the reflections of what people know and may not know to change and transform reality. Thus Rule (2004:326) argues that learners are not empty vessels which need to be filled by the teacher and rejects ‘banking education'. Therefore the teacher can no longer be classified as the-one-who-teaches, UT rather one who is himself taught in dialogue with the students, who in tu rn while being taught also teach (Rule, 2004:326).Further the learners and the teacher becomes Jointly responsible in the process where both parties experience grow (Rule, 2004:326). Furthermore Rule (2004:326) proposes that teachers become students and students become teachers during the dialog process. It becomes more clearly that the role of the teacher is to guide learners and facilitate positive dialogue in the classroom (Rule, 2004:326). The teacher can guide the learners through own life experiences, knowledge and examples. Therefore the teachers must always behave in such a way that they set a good example for learners (Rule, 2004:326).Thus teachers have the ability to change the learners' attitudes by using authentic dialogue and ethical behavior. Teachers can build foundations of trust, truth, safety and respect (Rule, 2004:326). When making use of authentic dialogue in a classroom, it helps to promote inclusively and equality. Teachers direct learners to acknowledge that there are: different cultures in South Africa, different languages, different races and different life views (Rule, 2004:326). The moment the learners realism that there are more than Just, ‘me, myself, and I in this world', there can be a positive change.Learners will realism that no matter their background, culture, religion or race, they are all equal and the same (Rule, 2004:326). It is a teacher's Job to always be true to the learners, to guide them and to create a platform where they can freely speak their minds (Rule, 2004:326). In conclusion authentic dialogue is a formal conversation between more than one party where the parties argue and share their views and perceptions regarding a specific topic. It is a key instrument which can be used to stop conflict and help promote positive change in this world.

Lyndon B. Johnson’s Policies on Vietnam

Part A: Plan of the InvestigationBoth of the American presidents Kennedy and Johnson played essential roles in the Vietnam conflict. Kennedy, supporting the idea of containment, committed the U.S. to support the government of South Vietnam in the early 1960s. After his assassination in 1963, Johnson became the next president, but to what extent did he continue Kennedy’s foreign policy concerning Vietnam?This investigation will therefore compare and contrast Johnson’s and Kennedy’s foreign policies concerning Vietnam, which will be analyzed with references to primary and secondary sources that clearly show the foreign policies of the two presidents. However, more intonation will be put on Johnson’s influence on Vietnam, and how his administration actually decided  to act after Kennedy’s death.Additionally, emphasize will be put on how Johnson greatly deepened the U.S. involvement in Vietnam, after realizing the vast commitment it would take to win the war. This investigation will primarily examine the degree of change in foreign policies of the two presidents towards Vietnam, and not the success or failure of Johnson’s policies.Part B: Summary of EvidenceKennedy’s Foreign policy 1961-1963: Committed the U.S to the Vietnam conflict, due to his support for containment and the domino theory Increased U.S. military advisors from less than 700 men in January 1961 to 16,000 men by November 1963 Financed an increase in the South Vietnamese army from 150,000 to 170,000 men Launched propaganda and political activities to discredit the Viet Cong Drafted the NSAM 273, affirming to continue supporting South Vietnam Lyndon B. Johnson becomes president – 1963:  Also supports containment and the domino theory  Pledges to continue Kennedy’s foreign policy concerning Vietnam and to work with Kennedy’s former advisors Approves NSAM 273Johnson in 1964: Encounters many difficulties and lack of progress part ially due to a confused and ineffective government in South Vietnam Realizes the vast commitment needed to win the war.  Needs an excuse to openly attack North Vietnam and not lose his elections in 1964 Is able to exploit the Tonkin incident of August 1964 and to use it as an excuse: Convinces congress to pass the Tonkin Resolution on August 7th giving him full authority and a blank check to wage war against North Vietnam Uses this resolution to Americanize the war in Vietnam.This resolution set the difference between Johnson’s and Kennedy’s foreign policies The Tonkin Resolution in 1964 caused Johnson’s Foreign policy to change: Johnson was now able to send some 25,000 American combat troops to Vietnam by the end of 1964 Operation Rolling Thunder starting in the spring of 1965 also emerged from this resolution: It was a ongoing bombing campaign and aerial raids against North Vietnam.This operation also demonstrated Johnson’s much greater military commi tment to Vietnam than Kennedy’s, showing It was the first sustained U.S. military operation in Vietnam Johnson finally decided for an open-ended military commitment to Vietnam in 1965 Johnson was ready to provide whatever military support needed to win the war This eventually led to the United States committing more than 500,000 American troops to Vietnam.Par C: Evaluation of Sources:The two sources that are going to be evaluated are Vietnam: Explaining America’s Lost War by Gary Hess and An Album of the Vietnam War by Don Lawson, because they show different perspectives on how the American foreign policy developed towards Vietnam.The origin of the first text Vietnam: Explaining America’s Lost War is a historical book and a secondary source that analyzes the U.S failure in the Vietnam War. The purpose of this text is to analyze the eight steps that deepened the American commitment to South Vietnam, starting with the Kennedy administration.The value of this sourc e is that it gives the readers a good overview on the foreign policies of both Johnson and Kennedy, specifically stating the important decisions of each president. It also highlights all the important events that led to any changes in the American foreign policy towards Vietnam. However, a limitation is that it does not go into great detail and it does not connect the foreign policies of the two presidents, but rather deals with them separately.The origin of the second text An Album of the Vietnam War is a historical book and also a secondary source, attempting to explain Johnson’s foreign policy on Vietnam and how this effected the U.S. involvement. The purpose of this source is to explain how Johnson exploited his power through the Tonkin Resolution, and how this caused a much bigger involvement and commitment in Vietnam. Unlike the first source, this one focuses a lot more on the Tonkin Resolution and sets it as the turning point in the American involvement in Vietnam, sta ting that this event was the foundation for further involvement.The value is that the readers can see and understand why Johnson and his advisors acted as they did, and how they justified their decisions. The main  limitation is that it practically only deals with Johnson’s actions and barely connects to the previous foreign policies of Kennedy. The overview of Johnson’s foreign policy is also quite limited, since the focus is primarily placed on the Tonkin Resolution, where all the other events are stated in relation to it and not independently.Part D: AnalysisDuring his presidency from 1961 until 1963, John F. Kennedy committed the U.S. into the Vietnamese conflict. Being a strong supporter of the â€Å"Domino Theory†, and a strong believer in containment, he made sure to support the South Vietnamese government against the communistic North Vietnam. In his presidency Kennedy was able to greatly increase the military assistance and funding for South Vietnam. Starting with fewer than â€Å"700 men in January 1961†, he was able to increase the U.S. military personnel to â€Å"16,000 by November 1963†. His foreign policy also caused to finance an increase in the size of the South Vietnamese army from â€Å"150,000 to 17000†. Additionally, propaganda and political activities where launched with the purpose of â€Å"discrediting the Viet Cong and building support for the Saigon government†. However after his assassination in November of 1963, the situation changed.Just two hours after Kennedy’s death in 1963, Lyndon Baines Johnson was inaugurated as the U.S. President. However, many of Kennedy’s advisors strongly supported the idea of â€Å"emphasizing continuity with Kennedy’s policies†1. Johnson suddenly becoming the American President â€Å"asked the Kennedy team to remain with him†2. Johnson, like Kennedy, was a strong supporter of containment and believed that the U.S. main foreign policy should be to stop communist expansion. Several days after Kennedy’s death, Johnson approved â€Å"NSAM 273†3, a document drafted during Kennedy’s presidency, which affirmed the American commitment to assist South Vietnam.Just like Kennedy, who was determined to pursue the fight against Communism around the globe and promising to â€Å"pay any price, bear any burden†4, so was Johnson determined to accomplish his predecessor’s objectives stating: â€Å"let us continue†5 in Vietnam. Therefore, it is no surprise that â€Å"Johnson pledged to carry out the policies of the Kennedy administration†6. However Johnson soon realized that the new government of South Vietnam7 seemed confused and ineffective and that bold actions have to be taken in Vietnam since the conflict has reached a stage of â€Å"definitive crisis†8. However, Johnson did not want to risk his success in the upcoming elections in 1964, and needed a good reason to openly attack North Vietnam.The Tonkin Incident â€Å"of August 1964† offered him this opportunity. This â€Å"murky crisis†, where an attack on an American destroyer war reported, provided Johnson with the opportunity of convincing congress to pass the â€Å"Tonkin Gulf Resolution on August 7†, giving Johnson full authority to take all necessary measures, including the â€Å"use of armed force to assist South Vietnam†9. This resolution carried the basis of America’s deeper involvement during Johnson’s Presidency. This also set the difference between Johnson’s and Kennedy’s foreign policies, since with this resolution Johnson was able to â€Å"Americanize† the war in Vietnam. Up until this event Johnson’s foreign policy was quite similar to Kennedy’s, whereas after the resolution his new foreign policies deepened the U.S. involvement in Vietnam to a much larger extent. Already shortly after this r esolution the effects could be seen, since immediate increases in military assistance were ordered, causing: â€Å"some 25,000 American combat troops in Vietnam by 1964†10. Additionally, by the â€Å"spring of 1965†11 there were constant American aerial raids on North Vietnam, which was a part of an operation called â€Å"Rolling Thunder†12. Johnson and his advisors greatly supported this operation in the hope of damaging â€Å"North Vietnam’s war-making infrastructure and its lines of supply†13. This operation which emerged from the Tonkin resolution also set Johnson’s foreign policy apart from Kennedy’s. It was the â€Å"first sustained U.S. military operation in Vietnam†, which demonstrated Johnson’s much greater military commitment to Vietnam then Kennedy’s, whose foreign policy at the time did not include or plan such an operation. This trend of continuously sending more and more American troops continued, wh ich can be clearly seen when Johnson finally decided â€Å"in July of 1965 for an open-ended military commitment†14. Johnson was able to completely â€Å"Americanize†15 this war and rush thousands of ground troops into Vietnam, which was a huge difference to Kennedy’s foreign policy. This can be especially seen when comparing the maximum number of Kennedy’s military advisors of â€Å"16,000 by November 1963†16 with Johnson’s â€Å"500,000 American troops in Vietnam by 1968†. Although Johnson started with a similar foreign policy as Kennedy, he soon realized that this wouldn’t work for winning the  war effectively. Through the Tonkin Resolution Johnson was able to greatly increase the U.S. involvement, leading to events such as Operation Rolling Thunder. After deciding for an open-ended military commitment to Vietnam in 1965, Johnson eventually sent more than half a million American troops to Vietnam by 1968, which was the end of his presidency and clearly showing that his foreign policy was different from Kennedy’s.Part E: ConclusionKennedy’s foreign policy committed the U.S in supporting the government of South Vietnam in the early 1960s, since was a strong believer of containment and the domino theory. His foreign policy involved increasing the number of military advisors and the funding for South Vietnam, as well as propaganda against North Vietnam. However after Kennedy’s assassination, Johnson inherits the responsibility for the U.S. involvement in Vietnam.At first, Johnson does continue Kennedy’s foreign policies concerning Vietnam, similarly supporting the idea of containment just as Kennedy did. However, after realizing the vast commitment it is going to take to win the war and being encountered by numerous difficulties and lack of progress, he eventually causes the U.S. involvement to become much deeper. Johnson was able to achieve this through the Tonkin Resolution, which gave him the power for operations such as â€Å"Rolling Thunder† and eventually an open-ended military commitment towards this conflict.This change in foreign policy where Johnson completely â€Å"Americanized† the war was different from Kennedy’s foreign policy. In conclusion, Johnson’s foreign policy has caused a much larger U.S. involvement in Vietnam than Kennedy’s foreign policy.