Behaviorism and Gender

Making everyday decisions is an inevitable course of our daily existence. The choices we do concerning our diet, outfits, daily hygiene, companions and others seem as a normal daily routine. Thus, most of the time we seldom contemplate on the process by which we have accomplished our daily decision-making tasks. Meanwhile, different psychological theories supported the notion that every human behavior is shaped and propelled by motives and rewards such as food, money, status, and prestige (Howard and Hollander 43).Humans behave in ways for the attainment of their goals and avoidance of negative events and consequences that bring pain and suffering (Howard and Hollander 43). In this connection, humans shape their personalities in parallel with societal expectations so as to gain social acceptance (Howard and Hollander 43). In this way, the attainment of goal and avoidance of negative experiences are much assured. Hence, the development or acquisition of gender, a societal sexual persp ective, is greatly influenced by psycho-sociological factors (Howard and Hollander 43).In the early historical period of psychological disciplines, behaviorism became the backbone of psychological studies on human behavior (Howard and Hollander 43). Although contemporary theories have gone beyond the postulates of behaviorists like Skinner and Pavlov, their psychological principles served as the bases for intensive and advanced studies in the field of psychology (Howard and Hollander 43). Through studies on animal behaviors, behavioral psychologists made assumptions on perception, motivation, and learning of every individual (Howard and Hollander 43).They scrutinized every factor that affects behavioral attributes of the subject animal then applied it on their observational studies on humans (Howard and Hollander 43). Classical Conditioning Ivan Pavlov’s notion about â€Å"conditioned reflex† is a result of his studies on animal digestion (Elliot et al. 203). In his ex periments, he observed that dog produces saliva in anticipation of food. The flow of saliva in dog’s mouth was observed in response not only on the sight of food dish but also upon hearing the attendant’s sound during feeding.The dog was conditioned that seeing the attendant or hearing a bell is a signal of giving food (Elliot et al. 203). Thus, the dog salivated either in the sight of the attendant or upon hearing the bell. Pavlov called each signal as â€Å"conditioned stimulus†. He explained that the food is the â€Å"unconditioned stimulus† that elicited salivation as a response (Elliot et al. 203). At first, salivation was induced upon the sight of food. Then, the food was given simultaneously with metronome. After sometime, the metronome alone caused dog’s salivation (Elliot et al. 203). Classical Conditioning and GenderIn child rearing practices, at very young age children are conditioned on the choice of garments and toys appropriate to the ir sexes. This conditioning as absorb by the child can possibly be applied on different settings. For instance, the choice of toys based on sexes such as Barbie doll for a girl and plastic gun for a boy, would lead to the child’s discretion on the type of game or playmates he or she will involved into. This is called â€Å"stimulus generalization† wherein the conditioned behavior, the choice of toys, affected the preference for games or playmates.On the other hand, if the initial conditioning did not affect other preferences, the child then learned the process of discrimination. Through discrimination, the child has limited his or her behavior only on the â€Å"conditioned stimulus† which is the toy selection in this case. Also, the extinction of loss of conditioned stimulus’ effect on one’s behavior is possible. In Pavlov’s experiments, after several trials of presenting food to the dog without the metronome, the metronome alone did not eli cit salivation when presented (Elliot et al. 203).Hence, a child as days pass-by may lose the conditioned stimulus toy selection on his or her mind. Operant Conditioning B. F. Skinner made refinements on the principles of classical conditioning and applied his psychological ideas on different human endeavors (Elliot et al. 208). He proposed the importance of reinforcement in eliciting a desired behavior and that environment has great influence in one’s behavior. In his operant conditioning, he emphasized that environment reinforces or terminates one’s behavior, thus, has the key role in understanding behavior (Elliot et al. 208).According to Skinner, behavior is a product of a three-connective processes; operation performed by the organism, inner condition, and behavioral response (Elliot et al. 208). Skinner elicited desired behaviors among his subject animals such as rats and pigeons through his operant chamber (Mayers). Later on, researchers tested the different rei nforcers and scheduling of such to facilitate the shaping of desired behavior. They found that the acquisition of desired behavior although less through partial reinforcement schedules as compared with continuous reinforcement, but produced more extinction resistance (Mayers).Moreover, punishment applied to achieve the desired behavior or to terminate a particular behavior, even though has negative consequences, but effective when immediately and consistently given (Mayers). Operant Conditioning and Gender Behavioral theorists suggested that every creature regardless of race, societal status, sex and profession is governed by the same behavioral principles (Howard and Hollander 44). In terms of behaviorism, the development of gender could be possibly explained by making a notion that gender differences and similarities are behavioral consequences (Howard and Hollander 44).Experiments can be designed to elicit gender behavioral patterns of both males and females through different rei nforcement pattern. In behavioral perspectives, men and women could be either aggressive or nurturing if they are awarded or punished in such behavior (Howard and Hollander 44). Then, through field studies, behaviorists can assess environmental factors influencing men or women and yield plausible explanation for the behavioral effects of these factors (Howard and Hollander 44). Through conditioning process, the gender can be imparted into the child’s mind either unconsciously or purposively.The type of garments or toys given to the child may embark into his or her mind some restrictions on the things he or she can be used. In addition, some parents either directly or indirectly, inculcate a male child to imitate his father’s behavior, action, and style while a female child to be like her mother. By conforming to these parental expectations, the child gains positive reinforcements from his or her parents that strengthen his or her behavior. With these, the child may for m his or her early conceptions of gender role and stereotypes. Criticisms on Conditioning TheoryEven though many studies have been conducted to support the conditioning theory of gender development, these are mostly conducted with animals (Naik). In 1984, K. Boulding contended the Skinner’s generalization about the applicability of the principles drawn from animal studies into complex behavior of humans (Naik). He suggested that more studies with human participants must be conducted in order to prove the validity of Skinner’s postulates. While Skinner’s operant conditioning has been recognized in neurosis and phobia therapy, but still insufficient to explain complex human attributes such as language and memory (Naik).In line with this, M. E. P. Seligman proposed that aside from classical and operational conditioning, genetic preparedness has a crucial role in the development of behavioral characteristics (Naik). This third factor associates a particular reinforc er or stimulus to a certain response. He further argued that most behaviorist have utilized unprepared sets of stimulus like shock and light, provided less input for the association process, then created generalization of unprepared behavioral output applicable to general cases (Naik).Therefore, even if the behaviorist’s principles are valid with respect to their sets of unprepared stimulus in laboratory experiments, but still insufficient to provide plausible explanations for prepared behaviors (Naik). Nonetheless, Seligman cited the work of Rozin and Garcia (1971) wherein rats were given with sweetened water as flash of lights and noise were applied simultaneously (Naik). Then, the subjects were treated with X-rays to induce illness and nausea. After several hours, rats became ill and develop aversion with sweetened water but not with noise or light (Naik).According to Seligman genetic predispositions led to the aversion of rats with anything that may cause illness on their part (Naik). Conditioned Emotional Reactions The Little Albert Study In 1920 John B. Watson and Rosalie Rayner tested the following in their experimental study: developing and conditioning an infant to fear an animal through loud and fearing sound; the possibility to develop fear to other animals or objects through the conditioned fear; and the time duration of the conditioned fear (Brain 135). Waston and Reyner selected a healthy and unemotional, around nine-month old child named Albert B.as subject of their study (Brain 135). At the start, Albert has no fear in dealing with animals and other objects. When a metal bar is struck by a claw hammer behind him, Albert develops fear. After two-month observation with Albert, Watson and Reyner conditioned him to develop fear with a white rat by a loud clanging sound, produce by the metal bar and claw hammer, as he touches the rat (Brain 135). After seven trials of rat and noise pairing, fear was developed with Albert as the rat was presen ted alone (Brain 135).Then, after five days, the rat, a rabbit, a sealskin coat, the heads of Watson and his assistants, a shorthaired dog, a Santa Claus mask, a package of white cotton, and wooden blocks were presented to Albert. He showed strong fear with the rat, sealskin coat, dog and rabbit, and a mild fear response with cotton (Brain 136). On the other hand, Albert did not develop fear with the mask, Watson’s hair, and wooden blocks (Brain 135). Five more days later, the rat, dog, and rabbit each paired with a loud noise were again presented to Albert but he has only showed slight reaction for each stimulus (Brain 136).Finally, after thirty-one days, the rat, dog, rabbit, sealskin coat, and Santa Claus mask were again presented to Albert. Watson and Reyner found out that although Albert still showed fear on these things, he manifested tendency to touch each object (Brain 136). Evaluation and Criticisms The â€Å"Little Albert Study† provided an empirical basis fo r Watson’s theory on the development of emotion and behavior (Brain 137). Watson proved through this experiment that emotional responses can be conditioned and learned.He concluded that phobias are conditioned responses that probably an original fear with a particular stimulus which has been transferred to another object in the duration of time (Brain 137). Similarly with Sigmund Freud, Watson believed that adult personality is significantly influenced by childhood early experiences (Brain 137). However, his work was criticized on the ground that emotional responses are qualitative attributes that can be hardly measured (Brain 137). In addition, since they only have a single subject in their experiment, principles that are valid for general cases may not plausibly be drawn from the results of their study.Since, there was no follow-up studies after Albert has leaved the hospital, the effects on conditioning made were not determined, thus, Watson’s notion on early childh ood experiences and behavioral development lacked definite proof (Brain 137). Moreover, ethical issues have been imputed with Watson’s works for he manipulated Albert by purposively creating fearing situations (Brain 137). He failed therefore to consider the spontaneous development of behavior through natural settings. Analysis and ConclusionBehaviorists were criticized for their notion that every organism follows similar norms as dictated by their conditioning principles (Mayers). At present, it is an accepted psychological truth that conditioning principles are governed by cognition and hindered by biological factors (Mayer). In Pavlov’s classical conditioning, the subject animal learned to anticipate for an â€Å"unconditioned stimulus† however, animals have biological attributes in learning associations like recognition of poisonous food through smell association (Mayers).Thus, behavior is not only elicited through external stimulus such as bell (Mayers). Be haviorists found that animal behavior can be shaped through reinforcement or the association of a response behavior with eliciting positive or negative stimulus (Howard and Hollander 44). They suggested that this principle as applied on humans could possibly provide clear behavioral explanations (Howard and Hollander 44). As applied on humans, behavioral theorists proposed that consequences of actions could provide understanding of the behavior of an individual (Howard and Hollander 44).This could be done by relating an action with the consequences of a similar action done in the past. Further, behaviorists believed that if in the past experiences, actions of an individual created rewards and punishments (Howard and Hollander 44). Actions that were rewarded are tended to be repeated in the present time while actions associated with punishments are avoided (Howard and Hollander 44). However, behavioral theorists have only considered behavior and neglected thoughts and emotions.Accord ing to them, thoughts, emotions or feelings are not behavioral determinants but are just by-products of the environmental effects on one’s behavior (Howard and Hollander 44). Cognitive and constructive psychologists criticized Skinner for he has given value on the external control of behavior and underestimated the cognitive and biological precepts (Mayers). For instance, contemporary studies on learning and motivation revealed the crucial role of cognition and physiological brain processes.Nevertheless, operant principles were deemed to control people, thus, led to ethical issues (Mayers). Nowadays, Skinner’s psychological notions are applied for success reinforcement in different fields (Mayers). Through operant conditioning, a desired behavior is produced by giving positive reinforcements while a behavior is terminated by applying punishing stimulus. Based on the above discussions, the process of socialization has a crucial role on gender acquisition and development . Through socialization process, an individual learns the societal norms and mores.The agents of socialization such as family, educational institution, peers, and media reflect and even dictate conditioned gender stereotypes that an individual must conform with; otherwise leads to societal ridicule. In line with this, gender stereotypes shaped masculinity as an individual’s ability to control themselves on emotional situations whenever necessary especially within the workplace and even in their sexual relationships (Lothstein 212-214). Thus, has influenced male behaviors as being competitive, assertive, independent, assertive, confident, tough, often angered and violent.With these characteristics on hand, males must keep in mind to evade having feminine characteristics such as being expressive on their thoughts, emotional, vulnerable and intimate in avoidance of societal ridicule (Lothstein 212-214). In the society, being feminine is traditionally described as â€Å"nurturin g, supportive, and assigning high priority to one's relationships† (Lothstein 212-214). Also, females are expected to avoid manly behaviors like being competitive, assertive and often angry and violent (Lothstein 212-214).Therefore, behaviorism views may not suffice to provide a plausible explanation for the development and acquisition of gender. Unlike the subjects of the behavioral psychologists in their laboratory experiments, humans are exposed to the different socio-cultural factors that spontaneously affect behavioral attributes. Hence, behavioral theories should be incorporated with other contemporary theories on gender such as psychoanalytic, psychosocial, social-cognitive, biological, and schema theory for a better perspective on gender acquisition and development. Works CitedBrain, Christine. â€Å"Advanced Subsidiary Psychology: Approaches and Methods. † UK: Nelson Thornes, 2000. Elliot, Stephen N. , Kratochwill, Thomas R. , Cook, Joan Littlefield, and Traver s, John F. â€Å"Educational Psychology: Effective Teaching, Effective Learning, 3rd Ed. † Boston, MA: McGraw Hill, 2000. Howard, Judith A. and Hollander, Jocelyn. â€Å"Gendered Situations, Gendered Selves: A Gender Lens on Social Psychology. † Lanham, Maryland: Rowman Altamira, 1997. Lothstein, Leslie Martin. â€Å"Female-to-Male Transsexualism. † Boston: Routledge and Kegan Paul plc, 1983Mayers, David G. â€Å"Psychology, 8th Ed. † 2006. Worth Publishers. 9 January 2009 . Naik, Payal. â€Å"Behaviorism as a Theory of Personality: A Critical Look. † August 1998. Personality Papers. 9 January 2009 < http://www. personalityresearch. org/papers/naik. html>.

Ed Rendell’s Philadelphia

It is very rare for a public official to be regarded as a hero let alone a saint.   With the height of the recession and the scrupulous events that paved its way to politicians fighting over the hunger of power, fame and wealth; Ed Rendell of Philadelphia proved that he is a force to be reckoned with.   Sure, there have been several autobiographies written over the advantage of the famous.But in this case, Buzz Bissinger, showcased not the glitz and the glamour of the politician but rather focusing on the urban world and how their leader, in the name of Mayor Rendell fought to save the sinking social and economic state of his jurisdiction (Bissinger, 1998).Philadelphia, as divided and as financially crippled in the face of the Western geographical affirm, reached a point where their means of living and the rising number of violence is headlined on the national paper.   Urban policies have long been issues in the government, to what extent shall the feds need to lend their hand on a certain area? Pulitzer Prize winner Bissinger researched and found interesting contexts on the trials and tribulations that the city underwent.Far more different than what those that hid in the buildings of the streets of New York or the tanning skins of those sitting pretty and well-financed in the beaches California.   Mayor Rendell was a leader in his own right and a philanthropist by heart.   He quotes David Cohen in the first chapter (Bissinger, 1998), â€Å"[h]ave I done the right thing here?†Ã¢â‚¬â€precisely the question most of those who served before Rendell served his tenure in office.First Term: The Meaningful ReformsMayor Rendell’s first term in office (1992-1996) can be coined in one term: challenge.   Given the fact that he was to inherit an already failed economy, it was quite expected that he would either save the city or worsen the situation.As any other cynical human being would produce, they already anticipated for the latter. Philadelphi a had an annual budget of $200,000 which in the light is expected to help its constituents that equals to 1.6 million. In a place clothed with bankruptcy and corruption, it was a near-death situation. It was like the urban poor society of the West and the chances of rising from the behemoth of doom were 10:90.So Ed Rendell looked for means to endow grant monies, reductions in federal layoffs and all other cost-cutting measures possible for his jurisdiction to survive.He lamented over the loss of jobs and the drastic increase of violence in every major event that transcribed.   He was to seek every help lent by those who are willing to shoulder their burden.   But he also had a humanistic side of him; he despised those who wrote provoking articles about his administration. He knew too well he only wanted what was best for his fellowmen—so he fought for his dignity alongside.The Characters’ AccountsA recovery plan was at hand.   Fifi Mazzcuza, famous for parenting the parentless, emphasized the dreadful reality of the place—drug dealings, theft, and all the other gang-related dilemmas that wrapped the city in its darkest. Linda Morrison for one has seen the painful reality of living in the suburbs—she witnessed in her naked eyes the bloodshed of those who are spiritually lost and in need of guidance. She has been assaulted by those whom she considered countrymen.And lastly, Jim Mangan, a typical Philly who suffered the torture of financial constraint. He wasn’t alone, there were many who had the same story as he does.   Finding a job in his time was like looking for a peck in a pile of sand, whilst the need to survive in the heavy rain that poured while they were painstakingly seeking. It was hard for them. And just when everything seemed to be hopeless, there was a spark of light. And their story continues.ReferenceBissinger, B. (1998). A Prayer for the City. New York, NY: Vintage.  

No child left behind Essay

No Child Is Left Behind (NCLB) is a federal state act of 2001 which was proposed by the then president, George W. Bush immediately after being inaugurated in to the White House. This legal framework was aimed at ensuring that the primary and secondary education system was improved by advocating for increased accountability and transparency in its management. It further focused on the education system increased the flexibility on how parents can choose the learning institution their siblings will attend. This paper provides a broad overview of the act and it includes its history, scope, player involved challenges, among other issues. Brief discussion of the relevant history The law was authored by John Boehner and Judd Gregg, a representative and a senator respectively from the Republican Party and George miller and Edward Kennedy, a senator respectively from the Democratic Party. It was then signed by G. W. Bush. Beside aiming at improving the performance primary and secondary education and increasing accountability, improved the focus on reading and re-authored the 1965 Elementary and Secondary Act. The act was brought forward in the 107th congress whereby it was passed in the House of Representatives and US senate on 2001, May 23rd and 2004, June 14th respectively. It was later signed in to law on 2002, January 8th. Scope The act was brought to the lime light after realization the quality of the education being offered was directly affecting the students, parents and all the citizens at large. At the international level, since the world was becoming a global village as a result of globalization, the quality of education needed to improved since many of the Americans’ children had little hope in the future due to high levels of illiteracy and low self esteem (self doubt). The act was of paramount essence since the US, the world largest economy needed to produce intellectuals that would transform America and the globe at large. Context (historical, political, economic, social) At the time George W. Bush introduced this blueprint, he noted that though the American was entering the 21st century with a lot of promise and hope, many of the children who were in need of education support and aid were being ignored and thereby left around. 70% of the fourth graders residing in the inner city could not read or even pass the national reading trial which involved the elementary level of education. The senior high school student in other parts of the world, South Africa and Cyprus to be specific perform very poorly on the international mathematics test. Almost a 1/3 of the college freshmen of American origin take compulsory remedial courses prior to initiating the regular college level courses It is the responsibility of the parents, state and all the citizens to ensure that quality education is guaranteed for all the American children in order to have a bright future. This has not been the case and the United Sates Federal Government is to be blamed for condoning the poor results and failing to address the failure in the education system. The federal government has controlled the Americans, schools since through education policies since 1965 when the first major initiative on the elementary –secondary was undertaken. Since then the federal government has established so many programs/ projects geared towards facilitation of quality education. A major drawback for these programs is that the results have not been analyzed to evaluate whether the programs achieve their objectives or not. Another factor for the failure of the programs is that they are formulated by the congress and the locals are not consulted, as a result, local population education needs are not addressed. There have been programs that are formulated for every single education program and this had led to a pile of programs across the federal states. These programs costed the federal government hundred billions each year but quality of education on the other hand has been falling since the objectives are not being realized. This has resulted to a wide and an increasing gap between the rich and the poor in America. Faced with this dilemma, some citizens have proposed that the federal government should not be involved the education sector. Another proportion of the population suggests that the new programs should be added to the old education system. , the federal government was therefore required to come up with effective programs and projects which would restore confidence in to the American education system. After a braining search of the best option, the federal government came up with the No Child is Left Behind policy which would transform the American education system. During the signing of the bill, the then US president, George W. Bush said; We’ve got large challenges here in America. There’s no greater challenge than to make sure that every child — and all of us on this stage mean every child, not just a few children, every single child, regardless of where they live, how they’re raised, the income level of their family, every child receive a first-class education in America. Individuals/agencies involved including a discussion of the major decision makers The No Child is Left Behind policy would involve a number of parties in order to transform the American education system, these entities include; o The teachers o The parents o The local citizens o The federal government The teachers will be involved in ensuring the No Child is Left Behind policy work. They will be trained to improve their quality. The schools that will perform well will be rewarded while those not achieving the expected results will be sanctioned. The federal government is expected to fund the training of school teachers and improve the schools in general. The parents are required to monitor the performance of their children and at the same time access more information concerning the performance of his/her child from the school administration. Additional funds will be provided to the state and district schools by so that they can become more flexible. The local society is required to ensure that it provide a conducive learning environment so that the students can utilize their potential to the best of their capability (Hammond 2007). Major stakeholders involved (who the policy/issue affects, who has an interest in the policy) Among the major stakeholders who will be involved and will be affected by the NCLB will include the students, the teachers, parent, the local authorities and the federal government. The teachers will be required to play a crucial role in ensuring that the gap between the poor and rich is closed by ensuring that they maintain high standards and accountability, offering annual academic assessment to children which will then be evaluated by the parents. The teachers are further required to give reading a priority. The parents are expected to work closely with the teachers so that they can assist in progress of the children education. The parents’ flexibility and option for schools will also increase. The local authorities are expected to guarantee the teacher protection, promote school safety, rescue the schools from the schools that are not safe and advocate for character education. o The federal government is expected to provide funds and reward to the well performing schools and states in terms of accountability and transparency. The government will also give the teachers some initiatives like tax deduction in order to promote their performance. The role public administrators play in the policy/issue The public administers are expected to ensure that the funds provided by the federal government are utilized in the most efficient was possible while at the same time making certain that they reach the targeted entities. The public administrators are further expected to evaluate the performance of the school. They should also give feedback to the federal government on matter concerning the effectiveness of the No Child is Left Behind policy in meeting the academic needs of the American people (Samier, et, al, 2008). Policy alternatives and solutions Currently this is the best education program that has been formulated in the US. Proper implementation of the program will ensure that it becomes perfect since it will be evaluated from time to time. Corrective measure will be put in place to ensure that the expected results are achieved. Challenges facing policy implementation and solution The policy is faced with a number of challenges prior to its implementation. One of major critic is on the use of standards to gauge the performance of the states and schools. The schools or each state can lower their standards so that they cam purport to have improved in their performance. This is because each state has the capacity to set its own standards. This means that the incentives and penalties (sanctions) provided by the government would end up on the hand of wrong persons. This problem therefore calls for standardization of the examination if at all there is an expectation of correct unbiased results (Uzzell (2005). The use of standardized within states reduced the quality of education since the teachers â€Å"teach the test† to ensure that the students performs well in the schools. They, teachers, only teach the areas that are expected to be tested in the final standard exams. The standardized tests are also against Individuals With Disabilities Education Act. The tests have also been condemned of promoting cultural bias since different culture value certain skills than others. To avoid this kind of bias, the policy of standardized test should be re-evaluated in depth and a sustainable standard established (Abernathy 2007). The issue of offering incentives to the schools performing poorly enables the schools to continue performing poorly. The schools that are rewarded after performing well in the standards test is likely to push out the poorly performing students so that hey can maintain the standards. In order to ensure that the poorly performing schools improve they should be offered with technical expertise and not financial resources. The top performing schools on the other hand should be closely monitored to ensure that the poor students are not expelled on academic grounds. The No Child is Left Behind policy focuses manly on the core subjects, that is English and Mathematics, this has made the student to improve in these two subjects while the other broader education is lost. This therefore requires the NCLB policy to be considerate of other skills and subjects to ensure that education meets its purpose (Menken 2008). Importance of the No Child is Left Behind policy Its enables the children to understand the policies that have been implemented in the efforts to improve the quality of education in order to face the global challenges in bold. Precisely, the understanding of this policy enables a person to understand the existing education policy’s roots, challenges and its core values. This policy is also an indication of the federal government interest in leading the global by providing its citizens with quality education which will ensure that the illiteracy level decreases significantly. The policy also explains in details the expected level of participation by all the parties involved in ensuring that it is a success. The policy also explains the importance of the accountability and transparency for any program or policy to succeed (Peterson, et, al, 2003). Overview of the important values Irrespective of the stake holders involved in implementing this policy, is of great significance to evaluate the important values of the No Child is Left Behind policy. This policy is expected to; o Result to grades for tests o General improvement of all the standards o Increased accountability of all resources in the schools o Creating opportunity for the minority groups o General improvement of the quality of education o Offering the parent the option to select school for children o Guarantying of the federal funding Conclusion Though the change is well formulated, it needs to be cleansed off some of the issues that are raising eyebrows. It needs to be refined to address all the children depending on their needs. The policy provides clearly detailed guidelines which will ensure that the quality of the education system in America greatly improves to solve the ever increasing global challenges. While comparing the old and the new education programs, this new NCLB is likely to have better results since it focus on all the children with emphasis on the children from the minority groups. The local population, citizens and the federal government should ensure that the proper implementation and evaluation is carried out to make certain that the best results are achieved. As time passes by, a research should be carried out to find out area or clauses that need to be changed for upgrading of the programs. References Abernathy Scott Franklin (2007) No Child Left Behind and the Public Schools, Michigan, University of Michigan Press, (pp 130-149). Hammond Linda D. (2007) Evaluating ‘No Child Left Behind’ retrieved on 18th, November, 2008, available at http://www. thenation.com/doc/20070521/darling-hammond Menken Kate (2008) English Learners Left Behind: Standardized Testing as Language Policy, NY, Multilingual Matters Press (pp 118-140) Samier Eugenie Angele, Stanley Adam (2008) Political Approaches to Educational Administration and Leadership, NY, Routledge, (pp 139-154) Peterson Paul E. , West Martin R. (2003) No Child Left Behind? The Politics and Practice of School Accountability, Brookings, Brookings Institution Press, (pp13-14) Smith Marilyn Cochran (2004) Walking the Road: Race, Diversity, and Social Justice in Teacher Teachers College Press (p 157) The white house, Foreword by President George W. Bush, retrieved on 18th, November, 2008, available at http://www. whitehouse. gov/news/reports/no-child-left-behind. html The White House, President Signs Landmark No Child Left Behind Education Bill, retrieved on 18th, November, 2008, available at http://www. whitehouse. gov/news/releases/2002/01/20020108-1. html Uzzell Lawrence A. (2005) No Child Left Behind: The Dangers of Centralized Education Policy, retrieved on 18th, November, 2008, available at http://www. cato. org/pub_display. php? pub_id=3769

Critically Evaluate the Reasons for the Rise in Position of Apple Essay

Critically Evaluate the Reasons for the Rise in Position of Apple Brandin the Best Global Brands in 2011 - Essay Example Though others consider it to be time consuming and sometimes frustrating, strategic planning has been found to lead to quality decision making if applied effectively (Westphal & Frederickson, 2001, p.1113). This essay tries to find the possible determinants of the positional rise to 8th position of the apple brand in the global brands. Moreover, the rise in position has been linked closely to effective strategic planning hence, some of the tools used in strategic planning have been analyzed and justification for the choice of each tool given. Introduction According to Tapinos, Dyson & Meadows (2005, p.370) recently the topic of strategic planning has drawn a lot of discussions focusing on its effective implementation and the possible outcomes. The subject has attracted both empirical and theoretical exploration as entrepreneurs try to seek more information regarding it. Effective planning has been associated to improved performance, successful implementation and good decision making. Organizations are facing difficult times due to new technologies, market and economic changes globalization and deregulation. Consequently, all these activities call for the application of proper business techniques and the adoption of appropriate planning tools. Although some people may argue that strategic planning has its own ineffectiveness, the advantages that come along with it are overwhelming (Falshaw, Glaister & Tatoglu, 2006, p.9). Strategic planning allows an organization to understand itself by analyzing its vision and objectives in detail. If it is appropriately implemented, it will enable an organization to realize its full potential. Some of the tools employed in planning strategically are discussed below. Tools for Strategic Planning The SWOT analysis tool is the most commonly employed tool to help an organization determine its possible position within the industry of its operation. SWOT refers to the analysis of an organization’s strengths, its weaknesses, a vailable opportunities and finally threats that are facing it (Lyles, Baird, Orris & Kuratko, 2000, p.38). First is to determine the internal position of an organization by assessing its strengths and possible weaknesses. Strengths refer to the most effective skills that are employed by an organization in the attainment of its vision. Some of such skills include employees of high expertise and advanced technology. On the other hand weaknesses are those things that hinder a firm from attaining its full potential such as functional areas’ conflicts and production costs which are very high (Meers & Robertson, 2007, p.303). Brews & Purohit (2007, p.68) asserts that having analyzed its internal position, an organization needs to understand its external position by analyzing the available opportunities and its external threats. Opportunities refer to the currently available or possible future circumstances that are likely to provide a favorable environment for the firm’s gro wth. They include conditions such as completion decrease, market population increase and favorable legislation. On the other hand, threats refer to the currently available or future environmental conditions which are likely to provide unfavorable environment for a firm’s growth such as, unfavorable legislation and new product-development by competitors. An effective SWOT analysis provides an organization with a clear picture of its

Nuisance ( torts law) Essay Example | Topics and Well Written Essays - 1500 words

Nuisance ( torts law) - Essay Example hurt or annoyance of the lands, tenements, or hereditaments of another." The forms of private nuisances are almost countless, thus resulting in the impossibility of any kind of classification (Putney, 1908). A person who owns a proprietorship interest in the land in which nuisance is inflicted can sue and succeed to claims. For instance the person must be an owner or a party, or be in special custody or occupation of it like tenant or under a licence to reside. Exceptions to the above rule may also be present as in the case of Hunter v Canary Wharf.1 The case of Malone v Laskey2 is an exception of the rule that a licensee can sue. In the mentioned case when the wife of the licensee used the toilet a cistern fell on her head due to the trembling of machinery in the nearby property and she was hurt. But when she claimed it failed because her husband was only a licensee and so it could not be proved that she held a proprietary interest in the land herself. But had this case been occurred now she would have succeeded under negligence. But an exception to this is that the wife of a home owner can sue since she also has a beneficial interest in the matrimonial home Hunter v Canary Wharf. Actually according to law jus tertii meaning right of a third person, is not a good defence to sue in a private nuisance. But if a person is in exclusive possession of the land can sue even if title to it cannot be proved Foster v Warblington.3 Till very lately it was resolved, that the complainant must have an interest in the land so that he could sue in private nuisance. But then in the case of Khorasandijian v. Bush4 it was in particular affirmed that it was no longer suitable to restrict the right to sue by indication to proprietary interest in the land. In this case Lord Dillon said the following†¦Ã¢â‚¬ it is ridiculous if in this present age the law that is the making of deliberately harassing and pestering phone calls to a person is only actionable in the civil courts if a

Can Alligators Be Saved Research Paper Example | Topics and Well Written Essays - 1750 words

Can Alligators Be Saved - Research Paper Example On the contrary, the Chinese alligator is smaller in both length and weight, measuring almost two meters in length. (SREL - Alligator Brochure). Like all animals, in general and reptiles, in particular, alligators are confined to specific, respective habitats and are native only to the United States of America and the People’s Republic of China. The American alligators  are inhabitants of the southern part of the United States of America and all the states falling that very region. With respect to the Guinness Book of World Records, published in the year 2005, the state of Louisiana was declared as the state with the largest alligator population, in whole of America. The American alligator specie is confined to freshwaters and similar environments. They live in ponds, marshes, mangroves, lakes, swamps, rivers, streams as well as environments with a rich consistency of brine and saline. In order to survive in such environments, the alligators construct gator holes, which are made by the alligators with the use of their mouth and clearing out of vegetation by the tail, henceforth, making a trough or a depression, to survive and hibernate, when required. When a gator hole is constructed in the wetland environment, it leads to an increase in a variety of plants to grow as well as a shelter for most animals, in situation of a drought or a famine, therefore making the alligator, a significant member of the ecological cycle as well as the food pyramid. There are instances when the alligators enlarge their gator holes by digging a pendulous underneath in order to create a stealth den. This tunneling and stealth methods used may extend up to twenty feet. This is not the alligator's nest but merely a way for the reptile to survive the dry season and winters.â€Å"During the cold, dry months (October - March), Chinese alligators hunker down in caves or burrows and  brumate, rather than truly hibernate -- a way that  reptiles  respond to cold weather.† (Saint Louis Zoo). The other type of alligators existential in the world, are the Chinese alligators. This type of alligators are residents of the Yangtze River and the adjoining valley The Chinese alligator has been declared as an endangered species and appears on the Red List issued by the International Union for Conservation as well as the World Wildlife Fund. Zoological gardens are home to more Chinese alligators than the aforementioned Yangtze River valley itself. To name a prominent few, the Rockefeller Wildlife Refuge, the Miami Zoo are the notable alligator sanctuaries in the global picture today. The male animals are always lesser in number and confines itself to specific duties, be it a human or any other animal, such as a lion. Respecting the traditions of the global society and popular culture, male alligators, which are massive in size remain confined to specific areas, separate from the other creatures. The smaller creatures normally remain and stay in unity. The mal es and females that are larger in size often play the role of the provision of defense and security to the clan and are normally the dominant and the aggressive ones. Despite having a mammoth sized body, the alligators are owners of a very slow breakdown process. They can move very fast, however for very short distances only. An alligator would always hunt down an animal which maybe inferior in size and easy to catch, however like a python or any snake, in general, an alligator needs a single bite to finish off or eat a larger

Dissertation critique Essay Example | Topics and Well Written Essays - 750 words

Dissertation critique - Essay Example The research methodology is also not included in the introduction chapter to inform the reader about the approach adapted by the author to address the issue. The research study and findings have been included in the dissertation in the form of three main chapters. Each chapter revolves around one important factor of study; namely economical, political and cultural impacts. The hypotheses involving these three factors are stated in their respective chapters instead of discussing them in the ‘Introduction’ chapter. The first study involves the economic impacts of the integration of computer technology in out societies. The summary of the hypothesis that have been developed for the study on the basis of the economic factors are as follows; - Information and communication technologies (ICT) have a direct relationship with the foreign investments in the region; this hypothesis has been proved by the aid of some relevant literature and the reader gets convinced that there exists a direct casual relationship between the two factors. - The second hypothesis attempts to deduce a direct causal relationship between the different forms of government with the integration level of ICT. The author includes literature regarding the relationship between the form of government and the number of foreign investments in this hypothesis but does not address the relationship between the integration of ICT and the form of government in the society. This hypothesis is more related to politics than economics therefore it does not seem suitable for the analysis of economic impacts. The research methodology consisted of identification of the sample set of three high income countries. The research about the chosen sample countries’ GDP over the time period of 2001-2005 has been exhaustive. However, the research approach has not been specified i.e. the author does not mention if a deductive approach is