Some Esential Points in Reading The Critique of Pure Reason :: Modern Philosophy Research Papers

Some Esential Points in Reading The Critique of Pure Reason ABSTRACT: (1) Things are not to be found in the Critique (real things also called physical objects-an epochà © 'avant la lettre' as in Husserl). The things as appearances are only Vorstellungen (representatio, B376). Confusion arrives because Kant calls these objects with the same names employed in the language of common sense for designating the things. (2) Due to the absence of these things, nothing is said concerning the relation between things and empirical objects (things as appearances, Erscheinungen). (3) Things in themselves, considered in the abstraction of sensible receptivity, are for this very abstraction, unknowable. Consequently, they cannot be considered as the origin of appearances. (4) I propose an explanation of the relation mentioned in (2). (5) What is the use of the Critique of so strange a conception as the thing in itself instead of simply mentioning real things and their representations in the subject? (6) Mind is not an adequate translation of the German gem à ¼t. I think subject is better. At this paper I shall limit myself to expose only two items as possible themes of an adequate reading of the Critique. (1a) According to the imposed extension of the paper a detailed treatment is not to be found here. These two themes are: the first one, things and things in themselves. The other one, the translation of the German word Gemà ¼t as subject and not as mind or spirit. Previous Definitions Two languages will be used: one of them it's Kant's exposition of his sistem, the transcendental idealism (TI) and the other one, designated as the common sense language (CSL), the colloquial language concerning Husserl's natural actitude. (1) In this later one, the things are the so called real things or physical objects, things we can see, touch and handle and modify them according to determinate purposes In this paper I shall refer only to this kind of things, simply calling them things. It is no necessary, I think to mention each time that Aristoteles defines these things as being in the mode of fusis and techne. (2) Heidegger also defines them as the natural things (3) When we are looking at something — a state of things — in this same action a representation appears in conscience of that we are looking at. We erroneously believe that we truly see things directly, but instead what we really do is to become conscious of the representation of the thing.

Information Security Essay

Information Security is a fundamental function of any organization expecting to be competitive in the global market. As more and more developing countries make the leap into capitalism, competiveness will only become more essential. With Asian nations like China, Korea and India stepping up to make their presence noticed taking more of the market share than ever before other organizations must remain competitive which means keeping their piece of the pie safe and secure. Organizations’ proprietary information if left unsecure could mean loss of their competitive edge. In the IndustryWeek. com article by, â€Å"Manufacturers Must Think Virtually to Ensure Data is Protected† Chris Benco contends; â€Å"Data is what all manufacturers rely upon, and with the ever-increasing influx of it, companies need to ensure that it is protected in the event of a natural disaster, human error or other problems. With this heavy reliance on data to maintain day-to-day operations, manufacturers cannot afford to overlook data protection as it is the key in maintaining production, optimizing productivity and guaranteeing profit. Information security though takes on another aspect when you consider an often over looked key element of corporate information. We think of information security in terms of protecting what is on paper and in data bases, but knowledge is much harder to nail down. Knowledge, information that is stored in the minds of the organization’s personnel is just as important as any other data or product information and should be gathered and stored just the same. As we could see in the reading material for this case assignment there are many methods for obtaining, sharing, and storing knowledge information. Some such methods were discussed by Ann Field in her article â€Å"Locking Up What Your Employees Know†. The step according to Ms. Fields are to first Create a knowledge profile, then foster mentoring relationships, encourage communities of practice, ensure that passing knowledge on is rewarded, Protect people’s privacy, and decide whether you’re interested in recorded knowledge as well.

Psychology of Sexuality

Since the dawn of mankind, sexuality has played an enormous role in the complex social behaviors exhibited by our incredibly unique species. Sex contributes not only to reproduction, but also to relationships between people, cultural norms, and mental health. There are many important factors that contribute to sexuality; one of the most important factors is sex differentiation.We can take this even further and look at reproductive anatomy and the differences between the male and female reproductive systems. Thus, this paper discusses the history of sex, male and female reproductive anatomy and physiology, and finally human sex differentiation. The history of sex is interesting especially because of the controversy over the length of the time span from whence it was recorded. John Gagnon argues that it was really the turn of the 19th century when sex research emerged.While many (if not all) of Sigmund Freud’s theories have been disproved by this point in time, he did hit on man y major ideas about sexuality and was one of the first people to really think and talk publicly about it, as well as Havelock Ellis. Freudian theories were extremely influential in shaping future theories and research, even throughout the late 20th century. Another important player was Alfred Kinsey, who built upon previous researchers and made note of the social changes around the 1950s, in turn affecting policy, general attitudes towards sex, and future research.Winston Ehrmann agreed that the history of sexuality is quite a short field in his work â€Å"Some Knowns and Unknowns in Research into Human Sex Behavior,† arguing that and while there has been documentation about sexual behavior throughout history, a more scientific approach to sex only really begun since the late 19th Century. However, I would contest that it’s a distinction based more on a social construct of what constitutes a scientific study in Western society.For example, ancient Indian literature of the Kama Sutra can be said to have treated sex as a science, giving practical advice about sex as well as showing the various positions in detailed paintings. There is also detailed historical evidence of homosexual behavior among men in Ancient Greece. While Ehrmann may not have considered these sources scientific, I would argue that for their respective time periods, they were as scientific as could be expected. In fact, we can’t really judge whether something was â€Å"scientific† since what we consider scientific in a modern Western sense may be completely different from their nderstanding of scientific back in the days of Ancient India or Greece. For a perspective of the history of sexuality from around the globe, we go back further in time and look at eighteenth century England, as well as ancient African Bushmen. Hera Cook writes an article â€Å"Sexuality and Contraception in Modern England: Doing the History of Reproductive Sexuality† in which she argue s that historians have ignored reproduction as a factor relevant to and influencing sexual mores and change. Pregnancy, and the resulting child, is not only a physical demand and economic cost, but a health risk.Effective contraception was not available and alternative sexual practices were not acceptable substitutes for vaginal intercourse. While I agree with most of her arguments, I would contest her claim that many historians dismiss reproduction as a factor of changes in sexuality. In fact, the next article â€Å"The Century of Sex: Gender, Bodies, and Sexuality in the Long Eighteenth Century† by Karen Harvey discusses sexuality in England during the 1700s and does consider the effects of reproduction.Harvey argues that prior to the Eighteenth century, men and women were â€Å"placed on a vertical, hierarchical axis, in which their bodies were seen as two comparable variants of one kind† in a sort of â€Å"one-sex model† based on the four humors of different qualities – cold and moist, which dominated women, and hot and dry, which dominated men (Harvey, 2002, p. 901). Furthermore, they thought of sex organs as simply the reverse of one another; a vagina was like an inside-out penis, the labia corresponded to the foreskin, etc.However, towards the eighteenth century, there was a shift in the understanding of bodies towards a two-sex model. Anatomical differences were stressed and their bodies were regarded as qualitatively distinct. While previously the female orgasm was previously thought to have importance for conception, it was ultimately deemed unnecessary. Women were reimagined from â€Å"lascivious and lustful creatures† to having no sexual needs whatsoever (Harvey, 2002, p. 903). Homosexuality was highly frowned upon and considered perverse and sodomy.On the other hand, a certain ancient African Bushmen tribe had a much more egalitarian view on sexual behavior and gender differences. Marc Epprecht discusses the hist ory of the zvidoma, the orginal inhabitants of Zimbabwe in his book â€Å"Hungochani: The History of a Dissident Sexuality in Southern Africa. † Epprecht notes that these ancient Bushmen were hunters and gatherers using Stone Age weapons and tools comprising a classless communitarian society with no concept of individual ownership or property. Decisions were made by group consensus, and this included females; uncommon for that time.While there was a clear gender division of labour, the zvidoma were closer to egalitarian than any other culture in ancient African history. Not only did they traditionally marry monogamously, but women could divorce relatively easily and retain rights to sexual autonomy. Depictions of women’s genitals in cave paintings suggest â€Å"a source of vital, mystical energy at least on par with men’s† (Epprecht, 2004, p. 25). Because of their limited geographical area as well as their method of hunting and gathering, they had to be c areful to avoid overpopulation.During times of hunger, they practiced sexual restraint and possibly infanticide. Furthermore, there is a rock painting at least 2000 years old depicting three males engaged in anal intercourse as well as two male couples, one embracing face to face and the other also engaging in anal sex with an overly large emphasized erect penis. There are not many paintings depicting sexual practice, but the relative scarcity of ones depicting homosexual practices as well as paintings with heterosexual sex suggest they were equally commonplace.While the history of sexuality gives us a good basis on which to study the psychology of sexuality, some would argue this basis is biased toward differentiation. Merry Wiesner-Hanks argues that women’s and gender history over the last few decades has spent too much time on divergence, making more and more complex categories of difference over sexual orientation, marital status, able-bodiedness, gender relations, etc. H owever, I argue that it is necessary to study these differences in order to properly ascertain similarities and relations between the sexes.First and foremost we will discuss the biological and anatomical differences between the genders, then later human sex differentiation in a broader, more psychological and social construct. Historically, fixing sexual types became popular in the eighteenth century, according to Londa Schiebinger in â€Å"The anatomy of difference: race and sex in eighteenth-century science. † It was a great age of classification. Just as natural historians flooded Europe with new strange flora and fauna from the New World, new cultures were being discovered in America.Thus they sought new and simple principles that would hold universally, and tried to define the genders. This set the stage for genders to be divided in an evolutionary context. Judith Lipton and David Barash posit in â€Å"Gender Gap: The Biology of Male-Female Differences,† that bio logical differences between men and women have a strong and direct correlation with evolution. They argue that we can look to other species to learn more about ourselves. Just as scientists look at E. Coli to study the replication of DNA, we can look at other living creatures and see our sex differences mirrored there within.However, Katarina Hamberg challenges that argument. She thinks that using sex differences seen in biological experiments on animals to explain gender differences in humans is ridiculous. I agree with her that this is completely unscientific. Gender differences as well as gender itself varies greatly between species. In fact, in many species the female is bigger than the male. Furthermore, she is often stronger and will sometimes consume the male after sex in order to give strength to her developing babies, as with many arachnids and some insects.Therefore we can hardly compare studies on animals to human sex differences, though we can certainly look at the diffe rences and ponder the implications. Hamberg also argues that throughout history, biological arguments have been used in order to legitimize a social gender order characterized by male supremacy. This is more problematic, for while men are physically stronger and bigger than women, they are certainly not more intelligent nor are they naturally more disposed to leadership. In fact, some studies have shown that women possess more of the skills necessary to lead well and do better academically.The male and female orgasms are an important biological distinction in a reproductive, evolutionary, and social context. In â€Å"Why Women Have Orgasms: An Evolutionary Analysis† by David Puts, Khytam Dawood and Lisa Welling, the evolutionary adaptation of the female orgasm and its purpose is discussed. There are two possible likely hypotheses; firstly the mate-choice hypothesis which holds that female orgasm has â€Å"evolved to function in mate selection† and secondly the byproduc t hypothesis which asserts that the female orgasm in fact has no evolutionary purpose and rather exists because women and men share early ontogeny with men.They found the first hypothesis to be more likely, which seems the case to me as well. Another article â€Å"Women Who Prefer Longer Penises Are More Likely to Have Vaginal Orgasms (but Not Clitoral Orgasms)† discussed vaginal versus clitoral orgasms and the evolutionary implications. Their method was to have over three hundred women report in an online survey; however, people may not always be truthful in surveys, especially those discussing sensitive matters like sex, therein lies a possible problem with their study.They were able to find a positive association between likelihood of orgasm with a longer penis and vaginal orgasm frequency. Finally â€Å"Human Sperm Competition† discussed the concept of sperm competition, the competitive process between spermatozoa of two or more different males to fertilize an egg of a lone female. They were looking into the claim that sperm competition has an effect on mate selection in humans. This study also involved the use of a survey with approximately 400 men and women. The results of the survey showed that sperm competition was most likely not a huge factor in mate selection.On the other hand, perhaps this is something that evolved recently since nowadays there are many options for couples who have trouble conceiving such as adoption, artificial insemination, use of surrogates, etc. thus the ability to conceive a child naturally is not as important in mate selection now as it may have been earlier in human evolution. Contributing to sex differences such as these is different concentrations of steroids and hormones delivered to the fetus, which can have lasting effects throughout a person’s life.After looking at sex differentiation in a biological context, we must consider how and why females and males differ in behavior, psychology, genetics, a nd pathology? Certainly, it has long been posited that there is a divide in spatial abilities. Patricia Gilmartin and Jeffrey Patton assess this in â€Å"Comparing the Sexes on Spatial Abilities: Map-Use Skills. † They suggest that males are more proficient than females in many types of spatial tasks. Furthermore, they found these differences were greater in childhood, especially in relation to maps, geography, and navigation based tasks.Among college students, these differences in map-use and navigation were negligible. I would have liked to see them look into the concept of men preferring not to ask for directions or use a GPS to navigate – a long standing gender joke, but possibly true. Certainly this has proved true in my experience driving with my male family members and friends. However, I would posit that it varies culturally, for example in respect to Japanese people who don’t have this social construct of men not asking for directions. Another dimension on which genders vary is leadership.Cheryl de la Rey argues in â€Å"Gender, Women and Leadership† that the question is not only whether genders vary in leadership ability and skills, but whether they vary in leadership styles as well. These differences in leadership style, she posits, are not reducible to biological differences, nor can they be adequately explained by socialization and sex roles. Rather, it’s about how gendered behaviors become more dominant within organizational contexts that are masculinized. This leads to the hindrance of women’s access to leadership positions via discrimination and stereotyping.Part of the problem is that people need mentors to move up in the business world, but since most of the people in high ranking positions are men, and close relationships between men and women in the workplace may be frowned up, it can be hard for a woman to find a mentor. Sebastian Schuh notes that women are still underrepresented in leadership role s, but he has different ideas about why. He thinks it’s because women consistently report lower power motivation than men. While this may be a piece of the puzzle, I don’t think he addresses the full picture very well.In addition to differences in leadership, men and women vary on the axis of sexuality and attitudes towards sex. Jennifer Petersen and Janet Hyde’s meta-analysis on research of gender differences revealed that although men indicated somewhat more sexual experience and permissive attitudes, there were exceedingly minimal gender differences in sexual attitudes and behaviors. Furthermore, these differences decreased with age. However, I think he glosses over many of differences. There are subtleties to it that must be considered.In â€Å"The Orthodox View of Brain Sexual Differentiation† Marc Breedlove, Bradley Cooke, and Cynthia Jordan discuss how the standard view of sexual differentiation of the brain, which is chiefly resulting from work wi th mammals, oversimplifies a vastly complex process of mechanisms derived through natural selection. The spinal nucleus of the bulbocavernosus (SNB) plays an important role in all this with a complex system. It was interesting to see how social factors could take an effect and how plastic and ever-evolving this system could be.One thing is clear from this reading; this SNB system is more multifaceted than previously thought and may be changing well into adulthood. As far as gender differences in aggression, I was not surprised to learn that men are more likely to be engaged in violence than women. Both from personal experience and cultural norms, that seems to fit the model. However, it was interesting to learn that the primary reason for male aggression is mate competition. From a personal standpoint, I don’t find a violent man liable to get into fights more attractive.I’ve certainly seen the type more than once at a bar, or on the streets, and my first instinct is to remove myself from his company and immediate area. On the contrary, that would be a shortcoming. However, from an evolutionary perspective it makes more sense as to protection and fighting for territory. Though there has been much study on the history of sex, biological and anatomical sex differences and social, sexual, and psychological implications of gender differences, psychology of sexuality is a field that is ever-growing and expanding as studies become more daring and social constructs allow for more experimentation and study.Hopefully in the next century, we will see new research leading to greater understanding of gender and sex. References Ainsworth, S. E. , & Maner, J. K. (2012). Sex begets violence: Mating motives, social dominance, and physical aggression in men. Journal of Personality and Social Psychology, 103(5), 819-829. Barash, D. P. , & Lipton, J. E. (2002). Gender gap: the biology of male-female differences. New Brunswick, NJ: Transaction Publishers. Breedlove, M. , Cooke, B. M. , & Jordan, C. L. (1999). The orthodox view of brain sexual differentiation. Brain, Behavior, and Evolution, 54, 8-14. Cook, H. 2007). Sexuality and Contraception in Modern England: Doing the History of Reproductive Sexuality. Journal of Social History, 40(4), 915-932. Costa, R. M. , Miller, G. F. , & Brody, S. (2012). Women who prefer longer penises are more likely to have vaginal orgasms (but not clitoral orgasms): Implications for an evolutionary theory of vaginal orgasm. International Society for Sexual Medicine, 9, 3079-3088. La Rey, C. D. (2005). Gender, women, and leadership. Agenda, 65, 4-11. Ehrmann, W. (1957). Some knowns and unknowns in research into human sex behavior. Marriage and Family Living, 1, 16-24.Epprecht, M. (2004). 1. Hungochani: The History of a Dissident Sexuality in Southern Africa (pp. 25-49). Montreal: McGill-Queen's University Press. Gagnon, J. H. (1975). Sex research and social change. Archives of Sexual Behavior, 4(2), 111-141. Gilmar tin, P. P. , ; Patton, J. C. (1984). Comparing the sexes on spatial abilities: map-use skills. Annals of the Association of American Geographers, 74(4), 605-619. Hamberg, K. (2005). Biology, Gender and Behaviour. A Critical Discussion of the Biological Models used for Explaining Cognitive and Behavioural Gender Differences .Psychology of Gender Identity (pp. 127-144). Social Science: Nova Publishers. Harvey, K. (2002). The century of sex? Gender, bodies, and sexuality in the long eighteenth century. The Historical Journal, 45(4), 899-916. Petersen, J. L. , ; Hyde, J. S. (2010). A meta-analytic review of research on gender differences in sexuality. Psychological Bulletin, 136(1), 21-38. Puts, D. A. , Dawood, K. , ; Welling, L. L. (2012). Why women have orgasms: an evolutionary analysis. Arch Sex Behavior, 41, 1127-1143. Schiebinger, L. (1990).The anatomy of difference: race and sex in eighteenth-century science. Eighteenth-Century Studies, 23(4), 387-405. Schuh, S. (2013). Gender dif ferences in leadership role occupancy : The mediating role of power motivation. Journal of Business Ethics, 112(517), 34-78. Simmons, L. W. , Firman, R. C. , Rhones, G. , ; Peters, M. (2004). Human sperm competition: testis size, sperm production and rates of extrapair copulations. Animal Behavior, 68, 297-302. Wiesner-Hanks, M. (2007). World history and the history of women, gender, and sexuality. Journal of World History, 18(1), 53-67.

The Clinical Leadership Theory Essays

The Clinical Leadership Theory Essays The Clinical Leadership Theory Essay The Clinical Leadership Theory Essay Our organization has used Ashridge Model to express their vision and strategies for their key objectives for transforming our practices as an Agenda for change strategies. (See Fig 1 for Ashridge Model) However, Whiteley et al 1996) warns that the danger with transforming leader is that many are left behind in the dark if the vision is not communicated well. Trait theory: Attempts made to identify common characteristics of effective leaders but most studies singled out intelligence, which means solving complex problems and discovering patterns. Initiation. It includes the use of initiatives related to stamina and energy. Self assurance- Perception of a place in society and self-confidence. John Hunt of the London Business School claims that leaders trait tend to be found in the first born of families, are high achievers, have high energy levels, think and plan over long time spans, are goal directed, they are politically active, loners and psychologically able to differentiate things of important from those that are not. This theory fell out into disrepute after concluding that effective leaders are either above average height or below. (Open University Centre Business School 1998)` Style theory came at the time of reaction to scientific management. It advocates participation culture, linked to the notions of satisfaction. It represented a more democratic humanistic approach of the use of manpower in organisations. Hardy (1999, p117) proposed the best fit approach with effective performance that dependent on the environment. It includes power or positions of the leader shown in the box below. The Clinical Leadership Theory by Jumaa and Allyene (1998) proposes a Leadership Model (CLINLAP), which is a clinical leadership learning and action process. The Leadlap/clinlap model is identified as strategic management and leadership process that positions processes learning as a force that drives the health and social care organizations on a day to day basis in the management of goals, roles process and relationships (Jumaa 2001). Strategic learning requires among other things two major points in the box below. I have chosen to use this Model because it recognises stakeholders needs and gives tools to do the job. It had provided a pragmatic approach for the development of Management and Leadership activities in Group clinical supervisions with District Nurses therefore it has been tested for its effectiveness. It provides power to the leader and her followers. The assumptions are that it believes in strategic workplace learning for continuous quality improvement, which is now, needed so much in the New NHS. Whilst the Leadlap/Clinlap model may gives satisfaction to many stakeholders, Alimo-Metcalfe and Alban-Metcalfe (2003) remind us of the cost of poor leadership. In the NHS it is estimated that 27% of staff have psychiatric problem developed at workplaces suggesting poor leadership. The study by CBI of the cost of absenteeism to UK organisation estimates it at around 3 billion pounds per year, and it is suspected that 60% of absenteeism was due to stress at work. 60-75% of employees in any organizations reported that the worst and most stressful aspect of their job is dealing with their bosses. This shows that Leadership is clearly a moral imperative, but it is also an organisational imperative. The Leadlap/Clinlap Model that I am using in this essay has five phases as shown in (Table: 1)

25 Things Every Teacher Wants From Their Stakeholders

25 Things Every Teacher Wants From Their Stakeholders Teachers often make do with what they have and are happy with any credit they receive. They are not teachers because of the money or the glory. They simply want to be known as difference makers. Their jobs are not easy, but there are many things that others can do to make their jobs easier. Teachers want several things from their students, parents, administration, other teachers, and the local community. Many of these things are easy to comply with, yet stakeholders often fail to fulfill these simple requests that could make each teacher tremendously better than they are. So what do teachers want? They want something different from each of the stakeholder groups that they deal with on a daily basis.  These are basic and simple requests that when unfilled frustrates teachers, limits effectiveness, and keeps them from maximizing student potential. Here, we examine twenty-five things that teachers want that would boost student learning and improve teacher effectiveness significantly across all classrooms. What Do Teachers Want..........From Students? Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process.Teachers want students to be respectful. They want students to respect their authority. They want students to respect each other. They want students to respect themselves. A respectful and trusting environment allows teachers to maximize learning opportunities each day.Teachers want students to understand that the concepts they are teaching them are meaningful. They want their students to make real-life connections. They want their students to see the big picture and to understand that they truly are there because they want to make a difference.Teachers want students to be critical thinkers. They want students who desire to understand the process of finding the answer as much as the answer itself. They want students who are not lazy and are as invested in learnin g as the teacher is in teaching. Teachers want students to recognize individual strengths and weaknesses. They want students to apply their strengths so that others in the class can learn from them. They want students to be aware of their weaknesses and to make a continuous effort to improve upon those weaknesses. What Do Teachers Want..........From Parents? Teachers want parents to understand that they genuinely have their child’s best interest in mind. They want parents to understand that they are not out to get their child. They want parents to see them as the educational expert that can provide their child with a quality education.Teachers want parents to communicate their concerns appropriately. Teachers do not want parents to avoid or skirt around an issue. They want an open, trusting relationship with parents so they can figure out the best approach for teaching the student together.Teachers want parents to support them. They want parents to take them at their word and not to question their motives. They want parents to support and reinforce classroom management strategies which they have in place. They want parents who will volunteer to help out in any area help may be needed.Teachers want parents to be involved with their child’s education. They want parents to take an active role in the education of their child. T hey want parents who will ensure that all homework gets done and that the child is getting plenty of rest so that they will be alert in class each day. Teachers want parents to value education. They want parents to stress the importance of education from an early age. They want parents to read with their children each night, to help with homework, and to challenge them academically. What Do Teachers Want..........From the Administration? Teachers want administrators to have their back in difficult situations. This includes student discipline, disagreements with parents, or confrontation with another faculty member. Teachers want to feel like their administrator(s) will listen to their side and back them if the evidence supports them.Teachers want administrators to provide them with adequate resources. Teachers understand that money can be tight for schools, but there are certain resources that they must have. If a teacher finds a resource that they believe will benefit all students, then they expect the administration to find a way to fund it.Teachers want administrators to provide encouragement and advice. Most teachers appreciate honest, accurate evaluations. They want to be encouraged when things get difficult and often need advice in those situations.Teachers want administrators to understand what they are doing in their classrooms entirely. This is true, especially for great teachers. They want their administrat or(s) to know what they are doing in their classroom because they are proud of it. Teachers want administrators to communicate clear expectations. They want to understand school policy and procedures that affect themselves. Teachers want administrators to clarify and explain the district’s expectations with issues such as classroom management, student learning, and communication. What Do Teachers Want..........From Other Teachers? Teachers want other teachers to be professional. They do not expect other teachers to talk about them with their students, a parent, or another faculty member. They expect other teachers to value their opinion. They expect other teachers to adhere to the policies of the district.Teachers want other teachers to collaborate. They value other teachers’ opinions. They want them to share best practices and offer advice. They want a strong working relationship with other teachers in which they feel comfortable to share frustrations and success stories.Teachers want other teachers to be supportive. They want to know that other teachers believe that they are doing a terrific job. They want to know that their peers believe they are an effective teacher who does a solid job in preparing their students.Teachers want other teachers to be unified. They want other teachers to have the same general philosophy of educating students. They want to build relationships with other teachers that go beyond the walls of the school. Teachers want other teachers to respect differences. They want other teachers to understand that there is no one way to teach. They want them to understand that education would be boring if every teacher was the same. They want other teachers to steal brilliant ideas being used in their classroom and to apply it to their own. What Do Teachers Want..........From Community Members? Teachers want community members to get involved. They want them to volunteer to help in classrooms, read a book to students, or help with a fundraiser. They want them to donate money to projects that they are doing. They want them to offer their services in any capacity that they would be able to help.Teachers want community members to share their mission and vision. They want them to pass bond issues. They want them to sit on school committees to gain their perspective and insight. They want them to take ownership of what the school is doing.Teachers want community members to understand the value of education. They want them to externalize the importance of a good education. They want education to be a high priority in their community. They want them to understand that the education the school is providing will have a significant impact on their future.Teachers want community members to be proud of their school. They want them to know that they have excellent teachers. They want the m to be proud of the facilities. They want them to celebrate in student achievements in academics, athletics, and other extracurricular activities. Teachers want community members to stay involved. They do not want community members to disappear once their children are no longer in school. They want them to stay involved in the process. They believe that there is power in continuity.

The American Red Cross Structure Research Proposal

The American Red Cross Structure - Research Proposal Example In 1859, Mr. Dunant witnessed a battle in Italy and was horrified to see how the wounded were left to die without help. Very rapidly he organized the villagers to recover the injured and took them to houses and church to provide them with the best help they could at the time. Most of them had little or no medical experience. From there on, Dunant devoted his work to train international relief groups that would go into aid the wounded in battlefields worldwide, both civilians and soldiers, who were victims of war, it is important to outline that Mr. Dunant required these organizations to work independently from any nation. Starting in 1863, two conferences played very important roles for the Red Cross organization. The first one in Geneva, Switzerland, outlined the principles of the Red Cross, and the second one, created the set of rules of how to treat the wounded on a battlefield and the conduct of war. Initially, twelve European Nations signed the Geneva Convention, today the Red C ross organization can work in war zones and battlefield worldwide, under the International Committee of the Red Cross. (Red Cross History. How the American Red Cross Works. Howstuffworks.com) In the United States, during the civil war, Clara Barton volunteered as a nurse to aid the wounded soldiers in the battlefield. She had no medical background since she was a former school teacher and later an office clerk. Her first-hand experience with the wounded inside the battlefield, made her realize that these soldiers needed professional care as soon as the battle ended, and later when the war was over, she created a system to track down missing soldiers and bring them together with their families. Later on, she made a trip to Europe where she learned about the Red Cross organization and its similarities to her efforts. She stayed in Europe and volunteered to work in European wars.  

Speech. Limit Sex in Advertising to the public Essay

Speech. Limit Sex in Advertising to the public - Essay Example Nonetheless, the companies found themselves on constant competition with visual promotions in both television and print media. One thing that differentiated one company advert from the other was the sex appeal employed. Reichert and Lambiase (2002, p. 25) defines sex appeal advertising as the form of advertising that draws customer’s attention through the use of sexual appeals that have been used as a form of communication technique. It almost goes without saying that contemporary customers are acquainted to more sex in advertising than ever before. This inclination of escalating use of sexual oriented topics and ideas is evident upon inspection of the broadcast and print media. In essence, marketers employ the use of romantic themes, nudity, or implicative ideas or topics to acquire the attention of its consumers. Though the use of sex in advertising has numerous advantages, limited research has been directed towards its implications on the society. In reference to Reichert and Lambiase (2002, p. 35), the use of sex appeal advertising has numerous significant public policy, social, and managerial implications. These propositions pivot the preferred depiction of women in the modern society, the circumstance under which marketers and advertisers should not use sexual themes in communicating with its consumers. For this reason, those impacted most by the sex appealing adverts are the women, both young and old, and not the targeted consumers. To the young women with developing and growing ideologies and bodies, sex appealing advertisements portraying women in a sexual explicit manner, whether fully clothed or nude, an imperative wrong is being executed. For the young and shapeable women, Jacobson and Mazur (1995, p. 79) notes that their perception of what they should wear, how they should look and how they should act is influenced, all with the assumption that