Romanticism :: essays research papers

Romanticism Roughly from 1815 to 1910, this period of time is called the romantic period. At this period, all arts are transforming from classic arts by having greater emphasis on the qualities of remoteness and strangeness in essence. The influence of romanticism in music particularly, has shown that romantic composers value the freedom of expression, movement, passion, and endless pursuit of the unattainable fantasy and imagination. The composers of the romantic period are in search of new subject matters, more emotional and are more expressive of their feelings as they are not bounded by structural rules in classical music where order, equilibrium, control and perfection are deemed important (Dorak, 2000). The characteristics of romantic music are influenced by the Romantic Movement, where the arts of literature and painting play a great role in influencing romantic music. Other evidence of non-musical influences in romantic music is the popularity of romantic poetry during that era. Poems, opera arias and works form great romantic poets are transformed into instrumental works and composers like Schubert uses musical elements such as melodies inspired by poetry in his works (http://absoluteastronomy.com). The musical language itself has shown that romantic music is different from the rest of the music before its time. Extended tonal and harmonic elements are noticed in romantic music compared to those in the classical era, where chromaticism, the usage of dissonance, and modulations are used extensively. Other societal practice during romanticism is the Romantic Opera. In comparison to the classical and baroque opera, romantic opera has a continuous flow of music in each scene and soon, people pay less attention to tenors and pays equal attention to choruses. To name a few of many composers for romantic operas, Wagner and Bizet are known for their works for romantic opera during the romantic era. Romantic music is also influenced by folk music, tunes, rhythms and themes as many romantic composers wrote nationalist music, which is inspired from folk dances and songs, during the romantic period (http://absoluteastronomy.com). Another factor that contributed to romantic music in defining its traits is the instrumentation.

Aligning Elementary School to Middle School Curriculum Essay

There has been an upsurge in curriculum alignment actions among educational institutions in an attempt to reinforce the efficiency and effectiveness of instructions and assessment programs (Marsh & Willis, 2003). The need to eliminate the differences in both learning and teaching has compelled leaders in educational settings to examine the concepts and skills taught in educational institutions (Marsh & Willis, 2003). Also, the No Child Left Behind (NCLB) program of 2002 justifies the significance of curriculum alignment activities (Clarke, Kayona, Ruebling & Stow, 2006). In curriculum development, there are three essential areas that need great considerations. One, the curriculum document needs to â€Å"give direction, focus, and accountability in the learning environment. (Clarke, Kayona, Ruebling & Stow, 2006). Two, the curriculum document should be revised on a regular basis by at least two educational leaders and three; student outcomes that recognize what the learners acquire prior to graduation should align with the standards set by the state. According to Clarke, Kayona, Ruebling & Stow, (2006) many educational institutions have not yet integrated successfully the essentials standards within their curriculum nor maintained a written document to guide instruction. Again, the important role of leaders in educational setting to develop and implement curriculum is evident with the alignment of taught, written and tested curriculum. Clarke, Kayona, Ruebling & Stow, 2006) also affirms that the lack of curriculum alignment can result to lower achievement where educators teach contents that is not part of the curriculum document and nor is it part of assessment material. This dissertation will analyze the curriculum articulation and alignment between elementary school and middle school social studies, specifically, fourth and seventh grade. Inclusive of this dissertation will be a plan to improve curriculum articulation and alignment between elementary school and middle school social studies as well as improve the academic progression of student and the consistency of the curriculum. Summary of Original Analysis The curriculum for the North Dakota Department of Public Instruction is a standards-based design that lays emphasis on the student’s ability. The curriculum is divided by subject, grade level and standard. It explains the core contents for each subject with proficiency descriptors. The curriculum document is relevant to the mission of the North Dakota Department of Public Instruction as well as the objectives for the subjects. The Social Studies curriculum document for North Dakota Department of Public Instruction has five major themes for both elementary school and middle school as well as benchmark expectations in each category. The main ideas and academic expectations are the same for both schools. The design of subject matter for adjoining educational stages includes concepts, skills, understandings, and the core content useful in assessment. The curriculum documents of North Dakota Department of Public Instruction for the elementary and middle school comprise vertical alignment between the adjoining educational levels. The concepts, skills and understandings become more complicated amid the two educational levels. Therefore, learners should understand the concepts and skills of the elementary school before learning the concepts and skills of middle school. The concentration of the elementary school is narrower than that of middle school. The curriculum documents of both elementary and middle school do not exhibit horizontal alignment. Improvement of curriculum alignment, student progression and curriculum consistency Curriculum alignment is necessary to guarantee harmony between the curriculum’s intentions and the instruction of the curriculum by testing what is taught. In effect, there is little or no space left for differences in curriculum implementation. The educational leaders thereafter, assess educators by the degree in which the learners meet the set standards through standardized examination (Marsh & Willis, 2003). The vertical alignment links subjects that express a relationship and a particular order and then match the curriculum to the particular order. In this, students will gain vital knowledge prior to the next subject. The alignment aids in material reinforcement and offers teachers knowledge in relation to students’ ability. In addition, Melvin (2007 notes that vertical alignment enhances learning for students as well as communication between teachers at various educational levels. Horizontal alignment transversely brings together curriculum objectives between subjects. Horizontal alignment benefits learners in that learning transmits to new situation where students realize the significance of the knowledge gained (Wraga, 1999). The social studies curriculum within the North Dakota Department of Public Instruction between elementary and middle school, puts emphasis on standards and outlines objectives needed by students to learn. So as to improve curriculum alignment, it is necessary for curriculum at adjoining educational levels to lay emphasis on these objectives at every appropriate occurrence but not only within a particular grade. Glatthorns (1999) suggests it is important that the curriculum contain objectives for constant development, which can center on learning as well as testing when probable. Again, the curriculum should include enhancement units for all learners. Educators can then assess the standards and align the taught, written and tested curriculum. By gathering the acknowledged state standards and applying resourcefulness, tutors can develop unit which, will be interesting to the students. Teachers’ flexibility can also be put in play where the curriculum can be adjusted to meet the requirements and capability of the learners. In this strategy, educators align the written curriculum with the tested curriculum and the taught curriculum with the written one. As they implement the curriculum, In addition, teachers can include objectives for ongoing development and enhancement units. This process will allow learners to achieve high grades on tests while the ongoing students will have units of study that are comprehensive and thus will get their interest (Glatthorn, 1999). The North Dakota Department of Public Instruction maintains a standards-based curriculum that contains list of fundamental details and abilities at the lower end of Bloom’s Taxonomy, with no intention for connecting the fundamental details into more important outcomes of learning. Marsh and Willis (2003) contends that the progression that has been mandated by state would then be trussed by practical and fundamental knowledge with minimal consideration of lasting learning competency that is necessary to life as well as other areas of learning. A curriculum that lays out the necessity to address all students and concentrates on cognition development at a higher-level whilst keeping the standards-based curriculum is the most suitable to put into practice for the two adjoining educational stages (Wraga, 1999). A combined curriculum that is integrated, inclusive and student centered with holistic and multicultural aspects will enhance curriculum alignment both horizontally and vertically. In addition, this kind of curriculum will enhance learners’ academic progression and assist in curriculum consistency. Wraga (1999) admits that the standards-based curriculum must contain curriculum alignment of a larger curriculum that ensures lifelong learning. A curriculum that contains intrapersonal improvement encourages the learners to discuss learning and associate in relation to the learners’ life. Teaching and nurturing social skills through the curriculum allows cooperation of learners with other individuals, builds conflict resolution skills, and assists in team building. The curriculum within the North Dakota Department of Public Instruction shall integrate multicultural aspect so as to align the curriculum with the today’s society. Learners will get to value diverse culture and as a result develop communication among cultures. An all grade inclusive curriculum which is also adaptive is valuable to all learners; it will offer equal learning opportunities to students with disabilities as well as allow all students to embrace diversity among individuals. A student-centered curriculum focuses on the learners but not the curriculum materials, content to be covered or written goals. When there is implementation of a standards-based curriculum in association with a combined curriculum and high-stakes testing, students are assured of quality education. Layton & Lock (2007) asserts that student assessments are vital and in an effort to assist in academic progression of student educators should build tests that assess student learning correctly and adjust tests for the at-risk learners. Educators can unearth better ways of evaluating test results so as to identify learning needs of students and revise instruction. In addition this plan integrates authentic assessment. Authentic assessment demands the relevance and integration of skills vital to solve complicated problems and allows enhanced substantiation of the students’ ability to prosper in all situations. Learners have a chance to explain themselves allowing teachers to better understand the learning process and get instant feedback for learners. Furthermore, the application of authentic assessment sets up teacher collaboration and collegiality as well as expands the reflection and inquiry by the teacher. Conclusion Curriculum alignment involves matching a curriculum’s content to the use of tests so as to assess the learning of student (Marsh & Willis, 2003). Curriculum alignment calls for educational institutions to ensure consistence in the objectives, guides, textbooks, and tests that make up the curriculum (Marsh & Willis, 2003). Leaders in educational settings determine academic achievement through standard testing as a means to find out what happens in schools. Institutions of education emphasize effectiveness through increasing academic achievement where they term decline in academic achievement as a problem in the quality of the curriculum. Thus, aligning the intended curriculum with the taught curriculum seems to resolve this problem (Marsh & Willis, 2003). By integrating the previous aspects into the North Dakota Department of Public Instruction curriculum, a more significant learning experience can be achieved by both educators and students. Lastly, curriculum alignment will be seen, student academic progression as well as curriculum consistency will improve (Marsh & Willis, 2003). References Alexson, R. G. & Kemnitz, C. P. (2004): Curriculum articulation and transitioning student success: Where are we going wrong and what lessons have we learned? Educational Research Quarterly, Retrieved from ProQuest Education Journals database. Accessed on September 26, 2007 Biessman, J. B. (2006): An examination of curriculum articulation in Wisconsin high school and post-secondary introductory biology courses. Retrieved from ProQuest Digital Dissertations database. Accessed on September 25, 2007. Carnoy, M. (2005): Have state accountability and high-stakes test influenced student progression rates in high school? Educational Measurement, Issues and Practice, 24. Retrieved from ProQuest database. Accessed on September 26, 2007. Clarke, N. A. , Kayona, F. , Stow, S. , Ruebling (2006): Developing standards-based curricula and assessments: Lessons learned from the field. Retrieved from EBSCO host database. Accessed on September 26, 2007, Cumming, J. J. & Maxwell, G. S. (1999): Contextualizing authentic assessment. Assessment in Education, 6. Retrieved from ProQuest database. Accessed on September 26, 2007 Hodgkinson, H. (2000). Educational demographics: What teachers should know. Educational Leadership. John, B. (2003): Curriculum audits: achieving alignment for student success. Education Today. Retrieved from CBCA Complete database. Accessed on September 26, 2007. Odden, A. (2000): The costs of sustaining educational change through comprehensive school reform. Ornstein, A. C. & Levine, D. U. (1990): School effectiveness and reform: Guidelines for action. Porter, A. C. (2005): Getting the Content of Instruction Right. Retrieved from CBCA Complete database. Accessed on September 25, 2007 Layton, C. A. & Lock, R. H. (2007): Use authentic assessment techniques to fulfill the promise of no child left behind. Intervention in School and Clinic. Retrieved from ProQuest database. Accessed on September 25, 2007 Marsh, C. J. , & Willis, G. (2003): Curriculum: Alternative approaches, ongoing issues, 3rd edition. Upper Saddle River, NJ: Pearson. Wraga, W. G. (1999). The educational and political implications of curriculum alignment and standards-based reform. Journal of Curriculum and Supervision. Retrieved from ProQuest database. Accessed on September 25, 2007 Young, M. L. (2004): High-stakes assessment and school accountability: A multicase study describing and comparing the best practices of five K–6 elementary schools that have demonstrated significant increases in student achievement as measured by the norm-referenced SAT-9 assessment and the Academic Performance Index of California. Retrieved from ProQuest Digital Dissertations database. Accessed on September 25, 2007

Culture and Diversity: Understanding Islam Essay

Abstract: An important part of this course, this research paper is on diversity and multiculturalism and its social, cultural and ethical impact on individual citizens, groups of people and society at large is about understanding Islam. This paper will contain information on teaching of Islam and how they are interpreted and practiced in different countries and cultures, including the United Stated, Great Britain, the Middle East, India, Pakistan and other Asian countries. Additionally, how is it contrasted with Christianity and Judaism, how do these understandings impact the ways that Muslims and non- Muslims interact and communicate with one another? Introduction Islam is highly controversial and sensitive issue in today’s world and there are many misconceptions about its beliefs, values and goal. Through this research paper, I would like to go over this issues in more detail and I hope to understand the problems and have a correct understanding on Islamic beliefs. For example, many Americans believe that most Muslims live in the Middle East, while in reality Indonesia has many more people of the Islamic faith. This paper will help me and the readers to understand what this means is that Islam, like Judaism and Christianity, is practiced in many different cultures, and it both shape and shaped by those cultures. In order to have clear understanding, the definition of Islam and Muslim  have to be defined. Islam is the religion that Muslim people practice, the same exact way that Judaism is the religion followed by Jews, and that Christians follow Christianity (see http://www.ask.com). I. What is teachings of Islam? (Advanced in Natural & Applied Science. 2012, Vol.6 issue 3, p365-373. 9p.) A. Islam is not merely a religion rather than it is a deen (that is a balance of worldly and godly affairs). Thus, Islam is a way of life where religion and culture are one, not separate. B. The core elements in Islamic culture are universal; Muslims can take on every elements in every culture that is not against the Qur’an and Sunnah. C. the Qur’an emphasizes that the universe is created with purpose and the creation of physical environment too has its purpose. D. In Islam, humans are encourage to gain knowledge through using all senses, about themselves and the physical environment around them in order to know Allah and obtain faith (Iman) and taqua.The Qur’an is constantly reminding people that every aspect in life is integrated. II. How they are interpreted and or practiced in different countries and culture including U. S, Great Britain, Middles East, India, Pakistan, Russia and other Asia countries? A. There are many misconceptions and stereotyping of Muslims and Arab are partly rooted with insufficient and through incorrect education. (Culture & Religion Review Journal. 2013, Vol.2013 Issue 1, p143- 158. 16p. B. Middle East people practiced variety of religion by the beginning of the seventh century c.e. One of these deities called Allah 9 Arabic name for God). When Muhammad was born in Mecca around 570 c.e. Muhammad started to receive messages from Allah and soon started to spread God’s messages. Not all of Mecca citizen were receptive to messages initially, many wealthy regarded as a threat to their power and position. Mecca’s leaders persecuted Muhammad and his followers and Muhammad and his followers moved to Yathrib, where the first Islamic government was establish (Carr, Melissa S. Who are the Muslim? 2003, p4 – 8. 5p). C. Islam’s spread into East and Southeast Asia occurred through peaceful ways, particularly trade and missionary work. Southeast Asian voluntarily and gradually adopted Islam. It was accepted and practiced with elements of pre Islamic religious beliefs (such as animism, Buddhism and Hinduism). It is more tolerant of other religion faith than their Middle Eastern or North African  counterparts. Today Muslim missionaries are still active and funded greatly by Saudi Arabia and other oil producing Persian Gulf states (Terrorist Group.2006, pN.PNG.5p). D.In Cultural & Religious Review Journal.2013, Vol.2013 Issue 1, p143-158. Hosseini, Hengameh stated about several misconceptions and stereotyping about Muslims and Arabs in the U.S. due to historical, political, and education-related reasons. The author stated that many misconceptions and stereotyping is due to influence of media such as TV evangelists and radio talk show hosts. The author stated that through these media many Americans have negative perceptions of Muslims such as: strict religion, long robes, veiled women, always praying, Mecca, holy war, Arabs, violence, terrorism, no women’s rights, Allah, Quran, poverty, dark skin, harems, inequality, military war, anti- American, and strong belief. In Another article by Journal of Alternative Perspectives in the Social Sciences. Dec2010, Vol. 2 Issue 2, p472-494. By Iribarnegaray, Deanna mentioned that following events of 9/11, the military approach of â€Å"the War on Terror† has resulted in the conflation of the mainstream vision of Islam with militant Islam and some Muslim communities in the West are suffering from Islamophobia. But Islam is steadily spreading in U.S and other part of Western countries. E To related Islam to recent bombing in Boston Marathon, I would like to add Russia in this paper and see how Russia is adapting and interpret Islam. According to the 2002 census, the Muslim population of Russia was 14.5 million people. By 2008, the number of Muslim citizens exceeded 15 million, not taking into account legal and illegal migration. ( Alexei V Malashenko. Social Research Vol 76: No 1: Spring 2009) The Russian Muslim population is multiethnic (Islam is the faith of 38 native peoples of Russia) and multicultural. Each of the two large groups are the Tartars and Bashkir, has its own religious traditions, history, and historically different relations with the center (Moscow and kremlin). Islam in Russia is not only has a role in religion but it has a role in social and political area as well as in financial structures. (Alexei V. Malashemko, Social Research Vol 76.) F. Indonesia has the world’s largest Muslim population; 86 % of its 245 million people are Muslim. And one the  island of Java, where more than half of the nation’s population lives, more than 90 % of the people are Muslim. Indonesia is the one of the largest Mecca for religious pluralism and they keep interreligious relations and continue Indonesia’s tradition of Pancasila –the â€Å"five principles†. But Indonesian Muslims, who practice religious pluralism are being threatened by Islamic puritanism by FPI or Islamic Defenders Front. (Pinault, David, Commonweal. 9/28/2012, Vol. 139 Issue16) III. Contrast with Christianity and Judaism According to Carr, Melissa S. in Who are the Muslims, 2003, p4-8, the people living in the area of Middle East practiced a variety of religions, including Judaism, Christianity, and Zoroastrianism. During early the early part of the 7yh century a new monotheistic religion, Islam emerged in the Arabian Peninsula. The similarity between all three of the world’s major monotheistic faith has origins to the patriarch Abraham, Judaism and Christianity through Abraham’s younger son from his first wife, Isaac, and Islam through his older son, Ishmael. This was the major development of the different faith started. Muslims believe Muhammad was the last in a line of the prophets to whom God had given divine prophesies. Despite these similarities, there are major basic differences between Islam, Judaism, and Christianity. Muslim consider the commandments of the Jewish Torah, that was ascribed to Moses, and Jesus’ teachings as recorded in the Christian Gospels to be divinely inspired, but they believed that although Jesus relayed God’s divine message, Christians later changed the scriptures by adding into them the claim that Jesus was the Son of God. Therefore Muslims consider it Islam’s primary mission to proclaim God’s undistorted messages and replace the older Jewish and Christian traditions with the newer and more original Islamic ones. Islam respect both the Torah and the Bible, they consider the Qur’an, the messages received by Muhammad as the final, and most important messages to humanity from God. IV. These understanding impact the ways the Muslims and non- Muslims interact  and communicate with one another. The understanding of different faith will affirm the importance id dialogue between people of different faiths, it is important not only in multi- religious contexts but equally where there is a large majority of a particular faith. IT is vital to protect rights of minority groups and religious freedom and to enable all to contribute to the common good of all in the community. In conclusion, I can say that like in many religion and especially as in Christianity, Islam has also come a long ways and took the similar path as many other major religion and have a same mission mind as Christianity. Islam teaching is more readily accepted in more third world where they need financial support and where it is very open to many religion unlike Middles Eastern countries. Many say pluralism is the way of getting close to unity between different religions but that also brings a question of how they will keep the authenticity of original but that also brings question of how they will keep the authenticity of original messages of its religion. References Carr, Melissa S. Who are the Muslims? 2003, p4-8. 5P Lribanegaray, D. (2010). Considering Relations between Islam and the West in Three†discrpent Experience†: From Ivasion to Retribution. Journal of Alternatitve Perspectives in the Social Science, 23. Hosseini, H. (2013). International diversity and its problems: Teaching Islamic culture at an American institution. Culture & Religion review journal, 2013(1), 143-158. Malashenko, A. V. (2009). Islam in Russia. Social research, 78(1), 321-358. Sicherman, H. (n.d.). Islam in Asia. In H. Sicherman (Author), Islam in Asia. Mason crest. Yaabcob, M. (2012). Islamic Teachings on the Environment. Advanced in Natural & applied science, 6(3), 365-373.

A Comparison between Taylorism and the scientific method Essay

When most people think of Scientific Management, they think of Frederic Winslow Taylor. He led a movement against waste and â€Å"soldiering† which revolutionized the Industrial age. He called his theory â€Å"Scientific Management†, although many who come after debate the appropriateness of the title. It seems more appropriate to call the theory â€Å"Taylorism†, as many do. There are others who have also contributed to the school of Scientific Management, most notably Frank and Lillian Gilbreth, Henry Gantt, and Henry Ford. There are common characteristics of each of these approaches, which create the style of management called Scientific Management. This paper, however, will focus on Taylor and what he called â€Å"Scientific Management†. First, we will look at the scientific method, however, so that an accurate answer to the question â€Å"Is scientific management scientific? † Can be found. Then we will look at the ways in which Scientific Management, as espoused by Taylor, was not scientific. Finally, we will look at the ways in which Scientific Management is related to the scientific community. First, a brief overview of the scientific method. The scientific method can be broken down into five basic steps: 1. Observation, leading to naming of the Problem or Question. 2. Form a Hypothesis (educated guess) which may explain the observations, and make predictions based on the hypothesis. 3. Testing of the Hypothesis to examine if it is true, using proper controls. 4. Check and Interpret the results. 5. Publishing results to be verified by others . Of course, when testing the hypothesis, all relevant test information must be included so that the results can be tested by others. In science, a hypothesis which cannot be dis-proved, becomes a theory. It is the role of science to prove a hypothesis wrong – when a hypothesis can withstand attempts to disprove it, its status as a theory grows until it is accepted as a law. A common example is Newton’s theory of gravity. He observed that objects always fell down to the ground. He formed a hypothesis that there was a force acting on the object to pull it to the earth. He predicted that this force would act equally on all objects. He tested this hypothesis and recorded his results. He published these results for review, and they have been validated time and again by scientists, giving them the status of â€Å"Newton’s LAW of Gravity†. Scientific Management, as seen by Taylor, did not really follow the scientific method. However, it did use scientific tools. This is a careful distinction. Essential in the verification of a scientific hypothesis, there must be testing which can be reproduced by other scientists. This means that the same set of tools for measurement must be available, the same mathematical formulas used, and the same population sample for testing. First, let’s examine the relationship between Taylor and the scientific method. As stated by Taylor himself: The majority of these men believe that the fundamental interests of employes and employers are necessarily antagonistic. Scientific management, on the contrary, has for its very foundation the firm conviction that the true interests of the two are one and the same; that prosperity for the employer cannot exist through a long term of years unless it is accompanied by prosperity for the employee, and vice versa; and that it is possible to give the workman what he most wants high wages and the employer what he wants a low labor cost–for his manufactures. Taylor’s observation is that most people view the fundamental interests of employers and employees as antagonistic. His hypothesis is that this is not the case, in fact, that the goal of the employers for low cost manufacturing and the goal of the employee for high wages are compatible. Already, there is a mistake in his logic, he does not set out a hypothesis to answer the fundamental question – Do employees and management share the same objective? However, Taylor’s real hypothesis (although not stated) is that labor can be performed more efficiently. He sets out to test this hypothesis. His motion and time studies can all be performed by others to validate the results. He used these studies to dramatically improve production and efficiency, however, he had the opposite goal – in fact, the result was so extreme there was an investigation of the practice lead by the United States Congress against claims of de-humanization ! Another scholar notes: â€Å"Nevertheless, the industrial engineer with his stop watch and clip-board, standing over you measuring each little part of the job and one’s movements became a hated figure and lead to much sabotage and group resistance. † In many ways, Scientific Management is very scientific. First, it relies upon measurements and replication of results. Second, it has the same ethical questions as medical sciences. Finally, scientific management as espoused by Taylor has been modified by new hypothesis. A result of measurements and replication of results was the revolutionizing of the labor force from a â€Å"rule-of-thumb† or trial and error process to a demonstrable, formulaic process for the completion of each step in the production process. However, this result brought up the ethical question of humans being viewed as machines. As what is happening in modern times with stem cell research and other human scientific inquiries, the notion of â€Å"man as machine† raised some serious ethical concerns in America. However, this concern also opened the door for competing hypothesis to explain what the relationship is between employer’s goals and employee’s goals and how they can be brought together. The school of Human Relations came from this line of inquiry, exemplified by the results of the Hawthorne Study (which also followed scientific principles in how it was conducted! ). The following contrasts the assumptions of Taylor’s Scientific Management with the results of the Hawthorne study: Traditional Hypothesis (Scientific Management) †¢ people try to satisfy one class of need at work: economic need †¢ no conflict exists between individual and organizational objectives †¢ people act rationally to maximize rewards †¢ we act individually to satisfy individual needs Human relations Hypothesis †¢ organizations are social systems, not just technical economic systems †¢ we are motivated by many needs †¢ we are not always logical †¢ we are interdependent; our behavior is often shaped by the social context. †¢ informal work group is a major factor in determining attitudes and performance of individual workers †¢ management is only one factor affecting behavior; the informal group often has a stronger impact †¢ job roles are more complex than job descriptions would suggest; people act in many ways not covered by job descriptions †¢ there is no automatic correlation between individual and organizational needs †¢ communication channels cover both logical/economic aspects of an organization and feelings of people †¢ teamwork is essential for cooperation and sound technical decisions †¢ leadership should be modified to include concepts of human relations. †¢ job satisfaction will lead to higher job productivity management requires effective social skills, not just technical skills Frederic Taylor introduced great advantages into modern production and efficiency. However, he misrepresented his theory when he called it â€Å"Scientific Management†. It is well understood that he was referring to the techniques he used to create benchmarks and quality procedures for work processes. However, as a general theory, he does not set out to answer the question he claims he is answering: Do management and employees share the same goals? In this way he has misrepresented himself. However, he opened the door to scientific evaluation and inquiry into this own theory. His use of measurements and work-units follows mathematics perfectly and augments a science of human motion. He also shared his theories with his contemporaries, which allowed for discussion of the hypothesis and challenge – even before Congress, much like stem cell research today. Finally, he created a theory which could be challenged by others. Mayo, Barnard, and the Hawthorne Studies all set out to show the differences between what the employers want and what the employees want, and how to reach an equitable solution. Bibliography Net MBA: Business Knowledge Center. Frederic Taylor and Scientific Management, Internet Center for Management and Business Administration, Inc, . Taylor, F. W, The Principles of Scientific Management, Harper & Row, London, 1911 Walker, Michael, The Nature of Scientific Thought, Prentice-Hall, Englewood Cliffs, NJ, 1963 Wertheim, E. G. Professor, Historical Background of Organizational Behavior, Northeastern University, College of Business Administration, Boston, MA,

Question about how Immanuel Kant defined problems and attempted a Assignment

Question about how Immanuel Kant defined problems and attempted a solutions - Assignment Example What changed the face of philosophy for the first time in history is Kant’s answer to the problems generated by these traditions. To begin with, Kant argued that the old division between posteriori truths and priori truths which were employed in both camps was quite insufficient in describing the metaphysical claims which were under dispute. Also, an analysis of knowledge requires a distinction between analytic and synthetic truths. Analytically, the claim lies within the subject. Considering this claim, "Everybody occupies space," the aspect of occupying space simply explains in an analysis of what it means to be a body. Synthetically, the subject of the claim does not contain any predicate. In the claim, "This tree is 120 feet tall," the concepts are brought together to form a new claim which does not have any of the individual concepts. Kant further argues that Empiricists did not succeed in proving the synthetic priori claims like the fact there is a cause behind every. Their major assumption was that the two resulting categories were exhaustive (Lucien, 100). According to Kant’s arguments a synthetic a priori claim must be true without appealing to experience, without having the predicate within the subject. This is where the empiricists failed as they did not give their justification. Similarly, rationalists made the same

Wal-Mart Case Study Example | Topics and Well Written Essays - 1000 words

Wal-Mart - Case Study Example (Wal-Mart) Currently, Wal-Mart operates worldwide through the Wal-Mart Stores, Sam's Club franchises, and International. Wal-Mart offers everything starting from necessities such as food, clothing, health, beauty and household items, cleaning products, electronics and others. Wal-Mart currently operates almost 4,000 stores in the U.S., and more than 2,700 stores outside the United States. Wal-Mart has been an attractive target for lawsuits for so long. The company's policy about this has been to admit their fault and settle the claim, otherwise take the matter to court. This practice of Wal-Mart's has proven effective in keeping the number of lawsuits piling at bay. (Willing) The company has been growing at a remarkable pace. Wal-Mart is not content with its present stature to the effect of building and opening hundreds of new stores each year to further boost its supremacy of the United States retail industry. Wal-Mart is looking to further expansion efforts in the future. Industry experts are concerned however, at the rate that Wal-Mart is expanding. At the rate that it is expanding, the older stores are not getting much attention as the newer ones. Patrons who seek are seeking a change and a more modern feel would flock to the nearest "new" competitor. World oil prices are anothe... Patrons who seek are seeking a change and a more modern feel would flock to the nearest "new" competitor. Retail Industry Health The recent years have seen ups and downs in Wal-Mart's performance. These fluctuations are caused my many factors such as world oil prices, globalization, and others. Similar companies such as Target and Costco are also performing well although Wal-Mart remains dominant in this category. National Economic Trends The United States stock market is currently a bear market and said to be on its third leg. (The Market Oracle) When interest rates are on the rise, stock markets are expected to crash. When inflation rate is high, stock prices may decrease, in like manner, stock prices may become overpriced if inflation rate falls. World oil prices are another important factor in determining the prices of stock and the performance of a nation's economy. The skyrocketing of the prices of oil in the world market would cause prices of stocks all around the globe to plummet. The reason for this is almost all industries are dependent on oil for their operations. The United States is also very concerned about the trade deficit with China. China is fast becoming a world leader with the onset of globalization. In terms of prices, most of China's commodities and the labor market offer very competitive prices as compared to the prices of other countries. The past decade has seen the entry of more and more products and services from China. More industries are shifting or outsourcing labor services to China because of the cost-efficiency. The United States feels that the fact that China refuses to raise the value of its currency gives China an unfair advantage when it comes to trade. With more buying power

Midterm Paper Essay Example | Topics and Well Written Essays - 2500 words

Midterm Paper - Essay Example Theoretically, leadership is explained as a process of influencing the society in which one can procure the assistance and the support of others in the procedure of accomplishing the desired outcomes through the common tasks. In simple words, leadership is all about the leaders those who mobilize others to get the job accomplished within the organization. It reflects the practices of the leaders which they perform to transform the values into the actions, the vision of the organization into realities, the obstacles within the work into the innovations and the risk factors into the rewards. As demonstrated by Bennis & Thomas (2013) in this context, it is the leadership that creates an atmosphere where the employees face the challenge and turn the challenging situations or the opportunities into the remarkable success. Initially, I used to perceive that leadership is all about steering people towards the determined goals. But, after going through the ‘crucibles’, I realize d that I had actually mistaken between management and leadership at the theoretical level where managers are bestowed with the responsibility to direct their staff through negative and positive motivations towards predetermined goals in the short run, but leaders pursue greater responsibilities towards the sustenance of the team focusing on shared values fundamentally focusing upon the long run performances of the overall team. Being motivated by the context of Bennis & Thomas, I went through various leadership case studies, where various organizational, political as well as social leaders were assessed on the basis of their leadership qualities and the corresponding achievements. In most instances, especially when reading about the modern day organizational leaders, I found that they attempt to find logical solutions to the problems encountered within the organization. The controlling power and the directing power possessed by these leaders have been further observed to reward them with a height in their achievements which has also been addressed in the discussion of Bennis & Thomas. According to my learning, intellectual analytical skills are quite essential for leaders to perform in the increasingly competitive environment of the 21st century wherein Bennis & Thomas reveals that leadership concepts and approaches have changed over the past few decades. This is when I realized that leadership is not at all an easy task and I needed to develop my skills immensely to reach the level already benchmarked by these leaders. In accordance with the above scenario a drastic change came to my perception not only regarding my competencies as a leader but also regarding my approach towards life. This particular experience or learning exposed the underneath values and beliefs related to the leadership qualities and theories that were inherited in my mind. The article by Bennis & Thomas focuses on the leadership practices in automotive industry which has recently been wit nessed strong effects from economic downturn and high degree of fluctuations in the customer buying behavior within the worldwide context. Presenting an interesting scenario, the authors successfully draws the attention of the readers about leadership that such skills can be developed through regular life experiences as well. In fact, learning and developing leadership skills through experiences has been argued as a more effective procedure or rather the most essential quality of an effective leader as argued in the