The art of loving :: essays research papers

The Art of Loving is a slim volume of only a little over a hundred pages yet it packs one hell of a punch. Written some fifty years ago, here is a more damning indictment of modern society than anything the existential crowd of Bertrand Russell, Albert Camus or Jean Paul Sartre could cook up. The Art of Loving is a very concise and pithy read, it is written in the terse lucid style of gospel, each word in each line serving a critical function. This is not a writer’s style nor is a critic’s but that of a scientist, impartial and wholly objective – some may think of it as cold. But it is also easy to see that it is written by a man who is completely at ease with his ideas, who has followed them to their natural conclusion – that Love is a dead flower; and only one in a million may ever resurrect it in his or her life. Something as audacious a title as The Art of Loving could only have been pulled off by a man of the calibre of Bertrand Russell, and as a social philosopher, reformer and rebel Erich Fromm is no less great a name. As a psychoanalyst, he diverged from the typical Freudian obsession with unconscious drives and insisted on the importance of economic and social factors for mental well-being. His works are noted for their emphasis on a â€Å"sane society†, one which is based on rational human needs and where individuality is not compromised in the name of economics or authority. Erich Fromm is one of the pivotal figures in the Humanist movement that reared its head for a short flicker after World War II. His highly influential works (including Man for Himself, Escape from Freedom, The Sane Society, etc.) paint the pathetic picture of dazed consumer and encourage a renaissance of new, enlightened values to salvage our humanity. And it’s more than just talk – in The Art of Loving, Fromm quotes effortlessly from Marx, Huxley, Rumi and several religious texts to hammer in his points. Is Love really an art? Undoubtedly, he answers, in as much as Life itself is an art – which has a very nice ring to it, but seems to be a wholly outdated formula – and which is where our problems begin. The world is a Market today, Fromm says, and our whole culture is based on the idea of a â€Å"mutually favourable exchange†.

Development of Islamic Banking and Finance in Singapore

In the context of economy, Singapore s a trade-oriented market economy that basically practices conventional banking system. However, the Islamic banking system has slowly entering the Singapore banking system since the year 2005. The Islamic banking system was not rapidly executed nor accepted because the conventional banking sector has developed well over the period of time. The Monetary Authority of Singapore (MASS) is the responsible entity in helping the progress of Islamic finance in the country. The table provided below is to show some of the comparison between conventional banking system and Islamic banking system Singapore.Additional buyer's stamp duty needs to be paid off by certain groups of people that want to obtain real estates. Additional buyer's stamp duty for certain Islamic transactions involving real estates is removed. Using the usual structures used for tax treatment in conventional banking system. Using Maharajah, Muhammad, and ‘Jar WA lasting structures o n the tax treatment for Islamic financing since 2006. Contribute 75% for annual growth rate of Singapore. Contribute for annual growth rate of Singapore since established and still growing at a fast rate.BACKGROUND Singapore is a highly developed trade-oriented market economy. Singapore economy has been ranked as the most open in the world, least corrupt, most pro- business, with low tax rates (14. 2% of Gross Domestic Product, GAP) and has the third highest GAP in the world; in terms of Purchasing Power Parity (POP), of $318. 9 billion in 2011. Singapore initiated its Islamic finance Journey at the start of the millennium with the watershed decision to give preferential tax treatment for Islamic finance.The Singapore government, in tabling its 2002 budget, announced fiscal incentives under he Financial Sector Incentive (IFS) scheme after realizing the great potential of Islamic finance, especially as a reliable alternative assets class. These fiscal incentives have prompt the estab lishment of several Islamic window operations in the republic, including Standard Charted Bank, HASH, COB, COMB and Mbabane. In 2005, the Monetary Authority of Singapore (MASS) refined its regulations to facilitate the growth of Islamic finance. It also removed the additional stamp duties for certain Islamic transactions involving real estate.To contribute to the development of Islamic nuance, MASS Joined the Islamic Financial Services Board (IFS) and has participated actively in its various working groups and task forces in areas like supervisory review, Islamic money markets, capital adequacy, liquidity management and solvency requirements for tactful operations. In 2006, clarifications were made on the tax treatment for Islamic financing using Maharajah and Sarah with Assistant structures. Singapore-based banks began to offer Maharajah investments and Maharajah financing.In 2007, retail Maharajah investors were accorded the same regulatory protection as conventional depositors. I n 2008, a concessionary tax rate was introduced for qualifying Shari-compliant lending, fund management, tactful and retrieval activities. MAIN PRODUCT Penthouse Singapore is having small domestic market and competition compare to other country, it can still position itself in a niche market in the region. In Islamic finance area, Singapore, through the integrated financial and economic development, can create new opportunities for Islamic finance and other financial products.Monetary Authority of Singapore (MASS) has recognized the characteristic of Singapore policy approach has been to align tax treatment of Islamic contracts with the treatment of conventional financing contracts. Singapore has refined its regulatory framework and tax structures over the years to strengthen its Islamic Finance. In the recent years, Singapore has their eyes on Islamic Finance. There are four profit sharing financial products offered by Islamic financial institution in Singapore which are muskrat, m aturated, maharajah and Sarah.Islamic financial institution in Singapore also offers insurance product namely Tactful. The Monetary Authority of Singapore (MASS) gave its approval to bank to engage in non-financial activities such as commodity trading to promote maharajah transactions. Maharajah is also commonly used in home financing and car financing. Islamic insurance or Tactful is the insurance products of Islamic finance. With more than S$50 million Tactful funds, the Islamic insurance or Tactful has been successful in Singapore. MASS has issued SKU program to provide Shari compliant regulatory assets.The Joint arrangers of the SKU program are the Standard Chartered Bank and The Islamic Bank of Asia (B Asia) and the legal counsel advising the transactions is Allen & Eggshell. The chairman of B Asia, Abdullah Has USAF has stated that this program is significant for being the first reverse inquiry Sarah based SKU from such a high quality issuer in the world and it reflects Singap ore growing competence in support functions for Islamic finance, such as providing the required legal services. Besides that, Singapore has been introduced to the Singapore Unit Trusts Ethical Growth Fund that complies with principle of Shari by Mbabane.Moreover, in May 2008, Singapore was the first-listing of a Shari-compliant exchanged traded fund FEET). MASS Joined the Islamic Financial Services Board (IFS) and participated in various working groups and task forces to contribute to the development of Islamic PROMOTING & MARKETING The global Islamic finance industry has grown to reach some US$I . 3 trillion in total asset size, Singapore has remained committed in introducing Islamic Finance to the island's monetary system when the Monetary Authority of Singapore (MASS) established its S$200 million SKU AAA-Sarah Trust Certificate Issuance Program.The program marked the highest credit quality in the first Islamic finance market of SKU. To view it in a larger context, it is an extre mely huge effort from Singapore Monetary Authority to foster the growth of the country Islamic Finance market. This SKU AAA-Sarah Trust Certificate Issuance Program is one part of a bilateral approach of providing both a favorable regulatory framework and high quality liquidity assets for financial institutions to commerce Islamic Finance transactions, with the main objective of promoting the Islamic Finance market in Singapore.The government's aim is to control the country strength in wholesale banking, asset management and UAPITA markets to tallow Islamic financial service to prosper, in conjunction with the already established conventional financial services available in the island. According to the speech given by Assistant Managing Director of Monetary Authority of Singapore (MASS), Mr.. Eng Sam Sin, the authority hosted initiatives to create an encouraging environment for Islamic financial activities to grow in Singapore.Their basic approach was to level the playing field betw een Islamic and conventional finance as many of the same risks can be found in both. Since 2004, their body has revived clarifications for an increasing number of Shari-compliant financing arrangements and had worked with the industry and other government agencies to ensure that Islamic financial players and end-users are not disadvantaged in terms of taxation. In respond, the range of Islamic financial products available in Singapore has expanded beyond Shari-compliant credit facilities such as SKU.There has been a steady issuance of Sucks and they were aware there are more incoming. Tax incentives were actively introduced by Singapore government to harmonies the tax retirement of certain Shari-compliant financing instruments including the imposition of double stamp duties in Islamic transactions involving real estate in Singapore, and providing the same concessionary tax treatment to income from SKU. In Singapore 2013 Budget, Singapore government has stated about the widening of F inancial Sector Incentive (IFS) Scheme which was forecasted to bright a new light to the island's already established Islamic Finance market.Qualifying Islamic Finance activities under the FSML-lilacs Finance award will be incentive at a 12 percent concessionary tax rate. In 2001, Malaysia's largest bank, Mbabane, started Islamic banking in Singapore with the introduction of Singapore Unit Trusts Ethical Growth Fund while in 2006, the bank introduced a Shari-compliant online savings account and savings UCM checking account that is also complied with the principles of the Shari. Another significant move in the development of Islamic finance was through education.The Singapore Islamic Scholars and Religious Teachers Association (PEERAGES) has announced that some Islamic religious scholars would be trained in banking and finance to assist Singapore aim of becoming a hub for Islamic Finance. RECEPTION & PROBLEMS Singapore financial markets start to see a gradual increase in the Islamic financial products. The global Islamic financial markets are estimated to be valued at approximately IIS$ 1 trillion and also are expected to grow rapidly at an annual rate of 25 per cent. In 2009, the Monetary Authority of Singapore (MASS) is S$ 200 million through SKU AAA-Sarah Trust Certificate Issuance Program.On the next year, the financial market of the Khans National Beebread's increases to S$ 1. 5 billion through SKU Wake. The MASS has adopted a fractional approach by insert new revisions relating to Islamic banking and finance to develop the regulatory framework of Islamic banking and finance in Singapore. They abide the legislation, the Banking Act and Securities and Futures Act and regulations to accommodate and focus the regulation of Islamic banking and finance within the conventional banking in Singapore without any specific reference to Shari.Similarly, the income tax legislation and regulation in Singapore have been adjusted in order to establish a level playing fiel d through practicing same tax treatments and incentives as it is part f conventional financing arrangements. However, there are some barrier that needs to overcome before Singapore developed as an international financial centre for Islamic banking and finance. Firstly, there is still a lack of friendliness of issuers and investors in Singapore with the detailed components and mechanics of Islamic financial products.Thus, they need to increase the financial incentives offered to issuers to attract them to invest more time and resources in practicing themselves on Islamic financial products. Secondly, Islamic banking and finance legal framework in Singapore has not been tasted. While in Malaysia, the Central Bank of Malaysia Act 2009 renders the Central Bank of Malaysia's Shari Advisory Council as the sole authority relating to Islamic banking and finance in Malaysia.Conversely, due to Singapore position as a non-Muslim country, the legislation and regulations touching on Islamic fina ncial instruments are sterilized from religious reference. Singapore also did not have a party that can compliance with the application of Shari principles in the Islamic banking and finance sector. Natural advantages hat are given in Singapore is due to its strong banking regulatory framework, political ability and high-skilled professional workers.

Food Essay Paper (in-N-Out vs Mcdonalds

In-N-Out Burger VS McDonald’s Within today’s modern society we like to have everything when we want and have it at any given time. Growing with that trend, modern fast food places like McDonald’s and In-N-Out Burger have giving their consumers that very thing. Even though In and out and McDonald’s have been around for years, both vary their menus and the way they appeal to their consumers with the change of time. On the west coast, In-N-Out is favored more than it is on the east coast.While McDonald’s is a worldwide company, with restaurants open in France, China, Iraq, and also America. Who is the better franchise; it is time to find out. The American hamburger is an American classic and the most recognizable menu item in the fast food industry. Even though there are many different takes on the types of meats, toppings, and dressings used, the hamburger has been a restaurant regular and historical favorite of both children and adults. The hamburger can even bridge cultural and religious divides.It can unite the masses, and with that being said many people agree that all burgers are not created equal. While McDonald’s is synonymous with happy childhoods and those long bumpy road trips, In-N-Out caters to the majority of young adults past the age of fourteen desires a more sophisticated burger. McDonald’s Quarter Pounder with cheese is the most popular hamburger at the famous fast food restaurant. Before people try In-N-Out, the Quarter pounder brings as much joy to people as any burger could.The half pound of beef drenched in cheese, stuffed between a sesame seed bun, garnished with thick cut onions, and a squirt of ketchup are a stunning combination for any occasion. Unfortunately, it is also usually waiting for customers before they even have a chance to order it. On an off day the bread can be stiff, the meat is dry and the cheese is slick. The dehydrated shredded lettuce is poured from plastic bags daily. Cus tomers found a way around this by masterminding a creative way to receive fresh food from McDonald’s, special order.By requesting a hamburger with extra ketchup, a Filet O’ Fish with extra tartar sauce, and French fries with easy salt, consumers have ultimately forced the king of burgers into making fresh food. While this is a tried and true technique, unfortunately it doesn’t work one hundred percent of the time. The alternative to gambling with pre-cooked burgers is In-N-Out. With an uncomplicated, no frills menu, In-N-Out Burger specializes in burgers, fires, and their famous shakes. Their one and only focus is burgers-not chicken, fish, or salads; it is a carnivore’s dream.All of the ingredients are made fresh every single burger is made to order. Their signature gristle-free beef is never frozen, the hand leafed lettuce is crisp and fresh, the tomato slices are plentiful, and the buns are always soft and lightly grilled on the inside of the bun. The end result is a multi-ingredient masterpiece called a â€Å"Double Double† that contains two juicy beef patties smothered with two pieces of cheese, Thousand Island dressing, crisp lettuce, and plump tomato rings stuffed inside of a fluffy bun.Although In-N-Out burgers are pure perfection as is, consumers have been prone to order something that is off the menu (but well–known) called â€Å"Animal Style† (extra dressing, grilled onions, and pickles). Quite frankly, more than half of their most popular items are off the menu, shrouded in secrecy and urban legend. On occasion customers have ordered another secret item called the â€Å"Protein burger†, which is a carb-free â€Å"Double Double† wrapped in a full lettuce leaf.Even more secret burgers can be found by simply asking about the â€Å"Three by Three† or â€Å"Four by Four† that contains three or four patties and the same amount of cheese on either. The Flying Dutchman is simply t wo meat patties and two slices of cheese; it includes no bun, vegetable, or spread. Other secret items include: grilled cheese sandwiches, meatless burgers, root beer floats and chilies. Comparing McDonald’s and In-N-Out’s fries, there is one clear victor. In-N-Out fries are peeled and sliced right in the restaurant for your viewing pleasure; they are meatier and fresher than their competitor’s infamous fries.The signature burger, fries, and real ice cream shakes cause traffic jams to the point where a cashier equipped with a PDA-style device greets you before you even pull into the drive-thru to head off the onslaught of eager customers. Ironically, both restaurants are competitively priced, but the quality of In-N-Out far surpasses McDonald’s famous menus. From a practical standpoint, cleanliness is an important part of the fast food industry, not only in the restaurant image, but also health safety of the customer.If customers received a dollar every t ime they ate or entered a McDonald’s, they could probably buy a franchise themselves. Sadly, most McDonald’s restaurants from Los Angeles to New York look the same, somber and bleak. In stark contrast, In-N-Out Burger painted sterile white inside and out, makes their restaurants look refreshingly clean and bright. In-N-Out’s fire engine red sign catches customer’s eyes as they drive along side of the famous restaurant. The employees are super friendly and accommodating at all times during the dining experience.McDonald’s serves its purpose in the middle of nowhere because of its familiar brand name, but it’s not usually a true hamburger aficionado’s first choice. Customers have driven over ten or fifteen miles, passing several McDonald’s in order to get to that little piece of ecstasy nestled in a piece of wrapping paper and a white envelope. Just the smell of a freshly grilled burger permeates your nose, and drowns your senses . If In-N-Out Burger’s are tried just once, there will be no doubt that the consumer will be a couple of times a week. Lee, R. (2007). McDonalds and In-N-Out. Yahoo Voices. Retrieved from http://www. yahoovoices. com

Peer Buddy Program

Peer Buddy Program Secondary schools that have adopted inclusion programs have enhanced performances and interactions of student with disabilities and those without disabilities.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More These schools adjust themselves according to Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB) program in order to enhance learning, socialization, and friendship among all students irrespective of disabilities. Thus, the study shows how peer buddy programs serve purposes of enhancing inclusion (Hess and Chester, 2007). Authors like Carolyn Hughes and Erik Carter are outstanding in the field of peer buddy programs. They note that implementation of peer buddy programs step-by-step always gives successful results. Consequently, they identify several reasons and purposes why peer buddy program is important in promoting educational achievem ents among learners with disabilities and those without disabilities (Hughes and Carter, 2008). Well implemented peer buddy programs increase learners’ interests in learning and at the same time establish the role of each participating individuals in inclusion programs. The success of peer buddy program depends on educators, parents, counselors and students. Similarly, program implementations must also create inclusion by identifying unique students’ needs, strengths, weaknesses and common interests. This research paper seeks to establish the purpose, importance, and rationale of the study of peer buddy program on students with disabilities in high school, in both social and academic grounds. The paper will explore how provisions of suitable inclusion programs enhance academic, support, and promote socialization in the school environment. This is only possible through assessing and expanding peer buddy program, and including feedback of all participants. The proven str ategies of peer buddy program should change high schools into supporting and compassionate environment where all learners support one another. However, some studies show that some sections of educators are reluctant to make changes to their current teaching approaches in response to IDEA and NCLB programs.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their methods still tend to exclude students with severe cases of learning disabilities (Cowne, 1998). At the same time, some teachers show relaxed approaches to inclusion programs because they do not have experience in such programs. This necessitates the purpose for this research paper. Importance of study This study seeks to find out the importance of peer buddy program in enhancing social and academic achievements of students in high school. Peer buddy programs for students with disabilities in the learning environment have been sources of fundamental concerns for educators and society at large. Consequently, inclusion issues have attracted both legislative and political supports. In every society, there are segments that are fighting to access equality of opportunity and social justice in the national educational systems. Therefore, the study is important in addressing the needs of learners with disabilities in high schools using peer buddy programs. Studies by Troyna and Hatcher established that education systems are necessary in perpetuating or lessening limitations associated with education for marginalized learners (Troyna and Hatcher, 1992). These findings led scholars like Slee, Vlachou, and Pijl critically analyze importance of special education on students with disabilities (Pijl, 1997). On the other hand, Tomlison has concentrated on the impacts of educational underperformance and disadvantages on individuals. In addition, society has placed education at the center of security, employment and opp ortunity (Tomlinson, 2000). Social justice systems have recognized the fact that individual’s characteristics and available resources are not the only factors controlling opportunities in education, and chances in life. Some factors like living conditions, family members and community influence life chances and educational opportunities. In all these, the key to success is social capital. Social capital entails ways of getting networks, trusts and norms that enhance cooperation and coordination for a mutual benefit (Putnamm, 1993). Therefore, a healthy society must rely on its social capital in order to make life possible for its members.Advertising We will write a custom research paper sample on Peer Buddy Program specifically for you for only $16.05 $11/page Learn More The current political situations favor the principle of inclusion and education for an inclusive society. Despite these favors, the failure by many education systems to support inclu sive learning programs is noticeable. Therefore, the aim has been to develop education systems and programs that will enhance the potential of every learner in society, and recognize and appreciate their differences. Chances are that learners who lack access to inclusive and mainstream education will not have all rounded experience. The problem is that people who invented past curriculums never meant schooling to accommodate every child. The disadvantaged learners are students with special educational needs. However, the current education systems tend to accommodate such learners through various programs like peer buddy program. Thus, the importance of the study is to identify how peer buddy programs promote equal learning for learners with disabilities in high school through distribution of social capital. Like any other social program, peer buddy program has also experienced some challenges. The main challenge lies in creating a sustainable social capital and social well-being in a fragmented and struggling school system. However, we must realize that peer buddy program is important when all participants get in an interactive mainstream school environment. For instance, scholars make references to the success of Metropolitan Nashville Peer Buddy Program. Despite these benefits and importance, educators rarely use such achievements to inclusion programs because of their invisibility. Educators must be aware of the contributions students with disabilities make to a school community. This is a problem because not many researchers have concentrated on peer buddy programs. In addition, available information concentrates on the needs of students with disability instead of focusing on the value students with disabilities add to education in a school environment. According to Young, the programs of inclusions have not gone unopposed. Most scholars note that people identify students with disabilities in terms of the relatively low share of social goods they have (You ng, 1990). Educators use various educational programs to reduce noticeable disadvantages in learners with special needs. The challenge is that all these programs rarely contain inputs of those most affected.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the programs become undemocratic because the procedures and processes of distributing social goods are not favorable to some of the stakeholders. These procedures and processes show the values and interests of people who are in charge of the education system (Smith, 1986). The participatory approach works well in peer buddy programs. This is because the model advocates for the inputs of all participants. Policymakers use this approach in distribution of the predetermined public goods, status, and inputs of the participants. Participants identify social goods, policies, needs, and practices, which they negotiate and investigate using democratic and justice principles as the ideal approaches. Stenhouse also expresses his concern for the principle of difference because of a balance between an approach that gives all learners equal chances to access cultural goods, and a curriculum developed for the purpose of productive use (Stenhouse, 1975). Stenhouse indicates that student s with natural abilities and suited for the curriculum will gain more than other students. However, the participatory and peer buddy program will benefit all learners in long-term irrespective of disabilities (O’Donoghue and Chalmers, 2000). According to Elliot, accesses to programs like peer buddy enable students to acquire self-esteem in a learning community. This serves the importance of enhancing primary goods of promoting students’ achievements and social status (Elliott, 1991). However, achievements in education also depend on practices and policies of education. Educators have realized that it is only through carrying out comprehensive reforms to the existing educational, and institutional control that primary aims of peer buddy programs can achieve its missions. Past studies on the importance of peer buddy programs focused on education as a whole and ignored individual contributions. These approaches made teachers, learners and other educators irrelevant in the feedback but were only subjects of influence by forces in society. In conclusion, scholars like Bogdan and Biklin noted that any educational achievements knowledge learners got through such means were not helpful but misleading. This is because the approaches did not include the moral dimension of education according to inclusion and justice in education (Bogdan and Biklin, 1982). Rationale of study There are changes taking place in the education system. These changes show that peer buddy programs in education enable schools to accept and retain students with various disabilities. Therefore, this study highlights reasons why studying peer buddy program is necessary among educators. These were the students the education system initially segregated, or were in special schools. There are ways that schools can increase and participate in the provision of inclusion through curriculum support and development of socially representative students’ fellowship. This is the rationale be hind of the peer buddy program study. The issue of how best to give students with superior learning abilities and those who have disabilities is a matter of concern among the educators. Researchers like Oliver argue that mainstreaming does not help gifted learners. Oliver states that gifted students do not suffer from stigmatization and separation, which students with disabilities experience. He insists that separation works better for gifted students. This is because the program provides small class size, and wise use of time and resources than in regular class. In addition, Oliver insists that placement of gifted students in regular class limits their potential and creative abilities. He concludes that mainstreaming and inclusion programs like peer buddy in schools contribute to a diminution of potential in gifted learners. Oliver proposes a system whereby students’ placement should permit and encourage special classes and schools for gifted learners and those with disabili ties (Oliver, 1996). Most professional changes in education systems or structures aim at inclusive practices. Occasionally, these changes begin with an individual through enhancing self-awareness, self-evaluation and changing attitude towards inclusion programs like peer buddy. However, educators only implement those practices they believe promote inclusion. The professional approach to peer buddy program should encourage openness in discussions among participants. It is also necessary for educators to learn how to avoid hasty judgments in introducing new practices (Osgood, 2005). Educators use their own different approaches in peer buddy programs because there are no standard structures of rationality for general inclusion programs. However, there are criteria for making a judgment about peer buddy programs. Educators can only develop such criteria by dialogues among various participants. These discussions and dialogues are mandatory for any in peer buddy program. Educators must mo nitor goals and quality of a peer buddy program as an inclusive approach to learning through the use of problems and feedback. The education system remains the only alternative to solving social challenges in a school environment democratically. Participants can address issues of moral concerns in quality, equality and inclusion. Therefore, the aim of education is to provide a way so that people can comprehend educational equality and equal opportunity as social goods of the education system (Ainscow, 1999). Educators should determine the quality of education with no exceptions of equality. Consequently, educators must note that any peer buddy program must apply reputable educational practices. Researchers have noted that poor educational practices enhance negative practices among participants, to the extent of socially marginalizing learners within and beyond a school environment. Educators believe that equity in education is a matter of physical and human resource. Therefore, they may change peer buddy program into a resource of risk management whereby extents of the learners’ disabilities determine the limits of resource allocation in order to maintain equilibrium in a school environment (Slee, 1996). Slee argues that resources should support the development in school to enhance positive cultures through curriculum, teaching methodologies and extracurricular involvements. Conversely, she argues that the use of resources to enhance peer buddy program and mainstreaming should be challenged. According to Slee, a mere mainstreaming may conceal the underlying issues in peer buddy program, in a school environment. Students’ differences and diversity in a learning environment increase and strengthen the scope of educational culture. Therefore, a change in access to teacher and professional training for the creation of a professional diversity needs to occur in parallel with the increasing student peer buddy program so as to provide role models for di verse and different pupils. Peer buddy programs have situations which are complex in nature and require reconstruction of educational institutions. Therefore, it is better for educators to have insight and reliable knowledge on how such institutions operate. It is advisable to carry out inquiries rather than stick to preconceived ideas. In this regard, experimental inquiry is the basis of a democratic life, which implies a willingness to entertain novel ideas and the personal flexibility to carry out new ways of perceiving and acting. In peer buddy program, promoting students with disabilities to make their own choice is an important step to inclusion. Subsequently, educators must inculcate such choices into teaching programs. Educators must know that students with severe disabilities have limited chances of learning what depends on personal preferences. For instance, students with communication difficulties may not be able to express themselves verbally. Therefore, educators must b e able to identify problem behavior in their actions. At the same time, learners who have intensive support may learn by other means of making preferences. According to Shevin and Klein, teachers should incorporate students choice earlier enough in their instructional programs. Likewise, they should also increase the number of choices and domains for every activity students undertake. In making choices, educators must engage students in clear communication and indentify the extents of such choices (Shevin and Klein, 1984). Peer buddy program must involve goal setting and support. This idea comes from a theory of goal setting and attainment. The theory notes that goals are the main control of people’s actions. Teachers must base their goal setting strategies on identification and clear formulation of ideas in terms of objectives, actions, and tracking techniques. This is a participatory process. Peer buddy program must help students with severe disabilities achieve a step-by-s tep system in setting their goals. This process must ensure that students with disabilities remain as point of learning in the inclusion process. An example of a success story of the inclusion programs is the Metropolitan Nashville Peer Buddy Program. The peer buddy program aimed at inclusion among all learners. The program also aimed at increasing the knowledge capacity in inclusion programs. Finally, peer buddy program also focused on the distribution of information collected for social goods of other inclusion programs. The peer buddy program also aimed at giving support and resources to high school students with severe disabilities so that they become actively engaged in school life. Educators designed the inclusion program to promote students social skills. The Nashville program teaches normal students different manifestations of disabilities and their associated learning difficulties. At the same time, teachers and students learned motivational, instructional, and basic concep ts and techniques on how to help their colleagues with disabilities become part of the main school system (Guth and Hughes, 2011). Learners spent their time (at least a period per day) in activities of their choices, such as games, eating lunch, attending lessons, joining clubs, or just relaxing. The program created role models for students with disabilities. Students with disabilities received support from normal students for skill developments. Peer buddy engaged in collaboration activities with regular, special education teachers, vocational, students, and parents. They also carried out research on transition and inclusion activities. Educators used their findings as a benchmark for implementation of peer buddy programs, or similar ones in other states. In Nashville, there was general improve in all areas of focus. For instance, participants realized fundamental changes in both students with and without disabilities. In addition, students with disabilities participated in school activities than before. At the same time, all participants noticed improved activities and participation in community programs (Presley and Hughes, 1999). The significant social achievement was that all peer buddies showed improvement in interaction and involvements among regular students and students with disabilities. There were the formation of partnerships and friendships among students with disabilities and those without disabilities. Participants also noticed increased activities in leisure and recreational involvements. It is also of interest to note that all high schools in Metropolitan Nashville have incorporated peer buddy programs in their main school systems. There is a peer buddy grant coordinator. The coordinator works with administrators and guidance and counseling teachers in enhancing inclusion among learners with disabilities and learners without disabilities. In this regard, all participants recorded increased acceptance and awareness among participants concerning disabilities. The program developed permanent models that educators used outside Nashville area. Increased tolerance of others Reduced fear of human differences Increased awareness of disabilities Developed friendship with students with disabilities Increased social-cognitive growth 6% 12% 20% 43% 92% Source: Metropolitan Nashville Peer Buddy Program This is how important peer buddy programs have been in Nashville high schools. The programs adopted the use of peer teaching and tutoring to support inclusion in schools. Regular interaction among students without disabilities and those with disabilities built friendship, and promoted learning of new ideas among all participants. In this process, both students acquired new social interaction basic skills. In conclusion, peer buddy program has been important program in enhancing student inclusion and interaction. This is the rationale, importance and purpose of the study. We notice these gains in results of peer buddy program of Metropolitan Nashville high schools. For instance, participants recorded improvement in both social and academic achievements notably in disability awareness, changes in communication skills, understandings among participants in schools and community, making friends, and recognizing individuals’ differences. Reference List Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London: Falmer Press. Bogdan, R. and Biklin, S. (1982). Qualitative Research in Education. Boston: Allyn and Bacon. Cowne, E. (1998). The Senco Handbook: Working within a Whole-school Approach. London: David Fulton. Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press. Guth, C. and Hughes, C. (2011). Inclusion on the High School Level: The Metropolitan Nashville Peer Buddy Program. Baltimore: Brooke Publishing. Hess, F. M. and Chester E. (2007). No Remedy Left Behind: Lessons from a Half- Decade of NCLB. Washington, DC: The AEI Press. Hughes, C. and Carter, E. (2008). Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore, MD: Paul H. Brookes Publishing Co. O’Donoghue, T. and Chalmers, R. (2000). How teachers manage their work in inclusive classrooms. Teaching and Teacher Education, 16(8), 889–905. Oliver, M. (1996). Understanding Disability: From Theory to Practice. London: Macmillan. Osgood, R. L. (2005). The History of Inclusion in the United States. Washington, D.C.: Gallaudet University Press. Pijl, S. (1997). Inclusive Education: A Global Agenda. London : Routledge. Presley, J. and Hughes, C. (1999). Peer Buddy Program Manual: Metropolitant Nashville Peer Buddy Manual. Washington, D.C: Vanderbilt University Press. Putnamm, R. (1993). The prosperous community: social capital and public life. American Prospect, 13, 307–308. Shevin, M. and Klein, N. (1984). The Importance of Choice-Making Skills for Students with Severe Disabilities. The Journal of thc Association for Perons with S evere Handicaps, 9(3), 159-166. Slee, R. (1996). Inclusive education in Australia? Not yet! Cambridge Journal of Education, 26(1), 19-32. Smith, F. (1986). Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms. New York: Arbor House. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Tomlinson, S. (2000). Ethnic minorities and education: new disadvantages. London: Falmer Press. Troyna, B. and Hatcher, R. (1992). Racism in Children’s Lives. London: Routledge. London: Routledge. Young, I. (1990). Justice and the Politics of Difference. Princeton, NJ: Princeton University Press.

Performance-Based Pay Essays

Performance-Based Pay Essays Performance-Based Pay Paper Performance-Based Pay Paper Essay on Performance-Based Pay Organizations pay salaries to their employees based on the type of services rendered. Salary levels rise system is one of the most critical elements in strategic human resource management. This is primarily due to the role played by rewards and compensation system in determining employee productivity. Rewarding the employee on the basis of his productivity or performance generates enthusiasm and interest within the employee to perform better. Moreover, this approach tends to increase the level of motivation encouraging him to perform better. An intrinsic part of rewards and compensation strategy is performance management that seeks excellence and high quality work from the work force. The study highlights various theories in relation to performance related pay and associated human resource strategy. The discussion provides an insight into essential features of performance related pay such as motivation, performance management, appraisals, feedback, and learning that play a vital role in creating effective performance related pay strategies. It also identifies some practical problems faced by managers and strategic alternatives that can effectively meet these challenges. What is performance related pay? Performance related pay is the financial compensation paid to an employee based on his work performance. It translates to rewarding employees for effective performance. Bruno Frey (2002) observes in his book Successful Management by Motivation â€Å"Variable performance related pay has become an increasingly popular form of compensation. The key to performance related pay is that compensation is adjusted to reflect an employee’s individual performance. † This form of compensation is similar to rewards system adopted by organizations to motivate their work force and extract higher quality work. Performance related pay has been practiced by a large number of organizations since the inception of trade and commerce. The system has now evolved to include identification of measurable parameters while assessing performance, use of positive reinforcement and feedback mechanism to instill confidence within employees, and ongoing training development sessions to equip the workforce to meet operational challenges. Theoretical bases of performance related pay Rewarding an employee with financial compensation is a form of motivation that is intended to increase productivity and encourage others within the organization to strive harder to reach the specified performance targets. Motivation has been defined as the â€Å"driving force that determines the direction and strength of goal-oriented behaviors† (Preker, 2007; pg 240). Performance based pay schemes have failed in many instances to motivate the employees to the desired level of performance. Many explanations have been given for this failure and it is to some extent attributed to the amount of compensation in lieu of the hard work and the management fairness during performance appraisals. Vroom’s expectancy theory and the Adam’s equity theory provide explanation to the fundamental problems faced during the process of deciding the level of compensation. Pros and Cons of Performance-Based Pay Advantages The first and most important advantage to performance-based pay is that this type of pay is a fantastic motivator. Simply for a worker to get more money, which is the case in nearly every job, he needs to work harder. This pay system is great for retaining key talent the organization has and getting unmotivated individuals to improve productivity. For a sales person, performance- based pay motivates you too sell your product, since it is the only way that you are going to get paid. There is also a feeling of accomplishment when you get your income, its like a reflection of all the hard work you have put in the month or week. Another advantage to performance-based pay that I think is rather important is that amount of freedom that they might get, (depending where they work). For example, a salesperson would be interacting with customers, he wouldn’t be tied down to a strict schedule or be stuck behind a desk all day. Its also good as you can plan your day around personal appointments, like the dentist or your daughter’s piano recital. Another great advantage for an organization that offers a performance- based pay scheme would be that it is attractive to workers who are higher skilled than their co workers in the same category of work. For example, if I am an extremely experienced and educated sales rep, and I know I’m better than most people at the job, I want to work in a place that will recognize my talents and will also be reflected in my pay. So the organization will have access to a wider range of more educated and experienced workforce. This is extremely useful for an organization, especially in the current economic climate. Disadvantage of performance-based pay A disadvantage of performance-based pay that would contradict my previous advantage would be that motivation isn’t just as simple as money = happiness! Too little money will demotivate but more money will not necessarily increase satisfaction or monivation. (Herzberg) Abraham Maslows hierarchy of needs model of motivation has 5 levels of motivation. 1.physiological 2. Safety 3. Social 4. Self esteem 5. Self actualization. In the there are many other motivators than just financial incentives, like need to belong to a group, to make friends, to work towards job security and to work towards bettering yourself and your career. Once your basic needs are satisfied, other factors start to become more important. A contrasting view of this would be that, in early careers, some people find themselves working an insane amount of hours, and with a performance- based pay, there may not be a limit to the hours you can work, as you can spend a big amount of time building up a client list. Also if you have a certain sales goal to meet or making up for lost time at that dentist or the piano recital, you can sometimes find yourself working through the weekends or even very late into the evenings. In line with this, another disadvantage would be the financial instability. Your wage or salary cannot be sure. This would increase the tension of the employee. A good way to battle the tension or anxiety caused by performance- based pay would be to have some savings set aside for a rainy day or an emergency or if your performance hasn’t been up to par. This isn’t a great solution but it’s a way to help A disadvantage that I though went together in relation to my previous advantage (employees) is that employees that are working on the basis of performance- based pay, may only be inclined to actually do what is measured in their performance appraisal. For example, an employee who picks orders for customers in a warehouse for a wholesalers might have a daily goal or picking up to 14% of the orders placed in a day. He may have achieved that goal, but in the process of just meeting the target, he has caused long-term setbacks but ignoring tasks involved in the company, like restocking the shelves, which is not ideal for an organization. Another disadvantage to do with the employees is that this type of pay scheme can cause a split amongst employees. If some employees are not being rewarded as equal it can cause other employees to feel under appreciated or even start to have some resentment towards the employee who is getting the better rewards. This error can occur easily enough as not every single aspect of the job can be monitored. It can be prevented by putting strict and clear stipulations in place for the system.

USS Wasp CV-18 World War II Aircraft Carrier US Navy

USS Wasp CV-18 World War II Aircraft Carrier US Navy USS Wasp (CV-18) was an Essex-class aircraft carrier built for the US Navy. It saw extensive service in the Pacific during World War II and continued to be of service after the war until it was decommissioned in 1972. Design Construction Designed in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were intended to conform to the limitations set forth by the Washington Naval Treaty. This agreement placed restrictions on the tonnage of various types of warships as well as capped each signatorys total tonnage. These types of limitations were reaffirmed in the 1930 London Naval Treaty. As worldwide tensions increased, Japan and Italy left the treaty structure in 1936. With the collapse of the agreement, the US Navy commenced designing a new, larger type of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting class was longer and wider as well as included a deck-edge elevator. This had been used earlier on USS  Wasp (CV-7). In addition to carrying a larger number of aircraft, the new design mounted a greatly enhanced anti-aircraft armament. Dubbed the Essex-class, the lead ship, USS  Essex (CV-9), was laid down in April 1941. This was followed by USS Oriskany (CV-18) which was laid down on March 18, 1942, at Bethlehem Steels Fore River Ship Yard in Quincy, MA. Over the next year and a half, the carriers hull rose on the ways. In the fall of 1942, Oriskanys name was changed to Wasp to recognize the carrier of the same name which had been torpedoed by I-19 in the Southwest Pacific. Launched on August 17, 1943, Wasp entered the water with Julia M. Walsh, daughter of Massachusetts Senator David I. Walsh, serving as sponsor. With World War II raging, workers pushed to finish the carrier and it entered commission on November 24, 1943, with Captain Clifton A. F. Sprague in command. USS Wasp (CV-18) Overview Nation: United StatesType: Aircraft CarrierShipyard: Bethlehem Steel - Fore River ShipyardLaid Down: March 18, 1942Launched: August 17, 1943Commissioned: November 24, 1943Fate: Scrapped 1973 Specifications Displacement: 27,100 tonsLength: 872 ft.Beam: 93 ft.Draft: 34 ft., 2 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsComplement: 2,600 men Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns90-100 aircraft Entering Combat Following a shakedown cruise and alterations in the yard, Wasp conducted training in the Caribbean before departing for the Pacific in March 1944. Arriving at Pearl Harbor in early April, the carrier continued training then sailed for Majuro where it joined Vice Admiral Marc Mitschers Fast Carrier Task Force. Mounting raids against Marcus and Wake Islands to test tactics in late May, Wasp commenced operations against the Marianas the following month as its planes struck Tinian and Saipan. On June 15, aircraft from the carrier supported Allied forces as they landed in the opening actions of the Battle of Saipan. Four days later, Wasp saw action during the stunning American victory at the Battle of the Philippine Sea. On June 21, the carrier and USS Bunker Hill (CV-17) were detached to mop up fleeing Japanese forces. Though searching, they were not able to locate the departing enemy. War in the Pacific Moving north in July, Wasp attacked Iwo Jima and Chichi Jima before returning to the Marianas to launch strikes against Guam and Rota. That September, the carrier began operations against the Philippines before shifting to support the Allied landings on Peleliu. Replenishing at Manus after this campaign, Wasp and Mitschers carriers swept through the Ryukyus before raiding Formosa in early October. This done, the carriers began raids against Luzon to prepare for General Douglas MacArthurs landings on Leyte. On October 22, two days after the landings commenced, Wasp departed the area to replenish at Ulithi. Three days later, with the Battle of Leyte Gulf raging, Admiral William Bull Halsey directed the carrier to return to the area to provide assistance. Racing west, Wasp took part in the later actions of the battle before again departing for Ulithi on October 28. The remainder of the fall was spent operating against the Philippines and in mid-December, the carrier weathered a severe t yphoon. Resuming operations, Wasp supported landings at Lingayen Gulf, Luzon in January 1945, before taking part in a raid through the South China Sea. Steaming north in February, the carrier attacked Tokyo before turning to cover the invasion of Iwo Jima. Remaining in the area for several days, Wasps pilot provided ground support for the Marines ashore. After replenishing, the carrier returned to Japanese waters in mid-March and began raids against the home islands. Coming under frequent air attack, Wasp sustained a severe bomb hit on March 19. Conducting temporary repairs, the crew kept the ship operational for several days before it was withdrawn. Arriving at Puget Sound Navy Yard on April 13, Wasp remained inactive until mid-July. Fully repaired, Wasp steamed west July 12 and attacked Wake Island. Rejoining the Fast Carrier Task Force, it again began raids against Japan. These continued until the suspension of hostilities on August 15. Ten days later, Wasp endured a second typhoon though it sustained damage to its bow. With the end of the war, the carrier sailed for Boston where it was fitted with extra accommodations for 5,900 men. Placed in service as part of Operation Magic Carpet, Wasp sailed for Europe to aid in returning American soldiers home. With the end of this duty, it entered the Atlantic Reserve Fleet in February 1947. This inactivity proved brief as it moved to the New York Navy Yard the following year for an SCB-27 conversion to allow it to handle the US Navys new jet aircraft. Postwar Years Joining the Atlantic Fleet in November 1951, Wasp collided with USS Hobson five months later and sustained severe damage to its bow. Quickly repaired, the carrier spent the year in the Mediterranean and conducting training exercises in the Atlantic. Moved to the Pacific in late 1953, Wasp operated in the Far East for much of the next two years. In early 1955, it covered the evacuation of the Tachen Islands by Nationalist Chinese forces before departing for San Francisco. Entering the yard, Wasp underwent an SCB-125 conversion which saw the addition of an angled flight deck and a hurricane bow. This work was finished late that fall and the carrier resumed operations in December. Returning to the Far East in 1956, Wasp was redesignated as an antisubmarine warfare carrier on November 1. Transferring to the Atlantic, Wasp spent the rest of the decade conducting routine operations and exercises. These included forays into the Mediterranean and working with other NATO forces. After aiding a United Nations airlift in Congo during 1960, the carrier returned to normal duties. In the fall of 1963, Wasp entered the Boston Naval Shipyard for a Fleet Rehabilitation and Modernization overhaul. Completed in early 1964, it conducted a European cruise later that year. Returning to the East Coast it recovered Gemini IV on June 7, 1965, at the completion of its spaceflight. Reprising this role, it recovered Geminis VI and VII that December. After delivering the spacecraft to port, Wasp departed Boston in January 1966 for exercises off Puerto Rico. Encountering severe seas, the carrier suffered structural damage and following an examination at its destination soon returned north for repairs. After these were completed, Wasp resumed normal activities before recovering Gemini IX in June 1966. In November, the carrier again fulfilled a role for NASA when it brought on board Gemini XII. Overhauled in 1967, Wasp remained in the yard until early 1968. Over the next two years, the carrier operated in the Atlantic while making some voyages to Europe and participating in NATO exercises. These types of activities continued into the early 1970s when it was decided to remove the Wasp from service. In port at Quonset Point, RI for the final months of 1971, the carrier was formally decommissioned on July 1, 1972. Stricken from the Naval Vessel Register, Wasp was sold for scrap on May 21, 1973. Sources DANFS: USS Wasp (CV-18)NavSource: USS Wasp (CV-18)USS Wasp Association

Research Paper on Whipple's Disease (Epidemiology Course) Proposal

Paper on Whipple's Disease (Epidemiology Course) - Research Proposal Example As earlier noted, it was the year 1907 when GH Whipple was able to discover the existence of Whipple's disease. He primarily noted it as a disease that affects the intestinal systems of the body and is caused by the bacterial Tropheryma Whipplei. It could be observed the disease first affects the function of the small intestines as the said part of the body intends to distribute nutrients to the body during absorption. Hence, because of this fact, it could be expected that once the disease develops in the small intestine, it is sure that the entire body system shall then suffer from the said failure. From this point, Whipple recognized that the disease is a fatal matter once it is not given the right attention needed. Although there had been some developed cure, it is still strongly suggested by medical experts that this particular disease be prevented well through regular bowel check ups. It is through the bowel of a patient that the said disease is being recognized. Likely, because of the malfunction of the small intestines, the bowel also becomes loose. With masses of fat present in the bowel, Whipple's Disease naturally is depicted as the (040.2) intestinal lipodystrophy as its ICD description. It could be observed that its name was transformed as Whipple's disease as an honor to the one who was able to state it as a real disease, an epidemic that is dangerous to human kind. II. NATURAL HISTORY The disease usually begins with regular illnesses that might not be easily detected immediately as a part of Whipple's disease. Undoubtedly, this is the reason why the disease only becomes eminent after two years of understanding and diagnosing the situation upon a patient. At some point, it could be said that the major implicative symptoms of the disease may not be easily detected. Because of the prolonged development of the situation, the function of the small intestine begins to weaken slowly, giving a time for the patient to care less about the said matter. However, as noted above, not treating the symptoms early might cause fatal dangers to the patient being affected by Whipple's disease. To understand the different symptoms further, here are the lists of the said events and body-conditions needed to be looked out for: (a)Typical diarrhea: A typical diarrhea usually lasts for three to four days and then ends. Usually, the return of the illness comes along not within three or four months after the previous diarrhea. However, in the case of Whipple's disease, the matter becomes a serious situation, whereas the patient begins to feel awful of diarrhea almost regularly within the first two months of the development of the disease. (b) abdominal cramping: this may happen due to the stressed status of the small intestines. Besides that, diarrhea itself could cause the pain, especially if the situation keeps on recurring between shorter times of relapse. (c)Fast Wight Loss: Because of constant diarrhea along with the maldistribution of the nutrients to the body, the weight of the patient is likely to drop from normal to state of malnutrition.