Informative Speech on Rwandan Genocide Outline

Ben Johnson Intro to Comm. 1320-04 11/8/12 Rwandan Genocide General Purpose: To Inform Specific Purpose: To share with the class that the Rwandan Genocide was a brutal genocide that most people know little about. Thesis: The Rwandan Genocide is one of the lesser known, quickest, and most inhumane genocides this world has ever seen, and it is still affecting the people of Rwanda till this day. Organizational Pattern: Topical Introduction I. Attention Getter: What some people do not know is that Rwanda was home to the most brutal genocide this world has ever seen.There is a book of testimonies where the survivors of the Rwandan genocide told their story of their struggle to survive called, Survival Against the Odds. There was one survivor named Dephrosa, and this is a quote from her testimony. â€Å"They brought us all in the sitting room and started forcing us to take our clothes off. The housekeeper rapped me. My husband wanted to intervene but they staved him off by hitting him wit h a masus [a club with nails] on his neck. He fell back in the chair. the husband was not killed right away they kept him alive to watch multiple men rape his wife and daughters for several days until they finally killed him. II. Connection: I am not here to tell you my opinion about how the Untied States, the Untied Nations, or the world should have handled this historical tragedy. I am here to share with you what had happened to three-quarters of the Tutsi race in Rwanda. III. Thesis Statement: The Rwandan Genocide is one of the lesser known, quickest, and most inhumane genocides this world has ever seen and it is still affecting the people of Rwanda till this day. Related reading: Informative Speech About AfricaIV. Transition: When most people think about genocide the first thing that comes to their mind is the Holocaust, but what a lot of people don't know is that the Holocaust wasn't the worst mass murder our Earth has seen. Body I. The Rwandan genocide is one of the fastest but less known genocides we have on record. A. The genocide lasted only 100 days from April 6, 1994 through July 16, 1994 which makes it one of the shortest genocides in history. 1. President Hayarimana was assassinated in the beginning of April 1994 and that was the start of the genocide. . It is believed by many, that Hutu rebels shot down the presidents plane for a reason to start the mass murders, but has never been proven. 2. Only hours after the assassination, the killings began. a. A quote from an article called100 Days Of Slaughter published by PBS says, † The International Red Cross estimates that tens, perhaps hundreds of thousands of Rwandans are now dea d by April 21, 1994. † B. An estimated 800,00 to 1,000,000 Tutsis and some moderate Hutus were slaughtered during the genocide. 1.Kathy Robinson a Holocaust and Genocide Professor stated that, † 6 men, women, and children were murdered every minute of every hour of everyday for 3 months. † 2. Three-quarters of all Tutsis in Rwanda were murdered during the genocide. II. The Hutu's didn't just kill the Tutsis, they dehumanized and murdered them in the most inhumane ways imaginable. A. The propaganda that the Hutus used to influence people into believing that the Tutsis were worthless and were better off dead. B. The weapons the hutus used to murder hundreds of thousands of Tutsis. C. The Hutu's used rape to torture, humiliate, and infect the Tutsis with HIV. . Rape wasn't just a weapon used to infect the women with HIV; the husbands were forced to watch their wives and daughters get rapped by several Hutu men. a. A quote by a Rwandan survivor named Aline, â€Å"My f ather had to watch us being raped and abused. My mother was raped, then my sister and then me. My father was forced to watch. He couldn't move, not even look away. † 2. The interahamwe (a militia group part of the genocide) paid HIV positive men to rape Tutsi women, so the women that weren't killed by a masus or another weapon would die from disease. 3. Up to 20,000 children were born due to the rapes that occurred in Rwanda.D. Many of the Tutsis neighbors and city officials were Hutus, so they had no one to turn to but their fellow Tutsis who were just as frightened as everyone else. 1. In a book called, Survival Against the Odds, where 11 year old Valentina tells her story and there was a quote from Sylvestre Gacumbitsi (the Mayor of her city), â€Å"He shouted: â€Å"We are the interahamwe. We are about to eliminate every Tutsi so that in the future no-one will even know what a Tutsi looked like. If anyone is hiding in this church by mistake, because really he or she is a Hutu, they should tell me now. † E.I have told you about the Rwandan genocide and how the Tutsi people suffered during the genocide. I will now share with you their struggles they continue to go through years after the genocide ended. III. How even though the genocide has been over for about eighteen years it is still hurting people today? A. The Rwandan women are facing many problems still to this day. 1. 60,000 Rwandan women are now widows. 2. 7 in 10 survivors make less than 5000 Rwandan Francs ( only 8 American dollars) a month. 3. Many women are unable to live in the city or villages they grew up because of the humiliation of being publicly raped. . The Rwandan women are also faced to look after orphaned children when they are hardly able to support themselves. a. Many of the children the women will take care of will be orphaned a second time due to HIV and AIDs. B. There are now 200,000 orphans in Rwanda due to the genocide. 1. Most of the children do not have homes. 2. Over half of the children have stopped going to school because of poverty. 3. Many of the children that are orphaned have brothers and sisters that are younger and are forced to take over the responsibility of their parents. C. HIV and AIDs are plaguing many of the people in Rwanda today. 1. 7% of women were infected with HIV and AIDs during the genocide. 2. There are currently 250,000 children in Rwanda who have been orphaned as a result of HIV/AIDs. a. Thats 2. 5% of the total population of Rwanda who's parents died from AIDs. 3. 27,000 children under the age of 15 are living with HIV/AIDs. D. Now that I have told you how many Rwandan people are still suffering from the genocide that happened 18 years ago I will go on and review what I have shared with you. Conclusion I. Review of Thesis/Main Points: I have told you about the rwandan genocide, how brutal it was, and how it is still affecting the rwandan people to this day.This tragedy will affect Rwanda for many years to come. II . Connection: Rwanda isn't the most well-known genocide but as you heard to day it is the most inhumane genocide to date. III. Final Memorable Remarks: No matter what happens in this our world there is no reason that any race of people should go through such a horrific event and we should learn from our mistakes so maybe in the future we will be able to stop genocide before it happens to save many lives. References â€Å"BBC NEWS | Africa | Rwanda: How the genocide happened. † BBC News – Home. N. p. , n. d. Web. 14 Nov. 2012.

Discuss How Shakespeare Uses Language and Dramatic Techniques

Discuss how Shakespeare uses language and dramatic techniques for character development in Act 2 Scene 2 of Measure for Measure. Shakespeare uses a variety of linguistic devices and dramatic techniques for character development from Act 2 Scene 2 to Scene 4. We see Angelo’s precise, business-like persona transform to temptation, and final cruelty whilst we see the true, confident side of Isabella as as she attempts to convince Angelo to reverse his judgement, but eventually loses her ignorant hope on the realisation of his true ‘purpose’.In Act 2 Scene 2 Shakespeare portrays Angelo as precise, intelligently dealing with the pleas of Isabella to save the life of her brother by reversing the death sentence that has been handed down to him. The scene begins with the Provost and Angelo discussing Claudio’s punishment. The Provost dares to ask Angelo if he really wants Claudio murdered, ‘All sects, all ages smack of this vice, and he to die for’t! , and Angelo states that he does, ‘Did not I tell yea? Hast thou no order? Why dost thou ask again? ’. Shakespeare instantly uses dramatic technique of foreshadowing the conflict that is to follow through the sharp words exchanged between the two. Provost then asks what’s to be done with the woman he got pregnant, Juliet.Angelo still refuses to relent, and says that Juliet, who is in labour, should go to a more fitting place, away from everything that is going on ‘Dispose of her To some more fitter place’ Shakespeare’s lexical choice conveys his ruthless nature to the audience, in this context would mean ‘send her away’, but of course reading the text using more modern language; ‘dispose’ is an unpleasant word, especially when referring to a human being, where it seems incongruous, especially in reference to a pregnant woman, thus subtly foreshadowing the revealing of Angelo’s animalistic nature later in the sce ne.Angelo also calls Juliet a ‘fornicatress’, the harsh constanents of the name once again conjuring the theme that is constantly present through the play, that of appearance versus reality. Although Juliet appears from Angelo’s quick appraisal to be just a sinful person, her reality is far more complex; she is much better than most women of the time, she is not a prostitute or adulterer, rather her only fault was not securing a marriage contract before she slept with her fiancee.She is actually a woman of strength and principle, not the simple sinner that Angelo’s developing harsh, cruel character reduces her to. Isabella comes to see Angelo innocently, as shy as she appeared in her first scene at the nunnery, and begins to plead with him for Claudio’s life, ‘I have a brother is condemned to die. I do beseech you, let it be his fault, And not my brother’. Angelo is portrayed to be business-like and unrelenting, ‘Condemn the fault , and not the actor of it?Why, every fault’s condemned ere it be done’ but Lucio urges her to persist, encouraging her ‘Ay, touch him, there’s the vein’ acting as a kind of Greek chorus for the audience. She does, and calls upon Angelo’s pity, mercy, and moderation; she recognises that Angelo has the power to enforce the law in full, but impresses upon him that one must use power with moderation. Isabella’s strategy is a keen one, trying to persuade Angelo to have the same mercy for her brother that she has. Once again, the issue of mercy is urged upon Angelo, as is the theme of human weakness, which all, Isabella stresses, fall victim to.Her character is portrayed as increasingly canny, when she has to be; her argument is strong and persuasive, although it is not her argument that causes Angelo to relent, but his attraction to her. Isabella also touches upon the theme of use of power; ‘it is excellent to have a giant’s st rength,’ she tells Angelo, ‘but it is tyrannous to use it as a giant’, making an allusion to ‘Jove’ to demonstrate her point – even the gods, with tremendous power, know how best to use their awesome abilities.This is another lesson that Angelo’s character must learn; for although he can use the law to its full extent if he wishes, he has to learn how to temper his power with mercy and heed moderation. Comparing the characters of Angelo and Isabella, one could argue that Isabella is ‘the symbol of goodness and mercy set against a background of moral decay’. Alternatively, one could see her character as self-righteous and hypocritical, as we later discover when she values her chastity higher than her brother’s life. Isabella continues arguing with Angelo until he finally relents and tells her to come back the next day to hear his judgement.Everyone leaves, and Angelo speaks a rather striking soliloquy, apparently talk ing to himself ‘†¦what art thou Angelo? Dost thou desire her foully for those things that make her good? ’. Thus, through Shakespeare’s staging, we learn that Angelo admits to himself that he is in love with Isabella because of her virtue and purity. Often characters in Shakespeare’s plays have soliloquies but they do not often refer to themselves in third person and when they do, it is often a sign of madness. Perhaps Shakespeare is suggesting this as a sign for Angelo.What is certain is that he is struggling with an inward battle between what he knows he should do and what he desires to do, as his develops and starts questioning the morality of his own character. It is with great irony that Isabella's call to Angelo to mark the weaknesses in his own heart is answered by Angelo's acknowledgement that he is tempted by Isabella. It is this temptation that brings from Angelo his first statement of mercy toward Claudio: ‘O, let her brother live! Th ieves for their robbery have authority when judges steal themselves! Shakespeare shows how Angelo realises that with experience of one's own weakness comes mercy for others' failings; however, he soon ignores this lesson, and falls into hypocrisy in Act 2 Scene 4. In this scene, Isabella comes back the next day as Angelo had asked, and he begins by saying that Claudio must die. Isabella begins to leave, but Angelo begins to tempt her to save her brother, by offering herself instead. Isabella ignorantly misunderstands Angelo’s subtle sexual offer, and he is forced to tell her plainly that if she sleeps with him he will let Claudio live.Angelo accuses her of hypocrisy, and they discuss the frailty of women. In terms of character development in this scene, Angelo begins in a state of agitation, pondering why he cannot pray and with a new awareness of how the appearance of things might not be true to reality. Where before Angelo was unified in his intentions and actions, he has n ow become internally divided, ‘O place, O form, How often does thou with thy case, thy habit, Wrench awe from fools, and tie the wiser souls to thy false seeming!Blood, thou art blood. ’- questioning the power of authority, position and outward appearance to convince even wise men that false men are virtuous. Shakespeare uses language of coercion, ‘wrench’ and ‘tie’, and apostrophe – ‘O place, O form’ to perhaps illustrate the sophisticated and baffling nature of false appearances. Shakespeare also shows how Angelo is beginning to seduce Isabella with subtle and ambiguous lexis, but moving more and more towards blunt, harsh and animalistic discourse as the scene progresses. I have begun, and now I give my sensual race the rein’; Shakespeare shows how Angelo has almost been possessed by his animal side. This is perhaps emphasised by the use of horse imagery, ‘race the rein’, as well as the use of plosives and dentals ‘fit they consent to my sharp appetite’, drawing attention to his teeth and lips, reinforcing his sexual lust and passion for Isabella. When Isabella enters, however, she meekly accepts Angelo’s judgement, but as the scene progresses she continues to find her voice.As Angelo descends into sensuality, she seems to become more pious and religously extreme, almost swapping roles with Angelo. ‘Th’ impression of keen whips I’d wear as rubies, and strip myself to death’ – Shakespeare uses images of love, death and falgellation to express her disgust at the idea of submitting to Angelo. Though the sentiment is spiritual, the language and images are highly physical, suggesting that her character would resist the carnal sexuality by yielding herself to more gruesome lovers: torture and death.Her innocence is also shattered by Angelo’s crass offer – she seems shocked to find out that justice might not be as perfec t as it appears. Her naivety is gradually stripped away as Angelo easily overcomes her threat to expose him, and she sees that virtue does not necessarily triumph over iniquity. Yet, she still has ignorant faith in the honour of her brother, Claudio, and trusts that he will defend her honour even at the cost of his life.

Financial Crisis Impacts on Progress of Employees Essay

Financial Crisis Impacts on Progress of Employees - Essay Example There have been a lot of studies conducted by various scholars since the great depression in 1930’s up to today. Literature obtained from this series of academic studies conducted by the various scholars is still relevant up to today in offering explanations on how and what were the main contributors of the various crisis. This literature has been relied upon by many academicians as well as policy makers in order to make sure that such events do occur again. Theoretical Literature There are two theories, which seem, to be more developed and various scholars have borrowed much from them. These theories are the Minsky’s crisis theory and Marxist crisis theory. Minsky’s crisis theory is named after the Hyman Minky a renowned economic professor who developed this theory. Hyman initial objective was to elucidate the domestic economy crisis. This has since changed as this theory is adopted by various expert and scholars in delineating global financial crisis. The under lying concept in his theory was the fragility observed in the financial system. He elucidates the behavior of both the financial sector and non-financial sector to engage in liabilities with a high level of risk as businesses enlarge was the major contributor to the crisis. From an international front, he argues that the interdependency of economies fundamentally leads to instability of the global financial system. He attributes the instability experienced in the global financial system to lending activities that lend debt accumulation (Davies 2010). The main theme of theories was the concern expanding economy and the emergence of â€Å"a speculative investment bubble†. Hyman argued that as the economy expanded, that is, as the economy experienced tremendous growth, thus resulting to low level of unemployment as the level of investment in the economy increases. Optimism increases and trade between debt and risk changes. As a result of the increases in optimism, there is an in crease in the level of asset prices as well as increase, in speculation. The increase in asset prices in return allowed ponzi borrowers to thrive in an economy (Davies 2010). This also leads changes the attitudes that investors have toward risk thus resulting in, changes in liability portfolio. As a result of changes in risk and liability structure, the financial structure becomes fragile thus resulting into a financial crisis (Davies 2010). In doing this Hyman linked, the fragility experienced in a normal economy to the speculative investment bubble which emerges in the financial market. Minky argued that, when the corporate sector and the economy as a whole are experiencing growth, that is when the cash inflows exceeds the amount need to phase off debts there is a tendency to develop speculation (Davies 2010). When the grows up to appoint where the present assets cannot support the economy when borrowers cannot repay their loans since the cash-inflows are not enough to finance con sumption and to honor debts, this degenerate into a financial crisis. When this occurs, the lenders adopt stringent credit issuance policy; such that even companies with the capability of obtaining loans are not spared; thus, this leads to the contraction of the economy. The movement of a

My Leadership Model Assignment Example | Topics and Well Written Essays - 2000 words

My Leadership Model - Assignment Example When I completed my Bachelor of Psychology, I decided to develop my leadership skills and abilities. Moreover, the courses that I completed in Graduate Certificate of Human Resources in 2010 and Master of Human Resources in 2011 facilitated in developing my leadership abilities. I took my determination as my motivation, and now I often realize that directing others makes an individual responsible and proud indeed. I regard leadership as the process that emphasises working collaboratively within a team or a group towards achieving common goals, at the same time respecting and appreciating the ideas and the motivation of team members. Furthermore, I believe that motivation and leadership are integral parts to each other that cannot work in isolation with one another. To a great extent, leadership requires certain essential skills, particularly in present business setting and in all the aspects of social and professional life. I consider that a few fortunate people are born with some ex traordinary qualities of leadership while others have to work on developing those qualities. Nonetheless, whether people belong to either of these categories, the ability of people to lead effectively has immense influenced workplace environment that seek employees and other people to contribute their best towards accomplishing the desired objectives. A few of the basic elements that I think are essential for being a good and effectual leader include: To be focused and well organized as well as to set goals which are achievable by the groups. A good leader is also well informed about the ongoing processes To value and consider the ideas of each team members and to appreciate those deserving ideas To motivate employees throughout the process of attaining established goals and to lead team members from front even in challenging circumstances To set examples for the group by completing his/her tasks perfectly To display courteous and friendly attitude as well as to prevent any conflict ing situation Evaluating Learning Material Through my involvement in leadership, I have learnt a number of fundamentally important aspects that have been elaborated below: When I began my career as web developer in Department of Forestry, Indonesia, I had to work as a team member. There were other members who were more experienced while I was new and had none. At the initial stage, I thought I will be capable of working as a team member though there were some rooms of doubt. I was determined and put my entire efforts to perform my task efficiently. Soon I found that I could indeed work within a team much efficiently than I had thought. The one month experience as web developer probably provided me with a unique experience and made me realize the importance of team work. After serving my work tenure as a web developer successfully, I took up a job as a programmer for the period of one month in Faculty of Forestry, University of Technolog

Strategic Plan Assignment Example | Topics and Well Written Essays - 1250 words

Strategic Plan - Assignment Example objectives of the institution, strategies to address each of the objectives, at least one inmate program that will aid in achieving each objective and a method for assessing success for each objective. If this research paper was read by the public, the definite impact would be that many people would be informed about this correctional institution. criminals would fear going there and the public would know that the United states government cares for their welfare and security. The proposed strategies would probably be adopted or modified by the management at ADX Florence. The research has been done using internet sources whose references are listed at the end of this research paper. The name of this maximum facility correctional institution is ADX. it is also known by the names ADX Florence, Florence ADMAX, Supermax or the Alcatraz of the Rockies. as mentioned above, this penitentiary is governed by the Federal Bureau of Prisons of the United States. The facility was opened in 1994 and it is located at Fremont County Colorado. its security class is ranked as Supermax hence the name. actually ADX Florence is the most secure prison in the United States earning itself a record in the Guinness world book of records. the facility houses prisoners that have been rendered too dangerous or high-profile for normal prisoners. 95% of prisoners sent here have a history of violent behavior in other normal prisons. here are images of the exterior view of the prison. A published mission statement could not be found but the reason why the penitentiary was founded was to be a home to United States most violent and evil criminals most of whom had committed various murders and had no value for life. the long term goal

Catheter associated urinary tract infections Term Paper

Catheter associated urinary tract infections - Term Paper Example . The use of the urinary catheter has some side effects such as kidney failure or even weakening of the body’s general defense mechanism. The kidneys are responsible for filtering the urine so as to make urine, and when there is an infection, especially an untreated infection, it might lead to kidney failure. This tube is usually used when there a person cannot urinate on their own, and hence this tube is inserted to help drain the urine. It can also be used when there is need and essence to establish the amount of urine that a person’s body makes, especially when the person is hospitalized. The tube can also be used when carrying out kidney and bladder tests, and when performing some surgeries (Gotelli et al, 2008). This tube has been associated with urinary tract infections, with some of the signs of the infections being blood in urine, frequent but painful urination after the catheter has been removed and lower abdominal pain. The use of catheter tubes is at times co nsidered a risk to patient safety due to the high rate of infections. The tube provides a more direct access for bacteria and other infectious organisms into the bladder (Bernard, Hunter and Moore, 2012). The after and long term effects of the use of the catheter tube might be very adverse, and this necessitates the need for a solution, an alternative or an intervention. Intervention The adverse effects resulting from the use of the urinary tract catheter shows that there is need for intervention. In this case, the suggested intervention to aid in the reduction of the effects is proposed in several ways. The use of indwelling catheters use only follow after the patients records have been checked and it has been determined that it is a must for the catheter to be used (Bernard, Hunter and Moore, 2012). If there is another way of administering treatment without using the tube on the patient, then this should be adopted. It also follows that the catheter should be removed from the pati ent’s body as soon as possible to minimize the chances of infection. In addition, the direct staff and all nurses should ensure that they are properly trained on handling the catheter. This includes frequent and thorough washing of hands before and after handling the catheter. Gotelli et al (2008) clearly propose that the se of external catheters in intermittent urethral catherization might be part of the intervention. Urethral catherization is very sensitive and is among the leading causes of urinary tract infections. By the health staff gaining enough competence concerning how to handle and use the catheter, chances are that the cases of the infection might probably reduce. The doctors and other health staff have become too used to the urinary tract infections such that introducing the intervention might not be too easy (Gotelli et al, 2008). Competence Outcome and Performance Assessment model To investigate and potentially assess the interventions, the Competence Outcomes and Performance Outcome theoretical approach and framework shall be used. This model has been earlier on been applied in academic and non-academic institutions, and has succeeded in works environment, especially the health industry since it is encourages adopting the environment in contemporary living (Lenburg, 1999). It is a model that seeks not to change the traditional way of learning but to make learning, in all academic and

CRIMINAL LAW Essay Example | Topics and Well Written Essays - 1250 words

CRIMINAL LAW - Essay Example Rachel would win the challenge if she did not move her foot. Rachel accepted the challenge. The game started and Charlie was the first to throw a knife which hit Rachel’s ankle resulting in a deep cut and started bleeding. Rachel shouted at Charlie that she would get back to her, if she wasn’t in much pain. Seeing what had happened, Monica shouted to Charlie wondering whether she was crazy. Monica then lamented that she could not believe that Charlie had cut Rachel’s foot and asked whether it was because she hated her since she used to date Ross who still loves her. These comments infuriated Charlie, who grabbed the pair of scissors lying on the table and cut a large chunk of Monica’s hair. Charlie raised her hand again holding the scissors and Monica thought that she was going to cut her again, and so she rushed out of the house. On her way out, Monica met Joey who had heard the commotion and had come to check what was going on. Bumping onto Joey, Monica fell on the floor dislocation the right wrist which she had previously injured a day earlier while playing tennis. Rachel grabbed the frying pan and tried to hit Charlie at the time Joey was entering the apartment. Rachel missed Charlie and instead hit Joey fracturing his nose. In this case, the facts are that, Rachel was aware of the risk and danger she was putting herself into when she agreed to take the challenge that allowed Charlie and Monica to throw knives near her foot. Charlie threw a knife that cut Rachel’s foot resulting in bleeding; this was not intentional but an accident. As a result of infuriation, Charlie cut off a big chunk of Monica’s hair, this was not an accident, and it was intentional. Monica dislocating her arm as a result of bumping onto Joey was purely an accident. Rachel hitting Joey’s nose with a frying pan and fracturing it was not intentional. Based on the facts of this case, the question that arises is what criminal liabilities for the said parties in this case are. Parties Criminal Liability It is very clear, from the facts extrapolated above; the issues of Grievous Bodily Harm, Accidents, and Transferred Malice in relation to injuries are significant to these parties’ liabilities. Neither Rachel, Joey nor Monica, did anything wrong. The harm caused to Rachel by Charlie, the deep cut in Rachel’s foot, is considered involuntary. The potential criminal liability that faces Charlie is the Grievous Bodily Harm statute under section 18 of the 1861 Act, Offences against the Person. According the external elements of the offence-actus reus-a defendant must unlawfully cause any grievous bodily harm or wound1. The deep cut on Rachel’s foot caused by Charlie may constitute a grievous bodily harm or wound, under the rule found in Eisenhower, the continuity of the whole skin be cut rule2. The deep cut on Rachel’s foot caused by Charlie can also be explained under really serious bodily harm as seen in the case DPP v Smith3, but would, however, be up to the jury. According to the mens rea4, for such a liability to accrue, there is a requirement that an act needs to be malicious and with intent. Charlie would most probably fall under section 18 of the 1861 Act, Offences against the Person, which does need intent or malice5. It may be argued that cutting someone’

Compare and Contrast the development of slavery in the US to the Essay

Compare and Contrast the development of slavery in the US to the development - Essay Example According to Nellis (20), slavery in Latin America was characterized as being less cruel and harsh as contrasted to the slavery in the United States and especially in the Southern America. This contrast was mainly due to the influence that the Catholic Church had in the Latin America where it advocated for slaves to possess rights such as seeking relief in the event a master is cruel, having marriage rights and being allowed to purchase freedom to work in their own plantations of sugar or other products. The Spanish and Portuguese colonists were also largely viewed as being less affected by prejudice associated with race as when compared to the United States (Finkelman, 34) and this is one of the main issues that stood out as a contrast. Furthermore, it was believed that the Latin American slavery was less affected by pressures associated with the capitalist economy that was competitive and dominant in the United States lave owners to demand a lot in plantation workings. In many circumstances it was viewed that the Latin American slavery was also harsher and cruel to some extent. This was mainly due to the inability of the courts and the Catholic Church to be able to offer the much required protection to the Latin American slaves as contrasted with American slaves that did not depend on the church for protection. In Latin America there were also many incidences where slaves were tied down and flogged for about ten consecutive days when they failed to deliver the amount of tasks expected of them in the plantations (Digital History, 1). Franklin and Alfred, (20) suggest that when observed from a different view slavery in Latin America seemed even more harsh than slavery in the United States. Latin American Slaves were forcefully required to wear Iron masks when working in the plantations so as not to tamper with products such as sugarcane and tobacco or to engage in alcoholism this incidence was not reported among American slaves. United States

Greek Mythology and Platos Concept of the Soul Essay

Greek Mythology and Platos Concept of the Soul - Essay Example Platonic philosophy views the immortal soul and the body as separate entities. At death, the body decomposes and merges with the elements from which it was created but the soul is imperishable. This brings me to the point of linkage. To what degree was Plato influenced by Greek religious beliefs involving the immortality of the soul and what did Plato think of the afterlife compared to the earlier Greek religious beliefs about it? I cannot actually know this exactly but I can and will look at what Plato was reacting to. The Greek word for soul is psyche. Through the ages, the word psyche stayed the same but the meaning changed. My claim is that Plato’s idea of the soul differed from the earlier view expressed in Homer’s epics and other myths and he almost always chose the opposite position to Homer’s writings. Throughout the dialogues, Plato often argues against and almost ridicules Homer’s text, stepping outside the Greek societal box of thinking about the soul. Plato’s theory differs to that of the earlier Greek times because it portrayed the soul as being immortal and the means to knowledge. He did not associate the word psyche with de ath as did Homer. Hendrik Lorenz comments, â€Å"From comparatively humble beginnings, the word ‘soul’ undergoes quite a remarkable semantic expansion in sixth and fifth century usage. By the end of the fifth century -- the time of Socrates’ death-- the soul is standard thought and spoken of as the distinguishing mark of living things, as something that is the subject of emotional states and that is responsible for planning and practical thinking, and also as the bearer of such virtues as courage and justice.†1 Through the ages, Greek society associated the soul or psyche with the idea of death. The ancient Greeks’ religious beliefs were not prescribed in code on a set of tablets or papyri but rather passed down

REPORT Essay Example | Topics and Well Written Essays - 2500 words

REPORT - Essay Example Whilst at the time the Market Oracle forecast was for growth for 2008 of between 1% and 1.3%. Now some 7 months into the year, and a series of adjustments later the mainstream forecasters are starting to come around to our forecast for 2008.† (Walayat, 2008) The above statistics clearly shows that the current crisis is more serious than anticipated. Even most of the expert economists were failed to predict the current crisis and hence most of the organizations could not take any precautionary measures to tackle it. ‘As per British chamber of commerce unemployment may cross more than 3 million as Britains manufacturers, retailers and service industries feel the full effects of the downturn. Most of the economists now think that the current recess may be worse than that happened in 1990s. The UK economy may be lessened by as much as 2.9%, which may result in the risk of deflation this year. (Inman, 2009) Real estate sector is one of the most affected areas in Britain also like most of the other countries because of the current crisis. The house prices have almost reached an all time low in the recent past. Archer predicted house prices would fall another 15%, while Capital Economics said it could be as much as 20% as the cost of the average home headed for a 50% fall from its peak in the summer of 2007. (Inman, 2009) Most of the organizations are now searching for organizational strategies and change management theories to survive during these dipping economic period. They are now studying the external environment, analyzing their organization’s competitive advantages, implementing new strategies, changing the existing management styles, studying organizational culture and efficiency to counter the problems caused by the current recession. The famous British economist, Herbert Spencer, who first coined the phrase ‘survival of the fittest’ to summarize Darwin’s revolutionary

Key Account Team (KAT) Essay Example for Free

Key Account Team (KAT) Essay As a result of the recent meltdown in mortgage-backed securities market, CB’s changed its internal processes so as to react competitively and increase its market share. Two key changes occurred: the creation of a Key Account Team (KAT) and the restructuring of the division-wide performance management system, which would help determine a salesperson’s annual compensation. Although there are some disadvantages to the new system, Winston should recommend the KAT concept to other regional managers. The new system not only helps managers have a well-rounded understanding of its salespeople’s performance, it also helps the company to allocated appropriate resources to money-making accounts. Because the taxable securities group represented 60% of total sales in the office, CB’s created KAT, a group of 5 highly specialized salespeople, to fulfill the need for more product expertise in higher margin segments. The advantage of having KAT was that customers now had salespeople who offered in-depth, technical advice on specific issues. Furthermore, Kat along with the new evaluation system increased the frequency of communication between the New York and Boston offices. Lastly, the new structure allowed the best salesperson to be focused on the product needing the most help. On the other hand, others argued that this change made it more complicated to make large, multiproduct trades because more people needed to be involved. Another con was that salespeople felt too specialized, thus, limiting their career prospects. Nevertheless, the change had generated higher profit per dollar of sales in the Boston Office. Additionally, with the new compensation system, commissions were driven by sales volumes in areas of specialization and not from demand in within the client base. This meant that there was an even higher possibility for salespeople to generate more income. Thus, specialized salespeople were compensated for this so called limitation, meaning that their inclination to leave the firm could be swayed. Although there are some disadvantages to becoming more specialized, CB has to accommodate its clients and their needs in order to be competitive. Therefore, Winston should recommend its new structure to other regional managers because it’ll make the company the one stop for companies looking for specialization in riskier segments.

Radio as a Medium of Mass Communication

Radio as a Medium of Mass Communication LESSON 1 RADIO AS A MEDIUM OF MASS COMMUNICATION IN TODAY’S CONTEXT Introduction Communicators use several media to transmit a message (a thought, idea, opinion, and attitude) to the readers, listeners and or viewers. These media: film, print, broadcasting, are used differently by people for various purposes. Each mass medium has its own distinct nature and characteristics. For example, print medium (newspapers, magazines, etc.) provide detailed information which can be kept for a longer period; accessed whenever needed and used by many persons at a convenient time. Films can be watched and enjoyed at one single place (cinema hall) by many people in large or small groups, or at homes through television sets. Broadcasting on radio and television can bring voices and pictures to a large number of listeners and viewers from long distance. Thus, we see every medium of mass communication works in its own unique way and carries the message far and wide. Each medium has its advantages and limitations in the areas of operation, influence and impact. For instance, print depends on the ability to read. For communicating a message to a child or an illiterate person, television, film or radio would be effective while the print medium will not be relevant. Every medium uses its strengths to provide information, education and entertainment to the public. 1.2 Meaning and Definition In order to appreciate the role of radio as a medium of mass communication, we need to understand what is the concept of communication, what are the various functions and types of communication. The word Communication is derived from the Latin word cornmunis, which means, to make common or to share. There are numerous definitions of communication, and there is yet no agreement on any single definition. Some of the more functional definitions of communication describe it as the transfer or conveying of meaning (Oxford dictionary), transrnission of stimuli (Colin Cherry), one mind affecting another (Claude Shannon); one system influences another (Charles E. Osgood), the mechanism through which human relations exist and develop, or sharing of experience on the basis of commonness (Wilbur Schramm). â€Å"Thus, communication is, a process of sharing or exchange of ideas, information, knowledge, attitude or feeling among two or more persons through certain signs and symbols†. 1.3 Functions of Communication Communication is vital for human existence, and for the progress of humanity. No person, group or society can exist without interaction with others. Think for a moment what would happen to us if we did not talk with anyone at home; didnt listen to lectures at School or college; didnt speak to friends and co-workers; or didnt play games or watch TV or films? Essentially, the primary function of communication is to inform, instruct/educate, entertain influence and persuade people to make them function smoothly and effectively. Besides, communication has a secondary function to perform as well: through debate and discussion it promotes cultural integration, it fosters consensus, creativity, and understanding among people, groups and societies enabling them to live in peace and harmony. 1.4 Types of Communication Human beings are engaged in a variety of communication acts. Although each type of Communication appears-to have distinctive features, they are all much alike in the senses that are enters into a meaningful relationship with one or more persons by means of signs and symbols. These are: Intrapersonal Communication Interpersonal Communication Group Communication Mass Communication. 1.4.1 Intrapersonal Communication refers to communication that leaks inside a person; and this happens all the time. It is like conversation to oneself, listening to oneself and linking with oneself. It is important in anticipating, abstracting and communicating our thoughts or ideas before we actually treat in open communication. 1.4.2 Interpersonal Communication is the world-wide form of communication that takes place between two people. In interpersonal communication, there is face-to-face interaction between two persons, that is, both are sending and receiving messages. This is an ideal and effective communication situation because you can elucidate and highlight many points through your expressions, nods and voice can get instant feedback. 1.4.3 Group Communication is an addition of interpersonal communication where more than two individuals are involved in discussion of ideas. Communication in a group helps many goals including collective decision making, self-expression, increasing ones effect, uplifting ones status, and relaxation. Group communication provides a chance for direct interface among the members of the group; it helps in bringing about changes in attitudes and opinions. 1.4.4 Mass Communication outside the realm of interpersonal communication exists another form of communication which involves communication with mass audiences and hence the nomenclature mass communication. The channels through which this kind of communication takes place are referred to as mass media. Mass communication and mass media, are generally considered synonymous. Mass communication is unique and different from interpersonal communication as is evident from the following definition: Any mechanical device that multiplies messages and takes them to a large number of people simultaneously is called mass communication. The media through which messages are being transmitted include: radio, TV, newspapers, magazines, films, records, tape recorders, video cassette recorders, etc., and require large organizations and electronic devices to put across the messages. Radio as a Mass Medium Radio is the transmission of signals by modulation of electromagnetic waves with frequencies below those of visible light. In electronics, modulation is the process of varying one or more properties of high frequency periodic waveform, called the carrier signal, with respect to a modulating signal. This is done in a similar fashion as a musician may modulate the tone from a musical instrument by varying its volume, timing and pitch. The three key parameters of a periodic waveform are its amplitude (volume), its phase (timing) and its frequency (pitch), all of which can be modified in accordance with a low frequency signal to obtain the modulated signal. During the 1930s, radio was considered an intimate and credible medium. The public used it as a news source and expected it to provide factual information. Radio was the first truly mass medium of communication, reaching millions of people instantly and altering social attitudes, family relationships, and how people related to their environment. Radio is an attractive medium among the various mass communication media because of its special characteristics. It continues to be as relevant and potent as it was in the early years despite the emergence of more glamorous media. It is a truism that in the first phase of broadcasting spanning three decades from the early twenties, radio reigned alone or was the dominant player. However, over a period of time, the media scene has changed drastically. Television with its inherent strength of audio-visual component has captured the imagination of the people. The advent of satellite television, the Internet and the convergence of technology have added further dimensions in media utilization patterns. However, despite the presence of a plethora of media, there is room and scope for each medium. Experience has revealed that new technologies add things on but they dont replace. One medium is not displaced by another each medium reinvents itself in the context of changes in the communicati on environment. In the changed media scenario, radio is reorienting itself with more innovative programmes and formats.

Environmental Crime and Green Criminology

Environmental Crime and Green Criminology The fast social, technological, political and environmental development of the world we live in is almost beyond comprehension. All these changes have created growing demands for goods and services that cannot be supplied anymore by the ordinary economy and business services, but the criminal economy must jump in. Furthermore, new mobility has increased trade, tourism, expansion of the scientific and cultural cooperation and much more. Borders are turning pale and becoming insignificant. Everything has gone to the undreamed-of rate. But unfortunately at the same time all this progress has caused war, pice, and crime of unprecedented proportion (Moore and Fields, 2005). Environmental crime represents one of such (inter)national problem that is growing very fast and wide and as stressed by Fields, Arrigo and Webb (2005), these crime problems are highly complex in relation to those with whom criminologists were used to deal with, as it will be shown below. Comparative criminology refers to the systematic and theoretically-informed comparison of criminality (crime and crime trends) in two or more countries (Howard, Newman and Pridemore, 2010). Comparative studies are very important for criminology, because they offer great potential for increasing the explanatory power of criminological theories.  [1]  Furthermore, comparative criminal justice studies reduce the enormous differences between crime rates among different countries.  [2]  Although many authors (Shelley, 1981; Rokaw, Mercy and Smith, 1990; Hans-Gunther, Shelley and Kaoth, 1992) in the field of comparative criminal justice surveys assume that the goal of comparative criminology is si mply to test whether claims about crime causation stand up in the rich texture of cultural variation, Beirne and Nelken (1997) stress that the scope of comparative criminology is wider than the search for the causes of crime. It includes the study of transnational crime, the problems of exporting models of crime control to other countries and the way the views of criminologists are themselves influenced by their cultures in the search of explanations of crime. Furthermore, Bennett and Lynch (1990: 153) state that cross-national studies of crime (criminal justice) issues play an important role in building theory and guiding public policy. The last one more and more often relies on the scientific survey results and findings, with the intention of bringing the right decision about the public related crime problems. Neuman and Berger (1998: 300-301) argue that comparative criminology is plagued by a hiatus between theory and research. Therefore, the different levels of theoretical explanations need to be explored with data that simultaneously employ variables at the contextual and individual levels. Quantitative studies must be complemented by in-depth historical research in order to examine the specific processes occurring within nations. Quantitative cross-national studies with aggregate data are appropriate to evaluate alternative perspectives but it is important to be explicit about the methatheoretical assumptions underlying such research. Beirne and Messeschmidt (1995) warn that if mentioned conditions are not fulfilled, studies will proliferate with exercises of verification and falsification of numerous middle-range theories without a cumulative development of theoretical knowledge. As pointed out by MeÃ…Â ¡ko (2008: 31), the issues about the movement of crime and crime policies between countries and cultures and comparison between countries are important. According to this it is important who are the carriers of these changes and comparisons, and furthermore the transfer of knowledge, ideas and concepts itself and their understanding and implementation in a society. The purpose of comparative studies of crime and criminal justice is to know the impact of cultural, political, economic and other effects on the differences in attitudes towards crime, law enforcement response to violations of laws crime and criminality.  [3]  The comparative criminology enables all this. Different authors (Beirne and Hill, 1991, Fields and Moore, 1996; Wardak and Sheptycki, 2005, Reichel, 2008) define comparative criminology as the systematic study of crime, law and social supervision in two or more cultures, noting that this aspect of criminology has been neglected in the past. Comparative criminology with the support in the criminal justice system and studies allows a comparison of crime and related phenomena between two or more countries. By applying this method, criminologists try to identify the similarities and differences in crime patterns between different cultures. Ideally, it would be necessary to test the theory in as many different possible conditions. Howard and Newman (2001) stressed that in the last decade criminologists realized that the majority of the existing criminal legal theories are limited only to a few western countries. In the last period this situation is slowly changing, as the criminologists, faced with rising crime rates, felt a strong need to share and exchange the experiences and learn from each other. Reichel (2008: 30) points out that at doing the comparisons between countries one needs to focus on the changing crime rates and provide a unified definition, reporting and recording or keeping of crime statistics; other wise the results are not representative, valid and useful. Although many theoretical, methodological, and philosophical problems certainly have dogged comparative criminology since its inception, Howard, Newman and Pridemore (2010) stress that this field of investigation is currently in a state of rapid expansion. Beirne (1983) warns that any serious comparative analysis of crime must confront the reliability of information about crime rates and victimization. Like all cross-cultural analyses, comparative criminology is beset with difficulties about what to compare, how and for what purpose. Promise and the perils of comparative criminology are everything but negligible, because this form of criminological research faces additional obstacles of problems, which all social explanations face. Because the definition of crime is conventional and because it depends on differences between systems of criminal justice, the technical and conceptual obstacles to comparing crime rates and explaining the causes of criminal behavior comparatively are definitely serious. And over and over again, new questions spring up, such as: Is the meaning of criminal behavior constant across different legal systems and cultures? How far can we risk explanations of environmental crime, which avoid reference to meaning? H ow much reliability should we attach to crime data from different societies that are gathered by the police or by victimization surveys? etc. In 1987 Michalowski and Kramer conducted a comparative criminal justice (criminological) study in the field of environmental crime. Back in 1980s they noticed the significant expansion of transnational corporations in the Third World. Because in many developing nations legal control over corporate violations against the environment did not grow commensurately these corporations engaged legally in a variety of injurious actions that would have been recognized as violations of criminal regulatory, or civil law in their home countries. According to Michalowski and Kramer (1987) the differences in the laws of home/countries of origin and host countries, and the ability of transnational corporations to influence the legal climate in the host countries renders the laws derived at the level of nation-states an unsatisfactory basis for determining the scope of criminological research on transnational corporate (environmental) crime.  [4]  Similar cases of expansions are known also in Eur ope, in Eastern Europe (Czech Republic, Bulgaria, Romania, Ukraine etc.) and in the Balkan Region (Bosnia and Herzegovina, Montenegro, Albania, Kosovo etc.). Some West European and other foreign corporations moved most of their production to these developing countries with the reason of reasonable production costs, although the second (hidden) reason for such decision was and still is less restricted environmental protection legislation.  [5]   Bennett and Lynch (1990: 176) made an analysis of cross-national crime indicators and ascertained that the particular use, to which data are put, will affect the comparability and reliability of the descriptive statistics generated. In this respect they add that for surveys focused on aggregated description or the explanation of variance in crime across nations (except homicide) and/or across time, the choice of data set need to be determined by the relative reliability of the data (e.g. diversity of included nations; the accessibility of the data; timelines and completeness of the information). Furthermore, Beirne and Lynch (1990) warn that Interpol data sets are deficient and unreliable and therefore not appropriate for comparative cross-national surveys. When talking about the international data sets it needs to be added that one has to be careful when using data from different international organizations data sets, such as United Nations, World Health Organization, Interpol, Euro pol etc., because they can distinguish very much. On the other side, as stated by Benne and Lynch (1990: 178), dedicated data collection systems, such as victimization surveys, offer greater potential for providing the data needed for descriptive cross-sectional research purposes. The best example of comparative cross-national survey is the International Crime Survey (ICS), where methodology in all participating countries is equal, which means that results of conducted comparisons are reliable and useful. Howard, Newman and Pridemore (2010) attribute several goals of comparative research in criminology, from which some are obvious applications of the traditional canons of the scientific method, and some are unique to the study of crime in an international setting. According to authors, these goals of comparative criminological research are: extending theories beyond cultural and national boundaries; assessing the performance of national criminal justice systems; evaluating national criminal justice policy; coordinating the fight against transnational crime and reasonable critique. Mainly comparative criminology attends to understanding criminal and deviant behavior. If the crime survey is manifested globally, comparative criminological studies will provide useful insights into the control of antisocial activity.  [6]  Furthermore, it is inevitable that the criminological study intersects with the field of criminal justice. For Howard, Newman and Pridemore (2010), comparative criminological surveys are important because of five essential reasons, because they represent and allow: theoretical development and testing; advance comparative analysis; data explosion; policy development; and globalization and comparative studies of crime and criminal justice. When conducting comparative criminological research, academicians can use different methodology and research tools. It actually depends on the nature of research. Howard, Newman and Pridemore (2010) divide the methodology used in comparative criminological surveys into two groups. The first group includes surveys of comparative research that examine specific substantive issues of crime (e.g. violent crime, property crime, national crimes with international implications such as genocide, domestic violence, transnational crime), where crime represents a dependent variable. The second group includes the general types of studies (e.g. metalevel studies (victi mization surveys), parallel studies (crime rate/criminal justice system analysis; topical comparison; replication of an experimental design), and case studies) normally undertaken by comparative criminologists. MeÃ…Â ¡ko (2008b: 31) emphasizes that comparisons between countries in the form of comparative criminological surveys are important, especially in the field of environmental criminality. Next to the comparison of crime data sets, the transfer of knowledge, ideas and concepts itself and their understanding and implementation in a society can be crucial. For this reason, the main aim of comparative criminological surveys of crimes against the environment is to know the impact of cultural, political, economic and other impacts on the differences in attitudes towards environmental crime, law enforcement response to environmental violations and the overcoming of obstacles posed by the lack of relevant knowledge in countries, where green criminology is developing. Comparative criminology enables all this and for this reason it should be more often used in comparisons of environmental crime forms, green criminology findings and environmental justice responses between two or more countri es. At the beginning of their discussion about the meaning and importance of the comparative criminological study Howard, Newman and Pridemore (2010) assert that with the growth of international transparency and the capacity of the World Wide Web to disseminate information, data about crime and justice around the world are more accessible than ever. The data about environmental crime are no exception (more and more information about environmental harm and environmental damage and degradation is published on the world web by non-governmental organizations and accessible to everyone). Environmental crime in comparison to criminological and criminal justice surveys Environmental crime is every temporary or permanent legally defined deviant act or resigned activity, which causes an artificial change, worsening, burdening, degeneration or destruction of (human) environment or breaking its natural changes. The perpetrator could be anyone or every one of us (corporations, companies, groups, individuals, etc). White (2009: 1) stresses that for many people and experts the term environmental crime is best described not in terms of legality but in terms of new concepts of environmental justice. For him, environmental harm can be conceptualized in the aspect of three broad approaches to the understanding of environmental issues: conventional criminology  [7]  , ecological perspectives  [8]  and green criminology.  [9]  For White (2008), environmental crime is harm against the environment that is being perpetrated across the earth, although its intensity and form varies depending upon specific regions and specific populations. His definition of environmental crime seems more or less logical, although is hard to RAZDELITI and use in comparative criminological or/and criminal justice survey. The definition of environmental crime should be simple, clear and understandable. Only that way the definition could be broadly acceptable (unified) and possible to use for the purpose of comparative studies. In this respect, Clifford and Edwards (1998) warn that an extremely broad definition is not useful for purposes of analysis, because everything can be included in it. Clifford and Edwards suggest that one of the objectives of defining environmental crime is to make reasonable comparisons possible and for this reason the definition has to be so broad as to preclude meaningful distinctions. And something else is definitely true, more researchers and experts know about the environmental crime, the more surveys they conduct, the better their suggested concept (definition) of environmental crime will be. After analyzing the sociological (criminological), philosophical and legal concept of environmental crime, Clifford and Edwards (1998: 25) offered their definition of environmental crime: An environmental crime is an act in violation of an environmental protection statue that applies to the area in which the act occurred and that has already indentified criminal sanctions for purposes of police enforcement. To make their definition easier to understand, Clifford and Edwards (1998: 26) divided it into two parts. The first part defines the term environmental crime from the philosophical aspect: Environmental crime is an act committed with the intent to harm or with a potential to cause harm to ecological and/or biological systems and for the purpose of securing business or personal advantage. The second definition, arising from the legal aspect, states that an environmental crime is any act that violates an environmental protection statute. With the use of such definitions of environme ntal crime the execution of comparative criminological and criminal justice studies is possible and achievable. When talking about environmental crime, we talk about very different phenomena, which are very hard to be gathered in a single universal definition. Environmental crime as such is more or less new and still an unknown form of crime and in some aspects a different form of crime as criminologists, researchers and other experts are used to (classic crime).  [10]  When dealing with environmental crime and performing (comparative) criminological or criminal justice studies man has to be aware of the following most often and important particularities of the environmental criminality: Environmental crime is very diverse all around the world, between countries and between regions (it is inherent to each individual, the economic system, environmental and biological systems, etc.). The problem of the agreed definition of the term environmental crime is still causing problems. One of them is a unified comprehension of the term environmental crime in comparative studies. Because of the lack of adjusted terminology and of a united internationally acknowledged definition, problems on all other levels of discussion, punishment and prevention of environmental crime are appearing.  [11]   Environmental crime is related to the technical development and progress; therefore new forms of environmental criminality are continually produced. Never ending changes to already present forms of environmental crime show themselves in extension and represent the need for constant monitoring, supplementing and changing of the already existing divisions or forming new ones.  [12]   Environmental crime is specific on one hand because of the perpetrators (offenders), their motives and the chosen modus operandi, and on the other hand because of special features of two different victims. Environmental crime acts usually do not affect human victims directly, as it happens in classical forms of criminality. In this case the first victim of a criminal act of environmental crime is the environment, which afterwards threatens the humans (poisoned water sources, toxic gas release, polluted soil, etc.). The narrow research of the whole field of environmental criminality and lack of different ways of research of environmental crime clearly show the need to extend the methodological approaches in criminological studies of environmental crime. Besides supplementing and verification of different comprehensions, the need for alternative approaches to research modern forms of environmental threats also expresses itself, because with human development and modern progress the forms and offenders of environmental crimes are changing. Green criminology has to recognize the lack of specific knowledge (especially natural sciences knowledge), which are essential for effective dealing with deviations against the environment. In this respect, the relations between various disciplines that need to be defined and framed are important. Furthermore, the field of environmental criminality demands a multidisciplinary approach. In the field of ecology, better to say environmental justice, the boundaries between licit and illicit (legal and illegal) are often vague (circumvention of the environmental threats to the legal order of the country). Sometimes the (inter)national environmental law is an imperfect system for the protection of the environment, because it is sometimes too broad and vague, or it depends on national interests elsewhere. Inseparable connection of environmental crime with the society and the way of life make the effort of the active criminological researching of environmental crime and finding more effective supervision systems and methods for preventing environmental crime even harder. In the front is the problem of defining the relation man environment (offender powerless victim).  [13]   More and more attention is drawn into the relation environment safety. Such condition also reflects itself in numerous countries, which try hard to cooperate more intensively in the field of environmental protection on the international level. The need for adequate measures and a more structural and planned approach to such problems and responses to it is growing. All of the above listed characteristics of environmental criminality are very important. They define environmental crime as such and must be taken into account when carrying out green criminological research or analysis. Furthermore, the characteristics must not be ignored when performing comparative criminological surveys; otherwise the results may be incorrect and misleading. One of such example is the use of ICS results in environmental crime comparative criminological survey, because the victims of environmental crime, caused harm and consequences, are still mostly unknown, therefore the conclusions based on a small number of victims reports could be misleading. Furthermore, different forms of environmental crime (e.g. crimes against air, water, soil, etc.) cause different damage and consequences, have different victims and even can be hidden for decades. For better understanding of what exactly environmental crime is, what is punishable, how violence is punished, why it comes to violence and who are the victims of environmental crime, we first need to define the basic terms. The answers to the following questions who committed crime, why he committed it and how the crime is committed against the environment, are expected to be explained by criminology with a good reason. Green criminology has developed as a branch of a science about criminal acts and their perpetrators, which researches the forms of deviant behavior and investigates the causes of such behavior, describes such phenomena and observes them in their development. After all, criminology is not legal, but empirical science, which uses comprehensions of empirical researches and results of the experience. As such, green criminology, can and is using comparative studies to understand and be able to explain environmental crime more detailed and accurately. The comparative criminological and criminal justice studies of environmental crime are very rare due the several reasons. The most important is the unknown, inadequately defined and poorly researched field of environmental criminality all over the globe. Despite that, the importance and the benefits of comparative criminological studies are very important for the further development of the environmental crime field and green criminology as mainstream social science dealing with environmental issues. The scope of comparative green criminology and criminal justice is wider than the search for the causes of environmental crime, as already mentioned by Beirne and Nelken (1997). For this reason it includes the study of transnational environmental crime, the problems of exporting models of environmental crime control to other countries and the way the views of green criminologists are themselves influenced by their cultures in the search of explanations of environmental crime. When conducting a comparative study of environmental crime one has to be aware that the purpose of comparative studies of crime is to know the impact of cultural, political, economic and other impacts on the differences in attitudes towards environmental crime, law enforcement response to violations of environmental protection laws environmental crime and environmental criminality. The use of comparative criminological and criminal justice studies in the field of environmental crime is very important, because i t enables a comparison of environmental crime and related phenomena, such as environmental degradation and destruction, between two, three or more countries. Furthermore, green criminologists try to identify the similarities and differences in the environmental crime patterns between different cultures with the application of this method. Furthermore, they use them to understand and explain the causes for committing environmental crimes. Comparative criminological and criminal justice surveys of environmental crime are important because of five essential reasons, stressed by Howard, Newman and Pridemore (2010: STRAN). They represent and allow: a) theoretical development and testing of criminological theories in the field of environmental criminality and green criminology; b) advance comparative environmental crime analysis; c) environmental crime data explosion; d) (environmental) crime policy development; and e) globalization and comparative studies of environmental crime and criminal justice. What is more, the purpose of such studies is to know the impact of cultural, political, economic and other impacts on the differences in attitudes towards crime, law enforcement response to violations of laws crime and criminality. The comparative criminology enables all this and for this reason it should be more often used in comparisons of environmental crime forms, green criminology findings and environmental justice respo nses between two or more countries. Similar to Slovenia, some countries have typical characteristics in existent phenomenal forms of environmental crime, as well as by offenders of the environmental crime. For this reason the comparison should be set on a common basis, which is widely accepted all over the world. Comparative criminology could be for example used in a survey that would originate from Sutherlands (1939; in Sutherland and Cressey, 1974) definition of criminology.  [14]  By combining different research methods, it is possible to explain the problem of extension and destructive power of environmental crime on one hand and on the other unconsciousness of noxiousness and its influence on the environment, human and his life. The environmental topic and the research approach are relevant for Slovenian science and also for work of green criminology and competent authorities, because they represent an exact analysis of discourse of environmental crime in the country and worldwide. The practicability of this a pproach shows itself in offering the results and comprehensions that could be the basis of activities to protect the society from environmental crime. Comparative criminological studies are very important for further development of green criminology and the gathering of additional knowledge about the environmental crime. The desired objectives of such a survey are often an understanding of criminal and deviant behavior against the environment in the chosen country and assessing the performance of the national criminal justice system. The transfer of knowledge about environmental criminality remains the main aim of the comparative criminological survey. Furthermore, comparative green criminological and criminal justice studies enable a comparison of environmental crime and related phenomena between compared countries, and help green criminologists identify similarities and differences in environmental crime patterns, and understand and explain the causes for and consequences of environmental crimes.

A Computer For All Students :: essays research papers

SOUNDOFF--A Computer for All Students--Revisited The introduction of the graphing calculator has changed the structure of teaching and learning mathematics. This made it possible for everybody to receive the benefits of a computer-generated visualization without the high cost of a computer. These graphing calculators over the years have lowered in cost, became easier to use, and are more portable. The next generation of graphing computers has arrived with the recent introduction of the Texas Instrument TI-92. This relative inexpensive calculator will allow more high school teachers to teach an area mostly untouched, computer symbolic algebra and computer interactive geometry, because it has not been practical or possible. The TI-92 is merely the beginning of the new revolution of hand-held computing tools. The next challenge mathematics teachers are facing is the teaching of traditional paper-and-pencil symbolic algebra skills. This task has been made obsolete by the more accurate and faster computer symbolic algebra algorithms. Students can get a far better illustration of important concepts and applications of mathematics with these new hand-held tools than with the traditional paper-and-pencil task. The paper-and-pencil task and other traditional skills must still be acquired, but students should spend less time acquiring it. More emphasize must be put on computing tools. Students should take advantage of the computer technology to become powerful and thoughtful "problem solvers." The process of changing from traditional methods to a more computer-oriented environment has to be met by the education and mathematics community. Educators should have textbooks that better represents the new technology. Teachers need to be more technology literate. The mathematics community must dispel the image of "doing mathematics" with the traditional paper-and-pencil method. These reforms can better teach students important skills needed for the future. The use of technology in mathematics will give students an advantage mathematics and related technology. Students will need that advantage if they wish to compete in the twenty-first century. Opinion This article stressed very important issues educators, teachers, and the mathematics community must face. The reform will change the course of mathematics in school and elsewhere. As a student, I am very concern about the future of mathematics.

Philosophy of Teaching Statement :: Education Teachers Classroom Essays

Philosophy of Teaching Statement Children are always wanting a role model to look up to and follow in their footsteps. Being one of these role model would be a great thing to me. I plan on teaching health and physical education in high school. These are important years to students they are getting into their social clicks and getting to know who they really are. My goals are simple, teach the kids like they are adults and they will respect you more. I plan on teaching in a progressive and behavioral way. Most students would like to know more about the real world and what is going out now instead of what was going on in the past. In a progressive style classroom the students do more group work then just individual work. They are allowed to make choices on their own that will get to the end product. This style of teaching focuses on real world events which would be perfect for my health classes. In the physical education class I can have different groups working on different activities making the class seem better because the students will constantly be active which is key with teenagers. I will also use a behaviorist style with rewards for doing well. This will make students drive to become better. I will always reward for small steps as long as they are in the right direction. I would always keep an open mind to different philosophies. Teaching students has been one of goals in life but also while teaching I also want to coach. I believe that I can help make a bigger difference in a child’s life not only teaching them in the classroom but also on the sports field. I want my athletes to take what I teach them and put it towards life like one of my coaches did for me. I learned a lot on the track and football field that helped me throughout my life choices. Some of these times were in times of hardship and rough patches when I didn’t know which way to turn. I always could push myself that extra step and keep my moral up. The real world is a challenging place and I want to be able to teach my students in my health class about the world. I want to be able to teach them about the situations that will come up while they further their education.

The Articles of Confederation :: essays papers

The Articles of Confederation Adopted in congress in 1777 and ratified and in force in (1784?) Adopted for: a) unify in defense and war b) Foreign policy basic principle of articles for states to maintain control under central government assigned specific powers Organization of government: 1) one legislative house - unicameral legislature - passes laws 2) 2-7 delegates per state 3) 9 votes required to pass law 4) 13/ unanimous votes needed to amend Articles Powers: defense - army, navy, and treaties with Indians Foreign affairs - war Money - borrowing, spending, printing, determining value, coining Internal affairs - Judge disputes in special court hearings between states Enforcement laws determined by state therefore enforcement was selective to state desires and rarely done State restrictions - states could not: make war, treaties, international tariffs and coin money Duties of state - states must provide money/army? When requested by congress States must pay taxes based on land Weaknesses of Articles - I. trade regulation - congress had no power to regulate trade - done by states - caused: a) tariffs on imports and exports established by states b) states competed over control of waterways c) Foreign trade was diminishing; interstate trade was also stopping because of tariffs on each other making trade difficult II. Enforcement a) Central government included no enforcement/ executive branch b) Rules mostly ignored 1) taxes decided by congress based on land ( to be paid by states - didn't pay - congress had no income and had to borrow- land basis bad for south - few people and lot of land 2) no income for army - regulated number soldiers per state not given - kept for own defense result - SHAY'S REBELLION - Begun by Daniel Shay - farmer in Massachusetts wanted to begin own government and revolted - Mass. didn't have enough army to quell rebellion - soldiers also farmers and on other side - asked congress for help but appeal to no avail - states didn't list4en to congress cuz didn't care - continued for 6 months 3) Treaty of Paris not enforced - states refused to compensate loyalist for property lost and collect debts owed to British merchants - money all used for war effort Therefore England also violate and move troops to Northwest Territory (fur trade) Spain and England restrict trade on Mississippi and right of deposit in New Orleans III. Money - each state illegally made their own currency- congress could not prevent it - 14 forms of currency causing it to be worthless and inflation - made congress and states suffer - foreign countries unwilling to trade and

Evaluation to organisational learning practices

Organisation make decisions which are routine, daily in nature, operational or strategic in nature; which has to do with the corporate or organisational plan on how to operate and carry out its function in order to effectively and efficiently attain its objectives and goals. These decisions sometimes result in consequences that are not favourable to the organisation. Sometimes the organisation stands to pay dearly for embarking on the wrong decision, or making a nice decision at the wrong time.Thus, organisational learning is a way out and a field, which contemporary organisations have adopted in learning to detect and make corrections to erroneous decisions in the operational strategy of the organisation. The context and content of the organisation’s operations are studied; the vicissitude associated with it is taking into cognisance. And how this affects the organisational managerial functions of Planning, Organising, Staffing, co-ordinating, Reporting and Budgeting, is also studied so as to bring about effective and efficient decision making in the organisation.What role does evaluation play in the organisational learning practices? Since evaluation is a useful tool in the hands of managers of administration, it is seen that evaluation approaches set good record at providing accurate, valid and appropriate information in individual and the organisational successful decision making. Thus, the kernel of this write up is to peruse and critically analyse the contribution of evaluation to organisational learning practices. CONCEPTUALISATION OF TERMS What Is Organisational Learning?A prominent scholar that has contributed immensely in the field of organisational learning is Prof. Chris Argyris. He has to his credit several books on organisational learning. And also the works of Don Schon is highly recognised. Learning accordion to Argyris and Schon (1978:2), involves the detection and correction of error. Organisational learning concerns on how organisation s learn to be positioned effectively in detecting and making correction to unfavourable decision and organisational strategy.The rapid changing environment that most organisations assume had made the acquisition of new knowledge difficult and problematic. â€Å"Even if change is endemic this is questionable. As well as being proactive or simply passive, organisations may also be victims of excessive change† (Mande, 2005). As a way of carrying out organisational learning, Argyris and Schon (1974), came up with the Single-Loop Learning and Double-Loop Learning. In Single-Loop learning, given or chosen goals, values, plans and rules are operationalised rather than questioned.According to smith (2001), single-loop learning seems to be present when goals, values, frameworks and to a significant, extent strategies are taken for granted. In single-loop learning the underlying programme is not questioned; the overwhelming amount of learning done in an organisation is single-loop lear ning, since it is designed to identify and correct errors so that the job gets done and the action remains within stated policy, guidelines. (Argyris, 1993). Single-loop learning is described as a thermostat that learns when it is hot or too cold and turns the heat on or off.This is performed with the information received by the thermostat regarding the room temperature and take corrective measures. The Double-loop learning gives question to governing variables themselves, to subject them to critical scrutiny. Such learning may them lead to an alteration in the governing variables and, thus, a shift in the way in which strategies and consequences are framed. (Argyris and Schon, 1974). To Usher and Bryant (1989:87), â€Å"Double-loop learning involves questioning the role of framing and learning systems which underlie actual goals and strategies.Argyris (1974; 1982; 1990) argues that double –loop learning is necessary if practitioners and organisations are to make informed de cisions in rapidly changing and often uncertain contexts Edmondson and Moingeon (1990:160) puts it that; The underlying theory, supported by years of empirical research, is that the reasoning processes employed by individuals in organisations inhibit the exchange of relevant information in ways that make double-loop learning difficult and all but impossible in situations in which much is at stake. This create a dilemma as these are the very organisational situations in which double-loop learning is most needed.The diagram below illustrate and represent the process of organisational single and double-loop learning. Source: Mark K. smith 2001, Chris Argyris: Theories of action, double – loop learning and organisational learning. The diagram illustrates that consequences from the organisational decisions and strategies that are unfavourable under the single-loop learning, these are modified in line with organisation’s actions and strategy, but under the double-loop learni ng there is an over all change and revert to other governing variables that seem better and operationalisable in effective attainment of the organisational goal.What Is Evaluation ? In the process of making decisions about organisation practices and strategies many alternatives are forgone for a chosen one. And it become necessary to assess the chosen option so as to know if really it meets its target or in other words, if the choice for choosing it is not a wrong choice. In this same vain, Fadeyi (1999:74), has it that â€Å"Once appropriate alternatives have been isolated, the next step in decision making is to evaluate them and select the one that will best contribute to the goal.This is the point of ultimate decision making†. Evaluation, according to Williams (2005), is a field that accurately, validly, and rigorously explores the values or worth of human activities. The term is most commonly applied to the assessment of publicly funded social programs, but can cover just about any to include many elements which make it useful in decision making. However, to Oksanen (2005), â€Å"evaluation is not a magic cure for all situations; rather, the launch of an evaluation has to be well-planned and it must be based on clear goals.Evaluation is an assessment of set plan, decision or strategy of an organisation or individual, or a group etc, to see if they are able to effectively meet the target, objectives or goals to which they are drawn to meet. Thus, evaluation enables any organisation to know whether to modify and existing organisation an existing organisation plan or strategy, or to put it aside and choice another alternative, or better still to keep on adopting the same strategy and plan if there is no variance between its expected result and actual result.Though, sometimes evaluation has not successfully bring together individual and organisational decision making. As Williams (2005) puts it â€Å"Established evaluation approaches have a good recor d at providing accurate, valid and appropriate insights, but have had mixed success in getting these incorporated into individual and organisation decision making†. Nevertheless evaluation has been an effective tool in better decision making in organisation. METHODS OF EVALUATION According to Williams (2005), the methods of evaluation have been drawn from the applied social sciences.Interview, survey and small group processes have been the dominant data collection tool, written reports and oral presentation have been the dominant reporting tools. The inherent assumption that underpins most evaluates data leads to reliable information; and reliable information influences appropriate organisational and individual behaviour. In the view of Fadeyi (1999:74), two major methods of evaluation are; 1. Marginal Analysis: This is an evaluation system whereby the additional revenue and the additional costs are compared.This can be used where the objective is profit maximisation, which ma y require optimum use of machines that can be achieved when additional input equal output. 2. Cost Effectiveness Analysis: Cost effectiveness, in its simplest form, is a technique for choosing from among alternatives, by identify a preferred choice when objectives are far less specific than those expressed by such clear quantities as analysis does is to force the decision maker to see various alternatives, by identifying a preferred choice when objectives are far less specific than those expressed by such clear quantities as sales, costs or profits.All cost effectiveness analysis does is to force the decisions makers to see various alternative in light of their effectiveness versus their costs. CONTRIBUTION OF EVALUATION TO ORGANISATIONAL LEARNING PRACTICES. Evaluation, as discussed earlier, is an effective tool for decision making and choosing the right and feasible options among given alternative choices. Through it an organisation is able to receive an operating strategy for the organisation that would make it attain its objectives and goals, not only effectively, but also efficiently.Thus, evaluation plays a significant and key role in an organisational learning practice. Evaluation ahs a prominent role in the extensive organisations such as ministries and research institutes, evaluation practices has enhanced the capability of this organisation to make extensive reforms. Thus, institutional evaluation become more potent than research and development programme which is indirect and takes place within a longer time span â€Å"institutional evaluation, on the other hand is easier to detect compared to the potential effects that an R & D programme evaluation can have on the evaluated activity† (Oksanen 2005).Another contribution of evaluation to organisational learning practice is that it makes an organisation to be in a position to choose and make decision on the corrective measure to adopt on policy plans and organisation strategy that its consequenc es are not effective enough to meet the set goals and objectives. Hence, an organisation would be in a better position, after conducting its evaluation, whether to adopt the single-loop or double-loop learning method.â€Å"Evaluation information is seen to be closely intertwined with other relevant sources at the decision makers disposal†. (ibid. ) Here, evaluation makes the task of choosing he mode for organisational learning easy; since assessment would have being made to see what the organisation ahs done, and what it is suppose to do. This will place them in a better position to make better decision in this regard. Evaluation stands as a management tool that plays several functions in the organisation management and learning practices.According to Oksanen (2005), â€Å"a recurring view associated evaluation with cost awareness both at the level of an individual research organisation. Programme, and at the level of the national R & D. system as a whole† As a managem ent tool evaluation is not only seen as a tool of ensuring the accountability and relevance of development activity in an organisation, but also as a procedure closely linked with internal development and learning. Hence, evaluation is a tool to conscientise and makes organisation staff to reflect on what they do and the role they play in the organisation.As Oksanen (2005), put it, â€Å"evaluation process offered the staff an opportunity to pause for a moment and to reconsider what they are doing, why they are doing it, and how they are doing it†. This way evaluation brings out the week points of stays and through the organisation learning practice corrective measures are taken to strengthen and armed these lapses in the organisation. Closely related to the above point is that evaluation makes an organisation know its strengths and weaknesses. Thus giving it the opportunity to correct and strengthen its weaknesses.Illustrating this with ALNAP, annual review in 2001, with the aid of its evaluation reports, the report has it that, â€Å"it would appear that in some areas at least, co-ordination being a case in point, this year’s results are better †¦ this year’s sample provides a more positive picture than last year’s†¦ the ability of the ALNAP Annual Review series to highlight recurring problem areas within the Humanitarian Sector represents in itself a positive contribution†. (ALNAP Annual Review, 2003). Evaluation has helped the ALNAP organisation to know: ? Which organisations, and co-ordination bodies that are best placed to tackle the recurring problems.? If they consciously own the problem, i. e. are the issues being actively considered by key bodies within the sector. ? What progress is being made each year in the effort to tackle such problems (Ibid. ) Evaluation as a management tool, also stands to trigger a desired self-steering process in the organisation. Here, the organisation is made to be focus on tho se objectives and long term goals it seeks to achieve. And through evaluation in the organisation learning practices, the organisation is spurred and triggered towards the attainment of these targets and any observed variance is adequately taken care of.Also, evaluation helps to clarify the mutual expectations of partners and other interested parties. Outside the institution can turn out to be a learning process for a wider institutional environment, including agencies higher in the hierarchy, such as ministries and other partners† (Oksanen, 2005). Illustrating this, an evaluation of a research institute has offered the ministry concerned an opportunity to review the institute more thoroughly; its functioning, its position within the administrative field, and its role in the development of the sector in question.In addition, some interviewees at the ministry level felt that institutional evaluations have succeeded in pointing out weaknesses, which would demand internal changes even within ministries. (Ibid. ) In the view of Williams (2005) evaluation is germane in the arriving at a common ground for the diverging groups in an organisation. Evaluation approaches generally seek to get to the core issues, and as a result often explore ‘undiscussibles’ and raises issues that expose deep division within the community it is investigating. Evaluation stands as a tool for persuasion in the organisational learning practices.Here, evaluation offers general support of assurance in decision-making situation. Among decision – makers’ evaluation gives them a valued support in their decision-making. â€Å"Evaluation is seen as an important external ‘second opinion’, in relation to which decision-makers can reflect their own ideas. This ‘second opinion gives management the opportunity to assure itself that planned actions and strategic choices are also reasonable from an external point of view. â€Å"(Ibid. ). Evaluation i s valuable for justifying and convincing others about the necessity of proposed decisions.Within the organisation evaluation provides support tot he decision – makers in relation tot he staff. Here, the decision maker can not stand alone, but point out someone from the outside who has objectively assessed the situation and has arrived at a conclusion that such decision are inevitable to put aside. Evaluation also contributes to an organisational learning practice by positioning the organisation to have the willingness to improve on its observed results. When evaluation is carried out, if the result that the organisation gets is unfavourable, it tends to strive to improve upon this, so as to obtain a better result next time.To Udell and Baker (1977), cited in Sexton, et al (1989), advantages of innovative evaluation to inventors, when their innovation and ideas are subject to it, includes; 1. A general idea of a commercial viability of their new product idea. 2. Input concerni ng potential problems likely to be encountered during the innovation process. 3. Unbiased opinions from individuals who have the expertise to evaluate a new product ideas or invention. 4. Pertinent information that will be useful in presenting the concept to others 5. Direction regarding additional information needed for a more thorough evaluation of the product.6. Opportunity, based on the information provided, to make a more informed decision about whether to drop or proceed with the product. 7. Information that may help attracts investors. It is seen that these highlighted advantages of evaluation to innovative ideas are similar to those that an organisation derives when evaluation are linked up with the organisation learning practices. HINDRANCES TO ORGANISATION’S EVALUATION A major hindrance to effective evaluation is when the objectives and goals of an organisation are not clearly stated and straightforward and explicit.It makes the evaluation of such goals and objectiv e very difficult. This tends to hamper the results of the evaluation process. As the ALNAP annual review (2003) has it â€Å"The potential contribution of evaluation genres to learning is often hampered by a lack of clarity as to the purpose, the under-use of approaches and techniques likely to increase learning at the individual and team level and the under use of evaluation materials and case studies in training. According to Oksanen (2005), the most often mentioned weak points to evaluation includes:1. Lack of time for evaluations which may lead to inaccuracies and superficiality in results; 2. Evaluators’ competencies and in particular, their insufficient knowledge of local circumstances. CONCLUSION From the write-up it is seen that evaluation plays a significant role in organisational learning practices, through evaluation the learning practice is made feasible and effective. This make the decisional aspect of the organisational practice to be generally supported and ac cepted in the attainment of set goals and objectives for the organisation.Through evaluation, the organisation strengths and weaknesses are observed and corrective measures are better put in place to correct these weaknesses BIBLIOGRAPHY ALNAP Annual Review (2003), –Chapter Five. (www. alnap. org/AR2002/chapter5a. htm) (19th August2005) Argyris, Chris (1982) Reasoning Learning and Action: Individual and Organisational, San Franciso: Jossey-Bass Argyris Chris (1990), Overcoming Organisational Defences, Facilitating Organisation Learning; Boston: Allyn and Bacon. Argyris, Chris (1993, Knowledge for Action a Guide to Overcoming Barriers to Organisational Change.San Francisco: Jossey Bass Argyris C. and Schon D. (1974), Theory in Practice Increasing Professional Effectiveness San Francisco: Jossey Bass. Argyris C. and Schon D. (1978), Organisational Learning: A theory of Action Perspective, Reading Mass: Addison Wesley Edmondson, A and Moingeon, B (1999) â€Å"Learning, Trust an d Organisational Change† in M. Easterby-Smith, L. Aranjo and J. Burgoyne (eds. ) Organisational Learning and the Learning Organisation, London: Sage Fadeyi, R. M (1999), Management Principles and Practices, Lagos, Foresythe Media Ltd.IFRA (2005), â€Å"Evaluation and Organisational Learning† (www. ifrc. org/docs/appeals/annual01/01790101. pdf) (20th August, 2005) Mande (2005), â€Å"Overcoming Organisational defences: Chris Argyris† (www. mande. co. uk/docs/chapter4. htm) (28 June, 2005. Oksanen, Juha (2005), â€Å"Does Evaluation Contribute to decision Making? † (www. evaluationcanada. ca/distribution/200005_oksanen_juha. pdf. ) (19th August, 2005. Sexton, Donald L. et al (1989) â€Å"Innovation Evaluation Programs: Do they Help the Investors? â€Å"In Journals of Small Business Management Vol.27, Issue 3. Smith, K. Mark (2001), â€Å"Chris Argyris: Theories of action, double-loop learning and organisational learning†, the encyclopaedia of inform al education, (www. infed. org/thinkers/argyris. htm. ) (20th August, 2005). Usher, R and Bryant, I (1989) Adult Education as theory, Practice and Research, London: Routledge. Williams Bob (2005), â€Å"The contribution of Evaluation to Program and Orgnaisational Development- The use of’ Whole System’ Groups Processes†. (http://users. actrix. co. nz/bobwill/elg. doc) (19th August, 2005.