French Revolution Coursework Example | Topics and Well Written Essays - 500 words

French Revolution - Coursework Example Furthermore, the author discusses the cultural, economic, and social changes in France during the period, as well as France’s international relations. Robespierre and the Terror by Marisa Linton is a readable discourse on contemporary terrorism based on French history. The author is Kingston University’s Reader in History and has written widely on 18th-century French culture and politics and the French Revolution. Vividly narrating the beginning of the Great Terror mobilised by Robespierre, this engaging work provides incomparable images of apparently unreasonable acts of murder and cruelty. Linton examines Robespierre’s reformist enthusiasm, his part in the king’s prosecution and the demise of the monarchy, and his determined effort to build a modern republic. This work also discusses how Robespierre has contributed to the course of French history, influencing not only the country’s domestic life, but also its responses to overseas events. Roger Price’s Napoleon III: Hero or Grotesque Mediocrity is a historiographical analysis of the monarch and his government. Price, an Emeritus Professor of History at the University of Wales, has thoroughly worked on the history of France. In this work, he takes into consideration the mid-century predicament which gave Napoleon III the chance to acquire the presidential post. This work is very relevant to the discussion of the impact of foreign events on France during the period 1789-1906 because not only did the author explains the goals or purposes of Napoleon III, he also presents a summary of the ruler’s accomplishments and administration, his political, social, and economic influence, as well as the evolving historical views of the period. The book France 1870-1914 by Robert Gildea talks about the union of republican regime and the regaining of national self-reliance.

Reflective Manager Essay Example | Topics and Well Written Essays - 2250 words

Reflective Manager - Essay Example they can bring change in the business operations and by their support to the management they will be able to enhance the productivity of the organisation. In order to make a learning organisation, it is the responsibility of management and employees of the organisation to divert their focus from reflective practitioner at individual level to reflective form of organisation (Hoyrup, 2004). In the last couple of years, many researchers have conducted studies on the role of reflection and reflective practices in the organisation’s performance; some studies have focused on the theories of such practices (Amulya, 2003, Brockbank & McGill, 2007, Frook et al., 2007 and Svensson et al., 2008) while some have studied their implications in various forms of organisations (Confer et al., 2010, Deakin, 2012, Drefyus & Drefyus, 2005, Finlay, 2008, Greener, 2008, Vince & Saleem, 2004, Walsh, 2010). However, the most extensive works have been done by Vince (2005) and Walsh (2010) who has focussed on the traditional and modern ways for implications of reflection and reflective practices in all types of organisations that are working in distinctive fields. Hence, it is rightly stated by Walsh (2009) that it is crucial for the management and managers of the organisation to equip themselves with the various forms of reflective practices that are happening in the real world and make changes in their organisations so that they are compatible with the latest market trends and the structure supports the format required for organisational learning. The researchers have been unable to give exact definition of the term ‘Reflection’ as it is composed of numerous concepts. The primary aim of reflection is to help the thinkers do critical analysis of the situations or problems that are being encountered in the organisations. The managers are encouraged to identify the problem areas, think about the remedial situations available and then select and implement the strategy alongwith

Problem Solving ; Critical Thinking - Hdlt Essay Example for Free

Problem Solving ; Critical Thinking Hdlt Essay This adaptation is tested through fresh, innovative learning environments and higher expectations. Let us first determine critical thinking and problem solving and see how are these phenomenon interrelated with each other and the role both these skills play in our lives. Critical thinking (CT) is defined as â€Å" intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information gathered from or generated by observations, experiences, reflections, reasoning or communication as a guide to belief and action. Scriven Paul, 2007, P 1). Thus simply put, CT is metacognition or thinking about thinking. Problem-solving (PS) is a mental process that involves ascertaining, investigating and solving problems. The eventual objective of problem-solving is to overcome hindrances and find a solution that best resolves the issue. These problems could range from simply crossing the road and reaching safely on the other side without getting hurt by the oncoming vehicles or solving a Sudoku puzzle or figure out a estimated expenses of a trip or in case of a child, solving a multiplication sum given in the class. The term problem solving ( P S) in educational settings would involve solving well-structured text book problems which are poles apart from ill structured problems which are encountered in everyday life. Thus we can see that in order to effectively solve a problem, one may require to engage with it and critically think about it to find the best solution. Let us now look at certain important broad themes and specific problem solving processes used by children Broad themes 1. Task analysis – details of steps taken to actually solve problems. For example a child adds 2 multi digit numbers, the actual process starting with adding the numbers in the right most column, writing ones digit as a part of the answer, carrying over the tens digit ( if it is so ) †¦ so on and so forth. Task analysis helps in identifying the exact places where child might be encountering difficulty in solving the problem, the nature of the difficulty. Thus it gives an insight into the manner in which the child solves problems; and thus provides scope for rectification. 2. Means – End analysis Using this methodology, one solves a problem by considering the obstacles that stand between the initial problem state and the goal state. The path to reaching the goal can be achieved by accomplishing smaller sub goals. When all of the sub goals have been achieved – when all of the obstacles are out of the way – then the main goal of interest has been achieved. Thus, means-ends analysis can be seen as a search strategy in which the long-range goal is always kept in mind to guide problem solving. 3. Encoding – this literally means identifying critical information in order to build internal representations. Thus it is very important to train the child to filter out the relevant data from the all the available information. Many children fail because they are not thought how to encode critical information and utilize it. Important processes of Problem Solving- 1. Planning this is future directed PS, most often used in difficult and new situations. But most often the novelty of the situation also ensures that children often forget to plan. 2. Route Planning this is done in order to select a most efficient route in order to reach a destination. Children as early as one year of age start showing the development of this ability. Example – an adult figuring out his way in order to reach a new destination; after looking at various maps. The route is figured out post route planning. 3. Causal Inference many a times problem solving is an attempt to understand the cause of a phenomenon. Humans are curious by nature. A two year old will constantly be in the endeavor to know â€Å"why things happen†Ã¢â‚¬ ¦ why do birds fly, whereas animals don’t? so on and so forth. 4. Analogical Reasoning In problem solving this is predominantly concerned with systemic correspondences, where a solution to a known problem may be applied to solving a structurally similar problem. Analogical reasoning improves with maturation and increase in content knowledge. According to Piaget’s stages of development analogical reasoning only starts developing in the pre operational stage ( ages 2 -7) and gets occasional limited success in concrete operational stage(7-11) and becomes fully developed by formal operational stage (age 11 through adulthood) Stage I (Preoperational) egocentric responses using idiosyncratic relations. IA children were unable to form lower-order relations IB some children able to form lower-order relations, but unable to form analogies Stage II (concrete operational) occasional, limited success IIA trial-and-error success on analogies, inability to resist false counter-suggestions IIB consistent success on analogies, but inconsistent ability to resist false counter-suggestions Stage III (formal operational) Success on all aspects of the tasks. Criticism of Piaget – Goswami Brown reasoned that children might fail Piagets tasks because they lack knowledge of the relations entailed. On this view, children ought to be able to solve classical analogy problems provided the analogies are based on familiar relations. Practice in analogical reasoning improved young children’s spontaneous formation of analogies. 5. Scientific reasoning: Children question everything as a basic premise,they want to know the why , how of everything; but they are also hugely influenced by the beliefs that they see are carried around them. Whenever they actually do something on their own, they do develop an understanding and rationality regarding the same phenomenon. For example a child understands that sugar takes less time to dissolve in hot milk rather than cold milk. Thus, when they indulge in activities, experiment they develop scientific and logical reasoning. 6. Logical reasoning It is when a child can apply logical rules in order to solve problems. Logical reasoning requires the child to link each alternative to the main problem by strong reasoning. They may also require using logical structure If , Then . for example if a child has to climb up two floors, he could either use the lift or the stairs. If the escalator lift for some reason is not working, then either the child could wait till the lifet starts working or take the stairs. The choices have to be logically reasoned out. Both analogical and logical reasoning develop gradually over early and middle childhood whereas scientific reasoning does take more time to develop and take shape as it is much enhanced by experience. Along with certain important processes used in PS some of the others are – Symbolic representation as tools Rule based problem solving etc. Above we have also looked at Piagetian perspective on PS. Let us also look at the Vyogotsky’s perspective on the same. Lev Vygotsky gave some novel ideas regarding childrens learning and their problem solving abilities. 1. Zone of Proximal development (ZPD) This is the zone where learning takes place. This zone represents the difference the between what the child can achieve on its own and what it can achieve with the help of others. In order, for learning to occur, the elder or peer must provide a challenge that is beyond the child’s own capabilities and yet be assisted. Thus assisted learning or peer learning is an important aspect of children developing the PS abilities. If children have done a task with an adult or under the guidance of an adult (ZPD) they tend to show improvement whilst performing as opposed to those who were attempting it for the first time ( Piaget’s discovery learning ). Vyogotsky also pointed towards the importance of private speech in children, whenever confronted with a novel problem. This speech could be their method of engaging with the problem. As children grow up and get better at symbolic interpretation, this private speech diminishes. Now let us look at how a constructivist classroom helps children in enhancing their PS abilities. Constructivist approaches to learning attempt to generate environments where learners are actively engaged in their surroundings and environments that help them to construct and develop their own understanding, reasoning and knowledge, rather than the teacher interpreting their world for them. The learners interaction with the environment and with the subject matter at hand results them in having their own view about the subject. Thus we can see that collaborative learning is the hallmark of a constructivist classroom. For example – group of students in a chemistry class are learning about properties of organic salts. Instead of directly stating the properties, the teacher will devise questions which will engage the students in challenging their previous knowledge, link it to the other phenomenon that they have already been studying and generate a new level of understanding regarding the topic. During the discussions and promptings, when one student comes with the relevant concept, the teacher would cash on it and hint to the group to further explore this concept. Late, she would sum up ay concluding what the class has learnt, what helped and what did not help them in constructing new knowledge. Question – The biggest question for me is the teaching methodology. In most of the schools, that me and my colleagues have visited during our practicum, we inevitably noticed that instead of focusing on teaching the students how to think, rationalize, develop an understanding. The focus is on what they should think? Conclusion By providing them everything like â€Å"ready to eat meals†, we seal them from developing their own understanding. In a class room setting children, still encounter structured problems, in real life settings children will be coming across many ill structured problems. The aim of education must be to prepare them for encountering the challenges that they would face everyday. They have to be trained to adequately use their problem solving abilities within the classroom as well as outside it. References – Taylor, L, (2005). Introducing cognitive development. Taylor and Francis: Psychology Press. (Chapter: Thinking and reasoning). Siegler ; Alibali (2005). Chapter 10: Problem-Solving (pp 341-380). Synder L. ; Synder J. Teaching critical thinking and Problem solving skills, The Delta Pi Epsilon Journal, Volume L, No. 2, Spring/Summer, 2008

Structure and Development of Curriculum

Structure and Development of Curriculum Introduction The curriculum is not a simple word that can be defined; it is a discipline that consists of many factors that ultimately create the curriculum. Upon reading further into this subject, it has become obvious that the curriculum is a complex field and is more likely to reveal that many authors, scholars, academic writers each have a definition describing what the curriculum best means to them or its best definition in the context they discuss. This paper will focus on the Australian Curriculum and will attempt to address issues such as the various definitions of the curriculum, the purpose or goal of the curriculum, how the curriculum is developed, the structure of the curriculum, how the curriculum is influenced by different learning theories, the processes of teaching, learning and assessment and how the curriculum relates to 21st Century learners. Incorporating these factors and understanding this information will allow the reader to formulate his or her own educated definition of t he curriculum whilst recognising the primary features which influence learning within our schools. Definition of Curriculum and its Stakeholders Several definitions surround the meaning of curriculum; to get an overview of the definition we can throw relevant words together such as plan, objective, content, subject matter, opportunities, guidelines, framework, experiences or strategies, although in order to make sense of these words and their relationship to the curriculum we must connect these words in a logical pattern. Authors and academics Brady Kennedy (2010, p.5) simply state In seeking to understand better the role of the curriculum in the 21st century, the purpose should be to ensure that children and young people are well equipped to handle whatever it is that this century will call them to do and be, in other words, there must be a common interest and a common bond by all those involved, while Marsh and Willis (2007, as cited in Marsh, 2010, p.93) define curriculum as an interrelated set of plans and experiences which a student completes under the guidance of the school. Other definitions of the curriculum arise, d ependant on the stakeholders in question, these stakeholders are people who have an interest in the curriculum, its formation and its delivery. The business community feel that the curriculum must be able to support students in their future employment opportunities while preparing them for the economic needs of society (Brady Kennedy, 2010) and parent groups are concerned that the curriculum could be manipulated by government bodies for academic analysis instead of concentrating on equipping their children with the appropriate knowledge and experiences for a successful future (Brady Kennedy, 2010). ACARA (2010c) describes the new National curriculum as a broad scope and sequence of core learning. Critical decisions about the total educational program and how it will be implemented and adapted to meet the needs and interests of students will be the responsibility of education authorities, schools, teachers, parents and students Marsh (2010, p.24) provides a list of stakeholders with whom the National Curriculum Board (NCB), now known as the Australian Curriculum, Assessment and Reporting Authority (ACARA) consults Government Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory ministers, Federal opposition, State/Territory opposition Education authorities Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities (ACACA), Department of Education, Employment and Workplace Relations (DEEWR). Professional associations Unions, Business, Employers School-based Principals, Administrators, Teachers, Students Community Parents, Parent groups, Parent Associations Tertiary Sector Universities, TAFE, Industry training sectors, Academics From this information it is evident that the curriculum is complex, detailed and is influenced by many groups. Fundamentally, it is a plan that consists of goals/aims, content and achievement standards for each subject to be taught within Australian schools, in other words, the curriculum is a planned description of the what, how and when of teaching, learning and assessment. Understanding the foundation of curriculum, we can now concentrate on the goal of the curriculum WHO is it for and WHAT do we expect from our education system and for young Australian citizens? The purpose or goal of the Curriculum and Education Curriculum must be of direct relevance to the childs social, cultural, environmental and economic context and to his or her present and future needs and take full account of the childs evolving capacities; teaching methods should be tailored to the different needs of different children (UN Committee on the Rights of the Child, General Comment 1 as cited in Sullivan Keeney, 2008, p.38). In order to understand the goal or purpose of education, we must understand who we are directing our learning to. Acknowledging the diversity of learners will assist in identifying the scope and range of the content to be covered by the curriculum. Brady and Kennedy (2010, p.38) state Teachers must examine the curriculum carefully to ensure it does not exclude the diverse experiences that students bring with them to the classroom. More positively, the curriculum should highlight those experiences and make them the basis for discovery and learning. The K-12 National Curriculum is directed towards students developing their knowledge and understanding of the major disciplines Mathematics, English, Science and History to enable students to further their knowledge and specialise in fields through further tertiary education. Further to this, the curriculum provides the foundation that allows young Australian citizens to deal confidently with issues that arise and enables them to make informed decisions regarding social and personal matters. (EQUITY) ACARA is responsible for the development of the Australian curriculum from Kindergarten to Year 12. ACARAs work with the Australian curriculum is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to supporting learners with quality education and providing them with the skills necessary for future endeavours (ACARA, 2009a). The Australian curriculum will outline the scope and sequence of key learning areas, in other words WHAT and WHEN it is to be taught at schools, although teachers will ultimately make the decision on HOW to organise, structure and deliver this information to benefit each and every students learning experience (ACARA, 2009b). The educational goals for young Australian citizens focus on creating successful learners such as developing their capacity to be creative, resourceful and motivated individuals, to be able to think, obtain and evaluate evidence, work independently and in teams, be able to communicat e ideas, utilise current technology and be able to make informed decisions and gain the necessary skills regarding their learning and employment directions. These goals also aim to create confident individuals by providing the tools that promote a sense of self-awareness to be able to manage all facets of their wellbeing, develop values such as honesty, empathy and respect for themselves and others, form personal, social and professional relationships and have the confidence to pursue further education and training. In addition, becoming active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an understanding and appreciation for Australias indigenous history and diverse culture and sustaining and improving our natural and social surroundings (ACARA, 2009b). So far we have discussed what the curriculum is and how it can be defined, the major influences on the curriculums development, namely the stakeholders and the purpose or goals of the curriculum and education. Before we discuss the structure and development of the curriculum, it is important to be aware of where and how the curriculum originated and why the curriculum is structured the way it is. Structure and Development of the Curriculum The structure of the curriculum and how it is developed caters for the wide range of stakeholders involved while endeavouring to achieve the best learning outcomes for Australian students. The core-curriculum was developed through the Curriculum Development Centre (CDC) by the former Director, Malcolm Skilbeck in 1980. The 24-page document attempted to reconceptualise the existing school subjects within a social-reconstructionist framework (Marsh, 2010, p.11). Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did not continue due to a lack of funding for the CDC. As the decades passed, many attempts at developing a national curriculum failed to make it successfully through its journey, finally in 2008, under the Rudd Government, a National Curriculum Board (NCB) was created to develop a National Curriculum for students Kindergarten to Year 12, consisting of four Key Learning Areas (KLAs) Mathematics, English, History and Science, with additiona l components of general capabilities and cross-curriculum dimensions working alongside these KLAs (Marsh, 2010). ACARA (2009c) was created to oversee the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Years Curriculum Framework. Below outlines the four stages involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum shaping stage- This involves the development of the draft shape paper, where expert advice is requested and endorsed by ACARAs board for public feedback. This creates the final shape paper, consisting of an outline of the Australian curriculum including design advice for learning areas. Curriculum writing stage A team consisting of writers, curriculum experts, and ACARA curriculum staff developing the Australian curriculum. The information includes content description and achievement standards; to achieve this, the team refers to national and international research on curriculum, while also referring to current state and territory curriculums. After public feedback and necessary modifications, the Australian curriculum for the particular learning area is ready for publication. Implementation stage Implementation plans are developed by ACARA and state/territory curriculum and school authorities (ACARA, 2010b) Evaluation and review stage Implementation feedback is reviewed carefully via processes that monitor this information. Below is a visual snapshot of the components included in the National Curriculum to be implemented in the year 2011. Australian curriculum graph.png Source: (ACARA, 2009a) Each KLA contains a statement of rationale, aims, content structure and descriptions, and achievement standards. Statement of rationale Overview of the particular subject Aims What students will achieve from this subject Content structure/organisation How the subject is arranged/designed and the information involved Content description specifies what teachers are expected to teach for each learning area at each year level, also provides the scope and sequence of teaching Achievement standards describes the quality of learning e.g. the understanding, knowledge and skill students are required to achieve at each year level. While the National curriculum will keep the original structure of scope and sequence for the KLAs, it is evident the new curriculum has become more detailed and involved, by introducing general capabilities and cross-curriculum dimensions in addition to the KLAs, teachers may find it difficult to be able to get through all the required content in the time allocated, while some may require further intensive training to increase their knowledge in certain areas such as History. Few primary teachers have a sufficient background in History and that they will require concentrated training to develop academic and pedagogical knowledge in History (Harris-Hart, 2009 as cited in Marsh, 2010, p.26), although ACARA (2010c) states the key focus during curriculum development is on depth of learning and not breadth of learning, so as not to overcrowd the curriculum. Since the Australian Curriculum has been collated from different components of the eight state/territory curriculums currently in ope ration, they have maintained the KLAs, added general capabilities and cross-curriculum dimensions while keeping the existing structure for sequencing within the learning areas. (REFERENCE) For example, the NSW curriculum comprises of six KLAs for primary school and eight KLAs for secondary school. Below is a visual snapshot of the NSW Primary syllabus. http://k6.boardofstudies.nsw.edu.au/images/time_on_each_subject.jpg Source: (NSW-BOS, 2008) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and teachers take responsibility for the way in which the content is organised and delivered (NSW-BOS, 2002a). NSW primary teachers use the NSW Primary Curriculum Foundation Statements to find out what needs to be taught in each subject. The six subjects within the NSW curriculum are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education (PDHPE), Human Society and Its Environment (HSIE) and Creative arts (NSW-BOS, 2002b), while the Australian Curriculum takes into consideration two new components that will enhance the learning process by working alongside the four KLAs, these components are ten (10) general capabilities and three (3) cross-curriculum dimensions. The ten (10) general capabilities are: literacy, numeracy, information and communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. The three (3) cross-curriculum dimensions are: Indigenous history and culture, Asia and Australias engagement with Asia and Sustainability (ACARA, 2010a). Conclusion The Curriculum is a planned description of the what, how and when of teaching, learning and assessment, it is the foundation for learners, students and teachers while being influenced by the many stakeholders that want a share/input in the direction of the Curriculum. The structure and development of the Australian Curriculum includes many components such as teaching, learning and assessment which have focused on the depth of learning not the breadth. Throughout this paper it is also evident that the Australian Curriculum has been influenced by the theories of teaching and learning from several theorists such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslows taxonomy. In addition, we must keep in mind that by understanding our students changing nature and their diversities, the Australian Curriculum has the opportunity to be in the forefront of teaching and learning in the 21st Century.

Finding the Good Life in Symposium Essay -- Philosophy essays

Finding the  Good Life in Symposium There are many different interpretations of what the good life truly is. Individualists believe that the good life is pleasing oneself, while utilitarians believe that the good life is acting for the good of the rest of society. Philosophers, too, have their own interpretation. Plato alludes to the philosopher's good life when he uses the phrase "my greatest pleasure." The inherent subjectivity of the word "my" tells the reader that philosophical conversation may not necessarily be everyone's greatest pleasure. "After all, my greatest pleasure comes from philosophical conversation, even if I'm only a listener, whether or not I think it will be to my advantage. All other talk, especially the talk of rich businessmen like you, bores me to tears, and I'm sorry for you and your friends because you think your affairs are important when really they're totally trivial" (Symposium 173C-D). The casual observer may believe that these lines, spoken by Apollodorus, are trite, offering little more than some humor to begin Symposium. However, a well-learned reader will read between the lines and quickly realize that, embedded within the words of the passage lies a plethora of ideas that are integral to the work as a whole. The two primary ideas which stem from the preceding passage are the philosopher's view of the good life and the very different lives that philosophers lead. There are many different interpretations of what the good life truly is. Individualists believe that the good life is pleasing oneself, while utilitarians believe that the good life is acting for the good of the rest of society. Philosophers, too, have their own interpretation. Plato alludes to the philosopher's good life ... ... not only to listen to the ideas of others, but to make a judgment about those ideas after they have been heard. In offering the judgment of the philospher's good life being the best one, Plato enticed his readers to attend his academy, one goal of his book. The ultimate idea of the passage, and indeed the book as a whole, is to for one to keep an open mind to hear the opinions of others, and for one to divulge one's own opinions for the betterment of society. After these opinions have been heard, thought through, and fully realized, individuals have the capacity to make decisions for the good of themselves and those around them. When these intellectual, spiritual decisions are made correctly, human beings can begin to live the good life. Works Cited: Plato. Symposium. Trans. Alexander Nehemas & Paul Woodruff. Indianapolis: Hackett Publishing Company, 1989. Finding the Good Life in Symposium Essay -- Philosophy essays Finding the  Good Life in Symposium There are many different interpretations of what the good life truly is. Individualists believe that the good life is pleasing oneself, while utilitarians believe that the good life is acting for the good of the rest of society. Philosophers, too, have their own interpretation. Plato alludes to the philosopher's good life when he uses the phrase "my greatest pleasure." The inherent subjectivity of the word "my" tells the reader that philosophical conversation may not necessarily be everyone's greatest pleasure. "After all, my greatest pleasure comes from philosophical conversation, even if I'm only a listener, whether or not I think it will be to my advantage. All other talk, especially the talk of rich businessmen like you, bores me to tears, and I'm sorry for you and your friends because you think your affairs are important when really they're totally trivial" (Symposium 173C-D). The casual observer may believe that these lines, spoken by Apollodorus, are trite, offering little more than some humor to begin Symposium. However, a well-learned reader will read between the lines and quickly realize that, embedded within the words of the passage lies a plethora of ideas that are integral to the work as a whole. The two primary ideas which stem from the preceding passage are the philosopher's view of the good life and the very different lives that philosophers lead. There are many different interpretations of what the good life truly is. Individualists believe that the good life is pleasing oneself, while utilitarians believe that the good life is acting for the good of the rest of society. Philosophers, too, have their own interpretation. Plato alludes to the philosopher's good life ... ... not only to listen to the ideas of others, but to make a judgment about those ideas after they have been heard. In offering the judgment of the philospher's good life being the best one, Plato enticed his readers to attend his academy, one goal of his book. The ultimate idea of the passage, and indeed the book as a whole, is to for one to keep an open mind to hear the opinions of others, and for one to divulge one's own opinions for the betterment of society. After these opinions have been heard, thought through, and fully realized, individuals have the capacity to make decisions for the good of themselves and those around them. When these intellectual, spiritual decisions are made correctly, human beings can begin to live the good life. Works Cited: Plato. Symposium. Trans. Alexander Nehemas & Paul Woodruff. Indianapolis: Hackett Publishing Company, 1989.

Essay --

The literary movement during the 1980's in Britain was heavily influenced by the state of Britain's economy at the time. The people of Britain had become infatuated with politics due to the election of Margaret Thatcher, the first and only woman Prime Minister of the United Kingdom to have held office. She was known as the â€Å"Iron lady† and the leader of the Conservative Party. Her influence on the British government with her use of Thatcherism did not leave behind a good legacy in the literature department. In a New York Times newspaper article, it is stated that, â€Å"The Thatcher years were a time of remarkable cultural ferment, in which the energies of an extraordinarily diverse roster of musicians, novelists, playwrights, critics and filmmakers — to say nothing of television comedians and puppeteers — were unleashed in opposition, glum and passionate, explicit and overt, to the prime minister herself,†(nytimes.com). Many literary figures have writ ten novels in response to the events of the society's cultural downfall in the 1980's. In Doris Lessing's, The Good Terrorist, which is set in the time period of Thatcherism, she portrays her character's thoughts on bourgeois liberalism as contradictions to their personalities. The main character, Alice Mellings, assumes that she is committing these acts of terrorism for a good reason. Alice and her band of revolutionary rejects are the manifestations of Doris Lessing's various frustrations against political advancements with feminism, communism, and Thatcherism. †¨ The political views and opinions that Doris Lessing's character accumulate in The Good Terrorist are most likely fueled by Lessing's real life experiences with communist parties and her unsatisfying life in the suburbs in Rho... ...ain. During the time of the 1980's in Britain, feminism, communism, and Thatcherism were big parts of the time period. These political advancements caused many literary responses to the downfall of the government that Margaret Thatcher ruled at the time. Lessing was a feminist but was not a feminist at the same time. In an article on dnaindia.com, it is stated that, â€Å"Lessing was able to do a great deal for women without subscribing to feminism; she did it with her life, and with (not just within) her writing,†(dnaindia). Unfortunately, not a lot of research has been done on The Good Terrorist, and it being a good fictional reference into the life of a group of squatters in 1980's Britain, Doris Lessing writes from her perspective on feminist criticism and explores her ideas, hoping to expand further into more of Lessing's works and explore the meanings behind them.

Notes for Mpp Subject of Mba 1st Sem Essay

Management is a vital aspect of the economic life of man, which is an organised group activity. A central directing and controlling agency is indispensable for a business concern. The productive resources – material, labour, capital etc. are entrusted to the organising skill, administrative ability and enterprising initiative of the management. Thus, management provides leadership to a business enterprise. Without able managers and effective managerial leadership the resources of production remain merely resources and never become production. Under competitive economy and ever-changing environment the quality and performance of managers determine both the survival as In the words of George R Terry – â€Å"Management is a distinct process consisting of planning, organising, actuating and controlling performed to determine and accomplish the objectives by the use of people and resources†. According to James L Lundy – â€Å"Management is principally the task of planning, co- ordinating, motivating and controlling the efforts of others towards a specific objective†. In the words of Henry Fayol – â€Å"To manage is to fore cast and to plan, to organise, to command, to co-ordinate and to control†. According to Peter F Drucker – â€Å"Management is a multi-purpose organ that manages a business and manages managers and manages worker and work†. In the words of J. N. Schulze – â€Å"Management is the force which leads, guides and directs an organisation in the accomplishment of a pre-determined object†. In the words of Koontz and O’Donnel – â€Å"Management is defined as the creation and maintenance of an internal environment in an enterprise where individuals working together in groups can perform efficiently and effectively towards the attainment of group goals†. According to Ordway Tead – â€Å"Management is the process and agency which directs and guides the operations of an organisation in realising of established aims†. According to Stanley Vance – â€Å"Management is simply the process of decision-making and control over the actions of human beings for the express purpose of attaining pre- determined goals†. 8 According to Wheeler – â€Å"Business management is a human activity which directs and Management Science: Theory and Practice controls the organisation and operation of a business enterprise.