Dear slave trade officer

I am writing to you in concern of the slave trade that you and other people around you are running. I think its appalling the way you treat the slaves. Interviewing some people who have been on the trip too Jamaica and witnessed the cruelty has told me plenty of terrible things. When you actually arrived at the African countries, you would just snatch African people from there home villages. Families would lose the mother or children and never seeing them again. How would you like it if someone came and took you away from your family? After that you would tie up inside wooden cages and laugh at them. They would be tormented and have racist comments shouted at them. This is a disgrace to mankind. You treated them like animals calling them monkeys because of the colour of their skin. There still humans. Once your sailors crammed the slaves into the boat they would be chained together. They would have to lie down for weeks. From what I have heard you have been able to stuff up to four hundred and forty slaves in one ship. A doctor who had been on the boat said, â€Å"The floor of the boat was covered in blood and mucus resembling a slaughter house. After fifteen minutes I was so overcome by the heat, stench and foul air, I nearly fainted. With assistance I got back on deck†. When you said you fed them with healthy food, all you did was give a bowl of mashed rice and some vegetables per every ten slaves. What's worse is that they got a bucket to use as a toilet but most of them couldn't reach it. One man commented on the revolting behaviour on board your boat,† On board, the common sailors are allowed to have intercourse with the black women slaves whose consent they can get even when they refuse†. I find this very inhumane and disgusting. Mr John Hammold told me about what you do with dead and sick slaves, â€Å"When a slave died on the ship, the sailors went down and unchained the body and dragged the dead out onto the deck and through the body overboard. The ship captained by Mr. Slater got his worst slaves, which was over fifty. He ordered his men to get them onto the deck and throw them overboard too. Some of the slaves happily committed suicide by jumping over the edge because of the extremely harsh conditions they were in. All of this was because he thought he didn't have enough water for the rest of the journey. But when we arrived it turned out that he had plenty of water left and claimed that the slaves was his cargo and that he could do what he pleased with it†. You think that these people are just like some cargo and that you can do what ever you want with it. There not, they are ordinary people with human rights. Mr. Smith who was watching the slaves come out of your boat told me that the slaves got branded. Twice! This is a type of torture! He said that you needed four of your men to stop them struggling. The screamed as the piercing pain hit them hard on the back. Then their new masters brand the slaves again. The slaves then get humiliated again by the public when they get sold at auctions. I personally saw people treating the Africans worse than animals by letting the public touch, poke and examine them. The crowd would then comment on the slave's condition. Families would treat an auction as a â€Å"family day out† when taking there children to the auctions. Once the slaves have been bought they loose every part of their identity. Their names would taken and replaced with traditional English names. There religion Is lost and they spend some of there free time at church on Sunday mornings. The punishments are dreadful. I have personally seen slaves being tied up by the hands and then whipped several times continuously. While the owner who thought he was a holy man did not want to be disturbed while reading! The way you and other people treat slaves is outrageous. There shouldn't even be slaves. Putting chains around their legs and treating them worse than animals. Making dirty money out of it all. The Africans you have kidnapped have committed suicide because they hate their lives so much. You call them second-class people when they are just as equal as you. They also have human rights. Slavery has got to stop and so have you and other people's racism and total lack of respect to other people.

The Theory Of The Doctrine Of Affections English Literature Essay

We will doubt, foremost, whether all of the things that have fallen under our senses, or which we have of all time imagined, any one ( of them ) truly exist ; in the first topographic point, because, we know by experience that the senses sometimes err and it would be imprudent to swear excessively much to what has one time deceived us ; secondly, in dreamsaˆÂ ¦we imagine countable objects which have no being.[ 1 ] In this quotation mark Descartes explains that senses are undependable and that we can non swear them for they have been proven to lie. It is interesting, so, that music is such a popular art signifier, for it depends to a great extent, and about entirely upon listening. While a full cognition and apprehension of music can non be discovered from a strictly audile attack, merely listening to music has the ability to subconsciously entice emotions within an audience. This nexus between temper and plangency grew from ancient Grecian doctrine and extended good beyond the eighteenth-century, but came to its tallness during the Baroque Period ( ca. 1570-1780 ) . The Baroque thought called the Doctrine of Affections held this thought to be true ; it was the belief which held that by doing usage of the appropriate and established musical methods of the clip, the composer could make a piece of music which was able to bring forth a peculiar and nonvoluntary emotional response within the audien ce. It was a digest of ideas and musical techniques from many composers and philosophers from age of the Enlightenment, most prevalently Rene Descartes.[ 2 ]As antecedently stated, some of the rules of this construct day of the month back centuries, to philosophers such as Aristotle, who showed that â€Å" speechmakers employed the rhetorical agencies to command and direct the emotions of their audiences.[ 3 ]â€Å" However, musically the thought came to its tallness during the age of the Enlightenment and can be seen throughout Baroque music in instrumental pieces of great composers such as Bach and Rameau, but is particularly profound in opera, due to the greater emotional stimulation caused by music and text at the same time portrayed. The Theory of the Doctrine of Affections originated with Descartes. Descartes believed that music was centered on rationalized truth ; he held that the thoughts of scientific discipline may non be favourable to the humanistic disciplines, but the apprehension of scientific discipline enhanced the art ‘s possibilities. This thought relates back to his positivist thought which was represented in the Doctrine of Affections ; that â€Å" cognition is found in constructs, rules, and Torahs, and non merely in experiences or unprocessed esthesiss.[ 4 ]â€Å" As such, by utilizing scientific enquiry to understanding the biological workings of the organic structure it was possible to achieve truth and specific truth upon these systems which could so be used within music to bestir human emotions, and therefore could increase the potency of the humanistic disciplines. But, at the same time: By utilizing empirical observationaˆÂ ¦they may come to accept some system which has logical consistence, but small relevancy to the universe in which we live.[ 5 ]â€Å" Using the thoughts of scientific observation in this manner could greatly suppress the really intent of musical look. The really basis of the Doctrine of Affections can be summed up by a positivist thought, which states that when human emotions and ideas were appropriately written within the poesy or libretto for a peculiar composing, the texts could so be enhanced with a proper musical line, in an â€Å" effort to convey rational abstractions into the kingdom of the passionate concrete.[ 6 ]â€Å" The Passions, harmonizing to Descarte: Include love, unhappiness, hatred, desire, admiration, joy, and sorrow. Passions are predicated by actions of the psyche and set into gesture by contents of the blood watercourse. The psyche is excited by the traveling passions which direct a adult male ‘s will. It is on the passions, good or evil, that life depends. Passions have an consequence on the mind, and uses the thought believed by philosophers and Biologists, that passions are found in the liquors contained in the blood watercourse.[ 7 ]â€Å" Each passion is associated with a specific physiological symptom. For illustration, the breath might speed up and the bosom round may accelerate. Descartes believed that it was possible to foretell the external emotions that would ensue from the assorted passions the music intended to elicit. His influence over composing was singular.[ 8 ]Writers that followed, such as Johann Mattheson, described the composer ‘s thought procedure towards composing as such: that the music does non show the emotion of the composer to be, for illustration, â€Å" sad and tormented † , but instead the composer ‘s effort to make a work of art which would sadden the hearers. Besides, he says that this emotional power which the music has over the hearer is non needfully externally shown, but â€Å" the emotional consequence is personal and comes from the hearer ‘s single experiences.[ 9 ]â€Å" Descartes ‘ Compendium Musicae and his Traite diethylstilbestrols passionse l'ame ( â€Å" catalogues or digests of the basic human passions †[ 10 ]) , which became popular during the Baroque period became widely studied. These publications were two of many of the age, but were the first to give instrumentalists touchable and practical waies for appropriate and affectional usage of intervals, for illustration, happy emotions tended to be represented with broad intervals, while unhappiness was represented with narrower intervals.[ 11 ]As aforementioned, the emotional reaction to the consequence which music has upon the organic structure, used in effort to direct the emotions of the audience, was peculiarly profound when used in vocal music, particularly opera, due to the text to music relationship which enhanced the expressive development. This was â€Å" a construct originally derived from Greek and Latin Doctrines on rhetoric and oratory[ 12 ]â€Å" and besides expres sed within the doctrine of the Doctrine of Affections. In each single piece, the composer would seek to elicit a peculiar type of emotion within the audience, for illustration, hatred, choler, green-eyed monster, or fury, but would merely utilize one emotion at a clip. He would utilize peculiar musical devises to lure emotion within the hearer, which would parallel the ability of text to make the same.[ 13 ]One of the most celebrated of Baroque composers was Handel. He believed that: aˆÂ ¦plainness and simpleness had the greatest consequence upon human emotion as he endeavored to compose for the voice, more in the natural tones of the human fondnesss and passions.[ 14 ]( A survey in Handelian Thought 55 ) As such, Handel composed greatly within the constructs of the Doctrine of Affections, in effort to arouse the passions and incite human emotions. Besides, music director Nicholas McGegan believes that Handel had great insight into underscoring human emotion and his characters are â€Å" perfectly human.[ 15 ]â€Å" As antecedently stated, Handel composed within the kingdom of the doctrine of the Doctrine of Affections. As such, his arias and cantatas are written in such a manner to unite the emotional context of the libretto with a musical line which would unconsciously convey about preset emotions within the audience. Three types of arias found during the Baroque period were those that depicted fury, felicity, and lost love. Harmonizing to Johann Mattheson fury is much better at utilizing all signifiers of â€Å" musical innovations † than more pleasant passions. However, it is non equal plenty to merely utilize loud kineticss and speedy beat, as this violent quality has its ain personality and requires forceful look without losing sight of the beauty of the musical line.[ 16 ]The chief devices used during a fury aria can be seen in an expanded theory of intervals explained by the Philosopher and Composer Rameau. Assuming that the basic human qualities of fury include choler, force, sor row, gravity, abrasiveness, and aggression, Rameau would reason that a fury aria would include: whole and half stairss, used to stand for choler or unhappiness due to the contraction of the organic structure ; minor tierces, falling fourths, augmented fourths, minor sixths, and major sevenths. Besides fury or choler would be seen in a fast pacing and most probably a minor key.[ 17 ]The fury arias of Handel straight follow this subject. Handel ‘s celebrated aria â€Å" Empio, diro , tu sei † from his opera Giulio Cesare is a authoritative illustration of a â€Å" Fury † aria. The first importance of this piece in footings of the Doctrine of Affections is the text: Empio, diro , tu sei: Togliti agli occhi miei Sie tutto crudelta Non e di rhenium quell cor, Che donasi Al asperity Che in sen non hour angle pieta ( I say you are a scoundrel, Remove yourself from my sight, You are cruelty itself. This is non the bosom of a male monarch That abandons itself to such abrasiveness, That contains no commiseration. ) This is Giulio Cesare ‘s ferocious Act 1 aria in which he chastises the Egyptian general, Achilla, who has merely returned to him the detached caput of the Pompeo, the baronial Roman general. This aria expresses Ceasar ‘s fury, and as such, Handel wrote it in hundred minor and in the pacing Allegro. The aria besides includes many hotfooting graduated tables, arpeggios, and uneven figures. From the really first gap line, the orchestral overture creates uneasiness and apprehension in the hearer by usage of running graduated tables, big springs, and awkward intervals ( m1- 9 ) ; this agitation is affirmed by a really strong vocal entryway by the castrato, Giulio Cesare, which begins with a falling scaler line and is followed by larger springs ( m.11 ) . . Throughout, the vocal line can be described as highly intense- incorporating extended coloratura with hotfooting graduated tables ( m14-16 ; m24-25 ; 32-34 ) , arpeggios, and drastic interval alterations would make an appre hension of fury even in a hearer who did non understand the words, for illustration, when Cesare says â€Å" Sie tutto crudelta † ( You are cruelty itself ) , the vocal line implements leaping intervals every bit good as a brief chromatic transition ( m35-37 ) Besides, throughout the piece the orchestra is peculiarly ungratified, and includes running transitions, big springs, arpeggiated figures, which besides create an edginess. All of these factors contribute to accelerating the pulse of the hearer, supplying them with an emotional relation and apprehension of Giulio Cesare, merely as if they, themselves were the ramping party. The apprehension of the text along with the utmost musical line and concomitant creates an even more graphic image of Cesare ‘s intense choler and fury and pulls the hearer even further into the emotion, raising the blood force per unit area further and therefore, physiologically doing the raging and uneasy emotion within the hearer. Among the passions was besides the emotion of joy. Mattheson held that: aˆÂ ¦joy was an enlargement of our psyche, and therefore it follows that moderately and of course that [ one ] could outdo express this affect by big and expanded intervals.[ 18 ] Harmonizing to Rameau joyous music was besides represented by great intervals, but to boot was shown with Major key and fast pacing.[ 19 ]The Air Oh! Had I Jubal ‘s lyre from the Oratorio Joshua by Handel implements these doctrines within the vocal line and orchestral concomitant. Oh, had I Jubal ‘s lyre, Or Miriam ‘s melodious voice! To sounds like his I would draw a bead on, In vocals like hers rejoice. My low strains but faintly show, How much to Heav'n and thee I owe. This is one of Handel ‘s later works, and it is based upon the scriptural narratives of Joshua. Basically, Moses and the Israelites, after being freed from Egypt are told by God that they must keep their religion to him for 40 old ages in the wilderness before being allowed into the promise land, they do non obey him and direct in undercover agents to look into out the land after two old ages. Long narrative short, Joshua and Caleb, of the younger coevals maintain their religion within God and are therefore allowed to come in the Promise land, while the nonbelievers perished in the desert. In the bible, Jubal is quoted as being â€Å" the ascendant of all who handle lyre and pipe[ 20 ]â€Å" and Miriam is the sister of Moses and Aaron who was believed to hold been a prophesier. This is a simple vocal of felicity and congratulations Sung by Achsah, the girl or Caleb. First, the piece is written in A major and in the pacing Allegro. From the gap of the piece, big and heavy inte rvals and chords are heard and a feeling of easiness and felicity is evident. When the soprano, Achsah enters, her line outlines an A major chord ( thousand 10-11 ) and continues to travel within a beautiful major cardinal country. Although in some parts of the piece there are running transitions ( m21-24 ; m41-44 ; m 46-47 ) there continues to be big intervals and major chords throughout the concomitant below. This stableness below the rapidly moving and aureate transitions allows the emotion of joy and felicity to be maintained throughout the piece. The piece begins and ends in a major key and throughout it implements big intervals and a harmonic tone. These foundations musically create a joyous emotion within the audience because they entice openness within the organic structure physiologically ; the hearer ‘s emotional reaction, hence straight parallels the plangency of the musical line and concomitant. Another of the passions outlined by Descartes included love. Within opera, a common subject of unanswered or lost love is prevailing. This absence of love, which is sought by a character, brings about an emotion which is a combination of unhappiness and hope, and abstractly creates love. On sadness Mattheson provinces: Sadness is a contraction of the elusive parts of out bodyaˆÂ ¦it is easy to see that the little and smallest intervals are most suited for this passion.[ 21 ] To make the feeling of lost love, this emotion is combined with the passion for hope. In respects to this emotion Mattheson explains: Hope is a pleasant and soothing thing: it consists of a joyful yearning which fills the spirit with certain bravery. Hence, this consequence demands the loveliest usage of voice and the sweetest combination of sounds in the universe, for which brave hankering serves as a goad as it were ; yet so that even joy is merely moderate, courage however enlivens and animates everything, which yields the best combination and amalgamation of sounds in composing.[ 22 ] This combination of the passions of unhappiness and hope can be used to understand the emotion of love. Mattheson shows this: Love is in fact basically a diffusion of the liquors.[ 23 ] Love is hence a â€Å" diffusion † or combination of joy or hope ( enlargement ) and unhappiness ( contraction ) , depending upon the type of love which is happening. For illustration new and immature love would be represented in a more joyous manner, with larger and more expansive intervals musically. However, lost or unanswered love would be represented to pull unhappiness or little intervals, but besides to lure hope, by utilizing larger and more expansive intervals which are pleasant and soothing, because the character continues maintains some hope that love will finally ensue from the unhappiness and loss, therefore musically pulling the hearers into their melancholy but optimistic emotion. The doctrines of the Doctrine of Affections can once more be seen in the aria O Sleep, why dost 1000 go forth me? from the opera Semele by Handel. O slumber, O slumber, why dost 1000 go forth me? Why doust 1000 go forth me? Why thy airy joys take? O slumber, O slumber, O slumber once more deceive me, O slumber once more devieve me, To my weaponries reconstruct my wand'ring love, My wand'ring love, Restore my wand'ring love, Again deceive me, O slumber, To my weaponries, reconstruct my wand'ring love. The secret plan line of the opera is basically therefore: Semele is in love with Jupiter, but is about to Marry a adult male called Cadmus at the temple of Juno. Before the ceremonial, nevertheless, Semele is snatched from the temple and taken to the celestial spheres where Jupiter builds her a expansive castle. Juno is angered by this and asks the God of slumber, Somnus, to assist her in her retaliation. In this aria Semele has been deprived of slumber, and therefore, deprived of her dreams of her lover who can non be with her. The piece is written in a major key, but in the pacing largo. This, from the first chord of the piano, shows the analogue between felicity and unhappiness that are present during lost love, the emotion of hope can be seen in the big interval leaps in the left manus of the piano concomitant ( m1-4 ) Semele ‘s first phrase is really quiet, slow and insistent ; it uses a beautiful scalar line of 2nd intervals to demo her torment for the loss of her lover w ithin dreams. Underneath her beautiful line is a likewise running form within the piano, which is characterized with some springs to convey about a little feeling of hope and felicity ( thousand 8 in both custodies ; m 9 in both custodies ; m11-end in the arpegiated left manus ) The unhappiness comes to a tallness on the 2nd page when there is a long running transition upon the word â€Å" wand'ring, † ( m 17-18 ) , but hope is seen in the stoping of the piece with the interval leaps upon the word â€Å" restore, † coming to the climatic and attractively quiet G crisp, before desending once more into unhappiness ( m24-25 ) .

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Each member of a sub-cultural deserves respect, since they have their own mix of physical, intellectual, emotional, and spiritual assets to contribute. Geographically, language is correct in their area. However, in each of these locations, individuals have problems with accents, dialect, and speech rate such as stuttering. Language barrier tend to cause decline in productivity and frustration amongst the company, employees, and customers. Language (Cultural) difference cause barriers in the workplace and it can have a negative effect on the environment at the workplace. Due to growth in diversities in business, companies have to employ different cultures. Companies that fail to accommodate individuals are subject to discrimination lawsuits. Though companies set up different programs in order to combat this problem, cultural diversity continues to grow and issues continue. As organizations introduce diversity, the culture of the workplace will change. People make judgments based on what they already know of their own values and beliefs. When the unknown element is interjected, it causes confusion, fear, and chaos. This forces people to question themselves and defend their beliefs. When organizations increase diversity in the work environment, clashes occur amongst different cultures. Diversity brings in different perspectives, different approaches to problem solving, different visions, different languages, and different expectations. Communications, in face-to-face exchanges as well as through company newsletters and training sessions, should be welcoming and should accentuate the positive effects of employing workers with varying talents and accomplishments (Developing Diversity Initiatives, 1993). Organizations change as they become more diverse. Many changes will cause anger, frustration, and confusion. The introduction of cultural diversity, which includes different languages, causes organizations to go through five stages: * Anger Workers will resist change and expect others to fit their norms and speak their language. * Passive Regression People will become withdrawn. There will be little to no sharing of information, which is very important to be successful. * Chaos Groups form and struggle to regain power. This when discrimination accusations begin to surface. * Reclamation- this where the bridge builders arrive. They bridge the gaps between the groups. Bridge builders can belong to any group, respect other positions, and have pride in their own cultural identities. It is the bridge builders who can act as a link between the groups * Celebration This is the celebration of a new diverse culture. It is understood by everyone, that language and cultural diversity benefits everyone. The people are not uptight but comfortable and understanding of each others culture. This is the longest and most difficult stage for the groups to complete. There are steps that companies can take to prevent civil unrest within an organization. The following steps can be used to prevent confrontation and assist in creating a positive and productive environment: * Purpose Develop a strong sense of purpose for the employees that transcend all differences including language. A common purpose will keep the working together for the common goal. By developing purpose, the organization is relaying the message that all the different groups and cultures are on the same team and are all one company. * Tell Stories Stories help connect the groups. Through stories, different groups can relate to each other as people. Stories also give the groups a chance to voice its opinions and concerns. * Self Awareness Companies should develop self awareness * Within the organization commonly, people are afraid of the unknown. By developing self-awareness, the organization forces the groups to face the unknown and to overcome their fears and insecurities. * Training Programs Companies should implement training programs to teach the different groups to be culturally aware of one another. The programs should also include language courses to teach communication skills. Organizations are adapting a number of approaches to overcome language barriers among employees (Journal of Business, 2000). English is the universal language of business, and it is only one of several languages spoken in the United States. It is very important for organizations to create an environment where everyone, despite language spoken, is considered equal. Companies are offering training courses and providing translators to make everyone feel comfortable. As the population becomes more diverse and the traditional societies are becomes more mobile, companies are faced with cultural and language issues. It is up to the organization to make sure it is taking all the necessary steps to ensure that groups and cultures effectively work together and is productive. Language does more than simply describe reality; it also serves to shape the reality of a culture(Colorado Business Communication, 1991). Like other forms of language, nonverbal communication is not the same in all cultures. It can take many forms such as facial expressions and visual images to learn nonverbal communication from people who share our same culture. For instance, people with hearing loss communicate using sign language that is another way of communicating. Your signing hand is the hand you write and color with and your other hand is the helping hand. This technique found @ www.signlanguage.org is informative for nonverbal communication. Gesture, body posture, direction of attention, eye contact, level of conversation, and other behaviors are interpreted as signs of inclusion and exclusion. However, there are many layers of communicating further. Verbal language and body language signifies whether the line of interaction is conveyed and not a form of evasiveness. With the perception that English is the universal language, it is not always perceived by all nations or society as a whole. Those of us who do use English do so in spite of our ambiguity towards it, or perhaps because we can find in that linguistic struggle a reflection of other struggles taking place in the real world, struggle between the cultures within ourselves and the influences at work upon our societies. To conquer English may be to complete the process of making ourselves free. As relations grow in the workplace, the social interaction is not the same. For example, when Spanish-speaking employees interact with English-speaking employees some issues that formulate are: which language to speak or when to use an interpreter. In a social setting it is even harder when greeting and addressing people correctly. Thou not to provide a definitive answer to language as related to pronunciation, it is difficult to understand individuals whom speak English but with an accent. Often, individuals are asked repeatedly what is being said in order to convey what was said. Bahri (Language, 2003) states Language as communication and as culture are then products of each other Language carries culture, and culture carries, particularly through orature and literature, the entire body of values by which we perceive ourselves and our place in the worldLanguage is thus inseparable from ourselves as community of human beings with a specific form and character, a specific history, a specific relationship to the work. Language is a critical element of culture. Members of society generally share a common language, which facilitates day-to-day exchanges with others. There are many ways of communicating language in the workforce and, it is not the only way to show a line of interaction to work together but a way of social interaction. The work force is just one avenue to rectify the critical success for todays employer when diversity by todays standards is met. References Bahira, Depika (2003). Language. Retrieved April 28, 2004 from website: www.emory.edu/English Colorado Business Magazine, May 1991 v18 pg.37 (3) Duncan, Robert A. (1993). Developing Diversity Initiatives: Definition and Process. Retrieved April 28, 2004 from website: www.ed.gov/databases. Journal of Business Communication v33 pg. 48 Management Review, Dec 1998, pg. 42

Management Of Strategic Policy In Education Education Essay

Management Of Strategic Policy In Education Education Essay What is sport. According to the Concise Oxford Online Dictionary, sport is being described as an activity which involves the physical exertion and skill in which a person or team competes against one another. Sports should be included as part of a whole in a students life. Sports can actually benefits in health and also train one to develop skills like teamwork as they can be the leaders among the students in the sport team. As such, Berry Berry Easy blog claimed that their readers have actually benefitted from their participation in various sports which they most voluntarily participated in the sports of their choice. But in the current era, students are not being active in sports and they need to be forced in order to get them into sports. They prefer playing online games where there is no much physical exertion involves. As so, taking this matter into the consideration, our Ministry of Education in Malaysia have come up with a policy. We would like to highlight the latest 1Student 1Sport policy which is being introduced by the Ministry of Education in Malaysia. This policy is being introduced in the hope that we can produce more students who are well balanced in both academic and sports. Policy implementation, Dye (2002) indicates that implementation involves all of the activities designed to carry out the policies enacted by the legislative branch. These activities include the creation of new organizations like departments, agencies, bureaus, and so on, or the assignment of new responsibilities to existing organizations. These organizations must translate laws into operational rules and regulations. They must hire personnel, draw up contracts, spend money, and perform tasks. All of these activities involve decisions by bureaucrats decisions that determine policy. Definition According the 1M1S Guidebook, it states that One Student One Sport Policy (1M1S) requires all the students to participate in at least one sport activity in schools. This policys main aim is to support the implementation and in line with the National Education Philosophy that focuses to produce individuals who are physically, spiritually, intellectually and emotionally balanced. This policy is in line with the National Sport Policy, which emphasized on the Sports for All and Sports for Excellence. 1M1S policy program requires every student from Standard 4 in primary schools up to Form 6 in secondary school to complete at least one sporting activity conducted in a planned and systematic way. 1S 1M policy is based on the basic principles of physical development of pupils. Hence, 1S 1M policy is created to provide access for all pupils to benefit from participation in sports in particular to those who were less active or not; develop a school sport towards increasing the participation rate of students in at least one sport in schools; and to provide opportunities for all students who are talented and have the potential to be polished to a higher level. (1M1S Guidebook, 2011) According the 1M1S Guidebook, a sport is very important in building up the physical ability of pupils to support and in line with the phrase Minda yang Cerdas terletak pada Tubuh yang Sihat which means an intelligent mind lies within a healthy body. In this circumstance, sports play an important role in nurturing an active, productive and healthy human in order to be able to contribute to the economic development as well as to the social welfare. Thus, a variety of sports were introduced in order to attract the students practicing an active and healthy lifestyle. Ministry of Education (MoE) implemented 1S1M policy so that every student benefits and gets to enjoy the sports in hope of forming the next generation of sports culture in line with the academic requirements (1M1S Guidebook, 2011). Theory and Concept In short, the elite theory is viewed as the preferences and values of governing elite. As said by Dye (2002), public officials and administrators merely carry out the policies decided on by the elite. Policies flow downward from elites to masses; the policy does not arise from mass demands. This elite theory instigates the top-down approach in the policy implementation process. Educational development and policy in Malaysia have always been characterized by governments effort to adapt education to address to social, economic and political development needs of the country. The Malaysian education system is a highly centralized and bureaucratic system where most of the important policy decision making occurs outside the schools. The MoE decides on the allocation of funds to schools, prescribes and standardizes what should be taught in schools, transfers teachers in and out of schools and formulates top-down school reforms (Zabidi, 2012). Approaches and Models According to PÃ ¼lzl and Treib (2006), there are three generations of implementation research that can be categorized into three distinct theoretical approaches in order to study the implementation. The first model described by PÃ ¼lzl and Treib (2006) will be the top-down models in which their emphasis rely on the ability of the decision makers to produce unambiguous policy objectives and on controlling the implementing stage. The second will be the bottom-up models in which it critiques and view the local bureaucrats as the main actors in the policy delivery and conceive of implementation as negotiation processes within networks among the implementers. And lastly the synthesizer theories in which it tries to overcome the divide between the two approaches by incorporating elements of top-down and bottom-up theoretical models. In this case study, we are considering the Top-down theory as we believe that all policies implemented in Malaysia are based on the Top-down theory. It is always been that the policy makers who are the government will annouce the policy that they have planned and let the implementers who are the teachers to implement the policy accordingly. In an article taken from TheStar online dated 18th March 2010, The Deputy Prime Minister Tan Sri Muhyiddin Yassin, said that sports will be introduced to school timetables in year 2011 as a new subject. He also mentioned that under the 1Student, 1Sport policy, secondary school students would get 90 minutes a week to play a game of their choice, while primary pupils would spend 60 minutes weekly. He emphasized that the Physical Education subject would still be taught as it had a specific syllabus. This shows that the Minister is giving the suggestion and also assurance of what the students will get out of the 1M1S policy when it is being implemented. In an article taken from TheStar online dated 14th July 2010, Tan Sri Muhyiddin Yassin mentioned We have informed our officers on the appropriate ways to implement this at both primary and secondary school levels, as students of different ages have a different approach to sports, at a press conference after opening the Second Asean Schools Games at the Kuala Lumpur Football Stadium. This shows that the Malaysia uses the Top-down theory in implementing the 1M1S policy. This excerpt defines that the Ministers cabinet was told on how to implement this policy in schools to cater the needs of different levels of students. Above mentioned articles shows the scenario happening in Malaysia where the Deputy Prime Minister also the Education Minister, Tan Sri Muhyiddin Yassin announces the 1M1S policy in public behalf of the Education Ministry board. This claim can be supported by the top-down theories started from the assumption that policy implementation starts with a decision made by central government as said by PÃ ¼lzl and Treib (2006). As PÃ ¼lzl and Treib (2006) mentioned, the top downers essentially followed a prescriptive approach that interpreted policy as input and implementation as output factors. The author also mentioned due to their emphasis on decisions of central policy makers, deLeon (2001) describes top-down approaches as a governing elite phenomenon. PÃ ¼lzl and Treib (2006) also claimed that Press and Wildavsky started from the assumption that policy objectives are set out by central policy makers in which it refers to the the Ministry of Education. The authors also underlined the linear relationship between agreed policy goals and their implementation. Implementation therefore implied the establishment of adequate bureaucratic procedures to ensure that policies are executed as accurately as possible. To this end, implementing agencies should have sufficient resources at their disposal, and there needs to be a system of clear responsibilities and hierarchical control to supervise the actions of implementers (PÃ ¼lzl and Treib, 2006). This can be seen that the Malaysia Education Ministry assumes the 1M1S policy formation and execution as disticnt activities in which the 1M1S policy is set at the higher levels and then sent out the order of implementation to their lower level bureaucrats who are the implementing agencies; the ed ucation officers in all levels (state,district and school) which are then charged with the managerial, administrative and technical tasks of putting the 1M1S policy into practice. The MoE also gives the time to accomplish the implementation without considering the sufficient resources that needed to ensure the implementation to succeed. Some selected models of policymaking are taken into consideration before implementing the 1M1S policy via top-down approach. The first model that is taken into consideration is the institutionalism model where the model treats the policy as institutional output. According to Dye (2002), the relationship between the public policy and government institutions is very close in which the policy is authoritatively determined, implemented and enforced by government institutions, namely Parliament, Prime Minister, bureaucracies and so on. In accordance to this model, 1M1S policy is being authoritatively determined and enforced by the MoE. The second model that counts is the rationalism model which treats the policy as maximum social gain. Dye (2002), stated that no policy should be adopted if its costs exceed its benefits. The policy is considered rational when the difference between the values it achieves and the values it sacrifices is positive and is greater than any other policy alternatives. Reflecting from this models point of view in this 1M1S policy, the outcome in future will be beneficial to the country as this policy will produce more talented sports people in various sports activities, get participated in many international games and making our country proud by winning more medals in various games. Implementation Techniques Utilized In the case of 1 Student 1 Sport (1M1S) policy, information provision technique is highly utilized. The provision of information is an essential element of the functioning of any community. Providing information in a timely and targeted manner can be a huge benefit. Without a means to provide facts and data, policy implementers would not be able to make well-considered decisions about how the policy should be operated. The 1M1S Policy Implementation Handbook was published in order to help policy implementers with the dispersion of the policy. Through the handbook, the states education office, the districts education office, the schools sport development committee, the teachers, as well as the Parents Teachers Associations, are given guidelines on how to employ the policy. School sports program implementation under 1M1S policy is to be conducted throughout the year. However, schools are encouraged to plan the implementation of sports programs in accordance with the availability, affordability and creativity and innovation the schools. There are a total of 42 different sports/games intended for the implementation of the 1M1S. The policy makers also proposed some sports activities to be carried out throughout the year. For example general sports programs which includes cross-country, and track and field. In the handbook, 15 strategies in carrying out the 1M1S policy were also presented. Every school is recommended to follow the strategies presented depending on the facility and the existing infrastructure in schools. Schools are given the flexibility to choose, determine or modify the method of execution as appropriate, means and needs of the school. Schools may also plan other methods if deemed appropriate. Some examples of those strategies would be to undertake survey to identify student interest in certain sports, survey of sports facilities in and outside the school that can be used by students, and scheduling school sports program activities in accordance with the appropriate time based on the background and school facilities. The Ministry of Education also provided sports training modules for school sports club advisory teachers. Currently there are 20 training modules for 10 different sports are made available for both primary and secondary schools through the MoEs website. These modules are helpful as guidelines for sports club advisory teachers and trainers, and are also useful as visual aids for students in the course of their training. The management guideline for track and field (athletics) championships in school is also made available in the MoEs website. This is useful as it will aid teachers especially novice teachers in managing athletics championships in school, as it provides proper guidance. Professional circulars, and sports and co-curriculum press letters are also given out by the MoE from time to time, in order to steer policy implementers towards achieving the goal of the policy. Thus it is evident that, in the implementation of 1M1S, the policy makers rely heavily on information provision as an instrument of policy implementation. Implementers Involved There are many implementers involved in the diffusion of 1 Student 1 Sport. As the students are the target group for the policy, the school itself is the main implementer of the policy. The school must hold competitions between levels, classes, sports houses, dorms, and sports clubs of schools. The students participation in the District School Sports Council (Majlis Sukan Sekolah-Sekolah Daerah [MSSD]) or State School Sports Council (MSSM) competitions as well as on international level are counted as 1Student 1Sport activities. But who is the school? Who is responsible for all those competition? Every school has a School Sports Development Committee. Teachers are a big part of the implementers involved. Teachers are appointed as heads of smaller managing committees, sports/club advisors, and also trainers. This is indeed a great challenge for teachers, as they are already laden with other school tasks. The Co-curricular Senior Assistant Teacher is also an important implementer figure. The Co-curricular Senior Assistant Teacher is responsible for the smooth administration of the co-curricular activities, enhancing student performance as well as the involvement and participation of teachers in extra-curricular activities. Moreover, they are also responsible to work with the Parents Teachers Association (PTA) of the schools regarding co-curriculum matters, who are the implementers involved as well. Parents Teachers Associations are also integral to the implementation of the policy. With support and provisions by the PTA, it can provide insights and lessen the burden of the teachers in the diffusion of the policy. The Chairman of the School Sports Development Committee is the principal/headmaster of the schools. The District Education Office acts as the advisor, while the State Education Office is the Patron of the School Sports Development Committee. The Principal monitors the operation of the policy at the school level. They then report to the District Education Office, and then the District Education Office reports to the State Education Office. These policy implementers face the reality of promoting the learning of sports to groups of students, with all their diversity and complexity. Moreover each context creates a set of variable with which policy implementers must contend, and policy initiators are often unaware or unimpressed. Policy makers and policy implementers want the same things the best possible educational sports experience for students. These implementers are important in assuring the success of the 1M1S policy diffusion. Monitoring Monitoring helps to access degrees of compliance, discover unintended consequences of policies and programs, identify implementational obstacles and constraints, and locate sources of responsibility for departures from policy. (Dunn, 1994). According to Dunn, there are 2 levels of monitoring: Macroimplementation Monitoring and Microimplementation Monitoring. Macroimplementation monitoring consists of tracing the process by which a policy progresses from legislation to action in order to determine: (i) what is being implemented, (ii) why is it taking a particular form, and (iii) what actions can be taken to influence implementation. Microimplementation monitoring consists of collecting information to describe the a policy has taken in various implementing jurisdictions in order to determine: (i) the extent of compliance, (ii) the adaptation a policy has undergone, (iii) reasons for noncompliance and adaptation, and (iv) manipulatable aspects of implementation. Monitoring of the implementation of the management of 1M1S by the school management is part of the strategy to evaluate and ensure the success and effectiveness of sporting activities undertaken. This aims to examine aspects of management and use of equipment, regulatory compliance, health, safety and welfare and student participation in school sports program. The monitoring process shall be conducted by the school management throughout the year. Improvements are to be carried out by the school from time to time to ensure the implementation of the 1M1S. Policy Problems Policy problems are unrealized needs, values, or opportunities for improvement that may be pursued through public action, as defined by David Dery. According to Russell A. Ackoff, policy problems are products of thought acting on environments; they are elements of problems situation. William N. Dunn also stated that policy problems are the products of subjective human judgment. There are three questions to be considered about the nature of policy problems, as suggested by William N. Dunn. How well do we understand the problem? Have we identified the right objectives? Are we solving the wrong formulation of problem when we should be solving the right one? Problems Encountered in One Student One Sport The availability of school infrastructure School infrastructure is the prior fundamental requirement for the success implementation of the policy One Student One Sport. Schools should have provided adequate sports facilities and equipment to maximize the opportunities of physical activities. Lacking of space, playing fields, sports equipment will cause the deficiency of the policy. Moreover, the variation of sports and its equipment is much limited in schools. Schools in Malaysia which have already established for years inevitably needed an upgrading. The readiness of teachers as sports trainers Teachers are undoubtedly the implementers of the policy, which is to be the sports trainers in schools. Their readiness in terms of physically, mentally or technically is dubious indeed. Most teachers who are involved are assigned by the management of schools. They do not have relevant qualification in sports coaching or physical education. It is a setback for them to coach students instructionally appropriate. The implementation of this policy should not be just letting students to play any sport they wish as usual. The choices of sports in schools The choices of sports in schools are limited as the sports facilities and equipment are not adequate. For those existing sports facilities and equipment in schools, some of them are not well maintained too. As the policy One Student One Sport focuses on students, it is crucial to take in students personal interest of the particular sports into consideration. Hence, the choices of sports in schools are most probably in short supply to cater for students need in their selected physical activities. The different abilities of students Students physical ability is one essential factor to be reflected in the policy of One Student One Sport. Students with strong physical ability or competence will be motivated to participate actively in sports and thus bringing this policy a success. Nevertheless, students who have low physical competence will be marginalized as they are not able to enjoy the sports activities in schools. As a result, they lose interest in sports and this policy becomes an extra burden in their schooling days. The ratio between the number of students and teachers The ratio between students and teachers is an influence factor towards the policy attainment. In most schools, the number of teachers is far more exceeding the number of students. The number of students as participants is not meeting the expected amount. Students tend to defend their absence or nonparticipation by giving all sorts of excuses. The lack of support from parents Parents support directly impacts on the policy of One Student One Sport; either it is a bane or boon. Parents support helps students in developing their interest in sports. However, parents nowadays place a strong emphasis on academic excellence of their children. Students who are examination oriented failed to be beneficial from the policy. Solutions of the policy problems Solution of the policy problems produce information about the likelihood that future courses of action will result in consequences that are valuable to some individual, group or society as a whole, as stated by William N. Dunn. He added that this process engages between the transformations of information about policy futures to action which will then come in valued results. Any solution to the policy problems must be actionable, that is going beyond the fact and involving actions that aim to satisfy need, values and opportunities for improvement, (Alexander George, 1980). Solutions to the Problems Encountered in One Student One Sport Increase the allocation of sports fund in schools Allocation of sports funds in schools should be increased in order to improve on the schools infrastructure. Sports facilities and equipment have to be expanded in terms of quantity, whereas the existing facilities and equipment should be upgraded, especially in their quality. Variation of sports activities should be added in as well as introduced in schools for students. By having a variety of choices, students can have better chance to develop their interest in sports. As a result, the number of students who participate in sports will be raised. Select the right teachers as sports trainers Teachers have to be equipped with high quality coaching skills for the particular sports that they are in charged with. Students need to master the basic skills in their chosen sports as a kick start for their development of interest in sports through teachers coaching. Therefore, teachers as sports trainers have to be instructionally skilled in certain sports. Expertise and technical skills of sports trainers make a difference in students life. Schools management can provide sufficient supports to teachers as a mean to enhance their enthusiasm of being sports trainers in schools. Incorporate sports as part of academic Sports can be incorporated as part of academic as a way to encourage students to be more actively engaged in it. Sports can be integrated in schooling hours, but not to be in the extension of schooling hours. This is hopefully to re-gather the support of parents to encourage their childrens participation. It is intended to minimize the inconvenience of sending their children back to school after schooling hours. Furthermore, sports activities can be accountable for higher percentage in students academic as to counter the problem of examination oriented mindset, either of the students or the parents. Conclusion Every policy started off with a noble purpose. However, the process of implementing it in reality is what it really matters after all. It is not to say that the noble purposes are there to defend any deficiency of the outcomes. Hence, policy in action is what to be the main focus. Undeniably, the evaluation of policy comes after the implementation over a period of time. Problems are identified and then followed by recommended solution. It is a process, a cycle which keeps going on. Sport is an integral part in ones life. One Student One Sport is a policy with the vision of creating a balance and healthy lifestyle among students. It is indeed a well plan policy which seen to be a complete one for the society, schools, teachers and students. Nevertheless, to implement any policy in Malaysia, it has to be confronted with all aspects considering the fact of every school where it will be the setting of the policy implementation. One policy is not to be able to fulfil every ones need.

OCCUPATIONAL BACK INJURIES DURING MANUAL HANDLING OF MATERIAL Essay

INDEX PAGE INTRODUCTION  Ã‚  Ã‚  Ã‚  Ã‚  3 ERGONOMICS  Ã‚  Ã‚  Ã‚  Ã‚  4 OBJECTIVES OF ERGONOMICS  Ã‚  Ã‚  Ã‚  Ã‚  4 RESULTS OF ERGONOMIC APPLICATIONS  Ã‚  Ã‚  Ã‚  Ã‚  5 THE BACK STRUTURE  Ã‚  Ã‚  Ã‚  Ã‚  6 BACK AND BACK PROBLEMS  Ã‚  Ã‚  Ã‚  Ã‚  6 Back injuries  Ã‚  Ã‚  Ã‚  Ã‚  6 Causes of back injuries  Ã‚  Ã‚  Ã‚  Ã‚  7 The following are common causes of back injuries:–  Ã‚  Ã‚  Ã‚  Ã‚  7 Back injury prevention  Ã‚  Ã‚  Ã‚  Ã‚  8 Back injury-preventative techniques  Ã‚  Ã‚  Ã‚  Ã‚  8 Techniques  Ã‚  Ã‚  Ã‚  Ã‚  9 Strategies  Ã‚  Ã‚  Ã‚  Ã‚  9 ORIGINAL LIFTING MODEL  Ã‚  Ã‚  Ã‚  Ã‚  10 Strain index (SI) =  Ã‚  Ã‚  Ã‚  Ã‚  10 Action limit  Ã‚  Ã‚  Ã‚  Ã‚  11 Maximum permissible limit  Ã‚  Ã‚  Ã‚  Ã‚  11 Administrative controls  Ã‚  Ã‚  Ã‚  Ã‚  12 Engineering controls  Ã‚  Ã‚  Ã‚  Ã‚  12 Limitations of the NIOSH lifting model  Ã‚  Ã‚  Ã‚  Ã‚  13 LEGISLATIVE TRENDS: STANDARDS, GUIDELINES AND INTERVENTION PROGRAMMES  Ã‚  Ã‚  Ã‚  Ã‚  13 CONCLUSION  Ã‚  Ã‚  Ã‚  Ã‚  14 APENDIX 1  Ã‚  Ã‚  Ã‚  Ã‚  15 REFERENCES  Ã‚  Ã‚  Ã‚  Ã‚  16 OCCUPATIONAL BACK INJURIES DURING MANUAL HANDLING OF MATERIAL INTRODUCTION Almost one third of all disabling injuries at work, temporary or permanent are related to manual handling of objects. Many of these incidents are avoidable and are the consequence of inadequate or simplistic bio-mechanical task analysis. Injuries associated with manual materials handling have grown substantially and are currently estimated to exceed several billion dollars annually in the USA. In addition to the compensation costs are the tremendous costs associated with the suffering of the impaired workers. Manual material handling injuries can result from lifting, lowering, pushing, pulling or carrying objects while performing activities . Some of the most traumatic and costly manual material handling injuries impact on the back, more specifically the lower back has been the area of concern in most studies examining the low back pain associated with manual material handling. Lifting, handling and dragging loads involve a good deal of static effort, enough to classify as h... ... are not included.5 LEGISLATIVE TRENDS: STANDARDS, GUIDELINES AND INTERVENTION PROGRAMMES Ever since the 19th century, government bodies in the developed nations have attempted, for social as well as economic reasons, to influence the way industry runs itself. Industries now have to comply with regulations, which limit worker exposure to the health - threatening aspects of their job. The requirement for good working conditions is not a new one. The Occupational Health and Safety Act of 1970 requires all employees to â€Å"provide their employees with a workplace free from recognised serious hazards† irrespective of whether these hazards are covered by specific standards. If poor ergonomics constitutes a hazard, then employers are required to act. Ergonomic Safety and Health Management Rules specify what constitutes an â€Å"ergonomic hazard† and what actions to take to remove the hazard. The rules assist employers in complying with already existing legislation.4 CONCLUSION Through compliance with legislative trends, understanding of the back structure, and Health and Safety training programmes, the universal prevalence of occupational back injuries can be reduced and even prevented.

SWOT Analysis for Zoecon, and the Product, ROACH ENDER Essay -- essays

SWOT Analysis for Zoecon, and the Product, ROACH ENDER Main Problem Analysis   Ã‚  Ã‚  Ã‚  Ã‚  While no real problem exists with Zoecon, there is a conflict of interests in regard to how Strike ROACH ENDER is marketed. A meeting was set in which Zoecon executives were to analyze and discuss the test market results for the Strike ROACH ENDER, after it was placed in a consumer test market for six months in four cities representative of the 19-city market where 80 percent of roach insecticides were sold. These four cities included: Charleston, South Carolina; Beaumont, Texas; Charlotte, North Carolina; and New Orleans, Louisiana.   Ã‚  Ã‚  Ã‚  Ã‚  After these six months, executives were to determine which option would benefit Zoecon, resulting in the greatest return on profit. After analyzing the results, executives came up with three different options in which to market Strike ROACH ENDER. These options included:   Ã‚  Ã‚  Ã‚  Ã‚  Option One: was to expand the Strike ROACH ENDER distribution to the 19 cities where Strike FLEA ENDER was being sold. The research conducted by Zoecon's private marketing research group showed that the 19 cities accounted for 80 percent of roach insecticide volume. The executives at Zoecon agreed that the primary direct costs associated with distributing Strike ROACH ENDER to these 19 cities would be a price of $1,016,000. This cost would cover the advertising and promotions for the purpose of creating brand awareness in these 19 cities. The executives also agreed that the set-up/auditing, marketing research, and miscellaneous costs would not be repeated in order to expand distribution.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Option Two: Executives believed that Zoecon should focus on directing their resources to Pest Control Operators, (PCO's). They noted that GENCOR (hydropene) had been greatly received by PCOs in 1984. At the end of this year, many PCOs were promoting GENCOR's benefits to their customers. These Zoecon executives agreed that with an annual investment of $500,000 every year above the 27 percent of sales would be enough for trade advertising and and sales efforts towards accelerating use.   Ã‚  Ã‚  Ã‚  Ã‚  Option Three: Zoecon executives suggested that they pursue opportunities for selling hydropene to the makers of d-Con, Black Flag, and Raid for use in their products. While this strategy had worked in the past for PRECOR (methopene), it could pose as a threat or possible... ... above their competition. Weaknesses:   Ã‚  Ã‚  Ã‚  Ã‚  While there isn't a great deal of weaknesses to this option, executives might still agree that our competition will take advantage of our opportunity for growth in the consumer market. While this may be true, the results could be much worse if Zoecon jumps into the consumer market before gaining the reputation and earnings they would have produced from starting with the PCO's support behind their product. Zoecon has a specially designed product that is backed by strong, scientific research. Even though Zoecon's competitors will have a few years to breathe freely, after developing widespread attention from professionals, and gaining competitive edge, Zoecon is bound to quickly surprise the consumer market in the future. Threats:   Ã‚  Ã‚  Ã‚  Ã‚  The only potential threats to this option is new innovations, or a lack of timing. Zoecon's patents will eventually time out, which will give competition access to the controlled compounds that Zoecon formulated. Although this threat could potentially destroy Zoecon's existence, the chances of this happening are very slim to nearly impossible unless every one of their plans fail in the PCO market.

Use of Metaphors in Their Eyes Were Watching God by Zora Hurston Essay

Zora Hurston’s Their Eyes Were Watching God follows protagonist Janie Mae Crawford’s journey into womanhood and her ultimate quest for self-discovery. Having to abruptly transition from childhood to adulthood at the age of sixteen, the story demonstrates Janie’s eternal struggle to find her own voice and realize her dreams through three marriages and a lifetime of hardships that come about from being a black woman in America in the early 20th century. Throughout the novel, Hurston uses powerful metaphors helping to â€Å"unify† (as Henry Louis Gates Jr. puts it) the novel’s themes and narrative; thus providing a greater understanding of Janie’s quest for selfhood. There are three significant metaphors in the novel that achieve this unity: the pear tree metaphor, metaphors representing the inside and outside world, and finally the figure of the mule. I. The Pear Tree The pear tree metaphor is one of the most prevalent and recurring metaphors throughout the novel. It is one that represents Janie’s sexual awakening, her relationships, her dreams, and her journey to womanhood. Gates argues that this repetition of the tree metaphor â€Å"is fundamental to the process of narration, and Hurston repeats the figure of the tree both to expound her theme of becoming and to render the action of the plot and simultaneous and as unified as possible† (78). The tree first appears when Janie is preparing to tell her story to Phoeby: â€Å"Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches† (8), seemingly setting out what Janie’s story will entail and as Henry Louis Gates Jr. asserts in Zora Neale Hurston and the Speakerly Text, this introduction of the metaphor â€Å"re... ... Cited Dilbeck, Keiko. â€Å"Symbolic Representation of Identity in Hurston’s Their Eyes Were Watching God.† The Explicator. 66.2 (2008): 102-104. Web. 12 Nov. 2013. Gates, Henry Louis. â€Å"Zora Neale Hurston and the Speakerly Text.† Zora Neale Hurston’s Their Eyes Were Watching God: A Casebook. Ed. Cheryl. A. Wall. New York: Oxford University Press, 2000. (59-116). Print. Haurykiewicz, Julie. â€Å"From Mules to Muliebrity: Speech and Silence in ‘Their Eyes Were Watching God’.† The Southern Literary Journal. 29.2 (1997): 45-60. Web. 12 Nov. 2013. Hurston, Zora N. Their Eyes Were Watching God: [a Novel]. New York: Perennial Classics, 1999. Print. Johnson, Barabara. â€Å"Metaphor, Metonymy, and Voice in Their Eyes Were Watching God.† Zora Neale Hurston’s Their Eyes Were Watching God: A Casebook. Ed. Cheryl. A. Wall. New York: Oxford University Press, 2000.

Poetry and Dwarf Essay

  The thought-provoking poem, Assisi, written by Norman MacCaig is based on when MacCaig went to Assisi to visit the beautiful church built in St Francis’ name. The main character we read about, a dwarf sitting outside the church, is described in a way which evokes great sympathy for him. The writer achieves this by forming a vivid description of the dwarf and using different techniques helping him create sympathy for the dwarf from the reader. The first four lines of the poem create an image of the dwarf which is not very pleasant. â€Å"The dwarf with his hands on backwards/ Sat, slumped like a half-filled sack/  On tiny twisted legs from which/ Sawdust might run† The very first line of the poem is a very direct, blunt opening statement. The idea of the dwarfs hands being on ‘backwards’ is so disturbing that at once the reader starts to pity the dwarf. Using alliteration in the second line ‘sat slumped’ makes it seem that the dwarf sees no point in living anymore. The poet uses a simile to describe the way the dwarf was sitting, depicting him as a ‘half filled sack’ showing that the dwarf had been dehumanized by everyone surrounding him, making the writer annoyed that nobody is noticing the dwarf. MacCaig uses a metaphor on the third and fourth lines of the poem, ‘tiny twisted legs from which saw dust might run’ giving an idea of how small and weak the dwarf really is, not being able to move very far, therefore living a miserable life in the same place. MacCaig refers back to the dwarf nearer the end of the poem, evoking even greater sympathy for him. â€Å"The ruined temple outside, whose eyes/ Wept pus, whose back was higher/ Than his head, whose lopsided mouth/ Said grazie in a voice as sweet/ As a child’s when she spoke to her mother/ Or a bird when it spoke/ To St Francis. †The poet uses the phrase ‘ruined temple’ to show that the dwarf’s appearance is made in God’s image and even though his appearance may be destroyed, inside he is still just a normal man, like everyone else. MacCaig using the words ‘wept pus’ creates a very unpleasant picture with the idea of pus coming out of the dwarfs eyes but also a very sad picture with the idea that the dwarf was crying. ‘Whose back was higher than his head, whose lopsided mouth’, the writer says this to, again, accentuate the disturbing appearance of the dwarf, implying that the dwarf has a hunchback. At the end of the stanza, the poet surprises the reader when he uses the simile ‘as sweet as a child’ as coming from a man with such a bad physical appearance, the reader does not expect the dwarfs’ voice to be sweet. Throughout the poem, the dwarf is compared to different people and the church. In the first stanza MacCaig uses juxtaposition between the dwarf and the extraordinary building of the church, at the beginning he introduces the dwarf, and he then describes the church. He shows the comparison of how elaborate and wonderful the church at Assisi is, and how there is a dwarf, with a very miserable life, sitting outside. There is also a sense or irony in that, even though St Francis strived to help poor people, so much so that he got a church built in his name, there is still a very poor man sitting outside the church and nobody tries to help him. The second stanza concentrates on the priest, a man who is supposed to understand and share the meaning of God’s word. â€Å"A priest explained/ How clever it was of Giotto/ To make his frescoes tell stories/ That would reveal to the illiterate the goodness/ Of god and the suffering/ Of his son. I understand/ The explanation and/ The cleverness. † The word ‘a’ is used by MacCaig to introduce the priest. This indefinite article makes it seem like the priest is one of many, perhaps in criticism of the church itself, yet when he addresses the dwarf, the poet uses the word ‘the’ which suggests that the poet saw the dwarf as an individual, not like the priest who is just one of many. In this stanza the priest is showing the tourists around the church, showing them the frescoes that Giotto produced, explaining the word of god in pictures so that the illiterate could understand God’s word. The priest uses a very condescending tone when he speaks to the tourists, using a tone that suggests that he wanted to show off his church and his frescoes because he wanted the tourists to think that the he was very important. At the start of the final stanza, in reference to the second stanza, the writer describes how the tourists were acting. â€Å"A rush of tourists, clucking contentedly,/ Fluttered after him as he scattered/ The grain of the Word. It was they who had passed. † Here, the tourists are compared to hens who are clucking, chasing their master trying to get some grain, in this case God’s word. This refers to the parable ‘the sewer and the seed’. They represent the seeds that could not grow, who got caught in the thorns or thrown on the path, not understanding God’s word and therefore not growing into a healthy crop. The Priest would represent the farmer, sharing God’s word amongst the tourists. There are many themes in this poem but one of the main themes is the hypocrisy of the church. We see the church as an organisation that we expect to do good and help people less fortunate than themselves, and yet in the poem, Assisi, the priest, a representative of the church completely ignores the dwarf, an example of a poor man who the church should be helping, walking straight past him, not even acknowledging the dwarfs existence. This suggests that the church and also the priest don’t understand the meaning of what they are meant to be sharing, the true meaning of God, to help others. In conclusion, MacCaig manages to evoke a lot of sympathy for the dwarf. He does this by using detailed descriptions and comparisons between the dwarf and the church and priest. This makes for an interesting, thought provoking poem.

People Management and Organisation Development

Executive Summary The introduction of changes in a business is usually related to resistance at lower or higher level. Such risk can be reduced if appropriate measures are taken in advance. In this study, reference is made to an organisation’s effort to implement a change plan in order to secure the benefits of Organisational Development. The above effort of the organisation has led to certain benefits. Still, improvements would be made to the plan so that a long term growth is achieved. It should be noted that the business operate in the fast food industry, a sector which is quite competitive. In UK, where the business is based, the strong competition of the industry has been combined with the market pressures. This means that in order to secure their organisational development the businesses of the industry, including the business under review, should focus on all aspects of organisational change. 1.0 Introduction The appearance of failures in the completion of daily organisational tasks usually indicates the need for reviewing the organisational sectors involved. If such initiative is not taken immediately then the deterioration of organisational performance is not avoided. For ensuring that such phenomena are avoided in their environment businesses can act in advance by developing a flexible strategy, i.e. a strategy that allows to managers an early intervention to organisational problems (Pasmore et al., 2013). In this way, chances for severe losses are limited while the exposure of the organisation to further risks is reduced. Organisational development is a framework that helps managers to face problems by implementing appropriate plans of change. In the literature, organisational development has been described as ‘the process of planned change and improvement of organisations through the application of knowledge of the behavioural sciences’ (Griffin and Moorhead, 2009: 504). The practical implications of organisational development are explored in this paper. Reference is made to a business of the UK fast-food industry. The specific business operates in UK for more than 10 years and it is part of a global chain of fast-food restaurants. Due to severe problems in the organisation’s daily operations the implementation of a plan for change was considered as the only solution. The key aim of this effort was to achieve organisational development within the shortest possible period and within an economy budget. Following this practice would allow the business to keep its performance standardized while organisational development would be in progress. The target set was only partially achieved. Losses were minimized but the cost of the strategy was proved much higher than initially estimated. Being an employee of the business during this period I am able to describe the various phases of organisational development, as occurred in the particular business. A series of factors have negatively affected the progress of the strategy. Still, the benefits gained through the implementation of change cannot be ignored. Drawbacks would need a bit longer, than expected, in order to disappear. 2.0 Organisational development in practice – a case study 2.1 Overview of the UK fast food sector The UK fast food sector is a quite powerful one. In fact, the specific sector is characterized by strong competition and the increased control of multinational brands, such as McDonalds and KFC (Ibis World, 2014). Despite the signs of decreased performance in the near past, the particular sector shows signs of long term growth. So far, the businesses of this sector achieve a growth of 2.5% annually (Ibis World 2014, par.2). Local brands seem to have improved their position while new entrants have become common phenomenon. For the future, the perspectives of the sector have been highlighted as significant. Still, concerns have appeared in regard to critical issues that have been related to industry’s products; reference can be made, as an example, to the concerns developed by governmental and non-governmental organisations in UK for the potential threat of the sector’s products for children’s health (Hardwick, 2014). 2.2 Assessment of the strategy implemented In order to evaluate the appropriateness of the strategy of change implemented in the organisation of the case study it is necessary to present primary this strategy’s parts. Then, an assessment can be produced in regard to this strategy taking into consideration the existing literature but also the benefits and drawbacks of the strategy, as appeared almost immediately after the strategy’s implementation.2.2.1 Key elements of the strategyThe strategy implemented in the business under examination had two parts: a) the first part referred to the introduction of changes in the tasks allocated to the staff; changes were introduced in relation to the duties of all employees, including for the restaurant’s supervisor; b) the second part of the strategy included a training program. All employees in the businesses had to participate in a training program of six weeks. The participation in the program was mandatory for employees. In order to avoid resistance the owner of the business has announced that during the program employees would be paid normally, as being in work. In the context of the program each employee had to spend one hour daily in classroom-based lectures. Also, employees were provided with support material, such as notes and lists with resources for further study. Each Friday employees had to pass a test on the week’s material. The results of the test were checked by a HR consultant. Each second Friday, the consultant had a meeting with employees for discussing their progress. At the end of the program employees passed an evaluation test the results of which were announced to the business owner. These results were combined with the employees’ overall performance, as reported daily in the workplace. Emphasis was given to the potential of employees to respond to their new duties and to achieve self-improvement.2.2.2 Critical assessment of the strategy’s appropriatenessAccording to the literature, organisational dev elopment is a complex framework. Indeed, in practice it has been proved that the above framework can refer either to the structural characteristics of a business or to the communication channels used by employees for responding to the needs of their role (Cummings and Worley, 2014). The major advantage of OD it its potential to be related ‘either to organisational structure or to organisational processes’ (Cummings and Worley, 2014: 3). Brandford and Burke (2005) also agree that OD is quite wide incorporating practices of different elements depending on the skills/ experiences of the managers involved or on the resources available for the implantation of the relevant strategy. On other hand, Yaeger and Sorensen (2009) have supported that organisational development cannot be achieved just by introducing change. Rather, it is necessary to review organisational strategy carefully and to proceed to radical improvements (Yaeger and Sorensen, 2009). In other words, OD should be based on short-term benefits but rather on the long term organisational growth. A similar approach is used by Anderson (2013). The above researcher explains that OD is not just a series of changes on existing business activities. It is rather a framework for transforming organisational practices. Such benefit can be secured only if organisational culture is also reviewed and updated (Anderson, 2013). The value of OD for the improvement of organisational performance is also highlighted in the study of Rothwell et al. (2009). In the above study particular reference is made to the leader’s role in the successful implementation of OD plans. This view is justified by referring to the following fact: in case of strong oppositions towards an OD plan the leader is the person that has to assess the crisis appropriately and to take emergent decisions. If the leader fails to respond effectively in any phase of the plan then the chances for the success of the plan are significantly re duced (Rothwell et al., 2009). The potential practices of managers for developing effective strategies are presented in the graph in Figure 1 (Appendices). According to the above, the strategy of change implemented in the business reviewed in this paper cannot be characterized as fully effective. At a first level, the restaurant’s manager has accepted that he had not experience on such plans. Then, when employees started to have concerns on their replacement during their absence for the seminars no clear answer was given to them. No particular program has been developed for arranging the changing of swifts during the training program. Rather, swift arrangements were made daily, in the beginning of the swift and with reference to the other day. In this way, if an employee would not be able to replace a colleague as a result of an unexpected event, then the staff’s left in the restaurant would not be adequate for covering the tasks required. On the other fact, all employ ees have welcomed the re-distribution of tasks and the arrangement of meetings with the HR consultant. Due to these practices the restaurant’s efforts to promote change have faced minimum resistance from employees. 2.3 Evaluation of how the cooperation of stakeholders has been ensured In the change plan implemented in the business under examination the cooperation of stakeholders has been attempted by using two motives: one monetary and the other non-monetary. Indeed, at a primary level efforts have been made so employees do not feel as suffering losses due to their participation in the OD plan of the organisation. In fact, employees are compensated normally without their participation in the training program to reduce their daily income. Moreover, a non-monetary motive has been used by the employer in order to ensure that employees would not feel as threatened by the change efforts: employees have the chance to discuss with the HR consultant in regard to the changes in their duties but also in regard to their needs and weaknesses as of the tasks assigned to them daily. In this way, the change plan becomes for employees a chance for self-development and not a cause for potential losses. The effectiveness of this approach could be decided by referring to the respon ses of employees to the plan of change but also to their views as of the particular organisational initiative. After the end of the training program a survey was conducted within the business. Employees had to state their view on the OD plan so far and to make suggestions for potential improvements of the plan. The findings of the survey seem to be quite satisfactory: about 73% of employees are convinced for the plan’s necessity while 68% of employees agree that the chosen approaches for promoting change have been appropriate. However, there is also a percentage 32% of employees that would prefer to wait for a particular period of time before developing an opinion for the plan’s effectiveness. The literature developed in this field offers the chance to understand the role of stakeholders in the organisational development but also the need to secure their participation in any organisational change plan. For Grieves (2010) stakeholders would be willing to support the OD of a business only in the following case: that they would be given the chance to share their knowledge/ resources with the organisation. For example, customers would be supportive to an organisation’s effort to improve its services by giving to customers the potential for a feedback (Grieves, 2010). The provision of free Internet within a restaurant so that customers can check the daily menu and state their view on their food on real-time would be another scheme for increasing the customers’ interest towards the business involved. From another point of view, Schabracq (2009) explained that the efforts for securing the stakeholders’ support in a plan of change should be based on criteria of hierarchy: emphasis should be given primarily to the members of the organisation as ‘those who are interested mostly for the organisation’s success’ (Schabracq, 2009: 23). However, Roberts notes that when being in front of a plan of change the employees of a business are likely to react primarily with ‘cynicism and skepticism’ (2014: 58). If checked using the literature mentioned above, the approach of the manager to secure the support of stakeholders can be characterized as successful. However, this view would refer only to a particular category of stakeholders: employees. For other categories, including customers and community valid view could be formulated after a period of time, such as 6 months, and after checking the business performance in practice. For example, if 6 months after the number of customers’ complaints would continue to increase then the alteration of the OD plan of the business would be unavoidable. In other words, the business has emphasized just on its close stakeholders, probably believing that in this way direct benefits could be achieved. For the stakeholders of the business that are outside of the internal organisational environment (Figure 2) the relevant measures would take long to show their benefits, a view that can be considered as partially justified. 3.0 Conclusion The implementation of a change plan in the business under review has been considered as the only way to achieve organisational development (OD). However, the change plan introduced has not been carefully designed. The fact that emphasis has been given to employees can be considered as justified since employees are those directly affected by the organisational performance and those that can mostly prevent the success of such plan (Oswick, 2013). However, the failure of the business to address the needs of other stakeholders can be considered as a major issue (Idris et al., 2014). In addition, signs of improvement of the daily performance of business have appeared but this benefit has been achieved employing higher investment than estimated (Barnard and Stoll, 2010). Of course, the efforts of a business to promote change should not be too dynamic. In this case the chance for the negative responses of the stakeholders is high (Hashim, 2014). In regard to this issue it has been noted tha t the opposition of stakeholders to a change plan is likely to become ‘stronger as the time passes’ (Roberts 2014; 58). For eliminating such risk the managers of GM have preferred to follow Lewin’s plan of change (Figure 3), which highlights the value of slow steps in the implementation of change in each organisation. The manager in the business under examination seemed to have preferred a similar approach. Despite this fact, the alteration of the strategy implemented as certain of its parts would result to the increase of the strategy’s effectiveness. 4.0 Recommendations The strategy of change implemented in the business under review should be improved at the following points: a) customers should be given the chance to evaluate the business performance and to make their recommendations in regard to the progress of change, as applied in the business; for example, a customer-feedback leaflet should be available in the restaurant; b) the website of the restaurant should be appropriately customized so that the following option is available to customers: customers should be given the potential to vote online for the restaurant’s menu, making their choices as their preferences. The results would be evaluated by the firm’s manager on a weekly basis so that drawbacks of the menu are addressed. In other words, customers should be given a more active role in the improvement of organisation’s performance. The specific approach however would require the transformation of the business culture which is more aligned with the interests of its cl osest stakeholders, i.e. its members, a practice that it is not always considered as negative (Schabracq, 2009); c) also, a supervision scheme should be developed for ensuring that the phases of the strategy of change are sufficiently monitored as in all of their elements. This measure would be aligned with the suggestions made by Griffith-Cooper and King (2007) in regard to the importance of control in the organisational change (Figure 4). 5.0 Bibliography Anderson, D., 2013. Organisation Development: The Process of Leading Organisational Change. London: SAGE. Asghar, Z., 2011. New Approach to Strategic Planning: the Impact of Leadership and Culture on Plan Implantation via the three Cs: Cooperation, Collaboration and Coordination. 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