The Conflict between the Individual and the Society in A Rose for Emily

One of Faulkner’s most famous short story, A Rose for Emily is based on the theme of the stark conflict between the individual and the impersonal voice of the community. To emphasize this idea, the story is rendered through the collective point of view of the community that includes Miss Emily.Not accidentally, the plot of the story is set in a small town, where the relationship between the individual and the society is a very tight one. Moreover, the narrator of the story locates himself or herself among the people in the town and even speaks in the first person plural, maintaining therefore a collective view of the events.The heroine of the story appears therefore even more singular and isolated, when regarded through the inquisitive lens of the community. The complex relationship between the individual, Emily Grierson, and the society, is emphasized in several ways.This conflict arises because Emily, an aristocratic woman of a high social standing, rejects all the social no rms and conventions and enshrouds herself in her own fantasies and obsessions instead of actively participating in the social life.The psychotic mind of the main character is therefore opposed to the gossiping community, which is limited to the role of a witness in this story. The reason for Emily’s power is precisely her madness which also gives her an absolute and lawless freedom of action.What is striking is that Faulkner draws the portrait of a disturbed and obsessive individual, by setting it at a distance from the reader’s immediate perception.If, in most of his novels, Faulkner employs multiple point of views and the technique of the streams of consciousness to narrate the events, in A Rose for Emily the protagonist is analyzed from the point of view of an entire community.The perspective that the townspeople offer on Emily’s story is, however, equally unreliable. Miss Emily is described from the point of view of the community as a very haughty person, re spected by everyone on account of her nobility but largely misunderstood.The gossiping, ghostly voice of the town is left outside the premises of the house where the woman isolates herself.   Her refusal to pay taxes as well as all her other whims and peculiarities are accepted by everyone without argument, merely because she is part of the upper, aristocratic social class.When she dies however, the same community is shocked when they realize Miss Emily had entertained a perverse obsession during her secluded life, and had slept with the dead body of her former lover, whom she had poisoned herself.Thus, the struggle between the woman’s desires and the opposing forces is now apparent: she stubbornly holds on to the memory of her father and to the body of her dead lover, unwilling to relinquish her feelings for them. Emily’s obsession first with her father’s corpse and with that of the lover is at the core of a morbid marriage fantasy that is the motif of the st ory.Therefore, Emily violates all the basic principles of her community, beginning with the laws of social interraction–she isolates herself and rejects all human contact- and continuing with tax evasion and even with the concealment of the corpse of her lover, Homer Barron in her own room.She is therefore a murderer or in any case an obsessive or mad individual who nevertheless manages to evade social punishment. Through her, Faulkner draws a vivid portrait of madness and the way in which an individual manages to literary live out the most psychotic fancies in the middle of a normal small-town community. By definition, madness is characterized as a serious deviation from the accepted human behavior.Without being openly irrational or incontrollable, Emily Grierson has a definitely obsessive mind which leads her to react against the laws of society. Her purposeful self-incarceration in her own house and her obvious withdrawal from the normal life of the community points to the conflict between the individual and society.Emily revolts against social norms and chooses to live in her morbid dream instead. She prepares for a ritualistic marriage that she feels she cannot fulfill otherwise than through death.Her seclusion from society is also significant, as she withdraws in the safety of her own fantasy and rejects the assumption of a pre-established social role. The morbid gesture of violence that Emily performs is a poignant rejection of social conventions related to gender and marriage.However, her rejection of social existence does not point merely to the ongoing tension between individuality and community: Faulkner represents here the gap between the individual consciousness and the collective voice.Although the impersonal narrator would seem to forbid psychological inquiry in the story, the voice of the community itself creates psychological tension. Despite her willful isolation, Emily’s madness can therefore only be understood as a reaction to social constraint.The author emphasizes the obsessions that consume Emily as part of her response to social pressure. While the woman lives her obsession is silence and solitude, the society watches all her movements keenly and with undiminished interest.The most curious phenomenon in the text is actually her existence as an individual among the other ordinary people of the community, and the way in which she manages to evade the control of society over her own life.The community described here by Faulkner has a gossipy and even haunting voice that hovers over the household where Emily lives in complete isolation.As the story is told from the point of view of this inquisitive and restless community, the reader gets a glimpse of the way in which Emily Grierson moves quietly on, from one generation to another, closely watched by the members of her social environment.What is curious is that, with all its regulating force, the community fails to control Emily and her madness: â€Å"Th us she passed from generation to generation–dear, inescapable, impervious, tranquil, and perverse† (Faulkner 1970, p. 179).Faulkner emphasizes this fact by referring to Emily’s oddly strong and pervasive influence as a conquest of the social power.In this story, the individual seems to triumph over society and madness triumphs over norm. Interestingly, the murder of the lover is in itself an anti-social act as well as a token of Emily’s obsessive nature. However, the fact that Emily manages to escape social control to a certain extent does not make her a free person.Her marriage fantasy is the token that her behavior is determined, at least partially, by her response to social influence.

Lessons from Enron: Bad Management, Negative Consequences

One of the classic examples of bad management, Enron's collapse according to the Economist (2002) was a result of bad management and poor decision-making of the auditing firm Andersen in handling the account of the company. The primary root of Enron’s collapse was bad management and the power of the management to delegate auditing and accounting responsibilities to a firm that they have chosen. The dependence of the auditing firm on the management in essence creates the break in the accounting and auditing ethics: in order not to lose an all-too important account such as Enron, they would need to abide by the decisions of the management.The lack of willpower of Andersen to question the unethical practices of Enron made it culpable in the same way as Enron’s managers. This led a domino and cascading effect in the corporate world of America: the government scrambling to look for other companies who are also hiding in their auditor’s books, the deterioration of the auditing and accounting profession, lack of trust in companies, and investor apprehension. The collapse of Enron was largely a decision by the top management which also involves its accountants to provide a bogus statement of finances to make Enron look like a profitable company.Auditors of Enron on the other hand, have sought to protect the company by shredding incriminating documents. From an agency theory perspective, the role of the Enron’s top management to that of the shareholders is one that is governed by the principle that managers will act in a way that will benefit the owners or shareholders of the company (Abrahamson and Park, 1994). In essence, what happened to Enron was that the managers or the agents gained too much power and the shareholders did not perform its function of overseeing the operations of their company.Fundamentally, what the shareholders and the managers who did not take part in the Enron scandal could have done was to have the government to appo int an auditing or accounting firm that will monitor the financial movement of the company. In this way, accountants and auditors will not be obliged to follow what the top managers would want them to do. Managers need to be wary of decisions made by the top management or their colleagues. To a significant extent, appointments should be made independent of the managers.In an era where auditing and accounting fraud are prevalent, managers can protect themselves by safeguarding their companies among their peers. References Abrahamson, E. and Park, C. (1994) Concealment of negative organizational outcomes: An agency theory perspective. Academy of Management Journal, 37: 1302-1334. Barefoot, JA. (2002). What can you learn from Enron? How to know if you are creating a climate of rule-breaking. ABA Banking Journal, 94. The Economist. (2002) The Lessons from Enron. 362, 8259: 9-10. Retrieved 1 July at http://www.csupomona. edu/~smemerson/PLS499%20Greed_Need/Enron. doc. Appendix 1. Enron Ar ticle Title: THE LESSONS FROM ENRON , Economist, 0013-0613, February 9, 2002, Vol. 362, Issue 8259 Database: Academic Search Elite Section: Leaders THE LESSONS FROM ENRON After the energy firm's collapse, the entire auditing regime needs radical change THE mess just keeps spreading. Two months after Enron filed for Chapter 11, the reverberations from the Texas-based energy-trading firm's bankruptcy might have been expected to fade; instead, they are growing.On Capitol Hill, politicians are engaged in an investigative orgy not seen since Whitewater, with the blame pinned variously on the company's managers, its directors, its auditors and its bankers, as well as on the Bush administration; indeed on anybody except the hundreds of congressmen who queued up to take campaign cash from Enron. The only missing ingredient in the scandal–so far–is sex. The effects are also touching Wall Street. In the past few weeks, investors have shifted their attention to other companies, m aking a frenzied search for any dodgy accounting that might reveal the next Enron.Canny traders have found a lucrative new strategy: sell a firm's stock short and then spread rumours about its accounts. Such companies as Tyco, PNC Financial Services, Invensys and even the biggest of the lot, General Electric, have all suffered. Last week Global Crossing, a telecoms firm, went bust amid claims of dubious accounts. This week shares in Elan, an Irish-based drug maker, were pummelled by worries over its accounting policies. All this might create the impression that corporate financial reports, the quality of company profits and the standard of auditing in America have suddenly and simultaneously deteriorated.Yet that would be wide of the mark: the deterioration has actually been apparent for many years. A growing body of evidence does indeed suggest that Enron was a peculiarly egregious case of bad management, misleading accounts, shoddy auditing and, quite probably, outright fraud. But the bigger lessons that Enron offers for accounting and corporate governance have long been familiar from previous scandals, in America and elsewhere. That makes it all the more urgent to respond now with the right reforms.Uncooking the books The place to start is auditing. Accurate company accounts are a keystone for any proper capital market, not least America's. Andersen, the firm that audited Enron's books from its inception in 1985 (it was also Global Crossing's auditor), has been suggesting that its failings are representative of the whole profession's. In fact, Andersen seems to have been unusually culpable over Enron: shredding of incriminating documents just ahead of the investigators is not yet a widespread habit.But it is also true that this is only the latest of a string of corporate scandals involving appalling audit failures, from Maxwell and Polly Peck in Britain, through Metallgesellschaft in Germany, to Cendant, Sunbeam and Waste Management in America. In the past four years alone, over 700 American companies have been forced to restate their accounts. At the heart of these audit failures lies a set of business relationships that are bedevilled by perverse incentives and conflicts of interest. In theory, a company's auditors are appointed independently by its shareholders, to whom they report.In practice, they are chosen by the company's bosses, to whom they all too often become beholden. Accounting firms frequently sell consulting services to their audit clients; external auditors may be hired to senior management positions or as internal auditors; it is far too easy to play on an individual audit partner's fear of losing a lucrative audit assignment. Against such a background, it is little wonder that the quality of the audit often suffers. What should be done? The most radical change would be to take responsibility for audits away from private accounting firms altogether and give it, lock, stock and barrel, to the government.Perhaps such a change may yet become necessary. But it would run risks in terms of the quality of auditors; and it is not always so obvious that a government agency would manage to escape the conflicts and mistakes to which private firms have so often fallen prey. As an intermediate step, however, a simpler suggestion is to take the job of choosing the auditors away from a company's bosses. Instead, a government agency–meaning, in America, the Securities and Exchange Commission (SEC)–would appoint the auditors, even if on the basis of a list recommended by the company, which would continue to pay the audit fee.Harvey Pitt, the new chairman of the Securities and Exchange Commission, is not yet willing to be anything like so radical. He has been widely attacked because, when he acted in the past as a lawyer for a number of accounting firms, he helped to fend off several reforms. Yet he now seems ready to make at least some of the other changes that the Enron scandal has shown to be ne cessary (see pages 67-70. ) Among these are much fiercer statutory regulation of the auditing profession, including disciplinary powers with real bite.Hitherto, auditors have managed to get away with the fiction of self-regulation, both through peer review and by toothless professional and oversight bodies that they themselves have dominated. There should also be a ban on accounting firms offering (often more profitable) consulting and other services to their audit clients. Another good idea is mandatory rotation, every four years or so, both of audit partners–so that individuals do not become too committed to their clients–and of audit firms. The most effective peer review happens when one firm comes in to look at a predecessor's books.The SEC should also ban the practice of companies' hiring managers and internal auditors from their external audit firms. In search of better standards Then there is the issue of accounting standards themselves. Enron's behaviour has co nfirmed that in some areas, notably the treatment of off-balance-sheet dodges, American accounting standards are too lax; while in others they are so prescriptive that they have lost sight of broader principles. Past attempts by the Financial Accounting Standards Board to improve standards have often been stymied by vociferous lobbying.It is time for the SEC itself to impose more rigorous standards, although that should often be through sound principles (including paying less attention to single numbers for earnings) rather than overly detailed rules. It would also be good to come up with internationally agreed standards. Although audit is the most pressing area for change, it is not the only one. The Enron fiasco has shown that all is not well with the governance of many big American companies. Over the years all sorts of checks and balances have been created to ensure that company bosses, who supposedly act as agents for shareholders, their principals, actually do so.Yet the cult of the all-powerful chief executive, armed with sackfuls of stock options, has too often pushed such checks aside. It is time for another effort to realign the system to function more in shareholders' interests. Companies need stronger non-executive directors, paid enough to devote proper attention to the job; genuinely independent audit and remuneration committees; more powerful internal auditors; and a separation of the jobs of chairman and chief executive.If corporate America cannot deliver better governance, as well as better audit, it will have only itself to blame when the public backlash proves both fierce and unpleasant. PHOTO (COLOR) ________________________________________ Copyright of The Economist is the property of Economist Newspaper Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. Source: Eco nomist, 2/9/2002, Vol. 362 Issue 8259, p9, 2p, 1c. Item Number: 6056697

Deforestation Satire Essay

So, what am I going to talk about? Well, how about I make this easy for you and just spit it out? -pause- *sigh* Well fine then, it you want a proper introduction, then here it is: Have you ever decided to just go for a nice walk outside to get some exercise and enjoy the sun? (well if not, let’s pretend that you have for the purpose of this essay). And then, out of nowhere, you realize that something is missing. That THING, is actually something really quite important. In fact, your life depends on it.Well that THING, ladies and gentlemen, is the forest, and the birds and the bees and the flowers and the, well: trees! OK, I know that this probably hasn't really happened to you, (the whole, â€Å"OMG, the forest disappeared! † thing), but I assure you that it has occurred in Australia and South America, where rain forests are burnt and cut down every year. So there you have it: deforestation. Yes, that's right, I have finally gotten to the topic, and in case you couldn' t tell by now, I am very much against this current issue in our world.Let me explain to you, as best as I can, what the world would be like without trees, and why we need them. All righty then, to start, I want you to close your eyes (please don't actually do this until you have read the following) and try to imagine a world without trees or plants of any kind and there you are – oh wait, I just remembered. You wouldn't be there, because, well, plants and trees are one of our major sources of oxygen, therefore, without them, we would all be DEAD. Unless you want to consider that everyone should wear an air bubble around their heads.That might work, plus the amount of germs would go down. Though you'd probably suffocate from breathing the same carbon-intoxicated air over and over and over again. Of course, you might say, what about a bio dome? Well that option is out of the question, because it would be way too claustrophobic with all those people trapped in one place. Plus, t he smell would be absolutely unbearable. Yuck! To explain further, trees and forests have an essential role in our lives. That role is simply to breathe in and out.And no, I don't mean like us humans, who inhale oxygen and exhale carbon dioxide. Instead, trees and plants do the opposite: they inhale carbon dioxide during photosynthesis, a cycle that allows plants to create their own food by using energy from the sun’s rays (if only we could do that, then we could cut down all of the forests in the world! ) then, during what is called respiration, plants exhale clean oxygen into the atmosphere just for us! I mean, some people say we can’t live without love, but I think oxygen is more important!Can you imagine couples trying to hug and kiss, meanwhile, they are choking or turning blue in the face? Impossible. Another major consequence of deforestation is the fact that there are hundreds and thousands of species losing their homes. Without their habitations, wild animals such as wolves, foxes and possums will be forced to find a new home. But since there are no forests, they will end up in your garden, or on the side of the road. I highly doubt that you’ll want to wipe bloody guts off of your windshields every morning on your way to work.This is very sad and also inhuman. In what world do we kill hundreds of species just so that we can write on paper and do our homework? I mean, of course I know that teaching and learning are essential parts of our lives, but with today’s growing technology, we should certainly be able to come up with a new way to eliminate the use of paper (and hopefully homework too). On a more personal approach, deforestation also means that the scenery will change. Many people probably don't care about this, but I certainly do.As I’m sure all of the artists, gardeners, photographers, directors, landscapers, hunters, campers and tree-huggers do too. Never mind, that actually does seem like a lot of people, so maybe all hope is not yet lost. Plus, we can’t forget the young members of our future generation who have gotten â€Å"naturalist† on their annoying multiple intelligence quizzes at school. Alright, I realize I have gone off topic, so back to scenery. As I have already mentioned, cutting and burning down forests will leave empty fields where there had once been beautiful, magical woods where fairytales could come to life!Therefore, there will be no shade to hide from the sun, and the earth will quickly become dry and hard. Hence, farmers won’t even be able to use the extra space for agriculture. What is more, large masses of trees also provide extra protection from strong wind and heavy storms. Thus, without them, you will need to watch out when you use your umbrella, or else you just might fly away like Mary Poppins! Hey, that kinda sounds like fun. Though, on a more serious note, the strong winds and changes in temperature can be very harmful to other plants, animals and humans.So watch out, or else nature might just blow you away! To conclude, I will give you a very simple solution to avoid all of the previous statements from happening. All you have to do is never cut down a tree in your life. Not even a single branch! Okay, I realize this isn’t really realistic since everyone â€Å"needs† wood and paper, but the least you could do is plant a tree for everyone you destroy. You could also buy your own piece of land, grow a forest (granted, this may well take your whole life), and watch as animals and other living organisms start to bring it to life.Furthermore, you could have your very own fairytale within its depths, all the while breathing healthy, oxygen-filled air! Well, maybe not completely healthy, but don’t get me started on pollution. Other than that, you will have a happy ending with your prince charming (or princess)! Then, I give you permission to say â€Å"I told you so† about love being more impo rtant that oxygen, though I’m not all that convinced. I’d like to see you write an essay trying to convince me of that!

Why Have the Euro and the European Central Bank Been So Successful Essay

Why Have the Euro and the European Central Bank Been So Successful - Essay Example The researcher states that the population of the EU zone is slightly higher than the United States. So that, as a currency Euro is important for the development of the global economy. The use of Euro as a common currency by the member states of European Union (EU) will help in eliminating currency risks, transaction costs and narrow the interest spread in the member countries. The European Central bank (ECB) was created as an independent institution for the establishment of a common monetary policy. The researcher states that as a single European currency, Euro has succeeded in breaking barriers between people, markets and companies. It also saved Europe from the credit crisis that originated in US in 2007-08 that later spread worldwide. The success of Euro is evident from the strengthened political connections and turnaround of economic fortunes. It has acquired the second position after U.S. dollar in its use and position in the capital and international money market. For a currenc y circulating in the market for just four years, it is a remarkable achievement. The success of Euro can be attributed to the benefits derived from it some of which are mentioned in the study, such as boost in cross border trade, that is the main benefit of using Euro as a currency and improved planning and investment that was done to gain benefits in worldwide markets. The researcher then concluds that Euro has all the factors that are needed in a competitor of dollar but it still lacks the political power.

Impact of Media on Society Essay Example | Topics and Well Written Essays - 750 words

Impact of Media on Society - Essay Example The media can affect women negatively through their desire to want to look â€Å"beautiful† like models and presenters on television. In different forms of media, women are shown as having an ideal body type (Sands, n.d.). Over a long period of time after continually seeing thin and beautiful women, it has to have an effect on the average woman in society. This can be seen from when little girls get their first Barbie doll; why is every Barbie doll sexy, slim, and are revealing? (Sands, n.d.). The reason is that the media fuels this desire by promoting it as normal. Young girls are susceptible to these types of media because they do not know how to differentiate between the truth and exaggerated truth. Going a little further, the media often plays up the sexualisation of women. This can be shown in many movies, where women are shown to be sexy and powerful. This inadvertently has an effect on women who watch these movies because they then feel like they need to act in the same way. The average model in the fashion industry is young, tall, and slim (Sands, n.d.). This can often lead to anorexia among young girls because they feel like they have to look exactly like those models that they see on fashion catwalks around the world. Another group of society that the media negatively affects is young people, namely teenagers. ... MTV is the most obvious example of this. Research shows that teenagers who watch a considerable amount of MTV have very relaxed attitudes about sex (Williams, 2004). This shows that there is a direct link between teenagers’ behaviors and what they watch on television. The last group in society that the media affects negatively is children. Violence is one of the key issues with children and the media. Research shows that children who play video games reguarly are more likely to be violent later on in life (Tompkins, 2003). Besides this, violence is often displayed on programs that children tend to watch. While this does not have the same effect on children as video games, it can still affect their behaviors when they reach adulthood. Violent behavior will often lead to prison or will affect them socially. Parents need to censor everything that their children watch on television because it may cause them to show violence towards others. The media can be used to benefit society if it is done in the right way. It is not likely that the media’s impact on society will diminish anytime soon, so it is important that the message is changed to only have a positive effect on a society’s citizens. The media can increase society’s knowledge as long as it remains unbiased and presents information that does not negatively affect three groups: women, teenagers, and children. References Sands, B. (n.d.). Mass Media Has a Negative Impact on Women. Retrieved from Teen Ink: http://www.teenink.com/opinion/pop_culture_trends/article/225891/Mass-Media-Has-a-Negative-Impact-on-Women/ Tompkins, A. (2003, December 14). The Psychological Effects of Violent Media on Children. Retrieved from AllPsych Online:

An increasing number of women in Europe are putting greater emphasis Essay

An increasing number of women in Europe are putting greater emphasis on their careers than on having children. Do you think that this is desirable - Essay Example (17) This seemed to be one of the strongest factors why today, the perception is that having children is an obstacle for women who want to have careers. It is like if the woman wants to get ahead for success or in the corporate ladder, she should not get married and have kids. Also, some women are getting practical especially in the context of how expensive it is to raise children. For instance, the Family Circle magazine stated in a survey that parents in the UK would have spent about â‚ ¤43,000 by the time their kid reaches the age of 18, inclusive of food, education and other necessities. (Curtis 2006) The case would have been alright since the rise in the number of women in the labor force is seen as a positive development in terms of equality in the workplace. However, things become disturbing when a huge percentage of women today are willing to forego having children in favor of working. According to the British National Statistics Office, roughly 20% of women reaching the end of their fertility are childless and that the majority of both men and women believe that enjoyment is more important than having children. (Gillan 2006) This is underscored by a study undertaken by the Economic and Social Research Council which explored the changing gender-role attitudes of today’s generation. It reported that public opinion in Europe has increasingly leaned in favor of women working and that if the woman is married she is expected to contribute to the household income. (2006) If the trend continues to hold, with women preferring work over family, then it would contribute to the decline of the traditional family values. This is essentially not a positive development since as what the Richard Eden (2000) has argued, â€Å"there are fewer people marrying and more divorcing, more step-families, more cohabitation, more single

Martime Delimitation and Territorial Questions Between Qatar and Essay

Martime Delimitation and Territorial Questions Between Qatar and Bahrain - Essay Example The essay examined how the proceedings and judgments of the court worked to satisfy the involved states. The research paper aims to investigate the issues related with the case of maritime delimitation and territorial questions between Qatar and Bahrain. It discusses the factors that have affected the proceedings and judgements of the court and also describes the progression of the case from time to time in order to show how the dispute was evolved between these two states and what roles was played by the decisions of the International Court of Justice to settle their dispute. Bahrain took the case of maritime delimitation and territorial questions between Qatar and Bahrain before the court in July 1991. The Foreign Affair Minister of Qatar filed an application in the registry of international court in which he made the request to institute the proceeding against state of Bahrain. The application requested the court to resolve the dispute between the two states regarding the sovereignty over the Hawar Island, rights of the states, over the shoals of Dibal and Qitat Jaradah and the delimitation of the maritime area of Qatar and Bahrain (Plant, 2002, p198). The roots of the dispute between these two countries could be traced back to 1965 when the Qatar attempt to settle the issue by arbitration was declined by Bahrain. After the termination of the British presence in Bahrain and Qatar, the King Fahd of Saudi Arabia attempted to resolve the dispute in 1971. These efforts resulted in the establishment of set of Principles for the framework for reaching a settlement that was approved by the representatives of three involved parties Saudi Arabia, Qatar and Bahrain. These principles were during the tri-parties meeting held in March 1983. These principles clarified that the disputing matters between the two states regarding the issue of sovereignty over the island, territorial

Assessment Skills Essay Example | Topics and Well Written Essays - 500 words

Assessment Skills - Essay Example Then I can count the number of thoughts associated to each aspect of counseling. By conducting routine thought listing, I can assess the client progress (Hiebert, 1996). In self-monitoring method, â€Å"a simple rating scale or monitoring form is developed and clients use the form to track the variable under observation† (Hiebert, 1996). For example, if the changes in the self confidence level of a client have to be assessed, I can ask the client to make self-monitoring by providing him/her with index cards of which one side can be notified as positive and the other side as negative. The client can be asked to place check marks on both sides in connection with the moments in which he/she feels confident and not. These checkmarks can finally be compiled to assess the correlation between learning and impact outcomes. This method will increase self awareness in the client and thereby help increase self confidence also. Hiebert has listed the advantages of self-monitoring as follo ws: It can help identify factors affecting the client presenting problem, as well as provide a tangible indication of client change. If self-monitoring starts at the beginning of counseling, it can provide baseline data against which to compare change as well as evidence of client change across time.

Consider the Young Turk proclamation in light of the Declaration of Essay

Consider the Young Turk proclamation in light of the Declaration of the Rights of Man - Essay Example It also controls their term. Description of citizens with the right to guidance on free formation of political groups. The rule on what the official language the Ottoman citizens should use. Rules on citizen’s employment rights, right to liberty and the right to equality, irrespective of religion, and nationality Rules on religious privileges. Guidance on what should be done when it comes to reorganization of state forces. Property rights rules. Education and operation of educational institutions. The responsibility of the state in school operations. The law on the country’s welfare and measures taken to improve its wealth. Declaration of the Rights of Man – 1789 This is a document formed to help reduce public calamities and corruption of governments. It is a formal declaration of the privileges of human race that should be respected. The purpose of the declaration is to remind all the supporters of the social sector of their privileges and moralities in the soci ety. It is to ensure there is respect for the acts of executive and legislative power. The formal declaration was also developed in order to maintain the constitution and ensure happiness for all citizens. Contents about the rights of man include: Inborn rights and social distinctions. The role of political associations in preservation of the rights of human race. The rules on principles of sovereignty. What liberty is and the exercise of natural rights. It also offers guidance on limits of exercise of natural rights. The laws guiding the exercise of natural rights, what is prohibited and what is not. Equality in expression of law. Rules guiding imprisonment, arrests and accusations. Laws guiding provision of punishments. The role of the law on repressing harshness in securing a prisoner. Freedom of expression of opinions and views. Free communication laws. Requirements of security rights. Rules about management of public forces and administration. Rules guiding the right to decisio n making. The rights of the society. Rules about the constitution and the society. Laws about acquisition of property. Demand of the Two Documents The tradition springing from the French revolution is evident in the, ‘declaration of the rights of man.’ In this document, corruptions in government and public calamities have motivated the formation of rules. The rules are based on the assumption that people’s neglect, ignorance and disrespect of the privileges of man were the causes of public disorder. The rules preserving the rights of man were formulated to inform and remind people in order to reduce public calamities and corruption. They were meant to develop respect for the executive and legislative powers and to maintain the constitution to ensure happiness of all. Focus of such a declaration is totally different from the focus of the proclamation of Young Turks. Young Turks proclamation has covered various areas. It has focused on leadership matters, their rei gn and powers; the rights of the citizens to vote, constitution of political groups; official language of the nation; citizen liberty and equality rights. At the same time, it covers their duties relative to the state and rights to employment; issues concerning religion privileges and freedom of expression; organization and management of state forces. That is why it unveils property rights, acquisition of lands, government services such as

Stereotyping, Discrimination and Prejudice Essay Example for Free

Stereotyping, Discrimination and Prejudice Essay We believe that there should be mutual respect between individuals, which is a vital pre-requisite for social harmony. Our society needs to be more accommodating and less prejudiced. It is incumbent upon us to properly address the issue of stereotyping, prejudice and discrimination in earnest so that we may move forward to a healthier and more caring society. 2. 1 BACKGROUND OF THE STUDY Stereotype is an image or idea of a particular type of person or thing that has become fixed through being widely held. Discrimination is to make an unjust distinction in the treatment of different categories of people, especially on the grounds of race, sex or age. Prejudice is a preconceived opinion that is not based on reason or actual experience. (Source: Concise Oxford Dictionary) Stereotype is to decide, usually unfairly, that certain people have particular qualities or abilities because they belong to a particular race, sex or social class. Discrimination is the practice of treating one particular group in the society in an unfair way. Prejudice is to influence someone so that they have an unfair or unreasonable opinion about someone or something. (Source: Longman Dictionary of Contemporary English) Globally, stereotypes, discrimination and prejudice are understood as related but different concepts. Stereotypes are regarded as the most cognitive component, discrimination as the behavioral component of prejudicial reactions and prejudice as the affective. In this tripartite view of intergroup attitudes, stereotypes reflect expectations and beliefs about the characteristics of members of groups perceived as different from ones own, discrimination refers to actions, prejudice represents the emotional response. Stereotypes are not only harmful in their own right; they do damage by fostering prejudice and discrimination. Although related, the three concepts can exist independently of each other. According to Daniel Katz and Kenneth Braly, stereotyping leads to racial prejudice when people emotionally react to the name of a group, ascribe characteristics to members of that group, and then evaluate those characteristics. Moral philosophers have defined discrimination as disadvantageous treatment or consideration. This is a comparative definition. An individual need not be actually harmed in order to be discriminated against. He or she just needs to be treated worse than others for some arbitrary reason. The United Nations stance on discrimination includes the statement: Discriminatory behaviors take many forms, but they all involve some form of exclusion or rejection. (Source: Wikipedia) Stereotyping, prejudice, and discrimination reflect the human tendencies to conceptualize and value certain configurations of phenotypic features differently, and act on these thoughts and feelings in our interactions with members of racial categories. Racial categorization reflects the process of placing people into distinct groups based on variation in phenotypic physical features of the face and body such as skin color, hair color and texture, eye shape, nose width, and lip fullness. Racial stereotyping, prejudice, and discrimination reflect the human tendencies to conceptualize and value certain configurations of phenotypic features differently, and act on these thoughts and feelings in our interactions with members of racial categories. In both overt and subtle forms, stereotyping, prejudice, and discrimination exhibited among individuals belonging to different racial categories has long been a significant source of social strife in American society and abroad. In general, individuals with physical features associated with Whites (lighter skin color, lighter and straighter hair, rounder eyes, narrower nose, thinner lips) are advantaged compared to individuals with features associated with other racial categories. (Maddox, 2012) In Ghana, stereotyping, discrimination and prejudice is alive and kicking in Ghana like it is in any other society. Specifically, the statement brings to the fore some of the unhelpful ethnic slurs or ethno-phaulisms that cut across Ghana’s multiethnic society. There are ethnic stereotypes like Ashanti men are braggers throw their money around and have a superiority complex but they are very ambitious and hard working. Ga men are big talkers but are not big spenders, they are too stingy. Ewe men use juju too much, but are good scholars. Fanti men are romantic and sophisticated but are too honest, so they lack tactfulness and diplomacy. Dagomba men are tall, dark and handsome, but expect one or two rivals wives if you marry one. Akuapem men are very polite and gentlemanly. Kwahu men are very business-minded but stash their money in their house rather than in the bank. 2. 2 STATEMENT OF THE PROBLEM We are concerned with how stereotypes, discrimination and prejudice affect our judgment with others and therefore the relationship we have with people. 2. 3 RESEARCH QUESTIONS * Why do people stereotype, discriminate and prejudice against others? * What are the sources of stereotyping, discrimination and prejudice? * What are the roles of stereotyping, discrimination and prejudice in tribal conflicts? * What are the strategies for dealing with stereotyping, discrimination and prejudice? 2. 4 OBJECTIVES OF THE STUDY GENERAL OBJECTIVE: To synthesize the people of KNUST, most especially the students as to effects of stereotype, discrimination and prejudice on KNUST campus. SPECIFIC OBJECTIVES: * Identify why people stereotype, discriminate and prejudice. * Examine the sources of stereotype, discriminate and prejudice. * Recognize the role of stereotyping, discrimination and prejudice in tribal conflicts. * Discover strategies for dealing with stereotyping, discrimination and prejudice related situations. 2. 5 ASSUMPTIONS/ HYPOTHESIS * People stereotype, discriminate and prejudice against others in the society because of the desire to dominate and control members of other groups. * People stereotype, discriminate and prejudice because they are unable to obtain all the information to make a fair judgment. * Negative stereotyping, discrimination and prejudices cause conflicts among individuals. * Understanding and appreciating other people’s values and culture will help decrease stereotyping, discrimination and prejudice in the society. 2. 6 JUSTIFICATION OF THE STUDY To seek new insights; to ask questions and assess phenomena in a different perspective in relation to what others have done on the topic. It will educate us about value diversity and equal opportunity. We will understand how to challenge assertively expressions of stereotyping, discrimination and prejudice. Develop a responsible attitude towards person relationships. 2. 7 SIGNIFICANCE OF THE STUDY * The study will help us to develop knowledge on our field of research. * The study on stereotyping, discrimination and prejudice will enable us explain to others what it entails and it consequences on human life. * The study will enable us develop our skill in research. * Educate others on the topic. 2. 8 CONCEPTUALIZATION Gender: Women over the years have fought shoulder to shoulder with men to gain recognition and freedom from all source of discrimination and recognition from their hard work and worth. Ethnicity and tribalism: Tribalism infers the possession of a strong cultural or ethnic identity that separate one member of a group from the members of another group. Religion: It involves treating someone differently because that person is associated with an individual of a particular religion or because of his or her connection with a religious organization. Age: It involves treating someone unfairly or less favorably because of his age. Age discrimination can take a form of harassment for example offensive remarks about a person’s age such as teasing offhand comments etc. Program of study: with the program of study, some people look down on other people’s program of study because they feel theirs is better than the others. 2. 9 METHODOLOGY 2. 10. 1 RESEARCH DESIGN AND TYPE OF STUDY Social survey design is a popular and commonly used strategy in social science research and is frequently used to answer who, what, where, how much and how many questions. They allow the collection of large amount of data from a sizable population in a highly economical way. Social Survey Design allows researchers to carry out studies in natural real life settings using probability samples thus increasing external validity of the studies. Using a social survey design will give you more control over the research process and when sampling is used, it is possible to generate findings that are a representative of the whole population at lower cost than collecting the data for the whole population. 1. 9. 2 SAMPLING TECHNIQUE Purposive sampling technique will be used for our sampling technique. With this technique, the researcher selects sampling units subjectively in an attempt to obtain a sample that appears to be a representative of the population. This method is been used also because of its relative advantage of time and cost 1. 9. 3 SAMPLE SIZE Selected students from various halls and hostels. 1. 9. 4 METHODS OF DATA COLLECTION Questionnaire includes all techniques of data collection in which each person is asked to respond to the same set of questions in a predetermined order. 1. 9. 5 SOURCES OF DATA Sources of data include the primary source, secondary source and the tertiary source. We will use all the three sources of data. Primary sources include journals, memoirs, dairies, newspapers, reports, interviews, raw data and many more. Secondary sources include books, television and radio documentaries, conference proceedings etc. Tertiary sources Google, Wikipedia, dictionaries, encyclopaedias, Ghana web, Modern Ghana etc. 1. 9. 6 UNITS OF ANALYSIS The unit of analysis is Kwame Nkrumah University of Science and Technology which has a student population of about 45,000. Established in 1952, KNUST has a rich history in its evolution into a first class University over the years. Kwame Nkrumah, the African Personality of the Century and pioneer of African independence is the founder of KNUST. KNUST believes in achievement through diligence and commitment. 1. 9. 7 LIMITATION OF DATA COLLECTION Possible low response rate Members in a group may influence one’s decision Limited input from participants Certain data may be unavailable It may be time consuming The research may intimidate and suppress individual differences 1. 9 ORRGANISATION OF THE STUDY EVENTS| TIME FRAME| Introduction| 1 week| Collecting information for literature review| 8 weeks|. Administering questionnaires and collection| 2 weeks| Analysis of data collected| 2 weeks| Conclusion and summary| 2 weeks| Total time to be used| 17 weeks| CHAPTER 2 LITERATURE REVIEW The terms stereotype, discrimination and prejudice are often used interchangeably in everyday conversation. But when discussing these terms from a sociological perspective, it is important to define them: stereotypes are oversimplified ideas about groups of people; discrimination refers to actions toward them and prejudice refers to thoughts and feelings about those groups. (Colledge, 2013) Stereotype is an image or idea of a particular type of person or thing that has become fixed through being widely held (Source: Concise Oxford Dictionary). Stereotype is to decide, usually unfairly, that certain people have particular qualities or abilities because they belong to a particular race, sex or social class(Source: Longman Dictionary of Contemporary English) Discrimination is to make an unjust distinction in the treatment of different categories of people, especially on the grounds of race, sex or age. Source: Concise Oxford Dictionary. Discrimination is the practice of treating one particular group in the society in an unfair way. (Source: Longman Dictionary of Contemporary English) Prejudice is a preconceived opinion that is not based on reason or actual experience. (Source: Concise Oxford Dictionary). Prejudice is to influence someone so that they have an unfair or unreasonable opinion about someone or something. (Source: Longman Dictionary of Contemporary English) THEORIES RELATING STEREOTYPING, DISCRIMINATION AND PREJUDICE What are the reasons for stereotyping, discrimination and prejudice people? Let’s look at the theories that social scientists have suggested: To be able to measure the existence and extent of stereotyping, discrimination and prejudice of a particular kind in a particular social or economic domain, it is necessary to have a theory of how such issue might occur and what its effects might be. Scapegoat Theory: This prejudice springs from frustration among people who are themselves disadvantaged (Dollard, 1939). A scapegoat is a person or category of people typically with little power, whom people unfairly blame for their own troubles. Authoritarian Personality Theory: According to T. W. Adorno et al. (1950), extreme prejudice is a personality trait in certain individuals. This conclusion is supported by research showing that people who display strong prejudice toward one minority usually are intolerant of all minorities. These people look upon society as naturally competitive and hierarchical, with â€Å"better† people (like them) inevitably dominating those who are weaker. Culture Theory: This theory says that stereotyping, discriminating and prejudice may be characteristic of certain people, but some of this is found in everyone because it is embedded in culture. Think of a child growing up and their parents telling them they should marry from the same ethnic group. Conflict Theory: Part of this theory is when powerful people use prejudice to justify oppression others. An example is when minorities claim that they are victims and therefore are entitled to special consideration based on their race. (DJL, 2008) WHY PEOPLE STEREOTYPE, DISCRIMINATE AND PREJUDICE AGAINST OTHERS IN THE SOCIETY The ability to form general categories is an essential feature of human thought. Without it, we could not make sense of the world. Being able to classify our experiences, the people around us, and the material objects of our culture under general headings enables us to behave in new circumstances. We can then respond in appropriate ways to things and people we have never seen before. It allows us to carry over what we have learned in one situation to another similar situation. However, unlike other forms of categorization, stereotyping provides categories that are little, if at all modified by experience and knowledge. People will often ignore or re-interpret experiences in which an individual does not conform to the stereotype of the group, rather than change the stereotype. (Lorne Tepperman, 1991, p. 187) People discriminate out of ignorance and Selfishness and that they dont think about how it would make other people feel also to make them feels better. (Why do people discriminate, 2012) When people encounter instances that disconfirm their stereotypes of a particular group, they tend to assume that those instances are atypical subtypes of the group. Example: Ben stereotypes gay men as being not athletic. When he meets Al, an athletic gay man, he assumes that Al is not a typical representative of gay people. People’s perceptions are influenced by their expectations. Example: Liz has a stereotype of elderly people as mentally unstable. When she sees an elderly woman sitting on a park bench alone, talking out loud, she thinks that the woman is talking to herself because she is unstable. Liz fails to notice that the woman is actually talking on a cell phone. People selectively recall instances that confirm their stereotypes and forget about disconfirming instances. Researchers find it difficult to measure prejudice. One reason for this is that people differ in the type and extent of prejudice they harbor. For example, a person who makes demeaning comments about a particular ethnic group may be bigoted or just ignorant. Also, people often do not admit to being prejudiced. (Source: (Lewin, 2012), 14th November, 2012, 10am) Why do we form opinions about other people based on their appearance, posture, language, and so on? We do this because different factors contribute to why people stereotype each other. We stereotype, discriminate and prejudice other people when we are unable or unwilling to obtain all of the information we need to make a fair judgment about people or situations. In the absence of the so called total picture, to stereotype people in many cases allow us to fill in the missing pieces of information. Our society often innocently creates and perpetuates stereotypes, but these stereotypes often lead to unfair discrimination and persecution when the person been stereotype is unfavorable. For example, if we are walking through a park late at night and encounter three senior citizens wearing fur coats and walking with canes, we may not feel as threatened as if we were met by three high school-aged boys wearing hoodies. These generalizations root from our experiences we have had ourselves, read in books, and magazines, seen in movies or television, or have had related to us by friends and family. In many cases, these stereotypical generalizations are reasonably accurate. Yet in virtually, every case we are resorting to is prejudice by ascribing characteristics about a person based on appearance, without knowledge of the total facts. By stereotyping, we assume that a person or a group of certain characteristics. Quite often, we have stereotyped a person who might be a member of a group with which we have not had firsthand contact with before. (Why do we stereotype? , 2012). According to psychologist Gordon Allport, prejudice and stereotypes emerge in part as a result of normal human thinking. In order to make sense of the world around us, it is important to sort information into mental categories. The human mind must think with the aid of categories, Allport explained. Once formed, categories are the basis for normal prejudgment. We cannot possibly avoid this process. Orderly living depends upon it. † This process of categorization applies to the social world as well, as we sort people into mental groups based on factors such as age, sex and race. (Cherry, 2013) SOURCES OF STEREOTYPING, DISCRIMINATION AND PREJUDICE IN THE SOCIETY AUTHORITHAIANISM The authoritarian personality is rigid and inflexible and has a very low tolerance for uncertainty. People with this type of personality have great respect for authority figures and quickly submit to their will. They place a high value on conventional behavior. By labeling unconventional people ‘inferior’, ‘immature’ or ‘degenerate’, the authoritarians avoid s any need to question their beliefs and attitudes. SCAPE-GOATING Unpopular minority groups are often used as scapegoats for other people’s problems. They are blamed for wide varied things that they could not possibly have caused. The term originates from a Hebrew tradition. On Yom Kippur, a goat was set loose in the wilderness after the high priest had symbolically laid all the sins of the person on its head (Leviticus 16:20-22). One explanation of scape-goating is the frustration-aggression theory. Its three basic principles are that; (1) Frustration produces aggression. (2) This aggression cannot safely be directed against powerful people and (3) The aggression is therefore transferred to weaker individual who cannot fight such as members of an unpopular minority group. LEARNING Although prejudice and discrimination are sometimes associated with certain personality traits or with frustration, both are learned. South Africans do not need authoritarian personalities to have strong racial prejudice, because they learn such attitudes from their culture. Most prejudice is acquired early in the socialization process. Children adopt their parents’ prejudice as naturally as they adopt their parents’ language, and discrimination follow prejudice as regularly as night follows day. Some of the most common prejudices are taken from ethnic stereotype- ideas that portray all the members of a group as having similar fixed, usually unfavorable characteristics. ECONOMICS Conflicts between ethnic groups foster prejudice and discrimination. Some social scientists particularly Marxists, are convinced that all conflict stems from economic causes. Whether one accepts this idea or not, there is ample evidence that, the realities of economic completion lies beneath much prejudice and discrimination. In times of high unemployment, members of the dominant group can protect their jobs by making sure that members of subordinate groups are dismissed first. It has long been noted that anti black prejudice is high among white-working class men who compete with blacks for low paying, unskilled jobs. POLITICS The quest for power promotes prejudice and discrimination just as the quest for money does. Dominant groups use discrimination as a technique for maintaining their power, appealing to popular prejudice to justify their discrimination. In some societies, political discrimination is obvious and accepted fact of life. For example, South African does not allow native Africans to vote and until quite recently, many American communities denied the same right to their black citizens. (Coleman, 2002, pp.193-196) ROLE OF STEREOTYPING, DISCRIMINATING AND PREJUDICE IN TRIBAL CONFLICTS Stereotypes distort history through oversimplification but they are also extremely dangerous breeding grounds for bigotry, fear, resentment, irrationality, animosity, hatred and ethnic conflict and cleansing. Stereotypes generate self-serving attitudes such as we deserve more because we sacrificed more than others, they are suffering because it is their own fault, and it is their problem since they are killing their own people and it is their government and we have nothing to do with it. In extremes cases, stereotypes have culminated in mass violence, the mass displacement of millions of fellow citizens, ethnic cleansing, pogroms and genocide. (A. B. K. Kasozi, 1999; G. Prunier, 1995; P. Gourevitch, 1998 and M. Mamdam, 2002). The concept of tribe was derogatorily developed in the 19th century by racist western scholars and journalists to designate alien ‘non-white’ people as inferior or less civilized and as having not yet evolved from a primary state. From Kukubor, the following stereotyping, discrimination and prejudice can lead to tribal conflicts. From (Kukubor, 2006), ADVOCATING SEGREGATION. This advocacy represents a belief that different ethnic groups should live apart, have absolute control over certain natural resources, can be exposed to special benefits. This advocacy began in the Ashanti Confederacy at pre-independence unsuccessfully agitated for a Federal state so as to appropriate the perceived wealth of the Ashanti. Extreme pride in one’s ethnic group and Obsequious patriotism is good but extreme pride in one’s ethnic group has proven to be the fascist of all regimes. CONSTANT REFERENCE TO A PERSON’S ETHNICITY A mere mention of someone’s ethnic group on a first encounter could be benign. But constant reference to the person’s ethnic group after a long period f knowing that person, no matter how innocent the references may appear, establishes unmistakably tribal patterns. BELITTLING OTHER GROUPS AND INDIFFERENCE TO THE FEELINGS OF OTHER ETHNIC GROUPS. Constant criticism and ridicule of the opinions of other ethnic groups, which is often done sarcastically without explicitly making mention of the ethnicity of persons. It is also typical to make fun of members of the ‘inferior’ ethnic group. EXCESSIVE HATE FOR A PARTICULAR ETHNIC GROUP. This is where one adopts an exaggerated reaction to any perceived misconduct from a person of the other ethnic group. In this situation, the punishment is out of proportion to the original wrong, whether real or perceived, and completely ignores the provocation that have led to the misconduct resulting in conflicts. NON- RECOGNITION OF THE ABILITIES AND ACHIEVEMENTS OF OTHER ETHNIC GROUPS. This attitude is so endemic in our political history. Some ethnic groups in this country have consistently denied the intelligence, cultural level, social status or other qualities of other ethnic groups in the face of overwhelming evidence. CONDESCENDING ATTITUDE OR BEHAVIOR. People show condescending attitude towards other members of different ethnic groups. They exhibit this by attacking other members which cause them most offense. They even employ members of other groups they perceive as enemies and use them to attack members of that ethnic group. These ‘employees’ may openly condemn the culture of their ethnic group as backward and shower praises on the members of ‘superior’ ethnic group. Furthermore, these people have no insight into their own prejudice. They believe that their prejudice is based on objective grounds that cannot be compromised. By this strong fixation, an individual is capable of violence and other forms of crime towards members of what he views as the ‘inferior’ ethnic group. For Hima/tutsi elite being called superior and alien had a feel good effect. They were proud to be told that they had racial affinities, however distant, with the new colonial masters Overtime they developed a superiority complex, which they used to claim privileges and entitlements, including being appointed colonial chiefs. They then reinvented the pre-colonial past to live the impression that their superiority had existed since time immemorial. Like the new colonial masters, they grounded their rights and privileges on the right of conquering and subjugating the natives some four to five centuries before the advent of European conquest and occupation. On their part, the natives felt dejected and resentful. They carried the burden of taxation and forced labor. Under colonialism, they served two sets of masters – the white and Hima/Tutsi elite masters. In due course, they sought to turn their supposed native status to their political advantage. In Rwanda and to some extent Ankole, the so-called natives began to make political demands on the ground that they were the natural majority. The extremists even went to the extent of demanding the return of the Tutsi/Hima aliens to their original homelands, where they came from, and wherever that might be (Doornbos, 1978:31). This led to the tensions of the 1940s and 1950s and the expulsion of the so-called Bayarwanda in the early 1980s. ( www. grandslacs. net/doc/3782, 1:15pm, 15th November 15, 2012) STATEGIES FOR DEALING WITH STEREOTYPING, DISCRIMINATION, PREJUDICE RELATED SITUATIONS The key to reversing stereotypes is to contradict them, in direct interactions between people, in the media, and through education. Between the individuals: once people get to know a person from the other side, they are often will determine that the other is not nearly as bad as they originally had assumed. Even when people learn that they share fear or sadness, they can begin to understand each other more. When they come to understand that the other is afraid of being hurt, or losing a loved one in war, just as they are, that brings people together. Depending on the context and other interactions, the image of the group as a whole may become more positive as well. In the media: the media also plays an important role in both perpetuating and in breaking down stereotypes. If they characterize particular groups of people in certain ways, their viewers (or readers) are likely to do the same. So if a movie or the motion picture industry in general, characterizes a group of people negatively, they are likely to be perpetuating negative stereotypes and making conflicts worse. If they emphasize the positive aspects of groups that contradict prevalent stereotypes, they can have a significant role in building mutual understanding. In Education: Educational institutions and teaching materials also have the opportunity to affect stereotypes, and hence influence inter-group relations. Efforts to teach about different cultures and the history of different racial and ethnic groups can help build inter-group understanding if it is done in an effective and sympathetic way. Changing stereotypes is largely the job of individuals. Each of us should examine the assumptions that we make about others and ask ourselves where those assumptions come from. (Source: (Why do we stereotype? , 2012) Training people to become more empathetic to members of other groups is one method that can reduce stereotyping, discrimination and prejudice. By imaging themselves in the same situation, people are able to think about how they would react and gain a greater understanding of other peoples actions. Other techniques that are used to reduce prejudice include: * Passing laws and regulations that require fair and equal treatment for all groups of people. * Gaining public support and awareness for stereotype, discrimination and prejudice social norms. * Making people aware of the inconsistencies in their own beliefs. * Increased contact with members of other social groups. (Cherry, 2013) Pettigrew (1981) and others proposed that stereotyping, discrimination and prejudice can be reduced by increasing contact between groups (the contact hypothesis), social learning, social re-categorization and weakening stereotypes. INCREASING CONTACTS BETWEEN GROUPS Contact is effective under these limiting conditions: * Groups are roughly equal in status (social, economic, or task relevant) * Contact involves cooperation and interdependence * Contact is informal so groups get to know one another as individual * Persons must regard one another as typical of their respective groups SOCIAL LEARNING * To the extent that prejudices and stereotypes are learned, we can work to avoid teaching them to children * Parents and teachers, made aware of their own prejudices, may work to modify their behavior to encourage lower levels of stereotyping, discrimination and prejudice in children. SOCIAL RE-CATEGORIZATION The common in-group identity model (Gaertner, Dovidio et al. , 1993) * When members of different social groups come to see themselves as members of a single social entity, their attitudes toward the former out-group members become more positive * Crucial factor is existence of situation in which groups work together cooperatively toward shared goals * Strong support for common in-group identity model from lab and field studies, but hard to implement in real life settings WEAKENING STEREOTYPES. Stereotypes can be reduced if persons can be made to engage in attribute-driven processing thinking about the unique characteristics of individuals. Factors that encourage attribute-driven processing: * Give person incentive to think accurately about others (Neuberg, 1989) * Inform persons that their own outcomes depend on anothers performance, or that it is important that they form an accurate impression of other. * Successful outcomes for members of other groups (e.g. , career success) can counter stereotypes because we often attribute positive characteristics to those who have good outcomes. (Reducing Stereotyping, Discrimination and Prejudice, 2012) CONCEPTUAL FRAMEWORK The conceptual framework consists of age, program of study, gender, religion, ethnicity and tribalism which we use as a guide through the study. CHAPTER 3 DATA ANALYSIS The chapter three entails the data collection and analyses based on the objectives. Questionnaires were given out to a sample of 100 students to find the extent of their knowledge on stereotyping, discrimination and prejudice in KNUST and this was their response. The data analyses system used is the SPSS. The bar chart is used to break the frequencies to make it more understandable and easy to interpret. 1. From the 100 respondents, 84% know about stereotyping, discrimination and prejudice in KNUST, 8% do not know about it and 8% also do not really know about it. stereotyping discrimination prejudice in KNUST|. | | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| Yes| 84| 84. 0| 84. 0| 84. 0| | No| 8| 8. 0| 8. 0| 92. 0| | not really| 8| 8. 0| 8. 0| 100. 0| | Total| 100| 100. 0| 100. 0| | 2. Talking about people who speak up when someone is humiliating, insulting and ridiculing another person, 47% said they usually speak up, 15% said they always, 9% said they never and 29% said they ignore humiliating insulting ridiculing another person| | | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| Usua.

Toyota Knowledge Management

Toyota Knowledge Management In present, most of the management professionals and academics have distinguished knowledge as a significant source of competitive advantage. Potentially, it is a substantial resource to a firm as it includes precious, unusual, unique and non-commutable features and an implicit aspect. Importance of knowledge is increasing day by day in the society and due to this a shift is occurring in individuals thinking regarding business innovations. These innovations can be technical, process or product innovation and strategic or operational. Innovations due to knowledge-based organizations are occurring all over the world and similar is the situation with Toyota Motor Corporation that is discussed in this report. In this report, existing knowledge management practices of Toyota Motor Corporation is discussed along with the interventions that it can use to improve its present KM practices and strategies. In this report, intervention proposed for Toyota is the use of KM as a management tool. As well, here, elements that are essential for effective KM strategy are also given so that the company can develop a new and much more effective KM strategy to deal with its existing KM flaws. The report provides all inclusive information about Toyotas past knowledge management strategies and some new effective strategies that it can used to make effective use of knowledge and its related aspects. Introduction The field of knowledge management has developed in concern to the management of the data, information and knowledge within an organization and as well as employing it to gain competitive advantage (Armistead 1999, p. 143). Knowledge management basically comprises of procedures and tools to efficiently captivate and share data. As well, it is also related to the potential use of knowledge of individuals within a firm. From last several years there have been serious discussions on the significance of knowledge management (KM) in our society (Hicks, Dattero Galup 2006, p. 19). Almost all researchers, scholars and management science professionals agree that substantial transformation had occurred and management of knowledge had become crucial. The excessive business operations failures, due to the traditional modes of operations have intensified the significance of knowledge and its management (MaÊrtensson 2000, p. 204). In the increasing competitive situation, KM and associated strategy concepts had become essential and significant components for present organizations to survive and maintain their position in the long run (Armistead 1999, p. 143). Due to the significance and advantages of KM, it has become vital for executives and managers to deal with KM and related strategies. Nowadays, it is considered as a precondition for attaining higher productivity and flexibility in both the private and the public sector firms due to its significant advantages (MaÊrtensson 2000, p. 204). Toyota Motor Corporation also makes use of knowledge management for managing its different business operations and processes. With this the company has become able in gathering, organizing, sharing and analyzing its knowledge in regard to resources, documents, and people skills. Here, in this paper the current role of KM in Toyota will be analyzed along with the specific recommendations in the form of new interventions will be presented to the company. This will enhance companys ability to manage all its resources in a way through which, it can enhance its knowledge organization and sharing (Wiig1997, p. 7). Existing Knowledge Management Plan of Toyota Motor Corporation Toyota Motor Corporation has attained immense growth from the time of its initiation and with this the company have also confronted several troubles related to expansion and its management. In starting the company use to develop and produce cars only in Japan and export in some abroad countries but with increasing demand and globalization it started operating in several different foreign markets. With this increase in its operations base, the company confronted troubles related to management of its resources. For resolving this trouble the company made use of knowledge management as it become aware with its significance and need (Ichijo Kohlbacher 2006). The company operations started growing significantly and in this concern it also made use of several advanced approaches like lean production, total quality management etc. All these approaches assisted the company in attaining a significant place in emerging markets. In addition to these approaches, the company also understood the significance of knowledge and its use for company and its employees management (Armistead 1999, p. 143). The company understood that managing knowledge among its organization is essential and for this it adopted several knowledge management approaches like development of knowledge sharing networks and use of tactic knowledge (Pena 2002, P. 470). Knowledge Management The company management is aware with the fact that the creation of knowledge is not only an aggregation of information but it is a distinctive human process that cannot be decreased or replicated easily. The company management tries to alter data into information that can be used a knowledge for all by collection, organizing, summarizing, analyzing, synthesizing and making final decision (Alwis Hartmann 2008, p. 134). Management of Toyota is also aware that effective management of knowledge is essential that includes knowledge creation, sharing, security, and abandonment (Wang Ahmed 2005, p. 327). All this relies on enabling context that can be developed with the help of significant knowledge enablers that are as follows: Introducing a knowledge vision Handling conversations Displacing knowledge reformers Establishing appropriate context Globalizing local knowledge (Ichijo Kohlbacher 2006). All these knowledge enablers are introduced by Toyota that evidences its knowledge management practices. Although Toyota Motor Corporation has adopted a significant approach towards knowledge management and knowledge sharing but still it is not able to effectively manage knowledge among all its resources (Towill 2010, p. 335). Nowadays, the company is operating in different foreign markets but still it is not able to improve its production efficiency and quality and it is all because of lack of knowledge management and knowledge sharing (Bailey Clarke 2000, p. 236). The company management has still not gone through the fundamental issues of knowledge sharing or organizational learning that are key drivers behind a firms significant attainments. For attaining assured success in 21st century it is essential that its leaders develop intellectual capital with the help of knowledge creation and sharing on an international basis. The company had to work hard in the direction of knowledge sharing as its main issues are related to knowledge sharing. If company adopts effective approaches and networks it can easily resolve its issues related to knowledge sharing that in turn will render it with competitive advantage (Pena 2002, P. 470). For successful execution and operations, it is essential that the Toyota Motor Corporation significantly improves its knowledge management issues. Without this, it would not be possible for the company to manage its leading position in the long run as now knowledge has become crucial for running a business successfully (Randeree 2006, p. 145). The company had effective knowledge management plan but it is lacking at some aspects that if improved can deliver it with substantial advantages of knowledge management and business operations management (Jost 2010). Knowledge Management Interventions for Toyota Motor Corporation Toyota Motor Corporation that is the Japans largest company and the worlds second leading automobile company is known as the worlds paramount knowledge company (Jost 2010). Till now, the company has three times, won the Global Most Admired Knowledge Enterprises (MAKE) Survey 4. As well as, it is also a five-time winner of the MAKE Japan Survey. This award is given for the unique practices in the field of Knowledge Management. These awards were given on the basis of measures like knowledge-based culture and products, knowledge sharing and cooperation and organizational learning (Bateman n.d.). All these aspects were managed effectively but still the company need to take extra efforts as it is lacking in some aspects of knowledge management. The most substantial aspect that needs to be improved is sharing knowledge and it can be done only if knowledge management is used as a management tool. The most substantial KM intervention that can be used by Toyota Motor Corporation is the use of KM as a management tool (Jost 2010). By making use of knowledge management as a management tool, the company can effectively improve all its existing flaws of KM in regard to its business operations. In addition to this by understanding the concept of intellectual capital also the company can improve its KM practices. The company management needs to understand that KM is a vital part of the wide concept intellectual capital because KM itself is about the management of the intellectual capital. Intellectual capital can be understood with the help of two terms strategy and measurement (MaÊrtensson 2000, p. 205). Strategy pertains to the formation and utilization of knowledge and as well on the association between knowledge and value creation (Rao 2005). Other aspects of intellectual capital that is measurement concentrates on the development of new information systems that are proficient to measure non-financial data along with traditional financial data (MaÊrtensson 2000, p. 206). The abstract bases of intellectual capital that can be used by Toyota can be understood in this figure. The company management should try to make attempts for exploring the creation and use of knowledge in a way through which it can be leveraged into value as given in the figure. By managing intellectual capital the company can significantly enhance its existing knowledge management practices and improve the flaws in KM. This will also assist the company in making use of KM as a management tool that is essential for making it effective in all aspects of a business (MaÊrtensson 2000, p. 206). Knowledge Management as a Management Tool: Usually, KM is depicted as a management tool but it is made up of two aspects in which first is KM as an informational handling tool or operational tool and second is as a strategically focused management tool. By managing KM as operational and strategically focussed management tool, Toyota can easily increase knowledge sharing and organizational learning among its business processes (MaÊrtensson 2000, p. 209). If company and its management handle both the aspects of KM, it can significantly attain all essential benefits of KM for its business and its assured growth. Knowledge Management as an Information Handling Tool In the field of knowledge management, knowledge is usually considered as an information handling trouble. It basically includes the formation, organization and utilization of knowledge (Morey, Maybury Thuraisingham 2002). Toyota Motor Corporation also need to use KM as an information handling tool that can be done by managing different but associated stages. In the first stage, the company should acquire information and in the second stage the collected information should be entered into storage system and then need to be structured rationally (MaÊrtensson 2000, p. 209). KM is all about the attainment and reposition of employees knowledge and making this information available to others so that they can also use it. This can be done by making use of several advanced technologies like Internet and databases. In this way, the company can transform tactic knowledge to explicit knowledge that can be used by everyone for increasing their efficiency and productivity (Rao 2005). By storing information in several company databases the company need to initiate third stage that is related to make stored information accessible to maximum employees of the firm (MaÊrtensson 2000, p. 209). Knowledge Management Stages This third stage is related to the maximum delivery and use of information. In the last stage, the company management can significantly utilize information. This process of information utilization can be commenced by employees sharing knowledge and socialising with each other. As well as information can also be utilized or shared through digital and in analogue pattern. Knowledge Management as a Strategic Management Tool: The next substantial aspect of KM that needs to be managed by Toyota is KM as a strategic management tool. It is said by management professionals that effective knowledge management begins with a strategy. In concern to a KM strategy, knowledge is distinguished as a most valuable and less used resource (MaÊrtensson 2000, p. 210). For improving knowledge sharing and existing knowledge management practices, it is essential that the company improve its existing KM strategy as it plays a substantial role in successful knowledge management. For creating an effective KM strategy, the company need to develop systems that significantly capture and reassign internal knowledge into unique practices. The company management need to consider all of its aims, objectives and anticipated results in regard to KM as it varies for organization (Rao 2005). Sometime, KM can be worked out as a way to enhance performance, productivity, collaboration and competitiveness and sometimes it may be used for meliorating effective attainment, sharing and utilization of information within the company (MaÊrtensson 2000, p. 210). In addition to this it can also be used as a technique for enhanced decision making, a tool to captivate unique practices, a way to become an innovative firm etc. The purpose of employing and using KM should be clear as in this way only the company can effectively manage its KM practices and strategy. By working on all these things, the company can develop an effective KM strategy (Reimer Karagiannis 2006). Recommended Strategies for Implementing Proposed Interventions For implementing proposed interventions, the Toyota Motor Corporation needs to consider following elements and strategies: Interrogative Questions and Assessments: First substantial element that should be included by Toyota at the time of creating and implementing its KM strategy is interrogative questions and assessments. The company management should associate its KM strategy with what it wants to attain as well as with it aim and objectives. This can be done with the help of interrogation and assessments of different aspects like what company want to attain and in which aspect it wants improvement (MaÊrtensson 2000, p. 211). How its KM strategy will render it towards benefits and increase in employees performance etc. By identifying the answers of all these questions, the company can develop an effective KM strategy. Effective Communication: In most of the companies effort to implement KM strategy, a significant problem that has occurred is about ineffective communication. For successful implementation, effective communication is essential and similar is the case with Toyota (Hlupic 2003). For its successful KM strategy implementation, the company should develop an effective communication plan that should be flexible enough to adopt changes in communication pattern at the time of critical business decisions. Well developed communication plan will also help the company in increasing its knowledge sharing and becoming a learning organization (Morey, Maybury Thuraisingham 2002). Top Management Support: For successful implementation of KM strategy, it is essential that the company management have significant support from its top management. The company management should try to convince top management for promoting procedures that will prop up learning and sharing. Top management should be convinced in a way that it helps in setting-up fund knowledge networks and promotes further improvements (Reimer Karagiannis 2006). If, Toyota become able to receive full support from its top management it will substantially become able in developing and implementing a successful KM strategy (MaÊrtensson 2000, p. 211). Significance of People and Culture: The next substantial element in concern to the development and implementation of an effective KM strategy is people and culture. Successful execution of KM is significantly associated with a firms people and culture. The management of Toyota also needs to develop an effective association between its KM strategy implementation its people and culture. By focussing on its employees and their significant role, the company can have a distinctive KM strategy implementation (MaÊrtensson 2000, p. 211). The company that concentrates on its people and culture are much more able to attain its goals in comparison to the firm that concentrates more on technology. This should also be understood by Toyota and then only it will become proficient in the thriving implementation of its KM strategy (Jasimuddin 2008, p. 59). By understanding that the people and culture plays a central role in the creation of thriving knowledge based firm the company management can easily resolve all its people and cultural related issues. These issues are vital to be handled in a timely manner as otherwise it may direct company towards several disadvantages (Morey, Maybury Thuraisingham 2002). Adoption of Creativity: The next substantial element that should be considered by Toyota for improving its existing KM practices is the inclusion of creativity as it is vitally linked with strategy. By establishing a link between strategy and creativity, the company will become able in maintaining its position in the long run (Hlupic 2003). By associating KM and creativity, the company management can attain business creativity so it is essential to consider creativity at the time of developing a KM strategy. Creation of Learning Networks: One more critical element of KM is the creation of learning networks so that employees can learn from each other and maximize their knowledge. By creating learning networks, Toyota can also resolve its existing troubles of knowledge sharing and becoming a learning organization (MaÊrtensson 2000, p. 212). In present employees of the company are not so focussed but by evidencing them KM benefits, they can be encouraged for the development of learning networks. Significance of Sharing Knowledge: Another important element that needs to be included by Toyota at the time of developing and implementing its KM strategy is sharing knowledge. The company strategy is lacking in concern to this element and should work hard for improving it and including it in its KM strategy. Nowadays, it is seen that employees does not prefer to share their knowledge with other due to increasing competition (MaÊrtensson 2000, p. 211). Management of the company should try to build a positive environment in which everyone like to share knowledge with others so that they can increase their knowledge (Liebowitz 1999). In this concern, the company management should try to share existing knowledge with its new and present employees through groups discussions and regular seminars. They should try to develop an open and flexible environment in which everyone has intensity to increase its existing knowledge base. By adopting these approaches employees habit of sharing knowledge can be intensified in a significant way. Appropriate Incentives to Employees: The next critical element in regard to KM strategy is the creation of appropriate incentives for employees to share and implement knowledge. In present, Toyotas reward system does not support its sharing knowledge culture so by making changes in it, the company can improve its troubles related to sharing knowledge. The company management should try to develop a reward system that encourages its employees to use their expertise and understand the importance of KM (MaÊrtensson 2000, p. 212). All aspects related to employees and their knowledge sharing should be involved in company reward system as it may come from any level of organizational structure (Despres Chauvel 1999, p. 112). Effective Evaluation System: The last substantial element that is vital to consider is the employment of effective evaluation system for evaluating the efforts made in the direction of making use of KM. The creation of system can range from informal to formal system. Toyota should also develop effective evaluation system so that all its knowledge practices and strategies can be evaluated in a timely manner and deliver effective use of KM (Reimer Karagiannis 2006). By following all these elements, the company can develop an effective KM strategy that in turn will assist Toyota in sharing knowledge and creating a learning organization. KM as a management tool will direct Toyota towards the development of successful KM strategy and implementation (Liebowitz 1999). Conclusion With the help of above discussion, it becomes evident that the Toyota Motor Corporation needs to improve its existing KM practices and strategies. For this, the company should adopt suggested interventions that are related to use KM as a management tool. By making use of KM as a management tool the company will become able in resolving its difficulties related to operation and strategy (Reimer Karagiannis 2006). KM as a management tool will serve the company with an ability to handle its information handling issues and becoming strategically focussed (Quality Counts 2008). In this way, it can be said that Toyota should adopt the above discussed interventions and should try to develop a new and effective KM strategy. For the development of effective KM strategy the company should consider all the above discussed elements as it will render it with specific and distinctive approach to KM and its utilization. By adopting recommended strategies the company can develop a new and more effective KM strategy that will help it in resolving all existing KM related issues like knowledge sharing and becoming a learning organization (Liebowitz 1999). The proposed interventions will direct Toyota Motor Corporation towards the development of effective and distinctive KM strategy.

Self Assessment on Child Learning Environment

Self Assessment on Child Learning Environment Part A Reflecting on a childs learning and development as a practitioner is important in order to gauge an understanding of the childs ability to learn and how it can be continually improved. The National Council for Curriculum and Assessment (NCCA) developed a curriculum framework, known as Aistear, which supports practitioners in early childhood care and education (ECCE) settings to reflect, identify and assess childrens learning. Assessment of the childs learning allows the practitioner to gather an understanding about how the child thinks, their abilities, and interests. For a practitioner to understand and assess a childs thinking, abilities and interests they must interact with the child. Good assessment practices depend on listening, empathising, watching and talking with the child (Dunphy, 2008). It is through these types of interactions in everyday activities and experiences with the adult and other children that help form a successful learning process for them. In order to plan and develop appropriate experiences which the child will find enjoyable and exciting, it is important that the practitioner has a good assessment process in place in the ECCE setting. Through observation the practitioner can assess the childs progress and develop a plan to continually enhance the childs development further. It is up to the practitioner to interpret the childs learning using the aims and learning goals outlined by Aistear to then form and plan the learning further. The practitioner must observe to note childrens progress in all areas of their development including skills, dispositions, attitudes, knowledge and understanding (NCCA, 2009). Development through planning is done through two assessment approaches defined in Aistear which include the assessment for learning and the assessment of learning. Assessment for learning takes the approach of supporting and planning the childs learning through reflection and assessment whereas assessment of learning is the approach of measuring, comparing, analysing and reporting (Daly and Forster cited in Mhic Mhathà ºna and Taylor, 2012). These approaches use many different methods of assessment. Each method helps to create portraits of the childrens learning and development. Observation is a key method in assessing a childs learning. Observing a child allows the practitioner to physically see the childs capabilities and document their learning. It allows them to see where the child excels or where they may need further support. It can also show a practitioner how a child interacts in social situations and how they play. While many practitioners use this as their main assessment method it is not the only one. Through the use of different assessment methods the practitioner can form a bigger picture of a childs learning and development. Aistear outlines the five assessment methods; self-assessment, conversations, observations, setting tasks and testing (NCCA, 2009). Self-assessment consists of the children themselves assessing their own learning and development. The child can begin to identity their own achievements and progress. It is then up to the practitioner to help guide the child and discuss with them about their experience. Discussing and having conversations with the child allow the practitioner to further assess and gather a better understanding of the childs learning (NCCA, 2009). By using conversation as an assessment method the practitioner can gain a better insight into the childs thinking then they would from just observing, thus allowing the practitioner to offer the appropriate support for the child. These assessment methods so far discussed are very child lead assessment. It is the child who shows the practitioner their learning and development with the practitioner acting as an observer. Observation can also be adult lead assessment as well as setting tasks and testing. If the practitioner needs to collect information on certain aspects of the childs learning they may design certain activities to help them do so (NCCA, 2009). Through observing, the adult can design activities which interest and excite the child to help them further gather information they may have set out to obtain. From setting these tasks the practitioner can help explain and encourage the child to further their learning and development. This is similar to the assessment method of testing. The assessment should focus on strengths and also aspects which may need further improvement (Dunphy, 2008). The practitioner complies all they have learned through observing and discussing with the child to test the child on certain aspects of their learning and development, such as social abilities. This can allow the practitioners to compare the outcomes with other children of similar ages therefore allowing t hem to see which children are meeting their milestones and who may need further assistance. There is a huge necessity for these assessment methods because without them the practitioner would not be able to understand or have the information needed to assist the child appropriately to develop into a well-rounded holistic child. While using Aistear as a framework to help with good assessment practices in ECCE settings the Centre for Early Childhood Development and Education developed the quality framework Sà ­olta, which also promotes good assessment practices. Sà ­olta was designed to assess and support ECCE settings to continually improve the environment for which the child learns and develops. Sà ­olta aids the practitioner to reflect upon their own role assessing themselves to ensure they are providing quality experiences for every child (CECDE, 2006). As well as reflecting upon themselves is allows the practitioner to assess the environment, equipment, curriculum and interactions, all areas which assist in childrens learning and development. While assessing the child helps create portraits of their learning and development it is also important to use frameworks, such as Sà ­olta, to assess the learning environment. Without an appropriate educational environment which engages, assists, challenges and offers the child different experiences then a child will not learn and develop to their full potential. Part B Lesson Plan for Spring Month: Febuary/March Weekly Theme: Plants Flowers Type of Setting: Montessori/Aistear Room: Pre-School Age of Children: 3-5 Rationale for topic: A child brought a flower to the setting which prompted the other children to want their own flowers. Lesson Plan 1 Hand Print Flower Date: 27th Febuary Number of Children: 8 Dispostions developed: Persistance, responsibilty, investigative, Curiousity, Fun, independence. Rationale for choice of activity: Allow the children to express themselves creatively through visual arts using paint. Make marks to record their own idea of flowers. Long-term aim: To develop their abilities to express themselves creatively, express their imagination and to refine fine motor skills. Develop a connection between flowers and spring. Aistear Link Codes: WB A3 LG1 COM A4 LG2 ET A3 LG1 Sà ­olta Standard: Standard 6: Play Component 6.5 encourages him/her to explore, be creative and use previous learning to make new meaning. Material and/or equipment needed: White paper, various colour paints, paint brushes. Plan: To begin the practitioner will demonstrate how to create a flower using your handprints. The practitioner will paint their hand using a paint brush, printing it in a circular motion around the page then using their fingers to paint the other parts of the flower. Once the practitioner has demonstrated to the children how to create the flower, the children are invited to explore the materials and create their own concept of a flower. Children will be able to choose their own colours and method to create their flower. Reflection: The activity went well as the children actively engaged with the idea of the activity, each creating and exploring their own idea of a flower. They demonstrated curiosity as they printed their hands on the page at different angles to make marks with the paint. The children each used different methods to paint the flower. Some imitated the practitioner while others just used their fingers or the paintbrush. I then noticed (P) had painted squares at the bottom of the page and asked them what did you make when you did these. (P) told me There flower pots, my mammy has lots of flowers in flower pots. This then got one child particularly curious asking me where do flowers grow and how do you make flowers. I told them how flowers grow from seeds either in the ground or they can be planted in a flower pot. The children then shifted their focus from the painting to the discussion and each child shared their idea on how flowers grow. Critique and Evaluate: As the children all wanted their own flower, I set them a task to design their own. They showed confidence in their ability to independently paint their own hands and design their own flowers with the different methods they those. By setting the children the task they have demonstrated the aim of the activity, to express themselves creatively by making marks to record their ideas. Setting the task enabled the children to choose their own colours acting upon their curiosity to explore different marks and experiment with different colours. During the task the children took the lead during the natural occurring opportunity of one child asking questions about where and how flowers grow. This prompted all the childrens curiosity as they all moved their focus from painting to get involved in the discussion. It is important when using the method of setting tasks outlined in Aistear as an assessment method that going forward I use their questions about the flower to co ntinue their interests in planning the next activity. Lesson Plan 2 Plant Flower Seeds Date: 28th FebuaryNumber of children: 8 Dispostions developed: Responsibilty, Curiousity, independence. Rationale for choice of topic: During painting our own flowers the topic of where and how do flowers grow was asked. Planting the seeds and physically watching the flowers will help give the children a better understanding of where and how they grow. Long-term aim: The children will be able to have a better understanding of working theories of where and how the flowers grow. It will also develop the disposition of responsibility as the children will need to care for their flower to help it grow. Aistear Link Codes: WB A3 LG5 IB A4 LG4 ET A2 LG3 Sà ­olta Standard: Standard 7: Curriculum Component 7.4.1 What strategies do you use in implementing the curriculum/programme? Example being facilitating the childrens interest. Material and/or equipment needed: Flower seeds, flower pots, soil, gloves, hand shovel and water. Plan: The practitioner will demonstrate how to plant the flower seed. The children will then be given the hand shovel taking it in turns to spoon soil into their flower pot. Using their finger they will place a hole in the middle of the soil and place the flower seed into the hole covering it over. Once the seed is planted, the children will then use a jug to water the seed. While planting the practitioner will discuss how we care for our plant and what it needs to grow. Reflection: This activity went really well as the children really engaged and showed interest. They demonstrated great independence and manipulation skills as they spooned the soil into the flower pots with great control. (B) did struggle with spooning to soil into to pot and (S) demonstrated great care Ill help you do it as she assisted (B) to get the soil in his pot. (S) than went on to discuss with the other children what they had to do next assisting each of them. Once the children had planted their seeds I discussed with them what the plant needed in order to grow. I asked I wonder what the seed needs to grow. (B) said you pour water on top of it while (A) contradicted (B) telling them No you just put it in the pot. I then said youre both right the plant needs water and soil to grow but it also needs sun. Where should we put the plants so they can get sun?. The children looked around the room (S) shouted to everyone the sun is at the window look as they decided we would place ou r pots here. (B) then reminded everyone we forgot the water lets put it on top the children took turns watering their plant. I discussed with them that the plant will grow roots and drink the water in the soil but this seemed to confuse them especially (B) who kept telling everyone that you pour the water on top of the plant. Critique and Evaluate: The link with Aistears method of assessment using conversations is evident during this activity as the children took turns in talking, listening and discussing their ideas with each other. It is also evident as I responded to the children agreeing with both (A) and (B) as we discussed and I gave feedback about what the plant needed. I also used conversation to prompt the children to share their ideas using an open ended question about where was best to place the flower to get sun therefore aiding the children in expressing their own views and making their own decisions, which Aistears Identity and belonging learning goals outlines. Through conversing with the children it has given them the opportunity to expand on their own knowledge about how to care for materials in their environment and what they need to survive. Lesson Plan 3 Experiment: How plants drink water using food colouring. Date: 1st March-3rd March (observed the flowers over a few days.) Number of Children: 8 Dispostions developed: Investigative, Curiousity, Fun. Rationale for choice of activity: The children will be able to see the food colouring stain the flowers as it absorbs the water helping them develop thinking skills as they can come to an understanding of plants absorbing water. Long-term aim: To continue their intrests about flowers and give the children a better understanding about how the plants absorb water. Aistear Link Codes: WB A3 LG 1 ET A1 LG4 Sà ­olta Standard: Standard 8: Planning and Evaluation Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on a regular basis- the activity planned is from observing and evaluating the childrens interests and taking action to plan according to their needs and interests. Material needed: Food colouring, flowers, jug, and water. Plan: Under the guidance of the practitioner,the childrenwill fill a jug with water and place some flowers in the jug. They will then add food colouring into the water and place the flowers in an area of sunlight. With this activity the flowers need to be observed over a few days to observe the flower changing colour from absorbing the stained water. Reflection: The initial activity was short and prompted many curious questions from the children such as why is the water green how will they drink that how will it change colour. After discussing and answering their questions the children were eager to move on and conduct the experiment. They demonstrated their independence as once provided with the materials and instructions about what and how we were going to do the experiment, they supported and enabled each other to carry it out. I then observed the children as they continually went back to the flowers that day watching to see if they had changed colours. The following day, upon arrival the children raced to the flowers screaming with excitement to see that one of the leaves had green spots on it. (B) look everybody its gone green (S) the plant drank the green water (P) it drinks it from the bottom. Over the next few days the children still continued to have interest over the experiment as I observed them going over to look shar ing it with the other children and even their parents. Critique and Evaluate: From watching and listening to the children I observed how excited and involved they all got while discussing and carrying out the experiment. Using observation as an assessment method has allowed me to see how the children express their excitement and awe using their language, gestures and facial expressions. From taking a step back and observing the children I could see how the children expressed their feeling and thoughts with each other and their excitement to involve their parents. Using observation as an assessment method has shown me that building on the child interests to help them make sense of the world truly excites them. (See appendices for photographs of the activities.) Part C Using the topic of spring, the assessment of the activities helped to plan further activities based on the childs interests. Aistears outlines the features of good assessment practices which involve collecting, documenting, reflecting and using the information (NCCA, 2009). In each activity, the assessment of the activity benefited the child as it built on the childs past experiences which they shared to support the development of new learning. From collecting and documenting the childs interests, it allowed a portrait of the childs interests, abilities and knowledge to be assessed and used to plan further experiences which would help the child/children develop. From using the different methods of assessment such as setting a task, conversations and observation it allowed for appropriate activities to be planned according to the stage of development and interests the child/children were at. Observing over a period of time during the how plants drink water experiment highlighted how e xcited the children got from watching the plant change colour sharing the information with parents. This allows the parent to gain an insight into what the child is interested in which can be further developed outside the classroom. In each activity the children developed the disposition of curiosity. Their curious nature engaged the children to get involved in the painting, planting and experimenting. The activities also showed evidence of the childrens knowledge developing as while planting the children believed that pouring water on the top of the flower helped it to grow were it then became clear during the experiment that they absorbed water from the bottom. From planning the activities, to observing the children while implementing them and using Aistears different assessment methods to record and reflect on the experience, it gives a portrait of the child/children which helps the practitioner to continually provide and enhance future experiences to help develop a holistic chil d. References Centre for Early Childhood Development and Education (CECDE). (2006), Sà ­olta: The National Quality Framework for Early Childhood Education. Dublin: Centre for Early Childhood Development and Education. Daly, M and Forster, A. (2012). Aistear: the early childhood curriculum framework. In: Mhic Mhathà ºna, M. and Taylor, M., eds., Early childhood education and care: an introduction for students in Ireland. Dublin 12: Gill Macmillan. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper: executive Summary. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: supporting learning and development through assessment. Dublin: NCCA. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: principles and themes. Dublin: NCCA.