‘Cousin Kate’ by Christina Rossetti Essay

This Victorian poem is about the narrator (a fallen woman), the Lord and Kate. It is a ballad which tells the story from the narrator’s perspective about being shunned by society after her ‘experiences’ with the lord. The poem’s female speaker recalls her contentment in her humble surroundings until the local ‘Lord of the Manor’ took her to be his lover. He discarded her when she became pregnant and his affections turned to another village girl, Kate, whom he then married. Although the speaker’s community condemned the speaker as a ‘fallen’ woman, she reflects that her love for the lord was more faithful than Kate’s. She is proud of the son she bore him and is sure that the man is unhappy that he and Kate remain childless. Some readers think that she feels more betrayed by her cousin than the lord. This poem is a dramatic monologue written in the Victorian era. Structure The poem is written in first person narrative. It has 6 stanzas of 8 lines: One stanza each on the narrator, the Lord and Kate; stanza 4 contrasts the position of the narrator and Kate; stanza 5 criticises Kate and stanza 6 focuses on the narrator’s triumph at having a child. Each stanza is the same length and each line has a similar rhythm, giving it a ballad-like feel. It could also be conveying the strength and perseverance of the narrator who has to face life in conflict with the expectations of Victorian society. Note that the tone changes as the poem progresses – regret, accusation, bitterness, triumph. The rhyme scheme always connects the B (2nd line) of each couplet. E. g Stanza one – AB/CB/DB/DB. Sometimes the first line of the couplet is rhymed. The rhyme emphasises the last world to aid meaning. The regular rhyme could also suggest that narrator has not only been dominated by the Lord (because men and in particular men of a higher social standing) but is also trapped with Victorian social conventions (she is now a fallen woman in conflict with the values of her society). Sometimes the first line is rhymed as in Stanza 3 – AB/AB/CB/AB. In this case the words ‘Kate’, ‘gate’ and ‘estate’ are stressed in order to convey the way Kate has been elevated from her position in society. However in stanza 5 this rhyme of ‘true’ and ‘you’ contrasts the narrator’s strength of feeling with Kate’s. ‘Cousin Kate’ is written with an iambic rhythm. Generally, one line of the poem has three feet, and the next has four. The poem, therefore, generally follows the following pattern: da dum da dum da dum da dum da dum da dum da dum Iambic rhythms often follow the natural rhythm of speech, a little like a heartbeat. If we apply this to one of Rossetti’s lines, it reads as follows: â€Å"Because you were so good and pure†. Therefore the meaning of the words is captured in the line as specific words are stressed. The repetition of: ‘Why did a great lord find me out’, conveys the anger and bewilderment of the speaker at her change of circumstances, whilst the phrase: ‘good and pure’ has a hollow ring by its second occurrence. Thereafter, repeated phrases are altered to highlight the contrasting situations of Kate and the speaker: The community ‘call’ Kate ‘good and pure’, but ‘call’ the speaker ‘an outcast thing’. Kate ‘sit[s] in gold’, the speaker ‘sit[s] †¦ in dust’. The image of dust connects to a life of poverty and also suggests how she has been soiled by society. Whereas ‘gold’ suggests that her cousin has riches. Kate’s fate is to ‘sit †¦ and sing’, the speaker’s to ‘sit and howl’. This suggests the mental anguish that the narrator is experiencing at being abandoned whereas to ‘sing’ indicates that Kate is content. However, the speaker believes her ‘love was true’, while Kate’s ‘love was writ in sand’ suggesting that her love is stronger than Kate’s. The echoed structure in the final stanza – that Kate has ‘not got’ and is ‘not like to get’ the gift of a child – emphasises the speaker’s sense of triumph. Language The speaker’s questions in the first stanza express her anger and confusion at the experiences she has had to endure: ‘Why did a great lord find me out†¦ Why did a great lord find me out? ’ She suggests that before the arrival of the ‘great lord’, she was happy and ‘contented’ (line 3). She was not looking for a new situation in life. It came unexpectedly. The idea that the lord filled her heart with care suggests that she had less to worry about previously. She is angry that he made her anxious instead of happy and took her away from her friends, her ‘cottage mates’ (line 3). She questions her cousin Kate in stanza 4 suggesting that she loved the lord whereas her cousin did not marry for love. The speaker addresses her questions, laments and moans to Kate. She begins the third verse, ‘O Lady Kate, my cousin Kate’ and the fifth, ‘O cousin Kate’. Throughout, she employs a tone of accusation, repeatedly using the word ‘you’ as she compares Kate to herself. In the last four lines, the speaker draws her attention away from her bitterness at Kate and addresses her son. She calls him ‘my shame, my pride’ (line 45). The oxymoron highlights the conflict that she experiences at loving the Lord and her son but also knowing that she has defied moral convention. Through active and passive verbs Rossetti emphasises the powerlessness of women in Victorian society by associating the lord with a series of actions which take the initiative. He ‘f[ound]’ the speaker ‘out’ / ‘praise[d]’ her / ‘lured’ her / ‘wore’ her / ‘changed’ her / ‘cast’ her ‘by’ / ‘fooled’ her. These are harsh actions, which become more ominous with regard to Kate. Like a stalker, the lord: ‘saw’ her / ‘chose’ her’ / ‘watched’ her / ‘lifted’ her ‘To sit with him’ / ‘bound’ her/ ‘won’ her / ‘bought’ her. Like a hunter, the lord ‘f[ound]’ the speaker ‘out’, ‘lured’ her, then ‘chose’ his next victim in Kate, whom he ‘watched’, then picked up (‘lifted’) and ‘bound’. Both women are referred to as birds, with Kate seeming to be trussed and bound by her fine clothes and wedding ring. In ‘Cousin Kate’, the dove image draws on these ideas of hope and fulfilment and is a symbol of purity that stands in direct contrast to the contaminated state the speaker finds herself as she describes herself as ‘an unclean thing’ (line 15). However, she acknowledges that the tenderness associated with the dove is no match for Kate’s ‘stronger wing’. Even though the speaker claims that she ‘would  have spit’ and ‘[would] not have taken’ the lord, the fact that this is in the future conditional tense indicates that the reality of the situation is in fact very different – she will always be powerless. Alliteration is used throughout the poem: The soft innocence of the speaker before her life changed is conveyed by the soft M of ‘maiden’, ‘mates’ and ‘mindful’ in stanza 1 When the speaker claims that she was led to the lord’s house to lead a ‘shameless shameful life’, the sibilance in this line reinforces the joining together of oxymorons that these words perform. It also reflects the hushed manner in which the speaker was ensnared by the lord, taken in, then later cast aside The speaker’s anger shines through the harsh consonants of ‘Lady Kate, my cousin Kate’ In the final stanza, the speaker emphasises the close bond she shares with her son when she asks that he ‘Cling closer, closer yet’ (line 46). The emphasis here highlights her fear and together with the repetition of the word ‘closer’, suggests that it is for her own comfort, as well as her son’s, that they remain together. Strong images are used to convey the predicament of the narrator. She claims that the lord considered her as a ‘plaything’ (line 12) whom he could treat how he liked without any regard for her feelings. Much like the ‘silken knot’ (line 12) he wore around his neck (a cravat or tie), he treated her as a fashion accessory he could use and then cast away, rather than as an individual with her own needs. The speaker recognises that the lord ‘changed me like a glove’ (line 13). He used her and moulded her into a shape that suited him and then, like a glove that no longer pleases, dispensed with her completely. A glove is an intimate and personal object that fits itself around its user. By describing herself as a glove, the speaker acknowledges that she lost sight of her own needs and desires in an attempt to please and suit the lord. Essay title: Explain how Rossetti creates sympathy for the narrator in ‘Cousin Kate’. Use examples from the poem to support your answers.

Dehydration of Methylcyclohexanol Essay

A common Sophomore Organic Chemistry laboratory experiment that has great potential for further research is the acid catalyzed dehydration of simple alcohols. The classic dehydration of 2-methylcyclohexanol experiment that was introduced in Journal of Chemical Education in 1967 Taber(1967)JCE:44,p620. The rather simple procedure of distilling an alcohol with an aqueous acid has spawned several investigations that have resulted in formal journal articles. At the same time, the experiment has retained its popularity in the Sophomore Organic Chemistry laboratory curriculum. In one line of inquiry it has been observed that a mixture of 2-methylcyclohexanol diastereomers gives rise to a mixture of three isomeric alkenes Todd(1994)JCE:71,p440; Feigenbaum(1987) JCE:64, p273; Cawley (1997) JCE:74l, p102. Explaining the presence of the three alkene products requires an intense synthesis of information communicated in a typical SOC textbook. The continued popularity of this experiment is corroborated by the observation that Googling the phrase â€Å"Dehydration of 2-Methylcyclohexanol† on January 13th, 2008 returned no less than 20 hits for online student handouts and/or guides for this SOC laboratory experiment. Moreover, this experiment provides fertile ground for experimentation and innovation that has not yet been fully explored. At Dominican University, the SOC students performed this experiment during the Fall 2007 semester with not only the dehydration of 2-methylcyclohexanol (Aldrich 153087) but also the 4-methyl (Aldrich 153095) and 3-methyl (Aldrich 139734) positional isomers. The reaction products were submitted to GC-FID analysis. As predicted from the Journal of Chemical Education articles, three methylcyclohexene products were observed. Their relative abundance measured by peak height was 80, 16, and 4%. The alkene products represented by these peaks apparently correspond to 1-methycyclehexene, 3-methycyclehexene, and methylenecyclohexane respectively. [pic] The dehydration of 4-methylcyclohexanol produce two products, that can be distinguished by our current GC column, at 90 and 10% with retention times that match 3-methycyclehexene and 1-methycyclehexene respectively. My current theory is that the retention times 3 and 4-methycyclohexene could not be distinguished with GC column and temperature program. However, there is still the issue of how 1-methycyclehexene is produced from 4-methylcyclohexanol. [pic] The dehydration of 3-methylcyclohexanol yields two products, that can be distinguished by our current GC column, at 80 and 20% with retention times that match 3-methylcyclohexene and 1-methycyclehexene respectively. [pic] Samples of 1-methyl and 3-methyl cyclohexenes purchased from Aldrich chemical confirmed two of compound assignments for the dehydration of 2-methylcyclohexanol. Obviously, it remains to separate the 3 and 4-methylcyclohexene by GC. There are several advantages of studying the dehydration of methylcyclohexanols in the first semester of Organic Chemistry: 1) The experiment involves reactions that are typically studied during first semester: E1, E2, and the 1,2-hydride shift. It is a time-tested protocol that has been run in hundreds of labs by thousands of students. 2) Analysis of the experiment involves the understanding of all three mechanisms mentioned previously and how they may compete with each other. In other words, it is a simple experiment that demands a rather involved interpretation of results. 3) It shows that textbooks â€Å"rules† such as the Zaitzev’s rule in this case, are not necessarily rules as such, but rather astute observations of general trends that can vary experimentally depending on the reactant and the reaction conditions. 4) Analytically, we are observing/measuring the presence of 3 known methylcyclohexene and methylenecyclohexane products that can be separated and detected by Gas Chromatography. I believe that the product mixtures can also be analyzed by NMR. 5) The reaction lends itself to an inquiry format that involves the study different reactants and reaction conditions on the ratio of products. In fact, this experiment, in my opinion, is an ideal candidate for a multi-institution collaborative study that combines and interprets student data. want to pursue point #5 further by first grappling with the current literature concerning the â€Å"Evelyn Effect.† The JCE article by David Todd, â€Å"The Dehydration of 2-Methylcyclohexanol Revisited: The Evelyn Effect† observes a kinetic effect that can be explained by proposing that in a mixture of cis/trans 2-Methylcyclohexanol the cis isomer reacts much faster than the trans isomer to give predominately 1-methylcyclohexene. The formation of 1-methylcyclohexene from cis-2-methylcyclohexanol would involve an â€Å"E2-like† anti-elimination of proton and the protonated alcohol. The dehydration of the trans isomer would go through a E1 mechanism that requires the formation of a carbocation before elimination of a proton. A follow-up study by Cawley and Linder: â€Å"The Acid Catalyzed Dehydration of an Isomeric 2-Methylcyclohexanol Mixture† involves a detailed kinetic study. Students began with a 36.6/63.4 cis/trans mixture of 2-methylcyclohexanol with a cyclohexanol impurity (% impurity was not reported). They performed thy typical reaction+distillation and collected fractions at 4, 8, 16, 24, and 28 minutes. They also collected a 0.1 mL volume of the sample of the reaction mixture at each of these time intervals. These fractions were analyzed by 1H NMR and GC for composition. The cis/trans rate constants for the dehydration of reaction were determined to be 8.4/1.0 – much less than 30/1 ratio reported in 1931 by Vavon and Barbier. An intriguing study! It would be very interesting to have the raw (student) data on this one. Very little is said about the product ratios in the distillate fractions, they just report that they obtained 2.1% methylenecyclohexane and not the 4% previously reported. The dehydration of methylcyclohexanols provides a fecund problem to explore. The key is to develop methods to determine the distribution of alkene products in terms of % total alkenes. There are four possible positional isomers: I. methylenecyclohexane (Aldrich, Acros, 1192-37-6); II. racemic 3-methyl-1-cyclohexene (Acros, 591-48-0); III. 1-methyl-1-cyclohexene (Aldrich, Acros 591-49-1) IV. racemic 4-methyl-1-cyclohexene (Aldrich, Acros 591-47-9). Two of the alkene positional isomers contain an asymmetric carbon. The obvious place to start is by studying how the alcohol structure affects the product distribution of alkenes. There are 5 positional isomers of methylcyclohexanol: I. cyclohexanemethanol (Aldrich 100-49-2); II. 1-methylcyclohexanol (Aldrich 590-67-0); III. racemic cis&trans 2-methylcyclohexanol (Aldrich 583-59-5) IV. racemic cis&trans 3-methylcyclohexanol (Aldrich 591-23-1) V. cis&trans 4-methylcyclohexanol (Aldrich 589-91-3). Three of the alcohols are present in cis and trans diastereomer pairs: cis 2-methylcyclohexanol (Aldrich 7445-70-1) trans 2-methylcyclohexanol (Aldrich 7445-52-9) cis 3-methylcyclohexanol (5454-79-5) trans 3-methylcyclohexanol (7443-55-2) cis 4-methylcyclohexanol (Aldrich 7731-28-4) trans 4-methylcyclohexanol (Aldrich 7731-28-4). In addition there are 4 entaniomer pairs among the alcohol starting materials. Most of them are commercially available, for a price. [pic] Besides the structure of the alcohol, what other variables may be explored? 1) One variable for this reaction that could be investigated is the nature of the catalytic acid. Aqueous acids, such as the 85% H3PO4 typically used for this experiment, contain some water which is also product of the reaction. I may also add that, the amount of acid is not always in catalytic proportion to the substrate. In my current protocol 0.075 moles of acid is used to dehydrate 0.2 moles of alcohol. Non-aqueous acids may give different results. Acidic resins are an interesting substitute for aqueous acids. For example, John Ludeman and Kurt Field of Bradley University presented a poster at the 2006 ACS Great Lakes Regional Meeting on the use of Dowex 50WX2-100, Amberlite IRC-50S, and Amberlyst 15, for the dehydration of alcohols. 2) Another variable would be the reaction conditions. In the current paradigm, the alkene is distilled away from the reaction mixture. Presumably, it is being distilled away as it is formed. An ad-hoc observation is that students seem to get somewhat different product ratios if they distill is carefully or if they â€Å"crank up the heat† and distill it quicker. What if the reaction mixture was refluxed to equilibrium before distillation? Would we see more thermodynamic products? 3) Reaction conditions could be changed in other ways too. Microwave irradiation is currently being explored as an alternative to heating reactions. Possibly, sonication could also be performed on the alcohol. 4) Another avenue to explore may be different strategies to push the reaction towards the products other than distilling off the alkene. For example, removing water with molecular sieves may be tried. The last installment of this series will explore the logistics of â€Å"dehydration of methylcycohexanols† as a collaborative experiments. The most straightforward collaboration would be to perform the â€Å"dehydration of methylcycohexanols† experiment in the same way and compare the relative yield of alkenes as measured by GC from different starting alcohols. Comparisons could be made with past data or concurrently collected data from different institutions. This may be seem fairly straightforward, but there will most likely be discrepancies that could will need to be explored. One aspect to make note of would be the source and composition of the methylcyclohexanols used a starting materials. Sigma-Aldrich has †¢ 1-methylcyclohexanol #M38214; †¢ 2-methylcyclohexanol #66320, #215295, #178829, #24113, & #153087, †¢ 3-methylcyclohexanol #139734; †¢ 4-methylcyclohexanol #66360, #104183, #104191, & #153095; †¢ as well as just plain methylcyclohexanol #66370. An experimental variable that is hard to control is rate of heating. Students who crank up the hot plate to get done quickly (even though they were told not to) may get different results than those students who go slowly and maintain an even temperature. Different GC columns and methods may also give results that need to be corroborated.

Culture of Soccer in Uruguay, and how Uruguay Gained Independence Research Paper

Culture of Soccer in Uruguay, and how Uruguay Gained Independence - Research Paper Example The struggle for independence of Uruguay began in February 1811, when Buenos Aires was about to face an offensive by Elio. Buenos Aires, which was the interior of Banda Oriental, was headed by the captain of Blandengues Corps, Josà © Gervasio Artigas. Artigas was annoyed by this move and announced his offering of services to Buenos Aires (Burford 15). Artigas had been profoundly influenced by federalism; he always had had an issue with Elio regarding its discriminatory commercial policies against Montevideo. Artigas led an army that scored the most important victory against the Spaniards who played a decisive role in the independence of Uruguay on May 18, 1811through what is known as the â€Å"Battle of Las Piedras†. He then moved on to besiege Montevideo from May 1811 to October 1811. Elio was able to save Montevideo by inviting forces from Brazil, which was under Portuguese occupation, which entered the Uruguay and governed most of the country by July of 1811. In the Octobe r of that month Elio, signed a peace treaty with Buenos Aires which state that all the forces including that of Artigas, Portuguese and Brazilian will evacuate Uruguay and provide an airlift to the cordon of Montevideo. 13,000 civilian evacuated Salto and on the Rio Uruguay and moved to Argentinean town of Ayui, where they lived as refugees for quite some time. The series of steps marked the beginning of Uruguayan independence even though the Spanish and Portuguese troops did not withdraw until 1812. In 1813, after the return of Artigas to Banda Oriental, where he was hailed as immortal campaigner for the cause of federalism and unitary centralism of Buenos Aires; a constituent assembly was called upon in Buenos Aires by the new government. Delegates from Banda Oriental’s started to elect assembly representatives congregated and under orders issued by Artigas, propositioned a series of political directives, which were later to be called as "Instructions of the Year Thirteen; these directives included of the colonies' independence and the formation of a confederation of the provinces (the United Provinces of the Rio de a Plata) from the former Viceroyalty of the Rio de la Plata (dissolved in 1810 when independence was declared). This political formula was based upon the constitution of ‘United States of America that would have led to political and economic freedom of for every area including Buenos Aires. Nevertheless, the assembly refused to let this happen, Buenos Aires pursue a form of government who ruled on the basis of Unitary Centralism which resulted in Artigas breaking with Buenos Aires for a second time besieged Montevideo. In 1814, Artigas lifted his siege but a civil war type situation rose in which resulted in massive casualties among the Uruguayans, Spaniards, and Argentines, until he capitulated to the troops of Buenos Aires, while his army was controlling the countryside after which he remerged and took the city again in 1815. The B anda Oriental appointed its first autonomous government after the troops left the city. Artigas then moved on establish an executive center in the northwest of the realm, where he managed a federal league under his authority. The new country consisted of six states including Rio Parana, Rio Uruguay, and Rio de la Plata with Montevideo as its overseas port. In the same year, Artigas attempted to put into practice agrarian reform in the Banda Oriental by allocating sequestered from his enemies of the revolution that included Mestizos (people of mixed Indian and Europe descent) and Indians. In 1816, Portuguese troops again took control of Banda Oriental from Brazil and took Montevideo the next year (Andrien 282). Artigas was defeated after 4 years of struggle and went into exile in to Paraguay and died there in 1850. Portuguese Brazil then appropriated the Banda Oriental as its Southern most Cisplatine province. After Brazil gained independence from Portugal in 1822, Brazil was faced b y the strife in the Banda

Global City Essay Example | Topics and Well Written Essays - 2000 words

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Health and sefteay Essay Example | Topics and Well Written Essays - 4500 words

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Womens Representation in the Media Essay Example | Topics and Well Written Essays - 4000 words

Womens Representation in the Media - Essay Example Moreover, these same images have been portrayed within the media since the dawn of the television age as is traced through the work of Barry Gunter.   Throughout television history, programs have been created with an eye toward attracting and defining the female in ways that focused upon the observational qualities she possessed – her body shape, her pleasing facial appearance and her glamorous clothing and accessories. Even in shows such as The Honeymooners, which offered a questioning of the ‘powerless’ role of the female, attention was given to ensure the female body remained a pleasing conformation. The emphasis on the concept that even lower middle class women were expected to conform to external ideals has only continued to build in the film industries and as television has expanded programming.   These widely apparent examples of how women portrayed in the media represent an impossible ideal to which ‘normal’ girls are constantly compared h as also been proven to have the potential for long-term social, psychological and physical problems.Chasing the DreamToday there are numerous pop culture stars such as Paris Hilton who seem to believe that being an object talked about is better than contributing something significant to the welfare of society.   This attitude of image trumps substance is transferred to many of their fans and by extension many other young girls. Empty-headed material-culture superstars have achieved their fame based solely on their beautiful bodies and extreme spending habits.’

Police academy or Finger printing or Federal, state local agency Essay

Police academy or Finger printing or Federal, state local agency qualifications chose one of the three topic that you feel comfortable with - Essay Example cted the practice of law enforcement, the history of the technique, legal and ethical issues involving the use of the technique, practical implications of the technique for law enforcement personal at various levels, and future prospects for fingerprinting must be analyzed. Finger prints have had many definitions throughout history, and have been used in art, science, and law enforcement. The contemporary definition of a fingerprint states that a finger print can be defined as the unique pattern created by the friction ridges on all or part of a digit, or finger (â€Å"Glossary†, 2009). The term friction ridge is not intuitive. Friction ridges rare the scientific name for the raised portion of the outermost layer of skin, called the epidermis, that forms the unique shapes found in fingerprints (â€Å"Glossary†, 2009). Friction ridges form on the fingers, palm, toes, and soles of the feet of the fetus before it is born (Cowger, 1992, p.1). Despite the growth that occurs in childhood and adolescence, the patter of the friction ridges does not change, and thus provides the only physical characteristic of human kind with the specificity to identify an individual. Human beings first noticed fingerprints in prehistoric times. The earliest fingerprints are included as decorative elements in cave paintings found in Nova Scotia that date back thousands of years (German, 2006). In ancient Babylon, merchants recognized that though many people have similar patterns, no two individuals have the same exact fingerprint. These merchants used fingerprints as official seals on business agreements, much as contemporary merchants would use a Federal Identification or Social Security number (German, 2006). Similar methods of using fingerprints to identify merchants and government officials were found in fourteenth century Persia and China (German, 2006). These cultures made use of the impressions left by fingerprints as a tool for identification on documents, but did little

Critique of published work Essay Example | Topics and Well Written Essays - 2000 words

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Discussion 4 Coursework Example | Topics and Well Written Essays - 250 words

Discussion 4 - Coursework Example However, research on anesthetized patients could avoid all of these issues. For example, if you asked the research question: â€Å"which type of anaesthestic has a longer lag between the end of surgery and the full awakening of the patient?†, you could select patients for your study that would have already been given different types of anaesthetic already. Alternatively, you could select patients and medications such that the change of anaesthetic would not greatly impact the safety of the patient and could therefore be ethically switched for the point of the research. It is unlikely such research would be contaminated by the informed consent of the patients, as they cannot â€Å"will† themselves awake from surgery any earlier, and would be unlikely to want to do so anyway. They would have no connection with the anaesthetic administered and so have no desire to change the results of the medication on their bodies, unlike with a curative or analgesic medication which the y would want to work and so might say that the effects were stronger due to a placebo effect. References YIN, R. K. 2009. Case study research: design and methods, Sage Publications.

Criminal Justice Issues in the US Today Assignment

Criminal Justice Issues in the US Today - Assignment Example This is attributed to mandatory sentencing laws that were enacted in the 80s; the post- Rockefeller drug laws where minor offenses are punished with major imprisonment. These laws limited the available options to a judge in determining the final ruling. Originally these laws had been put in place in effort to implement the zero tolerance policy against use of drug. It is a well known fact that drugs use especially among youths and teenagers has been a major issue in the country. Particularly, the rise in the abuse of methamphetamine is thought to be the major contributing factor towards the rise in the incarceration rate. It is the most destructive and addictive drug which is being blamed for the recent rise in suicides, family violence and criminal acts (Howard, 2007). If these statistics and findings are anything to go by, building more prisons and increasing sentences is not the solution to reducing crime, drug use and the alarming rate of incarceration. Legislators need to think along solutions like rehabilitation and deterrence. Rise in crime has mostly been as a result of drug use. That means that putting up measures that will see to it that drug use has been significantly reduced will lead to reduction in criminal acts by a remarkable margin.

People Attitude Towards Work Essay Example for Free

People Attitude Towards Work Essay Peoples attitude to work varies a lot i.e. in relation to the individuals personal experience and their overall perception of others (employers, colleagues) and how they are actually perceived by other people. As emphasized by various key theorists (e.g. Frederick Taylor, Maslow, Douglas McGregor etc.) discussed in Behaviour At Work element 11.1, we (people) make assumption about other people based on our own experience in that, it is a way of making sense of relating to others. We each set ourselves certain standards and expect other people to adhere to them, even though they may not share our views and have different standards for themselves. Motivation is both individual and complex and there is a difference between what motivates people to perform above average and what leads to below average performance. Douglas McGregor emphasized that managers make either theory X or Y assumptions about the way others behave. Theory X assumption includes; * an average human being inherently dislikes work and will avoid it if possible hence, these types of people must be coerced, controlled, directed or even threatened with punishment to get them to put in adequate effort at work. * an average person prefers to be directed, wishes to avoid responsibility, has relatively little ambition and wants security above any other thing. Theory Y assumptions on the other hand stresses that; * people do not inherently dislike work and that the conditions of work reflects peoples satisfaction * people will generally exercise self direction and self control in pursuit of the objective to which they are committed * people mostly learn under proper conditions, not only to accept but to seek responsibility * people are not being used by organisations to their full potential * in order to obtain commitment from employees rewards should fulfill an individuals self actualization needs Choosing either Theory X or Y has an overall effect on people, be it positive or negative i.e. there will be a tendency within an organisation for people to respond to the way they are managed thus, if employees feel that they are not being trusted, this may result in them behaving in a less trustworthy way. PEOPLES ATTITUDE TOWARDS WORK (CONT.) Conclusion: Due to the fact that there is a range of reasons why people behave differently in work situations, hence, it is unrealistic to make generalized assumption about individuals attitude to work i.e. reasons for performing better or worse than average. Behaviour of each group is most likely to be unpredictable e.g. in the case of our Young business enterprise, GNVQ group A unlike group B spent a lot of time meeting despite the fact that there was conflict between individuals, thus we all had to put personal problems aside in order to achieve the same common goal which alternatively reflects on the successful trading carried out via high level of cooperation. Peoples attitude in a particular organisation can be measured by implementing techniques such as; * Preparation of questionnaires which is distributed to a certain number of selected individuals in a particular organisation. (Ref. example of questionnaire which may be used by organisations appendix 1) * Face-to-face interviews this refers to actually forming a one to one communication strategy which deals specifically with obtaining necessary information on employees general attitude towards their work and what motivates them to work harder and effectively. Face-to-face interviews are mainly used to obtain a direct response from the people affected by each policy thus, generating a more realistic subjective view of the employees involved as opposed to making an assumption. Some of the questions which can be included while carrying out an interview are as follows; (1) Can you describe any job you have held where you were faced with problems and pressures which tested your ability to cope? (2) Can you give me an example of a time when you had to conform to a policy with which you did not agree? (3) What stimulates you in your work and how does this motivate you? (4) Would you be willing to work in a position where you are expected to make decisions and how will you conduct yourself? (5) How do you feel about the way you are managed by your superior and what will contribute to you working even better? * Surveys surveys takes different forms depending on the level of workers which are being examined. It can also be seen as a combination of the methods mentioned above i.e. in generating more response so as to obtain an overall result i.e. a more factual information regarding employees, which can obviously be relied on. (Ref. Example of a personnel performance indicator which can be used in highlighting peoples attitude to work appendix 2) (Appendix 1) Questionnaire (1) Would you consider yourself satisfied with the level of responsibility your job involves? Yes[] No[] (2) What motivates you to work? Money[] Promotion[] Job security[] Other . (3) How would you describe you working condition? V. good[] Good[] Average[] Below average[] (4) Do you like working as a group[] ; individually[] ; or both [] (5) Would you like to be included in decision making or quality circle? Yes[] No[] Dont know[] (6) What do you enjoy most in doing your job? .. (7) Have you had any complaint in relation to your level of participation in your job? Yes[] No[] If yes, how do you view this .. (8) How well do you deal with criticism? V. well[] Average [] Below average[] (9) Does criticism affect your overall performance? Yes[] No[] (10) Would you consider yourself Highly motivated[] Easily motivated[] Not easily motivated[] Dont know[] FACTORS AFFECTING MOTIVATION Peoples level of motivation is affected by certain issues, which may lead to an extensive breakdown in communication within an organisation due to lack of cooperation between employees and employees or employees and employers. These factors includes; * Hierarchy of needs this inter relates to Maslows theory of human behaviour i.e. that individuals have five level of needs which they sought to satisfy. The human needs as established by Maslow states that the lowest of our needs include the basic physiological need for food, drink and shelter, once it is satisfied, individuals then needs to protect himself/herself against danger, threat and deprivation thereafter the levels of needs rise through social needs, need for self esteem and status to the need for self actualization. This affects motivation on an individual basis i.e. an individual may focus on each step before actually moving towards self actualization thus, if he/she is not completely satisfy on any of the stages the person tends to struggle a lot in working to his/her best ability this may not be the case for lots of other people. Maslows Hierarchy of Needs Self actualization (the need to do the work we like) Esteem (the need to feel worthy and respected) Social needs (the need to be liked/loved and to be a member of a given group) Security (the need to feel safe and secure) Survival (the need to stay alive, to eat, to drink, sleep and reproduce) FACTORS AFFECTING MOTIVATION (CONT.) * Job Satisfaction this affects the way in which people feel about their work in terms of achievement or recognition from others, the work involved, level of responsibility, opportunities for advancement, company policy and administration, supervisions, salary, interpersonal relations and working conditions. In the case where these are not dealt with in a constructive manner, it may give rise to a high level of dissatisfaction at work which may in turn lead to persistent lateness or absenteeism, below average performance and real or imagined illness on the part of workers i.e. due to a downfall in level of motivation. * Challenge if the work involved is not challenging enough for certain employees, it may lead to low staff morale that is, workers may not feel the need to give the job their absolute best. On the other hand, if the job is too broad compared to a relatively low number of employees, it may also have the same negative effect in motivating the workers. * Motivators such as: reward, training, promotion etc. If these motivators lacks in an organisation, workers tend to feel that their needs are not being catered for, hence, developing a negative attitude towards employers which alternatively affect the level of work which is put into the organisation i.e. workers in this situation will only work because they feel the need to work not because they want to work. However, in order to get employees fully involved, various kinds of motivators e.g. shared ownership, cash bonuses etc. should be introduced to commend hard working employees thus, serving as a source of motivation in that people actually perform better when they are willing to work so as to meet a certain target rather than employers forcing work on them because they have to. * Career Development this proves vital in maintaining or improving the level of staff motivation in that, people like to think that their hard work will pay off well as opposed to go unrecognized thus, if there is an opportunity for career development, workers tend to perform well so as to develop their individual skills and at the same time climb up the management ladder. In a situation where it is the opposite, it may lead to a wide spread low morale amongst employees. * Level of Expectancy this may have an overall effect on an individuals attitude towards work i.e. in relation to the expectancy theory developed by Victor Vroom, for example, an individual may respond in a positive way to a high level of expectancy from employers while another employee of the same calibre breakdown under pressure thus, it all boils down to an individuals desire for something in relation to the persons estimation of how likely it can be achieved. MOTIVATORS APPROPRIATE FOR DIFFERENT TYPES OF INDIVIDUAL PERFORMANCE As established by Frederick Taylor (1947) what the workforce want from their employers beyond anything else is high wages and what employers want from their workforce most of all is low labour costs the existence or absence of these two elements forms the basis for either a good or bad management. The major factors which makes people feel satisfied with their job and motivates individuals to work effectively includes; high level of achievement, recognition, opportunities for advancement and responsibility as well as the actual content of the work which is being carried out. On the other hand, factors which affects employees adversely and which lead to high level of dissatisfaction with their individual tasks include negative company policy, low level of salary and benefits, interpersonal relations and the overall working conditions (as described earlier). The following motivators are required so as to encourage individuals to work harder thus, enhancing the workers individual performance; * Autonomy this refers to the amount of freedom and discretion an individual can exercise over a certain job, this gives the worker a higher level of responsibility providing that the person wants and can cope with the responsibility. This will boost an individuals self-reliance thus, being able to meet target more effectively. Although some people prefer jobs with low level of responsibility, this is often common when people have a highly complex and demanding life outside work. However they are not likely to be high achievers. * Praise workers generally feel the need to be praised for hard work hence, serving as a motivator in encouraging the particular worker to keep doing a specific task to his/her best ability. Praise actually has an overall effect on the quality and quantity of goods and services produced, so therefore it is vital for employers to recognize and commend a high quality work. MOTIVATORS APPROPRIATE FOR DIFFERENT TYPES OF INDIVIDUAL PERFORMANCE (CONT.) Delegating this motivates people to work harder in that, it also involves giving workers more responsibility for the tasks they carry out. Delegating is used in a situation where by the particular job holds certain responsibilities, but additional responsibility is giving through delegation, this may help in providing more time for more important tasks, thus, helping in increasing an individuals job satisfaction. Reluctant or poor delegation can be worse than no delegation at all, hence, this is why most employers tend to delegate trustworthy employees to carry out certain tasks. Delegation also helps in meeting target, improving cooperation between staff and employer, and improving the quality and quantity of work carried out. * Shared Ownership shared ownership schemes proves to be very successful in motivating workers in that, employees handle tasks more efficiently due to the fact that they also have a stake in the company hence, people tend to work very well if there is some kind of benefit to derive from their hard work on the long run. The introduction of shared ownership enhances general individual performance i.e. people tend to be self reliance thus, meeting targets, encouraging and maintaining good relationship with co-workers and employers which in turn helps in developing and delivering good quality of work (high standard) as well as improving the quantity of work achieved. * Quality Circle the implementation of quality circle serves as a motivator because it makes employees feel more involved in all the aspects of product development. Quality circle is usually set up to tackle a particular project where quality improvement is necessary therefore, making it easy to recognize each teams ability and alternatively rewarding individual teams for the level of work they put in improving the quality and the amount of goods actually produced. EFFECTS OF MOTIVATORS ON INDIVIDUAL PERFORMANCE In an event whereby employees needs are catered for promptly and effectively, organisations can benefit a great deal. For instance, in order for quality circles to be successful, quality improvement programmes needs full commitment from employees. The motivators discussed earlier helps in; * enhancing employees commitment to a particular organisation thus, being more reliable in performing tasks individually as well as part of a team. * boost loyalty the level of employees loyalty will be improved if they are being treated with respect they deserve e.g. if employees are offered shared ownership of an organisation as a reward for hard work, the employee will be willing to stay loyal for a long period in that, the employee will be obliged to support the particular organisations internal and external activities i.e. outside and within the organisation. On the whole, these motivators helps in providing opportunities for increased skills, flexible working and individual development. Motivators also provide social companionship and a sense of pride in the overall working relationship in regards to achievements derived from motivating workers in the correct manner. Further Analysis: GAINING EMPLOYEE COOPERATION THROUGH MOTIVATION It is essential that the reward strategy adopted by employers fulfills employees needs i.e. if motivation to work is to be maintained or increased, it is necessary that an individual is convinced that by putting in extra effort at work, his/her performance will be improved and that the reward he/she values will be forthcoming. In order to gain employee cooperation, employers focus on motivating employees in various ways depending on the organisation involved, some of the methods used in achieving this are as follows; * Job Security by providing a secure job opportunity, workers will have the opportunity for career progression, therefore, they will feel motivated to work hard so as to get on. A major example of this relates to the Japanese economy that is, because employers often offer a job for life to potential individuals thus, they tend to expect a high degree of loyalty from their workers as well as commitment to work to the very best of their ability. * Merit Rating this refers to recognizing an individuals performance and selecting personal qualities which an organisation believes to be important and assessing these qualities hence, giving the organisation an overall idea on how to reward individual performance effectively. (Ref. Merit rating form appendix 3) * Appraisal this is also used to pin point performance, appraisal is needed for assessing the performance of an individual in discharging specific responsibilities and/or the potential performance of the individual in other roles. Appraisal often involves assessing both job performance and personality characteristics relevant to the particular job. Performance appraisal is an extension and development of merit rating, it may or may not be used as a basis for increase in salary (performance related pay). GAINING EMPLOYEE COOPERATION THROUGH MOTIVATION (CONT.) An example of appraisal of an employee may take the form below; Job Knowledge and Technical Ability Comments Exceptional Good Satisfactory Marginal Inadequate Energy and Application Comments Exceptional Good Satisfactory Marginal Inadequate Organizing Ability Comments Exceptional Good Satisfactory Marginal Inadequate Overall Assessment 1. Reserved for employees whose distinguished performance is clearly obvious to all. 2. Seasoned employees whose performance is noticeable better than satisfactory. 3. Satisfactory 4. Performance close to being satisfactory but needs further development. 5. Performance clearly below the accountability level required for a certain task or set of tasks (this may include newcomers). 6. Totally unsatisfactory (Ref. Performance Appraisal by: T.L . Whisler and S.F . Harper, research and practice by: Holt, Rinehart and Winston) GAINING EMPLOYEE COOPERATION THROUGH MOTIVATION (CONT.) * Incentive Schemes this may be used to gain cooperation due to the fact that it is a valuable motivator. Incentive schemes means the payment to employees of a regular bonus related to productivity, this is designed to encourage employees to cooperate with management in raising productivity and the overall performance of the organisation. This emphasizes the relationship between performance and payment, in that money remains a major motivator in enhancing growth in the level of work performed. * Management By Objectives this focuses on increasing workers performance by agreeing individual objectives with managers and measuring progress by the degree of attainment of the objectives i.e. management by objectives involves setting specific organizational objectives for a future time period. This is a mutual setting of objectives between each position holder and his/her supervisor and the use of the objectives as standards for evaluating the employees performance. MBOs are used in gaining cooperation in regards to employee and employer relationship that is, employees will respond a lot better to discussions rather than orders/commands. POTENTIAL BENEFITS REGARDING GOOD COOPERATION As established by Frank Herzberg (1968), increased job satisfaction will not always result in increased performance but nevertheless increasing the level of job satisfaction within an organisation has lots of advantages i.e. in relation to the organisation, the managers and each individual employee. Potential benefits Potential benefits to employees to management * more interesting work Through better Through increased * scope for development working methods motivation * more autonomy * companionship and team pride * share in any benefits to employers * better quality * reduced absence * lower turnover * more flexibility * higher productivity Potential organizational benefits * high level of commitment to the organisation * improved industrial relations climate * organisation growth This table lays emphasis on improving job design and work organisation to meet individual needs. (Ref. The effective manager, book 4, open university, 1990) POTENTIAL BENEFITS REGARDING GOOD COOPERATION (CONT.) Benefits which are derived from successful communication between employers and employees includes; Organizational Benefits: * In a situation whereby employees are satisfied with the work they perform as well as their working environment, employees tend to identify more closely with the actual organisation. * Employees who are committed to the organisation are likely to work harder towards organizational goals, seize opportunities, contribute new ideas and act as good public relations officers for their employer. * Effective communication within an organisation will also give rise to less chance of industrial disputes in that, employees will have little or no dissatisfaction and the organisation as a whole can therefore expect to survive competition and prosper. Management Benefits: * If workers are highly motivated, managers will be able to expect better quality performance. * The symptoms of dissatisfaction i.e. absenteeism and illness will be minimal or not present hence, the management will be able to discover that staff are willing and able to perform a range of tasks if their individual skills and abilities are fully developed. On the long run, this benefit will lead to improved productivity and better quality service. Individual Benefits: * If a person with certain skills and abilities finds his/her job suited to the qualities he/she possess, the work the individual participate in, will become more interesting and therefore less likely to produce stress or dissatisfaction. * A job which involves various source of motivation i.e. providing an individual with a scope for development, this will be encouraging to the individual, hence, the particular person will then be able to focus on opportunities for improvement and advancement. On the whole, the level of advantages of job satisfaction outweighs its disadvantages hence, in a situation whereby everybody works hand in hand with a view of a common interest i.e. putting aside personal differences, the organisation tend to survive on the long run the young business enterprise group A is a perfect example to qualify this statement. CONCLUSION: Motivation in Regards to Group Development In order for people to get along well enough as a group so as to be able to benefit the business as a whole, motivators such as praise, autonomy, giving ideas, feedback and so on was implemented in that, for us to achieve each group development stage effectively before moving to the next important stage, it is vital for each group member to deal with the tasks given to the best of his/her ability. * Praise this was used indirectly at regular intervals, so as to show an appreciation for a good level of effort put in by each group member. * Autonomy enough opportunity was given to each group member to work on certain tasks as an individual thus, giving the person overall responsibility without too much questioning. * Giving Ideas each group member was involved in the initial brainstorm for the product ideas as well as designs to be produced and each and every idea brought forward was welcomed and discussed in further depth hence, making each group member feel as part of the business which alternatively led to intense commitment. * Feedback people need to know whether they are performing their jobs satisfactorily, they need praise for doing things well and they need help and advice if they are not performing up to standard, this is achieved through feedback during business meetings. This is used to the advantage of the business venture, in that, people who are not pulling their weight (contributing) were told directly by group members to do so, thus, giving rise to people actually performing much better in some cases and no apparent change in other cases. On the whole, the level of motivational skills applied to the business venture proves to be effective for the individuals within the group as well as in the general group development.

Risk Management In Naval Operations

Risk Management In Naval Operations The concept of risk management has been around the Navy since its inception. During the drawdown of the 1990s, the risk management concept was formalized into the Operational Risk Management (ORM) program. This approach was initiated to mitigate the risks associated with such a massive reorganization. This paper examines the Naval Directive Office of the Chief of Naval Operations Instruction 3500.39C OPNAVINST 3500.39C (02 July, 2010) that explains the ORM process as five basic steps, four principles and a risk management process and measurement that is applied on three levels of operation; in-depth, deliberate, and time critical. As stated in OPNAVINST 3500.39C; risk is expected in all military tasks, training, missions, operations, and personal activities. The most common cause of task degradation or mission failure is human error, specifically the inability to regularly manage risk. ORM reduces the risks by identifying hazards and measuring and controlling the expected risks, allowing decisions to be made that compare risks against the mission benefits. Navy personnel are responsible for managing risk in all tasks while leaders are responsible for ensuring proper procedures are in place and appropriate resources are available for personnel to perform assigned tasks. The Navy vi sion according OPNAVINST 3500.39C is; to develop an environment in which every officer, enlisted, or civilian person is trained and motivated to personally manage risk in everything they do, including on- and off-duty evolutions in peacetime and during conflict, therefore enabling successful completion of any task and mission. Keywords: Operational Risk Management, OPNAVINST 3500.39C I. Statement and significance of the Issue The ORM origins goes back to 1994 when The US Navy team made ORM an integral part of planning, training, and operations. This stemmed from a need to improve operational readiness in peacetime-and to achieve success in combat-during a period of reduced resources and personnel. The Department of the Navy (DON) Safety Objectives for FY 2008 and Beyond (9 Oct 07) stated; Integrate Safety and Risk Management into all on and off-duty evolutions to maximize mission readiness and to establish DON as an organization with world class safety where no mishap is accepted as the cost of doing businessà ¢Ã¢â€š ¬Ã‚ ¦Establish a risk management training continuum to ensure all DON personnel receive targeted [ORM] training and that all formal professional training courses are infused with examples of how effective risk management improves both safety and mission readiness.. Risk is common nature in all military tasks, training, missions, operations, and personal activities. The most common cause of task degradation or mission failure is human error, specifically the inability to regularly manage risk (OPNAVINST 3500.39C, 2010). Navys goal is; to develop an environment in which every officer, enlisted, or civilian person is trained and motivated to personally manage risk in everything they do, including on- and off-duty evolutions in peacetime and during conflict, therefore enabling successful completion of any task and mission (OPNAVINST 3500.39C, 2010). The ORM process minimizes risks to acceptable levels, commensurate with task or mission accomplishment. Correct application of the ORM process will reduce losses and associated costs resulting in more efficient use of resources. Zero risk is not the intent of ORM. Risk management is a continuous process that is integral from the strategic level of planning through the tactical level and execution. It is a tool to help improve mission readiness and mission accomplishment. The ORM benefits when applying the ORM process ensures mission or task success by providing more effective use of resources, improving on- and off-duty risk decision making, reducing injury and property damage, and improving the readiness of all personnel (FAA System Safety Handbook, Chapter 15, 2000) ORM is a process that assists organizations and individuals in making informed risk decisions in order to reduce or offset risk, thereby increasing operational effectiveness and the probability of mission success. The ORM process is applicable across the spectrum of operations and tasks. It should be used by everyone all the time, whether on- or off-duty in their military or civilian life. II. Review of Relevant Research What is ORM? The term Operational Risk Management (ORM) is defined as a continual cyclic process which includes risk assessment, risk decision making, and implementation of risk controls, which results in acceptance, mitigation, or avoidance of risk, (OPNAVINST 3500.39C, 2010). ORM is the oversight of operational risk, including the risk of loss resulting from inadequate or failed internal processes and systems; human factors; or external events. How does it work? The ORM process assists you in making smart and informed decisions. Actually, we apply ORM every day. At times, we may not even be aware of it as you carry out a task or mission. An example of this is as simple as crossing the street; we look both ways because we were taught this at a young age. However, today we dont even look at this as risk management, but something that we know is the right thing to do before crossing the street. Every person has a role to play in managing risk during a commands task or mission, and every person is vital to the success of the Navy team, (ORM Fundamentals, Navy Knowledge Online, 2011). The Five Steps The ORM process is a systematic, continuous, and repeatable process that consists of five basic steps (OPNAVINST 3500.39C, 2010). Identify hazards Assess hazards Make risk decisions Implement controls Supervise (and watch for changes) The first two steps comprise the risk assessment portion of ORM and provide enhanced awareness and understanding of a given situation. This awareness builds confidence and allows for timely, efficient, and effective protective measures. The remaining three steps are the essential follow-through actions to either eliminate the hazard or mitigate the risks. The Four Principles. ORM incorporates the following four principles (OPNAVINST 3500.39C, 2010): 1. Accept Risk When Benefits Outweigh the Cost 2. Accept No Unnecessary Risk 3. Anticipate and Manage Risk by Planning 4. Make Risk Decisions at the Right Level 1. Accept Risk When Benefits Outweigh the Cost The process of weighing risks against the benefits and value of the mission or task helps to maximize success. Balancing costs and benefits can be a subjective process. Therefore, personnel with knowledge and experience of the mission or task must be engaged when making risk decisions (OPNAVINST 3500.39C, 2010). The goal of ORM is not to eliminate risk but to manage the risk so that the mission or task both on- and off-duty can be successful. The bottom line is, if no benefit can be achieved then do not take the risk. 2. Accept No Unnecessary Risk If all detectable hazards have not been identified, then unnecessary risks are being accepted. Additionally, an unnecessary risk is any that, if taken, will not contribute meaningfully to mission or task accomplishment or will needlessly jeopardize personnel or material. The risk management process identifies hazards that might otherwise go unidentified and provides tools to reduce or offset risk. The acceptance of risk does not equate to the imprudent willingness to gamble. Take only risks that are necessary to accomplish the mission or task (OPNAVINST 3500.39C, 2010). 3. Anticipate and Manage Risk by Planning Integrating risk management into planning as early as possible provides the greatest opportunity to make well-informed risk decisions and implement effective risk controls. This enhances the overall effectiveness of ORM and often reduces costs for your organization and yourself when off duty (OPNAVINST 3500.39C, 2010). 4. Make Risk Decisions at the Right Level Anyone can make a risk decision. However, the appropriate decision maker is the individual who can eliminate or minimize the hazard, implement controls to reduce the risk, or accept the risk. Leaders at all levels must ensure that their personnel know how much risk they can accept and when to elevate the decision to a higher level. Ensuring that risk decisions are made at the appropriate level will establish clear accountability. Therefore, those accountable for the mission must be included in the risk management process. If the commander, leader, or individual responsible for executing the mission or task determines that the controls available to them will not reduce risk to an acceptable level, they must elevate the risk decisions to the next level in the chain of command (OPNAVINST 3500.39C, 2010). Risk Assessment Matrix ORM Matrix Card OPNAVINST 3500.39C, (2010). Risk Assessment Matrix. Retrieved from http://safetycenter.navy.mil/ 1 March, 2011. This Matrix uses Risk as an expression of possible loss, adverse outcome, or negative consequences; such as injury or illness in terms of probability and severity of failure (Salas Maurino, 2010, p. 57). Risk Assessment is a structured process to identify and assess hazards. An expression of potential harm, described in terms of severity, probability, and exposure to hazards. Accomplished in the first two steps of the ORM process. Risk Assessment Code (RAC) is an expression of the risk associated with a hazard that combines its severity and probability into a single Arabic numeral which can be used to help determine hazard abatement priorities. This is typically accomplished through the use of the risk assessment matrix. The basic RACs are: 1-Critical, 2-Serious, 3-Moderate, 4-Minor, and 5-Negligible. Another definition not included in this matrix is, Residual Risk and that will be the Risk remaining after controls have been identified and selected. Bringing back the concept that Zero Risk is not the primary purpose of ORM. Also, for the use of this matrix an Operational Analysis of the task at hand has to be made. This means a chronological or sequential list of the major events or elements in a mission or task. This is the complete picture of what is expected to happen and assures all elements of a mission or task are evaluated for all potential hazards. Very important to define what a Hazard is before assigning it a number in this matrix, because a hazard is any real or potential condition that can cause injury, illness, or death to personnel; damage to or loss of equipment or property; degradation of mission capability or impact to mission accomplishment; or damage to the environment, this is also synonymous with the term threat. Last for this chart is the Risk Decision or the ability to make a decision to accept or not accept the risk(s) associated with an action; made by the commander, leader, or individual responsible for performing that action. The Three Levels The risk management process is applied on three levels: in-depth, deliberate, and time critical. The basic factor that differentiates each level is time; that is the amount of time available to dedicate to the preparation and planning of missions or tasks (OPNAVINST 3500.39C, 2010). There is no definitive separating line between the three levels (in-depth, deliberate, and time critical. It is important to know we have resources to tap into. At each level of the planning process, hazards and associated risks are identified and appropriate controls are developed and implemented. These controls become resources upon which we can draw for the next level of planning and ultimately for execution. III. Summary of Major Findings and Conclusions On and Off-duty mishaps are extremely detrimental to the Navys operational capability. Because the Navy works as a team 24/7, the actions one person takes can affect the readiness and operational capability of the commands mission or task, therefore affecting the Navy as a whole. Thus, we must constantly be aware of all risks involved in our everyday off-duty activities. Benefits of using ORM: Reduction of operational loss. Lower compliance/auditing costs. Early detection of unlawful activities. Reduced exposure to future risks. The ORM process minimizes risks to acceptable levels, commensurate with task or mission accomplishment. Correct application of the ORM process will reduce losses and associated costs resulting in more efficient use of resources. IV. Recommendations All Navy military, civilian, and contractors under the direct supervision of government personnel should apply the ORM principles and processes in all activities in order to optimize mission success and maintain readiness. Leadership should be held accountable for the use of ORM processes in their command. An organizations success requires the commitment of leaders to manage risk while meeting the commands mission. Leaders must lead by example and provide thorough policies and goals, with buy-in from all personnel. All personnel must fully trust that they have the support for risk decisions made in the interest of completing the mission, while also recognizing that intentional breaches of regulations will not be tolerated. The responsibilities as a Leader and /or Commanding Officer, or officer-in-charge should include: Establish command policy and expectations for the application of ORM on- and off-duty. Address the ORM process in mission, training, safety, and lessons learned reports. Inform the chain of command of those hazards identified by the ORM process that cannot be controlled or mitigated at the command level. Ensure ORM risk decisions are being made at the appropriate level within the command.

Heisenberg’s Uncertainty Principle Explained

Heisenberg’s Uncertainty Principle Explained In the year of 1927, the time when modern physics has become prosperous, plenty of influential physics breakthroughs and discoveries struck the globe, especially quantum physics. One of the most significant quantum physicists is a German, named Werner Heisenberg, who stated the Uncertainty Principle in â€Å"On the Physical Content of Quantum Theoretical Kinematics and Mechanics†, which has indispensable impact on the physics sphere. By going through the definition, the formulas, using a daily life example, explaining its applicability and a strange phenomenon, the intricate and abstract Heisenberg’s Uncertainty Principle will hopefully become comprehendible. In Heisenberg’s Uncertainty Principle, it states that the position and the momentum of a particle cannot be measured with absolute precision because the more accurately we know one of these values, the less accurately we know the other and when multiplying together the errors in the measurements of these values, which are represented by the Greek letter à ¢- ³, the result has to be a number greater than or equal to half of the Planck’s Constant h divided by 2Ï€. Though it sounds an extremely involved definition of the Uncertainty Principle, which is formidable enough by the name, especially for those who do not know much about science, yet as it is elaborated more deeply subsequently, the Principle will become comprehensible. According to the definition above, it is clear to observe that there are formulas for the Uncertainty Principle, which are à ¢- ³xà ¢- ³p≠¥h/2 or à ¢- ³Eà ¢- ³t≠¥h/2. In the former formula, x is the position of a particle and p is its momentum. As it is explained in the upper paragraph, à ¢- ³ represents the errors in the measurements, which means à ¢- ³x is the uncertainty of position and à ¢- ³p is the uncertainty of momentum; h is Planck’s constant, which is a fixed number. In the latter formula, E is the energy measurement of a particle and t is the time interval during which the measurement is made. Thus, à ¢- ³E is the uncertainty of an energy measurement and à ¢- ³t is the uncertainty in the time interval during which the measurement is made. Although the explanations of the formulas seem to make the Uncertainty Principle more intricate, yet by demonstrating it with a daily life example, it would become clearer. Theoretically, by throwing an elastic ball to an object and measuring how long it takes to reach back one’s hands can determine how far away the object is. For instance, if one throws the elastic ball to a nearby stool, it would bounce back quickly, indicating that the stool is pretty near the ball-thrower. Similarly, if one throws the elastic ball to a stool that is on the other side of the street, it would bounce back after a while, which means the stool is far away. For a period, physicists thought by this way they could measure where a particle is. The truth is it will never work because indeed the elastic ball would bounce back, yet it is quite possible that the elastic ball is heavy enough to knock away the stool and still has enough momentum to bounce back. In this case, one can only determine where the stool was, but not where it is now. Referring back to something more physics-related, there was a time that physicists wanted to make measurements by shooting a particle toward another particle, which is exactly an analogy of the daily life example they could not measure where the particle was after it had been hit by the other. There was a mystery that had confused many physicists for decades: In an atom, negatively-charged electrons orbit a positively-charged nucleus. Thinking with traditional logic, it is expected that the two opposite charges attract mutually, leading everything to collapse into a ball of particles. The most singular thing was, they never collapse into a ball of particles. This mystery is perfectly unveiled by Heisenberg’s Uncertainty Principle if an electron gets too close to the nucleus, its position in space would be precisely know, so the error in measuring its position would be quite accurate, meaning that the error in measuring its momentum and velocity would be enormous; as a result, the electron could be moving fast enough to fly out of the atom altogether. It is obvious how significant the Principle is to modern quantum physics. Furthermore, Heisenberg’s Uncertainty Principle has great compatibility – not only can it explain atom movements, but also can it be applied to nuclear radiation. Alpha decay, which is a type of nuclear radiation, can be explained using Heisenberg’s idea. Alpha particles are two protons and two neutrons emitted by some heavy nuclei, which are usually bound inside the heavy nucleus and would need lots of energy to break the bonds keeping them in place. Whereas, because inside a nucleus, an alpha particle has a very well-defined velocity, which is p, its position, x, is not so well-defined, indicating that there is a small but non-zero chance that the particle could at some point find itself outside the nucleus, under the circumstance that it technically does not have enough energy to escape. When this happens, which is a process metaphorically known as â€Å"quantum tunneling† since the escaping particle has to somehow dig its way through an energy barrier that it cannot leap over, the alpha particle escapes and it becomes radioactive. Under the same reasoning, not only does the uncertainty principle apply to micro world, but also does it also apply to the sun, of which a similar quantum tunnelling process happens in reverse at the center, where protons fuse together and release the energy that allows the sun to shine. Technically, the temperatures are not high enough for the protons to have enough energy to overcome their mutual electric repulsion at the core of the sun, but as the uncertainty principle is correct, they can tunnel their way through the energy barrier. It is definitely worthy to mention that Heisenberg’s Uncertainty Principle has a very strange result about vacuums. Albeit vacuums are often defined as the absence of everything, yet it is not so in quantum theory because there is an inherent uncertainty in the amount of energy involved in quantum processes and in the time it takes for those processes to happen. By looking at the energy-time version of Heisenberg’s equation, which is à ¢- ³Eà ¢- ³t≠¥h/2, it is shown that the more constrained one variable is, the less constrained the other is, which means it is possible that for extremely short periods of time, a quantum system’s energy can be immensely uncertain, so much that particles can appear out of the vacuum. These particles appear in pairs – an electron and its antimatter pair – for a short while and then annihilate mutually, which is well within the laws of quantum physics, as long as the particles only exist fleetingly and disapp ear when their time is up. With this bunch of elaborations, including Heisenberg’s Uncertainty Principle’s definition, formulas, a comprehensible example, explanations of applicability and a strange phenomenon, hopefully this legendary Principle has become less complex. Work Cited List Jha, Alok. â€Å"What is Heisenberg’s Uncertainty Principle†. Theguardian.com. The Observer, 11 Nov. 2013. Web. 17 Feb. 2014. http://www.theguardian.com/science/2013/nov/10/what-is-heisenbergs-uncertainty-principle>. Clark, Josh. â€Å"How Quantum Suicide Works†. Howstuffworks.com. N.p., n.d. Web. 17 Feb. 2014. http://science.howstuffworks.com/innovation/science-questions/quantum-suicide2.htm>. â€Å"The Uncertainty Principle†. Hyperphysics.phy-astr.gsu.edu. N.p., n.d. Web. 17 Feb. 2014. http://hyperphysics.phy-astr.gsu.edu/hbase/uncer.html>. â€Å"Uncertainty Principle†. Abyss.uoregon.edu. N.p., n.d. 17 Feb. 2014. http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec14.html>.

Emotional Inteligence Essay -- Emotional Intelligence

An increasing percent of the population begins to know the idea of emotional intelligence. This concept was firstly developed by two American university professors, John Mayer and Peter Salovey (1990) and they concluded that, people with high emotional quotient are supposed to learn more quickly due to their abilities. Another psycologist named Daniel Goleman (1995) extended the theory and also made it well-known. In his articles and books, he argued that people with high emotional quotient do better than those with low emotional quotient. In this essay, it will be argued that high emotional intelligence can influence work performance positively to a relatively high extent. Both benefits and limitations of a high level of EI in the workplace will be discussed and a conclusion will be drawn at the end of this essay. The definition of emotional intelligence given by Salovey and Mayer (1990) focuses on the ability to understand one’s own and others’ emotions and also to manage one’s own emotions positively. On the other hand, Goleman’s definition (1995) covers more aspects, including 25 abilities and skills such as trustworthiness, communication and empathy. The former definition is more scientific and appropriate while the latter one is called the ‘corporate definition’ because its contents accommodate the interests of large corporations. However, the academic findings of the two professors are not widely known while Goleman’s edition is commonly accepted due to his best-seller book ‘Emotional Intelligence’ (Goleman 1995). The following essay will be mainly based on Goleman’s definition. High emotional intelligence can improve work performance and its varied aspects can contribute to work differently. One aspect of emotion... ...igence: Isses in Paradigm building, The emotionally intelligent workplace: how to select for, measure, and improve emotional intelligence in individuals, groups, and organizations, Jossey-Bass Ch.2 Goleman D.(2001) An EI-based theory of performance, The emotionally intelligent workplace: how to select for, measure, and improve emallenge emotional intelligence in individuals, groups, and organizations, Jossey-Bass Ch.3 Fernandez-Araoz C.(2001) The challenge of hiring senior executives, The emotionally intelligent workplace: how to select for, measure, and improve emallenge emotional intelligence in individuals, groups, and organizations, Jossey-Bass Ch.6 Arnold J., Silvester J., Patterson F., Robertson I., Cooper C. and Burnes B. (2005) Work Psychology: Understanding Human Behaviour in the Workplace 4th edition, Pearson Education Limited Essex

munchausen :: essays research papers

The Analysis of Baron Munchausen   Ã‚  Ã‚  Ã‚  Ã‚  In the book Signs of Life, the author Linda Seger writes about heroes, and their typical characteristics, that for the most part have always been the same throughout history. Even the word hero is already put in the male tense, suggesting there that most heroes have been and will be males. For the most part Seger’s points are well taken and are backed up mostly by every heroic story I’ve ever read or seen before in my life. The Adventures Of Baron Munchausen definitely pushes the typical hero envelope, but even still, Seger’s idea of typical hero characteristics shown through in most of this crazy Monty Python type film. Seger explains from the beginning of her article that the hero usually, â€Å"begins as a nonhero; innocent, young, simple or humble† (Signs of Life; 318). This observation one finds to be false when it comes to the Baron. She goes on to write in her second point that something happens to heroes â€Å"that sets the story in motion† (Signs of Life; 319). Well how can this point be proven wrong if something didn’t get the hero started he would then cease to be hero wouldn’t they. In her third point Seger reports that the hero doesn’t really want to leave where they are, even when they’ve already been asked once. She states that the hero usually, â€Å"receives a double call to adventure† (Signs of Life; 319). Asking the hero once for the sake of 2 others isn’t enough, it’s only when it becomes personal the hero takes action. In most journeys the hero â€Å"usually receives help† (Signs of Life; 319) and typically gets it mostly from â€Å"unusual sources† (Signs of Life; 319). You’ll find that most everything the entire movie of Baron Munchausen is unusual and that the hero himself is just as unusual as the person or moon he is talking to. The final point that I have chosen to analyze from Seger’s writing in Signs of Life, comes from her fifth point. She explains that once the hero is ready to begin the hero â€Å"moves into a special world where he or she will change from the ordinary to the extraordinary† (Signs of Life; 319). This is usually the first plot point that sets the story in motion or in our case the Baron on his way.   Ã‚  Ã‚  Ã‚  Ã‚  The idea from Seger that the hero â€Å"usually begins as a nonhero† (Signs of Life; 318) doesn’t hold true to this story at all.

The Man Who Is Endowed with Magic Essays -- Biography, Walt, Walt Disn

â€Å"You won’t find anyone who can really explain the magic of Walt,† said Peter Ellenshaw—a Disney artist. â€Å"People see him either in black or white, but he was an extraordinary mixture. He was a common man who was endowed with a touch of magic† (Greene 6). This magic led Walt on one of the most extraordinary adventures anyone could ever wish to live. Walt grew up traveling from place to place as his father, Elias, worked day and night to make sure his family was fed and comfortable. Elias worked Walt’s two other brothers such ferocity that they ran away with the money they had been saving. Without the two brothers, Walt’s father’s dream of the farm life shattered. Soon after, Elias caught typhoid fever and became unable to work on his farm again, so they moved. The move took a toll on Walt. His father had him waking up at 3:30 am to deliver papers, a two-hour task. After delivering, he went to school. Then, he delivered papers for two more hours. Delivering the papers affected Walt’s school performance; he was yet again held back in the second grade, which made him almost two years older than his classmates. This action might have caused a rebellious action from most children but not Walt. His mother’s loving touch kept him in high spirits. As Greene said in The Man Behinf The Magic: The Story of Walt Disney, â€Å"If Walt was endowed with a touch of magic, his mother was the person who wielded the magician’s wand† (15). This magic and perseverance would play key roles in Walt’s life. Walt Disney had interests in many areas. One knack he had was recreating cartoons. One classmate recalled, â€Å"He wouldn’t just copy what was in the newspaper, either,† rather he would add his own features with the original as the templat... ...rporation went onto produce Alice in Wonderland, Peter Pan, and Pinocchio to name a few. Although Disney’s interest might have faltered, his heart never did. His love for his employees drove him to become almost bankrupt. His love for his family led him to be one of the greatest fathers. One of his daughters, Sharon, stated, â€Å"we weren’t raised with the idea that this was a great man. He was Daddy. He went to work every morning. He came home every night† (Greene 77). His love for his work led him to become one of the best animators of all not, if not arguably the best. As his best friend, Walter Pfeiffer, said, â€Å"Walt was enthused about everything. He was one hundred percent interested in everything he did† whether it be his home life or his work. Truly, his magic inspired each animator to have the save magic even after some of his heart left the company.

State-funded faith schools

This paper will look at the manner in which state-funded religion schools came into being in the United Kingdom. It will reason that authorities educational policy and its in-migration and integrating policies play a cardinal function in finding the demand for the proviso of province religion schools. The province support of religion schools has a long history in the United Kingdom. The National Society of the Church of England founded 17,000 schools to offer instruction to the hapless between 1811 and1860. ( DfES, p.2 ) The province support of these schools began in 1870 when Church and other voluntary establishments began to have financess to supplement and help them in their educational proviso. ( Cush, p.435 ) As at January 2008, of the 20,587 maintained primary and secondary schools in the UK, 6,827 have a spiritual character and of these nine are Muslim. ( Bolton, 2009, Table 1 ) There are three types of schools with spiritual character in the UK – maintained, academies and independent schools – with the province providing support for the first two. Maintained schools are either: volunteer controlled which means the Local Education Authority provides all the support in return for control largely over spiritual instruction and administration ( most Church of England schools are voluntary controlled ) ; and voluntary aided where the province provides 90 % of the support for more control over spiritual instruction and administration ( most other denominations fall into this class, particularly Roman Catholic schools ) . ( Cush p. 435-436 ) . Christian and Judaic religion schools were the lone religion schools having province support until 1998 when the Islamia Schools Trust, a fter a conflict of 12 old ages, was awarded voluntary aided position for its schools. Whilst there are merely nine province funded Muslim schools, there are over 100 Muslim schools in Britain. These independent schools tend to organize their attempts through the Association of Muslim Schools. On November 11th, 2007 during Prime Minister ‘s Questions, the authorities stated that sing instruction it â€Å" is committed to a diverse system of schools driven by parental demands and aspirations ; that the Government does non hold marks for faith schools but remains committed to back uping the constitution of new schools by a scope of suppliers. † ( Bolton, 2009, p.14 ) Reaffirming the Government ‘s place on religion schools, Ed Balls, the so Secretary of State for Children, Schools and Families said on January 9th, 2008: â€Å" It is non the policy of the Government or my Department to advance more faith schools. We have no policy to spread out their Numberss. That should be a affair for local communities. † ( Bolton, 2009, p.16 ) The thrust for some members of the Muslim community towards their ain religion schools needs to be understood in visible radiation of the background of Muslim migration into the UK, their subsequent integrating and recent universe events. The first Muslims geting from South Asia in the 1950s were semi-skilled or unskilled laborers. They had a inclination to remain insulated from the wider community – this being every bit much a map of their ain pick as a response to the racism and societal exclusion they were sing. ( Hefner, p.227 ) Subsequent unfastened in-migration policies of the 1970s allowed their households to follow and now 75 % of all Muslims in the UK are from South Asia. Harmonizing to the 2001 nose count, the about 1.6 million British Moslems make up approximately 3 % of the population. ( Hefner, p. 227 ) In the UK, â€Å" Muslim † has become synonymous with â€Å" Pakistani † . Third coevals British-born Muslim households no longer believe of themselves as immigrants, although what it means to be a British Muslim is still a construct being negotiated. Our individualities are defined as much by our ain apprehension of our histories as by how we think others perceive us. In recent old ages, the individuality of Muslims has been tied up with universe events and striking representations in the media. Since September 11th, 2001, Muslims have been bombarded by an overpoweringly hostile media and a authorities seemingly captive on encroaching on the autonomies and human rights of its Muslim citizens. Salma Hafejee described an event that evoked non uncommon feelings in her 21 twelvemonth old boy. Talking on a movie for â€Å" Our Lifes † , a undertaking which explored the penetrations and experiences of Muslim adult females in Bradford, she told the narrative of a weekend visit her boy took to Barcelona. Coincidently, on the weekend of his trip there had be en a series of apprehensions made in Barcelona in connexion with what had been described as terrorist activities. On his return place, her boy was met by constabularies and questioned for several hours. She said he had ever felt British and believed that his British passport would protect him, but for the first clip he felt an foreigner in his ain place. ( Speak-it, 2009 ) One can good conceive of that this experience and the changeless bombardment of negative images associating to his religion in the media must hold been perplexing. Naturally surrounded by such ill will and â€Å" other † ised in this manner, a community would hold a inclination to shut ranks and look inward for comfort, protection and security. This state of affairs can be seen as some justification for why the Muslim community turned to Muslim schools to continue their communal individuality and Muslim patterns. The Education Reform Act 1988 provinces that schools should â€Å" advance the religious, moral, cultural, mental and physical development of students at the school and in society†¦ † Some Muslims were get downing to oppugn whether a non-Muslim schooling environment would be able to adequately carry through that demand for their kids. The Education Act of 1944 made faith the lone topic it was mandatory to learn in school, but the instruction of faith is comparatively superficial, intending that from the position of those for whom a spiritual ethos is of import, mainstream schools are unable to supply the religious and spiritual dimension adequately. How authoritiess deal with the proviso of faith does look to hold some bearing on the educational picks of parents. An scrutiny of Belgium and The Netherlands shows that when the authorities proviso of spiritual instruction is high, the demand for spiritual schools is muted. In Belgium, 4 % of the population is Muslim – chiefly of Turkish or Moroccan descent. Since 1975, it has been the jurisprudence to supply Islamic direction in province schools on the same footing as other faiths are taught. The first, and merely, province funded Islamic primary school opened in 1989 and seems to be linked to the inability of two municipalities to name officially recognized instructors and thereby their refusal to supply Islamic direction. In The Netherlands, 6 % of the population is Muslim and besides chiefly of Turkish or Moroccan descent. The province does non hold a policy for the specific proviso of Islamic direction and there are 45 Islamic schools in The Netherlands. ( Merry, 2005 ) In the UK, the deficiency of equal proviso of spiritual instruction in mainstream province schools, the ill will of the media, the authorities and the populace to their religion and community, and the recorded underachievement of Pakistanis in mainstream schools combine to organize a powerful incentive for Muslim parents to take over control of the instruction of their kid. Given the UK authorities ‘s expansive rhetoric about advancing and back uping Britain to be a multi-cultural society, and its declared committedness to a diverse system of schools driven by parental demands and aspirations, the support of Muslim province funded schools is an easy stretch. But an in agreement definition of a multicultural society seems deplorably missing. The authorities has a ‘policy of advancing multiculturalism ‘ but if it is unable to specify what a multicultural society could look like, how does it cognize that the policies it is advancing are effectual to run intoing this terminal? Today ‘s multicultural Britain has many faces dependent mostly on ethnicity, geographics and societal category, which in bend is one of the determiners of educational accomplishment. Is multicultural merely the recognition of diverseness in our society or is it an battle with that diverseness to make a society that is pluralistic? Does it intend that we are all free to populate in our ain sub-worlds without interface with the wider community or does it intend that we are encouraged to prosecute with each other? Where is the yarn that binds us as citizens if we live wholly culturally independent lives? This was a inquiry that was raised by Ray Honeyford more than twenty old ages ago and it is still a inquiry that warrants turn toing thoughtfully today. In 1982 Bradford Council issued guidelines for its purpose in instruction. These included: preparing kids for a life in a multicultural society ; countering racism and the inequalities of favoritism ; developing the strengths of cultural and lingual diverseness ; and reacting to the demands of minority groups. Ray Honeyford was a headteacher in a Bradford in-between school and he was concerned that the educational policies he was expected to implement were impracticable. He argued that the 20 % of Bradford ‘s Islamic immigrant population had purposes to stay in Britain. For their interest and for the interest of others, they should take part to the full in British life, and that in order to make so efficaciously their instruction needed to emphasize the primacy of the English linguistic communication, and British civilization, history and traditions. ( Dalrymple, 2002 ) In 1984, Honeyford wrote an article that was rejected by The Times Educational Supplement before being published by the far right Salisbury Review. The fact that it was this publication that was the first method of transmittal connoted a batch to its readers and no uncertainty would hold influenced the subsequent reading of the article itself. In â€Å" Education and Race – an Alternate position † Honeyf ord ( 2006 ) suggested that the perversion of linguistic communication ( he had a Masters in linguistics ) around race and cultural issues had made it impossible to talk candidly about the concerns and worlds that our progressively diverse society was throwing up. He highlighted that chunking together all non-whites into one class that was â€Å" black † created a duality of anti-white solidarity. What we, today, name â€Å" other † -ing. His primary concern was the impact of an imposed multicultural mentality on the instruction of his pupils. British jurisprudence obliges a parent to guarantee that his or her kid is registered and attends school on a regular basis. He argued that the inclination for Asiatic households to take their kids out of school and direct them to the sub-continent for months at a clip was non merely illegal but had obvious negative educational effects. The Department of Education and Science turned a unsighted oculus go forthing headteachers, li ke Honeyford, to follow with an attending policy based on the parent ‘s state of beginning. He found this untenable and cast it as an â€Å" officially canonic policy of racial favoritism. † ( Honeyford, 2006 ) Honeyford farther highlighted that the absence of English as a primary linguistic communication of direction at the school left the â€Å" cultural white † minority pupils in his schools educationally disadvantaged. His broader concern was how the operation of interior metropoliss with its production of cultural ghettos, and multi-racial educational policies could bring forth an integrated and harmonious society. He concluded: â€Å" I suspect that these elements, far from assisting to bring forth harmoniousness, are, in world, runing to bring forth a sense of atomization and strife. And I am no longer convinced that the British mastermind for via media, for puddling though, and for good natured tolerance will be sufficient to decide the inevitable tensen esss. † ( Honeyford, 2006 ) Post-publication, Honeyford endured a drawn-out and acrimonious run against him taking to his eventual early retirement. The acerb response to his averments for better and more integrative instruction did non raise the authorities action. Issues raised by the â€Å" Honeyford Affair † continue to be debated more than two decennaries subsequently. Honeyford ‘s tough and brave inquiring of issues that the authorities was excessively uncomfortable to raise and seek and work through have left a permanent vacuity on integrating and the harmonious and â€Å" multicultural † universe we reasonably aspire to. In visible radiation of these personal businesss, the argument on religion schools – which preponderantly relates to keep schools – leads us foremost to inquire what the purpose and intent of instruction is. Is instruction intended to supply us with accomplishments for employment, in which instance it is driven by a practical measurable end product? Or is in intended for, as Aristotle called it, human booming? And are these two needfully reciprocally sole? If instruction is deemed a human right, so what function does the kid drama in finding the instruction that he receives? These inquiries do n't look to hold been straight touched upon by those debating the desirableness of religion schools. Given the faith school argument touches on countries of instruction, political relations and faith it is improbable to be a cold-eyed 1. Most of the argument is opinion- instead than evidence-based ( Cush p.440 ) and authors on the issue repeatedly bemoan the deficiency of empirical grounds to confirm claims from either side. As Moslems are going acutely cognizant of their minority position, the thrust towards Islamic schools is every bit much a response to the onslaught on their individuality as it is about the ethos of instruction. Harmonizing to Heffner and Zaman ( 2007, p. 228 ) â€Å" In recent old ages, the issue of Islamic instruction has been a critical portion of the argument about what it means to be a British Muslim today and an of import terrain in the dialogue of individuality, citizenship and co-existence. † Mainstream instruction tends to see the universe though an Anglo-saxon lens and accomplishments are Europeanised. The survey of the parts made by Muslim bookmans over the centuries in many capable countries is a encouragement to self-esteem and those naming for Muslim schools are looking for a alteration in the manner the universe is viewed. The mission statement of the Islamia Trust Schools states that it â€Å" strive [ s ] to supply the best instruction in a secure Islamic environment through the cognition and application of the Qur'an and Sunnah. † ( Islamia ) What this requires is a reconception of the manner in which any topic can be taught, negociating as it must through the Qur'an and the Sunnah. The statement being made is that Muslim kids are going de-Islamised ( Khan-Cheema, p.83 ) and that mainstream schools are neglecting to supply an ethos in which all, non merely secular, facets of a kid ‘s life are catered for. Concern for the deficiency of individual sex proviso in the mainstream for miss is besides voiced as a concern and a ground for necessitating the proviso of Muslim schools. The academic underachievement of Pakistanis in mainstream schools is good recognised, but their accomplishment in religion schools is good above norm ( Bolton, 2009 ) . The direct connexion associating improved academic consequences and faith schools should be made carefully as academic accomplishment is besides liked to the economic and societal category of the household. The instance against Muslim religion schools is a obliging one. Those contending this place say that these schools are a genteelness land for fundamentalist and intolerant spiritual positions that are non inclusive of the bulk. They propagate segregation and voluntary apartheid and create ghettos which exclude other races and religions, therefore making societal division. With Islam about universally cast as a menace to universe order this raises inquiries associating to citizenship and trueness. Those in this cantonment may pull some of their inspiration from the place Honeyford took on the demand to incorporate instead than segregate more than 2 decennaries ago. Why would, and how could, an immigrant who lands in the UK who is able to make for himself an environment that reflects – culturally, socially, and educationally – the one which he left, have any chance to construct trueness to his host state. Clearly the authorities ‘s place on what a multicultural Britain would look like demands to be debated much more openly – if merely so we can seek and understand how we will acquire at that place. A individualistic each-to-his ain policy can non certainly supply the manner frontward. The inquiries Honeyford asked more than 20 old ages ago, unsavory as they were, are inquiries we might necessitate to inquire once more today.MentionsBolton, Paul & A ; Gillie, Christine ( 2009 ) . Faith schools: admittances and public presentation. House of Commons Library Standard Note SN/SG/4405Cush, Denise ( 2005 ) . Reappraisal: The Faith Schools Debate. British Journal of Sociology and Education, Vol.26, No.3 ( Jul.,2005 ) , pp. 435 -442Department for Children, Schools and Families ( DfES ) . Faith in the System: The function of schools with a spiritual character in English instruction and society.Hefner, Robert W. & A ; Zaman, Muhammad Q. ( 2007 ) Schooling Muslimism: The civilization and political relations of Modern Muslim Education. Princeton University Press.Hewer, Chris ( 2001 ) . Schools for Muslims. Oxford Review of Education, Vol. 27, No. 4, The State, Schools and Religion ( Dec. , ) 2001 ) , pp.515-527Hewitt, Ibrahim ( 1996 ) . The Case for Muslim Schools in Issues in Islamic Education. The Muslim Educational Trust, London.Hussain, Imitiaz, A. ( 2003 ) , Migration and Settlement: A Historical Perspective of Loyalty and Belonging in British Moslems: Loyalty and Belonging, ed Mohammad Siddique Seddon, Dilwar Hussain, Nadeem Malik. The Islamic Foundation, Leicestershire.Khan-Cheema, Muhammad, A. ( 1996 ) . British Muslims in State Schools: a positive manner frontward in Issues in Islamic Education. The M uslim Educational Trust, London.Lawson, Ibrahim ( 2005 ) . Leading Muslim Schools in the UK: A challenge for us all. National College for School Leadership.Merry, Michael S. & A ; Driessen, Geert ( 2005 ) . Muslim Schooling in Three Western States: Policy and Procedure. Comparative Education, Vol. 41, No. 4 ( Nov. , 2005 ) , pp. 411-432Parker, Stephen ( 2005/2006 ) . Reappraisal: In Good Religion: Schools, Religion and Public Funding. Journal of Law and Religion, Vol. 21, No. 1 ( 2005/2006 ) , pp. 217-219Speak-it Productions ( 2009 ) . Film – Our Lifes Project hypertext transfer protocol: //www.youtube.com/ourlivesproject # p/u/4/lFnuhPijzXM