Britsh Jewish Literature Essay Research Paper When free essay sample

Britsh Judaic Literature Essay, Research Paper When looking back on a important event in history, or even merely one s life, there are normally two positions. First of wholly, the event can be something that has been accepted. One does non needfully hold to take pride in it, but they will non disregard the fact that it happened, it s a portion of life. In this instance, the event is non brought up on a twenty-four hours to twenty-four hours footing, but when it is, the individual who lived through it can cover with it and does non go disturbed. The 2nd mentality is that one would desire to bury it of all time happened at all. In this instance the individual tries to set it behind them, and in making so, it truly disturbs them. When the event is brought up, it hurts, and it could even in some cases hurt the individual on a twenty-four hours to twenty-four hours footing. We will write a custom essay sample on Britsh Jewish Literature Essay Research Paper When or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It may non be a witting thing, but it could be at times. When we look at British-Jewish literature, we can see the Holocaust as this important event in history. This literature is decidedly post-Holocaust literature in that these two positions are taken on in many plants. While measuring a twosome of books, we will run into people who try to move as if the Holocaust neer affected them, while it has, every bit good as 1s who accept that the Holocaust happened, and it was a instead big portion of their life. The first work that will be looked at is Kindertransport, by Diane Samuels. In this piece, we instantly learn about Eva, Evelyn s younger ego. She is a kid who is sent to England by her female parent in order to avoid any injury during the old ages of the Holocaust. In England, Eva s name is changed to Evelyn because she wants an English name in order to experience as though she is one of the English. This is symbolic of her new beginning, although she does non see it at the clip. Eva believes her parents will come to acquire her as they ever said they would, but Evelyn realizes this is non the instance in as clip goes on. As Evelyn grows up, she becomes near to Lil, her English female parent, and although she ever has the hope of happening her existent parents, as clip base on ballss, Lil does go her existent parent. This can be seen in Evelyn s developing trust in Lil. The incident that most clearly shows this developing trust is when Lil does non coerce Evelyn to acquire on the tr ain to travel to school. Evelyn is affected by this because her existent female parent forced her to acquire on the train to travel to England even though she was opposed to it. As we look at Evelyn in the present, we see a really strong adult female who has chosen to bury her yesteryear and the things that happened to her. She has many memories packed off in a box, but she chooses to go forth them this manner. Evelyn lives her life as though she has ever been English, and lets cipher in to see her yesteryear. Although it is non seen straight through Evelyn until pressed by her girl, she shows marks of her past affecting her. As Evelyn s girl Faith one time said, You can t travel on a train without hyper-ventilating. You cross the route if you see a police officer or traffic warden. This is wholly related to her past although it is non noticed as that by most of her household and friends. Every clip Eva was put on a train, it was to be sent off from the 1s she loved, and every clip she saw work forces in uniform, it was ever German constabulary, who were non seen as good people in a Judaic individuals eyes. Once Evelyn s girl Faith learns a small spot about her female parent, she is intrigued about her yesteryear but Evelyn is non willing to allow her in. Lil does provide Faith with a spot of information, and one time Faith uses this information to face her female parent, Evelyn closes up. At first she refuses to state a thing about her yesteryear to her girl. She believes that it is merely her concern since it is her past, and hers merely. Once Evelyn does make up ones mind to state her girl about her yesteryear, she makes it really clear that it has been forgotten. Evelyn begins by stating, Let me state you what small remains in my encephalon. Once Evelyn does non speak about her yesteryear, she emphasizes the negativeness the most. When Faith decides she wants to run into her relations, all Evelyn can state her is that she will non wish them because they are really different from themselves. The Latecomers, by Anita Brookner, is another good illustration of post-Holocaust literature. In this work we are exposed to two really different people who deal with their yesteryear in two really different ways. Although these two characters, Thomas Hartmann and Thomas Fibich, are antonyms of each other, they are the closest that friends can be throughout their life-time. They met when sent to London as refugees during the Second World War. They lived in the same flat edifice, and they complemented each other so good that they became concern spouses. Their differences included their personalities and their mentality on life every bit good as their ideas of the yesteryear. Hartmann lives a life of pleasance, seldom disturbed by his hard yesteryear. He fundamentally lives for today and the hereafter. When asked what his secret to being happy is, he replies, The nowadays is my secret. Populating in the present. His yesteryear is behind him and he would instead go forth it that manner. As stated on page 6, There were in fact certain memories that Hartmann had consigned to the dust, or to that depository that can merely be approved in dreams. For this ground Hartmann took a ataractic every dark and ensured untroubled slumber. He defended this pattern, as he defended all his wonts, as sensible: his ain calendered caput was his best justification. I eat good. I sleep good, he was in the wont of stating, when asked how he did. What else is at that place? He knew there was more, but thought that wisdom consisted in cut downing the purchase of such cloudy affairs or so of any imponderables that might darken his ain faultless consciousness. Fibich, on the other manus, is non an highly happy individual. He ever has the mental image of the last sight of his female parent, conking on a railroad platform, in the dorsum of his caput. He lives his life with that invariably lingering over his caput, which makes him instead miserable. The yesteryear was excessively strong for Fibich to bury. He remembered drop the balling through his life, neer cognizing or so detecting whether his actions were acceptable or whether they were every bit ineffectual as he believed them to be. The old ages before his reaching were lost, and it was their loss that had sent him to the analyst. And no momentous retrieval had taken topographic point, nil that he thought might at last supply him with an individuality. ( Page 27 ) Fibich finally comes to term with his yesteryear. He returns to Berlin to see what he can make and it does alter him. Although non a important sum, it can be seen in his missive to his boy. He lets his boy, Toto, in on the his tory of their household. Although he does non retrieve everything, he does his best to state everything he knows. As we look at these two plants of literature, it is clearly apparent that they can be defined as post-Holocaust literature. The three chief characters spoken about, Evelyn, Thomas Hartmann and Thomas Fibich all have their ain ways of covering with their yesteryear. It is known in both plants that the Holocaust is the yesteryear from the beginning of each novel. If it is non straight stated, it is implied. Thomas Hartmann is the one character in this grouping who is able to accept his yesteryear. He doesn t do it a point to wholly bury it, yet he doesn t do it a immense portion of life. The Holocaust was merely an event of his childhood and as he gets older he wants to understand the shades of his yesteryear. Thomas Fibich, on the other manus, is highly troubled by his yesteryear. He wants to bury it, but he merely can t look to acquire certain memories out of his caput. Fibich finally comes to footings with his yesteryear, but after a really troublesome life. Looking at Kindertranspo rt once more, Evelyn sees the yesteryear in a similar manner to Fibich. She wants to bury it of all time happened. In contrast to Fibich, it isn t invariably in the dorsum of her caput until her girl discovers the truth. Evelyn is highly loath to speak about anything to make with her household and her life in Germany as a kid. It even seems as though she wants to deny it of all time happened, but she knew her girl had found out the truth. After measuring these two novels, we see that they are so post-Holocaust plants. Whether using the two chief character outlooks as I stated supra, or merely by reading the book itself, it is instead apparent. Anita Brookner, though a occupant of England her whole life, lived through the Holocaust period. Although she did non see it firs manus, she was able to see the harm it did. Diane Samuels was non even alive during the 2nd World War, but based her drama on personal histories of people who lived through this tragic event.

Two-Letter Words in Spanish

Two-Letter Words in Spanish If youve played Scrabble or similar games, you know how handy two-letter words can be. Thats true in Spanish versions of Scrabble as well as online games such as Apalabrados (Angry Words) and Wordfeud too. Following is a list of the two-letter words of Spanish that are listed in the Spanish Royal Academys dictionary, along with definitions and links to relevant articles and lessons. The list may not coincide with words that are legal to use in a specific game. Not all possible definitions are given. Words containing the combinations of ch and ll are also included here, as they used to be recognized as separate letters of the Spanish alphabet and are still treated as such in some games. ad - Word used in Latin phrases such as ad hoc ah - Interjection used to express sympathy and other emotions, sometimes similarly to ah aj - ailment (seldom used, and then usually in the plural) al - contraction of a el ar - interjection used in the military to order the immediate execution of a movement as - ace ax - ouch (antiquated) ay - ouch, oh be - the letter b bu - boo ca - a synonym for porque (antiquated) ce - the letter c cu - the letter q da - a conjugated form of dar de - of, from di - a conjugated form of dar do - do (first note of the musical scale) ea - interjection of encouragement or resolution eh - interjection used to get attention el - the masculine singular definite article en - in, on es - conjugated form of ser et - and (antiquated) ex - former fa - fa fe - faith fo - exclamation indicating displeasure or disgust fu - snort ge - the letter g ha - conjugated form of haber he - conjugated form of haber hi - shortened form of hijo (son) used in some expressions (antiquated) id - conjugated form of ir in - Word used in Latin phrases such as in promptu ir - to go ja - ha je - ha ji - ha; 22nd letter of the Greek alphabet ju - ha la - the feminine singular definite article le - a third-person object pronoun lo - a word of various uses as a pronoun or neuter definite article lle - variation of le (antiquated) me - me mi - my mu - moo na - contraction for en la (antiquated) ne - synonym for ni (antiquated) ni - nor no - no, not à ±a - shortened form of seà ±ora (antiquated) à ±o - shortened form of seà ±or (antiquated) à ±u - gnu oa - a Honduran childrens game oc - Occitan (a language related to Catalan) oh - oh os - the plural familiar second-person pronoun ox - interjection used to frighten birds and other animals pe - the letter p pi - pi pu - variation of puf (interjection used as a reaction to a bad smell) re - re (second note of the musical scale) ro - interjection, usually repeated, used in calming children se - the third-person reflexive pronoun so - under (rarely used); variation of su (antiquated); whoa su - his, her, your ta - interjection imitating a knock on a door te - you (as the second-person singular object pronoun) to - interjection used for calling dogs; whoa tu - second-person familiar singular possessive adjective (the pronoun form is tà º, although most games dont distinguish between accented and unaccented vowels) uf - whew, yuck uh - interjection of hesitation or disdain un - a, an, one va - conjugated form of ir ve - conjugated form of ver vi - conjugated form of ver xi - 14th letter of the Greek alphabet ya - adverb of vague meaning often used to add emphasis ye - the letter y yo - I (first-person singular subject pronoun)

Practicing in argumentative writing Essay Example | Topics and Well Written Essays - 1250 words

Practicing in argumentative writing - Essay Example Academic argumentation aids a student acquire knowledge, promote scientific thinking and enhance comprehension of history and social studies. Moreover, written argumentation leads to an increase in motivation and problem-solving performance within the academic setting. Thus, it is essential for a student to understand, evaluate and construct written arguments in various areas. Purposeful writing Writing ability plays an essential role in student learning since writing creates an environment for developing cognitive and organizational strategies where a student can link fresh concepts with familiar ones, as well as synthesizing knowledge, exploring relations and implications. As a writer, I have been motivated to write and maintain positive attitude regarding the writing process. Moreover, I have learned to bear certain goals when writing thus, I have been able to hold the view that results of my writing is worth the time and the effort used. As a writer, I am able to draw upon the lo ng-term memory and have topic, linguistic and genre knowledge in developing a written text. Moreover, I have been able to ensure that as a writer I understand the audience to whom I am writing to; nevertheless, I have a weakness in understanding how to alter a topic and apply linguistic and genre knowledge. In purposeful writing, long-term memory represent three core elements that underlie cognitive processes essential in writing: which include reflection commonly regarded as planning; text production which involves generating and drafting text and then text interpretation also known as revision. Effective functioning of an individual’s memory is essential in the writing process since it may require a writer to retrieve information from the memory. Argumentative writing demands various cognitive processes; thus, as a writer I am aware of the several elements that are specific to certain genres. In developing a purposeful writing, I essentially keep the audience in mind since failure to adhere can irritate the audience. Thus, in striving to be a strong writer I strive to be competent and confident with the use of various techniques in order to engage the audience. Collections of my previous writings have strong organizational plan with clear sentence sense and variety. Moreover, I endeavor the selection of vocabulary which is appropriate for certain writings and ensuring few spelling and conventional errors. As a writer who enjoys the pursuit of independent writing I like to show originality, liveliness, humor and excitement in engaging with the audience and sustaining quality throughout. Thus, being a comfortable writer helps in developing skills and confidence, this in return aids the use of techniques in engaging the audience; therefore, as a writer in Purposeful wring I have a high degree of confidence. In academic setting, prior knowledge of a context is essential in understanding a text, which is useful in considering academic writing because readi ng and writing relate closely in a school setting. Writing is powerful since it matters to me and has the chance of affecting others; moreover, writing is pleasurable since putting pen on paper to shape sentences, paragraphs and essays involves tone, rhythm and texture of language. Many people never write unless there is absolute a reason therefore, an individual works on a text because of an explicit purpose one tries to accomplish. As a writer, the purpose of writing is to inform others regarding a certain topic the audience needs to know. Therefore, as a writer I have been ensuring that my writings are persuasive enough in my academic essays since being a composition student

Case Study (Human-Resource-Development) Example | Topics and Well Written Essays - 1000 words

(Human-Resource-Development) - Case Study Example The employees must be sent for the training in batches of forty persons per batch. Each batch will last one week. On the first day, the training will begin with the trainer explaining what Kaizen is all about. Then the group will spend some time introducing each other. There will not be more than three sessions per day. In the beginning, the sessions must be used to impart information about the present status of the company. Gradually, the trainees will be told about what the company intends to do to bring about a turnaround and what is expected from each employee to bring about the progress. The sessions must be interspersed with lively but lesson producing games to highlight the importance of performing as a team and the role of each member in the team. Under improving efficiency, all the functions including company goals, means of achieving these goals, delegation of responsibilities, and rewards/penalties for outstanding performance/below average performance will be covered. Customer satisfaction is achieved by understanding the customer's problems and difficulties and solving them promptly. Sometimes there will be the need to coordinate with different people and departments in order to address customer's concerns. All these must be wrapped up within the working day. The learning objectives for achievement of target rest with each indi... The learning objectives for achievement of target rest with each individual employee doing his job qualitatively and quantitatively. There must be special focus on improving as an individual employee and also as a team. This is achieved by encouraging innovations and open communication. For each group of employees that will need training, what are the organizational constraints that need to be addressed in the design of the training What design features should be used to address these constraints Be sure to address both the learning and transfer of training issues. The organizational constraints are issues that come in the way of achieving targets. These are issues like loss of man-days, absenteeism, communication problems, and ego problems. They can also be constraining issues the company is forced to follow due to its own policies or policies/statutory requirements enforced by law. These can be explained to the employees in one of the training sessions. To begin, each trainee must diligently attend each session. The trainees must actively participate in the discussions and games. Case 2 - Strategic Planning at Multistate Health Corporation (MHC) In the implementation of the HRPS, what groups of employees are likely to need training Think of this from a training design perspective and from a training content perspective. The senior level management and everyone else below need training. MHC's present management status is a disaster. The rot begins at the top. The training to stem the rot and bring about transformation must also begin at the topmost level. The training for the middle level management and the management and staff below the middle level can be addressed as a matter of course. For the type of training you envision for each group, what are the

Thatcherism vs New Labour Party

Thatcherism vs New Labour Party The British political system went through various and complex changes over time, starting from the post-war consensus, going through Thatcherism and other parties policies activities and ending with the current government led by David Cameron. This research paper will mainly focus on the policies and the ideologies of both Margret Thatcher and the New Labor party and how they affected the British political life so far that is by its role definitely affected in the formation of the economic shape and clarified the peaks and troughs that represented a wide variety of aspects of life in the United Kingdom. Thatcherism is the political policies and way of government of Margaret Thatcher, which include privatisation, monetarism and lack of support for trade unions. Margret Thatcher was the prime minister of the United Kingdom during the period (1979-1990) and her nickname was the Iron Lady Her policies marked a special era for Britain at that time. The New Labour party is the alternative new branding name for the Labour party. This name was introduced by Tony Blair in a conference about a new life for Britain in 1994 and was put into action after the Labour party won the 1997 elections and stayed still till 2010. So whose policies were better? How were they perceived by the public? How did they manage to practice dominance over the British politics? The answers to these questions will be listed when we go through Thatcherism and New Labour policies, ideologies, activities and effects over the political and economic aspects in the United Kingdom and figure out their similarities and differences. Literature Review There is a book that described Margret Thatcher as the most exceptional woman in the history of politics in the United Kingdom. It talked about her achievements, early career and how she acquired power. It also focused on explaining how the Conservative party at that time, led my Thatcher, was able to defeat the Labour party in 4 consecutive general elections.  [1]   Another paper presented the challenges that shaped the policies of both Margret Thatcher and Tony Blair. It elaborated on the main issues that Margret Thatcher focused on like privatization and lack of support for trade unions. On the other hand, it mentioned the Manifesto on which the New Labour party fought on the 1997 elections pledged not to increase rates of income tax, and to hold public spending totals for the first two years in office to those planned by its predecessor  [2]   In another book, there was a clear explanation of how the New Labour party attempted to gain back power and confidence in voters relying on and adhering to some Thatcherism policies.  [3]   Another book elaborated mainly on how the Labour party recovered from the 4 major defeats on the hands of the Conservative one and what changes they introduced in their policies to help them achieve the new outcomes of regaining power to the Labour party.  [4]   One more book described the era of Margret Thatcher and illustrated what were the successes and failures during her period in office and how she was able to confront the uprising economic and social challenges at that time.  [5]   Now we should go deep into the main ideas, policies, ideologies and features of both Thatcherism and New Labour. The Ideological Orientation of Thatcherism New Labour Thatcherism was built upon: Classical Liberalism, which is concerned about the importance of individual freedom, and Conservatism, which is an advocate for the notions of national sovereignty, the traditional morals and the laissez-faire principles Thatcher developed her policies over time with her first government focusing on the reform of trade unions and monetary control (monetarism), the second focusing on privatisation and housing and the third focusing on the restoration of the welfare state in the UK.  [6]  . Considering the New Labour ideology, Blair made a decisive break away from Old Labours traditional political stance and he called it as the party of New Labour after becoming leader of the party in 1994. In policy terms, New Labour acted like the mediator between Old Labour, who was statist socialism (they believe to be too radical), and Thatcherism, which was strongly concerned by the principle of laissez-faire and individualism as stated above. So Blair accepted many of his predecessors ideas about: free trade, the retrieval of a successful and elastic labour market through capitalism and more individual self-help, etc.  [7]   There were some obvious similarities between Thatcherism and New Labour, which were even more important than the differences between both of them. The New Labour party adopted many key elements of the Conservative policies in order to overcome its harsh defeat and decline that was very sharp especially and directly after the winter of discontent. The Labour party in the 20th century didnt lose because of Thatcherism strength or popularity but because There was no great endorsement of Thatcherism in 1979. As late as October 1978, Labour was still ahead in some opinion polls, but the Winter of Discontent turned the public against Labour and the unions. The election was more of a rejection of Labour than an endorsement of Thatcherism  [8]   Similarities in The Policies Thatcher focused greatly on the economic reforming issue. She went through 4 main aspects and issues which are: the privatisation of the British Industrial methods, the narrowing of the union power and lack of support for it, the reduction of public spending in order to allow cuts in taxation and controlling the prices inflations. The New Labour was able to move away from the past when it declared the refusal and denial of the Clause IV from its constitution, which had become a keystone in the philosophy of the left. Commitment to public ownership was replaced by the view that the enterprise of the market and the rigour of competition are joined with the forces of partnership and co-operation to produce the wealth the nation needs and the opportunity for all to work and prosper. This marked the clear refusal by the New Labour for Socialism and marked its clear movement towards Thatcherism.  [9]   Considering the issue of taxation for instance, Gordon Brown made a clear and public commitment to remain within the Conservatives spending plans for the first two years of a new Parliament and not to increase the basic rate of income tax, showing again the adoption by New Labour of a key element of Conservative policy and also that was the Manifesto on which the New Labour party fought the 1997 elections.  [10]   It seems that New Labours economic policy is built upon a similar or a close one to that of Thatcher economic policy, where there is close-working relationship between the government and employers and trade union power was reduced and lacked significantly. It is also built upon the explicit endorsement of the importance of market competition and the desirability of private enterprise which is very close to the privatization policy by Thatcher. This policy shift is thought by many to represent a considerable acceptance of the broad legacy of the Thatcher years by Blair. Therefore it is evident that on these key issues, New Labour seemed to want to stay with the Thatcherism policies already put in place.  [11]   Differences in The Policies Government Intervention in the Market There were also clear differences in the economic policies of both Thatcherism and New Labour. For instance, New Labour refused Thatchers principle of Laissez-faire principle where the role of government and its intervention hardly featured. In accordance with this principle, Gordon Brown claimed that the government intervention is a must to provide more public services which will be more beneficial than cutting taxes for few people only. The New Labour party believed that its the duty of the government to interfere to prevent the under-investment of education and training that may take place in case of they relied only on the market forces alone. So they sustained investment in skills, science, research and development, and public infrastructure encouraged strong performance in high-value manufacturing sectors far removed from financial markets in the UK  [12]   Taxation Policy The difference between Thatcherism and New Labour can also be seen when we look at the taxation policy. Thatcher believed in the motivation for low rates of direct taxation and she regarded this as a key part of her strategy of increasing competitiveness. Thatcherism also believed that direct cuts in taxations will help set the values of equality and the individual freedom in order to reach the welfare state. However, the New Labour was obliged to work according to 1997 elections manifesto where the government should not increase its public spending for the first two years of its formation. This manifesto briefly stated that the officials in Blairs government should be Wise spenders, not big spenders Blair always believed that its not wise or rational to increase taxations because it will dangerously harm the economic situation and because the New Labour was more concerned with the likely vote-losing consequences of high taxation. However there were two contradicting opinions about t he tax increase issue, one suggest by Blair and the other by Brown. Brown believed that Labour should retain the power to raise the top rate however, Blair and his advocates argued that increasing taxation rates is not the best guaranteed method to gain revenues: to put up rates would not automatically achieve the desired result as evasion will increase  [13]   The Social Welfare Equality Social welfare policy marked an obvious difference point between Thatcherism and the New Labour. New Labour believed in communitarianism which is the existence of society with networks of social relations. New Labour used the term Positivity of Freedom where people can get their chance to do things they need to do which are available for them through various resources, and the government intervention to provide these resources. New Labour didnt ignore the socially excluded persons, it helped them empower and fill the lack of positive freedom and it made sure that everybody came out beneficial from economic growths.  [14]   The New Labour also marked unemployment as the biggest brick that forms inequality between people and according to Blair, the best guarantee to earn a decent wage was employability The New Labour believed in the importance of coping with the world changing process towards information age and in order to develop more and more, they sought a society full of employed, skilled and trained workers so they tended to provide resources for people in order to achieve that development and progress goal.  [15]   On the other side, Thatcherism advocated for individualism and individual responsibility in place of collective provision and availability as stated in the ideologies part above ( The individual is the one who is responsible for welfare, not the society) resulting in limiting the role of the welfare state and New Labour refused this vision because they believed it would increase the internal divisions of the society and weaken the bonds between people although Blair was adhered to Thatcherism one of whose aims was to shift responsibility for welfare from state to individual at the beginning considering the issue of equality.  [16]   Dealing with the Electorate and the Voting Class Another obvious and big difference between Thatcherism and New Labour is about how both of them dealt with the electorate. Margaret Thatcher preferred to convince the electorate to support her ideas and far sighting (to persuade them to accept her vision as it is) while New Labour tended to adapt their policies and regulations according to the voters visions and ideas, not the party itself and that is because the continuous processes of social change were tending to reduce the numbers of voters who favoured the government interventionist policies where the working labour class was gradually shrinking and getting oppressed while the middle classes who get paid for their work were expanding.  [17]   So its clear that the New Labour party introduced vast modifications to their policies considering the electorate issue and they adopted Thatchers method in order to win back the votes of people who lost confidence in them after the winter of discontent and to appeal to their new electoral target of middle income, middle Britain. So its pretty obvious that, although similarities of ideas and policies towards many political issues are crystal-clear between New Labour and the Thatcherism, these similarities acted as the outcome of New Labour belief in the importance of getting confidence and trust back towards the voting class. Then it could be said that the differences are actually more important than the similarities as they reflect the true nature of the ideologies of the parties and how they acted to achieve their main purposes and goals. Conclusion Its visibly noticeable about what we have been through along this study that The New Labour party has rose up at the ruins of Thatcherism, or in other terms, The New Labour has picked up where Thatcherism fell off. No one can deny that the New Labour did really benefit from Thatcherism dominance from 1979 to 1997. Margret Thatcher was able to lead its party to three decisive consecutive victories in general elections followed by the fourth success led by Major. The reasons of Thatcherism dominance over the British political life didnt rise up from nothing. They rose up thanks to Thatchers policies and regulations. The people admired what Thatcher did considering the hindering of government intervention in the stock market, privatizing British factories and companies, direct cuts in taxations and much more. Also, Thatchers economic policies played a leading role in getting favour and support from the electorate and the voters, some statistics about the effects of these economic policies, like a 32% increase in the number of workers in manufacturing, a 40% increase in household incomes, could prove that clear.  [18]   Nothing is perfect. Although Britain was a richer country under the Conservative government rule by Thatcher and there was surely an increase in the productivity (that was negative because more goods were produced by fewer workers rather than increased capital investment), inequality also spread into Britain. Unemployment for example had hit more than 4.5 million Britons and 1 million out of those 4.5 was never involved in any paid employment. One in six Britons were on social assistance, the highest proportion in the EU and three times the rate found in Germany  [19]   In overall, the majority of British people benefited from Thatcherism than suffered. Thatcher was able to create a country that was never formed under any Labour government rule before and this was successful mainly because of, as we mentioned before, Thatcherism policies especially the ones regarding economic issues. Thats what pushed the Labour party autonomously to follow the same footsteps left clearly by the Conservative one and they did that in order to win peoples confidence back into their party, attract the voters and to gain power again over the British political arena and that reason was like the green light to the birth of the New Labour party which had SIMILIARITIES along with Thatcherism (which prove that New Labour really picked up where Thatcherism fell off) and had DIFFERENCES (Which prove that the New Labour party is ideologically different from Thatcherism and it didnt copy or remake the latter steps, it did only follow the Conservatives in some specific points abo ut which they were pretty sure that it will get their glory and shine back again into Britain political field).

Providian Trust: Tradition and Technology Essay

Business Context/Key Business Drivers * Providian Trust was headquartered in New York. In 1994 it was the 10th largest provider of financial and fiduciary services through its network of 216 branches. * The company has 3 divisions, Pension and Institutional Trust Services, Personal Trust and Trust Operations * The company’s lending products—including residential and commercial mortgages and consumer and corporate loans. * The Company slowly slipped away from profitability and competition due to the lack of efficient business processes and information technology. * Michael LeBlanc the Senior VP of Trust, Investment and Treasury took the initiative to handle the project and address the problems faced by Providian Trust. Le Blanc was required to not just implement the new technology but also improving Providian Trust’s business processes by implementing Access Plus, a major software system developed by Select One. * With a budgeted cost of $18 million and lead-time of 20 months the board finally approved the project in April 1994. * The Key Drivers behind this new initiative was intense client demand on the part of PITS division. Low operational efficiency outdated reporting systems, lack of control and discipline in the trust division only made the case stronger. Initiative Objectives/Benefits * Increase Control and Discipline-  * PITS and Personal Trust Employees (front office) and Trust Operations Employees (back office) constantly blamed each other in case of any fault. The New centralized system is supposed to increase accountability, improve transparency and force discipline across divisions. * As mentioned in the case the clients had to wait for 2 to 3 months to get a statement. To decrease the cycle time and improve operational efficiency was a major objective. * Sometimes due to inaccurate or late statements Providian  had to waive or discount fees, which some times cost the company between $2 – $5 Million. * The total expected saving by implementing these changes was supposed to be inline with $9.2 million every year. Initiative challenges * Most of Providian trust officers had 20-30 years of experience in managing client relationships at a personal level and had never used or touched a personal computer. The old school employees were extremely reluctant and resistant to change. The implementation of these changes required employees to become more sales and service oriented instead just answering and responding to client phone calls. * Internal Auditor Peter Storey was a strong critique of the whole process. * Todd Benari, the vice president of Trust Operations, headed the project management team of 15 representatives formed Le Blanc. Le Blanc had no project management experience himself so he relied heavily on his very inexperienced project management. Results I believe even though the reasoning behind the project is very strong and praiseworthy, and my understanding of the case, I am skeptical about the possible success of the initiative. * Lack of proper leadership because of LeBlanc inexperience in project management and Le Blanc seems to be the only person driving the project. A major reason I observed was resistance of staff to changes. The Human Resources poor management and awful timing did not help the cause. The decision to reduce the full time staff by 25% or 180 employees further sent a wrong signal and the resistance to change was employee’s way of expressing concern and emotions. * Lack of proper time and quality management has created unexpected roadblocks and hurdles. The Simulations Work Environment (SWE) testing was originally planned to check the effectiveness of the new tool. The unrealistic initial deadlines, SWE testing never got introduced and LeBlanc was not feeling comfortable enough. His concerns were validated since the main users where mostly technologically handicapped. Due to lack of sufficient testing it is next to impossible to understand the potential problem that they may face in the future after implementation and also to know what kind of training is required by the employees to accept and adopt the change. LeBlanc Admits  to being bull headed and does not listen or take into considerations and ignored concerns of PITS and Personal Trust officers. Relevance and analysis Relevance – * I would like to summarize the points discussed and mentioned above- * Clear Channels of Communication, communicate the changes (via the CEO) to all employees, then identify and address the reasons for resistance. * Get employees involved in the reengineering process and participate in the process and explain the need to do so? * Have realistic and achievable timelines – Compile a detailed project plan. Divide the project into small milestones and set realistic deadlines against each milestone. Keep track of actual progress vs. planned progress on a regular basis. Implement strict internal and external audit process to ensure quality is not compromised for the sake of meeting deadlines. Learning’s- We face organizational changes in real-life. Some of these changes can be very drastic. We as managers may have an IT background or may not have an IT background. The success of the project does not always depend on our knowledge of the change, in our case the IT infrastructure update it depends on a managers project management skills. There ability to track and maintain time, cost, human resource management and communication skills. .

The Nature of Good Teaching

There continues to be ongoing debate about the qualities of a good physical education teacher. For a long time it was considered that keeping the students â€Å"busy, happy, good† was an end in itself. This emphasis affords little attention to what the students actually learn in physical education classes. Physical Education in our curriculum today has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered today to be qualities of good physical education teaching, we need to look at where the notion of ‘busy, happy, good’ has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality physical education in Australian schools over the decades. Their study looks at the methods being used by physical education teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good† was s uggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placek’s research one of the most commonly used tools to research the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a student’s engagement and successful completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education are to keep the children ‘busy, happy and good’† (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or Bob learning to jump shot correctly. Success is related to the immediate, observable happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid growth of technology our lifestyles have changed and become more demanding. The population of developing countries has become less active leading toward significant health issues that impact the whole community.The World Health Organisation released a Global Strategy on Diet, Physical Activity and Health in response to the concerns of the changing lifestyles of developed countries in the last 25 years. (WHO, 2012) â€Å"Because of these changes in dietary and lifestyle patterns, chronic NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer — are becoming increasingly significant causes of disability and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets† (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to have fun however these alone do not fully satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and Physical Education guidelines states; â€Å"(schools) provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health† (VELS, 2012). A student can be fully engaged, having fun and behaving well while not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of lifetime skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the rest of their lives either in a positive or a ne gative way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a local sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. † (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and directs behaviour toward a goal† (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like phys ical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are poor† (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on Educational Goals for Young Australians addresses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians† (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, happy, good’ quality physical education programs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The initial physical activity experience s which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The National Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘Becoming a Teacher’ partly describes a good teacher to have â€Å"humanity and warmth – to know at all times what students in class are doing and also to care about what they are doing. † (Marsh, 2010, p. 3) Good teachers need to be able to motivate students. Generally students who are motivated have more positive attitudes and are more sa tisfied, persist on difficult tasks, and process information in depth and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional needs of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further pursue what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: Obesity’, retrieved 29th August 2012, http://www. abs. gov. au/ausstats/[email  protected] nsf/Lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation In Educational Psychology: Windows on Classrooms, 7th Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pearson Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved 29th Augus t 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, Prentice Hall Publication, Melbourne World Health Organisation, 2012, ‘Global Strategy on Diet, Physical Activity and Health’, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/