Overrides in VB.NET - Using VB.NET Series

This is one of a mini-series that covers the differences in Overloads, Shadows, and Overrides in VB.NET. This article covers Overrides. The articles that cover the others are here: - Overloads- Shadows These techniques can be hugely confusing; there are a lot of combinations of these keywords and the underlying inheritance options. Microsofts own documentation doesnt begin to do the topic justice and there is a lot of bad, or out of date information on the web. The best advice to be sure that your program is coded correctly is, Test, test, and test again. In this series, well look at them one at a time with emphasis on the differences. Overrides The thing that Shadows, Overloads, and Overrides all have in common is that they reuse the name of elements while changing what happens. Shadows and Overloads can operate both within the same class or when a class inherits another class. Overrides, however, can only be used in a derived class (sometimes called a child class) that inherits from a base class (sometimes called a parent class). And Overrides is the hammer; it lets you entirely replace a method (or a property) from a base class. In the article about classes and the Shadows keyword (See: Shadows in VB.NET), a function was added to show that an inherited procedure could be referenced. Public Class ProfessionalContact ... code not shown ... Public Function HashTheName( ByVal nm As String) As String Return nm.GetHashCode End Function End Class The code that instantiates a class derived from this one (CodedProfessionalContact in the example) can call this method because its inherited. In the example, I used the VB.NET GetHashCode method to keep the code simple and this returned a fairly useless result, the value -520086483. Suppose I wanted a different result returned instead but, - I cant change the base class. (Maybe all I have is compiled code from a vendor.) ... and ... - I cant change the calling code (Maybe there are a thousand copies and I cant update them.) If I can update the derived class, then I can change the result returned. (For example, the code could be part of an updatable DLL.) There is one problem. Because its so comprehensive and powerful, you have to have permission from the base class to use Overrides. But well-designed code libraries provide it. (Your code libraries are all well designed, right?) For example, the Microsoft provided function we just used is overridable. Heres an example of the syntax. Public Overridable Function GetHashCode As Integer So that keyword has to be present in our example base class as well. Public Overridable Function HashTheName( ByVal nm As String) As String Overriding the method is now as simple as providing a new one with the Overrides keyword. Visual Studio again gives you a running start by filling in the code for you with AutoComplete. When you enter ... Public Overrides Function HashTheName( Visual Studio adds the rest of the code automatically as soon as you type the opening parenthesis, including the return statement which only calls the original function from the base class. (If youre just adding something, this is usually a good thing to do after your new code executes anyway.) Public Overrides Function HashTheName( nm As String) As String Return MyBase.HashTheName(nm) End Function In this case, however, Im going to replace the method with something else equally useless just to illustrate how its done: The VB.NET function that will reverse the string. Public Overrides Function HashTheName( nm As String) As String Return Microsoft.VisualBasic.StrReverse(nm) End Function Now the calling code gets an entirely different result. (Compare with the result in the article about Shadows.) ContactID: 246 BusinessName: Villain Defeaters, GmbH Hash of the BusinessName: HbmG ,sretaefeD nialliV You can override properties too. Suppose you decided that ContactID values greater than 123 would not be allowed and should default to 111. You can just override the property and change it when the property is saved: Private _ContactID As Integer Public Overrides Property ContactID As Integer Get Return _ContactID End Get Set(ByVal value As Integer) If value 123 Then _ContactID 111 Else _ContactID value End If End Set End Property Then you get this result when a larger value is passed: ContactID: 111 BusinessName: Damsel Rescuers, LTD By the way, in the example code so far, integer values are doubled in the New subroutine (See the article on Shadows), so an integer of 123 is changed to 246 and then changed again to 111. VB.NET gives you, even more, control by allowing a base class to specifically require or deny a derived class to override using the MustOverride and NotOverridable keywords in the base class. But both of these are used in fairly specific cases. First, NotOverridable. Since the default for a public class is NotOverridable, why should you ever need to specify it? If you try it on the HashTheName function in the base class, you get a syntax error, but the text of the error message gives you a clue: NotOverridable cannot be specified for methods that do not override another method. The default for an overridden method is just the opposite: Overrideable. So if you want overriding to definitely stop there, you have to specify NotOverridable on that method. In our example code: Public NotOverridable Overrides Function HashTheName( ... Then if the class CodedProfessionalContact is, in turn, inherited ... Public Class NotOverridableEx Inherits CodedProfessionalContact ... the function HashTheName cannot be overriden in that class. An element that cannot be overridden is sometimes called a sealed element. A fundamental part of the .NET Foundation is to require that the purpose of every class is explicitly defined to remove all uncertainty. A problem in previous OOP languages has been called â€Å"the fragile base class.† This happens when a base class adds a new method with the same name as a method name in a subclass that inherits from a base class. The programmer writing the subclass didnt plan on overriding the base class, but this is exactly what happens anyway. This has been known to result in the cry of the wounded programmer, I didnt change anything, but my program crashed anyway. If there is a possibility that a class will be updated in the future and create this problem, declare it as NotOverridable. MustOverride is most often used in what is called an Abstract Class. (In C#, the same thing uses the keyword Abstract!) This is a class that just provides a template and youre expected to fill it with your own code. Microsoft provides this example of one: Public MustInherit Class WashingMachine Sub New() Code to instantiate the class goes here. End sub Public MustOverride Sub Wash Public MustOverride Sub Rinse (loadSize as Integer) Public MustOverride Function Spin (speed as Integer) as Long End Class To continue Microsofts example, washing machines will do these things (Wash, Rinse and Spin) quite differently, so theres no advantage of defining the function in the base class. But there is an advantage in making sure that any class that inherits this one does define them. The solution: an abstract class. If you need even more explanation about the differences between Overloads and Overrides, a completely different example is developed in a Quick Tip: Overloads Versus Overrides VB.NET gives you even more control by allowing a base class to specifically require or deny a derived class to override using the MustOverride and NotOverridable keywords in the base class. But both of these are used in fairly specific cases. First, NotOverridable. Since the default for a public class is NotOverridable, why should you ever need to specify it? If you try it on the HashTheName function in the base class, you get a syntax error, but the text of the error message gives you a clue: NotOverridable cannot be specified for methods that do not override another method. The default for an overridden method is just the opposite: Overrideable. So if you want overriding to definitely stop there, you have to specify NotOverridable on that method. In our example code: Public NotOverridable Overrides Function HashTheName( ... Then if the class CodedProfessionalContact is, in turn, inherited ... Public Class NotOverridableEx Inherits CodedProfessionalContact ... the function HashTheName cannot be overriden in that class. An element that cannot be overridden is sometimes called a sealed element. A fundamental part of the .NET Foundation is to require that the purpose of every class is explicitly defined to remove all uncertainty. A problem in previous OOP languages has been called â€Å"the fragile base class.† This happens when a base class adds a new method with the same name as a method name in a subclass that inherits from a base class. The programmer writing the subclass didnt plan on overriding the base class, but this is exactly what happens anyway. This has been known to result in the cry of the wounded programmer, I didnt change anything, but my program crashed anyway. If there is a possibility that a class will be updated in the future and create this problem, declare it as NotOverridable. MustOverride is most often used in what is called an Abstract Class. (In C#, the same thing uses the keyword Abstract!) This is a class that just provides a template and youre expected to fill it with your own code. Microsoft provides this example of one: Public MustInherit Class WashingMachine Sub New() Code to instantiate the class goes here. End sub Public MustOverride Sub Wash Public MustOverride Sub Rinse (loadSize as Integer) Public MustOverride Function Spin (speed as Integer) as Long End Class To continue Microsofts example, washing machines will do these things (Wash, Rinse and Spin) quite differently, so theres no advantage of defining the function in the base class. But there is an advantage in making sure that any class that inherits this one does define them. The solution: an abstract class. If you need even more explanation about the differences between Overloads and Overrides, a completely different example is developed in a Quick Tip: Overloads Versus Overrides

Working in 21st Century - 2947 Words

WORKING IN THE 21st CENTURY SEMESTER 1 ACADEMIC YEAR 2012/2013 LECTURE 1 Overview of Course Description of Assignment  © KAMAL KANT, 2012 1 COURSE OBJECTIVES 1. 2. 3. 4. NEW PARADIGM OF WORK CAREER THEORIES ABOUT UNDERSTANDING YOU LEARN TO WORK IN 21st CENTURY ïÆ' ¨ MOTIVATION, LEADERSHIP, TEAMS, INTELLIGENCE STRESS 5. SUCEEDING IN CAREER 6. CAREER PLANNING AND JOB HUNTING  © KAMAL KANT, 2012 SEE COURSE OUTLINE CONTENTS OF TEXT FOR DETAILS 2 WORKING IN THE 21st CENTURY †¢ 13 lectures. †¢ PowerPoint slides of lectures will be posted at least a day before the lecture. †¢ There is a prescribed text for course †¢ There will be recommended readings. †¢ These [prescribed text recommended readings] must be read if you hope to do well/pass –†¦show more content†¦Ã¢â‚¬ ¢ Therefore important to read on a regular basis rather than waiting to the ‘end’ to read! Clarify during break†¦do not wait to the ‘end’ and then send email†¦..too ‘difficult’ to explain!  © KAMAL KANT, 2012 12 ABOUT THE EXAM †¢ You can be assured there will be questions on the following topics: – – – – – – – – – Career Theories [at least 2 questions] Changing World of Work, Trends Forces of Change Self-Concept SOME EXAM QUESTIONS MAY BE Motivation SIMILAR, IF NOT IDENTICAL TO Intelligence QUESTIONS THAT HAVE APPEARED IN PAST EXAM PAPERS. YOU ARE Stress THEREFORE ENCOURAGED TO Teams COMMENCE PREPARATION FOR THE EXAM FROM THE START OF THE Leaders COURSE INSTEAD OF WAITING FOR THE Job Hunting COURSE TO END! 13  © KAMAL KANT, 2012 EXAM PREPARATION †¢ The exam questions requires students to demonstrate analytical critical thinking. †¢ It is not simply about regurgitation. †¢ Consequently, there are NO MODEL ANSWERS. †¢ You need to describe, discuss debate course content and be able to relate to personal situations [yours] apply to a variety of scenarios. kkant@ntu.edu.sg 14 EXAM PREPARATION  © KAMAL KANT, 2012 15 A TYPICAL QUESTION †¢ Drawing on Kaplans article Reaching your Potential in the Harvard Business Review in the July/August 2008 issue [Vol. 86, Issue 7/8, pages 45-49], explain how you will implement the three steps as proposed by Kaplan in his article, in your career onShow MoreRelatedSatff in the Work Place and The Twenty-First Managers Essay1209 Words   |  5 Pagesof the 21st century need certain theories to help and support them when dealing with staff in the work place. 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Stalin- an Evil Dictator Free Essays

Stalin: Man or Monster 1. Source A shows Stalin as a man intent on destroying the prosperity of Russia and destroying its people. In contrast, source B is showing the opposite. We will write a custom essay sample on Stalin- an Evil Dictator? or any similar topic only for you Order Now Source A shows Stalin proudly presenting ‘the USSR’s pyramids’ made of the skulls of the people. He has a big grin on his face. Meanwhile, source B shows Stalin talking with the workers at a new power station. He is presented as wanting to connect with this people and caring by how he is taking with what is regarded as the lower-class when he is regarded as the most important person in Russia. Source C presents Stalin as the spirit of Russia and the symbol of power of Russia by how he is very large in comparison to everything around him which emphasises his power and strength as does the huge army around him. In comparison, source A shows Stalin as the symbol of the destruction of Russia because of the large quantities of human skulls with Stalin presenting them with a smile show how he is planning to destroy Russia which is the exact antithesis of source C. Source B and source C both show Stalin as pro the development of Russia. Source B shows Stalin in front of a brand new power station which shows that he is industrious and looking out for the people of Russia by improving their lives. Source C also shows Stalin leading the Russians to victory in the war and he is the subject of the poster which directly links him to all Russian success and power. Both of these sources put Stalin in a positive light. 2. Source D presents Stalin as a caring and brave man who is the only man in a position of power who cares for others because he talks about how he saved a man from drowning when others did not care. Although Stalin wrote it and therefore it is probably not factual but just propaganda, it still is useful as it says a lot about him. If this was made public then it can be argued that Source D was used as propaganda in order to win the hearts of the people after the war. It was written in 1945 so just after the war and the last sentence indicates that it was possibly used to get people on his side. Stalin says that ‘it seemed to me that the lack of concern our leaders show towards the people is the same as I met in far-off Asia’. The fact that he uses the word ‘our’ in relation to the leaders indicates that he was distancing the himself from the mistakes made and trying to say that he is just like anyone else. Also the reference to ‘Asia’ indicates he is trying be one of the soldiers as he had fought for Russia and that he is trying to sympathise with them after many millions of Russians died. However this last sentence could also be Stalin apologising for his mistakes with The Great Purges when 18 million people were sent to labour camps called Gulags of which 10 million died. This seriously weakened the USSR as many able people were taken away. Also he is trying to claim that he is very caring by using the story about a comrade being left behind in the floods. He says that ‘when asked where he was, they (other comrades) replied with no interest that he remained at the river’. This shows Stalin attempting to present himself as the only caring person in a position of power. This gives further evidence that Stalin believed he was a very caring person and good leader which can be argued as very arrogant as he never really showed this to his people when he was in power. In conclusion, Source D, although it is unlikely that it is true, says a lot of useful things about Stalin and what he was believed. It shows him as very arrogant as he may be trying to distance himself from the mistakes of his regime and also because he thinks he is caring when from historical evidence he was not. Also, if it was published which seems almost certain, it shows that he was a determined man as he tried to make sure his position was safe by using a propaganda story which is probably not true. 3. Both Source E and Source F are written by people with very different views of Stalin. In Source E’s information it says it was published in ‘Pravda, the newspaper of the Communist Party’ whilst in Source F it says it was written by a man called Bukharin who ‘was a victim of Stalin’s purges’. This means that both are likely to subjective as the writer of Source F is anti-Stalin whilst Source E is pro-Stalin therefore not very reliable . Having said this, Bukharin’s view of Stalin is more likely to be correct as he was taken advantage of when Stalin was a candidate for Lenin’s position. Stalin took Bukharin’s side in the debate on the NEP in order to get rid of his main threat-Trotsky. Once he achieved this he used Trotsky’s argument to oppose Bukharin. This there for means that Bukharin has seen, firsthand, what Stalin’s actual character is. Source E presents Stalin as a very caring leader and an ‘inspired leader’. However, Source F presents him as the antithesis of this and a ‘devil’. Again based on historical fact, Source F is more likely to be accurate as history shows that Stalin was an evil man. For example the purges when 10 million people died. Source F is also very accurate in its description of Stalin’s feelings to others who are better than him. It says that ‘if someone speaks better than he does†¦ Stalin will not let him live’. This is very accurate as Kirov, who got more applause than Stalin at the Seventeenth Party Congress, was murdered. There was a lot of talk of removing Stalin as leader, and Kirov seemed to be emerging as a popular alternative. Stalin is believed to have him murdered and also he sent many other leading communists to labour camps because he felt they were a threat. However Source F does have its limitations because it does not cover all aspects of Stalin’s personality because he was actually a very successful leader. And this is where source E has reliable information even if it is slightly exaggerated. Stalin got the Russian industry at its peak and his Five-year Plans, although they had disadvantages, were very successful. Pig iron production in 1927 was 3. 3 million tons but after the second Five-Year Plan in 1937 in was 14. 5 million tons. In the same time coal production went from 35. 4 million tons to 128 million tons. This shows that Stalin was actually very successful and this is reflected in some people’s opinion he was regarded as the greatest Russian leader to date. Source E agrees with this opinion as it says ‘generations to come will regard us as the happiest of people because we lived in the same century as Stalin’. This is actually very reliable as many people did believe he was a great leader and in terms of statistics he successfully industrialised Russia. Source E also talks about his ‘strength’ as a leader. This is also very accurate information as his army were the ones who drove the Germans back into Berlin and finished off the war. In conclusion, based on reliability Source F is the more reliable as it shows the negative side of Stalin which is contextually correct as he shows it in his actions towards Kirov and other leading communists who some had said should be leader instead of him. Having said this, Source F portrays Stalin as only pure evil when he did do some positive things. This is where Source E has some reliable information as it talks about Stalin’s strengths even if the source is a bit melodramatic about it. 4. A leader of a country can be a strong and great leader and a monstrous tyrant. Stalin was a man who people had different views on and many felt feel into this category. Although he modernised Russian agriculture and successfully industrialised Russia he was also responsible for the death of millions of innocent Russians. Source B presents all that was good about Stalin in his rule. Its shows Stalin in front of a new power station talking with his happy workers. It presents him as industrious and caring for his workers. This is supported by historical evidence. He had many new flats buildings built for the working-class and from 1927-1937 electricity production went from 5. 05 thousand million kilowatt hours to 36. 2 thousand million kilowatt hours. This shows how he improved life in Russia. Having said this, historian SJ Lee said ‘there is evidence that he [Stalin] exaggerated Russia’s industrial deficiency in 1929’ and that the foundation of industrialisation were already there making his job easy. This could be factually correct as the Tsar had started industrialising Russia way back in 1905. Despite this Source B still presents Stalin as a very good leader and a caring man. Source C presents Stalin as the most important man in Russia and the leader of the Russian army as in the picture he is bigger than the whole army. This presents in a positive manner a not a monstrous tyrant but more of a militaristic leader. This is backed by the fact that when he was in power Russian won World War 2 for the allies with the final push into Berlin. The writing in the source is translated as ‘using the spirit of Stalin our army and country are faithful and strong’. This is very true as in the time of Stalin Russia were the biggest threat to the USA as the biggest power in the world. He also did become regarded as the symbol of Russian might by everyone. In 1925 the city of Volgograd was renamed Stalingrad to recognise Stalin’s role in its defence from the Whites in 1918-20. This source shows Stalin as a very powerful leader and the spirit of Russia and not a monstrous tyrant at all. Source E emphatically praises Stalin as ‘inspired’ and tells everyone that they were ‘the happiest of people because we lived in the same century as Stalin’. And this is not entirely rubbish. Although at points in his rule the Russian people were miserably as 18 million of them were in Gulags, for a lot of his rule only good things happened to Russia. Industry improved rapidly and Russia won a war in his time. Many regarded him as the greatest leader in Russia’s history. However it was written by a writer in the congress of soviets and therefore was closely linked to Stalin. This makes it likely that he wrote this speech in order to appease Stalin and get in his good books. This source portrays Stalin as a great man and leader who was the best leader Russia had had. It shows him as the antithesis of a monstrous tyrant. Source H talks only about the side of Stalin which was actually true: that he was a good leader and had an ‘iron will’. Of this there is no doubt as he did what he wanted. He was indeed a good leader and was always clear with his decisions as the source. However this source is certainly going to be pro-Stalin as it was written in Russia in his rule and was his biography. This shows that it therefore would not talk about the other side of his personality which was arguably a monstrous tyrant. However despite this, what source H is saying is not just lies and is based on truth. This source indicates that he is not a monstrous tyrant but a respected leader which is not wrong. Source D dissociates Stalin from the mistakes of the leaders in the war and also dissociates him from the great purges when millions of Russians died. It is also presenting him as one of the people by how it says ‘our leaders’. The use of the possessive adjective ‘our’ shows him not only distancing himself from the past mistakes in his rule but trying to connect with the people. Source D also shows him as a caring man as he looked out for his one missing comrade in the story. This source is not however really backed by historical evidence as he was not one for caring for individuals and in fact he was the one who on his own started the Great Purges and sent many to gulags. Also the fact that it was written by Stalin himself indicates that the story is almost certainly made up and only propaganda. However, taking the source for what it is, it shows that Stalin was a very caring man who was one the people. In actual fact he was quite the opposite. Source I is probably the fairest judgement of Stalin and his time in power. It separates Stalin’s great ability as a leader from his evil personality. The fact that it was published in Britain and in 1983 means that it is unlikely to have any reason to be pro or anti-Stalin. This source describes him as a ‘very skilled, indeed gifted politician’. This is a true statement as he very cleverly manipulated people and Trotsky’s underestimation of him to become leader over Trotsky. This shows a very good political mind and intelligence to outwit even the best politicians. Source I then concludes that Stalin was a not a good man and that ‘he had a dark and evil side to his nature’. This is also very true as he had many sent to Gulags in order that he would look powerful. Of the 18 million people sent to Gulags 10 million died. And he never officially conceded that he made a mistake and never said he regretted it. This shows a very sinister side to him which Source I correctly points out. Also he was evil in the way that he got rid of many artists and virtually destroyed the right to express freewill in Russia. This can only be the work of someone who is soulless and evil. In conclusion, although this source looks at Stalin’s positives, it still portrays him as a monstrous tyrant. Source A dwells on the negatives of Stalin’s rule. The ‘pyramids’ of skulls is a reference to the Great Purges when 18 million Russians were sent to Gulags of which 10 million died. This source also seems to show that Stalin does not care and in fact is very proud of his work. This is actually not complete rubbish as Stalin never did publicly apologise or even say he regretted it. However, the fact it was published in Paris indicates that it may be a bit anti-communism as France was a country which did not embrace communism at all. Although we do not know when in the 1930s it was published- before, after or during the Purges- it is a very accurate source as many died due to Stalin’s policies. This source indicates that Stalin was a monstrous Tyrant. Source J literally describes Stalin as a ‘monstrous tyrant’. However, as oppose to saying he was a good politician but also a malevolent human being, it suggests that was corrupted by ‘absolute power’ which ‘turned a ruthless politician into a monstrous tyrant’. This gives another idea about Stalin’s personality. There was no doubt that he was a ruthless politician. For example, after using Bukharin’s argument to defeat Trotsky, he then turned it round on Bukharin and used that argument to disgrace him. However after Stalin’s decisions do not really show politics in them but more him being paranoid about his position and therefore doing acts of hostility. For instance, his decision to start ‘purging’ Russia of all people he thought were a threat to the state ( or a threat to his position†¦ ) did not show clever politics but more panic leading to monstrous acts. This source present Stalin as a man who may of been great politician in the past but then this ability of his turned into shear malicious tyranny. Source F concentrates on the dark side of Stalin’s personality. It says that ‘if someone speaks better than he does†¦ Stalin will not let him live’. This is debatably a very accurate description of Stalin as he was rumoured to have had Kirov, a communist who became very popular and some people thought should replace Stalin at the time, was murdered and many believe that Stalin was behind the murder. Stalin also sent many loyal Bolsheviks to Gulags in the infamous ‘show trials’ for being traitors of the state. Although these people confessed, Stalin most probably forced them to confess by threatening them with death and the death of their families. He did this because he was scared they would take away his power. Having said this, this source is likely to be subjective as Bukharin, the writer of the source, was disgraced by Stalin in 1929. Also it is a very one-sided source as it says that Stalin was pure evil when he did do good things for Russia. To conclude, although it is slightly opinionated, Source F gives a fairly accurate account of what was wrong with Stalin and displaces him as malicious and as the devil. Source G points the finger at Stalin by accusing him of using ‘terror’ to defend communism. However, this source is almost certainly prejudiced against Stalin as Khrushchev, who said source G and became leader after Stalin, would have been trying to distance himself from the worst parts of Stalin’s rule by condemning him. Although, Source G does have some correct ideas as it says that Stalin was a ‘distrustful man’. This is an accurate description of Stalin as he had many sent to Gulags because he thought they were plotting against him. He also acted very suspiciously at the Potsdam Conference in August 1945 when in February that year at the Yalta conference he had been very united with the other allies. At Potsdam Conference he disagreed with the other allies about what to do with Germany, about reparations and over soviet policy in Eastern Europe, where Russian troops dominated. Truman, the USA president at the time, became suspicious of Stalin and his intentions, as did Stalin. This distrusted lead to the Iron curtain and the cold war. To conclude, Although Khrushchev was not likely to have praised Stalin in this situation, Source G is a very accurate description of Stalin and portrays him as untrustworthy character and malicious tyrant. In conclusion, the sources do not give a conclusive idea to whether he is a monstrous tyrant or not because five of them are anti-Stalin and 5 pro-Stalin. However, based on the fact that many of the Pro-Stalin Sources are either written by Stalin or as propaganda, the ources show that he more of monstrous tyrant. Also the sources which focus on his industrious nature and his successes in improving industry do not take into account how many people died in this process and that Russia’s industry had been improving a lot for the twenty years before Stalin came to power. In essence his job on that was made easy and some historians argue that this process would have happened just as successfully with any leader. A leader can be great at being a politician and be industrious yet still be a monstrous. My personal opinion is just that, that he was a great leader and politician however a very evil man and therefore a monstrous tyrant. Source I sums up Stalin as a person. It says Stalin is ‘very skilled, indeed gifted politician and one of the greatest political figures of the twentieth century’ however it also says ‘he had a dark and evil side to his nature’. This summarises perfectly Stalin’s life: he was a great leader of a country however he was still a very evil man and a monstrous tyrant. How to cite Stalin- an Evil Dictator?, Essay examples

Discuss Piagets theory of cognitive development free essay sample

Cognitive Development can be defined as the development of thought processes. This includes thinking, concept understanding, problem solving, and decision making and remembering from childhood on to adulthood. There are two theories of Cognitive development that offer us two different ways of understanding it. The first is called Domain general. This theory states that one line of development determines all of the changes in a child’s intellectual system (van Geert, 1998). This means that if one thing goes wrong then it will impact on all other areas of a child’s cognitive system, resulting in a high scale problem. The second is the Domain specific theory. This theory varies from the domain general theory as it states, different lines of cognitive development operate independently. It sees cognition as a heterogeneous system. Jean Piaget (1896-1980) is the most well-known psychologist in the field of cognitive development. He was a French man that originally trained in biology and philosophy sectors. Piaget was the first person to suggest that children see the world differently to adults; he then developed methods to investigate this before any other psychologist had studied this area. Piaget set the basis for his research methods primarily on case studies because they were descriptive and for Piaget, the domain general theory of cognitive development was the correct one. The problem with this is that it is impossible to use case studies in order to draw conclusions about cognitive development to the entire population, therefore lacking population validity. Piaget used the direct method of question and answer to find out how a child’s reasoning differs from an adult (D. M. G. Hyde, 1970). He believed that the differences in intellectual development are always a result of either direct or indirect changes that occur in a person’s logical ability. 120281576 Piaget created a stage theory of cognitive development in children. This stage theory centres on the thought that children develop cognitive skills by interacting with objects in their environment. Children gain mental representations by this interaction which causes them to base the world on their experiences with the objects (Piaget, 1972). Piaget’s stage theory consisted of four stages that he said all children went through when developing cognitive skills. It was a stage theory which means that a child cannot develop to a late stage without first developing through all of the preceding stages; it was a one way coherent process. Stage one was the Sensory Motor stage. This is the period where language has not been formed yet by the infant. This stage focuses on the child from birth to two years of age. The child interacts with its environment by manipulating objects as the child has not developed language skills yet (Piaget and Inhelder, 1969). The child will use all of its other senses, such as taste and touch, to explore the world surrounding them. Initially the child will use sucking and grasping reflexes and then eventually move on to reaching for objects. Infants firstly believe that if they cannot see an object then it does not exist, the ‘Out of sight, out of existence’ principle applies here (Martin, Carlson and Buskist, 2010). When the child reaches about eight months of age, the child will begin to understand the concept that the object can still exist even when it is out of sight. Stage two is the pre-operational stage. This occurs between the ages of two and seven. The key milestone in this stage is egocentrism and domain perception. Children in this stage believe that everything is about them; they have an egocentric view of the world. Piaget’s three mountains task was used in order to detect the ability to mentally rotate an image (Inagaki et al. , 2002). Children aged four or five were not able to say what another person would be able to see from their view; these skills are not gained until the age of around nine years old. 120281576 In stage three we have the concrete operations where children begin to gain some logical reasoning about the world. This stage occurs between seven and twelve years of age according to Piaget. They start to solve conservation problems but are very limited to concrete situations as they find systematic thinking difficult (Piaget, 1972). Stage four is the formal operational stage, ages twelve and above. Children learn to think about abstract ideas logically in this stage. They learn to understand that their behaviour can have different consequences under different condition (Piaget, 2008). There are many critics of Piaget’s stage theory, Margaret Donaldson and Hughes to name a few. A problem with his theory is that it proposes a single linear sequence that holds four very broad stages where each person must pass in order to fully develop their cognitive skills (Feldman, 2004). It therefore is too general as it does not give us much detail about the different stages and does not take into account any individual differences at all. On the other hand, Piaget used good methodology throughout his studies, constantly being careful in picking out his sample so that the sample would have population validity (Shayer, 2003). Another problem with Piaget’s stage theory is that his results and methodology do not necessarily test the theoretical claims of it. The negative observations, such as a child’s failure to be able to see from another person’s perspective, do not automatically mean a positive thesis, e. g. the child has a special mode of thought that prevents this (Feldman, 2004). Piaget’s stage theory still remains the standard theory against which all new theories of cognitive development are judged. However, it is a mutual agreement that Piaget may of under-estimated the cognitive abilities of children between two and eight years of age. He has also failed in observing that schooling and literacy affect the rates of development in children (Anders et al. , 2012). Piaget’s studies had good population validity due to him using a large 120281576 sample and large range of participants in his studies. His approach seems logical and has high value in this area.

Use of Corporal Punishment in Children Discipline

Credit Mobilier Scandal essays

Credit Mobilier Scandal essays In 1865 just after Civil War plans of reconstruction of the Union were on the minds of every government official as their first priority, or so it seemed. After the war anything that would boost patriotism was passed by Congress and a transcontinental railroad was a that would help heal the wounded Union. Credit Mobilier Corporation was given land grants from the government to complete the transcontinental railroad. The company arranged with several partners to help with the construction of the railroad. The real scandal took place in the House of Representatives, where Oakes Ames sold stock at par value. In the investigation of the Credit Mobilier, only two men suffered disciplinary action from the Judiciary committee. When the railroad was completed to the 100th meridian in 1869, the two brothers split the company into two fractions. Oakes took charge of Credit Mobilier, Oliver took control of the Union Pacific. Lincoln advised Ames to take over the Union Pacific construction and transcontinental railroad in which he could gains funds necessary for the completion of the railroad. Both Union Pacific and Central Pacific received large government grants to build the railroad. Each road received a thirty-year loan of government bonds to value twenty seven million dollars. Federal money was needed because of the huge risk in providing capital which was going to build across forbidden terrain, and this kind and amount of money could only be provided by the government. The first two hundred and twenty-eight miles of track under the Ames contract had been constructed at $27,500 per/mile. The new contract specified a per/mile cost of $43,500. This exorbitant increase carried huge profits as a result of the scandal. On November 21, 1867, Oakes Ames sold one hundred and sixty shares of Credit Mobilier stock at a minimum rate to Senators and Congressmen in fear that his fellow constituents would reject the Union Pacific-Credit Mobil...

Annotating and Summarizing Essay Example | Topics and Well Written Essays - 250 words

Annotating and Summarizing - Essay Example Knight laments, â€Å"Then they take to the woods, often with willful disregard for posted signs on private land. Although the state has thousands of acres of land open to hunters, many of them seek out the less crowded conditions found on private property†(Knight, 1998). This impunity cuts across the board from the aged to the young, from parents to children. The police have also been complacent and the fines imposed are not punitive enough to deter the hunters to keep off from other people’s property. Knight basically wants us to focus on the disturbances as well as dangers caused by hunters who intrude on an individual’s private property, New York State’s lack of control over hunters where she lives, occurrences of hunters blatantly disregarding â€Å"no hunting† signs clearly posted on people’s property and most importantly the fact that trespassing is a serious sign of similar social illness which misleads some people to think that the law cannot touch them, since they are above it (Knight,

Training and development management Assignment Example | Topics and Well Written Essays - 500 words

Training and development management - Assignment Example is different from the traditional view because it entails the thorough scrutiny of the candidates of the intended succession process before they are allowed to take their respective positions. The skills and competency they possess in leadership is assessed and analyzed fully, and recommendations are made on the areas the new leadership team will focus on like continuous improvement and total quality management. Traditionally the entire process is conduct in secrecy in order to impose bad leadership on the stakeholders. This culminated in the selection of incompetent and novice workers hence compromising leadership transition process. However, in the contemporary performance consultancy, talent assessment is carried out based on the previous performance assessment and the multi-source reports, in order to obtain specialized personnel in the leadership realm. This selection emphasizes on quality and informed leadership. The best individuals in leadership are cleared to take part in underway duties on leadership whereby they are closely monitored and supervised in order to explore their full potential in service. After the exercise is over, they are ready to take on various leadership roles within the organizational chart. In the performance consultancy, the candidates for the new leadership roles are required to undergo career development training in order to be proficient in the tasks they will perform. This will be done through employment of coaching and group discussions, engaging in cross-functional projects and having secondments within and outside the organization. The candidates can also have international tours in order to have exposure on their role within an organization setting. The Authority can also offer challenging tasks to the candidates in order to test their aptitude ability to tackle challenging issues within the organization. A job description should be prepared prior to the identification of talented individuals. This will assist in the

Respond to questions Assignment Example | Topics and Well Written Essays - 250 words

Respond to questions - Assignment Example Furthermore, social media has become another platform which can be used to influence people against acknowledging thin models being used in fashion shows or adverts. However, being thin should not be deemed as unhealthy. Nevertheless, this campaign should be directed towards those using drugs or skipping meals in order to be thin. Such people should be banned from participating in adverts or fashion shows in the country. Therefore, all people who want to participate in these shows should have a record of their weight reviewed and an approval from a physician. The current challenges that the world is facing such as global warming exist because there has been no strict regulations on the industries. Therefore, leaving the decision on the use of sustainable materials to designers is a major risk to the existence of the future generation. The student has argued logically on the need for the current generation to protect the scarce resources and an already strained environment. The essay is clear with only minor grammatical issues. However, the essay can be used in major arguments that are related to

Importance of Employer Branding Concepts

Importance of Employer Branding Concepts Terms of references This report highlights the rising awareness for the development of Employer Branding concept and its benefits for the organisations in present competitive labour market. The conflict between effective employer branding and employees rights and satisfaction toward organization has been examined in this report with specific focus on the unethical and controlling effect. Introduction Employer branding is the perception of employees about an organization as a place to work. Its designed for motivating and securing employees alignment with the vision and values of the organizations. From the HR perspective the concept was subsumed the older term INTERNAL BRANDING that was essentially the process of communicating an organizations brand value to its employee. Employer branding The concept of EMPLOYER BRANDING was created in the 1990s by Simon Barrow, who founded People in Business (now part of TMP Worldwide) and was the co-author of The Employer Brand. 1 In the past, Barrow had been a consumer goods brand manager and headed up an advertising agency in London, but later became the chief executive of a recruitment agency. He was immediately struck by the similarities between the challenges faced in promoting consumer goods and in publicising the strengths of an organisations employee proposition. Both, he recognised, required a strong brand, and so the concept of employer branding was conceived. Barrow defined the employer brand as the package of functional, economic and psychological benefits provided by employment and identified with the employing company. Sullivan (2004) defines employer branding as a targeted, long-term strategy to manage the awareness and perceptions of employees, potential employees, and related stakeholders with regards to a particular firm. Ambler and Barrow (1996) define employer brand in terms of the benefits it conveys on employees. In other words, the employer brand represents the array of economic, functional and psychological benefits that an employee might receive because of joining an organization. Just as product brands convey an image to customers, an employer brand conveys an organizational image to potential and current employees. In that regard, the employer brand presents a value proposition about what people might receive as a result of working for a particular employer (Backhaus and Tikoo, 2004). These definitions indicate that emp loyer branding means promoting and building an identity and a clear view of what makes an organization different and desirable as an employer. It has similarities with product and corporate branding but the key difference is its more employment specific. Recruitment and employer branding Developing an employer brand is a combination of adopting vision, values, and behaviours, and delivering a service that shows commitment to best practice and service excellence. It begins with the recruitment process that offers number of tools that can be used to create perceptions of an employing organization, these tools are: 1. Job advertisement and description 2. Interview process 3. Offer letters 4. Information pack for new recruiters 5. Employee handbooks 6. Induction and training. The recruitment process is an important way to build a positive relationship between the organization and employee. Throughout the procedure, the organization can create a strong and positive view about them; even it can be extended to unsuccessful candidates as well. When employees have accepted the sincerity and accuracy of the employer brand, they will carry it forward, actively promoting the brand to colleagues and customers. However, employer branding which is basically untruthful will not work and is likely to be counter-productive. Benefits of Employer Branding Long-term impact: Successful employer brand can have positive impacts on recruiting for at least five years baring any major PR issues surrounding the company. Increased volume of spontaneous candidates: The number of applicants will increase each year. In some cases, applications will increase by 500%. Higher quality candidates: Not only the quantity but the quality of candidates will improve dramatically, individuals who never would have considered in the past will start applying. Higher offer-acceptance rates: As employment image becomes better known and more powerful, firms offer acceptance rates will improve dramatically. Increased employee motivation: Employee motivation will be easier to maintain because of employees increased pride in the firm and the better management practices that are required to maintain an employer-of-choice status. A stronger corporate culture: Because one of the goals of employment branding is to develop a consistent message about what its like to work and what it feel to be a part of the organization, employment branding can help strengthen firms corporate culture. Decreased corporate negatives: Effective branding programs identify and counter negative comments about the organisation. Increased manager satisfaction: The resulting higher quality of candidates and higher offer-acceptance rate means that hiring managers will have to devote less time to interviews, and they will be more satisfied with the recruiting function. A competitive advantage: Because employment branding efforts include extensive metrics and side-by-side comparisons with talent competitors, firms can ensure that their talent-management approaches are differentiated and continually superior. Increased shareholder value: The effective and improved employer image can positively impact a firms stock price. Support for the product brand: An employment brand can support the corporate brand and related product brands because many consumers mentally make the link between attracting quality employees and producing a quality product. The brand essence should summarize what the brand stands for, becoming the nucleus for product development, all communications and even HR initiatives for employees. Its definition should also be consistent with the corporate vision/mission and values. For example, Volvo is a good example of a brand description is Volvo Style, driving pleasure and superior ownership experience while celebrating human values and respecting the environment. Volvos values and associations reflecting this brand identity are what are considered to be typically Scandinavian e.g. nature, security and health, human values, elegant simplicity, creative engineering and the spirit of stylish/innovative functionality. For Volvo, this description not only mirrors the psycho-graphic profile of the ideal customer for their cars, but also summarizes what Volvo as a company means to all its workers its employer brand. These are intrinsic values that Volvo workers can relate to, what they believe in and why they feel comfortable making a commitment to their jobs. One can easily visualize the types of HR programs that would inspire a sense of pride and re-enforce these intangibles e.g. nature, health, security and other meaningful human values. Living the brand LIVING THE BRAND is identifying with an organizations brand value to such an extent that employees behaviours fit exactly to the image that the business is trying to portray to its customers (Alan Price 2007). The alignment between employees behaviour and value of organizations brand image is very important. It is suggested that organisations need to ensure that there is no gap between what the organisation is saying in the outside world and what people believe inside the business. The employees should be perceived as Brand ambassador and brand marketing would only be successful if they LIVE THE BRAND. From this perspective: 1. Organizations have encouraged employees to buy in to the business vision and values. 2. They have to ensure that everyone in the organization clearly understand the purpose of the common set of values. According to Ind (2004), the themes discussed are likely to be of interest to HR and marketing practitioners as well as those involved in internal communications within organisations. Employees themselves are expected to internalise features and aspects of the organisations brand to ensure that they become brand champions, thus helping to represent to organisations brand to the outside customers. Such an approach immediately raises some interesting problems relating to equality and diversity as it expects each employee to share a particular set of values and act in accordance with these values. The employee branding approach being recommended by Ind raises a number of challenges for those interested in an equality and diversity agenda. An organisation that aims to ensure that empl oyees are living the brand will specifically aim to attract and recruit employees who already share the values of the corporate brand. Furthermore, those already employed within the organisation will be encouraged to internalise the values of the organisation. Clearly, there are problems for encouraging diversity here, with one of the principles of diversity management being an acceptance and recognition that people are different and individual differences (especially of values) should be welcomed. Inherently, a living the brand focus is likely to go against such a principle. Ind makes the point that encouraging employee identification and commitment to the organisations brand values might deny an expression of individuality. However, Ind suggests that internal branding combined with allowing employees to be empowered will enable freedom with order. Denial of individuality (dress code policy) When it comes to professional image, many employers are realising that Standards of dress and personal presentation are essential thus having a policy on dress code can be important. Where the employees meet customers, they act as the shop window for the company and the benefits of presentable appearance are obvious. However, even where the employees work is internal, there are less tangible benefits such as: Creating a team atmosphere, Engendering standards of professionalism, and Creating a corporate image. As employers are realising this, they are paying more attention to the appearance of their employees and the image and perception of the business dress, grooming and personal hygiene are all part and parcel of this. However, the issue of work place dress codes can be highly controversial. It is vital that employers are aware of the discrimination issues that dress codes can create. Issues with work place dress codes In organisations with uniforms, the issues can be more wide ranging. For instance, at the Greater Manchester Police Force, bureaucracy and unwillingness to accept change has hampered the introduction of hijabs for Muslim women. At Inchcape Fleet Solutions where all 140 non-senior staffs are provided with polo shirts or blouses branded with the company logo the style of the uniform does not suit all staff and most do not like wearing it. This would affect their moods at work and consequently affect their performance. Complaints of discrimination Furthermore, a complaint was raised informally by the staff forum of child trust fund provider Family Investments and relates to the fact that women can wear trousers that are not full length, while men cannot. Employees have requested that the company allows shorts to be worn, as long as they are below the knee Also, in September 2006, a British Airways worker has been suspended and attended an appeal over wearing a cross at work at Heathrow Airport. She claims the suspension is discriminatory, especially since the airline allows Sikh employees to wear traditional iron bangles and Muslim workers to wear headscarves.BA has said it will review its uniform policy in light of the media storm the story has provoked. Employer branding and discrimination law There are three areas of discrimination relevant to dress code policy: 1. Sex Discrimination Act 1975 2. Religious or Belief Regulations 2003 3. Disability Discrimination Act 1995. Sex discrimination and dress codes There is the obvious potential for sex discrimination in any dress code, which sets different requirements for men and women. Past claims have challenged policies that: women must wear skirts men should not have long hair Men must wear a collar and tie. The case of Matthew Thompson who objected to the dress code imposed by the Department for Work Pensions at his place of work, a job centre in Stockport, can also be a good example. Mr Thompson claimed that the dress code discriminated against male employees as they were forced to wear a collar and tie whereas female employees could wear T-shirts to work. The Employment Tribunal found in favour of Mr Thompson stating that the dress code was discriminatory as the requirement to wear a collar and tie was gender based and there were no items of clothing that were imposed on women in the same office. From the Thompson case, it became clear that employers should be careful in the way that they draft their dress codes. Employers are not prevented from imposing dress codes that require employees to wear specified items of clothing as long as the code is drafted in such a way as to be even-handed between men and women. For example, jobs in the City, the current convention is for both men and women to wear suits. The convention is that a man should wear a tie with a suit but the same does not apply to a woman. A dress code requiring a smart suit could apply to both sexes but be enforced in a non-discriminatory manner appropriate for each sex. Religion/belief discrimination and dress codes A dress code that requires employees to act in a way contrary to their religious beliefs, risks being indirectly discriminatory. Thus, a dress code forbidding headgear will be discriminatory to male Sikhs, who must wear a turban. The best way to avoid these problems is to be as non-specific as possible. A widely worded dress code requiring smart appearance, with non-binding examples of suitable dress, cannot fall foul of specific clothing-related beliefs. To cross-check your dress code against the main religions clothing beliefs, refer to Acas Guide on Religion and Belief which has a useful chart at Appendix 2 (pages 40-50). It may be possible for employers to objectively justify a dress code contrary to any of these beliefs, if it can be done so objectively. For example, employees at a chocolate factory were successfully prohibited from having beards for health and safety reasons. However, employers should be very wary of relying on objective justification as the courts are reluc tant to accept it. There may be a question mark in some cases whether a persons views are beliefs. According to Acas, Rastafarianism (which requires the wearing of a hat) is a belief system. Certain political beliefs or powerful sentiments such as patriotism (the wearing of an American flag badge) may or may not be regarded as beliefs. Employers should respect beliefs that are strongly held whether or not they are religious in nature. Disability discrimination and dress codes Disabled employees may not be able to comply with a dress code, for example, an employee with a neck injury unable to wear a tie. However, by and large, this need not affect the way the code is drafted; instead, employers should be sensitive in the enforcement of the dress code. In summary, employers should be quite a bit flexible when writing a policy on employee dress or appearance. Reasonable flexibility and sensitivity to the employees racial differences should be allowed in the dress code to make employees comfortable and any conflict and law suits, while meeting the Trust standard of Dress code. This view is echoed by organisations such as Broker Network, which believes that employees should be able to make their own judgments on what is best to wear. Many companies are now turning their backs on the concept of dress-down Fridays, opting instead to ditch smart business-wear every day of the week. A survey of 560 organisations has found that four out of five employers believe a more relaxed dress code leads to greater productivity. Nine out of 10 organisations that replied to the poll by the Peninsula employment law consultancy had declared ties an unnecessary part of their dress code. Conclusion The issues discussed above create a challenge for HR professionals involved in employee focused branding projects, especially those where employees are expected to share a specific set of values. That is that such initiatives will undoubtedly create a tension and potentially conflict with principles underlying an equality and diversity agenda. Inds suggestion that inside-out branding allows freedom and order remains unconvincing even when the employees are involved in constructing the brand values. An organisation that dictates a set of values for employees to internalise is still a homogenising force. Organisations that genuinely take diversity programmes seriously will have to tackle this tension. One possible way out of this conundrum is to include equality and diversity awareness as a key value included in the internal brand proposition. Recommendations Any guidelines should be carefully drafted, and employers are advised to treat any requests to dress contrary to the company code for religious or racial reasons with respect. Employers should consult the employee in question and discuss how to accommodate reasonable requests, and try to find a favourable solution. A tribunal will be more likely to be sympathetic to the employer where a policy is required for health and safety purposes, rather than simply to maintain a corporate image. Decide what restrictions on employees appearance are necessary and why. For example, teachers are expected to wear sensible footwear, suitable for the activities their job involves. Restrictions should not be excessive or unreasonable, for instance insisting on suits or ties in the office when employees are not customer-facing. Set out the guidelines clearly, and include the rationale behind any restrictions. Explain why restrictions may be placed on some employees but not others (for example, no body piercing for those operating heavy machinery for health and safety purposes, and those working within a cafà © of a supermarket may have stricter codes enforced on them than those who work in the same store, but dont come into direct contact with food). Give employees notice of when the policy will come into force. Allow employees a grace period before disciplining for non-compliance. Explain what will happen if employees are found to be in persistent breach of the policy (disciplinary action and, potentially, dismissal). Give the name of an individual that employees can talk to if they feel they cannot comply with the policy. Current legislation on issues that could lead to discrimination should be reviewed from time to time, and staff handbook should be read by employment lawyers to ensure compliance. Guidelines should also be updated to accommodate the legislation. Base the policy on business-related reasons. Explain your reasons in the policy so employees understand the rationale behind the restrictions. Common business-related reasons include maintaining the organizations public image, promoting a productive work environment, or complying with health and safety standards. Require employees to have an appropriate, well-gro omed appearance. Even casual dress policies should specify what clothing is inappropriate (such as sweat suits, shorts, and jeans) and any special requirements for employees who deal with the public. Communicate the policy. Use employee handbooks or memos to alert employees to the new policy, any revisions, and the penalties for noncompliance. In addition, explain the policy to job candidates. Apply the dress code policy uniformly to all employees. This can prevent claims that the policy adversely affects women or minorities. However, you may have to make exceptions if required by law. (See next suggestion.) Make reasonable accommodation when the situation requires an exception. Be prepared to accommodate requests for religious practices and disabilities, such as head coverings and facial hair. Apply consistent discipline for dress code violations. When disciplining violators, point out why their attire does not comply with the code and what they can do to comply REFERENCES: Edwards, M. R. (2008) Employees as a Focus of Branding Activities: A Review of Recent Contributions to the Literature and the Implications for Workplace Diversity, Equal opportunities international. Vol 27(5) pp. 447-481 [online] Available from: www.emerald.com [Accessed 1 April 2009] Carrington, L (2007) EMPLOYER BRANDING [Online] Available from: http://globaltalentmetrics.com/articles/EB_2007_Brandempl.pdf [Accessed 26 March 2009] Wolff, C. (2007) EMPLOYERS USE DRESS CODES TO ENHANCE CORPORATE IMAGE, IRS. Issue 878. Available from: http://www.xperthr.co.uk [Accessed 26 March 2009] Downes, J. (2007) POLICY CLINIC: DRESS CODES, [online] Available from: http://0-www.xperthr.co.uk.lispac.lsbu.ac.uk/article/81919/policy-clinicdress-codes.aspx?searchwords=Policy+clinic%3a+Dress+codes [Accessed 26 March 2009] Millar, M (2006) EMPLOYERS RELAXING WORK DRESS CODE CAN HELP IMPROVE PRODUCTIVITY, [online] Available from: http://www.personneltoday.com/articles/2006/07/26/36558/employers-relaxing-work-dress-code-can-help-improve.html [Accessed 26 March 2009] Dr. Sullivan, J (2008) EMPLOYMENT BRANDING: THE ONLY LONG-TERM RECRUITING STRATEGY, [online] Available from: http://www.drjohnsullivan.com/content/view/183/27/ [Accessed 26 March 2009] Stephen Morrall, S Urquhart, C (2003) SEX DISCRIMINATION ARE DRESS CODES DISCRIMINATORY? [online] Available from: http://www.drjohnsullivan.com/content/view/183/27/ [Accessed 26 March 2009] Gronlund, J K (2008) HOW EMPLOYER BRANDINGCAN FOSTER TRUSTS AND LOYALTY? [Online] Available from: http://www.employerbrand.com/Points_pathf.html [Accessed 26 March 2009]

Hucks Identity :: essays research papers

3/08/01 Huck's Identity That The danger of not knowing who you are, this could lead to disastrous effects in your future life. Throughout the book The Adventures of Huckleberry Finn the main character Huck is having adventures and trying to find out who he is. Through each step of the book, Huck tries to disguise himself as somebody else to see if maybe he's the character that he is playing. Finally at the end of the book he realizes he is the person who started out in the beginning of the book but with maturity and self identity. This whole book is about a character named Huckleberry Finn trying to find himself in the world, this should be more closely examined, why does he want to be someone else.?, and what do his adventures teach him. Life, change, identity, they are all a big part of this book as well as life in general. Huck is a person who the author Mark Twain tries to portray as lost in himself as well as in society. Huck throughout the book is looking for an identity that he believes he will find on his journey down the Mississippi river. "I'd go down the river fifty mile and camp in one place for good, and not have such a rough time tramping on foot."(pg31) Why does he want to get away from his life? I think Huck's character is very independent and he has his own thoughts on where he wants to end up in life. In his old life everybody was always telling him what to do where to go how to eat and he was getting sick of it. On page 4 he says "All I wanted was to go somewheres; all I wanted was change , I warn't particular." He was looking to get out of his old life and into the life that he thought was right for him. Where there was no boundaries or limits, he wanted to be free from the shackles of Christian home life. What did his adventures on the river teach him about his own personality and character? They taught him what he already knew in the beginning of the book that he is himself. If he tries to hard be somebody else he is never going to achieve that self-fulfillment that he so desires in the beginning of the book. I also believe that his companionship with the black slave Jim helped to shape his character as a human being.

Sociological Issues In Education Education Essay

Throughout history, instructors have dealt with many inquiries that remain unresolved today. These of import questions address the nature of cognition, instruction, schooling, learning and larning. They deal with such issues as personal and group rights to take part in schooling, and how educational chances were frequently limited by gender, race, and socioeconomic category prejudices.Different Ways of LearningFor many old ages, the particular demands of kids with disablements have been neglected in the society and have been excluded from schools. Today, Federal Torahs and tribunals of jurisprudence have required that their particular demands be considered to guarantee an equal instruction ( Sadker, Sadker & A ; Zittleman, 2008 ) . Most outstanding is the Persons with Disabilities Education Act ( IDEA ) which requires that kids with disablements instruction plans be every bit near as possible to the mainstream plans therefore inclusion. Whereas inclusion has been noted to hold a posi tive impact on the schoolroom environment, it is disputing for the instructor and therefore more support for the instructor is necessary. Inclusion poses assorted challenges to the instructor in the schoolroom. First, bulk of instructors are non trained to manage the demands of particular pupils and are normally ill-prepared ensuing to defeat. A survey carried out by Daane and Berne-Smith ( 2000 ) study that instructors feel â€Å" aˆÂ ¦ill equipped, fright and frustratedaˆÂ ¦ † in inclusion. Second, as reported by Daane and Berne-Smith ( 2000 ) specializer points of equipment and the general school design does non ever let handicapped entree. Some handicapped pupils will necessitate particular installations which the ordinary schools do non usually supply or particular installations that mainstream schools did non integrate in their design. Such tools as wheel chair entree, Braille, and other particular equipments may non be available for the pupils. Finally, instructors do non normally get the necessary support from the school decision makers, the parents, and the society in general ( Daane & A ; Ber ne-Smith, 2000 ) . Whereas inclusion has received both support and unfavorable judgment, one thing remains clear, that it has posed a particular challenge for the instructor in the schoolroom. The deficiency of equal preparation and necessary resources leaves the instructor ill-prepared to get by with the demands of the particular kids. It is of import that necessary support is accorded to the instructor in footings of equal resources and developing to enable run into the particular kid in order for inclusion to accomplish its full aims. First, offering this support would make an enabling environment to enable the instructor to leave knowledge more efficaciously. Second this benefit extends to the pupils including the disabled as they will derive more cognition. Finally, this would ensue to motivated instructors and better improved teacher keeping, nest eggs in enlisting and preparation and improved quality in instruction.Student DiversenessThe American society is progressively acquiring diversified in footings of race, colour, civilization, ethnicity, linguistic communication, and sex ( Sadker, Sadker & A ; Zittleman, 2008 ) . The lifting diverseness is expected to go on in the hereafter. In the schoolroom, and in order to run into the demands of the progressively diversified population, an effectual attack demands to be adopted. Thus to be antiphonal to the society needs, America needs to advance cultural diverseness by presenting culturally antiphonal instruction. The issue of Cultural diverseness is relevant in the society and needs to be addressed. This is because first, there is a lifting cultural diverseness in the American population. It is estimated that by 2030, 50 % of pupils in schools will be of colour Sadker, Sadker & A ; Zittleman, 2008. Second, there is need to turn to the turning inequality between assorted groups. White persons and Asians score higher on norm than Latino and African American pupils. In add-on, 50 % of these under resourced groups bead out of school ( Sadker, Sadker & A ; Zittleman, 2008 ) . This consequences to a rise in societal offenses and a general impairment in the society. Finally, there is likely to be a relentless addition in cultural diverseness in footings of races and ethnicity. One manner of accomplishing the benefits of cultural diverseness as suggested by Unruh and McCord ( 2001 ) is through act uponing instructors ‘ attitudes is of import in order to heighten the lifting diverseness in American schools. Whereas bing instructors ‘ instruction plans insist on multicultural sensitiveness and instruction methodological analysiss, single temperaments and attitudes towards diverseness may impact the effectivity of the instruction system. To accomplish effectivity and outlooks of the lifting diverseness tendencies, it is of import non merely to concentrate on fixed plans but to besides concentrate on act uponing single instructor ‘s attitudes. An environment that accommodates cultural variegation would ensue to a more contributing environment for larning. First, to the single pupil, it would ensue to a sense of worth and therefore opportunities for better accomplishment. In the general school environment, it would ensue to a culturally rich an d congratulating environment. Finally, a culturally diversified school environment would be reflected in the society making a status of regard and general society good being. To run into the demands to the progressively diversified population, it is of import that proper stairss are taken to advance cultural diverseness in the instruction scene.Financing and Regulating American SchoolsRegulating and funding of American schools has been an issue of involvement. Local and province authoritiess have faced challenges on government and raising equal fundss for instruction. In the enterprise to supply equal and low-cost instruction, regulating of schools has been a cardinal issue. Despite being an built-in portion in a school, instructors have for long been relegated to the schoolrooms with minimum part in regulating their schools ( Sadker, Sadker & A ; Zittleman, 2008 ) . This essay argues that for effectual government of schools, instructors need to be more involved in determination dev ising. This is an of import issue in the society for several grounds. First, as reported by Morehead ( 2003 ) the major jobs that instructors face in the school environment are â€Å" low wage, cardinal way and excessively much bureaucratism † therefore sabotaging their active engagement ( 86 ) . Excessively much bureaucratism and cardinal way undermines instructors ‘ sense of value, affects morale and increases turnover. Second, it consequences to less occupation satisfaction and a sense of low worth which consequences to high turnovers in the school and in the profession in general. Finally, less teacher engagement in the school direction consequences to low creativeness and untapped resources for development. In the quest to supply equal and low-cost instruction, proper government is of import. Soon, instructors have small part to the regulating in their schools despite their active engagement in the instruction environment. As reported by Morehead ( 2003 ) , an environment that allows instructors engagement in direction of schools result to professionally fulfilled and dedicated staff that has positive part to instruction. Teachers need to be actively involved in order to heighten positive instruction results. It is of import that policies are designed with parts from every stakeholder and in the instruction scene, it remains that for more effectual government and positive results, instructors should be more involved in determination devising.Exceptional, Gifted and Talented LearnersWhereas the society may by and large see the talented pupils to be the lucky 1s, a closer expression may uncover that they might really be disadvantaged. Despite their eternal wonder, creativeness and energy, when put into the regular schoolrooms, these kids may endure from negative equal force per unit area, ennui and may really drop out of school ( Sadker, Sadker & A ; Zittleman, 2008 ) . To enable these pupils to accomplish their potencies in life and to tap their exceeding cognition, it is of import that particular plans are put in topographic point in order to heighten their acquisition. This issue is of import for the assorted grounds. First, failure to make an enhanced environment for these pupils might blow their possible. Gilson ( 2009 ) argues that scholars in general demand to be invariably challenged failure to which they non merely go bored but they besides â€Å" lose their willingness to dispute themselves to make better things † ( 36 ) . Most scholars need proper support in order to run into their ends and talented pupils are no exclusion. They would see ennui and negative force per unit area when placed in regular categories and this may be a formula for dropping out alternatively of stand outing. This would particularly be singular if they come from minority groups. The terminal consequence is that the exceptionally bright pupil experience disregard and apathy and less opportunities of success in school. Second, impairment of these pupils when put in regular categories represents is a failure by the society to tap their possible and therefore a lo ss to the society at big. Research indicates that talented pupils under such subjects as Science, engineering, Engineering, and mathematics have high opportunities of traveling from abilities to competences and finally to expertise ( Olszwski-Kubilius, 2010 ) . By supplying particular plans for the talented pupils would ensue to several benefits. First, it would offer them an enabling environment that would enable them make their single potencies. Second, it would let effectual tapping of their accomplishments for the possible benefits to the whole society. When the particular qualities of talented pupils are indentified and decently developed through appropriate plans, they can do of import parts to the society. Finally, leting particular plans would show a opportunity for development of ; model graphics, medical discoveries, and singular innovations which may otherwise be lost if they were non allowed to work their full potencies.Is gender a acquisition manner?By and large, the society divides people into genders delegating assorted functions and outlooks to specific gender. This has led to suggestions that females may prefer to larn one manner while males may prefer a different 1. Some believe that this should name for edifice of instruc tion establishments for the different gender ( Sadker, Sadker & A ; Zittleman, 2008 ) . While some consider this stereotypic, some have advanced that this is a generalisation that can be harnessed to supply improved results in instruction. This essay argues that Gender is a learning manner and should be utilized for positive acquisition results. This issue is of import for assorted grounds. First, its apprehension and use would ease betterments in impacting cognition more efficaciously for the two genders. Second, males and females exhibit different cognitive acquisition manners and therefore might necessitate different attacks in order to larn efficaciously. Males are more intuitive scholars while females were more sensing scholars ( Alumran, 2008 ) . In a related survey Miller et Al. ( as quoted in Alurman, 2008 ) established that males are more â€Å" kinaesthetic, haptic, ocular, and were more nomadic whereas females where more conforming, more ego, parent or instructor motivated than males † ( 305 ) . Intuitive scholars, who were preponderantly male are more inventive and advanced and have a better consumption at abstraction embarking into possibilities and relationships. Conversely feeling scholars, who are preponderantly females are good at memorizing, better consumption of facts, apply good known processs to w ork out jobs, stress on item, and prefer everyday and predictable facets. Females and males exhibit different penchants for societal and conceptual acquisition manners. Females show more â€Å" concern for others † , prefer custodies on experience and practical facets with more orientation towards affectional and making. Conversely, males exhibited â€Å" concern for ego † prefer abstractive and brooding acquisition, learned better when believing and watching and opted for abstract and consecutive manners ( Keri as quoted in Alarman, 2008 ) . Research indicates that males and females prefer different acquisition manners, that – gender is a learning manner. Whereas protagonism may non be made for sole gender acquisition establishments, it is of import that instructors in the schoolroom are cognizant of the different acquisition manners that specific gender prefers. Assorted benefits would be achieved by an apprehension of this issue. First, it would let inventing appropriate plans for the genders which would heighten larning for the single pupil. Further, it would move to better the quality of instruction by and large. It would farther let the chase of effectual and economical attacks to larning between genders. One of the major facets of successful universities is the ability to progress acquisition by understanding the manner pupils learn.Student Life in School and At HomeThe American society has seen a gradual passage in past old ages. Previously there was communal engagement to conveying up of kids and adult fem ales were left at place to rise up the kids. Today ‘s economic force per unit areas requires instances where both parents are working, ensuing to less child care. School life greatly influences the kid growing and societal activities and instructors are hence more involved in conveying up the kids ( Sadker, Sadker & A ; Zittleman, 2008 ) . Changing household lives are negatively impacting school life and instructors have a major function to play in bettering the state of affairs. The state of affairs consequences to assorted negative impacts. First, there has been a dramatic alteration in the societal and economic factors in the household unit and these have extended to impact school life. In the past communities communally took the duty of raising kids but this has changed due to altering work forms, less child care installations and economic factors ( Sadker, Sadker & A ; Zittleman, 2008 ) . In the old times, the societal cloth was strong and communities approached issues communally. Today in the face of lifting economic force per unit areas, poorness, altering work forms where a significant proportion of kids are raised by individual parents or both parents go to work supervising of the kid is declining. This has in great portion contributed to challenges of bead outs, drug and intoxicant maltreatment, self-destruction, gestation and weight concerns. To cut down the impacts of altering household lives to instruction ; instructors need to make favourable schoolroom environments. It is merely through making a favourable environment where prejudice and hatred are replaced with trust, dignity, positive relationship and informed gender that the state of affairs can be improved ( Abbot, 2006 ) . Students will execute drearily in environments where negative effects are prevailing. These effects are damaging as they affect the psychological facets of the pupil and will more frequently than non ensue to drop outs or low public presentations. In the schoolroom scene, developing course of studies need to acknowledge altering household life. The course of study needs to stress community engagement, wellness issues. By pupil engagement in societal services, cut down tracking and concentrating affectional developments of pupils, instructors can cut down the negative impacts.Do Teachers Like Teaching?Teaching is one of the callings that employ the largest figure of people. Despite this, there have been suggestions that instructors may non be really happy in their calling particularly due to the comparatively low wage as compared to other professions and the bureaucratic system. This might be supported by the high turn-over in this calling. Some instructors have nevertheless reported that they really do love their calling chiefly due to its intrinsic wagess. This essay argues that despite the high turnovers in instruction, most instructors like to learn. Understanding whether instructors like instruction has several deductions. First, it would let an understating of instructor ‘s behaviours and perceptual experiences this supplying an account for their behavior. Second, an apprehension would supply a model in inventing ways of act uponing their behaviour and behavior. It would for illustration explain why there are high turnover in the profession. Most instructors are satisfied with what they do and the instruction environment. A NEA study reported that 80 % of the instructors were comfy with their occupation, the occupation security and the related liberty ( Sadker, Sadker & A ; Zittleman, 2008 ) . Most instructors express their satisfaction with instruction. Teachers like their occupation despite studies of low wage because they are motivated by other factors apart from wage. A survey by Chan ( 2005 ) reported that the most influential factors impacting motivations and committedness to learning were â€Å" selfless motivations, occupation conditions and influence from others † ( 14 ) . Teachers province that they take up learning places chiefly because they liked working with kids and striplings ; they wanted to be of aid to others, they perceived the work to be meaningful and ambitious and it was in correspondence to their personality. Factors extrinsic factors as stuff wagess do non act upon the pick of a learning c alling every bit much as these other factors. It is of import that the intrinsic factors that induce motive and committedness in instructors are enhanced with extrinsic factors. Most instructors love their calling particularly due to its intrinsic wagess which include satisfaction, the challenge, occupation security and the liberty in the category room. The comparatively low wage, bureaucratisms in the system and other unfavourable conditions might explicate the high turnover in the calling. This understating that instructors like their calling suggests that focal point should be on supplying better work conditions, better wage, occupation stableness which would greatly heighten instructors ‘ committedness and motive ensuing to better instruction outcomes. This will in add-on promote positive acquisition results for the pupils and heighten the degree of instruction in the society in general.DecisionEducation signifiers an of import facet of human life by fiting the person with necessary capableness to run into future challenges and better life. The school environment has assorted interactions which despite the purpose to accomplish efficiency make non ever do this. Among other issues, it of import that instructors are good equipped to cover with inclusion of handicapped pupils in the schoolroom, to understand how changing life styles are impacting the pupil environment, and to advance cultural diverseness in the schools. In add-on, it is of import to ; affect the instructor more in school government, to see the demands to talented pupils, to use gender efficaciously as a acquisition manner, and to better on conditions that negatively impact teacher ‘s perceptual experiences of learning. Such attempts may travel a long manner in bettering the efficiency and effectivity of the acquisition and the instruction environment.

Democracy Aims of the Ninth Amendment

â€Å"We the People of the United States†¦ do ordain and establish this Constitution for the United States of America. † Within those opening words, the framers of the U. S. Constitution made clear their intentions for democracy in America and their disregard for previous despotic institutions. No longer viewing the individual†s highest duty to be obedience to the state, our founding fathers displayed a firm commitment to bolstering the significance and dignity of the individual. This new found faith in the ability of the populace to govern itself is known as democracy. Democracy itself is an ideal that was developed by the ancient Greeks around 500 B. C. Inherent in all of the freedoms of democracy are certain â€Å"inalienable rights† that are guaranteed to every citizen who resides under that democracy. Following the Constitutional Convention, Federalists, who supported the ratification of the Constitution, obtained the support by promising that an enumeration of the rights of all citizens that would be added as an amendment to the Constitution after it had been ratified, to Anti-Federalists who opposed ratification due to the lack of enumerated rights. In order to outline and expound upon those rights, the Constitution was amended almost immediately following its ratification in 1788. The Bill of Rights, as the first ten amendments have come to be known, was put into effect on the fifteenth day of December, 1791, and is a formal declaration given by the government to define the fundamental liberties of its citizens and thus limit its own power. The first eight amendments contain the essential rights of every citizen, as well as certain procedural precautions instituted to insure the protection of those rights. The enth amendment guarantees the limitation of federal control to those and only those powers granted it in the Constitution. Inherent in the ninth amendment is the vitality of democracy in the United States. The ninth amendment reads: â€Å"The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. † Amendment nine, while protecting citizens from the infringement of the government on the unenumerated rights of the individual using rights enumerated in the Bill of Rights, also levels any implied hierarchy of rights making no single right of any greater importance than another. The preservation of democracy in America is vitally dependent upon the ninth amendment as illustrated by its inherent ideologies that made it an amendment, its modern judicial implications in relation to the topics of the day, as well as its ability to reinforce those attributes that keep a democracy operating. Once the Constitution had been put into effect and representatives had been sent to Congress, it was time for the amendments that had been promised, to be sent before Congress. The leader in the proposition of amendments to the new Congress was James Madison, the â€Å"Father of the Constitution. † Madison†s chief intention in proposing his amendments to the Constitution was to prevent â€Å"†¦ the abridgment of the freedom of the people by [the] gradual and silent encroachments of those in power. † Madison originally proposed fifteen amendments that were to enumerate all of the inalienable rights of United States citizens. Of those fifteen, twelve were accepted by Congress to be sent to the states for approval under the process outlined in the Fifth Article of the Constitution. What would become the ninth amendment was seen even then as innocuous, but Madison was able to support its importance asking, â€Å"If an enumeration be made of all our rights, will it not be implied that everything omitted is given to the general government? † Democracy, as a free-state, relies inevitably on the protection of the freedoms of the individual; because all of the freedoms that an individual has a right to cannot simply be listed, it is vitally important that those rights which are not spelled out in the body of law that protects the individual continue to be protected from usurpation by the government. Through inference this amendment implies in its own wording that the rights that are listed in the Bill of Rights are so important that they needed to be spelled out, but there are other natural rights belonging to United States citizens that were equally important, but too numerous to mention. These â€Å"natural rights† include the right to choose your own mate, the right to reproductive choice, the right to determine the manner of your child†s education, and even covers rights to personal privacy. Certainly no man would argue the personal, as well as democratic significance of these rights. Thus, Madison, foreseeing the possibilities of the rise of the federal government to the already massive position of power that it now occupies kept it from denying Americans all of those rights that even they take for granted, because they cannot be found specifically enumerated in The judicial implications behind the ninth amendment are innumerable, mainly due to the fact that on a regular basis the government does its best to work its way into the private lives of individuals and instruct them on how to better their conduct in the ace of social morality. One pressing issue facing the people of the United States today is that of doctor-assisted suicide. To date, it has been ruled that suicide is in essence self-murder and accordingly, if murder is illegal so must all forms of it be illegal as well, self and otherwise. However, in light of the unenumerated rights guaranteed to citizens by the ninth amendment, this â€Å"right to die† inherently belongs to the individual as it does ot infringe upon the rights of others. Another modern political debate is that of the legality of homosexuality. Seeing as how, regardless of their sexual orientation, homosexuals are citizens of the United States of America, they also have the right to decide for themselves the person with whom they engage in sexual relations. Sexuality is, therefore, one more of the unenumerated rights bestowed upon the people under the â€Å"innocuous† amendment. Wisely effected for this use, the ninth amendment was cited in the case of Roe v. Wade in the determination of a woman†s right to have an abortion. This right, while not enumerated in the Constitution is still a right of the people under the ninth amendment. The ninth amendment, while famously misunderstood and misinterpreted by Judge Robert Bork in his 1987 confirmation hearing, has only recently been utilized as a tool in the fight for the preservation of the individual citizen†s democratic rights. Bork demonstrated his ineptitude and his inability to be a Supreme Court Justice by stating that he could not logically view the ninth amendment from the mindset of the Constitution†s framers. The ability of a Supreme Court Justice to trust his own insinuations into the minds of our founding fathers is what allows them to make a clear, responsible and accurate assertion about the ramifications of the wording of the Constitution. Unenumerated rights are, by definition, rights that are not specifically listed and are, therefore, more or less unknown. If it was possible to enumerate all of the rights that are delegated to the people under the ninth amendment then it would have been done and the innocuity innate in its creation would be forever erased. As those rights remain constantly emerging and on the verge of emerging the Supreme Court will have to continue to expand its interpretation and better use the ninth amendment for the protection of the intrinsic rights of the American citizen. Democracy itself is reliant upon several things to keep it working: citizen participation, voluntary action and education. The ninth amendment strengthens the wide-spread participation of the citizenry by entrusting them with rights that are God-given, rights that are so innately human that they need not be itemized in the body of law that was created to itemize the inborn rights of all citizens. Any and every individual has the right to run for public office. Each individual is also capable of supporting which ever political party he feels best represents his own personal opinions. He also retains the right to keep those personal opinions to himself if he so chooses. Another characteristic of democracy is its faith and dependence upon education. Although widespread participation is a significantly substantial aspect of democracy, it alone does not ensure the proper maintenance of good government. An active populace is nothing if it is not an educated populace. Education is not an institution that can be left to sort itself out, either. Whether an individual should choose to attend public or private schools, continue to a college or university, or perhaps be taught directly by his parents at home is a right that remains his under the ninth amendment. Without the freedoms and rights that are built-into the educational systems of America by the ninth amendment, the ability of the nation to take action, keep informed, vote intelligently and produce leaders worthy of public trust and responsibility would be drastically diminished. The lack of force inbred in all democracies requires a distinct amount of voluntary action to replace it. The right of the citizen to participate or not to participate in the everyday workings of the democracy in which he lives is always his. The ninth amendment can in that manner work against itself, but thanks to the safeguard of education it can be assumed a majority of the individuals inhabiting a democracy are there of their own free will and there because they wish to cooperate with and for the established system and not against it. The successful operation of American democracy, as well as that of any other democracy, is dependent upon the rights granted to the people of the United States by the ninth amendment. In The Federalist, â€Å"Number 47,† James Madison said that, â€Å"The accumulation of all powers, legislative, executive, and judiciary, in the same hands, whether of one, a few, or many, and whether hereditary, self-appointed, or elective, may justly be pronounced the very definition of tyranny. † Madison proposed the Bill of Rights in order to avoid allowances for the federal government to secure a position of tyranny as well as to promote the permanent establishment of democracy. Amendment nine of the Bill of Rights is the amendment that best exemplifies the preservation of that new state of democracy in America by withholding from the national government all those rights that went unenumerated in the Bill of Rights, but which continue to be retained by the people. The right to personal privacy, the right to a choice of educational institutions, the right to receive an abortion, the right to choose your own sexual orientation, the right to follow the political party of your choosing and even the right to die are all bestowed upon the citizenry by the ninth amendment. Democracy, as an institution of sentiment, law and government, could not survive without the guarantee of the ninth amendment that the people shall retain those rights which were given them with birth and which will neither be denied nor disparaged. The increasing clarity of the ninth amendment will continue to provide boundless possibilities for the people of the United States to not only continue in life, liberty and the pursuit of happiness, but also to inhibit federal interference with that goal.