Law of Contract, Assignment Case Study Example | Topics and Well Written Essays - 2250 words

Law of Contract, Assignment - Case Study Example This does not mean that there must be an exact subjective matching of the internal thoughts of the two parties. What the law looks for is outward evidence of what the parties agreed or what has been termed the 'external indicia of agreement'.1 This means that even if the parties did not have the same agreement in mind, if their actions, from an objective standpoint could be said to demonstrate an agreement, then a contract has been formed.2 This follows the sensible approach that 'commercial contracts cannot be arranged by what people think in their inmost minds. Commercial contracts are made according to what people say'3 What this means for our problem question is that, while searching for the consensus in idem between Riz and Jatinder, we look at how they acted in the above negotiations. To form a contract, all you need to identify is an offer and an unqualified acceptance of it. The question here is whether the advertisement in the magazine constituted an offer. Offers may be express such as 'I'll give you 50 for that skirt', or they can be implied such as hading over the fare as you get on the bus. In both cases it is open for the offeree to accept the offer. This will conclude the contract. However, despite the ease of making offers or implied offers, some actions will not form offers at all but merely invitations to treat. An invitation to treat may look like an offer but if you look closely, there has not been agreement on the essential factors of the contract, there has just been some words passed that would entice or make it easier for the other party to make a suitable offer. For example, in Harvey v Facey4 one party asked the other what would be the lowest cash price they would be willing to sell a property in Jamaica. The other party replied that it would be 900. The first party then telegraphed them 'We agree to buy BHP for 900 asked by you'. The owners argued that they had never offered to sell the property and the agreed with this. It is also generally accepted that advertisements and announcements to the public at large are not intended to be offers but merely invitations to treat. This is for the simple practical reason that if too many people responded to the advertisement, the advertiser could be placed in a position of breaching limitless contracts. Therefore, unless words specifically forming a contract are used, an advertisement will be deemed to be an invitation to treat and not an offer.5 b. Riz's offer of 5,000 When Riz saw the advertisement he called Jatinder on the phone and offered her 5,000 for the car.

Neurological Effects of MSG

Neurological Effects of MSG Abstract Due to evolving since in fields such as food science pharmacology, pediatrics, medical psychology, and toxicology, various food additives have come under a sharp review. In the medical field, a controversy has been ranging as to whether MSG should be used at all since diverse research case studies have not only shown its negative effects on health in general but also its neurological effects. Monosodium Glutamate (MSG) has been used as a flavorant in the food industry for close to one hundred years in foods consumed by the masses daily. Although the Food and Drug Administration (FDA) classifies MSG as a food ingredient that is considered generally safe for use by the public, a number of researches such as by Schwartz have shown that it is harmful to the users health and should therefore be banned. Glutamate is naturally found in foods such as milk, poultry, meat and vegetables. Further, the body naturally produces glutamate which is essential for the nervous system. However, syntheti c manufacture has been proven to be harmful. This study purposefully outlines such effects on the nervous sytem and serves to support other recent findings against the use of MSG. Introduction MSG is a food additive that is found in most of the commercial foods. It improves the flavor of the food hence attracting customers. In itself, there is no value addition in terms of nutrition. It actually does nothing to food, but to the eater it is detrimental to their health. MSG is referred to as an excitotoxin or neurotoxin. This is the case since it widely involves the neuroscientists field in that it has degenerative and deadly effects on the brain and the nervous system. MSG actually over stimulates the brain neurons to exhaustion leading to their death. MSG goes to the brain through the membranes in the mouth and the throat. It also enters the blood stream through the digestion of food in the digestive system. MSG will trick the brain to thinking that it is getting value from the foods that are being taken in. MSG is not natural in nature. It is manmade from glutamic acid which is an amino acid which is found in complete proteins. Amino acids do occur naturally from many pla nts and animal tissues. The artificially created types of Amino acids are processed through the breakdown and the change of the natural form of glutamate. Some of the natural substances used for this purpose are molasses, grain starches and corn. The manipulation process produces various form of glumate. The d-glumate is never found naturally. The free glumates could enter the body 8 to 10 times faster than the bound or the natural glumates. Natural glumate is found in foods like tomatoes, milk and the mushrooms. The commercial methods or techniques used to manufacture glumate were not in use until the 1960s. The MSG in use today is not at all natural Literature review The current research shows that MSG is the cause of neurodegenerative diseases like Alzheimers Huntingtons, Parkinsons and Amyotrophic lateral sclerosis. Neuroscientists, such as Adriene, have explained that MSG attacks the blood-brain barrier of the brain cells which is responsible for protection and regulation of the delicate chemical exchange within the brain cells. The chemical exchange process is normally well balanced and its functionality is unquestionable. Under normal conditions also the brain and the body immune system handles all kinds of pollutants, diseases and stress. A very small amount of toxic substance can actually cause the brain call to over react leading to excessive exhaustion and death (Samuels). MSG is one of the major excitotoxins and is widely known to cause damage to the brain part that governs or controls other systems in the human body. The damage will probably appear as a disorder in the nervous system and the endocrine system. This can be manifested in the cases of unusual sleeping patterns, persistent hunger and food cravings. This usually leads to obesity. MSG is also known to cause migraine headaches, behavioral disorders, asthma attacks, depression, heart irregularities, arthritis, sinus problems and digestive problems (Anglesey). MSG is a neurotoxin that takes a very short time to create a widely diverse and dramatic effect on the human body. An individual may take a mild dosage of a prescription drug and have mild effects which may even be favorable. However, another person may take the same prescription drug and instead, get depressed, have stomach disorders, a swollen tongue and aching joints. The different parts of the brain do govern various body functions. The part which is attacked will directly depend on the brain part that has been attacked by the excitotoxin. If for example a person has had a head injury, a genetic pinch in a given part of the brain, has had a fever that is attacking parts of the brain, or even has had a stroke, then it is certain that the part of the brain that has been affected will be due to the toxins. Some of the foods that are sold are sold as weight loss promotions to the people. When food substances such as fat and sugar are removed from the foods, MSG together with aspartame is usually added. These excitotoxins are known to cause obesity and irregular heartbeats in many people. FDA usually allows the labeling of MSGS as natural flavors, hydrolyzed proteins and autolyzed yeast when used as just a component ingredient in an additive and not purely MSG. Americans today are consuming 160 million pounds of MSG per annum. A toxicologist and an author by the name Dr, George Schwartz claims that two table spoons of MSG on a piece of bread could kill a medium sized dog within a minute. The FDA in the year 1995 claimed that no one can react to less than 3 grams of MSG per meal. However, despite their confirmation, they have warned that MSG should be avoided by children, pregnant or lactating women, the elderly and those who suffer Asthma. A highly sensitive individual can react even to less than a gram of MSG (Blaylock). Effects and Related disorders Research has shown that in the late 1950s, an estimated amount of 12 grams per person per year of MSG was used by the Americans. Looking at the same issue today, the estimate has shot to between 400 and 500 grams per person per year. This is an amount that needs evaluation by FDA. (Anglesey) The wide usage of MSG came in the mid 1970s. It gained much popularity with producers of food through the 1980s. Two powerful excitotoxic food additives that took the food industry by storm were the MSG and aspartame. MSG has been widely associated with a wide range of diseases, symptoms and complaints. As earlier stated, it affects the neurological system of the body. The same ailments are today being reported to be on their rise. Often the ailments are quite unexpected and hard to explain either. Neorological effects of MSG and statistics of interest published by national organizations have been listed here-in. Fibromyalgia: this is a growing epidemic. Its patients eliminated MSG and aspartame during the study conducted by Florida University which reported complete relief of symptoms in 2001. However, the most cognitive study was carried by Smith, Shmidt and Guns who sought to prove the link between Fibromyalgia and MSG with several other additives as a common rheumatologic disorder. In this case, 4 patients were diagnosed for 2-17 years with fibromyalgia syndrome. However, they had undergone various modalities of treatment while failing to consider MSG as the causative agent. After eliminating aspartame and MSG from their diets, complete or near complete resolution of symptoms diagnosed were recorded within months. In this case analysis, the subjects were women who had multiple comorbidities and recurring symptoms after the ingestion of MSG. It is therefore indicative that t he excitotoxins, present in substances such as Aspartate and MSG, become excitatory neurotransmitters once ingested, and if consumed in excess can lead to neurotoxicity. These 4 patients may therefore represent this fibromyalgia syndrome and act as a link to conclusively establish a link to MSG. Therefore, persistent studies, if carried out on a larger sample, might serve to link the fibromyalgia syndrome to MSG and aspartame more concretely (Murray). Further, a study posted in MSGTruth.org is instrumental in linking MSG to pituitary adenomas. MSG overstimulates the hypothalamus which consequently leads damage on the neurons. The hypothalamus is responsible for directing the pituitary glands actions, which is also referred to as the master gland since it in turn directs all other glands in the body and their actions such as metabolism, development of sex and reproductive organs and other key development functions. Statistics have shown that 25% of Kenyans develop a pituitary adenoma in the course of their lives. However, studies linking pituitary adenomas to MSG are inconclusive. Some studies had previously depicted this as a genetic disorder but have however been proven wrong. About half of the pituitary adenomas secrete prolactin. Prolactinomas vcan become extremely large over time to crowd the optic nerve thereby affecting vision. It is however detected early in women since it interferes with menses and stops ovulation. This prevents conception or pregnancy in general. Further, since prolactin is responsible for lactation, secretion can cause lactation in the victim even if they were never pregnant or even if they are male. Hence, men with these adenomas develop breasts which have the capacity to secrete milk. Unlike in women who are forewarned by the effects on vision or associated headaches, this condition is deadly in men since the tumor can only be detected when it is large and dangerous. Further, research records by most governments are only kept for cancerous tumors while benign tumor, such as in this case, are neglected hence making it the more difficult not only to research on especially as to its link to aspartine and MSG but also to treat. Trea tment is very expensive. There are only two treatments with Dostinex, a carbegoline, is normally preferred which costs approximately $ 30 a tablet. Therefore, there is a need to sponsor more research as to the link to MSG and brain tumors (Monosodium Glutamate (MSG) and Aspartame). Other effects that have been attributed to MSG and its neurological disorders are headaches and migraines, asthma, obesity among others. In headaches and migraines: an approximate amount of $ 2.2 billion per year are being spent on drugs which treat headaches. This chronic condition has received a 74% increase from the years 1980 to 1990. Secondly, Asthma has been linked to MSG and related to the brain effects. According to statistics there was a decline of asthma until the mid-eighties. Since then however, there has been a recorded 100% increase in the rate of death among the children and the seniors. This incidence has increased 600% in the last 10 years. FDA has identified that the uncontrollable asthma can be caused by MSG, unfortunately no further measures are taken to deal with the situation. Defects of birth and disorders of production: MSG has been identified as a mutagen i.e. mutates fetuses. It is said to cause damage to the intellectual development, reproduction, growth pa tterns and the gonadal functions. However, such research has not been concrete. Other effects are neurological or emotional disorders. Laboratory studies have shown devastating effects on brain development. This includes autism, attention deficit, dyslexia, hyperactivity, violent episodes or rage, panic attacks, depression, paranoia, seizures and cerebral palsy. Rats were used for this study. However, human beings are 5 times more sensitive to MSG than rats. Obesity too has been linked to MSG and the nervous system. This is the most consistent effect of excitotoxins exposure and can be termed as a growing problem that does not respect age or sexual boundaries. In fact scientists uses glumate to feed animals used in the laboratories with an aim of inducing obesity. MSG will trigger insulin or adrenalin or fat storage or even a food craving response. This actually depletes the serotonin levels which in turn trigger headaches, depression and fatigue and also leads to food cravings. Finally, it is vital to note the following maladies and diseases are also attributed to MSG. Heart maladies: for the Americans, more than 70 million of them do suffer one or more forms of cardiovascular disease. 43% of all deaths in America are related to this same problem. Cardiovascular operations in the US went up with 287% from the year 1980 to 1990. Alzheimers disease: in the 1980s, this disease was nowhere among the highly identifiable health threats. It is however ranked third in todays statistics after cancer and heart disease. There are 4 million people afflicted by the disease at a cost of $47,000 per person per year in healthcare costs. Parkinsons, ALS, MS and the Huntingtons diseases like Alzheimers are all progressively growing neurogenic diseases that show brain and nerve cell damage. There are also other symptoms of MSG sensitivity that include swollen throat and tongue, joint pain, skin disorders, sleeping disorders, burning, tightness of the face or its redness, vert igo and gastrointestinal complaints. This subject of disorders in behavior for children is becoming a common discussion among professionals. The Studies that are already done have widely associated the violent behavior, attention deficits and emotional instability to chemical imbalances occurring in the brain. The reason that young brains are developing the blood-brain barrier, it is now becoming an extreme possibility that there will be early damage caused by excitotoxins. In April 1994, a time magazine article confirmed the rising problem of behavioral disorders. The magazine stated that the attention deficit hyperactivity disorder was not in existence 15 years ago. It is however said that it is now affecting 3.3 million American children. This magazine article quotes a prominent research which 10 years ago stated that symptoms of ADHD and ADD (attention deficit hyperactivity disorder) vanished with maturity. Today however, ADD is now the fastest growing diagnostic category for the adults. The combination of excitotoxins i.e. MSG and aspartame came into wide usage in the 1980s. The drug sale rate for these disorders has shot up by almost 400% in a period of 4 years only. MSG is now a known mutagen. Its damage occurs in the womb as chemicals pass from the womb of the mother into the blood system of the fetus. The old people do show high vulnerability rates to the progressive neuro-generative diseases. An example of such diseases is Alzheimers.

Innate Evil in Goldings Lord of the Flies :: essays research papers

This paper will explore the three elements of innate evil within William Golding's, Lord of the Flies, the change from civilization to savagery, the beast, and the battle on the island. Golding represents evil through his character's, their actions, and symbolism. The island becomes the biggest representation of evil because it's where the entire novel takes place. The change from civilization to savagery is another representation of how easily people can change from good to evil under unusual circumstances. Golding also explores the evil within all humans though the beast, because it's their only chance for survival and survival instinct takes over. In doing so, this paper will prove that Lord of the Flies exemplifies the innate evil that exists within all humans. Civilization is compromised when rules become unnecessary and the children?s state of mind has changed for the worst. In Lord of the Flies, the conch shell and signal fire represent civilization, but as the children lose interest in having a leader, and following rules, these objects lose their meaning and savagery takes over. ?We may stay here till we die,? (pg.9) was a very powerful quote, because from the beginning of the novel, Golding is foreshadowing their future on the island. Another example of this is their painted faces and tribal dances, which happen when they?ve killed a pig. A force greater than they can control seems to take over their humanity, and because children haven?t been exposed to think for themselves, they don?t know between right and wrong. Therefore, society hasn?t conditioned them to be evil, but the evil resides within them naturally. This leads to the fact that a beast really does exist within all human beings, but is only expressed when human instinct for survival becomes the main objective. At first the boys aren?t able to kill, but as survival instinct starts taking over, the reader?s are able to se the true character?s play out, and lives are compromised. ?You feel as if you?re not hunting, but- being hunted, as if something?s behind you all the time in the jungle,? (pg.53) proves that it?s every man for himself and people will do anything to survive. An example of this in the novel was when Robert became the ?pig,? and was wounded even though it wasn?t intentional, but the situation became worse when Piggy?s death happened as a result of all civilization lost and evil taken over.

Beowulf Biblical Allusions Essay

Therefore, taking Christ and comparing him to the equally gallant and exciting ere Beowulf from the poem â€Å"Beowulf,† demonstrates the ways that the two figures share numerous similar qualities. In many ways, â€Å"Beowulf† has countless connections to the well-known Christian bible. The most obvious relation to the bible that â€Å"Beowulf† has is the link that the character Beowulf shows to Jesus Christ. Beowulf functions as the Jesus Christ figure in the poem, with explicit associations between the two heroes. Jesus Christ is known to be the savior to his people. He Is kind and assists those In need.Beowulf shares this characteristic with Christ. Beowulf comes to Warthogs to offer neighborly help with no selfish Intentions In defeating the monster that has brought chaos to the Danes. In many ways Beowulf has been considered a savior to the Danes, and was highly regarded. The connection with Christ and Beowulf Is apparent with this presentation of Christ and Beowulf character. Jesus Christ and Beowulf also share common fates. When all but one disciple abandoned Christ, he was left alone to die by the crucifix. There is a connection to this biblical event when Beowulf is an elder fighting the dragon.All of his comrades left him to die, with the exception of Wigwag. These events bond the two figured together, and further prove Beowulf characterization duteous Christ. Christ also is destined to be at a constant battle with Satan. Beowulf Is similar to this with the fact that he must also constantly battle satanic creatures such as Greened, Grenade's Mother, and the Dragon. The link between the two figures Is thus further proven and Is apparent In this epic poem. Beowulf and Christ together are two tremendously comparable figures In the poem â€Å"Beowulf,† and the Bible.Anglo-Saxon pagan ideals contrast heavily with the Biblical allusions that Beowulf brings to the poem, and yet bring Beowulf and Christ closer together as one analo gous character. Christ and Beowulf bring comfort to their people, and serve as saviors to them as they valiantly battle and sacrifice their lives to the evil Satanic powers. However, despite the alleged respect and honor that the characters' people have for them, they both lose their lives due to betrayal. Jesus is left to die by reason of his traitorous disciples, and similarly Beowulf is abandoned in Attlee by his cowardly fellow warriors.Both figures met the same fate, and lost their lives. These events not only connect Beowulf to Christ In the poem, but also show that the poem has many Biblical allusions within Its context. Furthermore, while many people can easily be Inspired by Jesus Christ, many have yet to understand the similar aspects that Beowulf shares with Christ. It Is clear that the widely known Bible has influence everywhere in the world- among people and literature. Jesus Christ is acknowledged in a multitude of other famous literary works.

Gifted And Talented Children Education Essay

What methods of proviso for immature gifted and talented kids can be implemented in Early Old ages scenes, and how good are these methods to the kids ‘s development? The term ‘gifted and talented ‘ ( GAT ) is seldom used in relation to Early Old ages ( EY ) scenes. This is chiefly because proviso for GAT kids has, historically talking, focused preponderantly on higher degrees of instruction ( Gross, 1999 ) . However, the necessity of catering for the societal, emotional and cognitive demands of GAT kids in EY scenes is besides extremely of import, for two chief grounds. First, on a professional degree, all EY practicians must follow with authorities statute law sing the proviso for GAT kids. Second, and every bit significantly, on a personal degree, it is at this early phase of a kid ‘s life that their development progresses the most quickly ( George, 2003 ) . Therefore, if the kid ‘s ability can be foremost identified, and so nurtured through appropriate proviso, so, because the kid ‘s head is more waxy at this clip, the likeliness of successfully developing their precocious gift or endowment will increase as a effe ct. This raises a cardinal issue: the inquiry of what constitutes being ‘gifted and talented ‘ . Harmonizing to the Department for Children, Schools and Families ( DCSF ) , kids classified as being gifted and talented ‘have one or more abilities developed to a degree significantly in front of their twelvemonth group ‘ ( DCSF, 2009 ) . This construct is extended by Renzulli ( 1998 ) , who formulated a ‘three pealing construct of giftedness ‘ based on his research into the discernible features of kids who displayed illustrations of ‘gifted behavior ‘ . He surmised that, in add-on to the above facet of above mean ability, there must besides be elements of creativeness and undertaking committedness displayed by the kid in order for their behavior to be described as ‘gifted ‘ . The above brief definitions of what it means for a kid to be regarded as ‘gifted and talented ‘ , while valid in wide educational footings, do however present cardinal jobs when used to turn to this issue in relation to early old ages scenes. With respect to Renzulli ‘s definition affecting creativeness and undertaking committedness, these elements may non be immediately evident in the kid ‘s actions due to the societal and emotional immatureness of the kid at such a immature age. Harmonizing to Fowler ( 1999 ) , this is because the kid ‘s rational ability has progressed at a much faster rate than other cardinal developmental factors. Consequently, this could take to behavioral, emotional and societal troubles until this instability has been corrected. Furthermore, with respect to the DCSF definition refering above mean ability, because the kid has had small or no experience of formal instruction at this phase, it is hard, on an official degree, to set u p how far in front of the ‘developmental curve ‘ ( Raty et al, 2002 ) the kid is. When a kid first enters an EY scene, their ability will non hold been officially assessed prior to entry, so an EY practician would ab initio be incognizant of the kid ‘s gift or endowment. This leads to an underpinning issue sing the successful holistic development of immature GAT kids: the designation of their peculiar strength ( or combination of strengths ) at this early phase. Some of the indexs that could mean that a kid is gifted and talented include being able to read books intend for much older kids, holding a well wider vocabulary than might be expected at this early phase, or making exceeding graphics for their age, amongst many others. Many of these indexs are comparatively simple to place, even at this early phase of the kid ‘s development. However, troubles could originate for practicians in the early designation of these abilities. It can be argued that some abilities are harder to place than others. For illustration, a kid with extremely advanced verbal accomplishments has an ability that would be more immediately evident to a practician than one with an exceeding memory for their age. However, to take this thought a phase farther, if a kid has, for case, hapless motor accomplishments or a limited vocabulary, the possibility, however, still exists that their gift or endowment prevarications in another developmental country. Sutherland ( 20 06 ) argues that ‘it is this diverseness that makes designation so hard ‘ . In these instances, it is imperative to look beyond the obvious, as these hitherto latent abilities may merely necessitate the right state of affairs or undertaking to trip their outgrowth and subsequent designation. On the other manus, these abilities can frequently attest themselves long before a kid even enters early old ages instruction ( Sankar-DeLeeuw, 2002 ) . During this really early phase of babyhood, the kid may already exhibit marks of advanced reading and speech production accomplishments. These can be ‘a powerful forecaster of remarkably high rational ability ‘ ( Gross, 1999 ) . The of import point to bear in head is that these abilities will already hold been observed by the kid ‘s parents before the kid enters any EY scene. Parents can take an active function in fostering their kid ‘s development, by, for illustration, playing simple word or figure games with them. Furthermore, harmonizing to research by Koshy and Robinson ( 2006 ) , immature GAT kids frequently have sufficient motive degrees to prosecute their involvements with a grade of independency, after the initial parental engagement. These observations and subsequent engagements can go a focal point of treatment between parents and EY practicians refering the continuance of the kid ‘s development in the scene. This besides marks the start of the key relationship between the parents and the practician, who can join forces to seek to guarantee that the kid ‘s demands are met every bit to the full as possible. These parental and professional positions, with the possibility of uniting the two in partnership, are important in the early designation of immature kids ‘s precocious abilities. Although the importance of this procedure with respect to the kid is undeniable, the issue remains that this is merely the first measure towards the kid carry throughing their potency in their country or countries of strength. George ( 2003 ) argues that merely the ‘potential for giftedness ‘ exists in immature kids. In order for this aptitude to be developed every bit to the full as possible, an ‘optimal environment ‘ must be provided by any early old ages puting. This straight illustrates the following measure: the necessity to provide for such kids with child-centred, age-appropriate and individualized proviso. By and large talking, EY scenes do non specifically refer to gifted and talented proviso in their functionary policy certification. This can be attributed to the fact that, harmonizing to the DCSF ( 2009 ) : ‘there is no specific counsel ( sing the gifted and talented ) for the Early Years ‘ . However, all scenes are lawfully obliged to follow with the rules contained within the Early Years Foundation Stage ( EYFS ) Framework. Some of these rules are per se relevant to providing for immature GAT kids: in peculiar, ‘Observation, Assessment and Planning ‘ , ‘Supporting Every Child ‘ and ‘The Learning Environment ‘ . These all autumn under the subject of ‘Enabling Environments ‘ . ( DCSF, 2009 ) These specific criterions entitle all kids, irrespective of ability, to hold their single educational demands met by EY practicians through a procedure of careful planning and individualized proviso in an inclusive scene. In the instanc e of immature GAT kids, this system promotes ‘developmentally appropriate ‘ and child-centred pattern ( Harrison, 2000 ) . This underpins all methods of GAT proviso: by providing for the kids ‘s identified countries of advanced ability, EY practicians can supply acquisition experiences where immature kids can heighten their bing accomplishments, prosecute their single involvements, and besides, to a certain extent, start to take duty for their ain acquisition, even at this early phase of their instruction. There are several different methods of proviso for GAT kids across all educational phases. However, some of these are inappropriate for much younger kids to be put through, and impractical for EY practicians to implement. A noteworthy illustration of this is ability grouping, the use of which is preponderantly restricted to secondary school instruction and the latter phases of primary instruction. This method is clearly impracticable as a probationary scheme for younger kids, for a assortment of grounds. Learning is less curriculum-based and more play-based ; the kids will non hold been officially assessed ; and it is unjust on ethical evidences. Conversely, some methods of proviso are more appropriate for the educational demands of immature GAT kids. Three in peculiar base out: acceleration ( cited in Cuikerhorn et Al, 2007 ) , extension ( cited in Meador, 1996 ; Sankar-DeLeeuw, 2002 ; Distin, 2006 ) , and enrichment ( cited in Gross, 1999 ; George, 2003 ; Koshy and Robinson, 2006 ) . In overall footings, acceleration increases the gait of the kids ‘s acquisition ; extension increases the deepness of larning in a specific country or subject ; and enrichment increases the comprehensiveness of larning across a scope of countries or subjects. Moltzen ( 2006 ) states that these methods of proviso have distinction at their nucleus: acceleration and extension are types of quantitative distinction, while enrichment is a type of qualitative distinction. Each of these methods has advantages and disadvantages non merely for the cognitive development of immature GAT kids, but besides, every bit significantly, for their societal a nd emotional development. It is critical for EY practicians to make a socially and emotionally supportive environment within the puting if any of these methods are to hold any step of success in providing for the kids ‘s educational demands. Acceleration, in wide footings, involves traveling through the course of study at a faster gait than would usually be expected for a kid of that age. It typically involves take parting in activities and undertakings relevant to a higher twelvemonth group, accompanied by traveling to higher twelvemonth groups to work with older kids. These processs are comparatively common in the United States of America, but are rarely used in the United Kingdom at this early phase ( Koshy and Casey, 1997 ) . These procedures of ‘fast-tracking ‘ and ‘accelerated larning ‘ are advocated in the 1997 ‘Excellence in Schools ‘ White Paper* ( cited in DCSF, 2009 ) as a manner to ‘stretch the most able ‘ . However, from an early old ages position, this scheme would merely be used in instances where the kid ‘s ability in a peculiar country is so far in front of their age group that this becomes the lone practical solution, although this step would merely be necessary for a really little per centum of immature GAT kids. For these choice few, the premier benefit of this method of proviso is that they can work at a degree that is tailored to their single demands, which, in bend, will increase their motive and overall educational satisfaction degrees. Harmonizing to research by Gross ( 1999 ) , they accordingly tend to ‘perform every bit good as or better than their older schoolmates ‘ . Another educational benefit is that many immature GAT kids find it easier to associate to older kids because they are more closely matched, both intellectually and in footings of their scope of involvements ( Distin, 2006 ) . However, a contrasting position is held by Cuikerhorn et Al ( 2007 ) , who emphasises that working with a higher age group can take to societal isolation from kids of their ain age. As mentioned before, immature GAT kids, though by and large better developed cognitively and academically than other kids of the same age, are still at the same societal and emotional developmental phase as their equals. Therefore, it is important that they portion experiences, peculiarly play-related 1s, with them excessively: this is an of import facet of childhood. Furthermore, acceleration can increase the force per unit area on kids to move more maturely faster than they are able to get by with, both socially and emotionally. It could be argued that it is unjust to enforce such an outlook on really immature kids. Extension is the 2nd method of proviso to see. Broadly speech production, this involves immature GAT kids take parting in activities and undertakings suited for most kids of that age, but with some distinguishable versions to provide for their more advanced academic demands. One noteworthy type of version is kids ‘s engagement in open-ended activities, devised by the EY practician, that stem from an initial stimulation. A good illustration of such a undertaking was observed by Meador ( 1996 ) in an EY scene. The original activity for all kids was to make their ain ‘ant hill bite ‘ by distributing peanut butter over a vanilla wafer with a fictile knife, so puting three raisin emmets on it, and eventually eating it. The drawn-out activity for the GAT kids was to be after to do ant hills for five kids, so to work out how many vanilla wafers and raisins they would necessitate to make this, and eventually to explicate their reply to the practician. In this case, the draw n-out undertaking is open-ended because there are multiple agencies of happening the replies ( Meador, 1996 ) ; kids could, for illustration, draw images of the wafers and the ‘ants ‘ and number them on the piece of paper, or by utilizing items or their fingers. This highlights a cardinal facet of extension: the manner in which undertakings can be designed to develop and dispute the kids ‘s mind. This issue of challenge is of import for two chief grounds. First, when they are working at a degree that better suits their demands, this can hold a positive consequence on their motive and undertaking committedness. Second, if they are able to finish a more ambitious activity, they can derive a sense of accomplishment from it, which will in bend aid to hike their assurance and self-belief. Extension undertakings besides have the capacity to let GAT kids, even at an early age, to utilize more advanced degrees of thought accomplishments ( Bloom, 1985, cited in George, 2003 ) . Taking the activity above as an illustration, they progress from the relatively simple cognitive procedure of following instructions in the first portion, to the more complex cognitive procedures of job resolution and explicating a pick of attack in the 2nd portion. If these more advanced acquisition accomplishments can be developed through extension at this early phase, the kid will be far better prepared for later degrees of schooling where these accomplishments become a necessity in more formal schoolroom state of affairss ( Goodhew, 2009 ) . However, the method of extension as a method of proviso has some possible drawbacks. If the immature GAT kids are being invariably extended, so the danger exists that this focal point on more ambitious activities may take to the disregard of cardinal accomplishments and rights. In the early old ages, every kid, irrespective of ability, ‘deserves a happy childhood, full of energy, joy, optimism and growing ‘ ( Koshy and Robinson, 2006 ) . Like all other kids, they must be given chances to, for illustration, draw images, drama and communicate with their equals, explore the universe around them, and so on. Consequently, if these extension schemes are non regulated and moderated right, it can do the kid to go socially stray and emotionally detached from their equals. The 3rd method of proviso to see is enrichment. In general footings, it is similar to the extension method as it besides involves immature GAT kids take parting in activities and undertakings suited for most kids of that age. However, it differs in one chief regard. Alternatively of accommodating activities and undertakings and advancing the usage of a assortment of more advanced cognitive procedures and accomplishments, enrichment focuses more on the development of a peculiar kid ‘s single countries of strength or particular involvement. An illustration of such an involvement at an early age is described by Cuikerhorn et Al ( 2007 ) , where one peculiar GAT kid was able to declaim dinosaur names from memory and discourse intricate informations, such as their dimensions and their nutrition, with the EY practicians. They did this merely ‘because the subject excited them ‘ ( Cuikerhorn et al, 2007 ) . In this case, suited enrichment activities could include pulling images of their favorite dinosaurs utilizing felt-tip pens or little pieces of sugar paper, conceive ofing what a typical twenty-four hours in the life of a dinosaur would be like, or making role-plays with dinosaur figures. Such undertakings could be devised by the practician or the kid. Other kids can be involved in these undertakings, the 3rd one in peculiar, and by working together they can portion experiences with each other. The cardinal component here is that these undertakings are matched to the single kid ‘s demands. This has two ch ief benefits to the kid ‘s development. First, because they are already deeply interested in the subject, they will be motivated to go on their assimilation of cognition, and deepness of apprehension of it. Young GAT kids, in peculiar, have a ‘strong appetency for information ‘ ( Sankar-DeLeeuw, 2002 ) ; the enrichment attack can impart this ‘appetite ‘ into activities with meaningful results. Second, the three possible activities mentioned above ( by no agencies an thorough list ) offer originative possibilities for the immature GAT kid in different early developmental countries such as drawing, imaginativeness and coaction, the tierce of which in specific will profit the kid ‘s interpersonal accomplishments and aid to further positive equal relationships. This is a signifier of individualized acquisition, where an single kid ‘s accomplishments and abilities in all countries of development are enhanced by their ain strengths and involvements. This technique is promoted by the 2005 ‘Higher Standards for All ‘ White Paper* ( cited in DCSF, 2009 ) ; it can assist all kids, irrespective of ability, to ‘reach the bounds of their capacity ‘ . However, in order for this rule to be more to the full met in an EY scene, it is of import that enrichment is merely one built-in portion of the whole acquisition procedure for the immature GAT kid. They must besides work and play outside their peculiar country of strength or involvement to develop other cardinal accomplishments that will be required in the hereafter. This will assist to guarantee that their instruction is good balanced during the early old ages. In short, the proviso of enrichment for immature GAT kids should be implemented aboard, non alternatively of, th e regular early old ages course of study. In drumhead, it can be argued that all of these methods of proviso can further the cognitive development of immature GAT kids in EY scenes in different ways. However, the success of each method chiefly depends on each single kid ‘s demands. Some may develop academically through one method ; others may make so through a combination of methods: harmonizing to the 1999 ‘Excellence in Cities ‘ White Paper* ( cited in DCSF, 2009 ) , there is frequently no individual ‘best manner ‘ to run into all of a kid ‘s demands. EY practicians should take the method or methods of proviso based on an designation of the single kid ‘s gifts or endowments, although this is frequently a hard portion of the procedure if the ability is non immediately evident. They should so implement it with a sound consciousness of the kid ‘s societal and emotional development in head. This is peculiarly of import in the early old ages, as these features are, in most instanc es, merely merely get downing to develop at this phase. It is the well-planned, thoughtful and supportive execution of these methods that significantly lessens the opportunity of immature GAT kids sing societal and emotional jobs, while at the same clip assisting them to larn, accomplish, and most significantly enjoy themselves in an inclusive scene at this important early phase of their childhood.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –* Although these education-related legislative paperss are recommendations made for the proviso of talented and talented students in primary and secondary schools, I felt that the same rules, albeit in different contexts, are besides relevant to early old ages scenes. Therefore, they are included in the text. Reference List / Bibliography Bearne, E. ( erectile dysfunction ) ( 1996 ) Differentiation and diverseness in the primary school. London: Routledge Cuikerhorn, J. R. et Al ( 2007 ) Serving the preschool gifted kid: scheduling and resources. Roeper Review, 21 ( 3 ) , pp. 222-234 DCSF ( 2009 ) National quality criterions in talented and gifted instruction. ( Online ) Department for Education and Skills. Available at: hypertext transfer protocol: //www.standards.dfes.gov.uk/giftedandtalented Accessed: 19th November 2009 DCSF ( 2009 ) The national schemes: early old ages foundation phase. ( Online ) Department for Children, Schools and Families. Available at: hypertext transfer protocol: //nationalstrategies.dcsf.gov.uk/earlyyears Accessed: 18th November 2009 Distin, E. ( erectile dysfunction ) ( 2006 ) Differentiation and diverseness in the primary school. London: Jessica Kingsley Fowler, S. A. ( 1999 ) Perspectives: measuring an early childhood gifted instruction plan. Roeper Review, 21 ( 3 ) , pp. 222-234 George, D. ( 2003 ) Gifted instruction: designation and proviso ( 2nd edition ) . London: David Fulton Goodhew, G. ( 2009 ) Meeting the demands of gifted and gifted pupils. London: Continuum Gross, M. U. M. ( 1999 ) Small poppies: extremely talented kids in the early old ages. Roeper Review, 21 ( 3 ) , pp. 207-221 Harrison, C. ( 2000 ) ‘But three-year-olds can'taˆÂ ¦ ‘ Glass ceilings in early childhood – deductions for talented kids. Australian Journal of Early Childhood, 25 ( 2 ) , pp. 22-30 Hodge, K. & A ; Kemp, C. ( 2002 ) The function of invitational course of study in the designation of giftedness in immature kids. Australian Journal of Early Childhood, 27 ( 1 ) , pp. 33-41 Koshy, V. & A ; Casey, R. ( 1997 ) Effective proviso for able and exceptionally able kids. London: Hodder & A ; Stoughton Koshy, V. & A ; Robinson, N. M. ( 2006 ) Too long neglected: gifted immature kids. European Early Childhood Education Research Journal, 14 ( 2 ) , pp. 113-126 Meador, K. ( 1996 ) Meeting the demands of immature talented pupils. Childhood Education, 73 ( 1 ) , pp. 6-12 Moltzen, R. ( 2006 ) Can ‘inclusion ‘ work for the talented and talented? In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Morgan, A. ( 2007 ) Experiences of a talented and gifted enrichment bunch for students aged five to seven. British Journal of Particular Education, 34 ( 3 ) , pp. 144-153 Raty, H. et Al ( 2002 ) What makes one able? The formation of students ‘ constructs of academic ability. International Journal of Early Years Education, 10 ( 2 ) , pp. 121-135 Renzulli, J. S. ( 1998 ) The three-ringed construct of giftedness. ( Online ) University of Connecticut. Available from: hypertext transfer protocol: //www.gifted.uconn.edu/sem/semart13.html Accessed: 17th November 2009 Sankar-DeLeeuw, N. ( 2002 ) Gifted kindergartners: parent and teacher positions of designation, early admittance, and programming. Roeper Review, 24 ( 3 ) , pp. 172-192 Sternberg, R. J. & A ; Davidson, J. E. ( erectile dysfunction ) ( 2005 ) Conceptions of giftedness ( 2nd edition ) . Cambridge: Cambridge University Press Sutherland, M. J. ( 2006 ) The early old ages puting – an inclusive model. In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Tomlinson, C. A. ( erectile dysfunction ) Differentiation for gifted and gifted pupils. London: Sage

Auguste Comte and His Role in the History of Sociology

Auguste Comte and His Role in the History of Sociology Auguste Comte was born on January 20, 1798  (according to the Revolutionary calendar then used in France), in Montpellier, France. He was a philosopher who is also considered to be the father of sociology, the study of the  development and function of human society, and of positivism, a means of using scientific evidence to discern causes for human behavior. Early Life and Education Auguste Comte was born in Montpellier, France. After attending the Lycà ©e Joffre and then the University of Montpellier, he  was admitted to the École Polytechnique in Paris. The École closed in 1816, at which time Comte took up permanent residence in Paris, earning a precarious living there by teaching mathematics and journalism. He read widely in philosophy and history and was especially interested in those thinkers who were beginning to discern and trace some order in the history of human society. System of Positive Philosophy Comte lived during one of the most turbulent periods in European history. As a philosopher, therefore, his aim was not only to understand human society but to prescribed a system by which we could make order out of the chaos, and thus change society for the better. He eventually developed what he called a system of positive philosophy, in which logic and mathematics, combined with sensory experience, could better assist in understanding human relationships and action, in the same way that the scientific method  had allowed an understanding of the natural world. In 1826, Comte began a series of lectures on his system of positive philosophy for a private audience, but he soon suffered a serious nervous breakdown. He was hospitalized and later recovered with the help of his wife, Caroline Massin, whom he married in 1824. He resumed teaching the course in January 1829, marking the beginning of the second period in Comtes life that lasted 13 years. During this time he published the six volumes of his Course on Positive Philosophy  between 1830 and 1842. From 1832 to 1842, Comte was a tutor and then an examiner at the revived École Polytechnique. After quarreling with the directors of the school, he lost his post. During the remainder of his life, he was supported by English admirers and French disciples. Additional Contributions to Sociology Though Comte did not originate the concept of sociology or its area of study, he is credited with coining the term and he greatly extended and elaborated the field. Comte divided sociology into two main fields, or branches: social statics, or the study of the forces that hold society together; and social dynamics, or the study of the causes of ​social change.   By using certain tenets of physics, chemistry, and biology, Comte extrapolated what he considered to be a few irrefutable facts about society, namely that since the growth of the human mind progresses in stages, so too must societies. He claimed the history of society could be divided into three different stages: theological, metaphysical, and positive, otherwise known as the Law of Three Stages. The theological stage reveals humankinds superstitious nature, one that ascribes supernatural causes to the workings of the world. The metaphysical stage is an interim stage in which humanity begins to shed its superstitious nature. The final and most evolved stage is reached when human beings finally realize that natural phenomena and world events can be explained through reason and science. Secular Religion Comte separated from his wife in 1842, and in 1845 he began a relationship with Clotilde de Vaux, whom he idolized. She served as the inspiration for his Religion of Humanity, a secular creed intended for the veneration not of God but of humankind, or what Comte called the New Supreme Being.  According to Tony Davies, who has written extensively on the history of humanism, Comtes new religion was a  complete system of belief and ritual, with liturgy and sacraments, priesthood and pontiff, all organized around the public veneration of Humanity. De Vaux died only a year into their affair, and after her death, Comte devoted himself to writing another major work, the four-volume System of Positive Polity, in which he completed his formulation of sociology. Major Publications The Course on Positive Philosophy (1830-1842)Discourse on the Positive Spirit (1844)A General View of Positivism (1848)Religion of Humanity (1856) Death Auguste Comte died in Paris on September 5, 1857, from stomach cancer. He is buried in the famous Pere Lachaise Cemetery, next to his mother and Clotilde de Vaux.

Life and Work of Nancy Spero, Feminist Printmaker

Life and Work of Nancy Spero, Feminist Printmaker Nancy Spero (August 24, 1926–October 18, 2009) was a pioneering feminist artist, best known for her appropriation of images of myth and legend culled from various sources collaged with contemporary images of women. Her work is often presented in an unconventional manner, whether in the form of the codex or applied directly to the wall. This manipulation of form is designed to place her work, which frequently grapples with themes of feminism and violence, in the context of a more established art historical canon. Fast Facts: Nancy Spero Known For: Artist (painter, printmaker)Born: August 24, 1926 in Cleveland, OhioDied: October 18, 2009 in New York City, New YorkEducation: Art Institute of ChicagoSelected Works: War Series, Artaud Paintings, Take No PrisonersNotable Quote: I don’t want my work to be a reaction to what male art might be or what art with a capital A would be. I just want it to be art. Early Life Spero was born in 1926 in Cleveland, Ohio. Her family moved to Chicago when she was a toddler. After graduating from New Trier High School, she attended the Art Institute of Chicago, where she met her future husband, painter Leon Golub, who described his wife as being â€Å"elegantly subversive† in art school.  Spero graduated in 1949 and spent the following year in Paris. She and Golub married in 1951. While living and working in Italy from 1956 to 1957, Spero took note of the ancient Etruscan and Roman frescoes, which she would eventually incorporate into her own art. From 1959-1964, Spero and Golub lived in Paris with their three sons (the youngest, Paul, was born in Paris during this time). It was in Paris that she began exhibiting her work. She displayed her work in several shows at Galerie Breteau throughout the 1960s. Art: Style and Themes Nancy Spero’s work is easily recognizable, made by repeatedly hand-printing images in a non narrative sequence, often in codex form. The codex and the scroll are ancient ways of disseminating knowledge; thus, by utilizing the codex in her own work, Spero inserts herself into the larger context of history. The use of the knowledge-bearing codex to display image-based work begs the viewer to make sense of the â€Å"story.† Ultimately, however, Speros art is anti-historical, as the repeated images of women in distress (or in some cases women as protagonist) is meant to paint a picture of the unchanging nature of the female condition as either victim or heroine. An example of Speros Codices.   Aware Women Artists Speros interest in the scroll was also partially derived from her realization that the female figure could not escape the scrutiny of the male gaze. Thus, she began to make works that were so expansive that some pieces could only be seen in peripheral vision. This reasoning also extends to her fresco work, which places her figures in out of reach places on a wall- often very high or hidden by other architectural elements. Spero derived her metal plates, which she used to print the same image over and over again, from images she encountered in her day-to-day, including advertisements, history books, and magazines. She would eventually build up what an assistant called a â€Å"lexicon† of female images, which she would employ almost as stand-ins for words. The fundamental position of Spero’s work was to recast woman as the protagonist in history, as women â€Å"have been there† but â€Å"have been written out† of history. â€Å"What I try to do,† she said, is pick the ones that have a very powerful vitality† in order to force our culture to grow accustomed to seeing women in the role of power and heroism. Spero’s use of the female body, however, does not always seek to represent the female experience. Sometimes, it is â€Å"a symbol of victim of both men and women,† as the female body is often the site of violence. In her series on the Vietnam War, the image of woman is intended to represent the suffering of all people, not merely the ones she chooses to depict. Speros depiction of womankind is a portrait of the universal human condition. Politics As her work no doubt suggests, Spero herself was outspoken about politics, concerned with issues as diverse as the violence suffered in war and the unfair treatment of women in the art world. About her iconic War Series, which used the menacing shape of an American army helicopter as a symbol for the atrocities carried out in Vietnam, Spero said:. â€Å"When we came back from Paris and saw that [the U.S.] had gotten involved in Vietnam, I realized that the United States had lost its aura and its right to claim how pure we were. Bomb Shitting from her War Series.   Museo Reina Sofia   In addition to her anti-war work, Spero was a member of Art Workers Coalition, Women Artists in Revolution, and the Women’s Ad Hoc Committee. She was one of the founding members of A.I.R. (Artists-in-Residence) Gallery, a collaborative workspace of female artists in SoHo. She joked that she needed this all-female space as she was overwhelmed at home as the only woman among four men (her husband and three sons). Speros politics were not limited to her art making. She picketed the Vietnam War, as well as the Museum of Modern Art for its poor inclusion of female artists in its collection. Despite her active political participation, however, Spero said: I don’t want my work to be a reaction to what male art might be or what art with a capital A would be. I just want it to be art. Reception and Legacy Nancy Spero’s work was well-regarded in her lifetime. She received a solo show at the Museum of Contemporary Art Los Angeles in 1988 and at the Museum of Modern Art in 1992 and was featured at the Venice Biennale in 2007 with a maypole construction titled Take No Prisoners. Take No Prisoners at the Venice Biennale.   Getty Images Her husband Leon Golub died in 2004. They had been married for 53 years, often working side by side. By the end of her life, Spero was crippled by arthritis, forcing her to work with other artists to produce her prints. However, she welcomed the collaboration, as she liked the way the influence of another hand would change the feel of her prints. Spero died in 2009 at the age of 83, leaving behind a legacy that will continue to influence and inspire artists that come after her. Sources Bird, Jon et al.  Nancy Spero. Phaidon, 1996.Cotter, Holland. Nancy Spero, Artist Of Feminism, Is Dead At 83.  Nytimes.Com, 2018, https://www.nytimes.com/2009/10/20/arts/design/20spero.html. Politics Protest.  Art21, 2018, https://art21.org/read/nancy-spero-politics-and-protest/.  Searle, Adrian. Nancy Speros Death Means The Art World Loses Its Conscience.  The Guardian, 2018, https://www.theguardian.com/artanddesign/2009/oct/20/nancy-spero-artist-death.Sosa, Irene (1993).  Woman as Protagonist: The Art of Nancy Spero. [video] Available at: https://vimeo.com/240664739. (2012).

2 Formats for Use in the Compare-Contrast Essay

2 Formats for Use in the Compare-Contrast Essay The compare/contrast essay is an excellent opportunity to help students develop their critical thinking and writing skills.   A compare and contrast essay examines two or more subjects by comparing their similarities and contrasting their differences.   Compare and contrast is high on Blooms Taxonomy of critical reasoning and is associated with a complexity level where students break down ideas into simpler parts in order to see how the parts relate. For example, in order to break down ideas for comparison or to contrast in an essay, students may need to categorize, classify, dissect, differentiate, distinguish, list, and simplify. Preparing to write the Essay First, students need to select pick comparable objects, people, or ideas and list their individual characteristics. A graphic organizer, like a Venn Diagram or top hat chart, is helpful in preparing to write the essay: What is the most interesting topic for comparison? Is the evidence available?What is the most interesting topic to contrast? Is the evidence available?Which characteristics highlight the most significant similarities?Which characteristics highlight the most significant differences?Which characteristics will lead to a meaningful analysis and an interesting paper? A link to 101  compare and contrast essay topics   for students provides opportunities for students to practice the similarities and differences such as Fiction vs. NonfictionRenting a home vs. Owning a homeGeneral Robert E. Lee vs General Ulysses S. Grant Writing the Block Format Essay:A, B, C points vsA, B, C points The block method for writing a compare and contrast essay can be illustrated using points A, B, and C to signify individual characteristics or critical attributes.   A. historyB. personalitiesC. commercialization This block format allows the students to compare and contrast subjects, for example, dogs vs. cats, using these same characteristics one at a time.   The student should write the introductory paragraph to signal a compare and contrast essay in order to identify  the two subjects and explain that they are very similar, very different or have many important (or interesting) similarities and differences. The thesis statement must include the two topics that will be compared and  contrasted. The body paragraph(s) after the introduction describe characteristic(s) of the first subject. Students should provide the evidence and examples that prove the similarities and/or differences exist, and not mention the second subject. Each point  could be a body paragraph. For example,   A. Dog history.  B. Dog personalitiesC. Dog commercialization. The body paragraphs dedicated to the second subject should be organized in the same method as the first body paragraphs, for  example: A. Cat history.B. Cat personalities.C. Cat commercialization. The benefit of this format is that it allows the writer to concentrate on one characteristic at a time. The drawback of this format is that there may be some imbalance in treating the subjects to the same rigor of comparing or contrasting. The conclusion is in the final paragraph, the student should provide a general summary of the most important similarities and differences.   The student could end with a personal statement, a prediction, or another snappy clincher. Point by Point Format:AA, BB, CC Just as in the block paragraph essay format, students should begin the point by point format by catching the readers interest. This might be a reason people find the topic interesting or important, or it might be a statement about something the two subjects have in common.   The thesis statement for this format must also include the two topics that will be compared and  contrasted. In the point by point format, the students can compare  and/or contrast the subjects using the same characteristics within each body paragraph. Here the characteristics labeled A, B,   and C are used to compare dogs vs. cats together,   paragraph by paragraph. A. Dog historyA Cat history B. Dog personalitiesB. Cat personalities C. Dog commercializationC. Cat commercialization This format does help students to concentrate on the characteristic(s) which may be may result in a more equitable comparison or contrast of the subjects within each body paragraph(s). Transitions to Use Regardless of the format of the essay, block or point-by-point, the student must use transition words or phrases to compare or contrast one subject to another. This will help the essay sound connected and not sound disjointed. Transitions in the essay for comparison can include: in the same way or by the same tokensimilarlyin like manner or likewisein similar fashion Transitions for contrasts can include: and yetnevertheless or nonethelessbuthowever or thoughotherwise or on the contraryin contrastnotwithstandingon the other handat the same time In the final concluding paragraph, the student should give a general summary of the most important similarities and differences.   The student could also end with a personal statement, a prediction, or another snappy clincher. Part of the ELA Common Core State Standards The text structure of compare and contrast is so critical to literacy that it is referenced in several of the English Language Arts Common Core State Standards in both reading and writing for K-12 grade levels.   For example, the reading standards ask students to participate in comparing and contrasting as a text structure in the anchor standard  R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. The reading standards are then referenced in the grade level writing standards, for example, as in W7.9   Apply  grade 7 Reading standards  to literature (e.g., Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history). Being able to identify and create compare and contrast text structures is one of the more important critical reasoning skills that students should develop, regardless of grade level.

Communication Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Communication - Annotated Bibliography Example Barret and Davidson (2006, p.38) have also observed that gendered thinking has to replace male paradigms of interpersonal communication. Suggesting that language is also a tool for the oppression of women in almost all native cultures, Longmire and Merrill (2001,p.1 ) have said that â€Å"our native language depicts the normative, the generic, as ‘male,’ women are necessarily defined as ‘other.† For example, when one uses the word, ‘mankind’, â€Å"man is to mean all people, both male and female† (Longmire and Merrill, 2001, p.1). And also, it has been concluded that non-verbal communication constitutes almost seventy percent of any interpersonal communication (Hartley, 1993, p.164). And it is often found that in an interpersonal communication between two people of different gender, the possibility of sexually loaded non-verbal communication to happen even in contradiction with the verbal message that is imparted, is far more ( Fulham, 1995). This leads to misunderstandings. Another interesting aspect of the impact of gender in interpersonal communication is that men â€Å"tend to interrupt, take long, sole-speaker turns, and use direct forms while women tend to use indirect or modalizing strategies, use inclusive communication techniques and encourage collaborative turns and floors (Barret and Davidson, 2006,

First Day on the job Essay Example | Topics and Well Written Essays - 750 words

First Day on the job - Essay Example This includes security measures outside the office like parking facility and security guards. There should be no discrimination in the office both male and female employees should be treated equally. Power of recognition – acknowledgement is a very important motivator. If the employees are praised and their efforts acknowledged, they will work hard and feel better about themselves (Smith & Mazin, 2011 p.90). Importance of incentives – incentives given to employees should have a monitory value. Incentives are categorized into praise with physical form. This is a reward for a job well done. This has looked down upon by most managers, but it has been proved that it increases employees’ sense of worth in relation to the completed work. These physical incentives could be shirts, company logo, or even business card holders. Employees effort should be recognized no matter what incentive is given to them whether through small office gifts or verbally. Power of praise – all the manager must be well informed that leadership and fairness alone cannot encourage their staff to work hard. Each and everyone feels good and determined when appreciated. When praise and affirmation is given to an employee after doing something, he/she will work harder to receive same appreciation next time. Power of recognition – if the management praise and acknowledge the efforts of employees they will feel better and work with one spirit. This will improve the quantity and quality of production, which will automatically increase the profits of the company. Safety measures – when employees are provided with maximum security, they will work hard even up to late hours knowing they have enough security. This will enable employees to trust the management and the company as whole. It will enable the company to run continuously which will lead to continuous production. All the employees both male and female will be proud of themselves in the office as they are treated

How to reach an accurate demands forecasting to avoid bullwhip effect Essay

How to reach an accurate demands forecasting to avoid bullwhip effect in the manufacturing level and lose of sales in the retailer level in the supply chain for finished goods - Essay Example he research methodology to be undertaken to find answers for the research question for controlling the bullwhip effect right from manufacturer’s level to retailer’s level. And VMI is just one of the methods and the research has to a long way to identify an ideal method. . According to the survey of the U.S. Commerce Department reported in 2002, trade in the United States is characterized by $ 1.1 trillion inventory for just $ 3.2 trillion of retail sales per year. The value of inventory in each of the supply chain is $ 400 billion at retail outlets, $ 290 billion at the wholesalers’ or distributors’ warehouses and $ 450 billion with manufacturers’ factory or warehouses locations. Where as, such a stockpile should be of a comfortable reserve in stock in trade, there is actually out-of-stock situation at all the points. It has been reported that 8.2 % of the shoppers still go without buying what they need and thus out-of-stock position represents 6.5 % of retail sales as a whole. Even if the retailers manage to supply alterative products, lost sales on account of this situation turn out to be 3.1% of the total sales. Though 3.1 % appears negligible, it is a substantial loss of retail margins at micro as well as macro level. And los s of customers’ goodwill is beside the point. It is noteworthy that this situation is not due to want of inventory or resources (Lee, 2002). This situation is brought about by what is called bullwhip effect which this research proposes to study. The seemingly negligible impact of bullwhip effect actually translates into lost sales and loss of profit of significant proportions and is therefore an important area in a supply chain that needs to be analyzed for being avoided. Accurate demand forecasting is apparently the possible solution . Therefore aim and objective of this research is to ascertain how to reach an accurate demands forecasting to avoid bullwhip effect in the manufacturing level and loss of sales in the retailer

Just In Time Decisions the Best Decisions Essay

Just In Time Decisions the Best Decisions - Essay Example Therefore in making decision, there are many considerations that a manager makes. In their day to day work, manager is faced by various situations where they have to make a decision. Managers should rise that they are making that particular decision for the whole organization and not for themselves alone. This makes the magnitude of the decision made to be large same as the implications of this decision. As such manager must have the ability to think wide and compares options in order to make a decision. One of the most important skills that are needed for the manager as they go up the organization ladder is to have conceptual skills that can help them make abrupt decision for the organization. In this regard managers must have a higher degree of conceptual skills compared to other staff. It has been found out that technical and human skills though important in management are not enough to make an effective manager. Effective manager have been found to be those who can make abrupt de cision for their organizations which are made with small error margin. (Ken 2007, p. 143) This paper will look closely at the kind of decisions that a manager need to make. It will look at the just-in-time decision of decisions that are made over a long time. ... It has been shown that most organization depends on the decision that is made by their manager to implement strategies. In this regard the manger is given the overall role of deciding for the organization. Decision making process can be described as a process in which we make a chance from the many options that we are present with. We tend to consider a lot of things before we come up with a process that suits the best solution to the problem that we are facing. Therefore decision making is a process that involve input of many factors than at the end help us to come up with the best choice. Therefore the product of a decision making process is a choice. This choice must always be perceived as the best solution to the certain problem that we are facing. Therefore the process of decision making ends with the making of a choice among many options that we are presented with. Decisions making process can be descried as a mental pr4ocss with is cognitive in nature and which leads to making of a choice. It is a cognitive process the lead to making of a choice from the many options that we have. The final output of a decision making process is the choice they has been made by the individual. (Ullman 2006, p. 643) Taken from the cognitive point of view, decisions making process can be seen as a cognitive process that is contain in nature and it is closely associated with the environment. This means that the decision that we make is always s subject to the forces of the environment. Therefore in the organization, the decision that the manager makes will be affected by different environmental factors that will affect the decision made at the end. (Levi 2006, p. 276) From the normative perspective, decision making can

Meaningful use Essay Example | Topics and Well Written Essays - 1000 words

Meaningful use - Essay Example Meaningful use refers to the application of certified EHR technology in attaining specific healthcare objectives. Meaningful use is centered along the roles of healthcares professions and hospitals with respect to the adoption and implementation of EHR technology in their respective practice (CDC, 2013). This claim can be justified by the guidelines of the EHR incentive program, which requires medical professionals and hospitals to demonstrate that their chosen certified EHR has met specific health outcomes priorities. The concept of meaningful use is based on a number of vital health outcome priorities which include but not limited to improved population and public health; enhanced privacy and security of patient medical information; superior quality, efficiency, safety and minimized health disparities; enhanced care coordination; and increased engagement of patients and their families in the care (â€Å"Policymaking, Regulation†, 2012). This means that eligible medical profe ssions and hospitals must ensure that their certified EHR meets the above results before they get CMS inventive payment. The healthcare outcomes will be used as the criteria for establishing effective use of the deployed health IT tools by healthcare providers. According to the CMS incentive program eligible medical professionals, hospitals and critical access hospitals (CAHs) will receive up to $44,000 over 5 years and up to $63,750 over 6 years through the Medicare and Medicaid EHR incentive program respectively (CDC, 2013). It is noteworthy that CMS inventive program is voluntary, but negative consequences especially financial ones have been put in place for medical providers who fail to join the program by 2015. The concept of Meaningful Use was first introduced during the Obama administration though enactment and final signing of the American Recovery and Reinvestment Act (ARRA) of 2009 into law (Flanders, 2010). The ARRA through a number of measures particularly the "Health In formation Technology for Economic and Clinical Health (HITECH) Act" has witnessed improved national healthcare IT infrastructure. The HITECH proposed the concept of meaningful use of the EHR through the country’s healthcare delivery system as a vital national goals and it remains to be the critical focus for legislative, financial and ethical concern for hospitals and professional in the healthcare sector (â€Å"Policymaking, Regulation†, 2012). The initiative for automating medical records is facilitated by the Office of the National Coordinator for Health IT (ONC) in conjunction with Centers for Medicare & Medicaid Services (CMS) after the current administration realized that IT infrastructure is impetus for addressing longstanding healthcare challenges which range from escalating healthcare costs, low quality and safety, as well as high wastage (CDC, 2013). Meaningful Use has been divided into phases in order to encourage gradual widespread EHR adoption and implemen tation universally besides relieving excessive burden on medical care providers. The first phase which covers 2011 involves aspects of data capture and sharing; the second face, which involves advanced clinical processes elements covers up to 2013 while the final phase involves

Types of Information Systems Used Within Organizations Essay

Types of Information Systems Used Within Organizations - Essay Example Information Systems have many different areas of work. These include Information Systems Management, Information Systems Strategy, and Information Systems Development. Information Systems Management is a system of collecting, processing, disseminating, and storing data in the form of information that is required to carry out functions of management. An Information Systems Strategy is a system used to assist and manage information to help in strategic decision making. The IT department of an organization partly focuses on the development of information technology in an organization. It governs the development of Information Systems that focus on the development, use, influence, and application on an organization or business. A computer-based Information System is a medium which is used for storing, recording, and spread linguistic expressions, and also drawing conclusions from these expressions. These systems are technologically implemented. There are many different types of Information Systems; some of these include Management Information Systems, Transaction Information Systems, Expert Systems, Decision Support Systems, and Business Intelligence Systems.

Meaningful use Essay Example | Topics and Well Written Essays - 1000 words

Meaningful use - Essay Example Meaningful use refers to the application of certified EHR technology in attaining specific healthcare objectives. Meaningful use is centered along the roles of healthcares professions and hospitals with respect to the adoption and implementation of EHR technology in their respective practice (CDC, 2013). This claim can be justified by the guidelines of the EHR incentive program, which requires medical professionals and hospitals to demonstrate that their chosen certified EHR has met specific health outcomes priorities. The concept of meaningful use is based on a number of vital health outcome priorities which include but not limited to improved population and public health; enhanced privacy and security of patient medical information; superior quality, efficiency, safety and minimized health disparities; enhanced care coordination; and increased engagement of patients and their families in the care (â€Å"Policymaking, Regulation†, 2012). This means that eligible medical profe ssions and hospitals must ensure that their certified EHR meets the above results before they get CMS inventive payment. The healthcare outcomes will be used as the criteria for establishing effective use of the deployed health IT tools by healthcare providers. According to the CMS incentive program eligible medical professionals, hospitals and critical access hospitals (CAHs) will receive up to $44,000 over 5 years and up to $63,750 over 6 years through the Medicare and Medicaid EHR incentive program respectively (CDC, 2013). It is noteworthy that CMS inventive program is voluntary, but negative consequences especially financial ones have been put in place for medical providers who fail to join the program by 2015. The concept of Meaningful Use was first introduced during the Obama administration though enactment and final signing of the American Recovery and Reinvestment Act (ARRA) of 2009 into law (Flanders, 2010). The ARRA through a number of measures particularly the "Health In formation Technology for Economic and Clinical Health (HITECH) Act" has witnessed improved national healthcare IT infrastructure. The HITECH proposed the concept of meaningful use of the EHR through the country’s healthcare delivery system as a vital national goals and it remains to be the critical focus for legislative, financial and ethical concern for hospitals and professional in the healthcare sector (â€Å"Policymaking, Regulation†, 2012). The initiative for automating medical records is facilitated by the Office of the National Coordinator for Health IT (ONC) in conjunction with Centers for Medicare & Medicaid Services (CMS) after the current administration realized that IT infrastructure is impetus for addressing longstanding healthcare challenges which range from escalating healthcare costs, low quality and safety, as well as high wastage (CDC, 2013). Meaningful Use has been divided into phases in order to encourage gradual widespread EHR adoption and implemen tation universally besides relieving excessive burden on medical care providers. The first phase which covers 2011 involves aspects of data capture and sharing; the second face, which involves advanced clinical processes elements covers up to 2013 while the final phase involves

Console application Coursework Example | Topics and Well Written Essays - 500 words

Console application - Coursework Example I only realized that I was running a different version from what I wanted after a series of procedures. In fixing this error, I realized that I had misspelled the data type so I had to generate a new class by going to generate new type and from a list of classes, delegates, interfaces, enumerators and structures, I chose class and through the dialogue box, I defined the new class in a new file (Utley, 2009). Runtime errors are characterized by causing application crash. During my project, this had the unassigned data type (ten to one hundred). When I added a value that exceeded the available range of data type, I got an information that the application has stopped working (crashed).To fix that, I moved to System Overflow Exceptions which then directed me to Visual Studio, showed me the code line which triggered the exception and through the Call Stack panel, I was be able to fix the error (Utley, 2002). However much it was quite demoralizing at this stage of the project, I was able to fix the problem accurately. Finally, another error challenge I met in my project was the Logic error. This type of error hinders the normal operation of a program by either producing the unintended output or the undesired result. In my project, I realized that I had incorrect type casting, miscoded fragments and variable scoping and to fix these errors, I use the w-Command –Line option which produced a message about the questionable codes and took the necessary procedure to fix the errors (Utley,

Personality In International Relations

Personality In International Relations This essay will explore the extent to which the personality traits of a decision maker impact upon his foreign policies. It will not argue that such idiosyncratic variables alone are the exclusive determinants, but that they have a significant role to play. As political scientist James Barber remarked, Every story of decision making is really two stories: an outer one in which a rational man calculates and an inner one in which an emotional man feels. The two are forever connected (quoted in Brewer, 1992, p.149). Foreign policy decision making is an outcome of how individuals with power perceive and analyse events. Political leaders are not beyond the reach of the human traits of assumptions, subjectivity, prejudices and biases. Their underlying beliefs and motivations will have a bearing upon the conclusions they reach. Culture, geography, history, ideology, and self-conceptions shape the thought process of a decision maker, forming what has been referred to as the psycho-socio mili eu of decision-making (Sprouts, 1965). The foreign policy decisions of Harry Truman, Saddam Hussein and Charles de Gaulle will be used as case studies to demonstrate how personality can affect the formulation and implementation of foreign policy, whilst also providing the opportunity to show the differing extents to which such traits have occasion to make an impact, due to situational factors such as in a crisis or in non-democratic regimes. This essay will conclude that the influence of individual personality traits is most evident in the foreign policies of persons in unrestricted positions of authority, and in crisis situations. In democracies, during non-critical times, the extent to which the leaders personality influences decision making varies according to his relative passive/aggressive nature. Dominant leaders will seek to reshape the international political system in accordance with their own personal vision, resulting in tenacious foreign policies through which they attem pt to advance a central idea, whilst maintenance of the status quo can be attributed more to low-dominance, introvert individuals, seeking to power-share and delegate decision making (Etheredge, 1978). The effects of personality on decision making are difficult to quantify. Interpersonal generalisation theory suggests that behavioural differences in interpersonal situations have some correlation to behavioural differences in international situations, for example, a relationship between self-assertiveness/dominance, and willingness to resort to military action (Etheredge, 1978). However, it would be naive and over-simplified to state that certain personality traits of a decision maker lead a country to war; instead they can be seen as tipping the balance towards or against a certain policy, because, put succinctly, some leaders are willing to gamble the destiny of their people in a war; others are not (Ali Musallam, 1996, p.5) It is also important to take into consideration the extent to which individual traits can be separated from role-playing. Decision makers may act how they perceive a leader in their society is expected to act, taking role-appropriate decisions which are not ne cessarily in line with their personal nature. No individual can know all the relevant factors when making a decision, thus each individuals perception of reality will be different from reality. This incongruence between the psychological and operational environments permits filters, such as the past experiences of leaders, to shape decision making. It has been argued that there is strong, robust evidence that most human choice is preconscious and strongly and quickly influenced by emotiondespite their expertise, foreign policy makers are no less biased than other people (Gross Stein, 2008, p.113). Core beliefs are held to be true even if they cannot be verified, providing the foundation of myths and ideologies; efforts to challenge them are met with hostility. The phenomenon of cognitive dissonance enables even the most intelligent of human minds to resist and deny important, uncomfortable aspects of reality. Human psychological make-up limits rationality, having a need for simplicity. In the processing and analysing of complex information, we break down information and choose how we want to interpret it. When analysing the influence of personality upon foreign policy, it is important to emphasise that the differing political environments surrounding leaders will naturally create highly variable boundaries within which they have the freedom to operate. It is a given that a dictator in an authoritarian regime has much greater, unconditional, unaccountable power to create policies suiting his personal interests, than the leader of a democracy. Within a democracy, the head of government is obliged, to some extent, to take into consideration the opinions of other authorities and experts, and must especially consult the Foreign Minister with regard to foreign policy. However, ultimately, the final decision does lie with the leader, and he does possess the power to override other opinion if he wishes. Leaders of governments can also have the advantage of hand-selecting those who they put into positions of power. A leader is likely to choose key advisors who share his core beliefs and he con siders to be generally cooperative, creating an environment in which groupthink has the potential to flourish. Political leaders in democracies should, theoretically, and sometimes in practise, reflect the attitudes and core values of their citizens. Having been through the same socialisation process and sharing the same core cultural values as his citizens, the democratic leader can be seen as an embodiment of societal character. Decision making is an institutionalised process, in which personality factors merge with cultural background factors and can often be explained in more generalisable group terms (Cerny, 1980, p.13). The mood of society sets broad boundaries around the theoretical foreign policy alternatives of decision makers. However, it has been alleged that, beyond academic elites in foreign affairs, there exists a lack of public interest in foreign policy; seemly too distant and irrelevant compared to domestic issues. It is argued that the general public is ill-informed and unstable, prone to changes in opinionat worst [they] possess non-attitudes with respect to international p olitics (Robinson, 2008, p.139). This gives the government greater freedom of movement than in formation and implementation of domestic policies, and hence greater scope for domination by significant personalities and ideologies. Nonetheless, it could also be argued that this apparent apathy is now declining due technological, transportation and communications revolutions which enable foreign affairs to be brought much closer to the daily lives of ordinary people. Personality can impact to differing extents on the formulation and implementation of foreign policy. Whilst a policy can be formulated, within the relative situational and bureaucratic restraints, to the particular personal liking of a leader and his colleagues, the implementation stage, translating foreign policy objectives into practise and desired outcomes, is more complex. Attempts to implement a policy can come into conflict with the objectives of other actors and the environment, as the boundary between decision makers and the outside world is crossed. It is true that orders may be easily issued, but that is only the beginning of the process of attempting to achieve ones goalsfor all kinds of statesà ¢Ã¢â€š ¬Ã‚ ¦ [because] leaders rely on sub-contracting to bureaucratic agents, some of whom may take the opportunity to slow down or undermine the policy, or even to run their own policies in competition (BrighiHill, 2008, pp.130-4). Foreign policy is not self-executing, and requi res resources, support or mobilisation of the public, and some political consensus, particularly in a democracy. The more charismatic, persuasive and motivational the leader, the greater his chances of overcoming such opposition. This task is made particularly easy in authoritarian regimes such as North Korea, where the media is subject to state control. A leader can gain public support for his policy through the strategic use of propaganda, promoting both his greatness as a decision maker, and that of the policy. President Truman provides an interesting example of a decision maker in a democracy acting under crisis conditions. In the turbulent international conditions of the closure of WWII, he was thrust into power, following the sudden death of President Roosevelt. It was President Truman who took the historical, controversial decision to drop the atomic bomb on Hiroshima and Nagasaki. It would be difficult to argue that, under the power of a different presidential personality, the US would definitely not have taken this dramatic course of action. However, a number of factors related to Trumans personality and previous experiences can be linked to his ultimate decision to drop the bomb. The first Truman had heard of the atomic bomb came after his inauguration. This bomb changed the nature of warfare to a degree that is difficult to comprehend. With such little time to absorb such information, having fought as an artillery officer in WWI, it is possible that Truman may have thought about the atomic bomb as [simply] a largerà ¢Ã¢â€š ¬Ã‚ ¦explosive than the ones he fired in Europe (Strong, 2005, p.15). Its radical scale of destruction was close to incomprehensible. A self-confessed amateur in foreign policy, in the shadow of Roosevelt, he wanted to establish himself. He was an active decision maker, preferring to do something rather than nothing, who enjoyed his presidential powers, and preferred not to delegate authority, believing that the President makes foreign policy (Frankel, 1963, p.21). A direct, pragmatic character, he was willing to be accountable for his decisions, proud of the signà ¢Ã¢â€š ¬Ã‚ ¦on his desk announcing that the buck stops here' (Strong, 2005, p.18). Truman continued his presidency from the aftermath of WWII into the beginnings of the Cold War. Under the heightened tension of possibly imminent nuclear war, presidential power and responsibility was great; the presidents finger was, indeed, on the nuclear trigger (Fraser Murray, 2002, p.5). His conviction in the superiority of capitalism, the benefits to be gained from its adoption in other parts of the world, and the dangers outlined by Domino Theory, lead him to take a foreign policy of containment with regards to communism. In line with his military background, Truman adopted a confrontational attitude to USSR, what came to be known as the Iron Fist approach, partly in reaction to the previous Western failure of appeasement to stop Nazi expansionism. He was sceptical of all totalitarian states, claiming I dont care what you call them Nazi, Communist or Fascist-à ¢Ã¢â€š ¬Ã‚ ¦they are all alike (Gaddis, 1982, p.66). To follow through with the Truman Doctrine and Marshall Plan, Truman needed the support of Congress and the public, which he won using his popular, persuasive, extroverted personality. A supporter of the UN, Truman was a convinced internationalist, conscious that the United States should not repeat the isolationist errors of the 1920s (Fraser Murray, 2002, p.9). This helps explain why he followed such an interventionist foreign policy during his presidency. He was willing to place himself as leader of the free world, protecting and expanding his core beliefs in democracy and capitalism. In a dictatorship, foreign policy decisions lie almost solely in the hands of the leader; his decisions can be made without the accountability, checks and balances which exist in a democracy. In 1990, Iraqi leader Saddam Hussein took the decision to invade neighbouring Kuwait. Arguably, the whole war [is] to be found in his psyche [and] insecurity (Hughes-Wilson, 1999, p.350). In the aftermath of the Iran-Iraq, the country was financially destitute. Recent acrimonious encounters with the West added to Husseins growing feeling of paranoia and desperation. Having bludgeoned his way to the top, Hussein was prepared to use any means possible to stay there (Ali Musallam, 1996, p.45). He had a need to live up to his own hard-line rhetoric, to avoid meeting the fate he had recently seen Romanian dictator Nicolae fall to. Saddam was devious, untrustworthy, greedy, ambitious[and] brokehis own people did have about three goes at assassinating him in the seven months before he invaded Kuwait, s o his paranoias of public rioting and coups were not unfounded (Hughes-Wilson, 1999, p.341). Saddam took Kuwaits refusal of a moratorium on its wartime loans, and refusal of other financial aid to Iraq, as a personal affront. Kuwait was incredibly rich in oil, and virtually defenceless, so to a personality like Saddam Hussein the temptation to solve his economic problems at a stroke must have been irresistible (Hughes-Wilson, 1999, p. 322). The invasion was symptomatic of the stereotypical qualities of a dictator. Aggressive, egotistical and unwilling to compromise, Hussein simply decided he would take what he wanted. His bloodthirsty, ruthless nature and readiness to resort to violence can be traced back to his childhood socialisation. Suffering the physical and psychological abuse of his stepfather, Hussein was raised in the hard world of the mountains, and mafia-like warlords and family clans that control them. Guns [were seen] as essential to a manit is alleged that Saddam had shot and killed his first man by the age of eleven (Hughes-Wilson, 1999, p. 314). This culture of casual violence influenced his beliefs in the harsh realities of the survival of the fittest. As a child, he would be sent to work in the fields whilst his stepbrothers would be allowed to go to school, aiding the development of his intense inferiority complex which would lead to his hunger for power and glory in later life (Ali Musallam, 1996). The former French President Charles de Gaulle was highly driven by his ideology and patriotism. He took a keen interest in foreign policy, and had the ultimate goal of restoring French historic cultural greatness on the international stage. De Gaulle came to power as a highly respected, charismatic military leader with great moral authority, often playing up to this image by making public appearances in military uniform. He obsessed over his legacy, wanting to be an inspiration for the generations of French citizens that would come after him; becoming a symbolic embodiment of how he perceived France. He was well aware of his own great personality and prestige, conscious of living his own biography, and often spoke of himself in the third person (Grosser, 1967, p.26). He assumed the role he believed a leader should take whilst in public, conforming to the perceived requirements of the title, whilst keeping his private life as detatched as possible. De Gaulles father, passionate about politics and history, was a professor who instilled his pride of France and her past into his son (de Gaulle, 1998). He considered all the actions he made by how they would mark history; less concerned with the criticisms made by those at the time of his action, and more by their judgement by future historians. Despite being a strong advocate of democracy, de Gaulle grew up in a royalist environment, and carried with him to adulthood its goals of continuity, leadership and an embodiment of the state, which were reflected in his politics. De Gaulles first Prime Minister was Michel Debrà ©, a devoted Gaullistà ¢Ã¢â€š ¬Ã‚ ¦ [who] could not refuse to do what his hero asked him to do (Thody, 1998, p.23). There was a certain unwillingness amongst de Gaulles advisors to disagree with their charismatic leader; he encouraged an environment of groupthink by surrounding himself with people of a similar view point. This was the perfect occasion for his perso nality to strongly influence the direction of French foreign policy. Possessing a certain distrust of diplomatic personnel, there is no doubt that it is General de Gaulle himself who makes the decisions on foreign policy issues (Grosser, 1967, p.13). A strong believer in intuition, if he felt a decision was right for France, he would take it. De Gaulles foreign policy was farsighted in that it was based upon his image of a post cold-war world, in which the mature nations of the old world and the newly independent states of the Third World would act to counterbalance theà ¢Ã¢â€š ¬Ã‚ ¦hegemony ofà ¢Ã¢â€š ¬Ã‚ ¦the US and the Soviet Union (Cerny, 1980, p.1). A born maverick, de Gaulle was not afraid to make his foreign policy disruptive of the world order. His self-perception was that of a guardian of national interest; he wanted to develop autonomy for his people by resisting the strength of the superpowers and exercising power inconsistent with his relatively limited resource capabilities, through manipulation of the international system; it would be fair to say that he had a taste for the impossible (Grosser, 1967, p.65). His policy of boycotting NATO and UN conferences was to oblige others to take greater account of France through absence than they do when she is obliged to join in decisions over which she can exert no decisive influence (Grosser, 1967, p.132). His doubts over the support of the US against Soviet invasion lead to his decision to develop a French nuclear deterrent, and to withdraw troops from NATO in 1966. He refused to accept that the two superpowers should be the sole possessors of nuclear power. De Gaulle strongly linked the notion of national security to independence, the intertwining of diplomatic and military strength, which can be explained by his military background. It would appear that the personal style of the General gives its special shape to a policy whichà ¢Ã¢â€š ¬Ã‚ ¦corresponds to French desiresà ¢Ã¢â€š ¬Ã‚ ¦it is a policy that dares to take risks, to gamble for high stakes, to court failure rather than resigning itself to mediocrity and timidity (Grosser, 1967, p.xi). De Gaulle symbolically rejected Britains entry into the ECC, fearing it would upset the Franco-German leadership. He saw Britain as a Trojan Horse for America to gain greater influence in Europe, a nd was so strong in his beliefs he dared to take a stance against the other five ECC members; it isà ¢Ã¢â€š ¬Ã‚ ¦unlikely that any French politician other than de Gaulle would have vetoed Great Britains attempt to join the ECC (Thody, 1998, p.29). This essay has shown that the role of personality in the formulation and implementation is variable. The more critical a situation is perceived to be, the fewer people will be directly involved in its management, and so there is a greater likeliness that their conclusions and actions will reflect their own personal beliefs, attitudes and interests. Despite institutional constraints, the political leader has a significant influence over decision making, particularly when national security is seen to be at stake, or when policy can be formed relatively secretly. Even in non-crisis situations, a political leader has the potential to exercise power and thereby impose his preferences on policy. The extent to which he does so depend[s] on his own values, beliefs, background and personality (Brewer, 1992, p.160). Every person in a position of power brings personal experiences, values, preconceptions and emotions to their decision making, although some will allow bureaucracy and the power-sh aring nature of democracy to counter and balance these idiosyncrasies. Ultimately, the personality of a leader has the most influence in unaccountable, dictatorial regimes, often due to the climate of fear surrounding their unlimited powers. However, even a dictator cannot continuously take whichever foreign policy actions he pleases without some eventual restraints posed by resources, the international community, uprising of his own people or a coup.