The History of the Guillotine

During the 1700s, executions in France were public events where entire towns gathered to watch. A common execution method for a poor criminal was quartering, where the prisoners limbs were tied to four oxen, then the animals were driven in four different directions ripping the person apart. Upper-class criminals could buy their way into a less painful death by hanging or beheading. The guillotine is an instrument for inflicting capital punishment by decapitation that came into common use in France after 1792 (during the French Revolution). In 1789, a French physician first suggested that all criminals should be executed by a â€Å"machine that beheads painlessly. Heritage Images / Getty Images Doctor Joseph Ignace Guillotin Doctor Joseph Ignace Guillotin was born in Saintes, France in 1738 and elected to the French National Assembly in 1789. He belonged to a small political reform movement that wanted to banish the death penalty completely. Guillotin argued for a painless and private capital punishment method equal for all the classes, as an interim step towards completely banning the death penalty. Beheading devices had already been used in Germany, Italy, Scotland, and Persia for aristocratic criminals. However, never had such a device been adopted on a large institutional scale. The French named the guillotine after Doctor Guillotin. The extra e at the end of the word was added by an unknown English poet who found guillotine easier to rhyme with. Doctor Guillotin together with German engineer and harpsichord maker Tobias Schmidt, built the prototype for an ideal guillotine machine. Schmidt suggested using a diagonal blade instead of a round blade. Leon Berger Noted improvements to the guillotine machine were made in 1870 by the assistant executioner and carpenter Leon Berger. Berger added a spring system, which stopped the mouton at the bottom of the groves. He added a lock/blocking device at the lunette and a new release mechanism for the blade. All guillotines built after 1870 were made according to Leon Bergers construction. The French Revolution began in 1789, the year of the famous storming of the Bastille. On July 14 of the same year, King Louis XVI of France was driven from the French throne and sent into exile. The new civilian assembly rewrote the penal code to say, Every person condemned to the death penalty shall have his head severed. All classes of people were now executed equally. The first guillotining took place on April 25, 1792, when Nicolas Jacques Pelletie was guillotined at Place de Grà ¨ve on the Right Bank. Ironically, Louis XVI had his own head chopped off on January 21, 1793. Thousands of people were publicly guillotined during the French Revolution. The Last Guillotine Execution On September 10, 1977, the last execution by guillotine took place in Marseilles, France, when the murderer Hamida Djandoubi was beheaded. Guillotine Facts Total weight of a guillotine is about 1278 lbsThe guillotine metal blade weighs about 88.2 lbsThe height of guillotine posts average about 14 feetThe falling blade has a rate of speed of about 21 feet/secondJust the actual beheading takes 2/100 of a secondThe time for the guillotine blade to fall down to where it stops takes 70th of a second Prunier's Experiment In a scientific effort to determine if any consciousness remained following decapitation by the guillotine, three French doctors attended the execution of Monsieur Theotime Prunier in 1879, having obtained his prior consent to be the subject of their experimentation. Immediately after the blade fell on the condemned man, the trio retrieved his head and attempted to elicit some sign of intelligent response by shouting in his face, sticking in pins, applying ammonia under his nose, silver nitrate, and candle flames to his eyeballs. In response, they could record only that M Pruniers face bore a look of astonishment.

John Updikes A P Essay - 1471 Words

John Updikes A P At first read, John Updikes A P contrasts old and new; the old manager in his settled life conflicting with the new age of girls wearing bathing suits in buildings. All the while, the narrator stuck in the middle, finally deciding to join the side of new, or youth. Instead of old vs. new, an observation closer to the heart of the story is conflict between the worlds of the rich and the middle class. ?A P? is the setting for one man to decide in which way he will seek to follow his life, standing on his own two feet and treating everyone as equals, or bowing before the wealthy, and searching for his own riches above all else. In walk three girls into a grocery store in bathing suits. They?re far enough†¦show more content†¦The money in their families allowed them to come to this place on vacation and while here, the girls relied on the power that comes with their wealth and felt the need to assert themselves as different to everyone else. Sure the guys in the store gawked at the girls for their beauty and lack of clothing, but it was their willingness to walk in the store that way that got Sam?s full attention. There are probably beautiful girls who live in the town who Sam would find very attractive in a bathing suit, but they would never walk into their local A P dressed that way, so it was these girls? audacity in walking like this that gave them his attention. Also, it was the girls? wealth that gave them the courage to be so bold. Not everyone is impressed with the girls however. The manager, Lengel, comes over to the cash register and immediately begins to tell the girls off for coming into the store dressed as such. When Lengel says that he wants the girls decently dressed when they come into the store, the head of the group of girls, Queenie, realizes that Lengel knows why the girls came in. Updike writes, We are decent,? Queenie says suddenly, her lower lip pushing, getting sore now that she remembers her place, a place from which the crowd that runs the A P must look pretty crummy.? Here Queenie realizes that not everyone may accept her boldness just because of her classShow MoreRelatedJohn Updike’s AP1429 Words   |  6 Pageseven in usage of language. The new generations try to express themselves as something different from the old, embracing new slang, trying to form a separation between themselves and the previous generation. In John Updike’s â€Å"A P†, a teenage boy named Sammy works at a local store called AP. Sammy is a young casher, that stands up to his boss and he stands up for three girls who are dressed in bathing suits. Sammy lives in a small town, where nothing really happens. There is a struggle within everyRead MoreJohn Updikes AP Essay767 Words   |  4 PagesIn John Updike’s short story, AP the writer takes you on a youths memory that involves the choices and consequences that life can deal to anyone who has not had time to test a rash decision. The narrator is an immature nineteen-year-old cashier who is about to make a giant leap from adolescence to manhood. Sammy narrates with opinions of not only his life, but also the people in the town. Sammy opposes with the way these people live their lives, and is determined to set a different course for hisRead MoreSymbolism in John Updikes A P1440 Words   |  6 PagesJohn Updikes short story A P recounts how an adolesce nt supermarket cashier named Sammy has his life changed forever when three girls in bathing suits shop in the store where he works. He is the first person narrator who shapes the tale with his descriptions, attitudes and opinions. He is the protagonist who grows up quickly in a single day and the only round, fully developed character in the tale. As you proceed through the story and become acquainted with Sammys opinions and ideas, it becomesRead MoreEssay on John Updikes AP865 Words   |  4 PagesJohn Updikes AP Many of the events that take place in John Updikes AP would not have happened had the town lived under a Marxist society. Marxism is a socio-economic ideal where all people work for the good of the community and is characterized by not having any social class distinctions. The division of Classes in AP is very apparent, especially between Sammy, the protagonist and first person narrator, and the three girls, one of the three antagonists, who walk into the storeRead MoreJohn Updikes AP Essay1355 Words   |  6 Pages Winners Sometimes Quit Try and remember what it was like to be a teenager. The short story â€Å"Aamp;P† tells the coming of age story of a nineteen year old boy named Sammy. Sammy has unknowingly placed himself into a situation that many small town adolescents often fall victim to. Sammy has a dead end job, and he feels as though he will be stuck working at the local â€Å"Aamp;P† while life passes him by. This is until a chance encounter with three young female customers changes his course from miniRead MoreEssay on Personality in John Updikes AP1275 Words   |  6 Pagescharacter to make them stand out in a story.nbsp; In A amp; P by John Updike, Sammy starts off as a young man discontent with his ordinary adult surroundings and moves to his need to change it. Throughout the story, Sammy describes and interprets the scenes around him, consequently revealing his own character, by which can be related through the use of Thomas Chous Ennegram, to distinguish his personality type. nbsp; John Updike gives the reader an inside look into the adolescent mindRead MoreAnalysis Of John Updikes AP Essay1544 Words   |  7 PagesJohn Updikes story AP talks about a 19-year old lad, Sammy, who has a job at the local grocery store, the AP. Sammy works at the register in the store and is always observing the people who walk in and out each day. On this particular day that the story takes place, Sammy is caught off guard when a cluster of girls walk into the store wearing just their bathing suits. This caught Sammys attention because the nearest beach is five miles away and he could not figure out why they would still beRead MoreChanges (John Updikes AP) Essay914 Words   |  4 PagesEnglish 1302.2E1 Changes Breaking away from the traditional is a struggle that contains several sacrifices and consequences. In John Updike’s â€Å"AP,† Sammy is a young teenager who transforms his wishes into reality. At first glance, he seems like a normal teenage boy, but instead he is an observational character who is trying to find a way to stand up for himself. Throughout the story, he undergoes changes toRead MoreJohn Updikes aP : Sammys Growth1545 Words   |  7 PagesJohn Updikes AP : Sammys Growth John Updikes story AP is about a nineteen year old boy, Sammy, who has a job at the local grocery store, the AP. Sammy works at the register in the store and is always observing the people who walk in and out each day. On this particular day that the story takes place, Sammy is caught off guard when a cluster of girls walk into the store wearing just their bathing suits. This caught Sammys attention because the nearest beach is five miles away and he couldRead MoreRebellion And Symbolism In John Updikes A P1842 Words   |  8 PagesThe short story â€Å"A P,† tells the story of a nineteen-year-old boy named Sammy who works in the local town grocery store. Sammy is the narrator of the story; one day while he was working at the cash register, three girls wearing nothing but bathing suits walk in. He instantaneously notices the girls, one in particular. He named her Queenie and she is seen as the leader or ‘queen bee’ of the three girls. As these girls walk th rough the grocery store they start to create a scene and get the attention

Sample design for Blackberry Free Essays

In sampling, an element is the object (or person) about which or from which the information is desired. In survey research, the element is usually the respondent. A population Is the total of all the elements that share some common set of characterlstlcs. We will write a custom essay sample on Sample design for Blackberry or any similar topic only for you Order Now Element: Objects that possess the information the researcher seeks and about which the researcher will make inferences. Population: The aggregate of all elements, sharing some common set of characteristics, that comprise the universe for the purpose of the marketing research roblem. The researcher can obtain Information about population parameters by taking either a census or a sample. Census: a complete enumaration of the elements of a population or study objects. Sample: A subgroup of the elements of the population selected for participation in the study. sample Large Time available Population size the characteristics Conditions Favoring the use of Factors census Budget Short Large Small small Long Small Variance in Large Cost of sampling error High Cost of nonsampllng errors High Low Nature of measurement Nondestructive Attention to individual cases No Advantages of Sampling Sampling saves time and money Sampling saves labor. Destructive Yes A sample coverage permits a higher overall level of adequacy than a full enumeration. Complete census Is often unnecessary, wasteful. and the burden on the public. 1) Define the Population: Sampling design begins by specifying the target population, which should be defined in terms of elements, sampling units, extent and time frame. Population/Target population: This is any complete, or the theoretically specified aggregation of study elements. It is usually the ideal population or universe to which esearch results are to be generalized. Survey population: This is an operational definition of the target population; that is target population with explicit exclusions-for example the population accessible, excluding those outside the country. Element (similar to unit of analysis): This is that unit about which information is collected and that provides the basis of analysis. In survey research, elements are people or certain types of people. Sampling unit: This is that element or set of elements considered for selection in some stage of sampling (same as the elements, in a simple single-stage sample). In a ulti-stage sample, the sampling unit could be blocks, households, and individuals within the households. Extent: This refers to geographical boundaries. Time frame: The time frame is the time period of interest. In our case; Population/ target population = Blackberry users Survey population = Blackberry users between the age of 18-24, which refers to university students regarding the demographical factors. Elements = Blackberry users who are university students Sampling Unit = Blackberry users in the Business Administration Faculty of Istanbul University. Extent = Business Administration Faculty of Istanbul University Time Frame = 2 weeks between 4-15 November Given the large size of the target population and limited time and money, it was clearly not TeaslDle to Intervlew tne entlre BlacKDerry users, tnat Is, to take a census. So a sample was taken, and a subgroup of the population was selected for participation in the research. Our sample/ subgroup can be seen above. 2) Determine the Sampling Frame: A sampling frame is a representation of the elements of the target population. To be specific, this is the actual list of sampling units from which the sample, or some stage of the sample, is selected. It is simply a list of the study population. Sampling frame of our case = List of the students in the Business Administration Faculty of Istanbul University. 3) Select a Sampling Technique: Selecting a sampling technique involves choosing nonprobability or probability sampling. Nonprobability sampling : relies on the personal Judgement of researcher, rather than chance in selecting sample elements. Convenience Sampling: as the name implies, involves obtaining a sample of elements based on the convenience of the researcher. The selection of sampling units is left primarily to the interviewer. Convenience sampling has the advantages of being both inexpensive and fast. Additionally, the sampling units tend to be accessible, easy to measure, and cooperative. Judgement Sampling: The researcher selects the sample based on Judgement. This is usually and extension of convenience sampling. For example, a researcher may decide to draw the entire sample from one â€Å"representative† city, even though the population includes all cities. When using this method, the researcher must be confident that the chosen sample is truly representative of the entire population. Quota Sampling: introduces two stages to the Judgemental sampling process. The first stage consists of developing control categories, or quotas, of population elements. Using Judgement to identify relevant categories such as age, sex, or race, the researcher estimates the distribution of these characteristics in the target population. Once the quotas have been assigned, the second stage of the sampling process takes place. Elements are selected using a convenience of Judgement process. Considerable freedom exists in selecting the elements to be included in the sample. The only requirement is that the elements that are selected fit the control characteristics. Snowball sampling: is a special nonprobability method used when the desired sample characteristic is rare. It may be extremely difficult or cost prohibitive to locate respondents in these situations. Snowball sampling relies on referrals from initial subjects to generate additional subjects. While this technique can dramatically lower search costs, it comes at the expense of introducing bias because the technique itself reduces tne II population. Kellnooa tnat tne sample wlll represent a good ross section Trom tne Probability sampling: in this kind sampling elements are selected by chance, that is, randomly. The probability of selecting each potential sample from a population can be prespecified. Simple Random Sampling: is the purest form of probability sampling. Each member of the population has an equal and known chance of being selected. When there are very large populations, it is often difficult or impossible to identify every member of the population, so the pool of available subjects becomes biased. Systematic Random Sampling: is often used instead of random sampling. It is also alled an Nth name selection technique. After the required sample size has been calculated, every Nth record is selected from a list of population members. As long as the list does not contain any hidden order, this sampling method is as good as the random sampling method. Its only advantage over the random sampling technique is simplicity. Systematic sampling is frequently used to select a specified number of records from a computer file. Stratified Random Sampling: is commonly used probability method that is superior to random sampling because it reduces sampling error. A stratum is a subset of the opulation that share at least one common characteristic. Examples of stratums might be males and females, or managers and non-managers. The researcher first identifies the relevant stratums and their actual representation in the population. Random sampling is then used to select a sufficient number of subjects from each stratum. â€Å"Sufficient† refers to a sample size large enough for us to be reasonably confident that the stratum represents the population. Stratified sampling is often used when one or more of the stratums in the population have a low incidence relative to the other stratums. Cluster Sampling: may be used when it is either impossible or impractical to compile an exhaustive list of the elements that make up the target population. Usually, however, the population elements are already grouped into subpopulations and lists of those subpopulations already exist or can be created. For example, let’s say the target population in a study was church members in the United States. There is no list of all church members in the country. The researcher could, however, create a list of churches in the United States, choose a sample of churches, and then obtain lists f members from those churches. ) Determine the Sample Size: The statistical approaches to determining sample size are based on confidence intervals. These approaches may involve the estimation of the mean or proportion. When estimating the mean, determination of sample size using a confidence interval approach requires a specification of precision level, confidence level, and population standard devia tion. In the case of proportion, the precision level, confidence level, and an estimate of the population proportion must De speclTlea. I ne sample size aetermlnea statlstlcally represents ne Tlnal or net sample size that must be achieved. In order to achieve this final sample size, a much greater number of potential respondents have to be contacted to account for reduction in response due to incidence rates and completion rates. Non-response error arises when some of the potential respondents included in the sample did not respond. The primary causes of low response rates are refusals and not-at-homes. Refusal rates may be reduced by prior notification, motivating the respondents, incentives, proper questionnaire design and administration, and follow- up. The percentage of not-at-homes can be substantially reduced by callbacks. Adjustments for non-response can be made by subsampling non-respondents, replacement, substitution, subjective estimates, trend analysis, weighting, and imputation. The statistical estimation of sample size is even more complicated in international marketing research, as the population variance may differ from one country to the next. A preliminary estimation of population variance for the purpose of determining the sample size also has ethical ramifications. The Internet and computers can assist n determining the sample size and adjusting it to a count for expected incidence and completion rates. Sampling distribution: the distribution of the values of a sample statistic computed for each possible sample that could be drawn from the target population under a specified sampling plan. Statistical inference: the process of generalizing the sample results to the population results. Normal distribution: a basis for classical statistical inference that is bell shaped and symmetrical and appearance. Its measures of central tendency are all identical. Standard error: the standard deviation of the sampling distribution of the mean or proportion. Z values: the number of standard errors in point is away from the mean Incidence rate: the rate of occurrence of persons eligible to participate in a study expressed as a percentage Completion rate: the percentage of qualified respondents to complete the interview. It enables researchers to take into account anticipated refusals by people who qualify Substitution: a procedure that substitutes for nonrespondents other elements from the sampling frame that are expected to respond I rena analysis: a metnoa 0T a0Justlng Tor nonresponaents In wnlcn tne researcner tries to discern a trend between early and late respondents. This trend is projected to nonrespondents to estimate their characteristic of interest Weighting: statistical procedure that attempts to account for non-response by assigning differential weight to the data depending on the response rate Imputation: a method to adjust for non-response by assigning to characteristic of interest to the nonrespondents based on the similarity of the variables available for both nonrespondents and respondents. How to cite Sample design for Blackberry, Papers

Teaching Experience and Teaching Plan

Question: Describe the teaching experience and discuss your observations? Answer: Teaching plan This essay is having a brief discussion of the teaching plan which I planned for adult and elderly community and the planning for primary prevention and health promotion of depression in the local community. The teaching plan for adult and elderly community which I adapted is as - Initial step was to explain the aim, objective to elderly and adult people of this teaching so that they are motivated. Try to build anefficient relation with the all adult and elderly community members which will help to start the session easily. Analyse their background, strength and weakness before starting the teaching session. Before starting the main session of teaching, a small induction session was introduced to make them aware of the whole process. As per their requirements, skills, weakness, strength plan a specific learning activity(Dixon). The teaching plan which I decided for primary prevention and health promotion of depression people are different. For teaching plan for primary prevention of depression people is Analyse the reason behind depression. After analysing the reason I planned to have a face to face conversation so that can know about them properly i.e. their about their life and other activities. Now I started deciding the solution as per their problem, the reason of depression and the effect of their problem on their present society(George and Davis-wiley). Before implementation of solution on the person I analysed it result on society and surroundings of the person. Finally the implementation of the solution was done to resolve the problem(Sauerteig). The teaching plan for health promotion of depression community members is I planned to build a healthy public policy by which public will we aware of depression and will help them to communicate with each other. Tried developing a supportive and healthy environment around them so that they feel comfortable. Planned activities which help in motivating and developing their skills. Epidemiologic study of teaching plan The teaching plan can be explained using the epidemiological triangle. This model has three corners as A Host Is the person who is suffering from depression. An Agent The reason or the cause behind their depression. Environment Are the external factors which affect them like their surrounding and society. Figure1: Epidemiologic triangle Evaluating teaching experience The evaluation of teaching experience I did by some methods Self-monitoring the way of teaching. Feedback of the students by giving them questionnaire and interview. Feedback from analysis done by experts of my teaching recording and audio(Weintraub). Community response to teaching Initially the adult and elderly community people were not convinced from the plan of teaching so they refused to attend the classes. Their refusal of session and interaction shows their weakness which they didnt want to improve.The people from depression community were not interested in attending the session due to the fear from explore in society. The main reason behind their refusal of session was society in which they live. The people suffering from depression were considered as untouchability which demotivated them. Areas of strengths and improvement Area of strengths- Creativity i.e. the new ways for motivating them to attend sessions. Kindness Discipline Optimistic thinking Fairness Curiosity to learn and make other learn new things and etc. Area of improvement- Increase the level of self-control. Learn more innovative ways of teaching.

Our culture free essay sample

Our culture is the foundation of who we essentially are in life. It identifies the lifestyle and pursuits that are practiced in the group of people we interact with in our society. In other words, a significant concept to understand is that cultural beliefs, values, and practices are learned from birth: first at home, then in church and other places where people congregate, and also in educational areas ((Purnell, 2008, p. 5). Some practices and beliefs in human culture include religion, music, sports, food, health beliefs, and art which symbolize the values we possess in life.Furthermore, our own culture is diverse and it is significant to look with in and identify what we value the most, what is essentially needed, and how we perceive the world. It is our surviving tool and it is like the air we breathe in and subconsciously we don’t even realize it is needed to communicate and socialize with others. We will write a custom essay sample on Our culture or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, a fish in a bowl of water is unaware that the water surrounds the fish and is needed to live, which represents our culture and we are unaware that it exists in our daily lives. The culture I have the most pride for is the Mexican/Hispanic culture. I am Hispanic and came from a family who endured strong values and beliefs. Some characteristic’s I learned from my culture is the concept of being family orientated. It is extremely important to love and show a sense of respect for your family. This is usually expressed through touching, like hugs, light kisses, and shaking hands. Our social unit does not only include our immediate family members but extends our concept of family with close friends.My father has always been the head house hold of the family and where my mother is the responsible member of the home. I usually cook Hispanic traditional meals, for example meat tacos, enchiladas, rice, beans, chiles rellenos (stuffed fried chili with cheese), and usually avocados, salsa, and corn or flour tortillas are served in every meal. Since I have strong family ties, religious and spiritual beliefs are important in my culture. Attending church is a bonding time with our family and allows me to become spiritually inclined with God.I also believe in throwing parties and celebrations in holidays to unite with each other. I have not changed my perception and attitude toward folk remedies and herbal medicines. Folk medicine heals the ill with healing objects, herbs, animal parts, and even with the forces of witch craft (folk medicine, 2008). Throughout the years of my life I never really had the concept of going of believing that witch craft or evil beliefs can cure illness like other cultures practice. However, I do agree strongly in herbal medications with natural ingredients in plants like aloe vera, herbal teas, and prayers. I feel these elements are effective and important to utilize in health care. In conclusion, it is apparent to understand and take recognition of the beliefs and practices that are pursued in human culture. I stated the definition of culture, explained what my personal culture is, and how health remedies influence my perception in the health industry. Culture is needed to pass on good values and to tie people with same cultural background in our community.

The dos and donts when using social media as a health care professional

The dos and donts when using social media as a health care professional If you’re in the health care industry, social media can be a powerful tool both personally and professionally. But in order to get the most out of it, you have to take care with whatever you post- no matter how small. Anything you say on public sites can impact the privacy of your patients and the integrity of your career. Make sure you’re following the best practices and also making the most of the public forums you use. Here are a few handy dos and don’ts to keep you straight.DON’T give out patient information.First of all, it’s insensitive. Second, it’s a violation of HIPAA policy. It’s not worth even casually mentioning patients on social media (or in any social setting). You might think you’re being discreet by omitting names, but if any case details are recognizable you’re in violation. If you accidentally release patient information, you can face civil and criminal penalties via the HIPAA Privacy Rule, plus find yo urself in license trouble.DO represent your profession with pride.You can and should be a proud and shining representative of your profession. Talk about yourself, your work, your thoughts on the industry- everything but sharing information you shouldn’t. And while we know you’re in one of the most draining professions out there, try not to complain about how awful and tiring your job can be. Remember: future employers can and probably will look you up on social media while considering hiring decisions.DON’T include specifics.Keep identifying details, especially about your employer, to yourself. Don’t talk about your patients (it’s worth saying again!) or complain about coworkers. An innocent comment about your employer or a coworker could land you in very hot water, even if you don’t call them out by name. And try to stick to a â€Å"no photos ever† rule, unless they’re harmless selfies- but be careful of those as well.DO shar e your feelings.Social media channels can be a great way to share your thoughts and emotional responses to a job that can often be intense. If you want to build an online presence and have a lot to say, a personal blog is a great way to share in a longer format. If you’re better in smaller bursts, try Twitter, which also has the added benefit of being a great tool for immediate reaction- you can be a trusted voice in the crowd to give accurate information and weigh in on current events.DON’T mix work and play.Learn your company’s social media policy back to front and make sure never to cross it. Don’t ever post to your social media accounts from work, especially via your employer’s internet connection. And when you are posting, make sure not to say anything that you wouldn’t be comfortable having your boss or HR see.DO follow other professionals.Fill your feed with good influences. Find interesting accounts run by health care professionals y ou trust and admire, and follow facilities you really respect to keep up with what’s going on outside of your immediate sphere. Keep track of hashtags for useful intelligence gathering on the fly from others in the industry and check in often to see what people have to say. Social media can really enrich your own career and boost your reputation if you establish and grow an online community of like-minded professionals.

Current issue facing australia business resulting from the recently Assignment

Current issue facing australia business resulting from the recently introduced carbon tax (energy) - Assignment Example The scheme has also been targeted by some larger businesses who want to profiteer from it. Some of the problems are lack of proper frameworks on how costs can be passed to other players in the supply chain, lack of proper competition policies, and poor monitoring of prices by the government. Though the Australian government argued that the effect of this tax was going to be moderate manufacturers were not comfortable with it arguing that it was going to cause loss of jobs and closure of businesses. Therefore, the government needs to re-evaluate the scheme, identify faults, and establish solutions that should be captured in policy, complete with a monitoring process. Introduction Carbon Tax in Australia refers to a carbon pricing scheme that was launched by the Government in July, 2012, as part of wider efforts that are aimed at taming global warming. The scheme requires businesses that emit emissions amounting to 25,000 tonnes of carbon dioxide equivalent to buy emission permits (Wil liams, 2011). Though every business in Australia faces the effects of carbon tax in one way or another, chances are that small business are paying a higher price. This paper will investigate on the effects of carbon tax on small businesses by describing the following: the origins of carbon tax in Australia, the issues faced by small businesses in trying to comply with the requirement to purchase carbon emission permits; a critical analysis of the issues identified; recommendations on how the issues can be addressed; and an implementation plan. Background Global warming and other forms of climate change are issues that continue to draw unrivalled attention across the globe. Science has achieved a lot in describing factors that contribute to climate change, and has shown a clear picture of how this will affects lives today and in the coming decades (Smith, 2001). A number of natural and man-made factors have been found to play role in the continued rise of average temperatures in the earth’s atmosphere and oceans (Smith, 2001). In fact there is a consensus in the scientific circles that human factors are largely to blame for climate change. Of great concern is the continued emission of carbon dioxide and other greenhouse gases. At a global annual output of 27 billion tonnes, carbon dioxide is by far the most emitted greenhouse gas, and mainly comes from combustion of fossil fuels. A review of the effects of climate change on the world economy was first released in 2006 to the British government (Lewis & Cornish, 2012). The report recommended a number of measures such as carbon taxes to effectively compensate for market failure due to climate change. In December 2006, the Australian government established a task force on Emissions and Trading. The task force was chaired by Peter Shergold and was supposed to advice on how and emission trading scheme (ETS) could be implemented in Australia (Tennant, 2013). After the release of the final report, the Howard go vernment committed itself to put in place an ETS within a six-year time frame. In the year 2010, after initial hesitations, Gillard government agreed to put in place a fixed carbon price that would commence on 1st July 2012, and later transition to a â€Å"flexible price cap-and- trade ETS† on 1st July 2015 (Kerin, 2012). Consequently, companies that

Global marketing ethic and culture Essay Example | Topics and Well Written Essays - 2000 words

Global marketing ethic and culture - Essay Example hese two giants turned into a contentious issue that included business rivalry, questions over ethics, loss of jobs and nationalistic feelings, to boot. This paper examines the issue from the above mentioned angles and applies management theory to the case where relevant to establish linkages between theory and practice. The first and foremost issue that was raised by the proposed takeover is the fact of monopolistic tendencies arising out of a conglomeration of two business giants. The next issue is that of undervaluation and the correct pricing structure to be applied in such a case. Further, the interests of stakeholders have to be considered as well. Finally, the issue of job losses and nationalistic sentiment playing upon the emotions of the parties involved in the debate has to be considered as well. The proposed takeover and the aftermath of the proposal turned into a business saga replete with all the action and drama one would normally associate with a business thriller. When Kraft first approached Cadbury with an intention to purchase it at a valuation of $16.2 Billion in late 2009, the offer was rejected outright by Cadbury which claimed that at this price Cadbury was undervalued. Subsequently, the offer bid was revised and Kraft even went to the extent of mounting a hostile takeover bid. After a corporate battle that lasted well over two months, both parties announced in January this year that they have agreed to a merger between the two at a valuation for Cadbury at $18.9 Billion. As one of the trade journals put it, â€Å"The historic acquisition of Cadbury International by Kraft Foods Inc. of US has just been concluded. After a five-month siege, Kraft Foods on the 19th of January, 2009 won the highly-publicised battle for Cadbury, turning its hostile approach friendly and securing the support of the UK confectioner’s board in its takeover bid. As the dust settles, industry watchers are asking what this remarkable development holds for the global

Contemporary Middle East History Essay Example | Topics and Well Written Essays - 6250 words

Contemporary Middle East History - Essay Example While not completely Western but also combined with Islamic ideals, the Ottoman Empire presented different challenges for the Middle East than the British and French Empires. The Ottomans demonstrated a semi-Islamic influence in the region. This means that while initially embracing some Islamic ideals, the Ottomans later rejected others and according to Islamic perceptions in the Middle East, the Ottomans while at first more favorable than the British and French Empires were eventually seen as un-Islamic (Gelvin 2005; Khatar, 2004). While many in the region may blame so-called imperialists - (whether they be Ottomans, British-French or American) - for the conditions in the region, the failure of nationalist successive governments to take control of their own destiny is an inherent problem in the Middle East and until today needs to be adequately addressed and confronted (Huntington, 1996). As Huntington (1996) notes 'Western style democracy' in the Middle East has served to increase anti-Western political forces. The history of how and why this rage against Western style democracy can be seen in the social, political, technological and economic forces that have been imposed upon the Middle East via successive colonial administrations. The Ottoman Empire under the absolute rule of Sultan Seleyman had the responsibility of guaranteeing complete justice or adala among the governed. This idea has both Islamic and Turco-Persian aspects. Borrowing from Hebraic traditions, the idea of distributive justice is modeled after King Solomon in the Old Testament who according to Islamic political theory was a considered a seminal figure in distributive justice. This idea encapsulates the Western notion of justice hence the Western portion of political rule during the Ottoman Empire that regarding fairness and equity. Additionally and importantly, the Islamic portion of justice was that notion it be inclusive for all including the lowest individuals in the power structure. As stated within the Koran Allah admonishes the followers of Islam to act equitably "you who believe! Be upright for Allah, bearers of witness with justice, and let not hatred of a people incite you not to act equitably; act equitably, that is nearer to piety , and he careful of (your duty to) Allah; surely Allah is Aware of what you do" (The Dinner Table, 5.8). In terms of economic and social life the Ottoman Empire attempted to include all members of the Empire no matter how powerless. Although seemingly removed ideologically from the society the Ottoman Sultan followed a set of siyasa laws, which included the severe punishment of government officials if they were believed to have abused their powers. Such abuses included illegally taxing or forcing the labor of peasants, forcibly requiring them to give food to soldiers or forcibly staying in their homes (Khatar, 2004; Gelvin, 2005). The punishment for these crimes usually included the death penalty. In terms of social structure and relations, the Ottoman Empire can be considered one of the first to quantify public opinion and therefore demonstrates how public opinion was considered very important in legitimating the power of the Sultan. If the Sultan did not have favorable public opinion and more negative public opinion cultivated by its adversaries then the Sultan would be sure to fall. In order to cultivate and maintain positive favor among the public in support of the Sultan

A Study on Libya and its Education System

A Study on Libya and its Education System Libya is an Arabic country located in North Africa on the Southern coast of the Mediterranean Sea. The economy of Libya is highly dependant on oil as it has many reserves of oil. The total area of the country is approximately 1,759,540 square kilometres (i.e. 679.182 sq miles). It also has the longest coastline among the littoral states of the Mediterranean Sea with a length of approximately 1.955 km. Libya is surrounded by a number of countries: Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a number of organizations, regional groups and international organizations such as the United Nations, the African Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford Business Group, 2008; The Peoples Committee for Education, 2001). Libyas population is approximately 6,310,434 which is considered a small nu mber compared with the countrys area. This number also includes tens of thousands of non-citizens who migrated to the country in search of work opportunities, particularly after the discovery of oil and the attractive offers provided to foreign professionals, especially at the universities and higher education institutions (Hanley and Mayfield, 2001). 1.1.2 Education in Libya: The Libyan Government has embarked on a developmental program aiming to the expansion, upgrading and modernisation of its fundamental infrastructure, where education is of high priority (Hanley Mayfield, 2001). The Libyan secretary of education (2000) stresses that education, health and social services are the highest priority for Libyas infrastructure development programme. According to Hanley Mayfield (2001), The Gaddafi Development Foundation has taken the responsibility for developing education system and infrastructure in Libya, accordingly 5,000 existing schools and colleges directed to be modernised and enhanced. This enhancement requires various equipment and expertise at all levels to create model educational establishments for the future Libyan generation. In addition, their agenda will include the following points: Improvement of the curriculum in schools and universities including the scientific journals, periodicals and books. Opening the door for merging Libyans with the global community through many programs, such as providing a great number of young Libyans the opportunity to continue their studies abroad and to gain international qualifications. The initiation of an 18 month plan to provide one million computers to one million Libyan children. The initiation of a program to connect Libya with global educational community through broadband Internet. Every major hospital will become an educational hospital managed by an already established international hospital that will provide training of hospital management and process etc for the next five years with 20 hospitals currently targeted for this purpose. Initiation of one million companies for one million Libyans. To do this, our young entrepreneurs need to be trained and enabled to help them be successful in their new ventures. The establishment of e-government where registering a new company will not take more 30 minutes to complete. Opening the door for cooperation between local universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings. Gaining funding for the educational development of Libya through donations, and various forms of foreign investment. Offering full scholarships to the top students in the country to 990 students for undergraduate and postgraduate studies. Most scholarships are in the medical and engineering field. The major countries considered are mainly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia. In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increased to more than 200,000, with an extra 70,000 enrolled in the higher technical and vocational sector. The rapid increase in the number of students in the higher education sector has been mirrored by an increase in the number of institutions of higher education. Since 1975 the number of universities has grown from two to nine and after their introduction in 1980, the number of higher technical and vocational institutes currently stan From its inception the revolutionary regime placed great emphasis on education, continuing and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffered from a lack of qualified teachers and enrolments in vocational and technical training lagged. Both of these shortcomings have resulted in a reliance on foreign-born professionals to fill teaching posts, technical positions in many sta te industries and service sector jobs in fields such as health care (Secretariat of Education, 2000). In 1980, to redress the balance, Libya enacted what was known as the New Educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic language and Koranic education were particularly emphasized. The study of English from the seventh grade was also initiated. At the high school level the plan enabled the creation of specialized vocational and technical schools in addition to traditional academically oriented schools. The new structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of higher technical and vocational institutions In March 2000, the General Peoples Committee for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional peoples committees (Secretariat of Education, 2000). 1.1.2.1 General education: According to the Economist (2009), most of the governments of the Arab countries are well aware that their university and school systems were and still doing badly, Arab governments including Libya have been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant learners who entered Libya with their families, or as employees and then joined the education institutions. Currently, the numbers of students in primary and secondary education are rapidly increasing driving the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The strategy to redress the balance which called the New Educational Structure, has been implemented in 1980, consequently, the schools curriculum was reformed in order to introduce and emphasize tec hnical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasised the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in different regions of the country which has contributed considerably to the development of these regions (Country Review 2006; and El-Hawat, 2003). The previous educational system in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, followed by three years of preparatory school and three in secondary school),while the current system follows 2 nursery, 9 basic education and 3 or 4 secondary education according to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational branch that follows the preparatory cycle and lasts for two or four years. Those who successfully pass with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven advanced learning institutions (Al Gaamatti, 2005). Moreover, in our time, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds largest university building programme for the purpose of motivating the next generation of education seekers to choose to study and work at inside Libya rather than travelling to other countries. Another reason for this project is to reduce the large number of intelligent Libyan students who have left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the Organisation for the Development of Administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic joint venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt University in the UK, which offers high-level teaching and experience from its Institute of Petroleum Engineering. 1.1.2.2 Higher Education in Libya: As mentioned earlier in this report, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The first university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had only one college of Arts and Education, until the Faculty of Science was established in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the government employees (Peoples Committee for Education, 2000). These colleges were followed by the initiation of the college of Economics and Commerce in 1957, followed by the College of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a significant expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of Medicine in 1970, Al-Bayda Islamic University in, and with the flourish of oil production, the Faculty of Oil and Mining Engineering was founded 1972. The Libyan University was divided into two universities in 1973: Tripoli University and Benghazi University. Currently, these universities have been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, the universities were subject to new educational management policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education in Libya required the country to encourage the migration of skilled and intellectual people to migrate to Libya and join its education institutions (Al-Shapani, 2001). As such, higher education in Libya is offered in both public and private universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the management of education in the Libyan regions, where the overall management of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as head of faculties and departments, each head department is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and unive rsity colleges were introduced by the private sector and local public administration (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration authorities during 1997-2000 (Al falugi, 2008). 1.2 The learners of immigration: 1.2.1 The global context: Migration all over the world has become a distinguished feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in most cases a response in one hand to the low income offers and limited employment opportunities at the countries of origin, and on the other hand to better opportunities and attractive offers at the countries of destination (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries; these benefits include sharing the capacities of the innovative migrants and disseminating knowledge among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve further benefits when they settle in the country of destination and become part of its social and education sys tem, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational management regulations and laws from being restrictive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000). Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best practices, and to produce new generations of intellectual and skilled citizens. However the trend of learners of immigration is prominent in several countries of the developed world, supported by the immigration schemes launched some developed countries for various political, economic, demographic and other reasons. Several countries have utilised their repute status in different aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integration of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this regard is to utilise the incentives instead of affording easy procedures and limiting the restrictions (Kuptsch. an d Pang, 2006). In this regard, in 2002 Norway implemented a scheme which provided high skilled foreigners three months permit to stay as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they may bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 2006). Among these schemes, the trend is more obvious in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 witnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented similar different policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are different, they show sound success in attracting the most qualified people (Winzhen, 2000) an d in integrating their children in the education systems without being hindered by linguistic or cultural barriers. 1.2.2 The Libyan context: The term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students. No doubt it needs to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are involved in planning and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through official channels in a framework that is a part of an existing system structures such as colleges and universities. These channels provide studies for academics and allow them to go for further research which seeks to achieve and acquire skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to link between the real local life options and intellectual work taking into consideration the dynamics of the corporate strategies that could facilitate the integration of the immigrant learners in the educatio n system (Gunter, 2003). In this trend of learners of immigration, Libya is not an exception; as such, the period of the oil boom in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stimulated skilled and intellectual migrants to come with their families and settle in the country through offering attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to enjoy comfortable life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, alongside with the offered relati vely high income and competitive contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of security and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education. The Libyan government implemented a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in different sectors of the government, with special consideration to the education sector which is believed to be the potential producer of intelligence and prosperity through the production of intensive knowledge and the achievement of an improved educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences. The policy of open doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families. It is obvious that, the Libyan Government didnt adopt any of the aforementioned schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a policy in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and reduced its level (Al falugis, 2008). 1.3 Educational management 1.3.1 The concept of educational management: No doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve revenue with reliance on talent and intellectual creativity. Also, the concept of management is not different from the concept of control in terms of the general framework of the management process. But this difference can obviously be noticed in the application and practice. In the literature, there seems to be many definitions for management. For example, Druker (1974) described management as one of the most significant innovations of the 20th century, even though the roots of disciplines of management go back 150 years. Management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline. The field of educational management, according to Gunter (2002) and Bush (1995), is an area of study and practice that is mainly related to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to describe and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. Management of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members pos itioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects: planning; management; coordination; routing; follow-up and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as: developing female talents in the field of educational management; understanding the purpose of competition; identifying the differences between leadership and management; thinking of what and how directors of education do; trying to understand the school as one way of educational management; and focusing on values and the basics of developing educational management. During the 1950s, there was no evidence for formal educational management structure; nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects: understanding; empowerment; identification of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop alternative models based on their observation of, and experie nce in, schools and colleges. By the twenty-first century the main theories of education management have either been developed in the educational context or have been adapted from industrial models to meet the specific requirements of schools and colleges (Bush, 2003). In addition, Bush (2003) classified the main theories of educational management and identified six major models: (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and management has progressed from being a new field dependent upon ideas developed in other settings to become an established discipline with its own theories and significant empirical data testing their validity in education. This transition has been accompanied by lively argument about the extent to which education should be regarded as simply another field for the application of general principles of leadership and management or be seen as a separate discipline with its own body of knowledge (Bush, 2003). 1.4 Education management and learning diffusion In general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing system structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire similar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strate gies. Many people focus on management before moving into higher education which looks for the forms of activity by reading a magazine or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the ability to analyse and become creative before the ability to train (Gunter, 2003). Based on the abovementioned discussion, it can be concluded that: there is a need to consider the link between development and emerging phenomena; such as learners of immigration and educational management; evolving relationship between theory and analysis in the field of educational management; follow the management approach that takes into consideration the changing culture and emerging phenomena; what knowledge and skills those have the potential to be improved via migration; and the role of field experiences and views of academics on the effect of migration on the improvement of educational management. 1.5 Migration and educational management in Libya The interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo that inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in that era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities. However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was occupied by the Spaniards and then the Knights of St. John and was then liberated by the Ottoman Turks. The significant and noticeable impact of migration on the Libyan education was evident during the beginning of the Ottoman Empire occupation to Libya in 1865 which updated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge Act was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contributions of parents for the purpose of educating their children; bearing in mind that the curricula used both Arabic and Turkish languages and the le ngth of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002). Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimation of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to supervise the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities outside Libya. Cultural and scientific agreements were held with: 1. University of Nouakchott and the

Puss in Boots by Charles Perrault Essay -- Fairy Tale Children Story

Charles Perrault’s classic fairy-tale Puss-in-Boots has been admired and loved by children and adults alike for centuries. This engaging tale features a walking, talking cat who goes out into the world to make his young master’s fortune. It is an adventure of the side-kick hero, of the loyal friend and devoted underling who has only his own exquisite wit and industriousness to help him on his quest. It is also a story with one of the most enigmatic and perplexing protagonists in fairy-tale culture. Puss is a feline who embodies ancient cat symbols in a uniquely paradoxical fashion; he is a female entity in a male character as well as a magical and demonic totem who is perceived as such by only a select few. Cats have always had a powerful feminine aspect to their image. This is little surprise considering the number of ancient cultures who associated cats with goddess worship. The Egyptians placed a cat’s head upon their goddess Bast, both the Greeks and Romans made cats attributes of their virgin huntress goddesses Artemis and Diana, and the Norse goddess Freya drove a chariot drawn by cats (Walker 367). As Hans Bierdermann comments, one can see â€Å"the frequent feline metaphors in misogynist expressions and clichà ©s: ‘a cat fight’ between two women, a ‘catty remark...’† (60). One may then ask about Perrault’s motives behind using a female symbol in the creation of the male Puss. Upon close inspection of the text, the need for the feminine cat becomes evident, and is addressed right at the beginning of the story. The cat must immediately be seen as a relatively useless thing, incapable of the heavy labour needed to generate a reasonable living, unlike the mill or the ass bestowed upon the two ol... ...e Meanings Behind Them. Trans. James Hulbert. New York: Facts on File Inc, 1992 Julien, Nadia. The Mammoth Dictionary of Symbols: Understanding the Hidden Language of Symbols. London: Robinson Publishing, 1996. Morgan, Jeanne. Perrault’s Morals for Moderns. New York: Peter Lang Publishing Inc, 1985. Opie, Iona, and Peter Opie. â€Å"Puss in Boots.† The Classic Fairy Tales. New York: Oxford University Press, 1974. 142 - 146. Perrault, Charles. â€Å"Puss-in-Boots.† Folk and Fairy Tales. 3rd ed. Ed. Martin Hallett and Barbara Karasek. Ontario: Broadview Press Ltd, 2002. 155 - 159. Walker, Barbara G. The Woman’s Dictionary of Symbols and Sacred Objects. New York: Harper & Row, 1988. Zipes, Jack. â€Å"Of Cats and Men.† Out of the Woods: The Origins of Literary Fairy Tale in Italy and France. Ed. Nancy L. Canepa. Detroit: Wayne State University Press, 1997. 176 - 193.