Coloplast company Essay

Executive Summary Coloplast, an international company that specializes in developing, manufacturing, and marketing medical devices, implemented an off-shoring strategy in order to stay viable, competitive and keep in focus the dynamic market needs. Implementing this strategy has brought some issues that were unexpected for Coloplast. One of the issues was with the organizational structure. Coloplast’s off shoring involved moving operations to Hungary. They would be operating with Danish and Hungarian production plants, where production processes were not the same. Misunderstandings and miscommunication arose amongst employees and created managerial and operational challenges. Another issue that arose was knowledge management and this became a problem since there was very limited documentation on inconsistencies in equipment operation as well as no proper standardization of systems in place. The solution to these problems is to implement company wide processes that help standardize both Hungarian and Danish plants. Employee motivation and communication is another issue and this is attributable to the resistance to change which many employees face. Coloplast didn’t look at these issues with offshoring as their costs were rising locally and they needed to mitigate that cost. Coloplast should expand to China where labour is even cheaper than Hungary. It is an offshoring move that must be looked at in order for Coloplast to maintain their economies of scale. The further reduction of costs with their experience from offshoring in Hungary allow Coloplast to enter the offshoring process to China with a greater understanding in all that it entails, and the possible pitfalls that can arise. Issue Identification One of the issues faced was that of the interdependent relationship between the Danish and the Hungarians. There were operational assumptions and activities. Nobody factored in how significant the language barrier would be. It proved to be a significant enough factor that it warranted unexpected time and money to rectify the problems Coloplast faced. There was a lack of knowledge transfer from the Danish operators to the Hungarian  operators and this resulted in operational inefficiencies. The other issue involved the human resource aspects such as limiting attrition rates, limiting social hardship, and transferring knowledge effectively. Environmental and Root Cause Analysis Certain trends shifted power towards the consumer in Coloplast’s industry. Although Coloplast saw the need to offshore or outsource, their decision was based on them trying to focus on their core business and to increase efficiency, the prime motive was to cut costs. They chose to offshore as this entailed lower cost and availability of skilling workers. They did not want to rely on third parties, and third parties lack the in house knowledge needed for Coloplast’s operation. Coloplast was seriously considering relocating to a low cost location for some time. They were in danger of certain factors such as reimbursement, policy changes, price pressures due to wholesaler concentration, and powerful insurance companies. They felt there were distinct advantages to off shoring as opposed to outsourcing as the competitive advantage of offshoring to Hungary as they developed a much better ecosystem for Coloplast’s business. This means there is better availability of ski lled human resources in that region for specific types of tasks. Their establishment in Hungary was due to the significant savings in production costs, which were 20 percent less than Danish levels. After they had factored in wage increases, Coloplast was convinced this offshore move would be financially advantageous in the long run. Building costs were 50% less in Hungary than Denmark. Cost considerations were an issue, but logistical considerations were weighed to be more important. The root cause factors lay in the rollout of the offshoring project. Large regional differences existed within Hungary in terms of wage and infrastructure. Coloplast was located on the attractive side of Hungary and other major companies were close by, which played a part in their decision to off shore. Although the relocation of operations involved mature product lines, the decentralized structure still made documenting planning and production systems difficult. The operations at the Danish site were not standardized, thus making it harder to offshore to Hungary, who had their own operations. The Danish factories felt that their organized production was unique to each  of them and couldn’t be replicated. There were no product manuals and they had to be created proper production techniques and equipment operation. This would then have to be translated to Hungarian, and this processes impact was not properly assessed. The transfer of knowledge and training that required human interaction was not properly addressed beforehand either. Alternatives or Options Expand in Europe. Many locations were scouted before Hungary was implemented, and there are several Eastern Bloc countries with low wage, and production costs. However, there is more risk in operating in one of these countries as the geopolitical implications in these countries can cause cost savings to be eroded. They can also see the feasibility in many countries such as Poland, Ireland, and the Czech Republic. They have already offshored and Coloplast felt that it could further improve incentives to strengthen transfer of knowledge in their next venture. The regional attraction was there with Hungary, and the cost savings did occur for Coloplast, thus making offshoring to another European country a feasible option. Europe has already lowered its offshoring walls following a global trend, and this could be attractive for Coloplast if the geographical distance to China were a concern. Recommendation and Implementation Relocate to China. Now that Coloplast has realized its deficiencies in their process with the offshoring to Hungary, they can mitigate these for the future in their relocation to China. The whole initial decision to offshore in the first place was to reduce cost. Hungary was less costly than Denmark, and China is less costly than Hungary. It makes business sense to relocate to China production wise, as the wages are significantly lower than the Danish and Hungarians. There are organizational challenges in this implementation in that the geographical distance between Denmark and China can amplify many of the scenarios that arose from their offshoring to Hungary. Their knowledge transfer must be coordinated well in advance with  any offshore implementation. They must establish well-set corporate guidelines on how to relocate and manage production sites in advance of any physical offshoring move. Maintain a high level of information and communicate in a direct manner. Leave no interpr etation, and build relationships. They must learn from the mistakes identified with their previous project. They must also apply the best practices from Hungary and include the idiosyncrasies of the Chinese business environment. The environment is drastically different from the environment they operated in Denmark and Hungary. These differences must be identified, and transitioned, as to make the offshoring smooth and sufficient. They will need to start with having Danish representatives make a presence in China in their facilities. It is important in business relations in China to have a level of trust with their employers, and customers. Establish substantial resources while further fine-tuning internal decision making processes and procedures in order to integrate their production unit with headquarters and production in Denmark. Monitor and Control Representatives from Coloplast in Denmark can have all their operational efficiencies set and can ease the process of off shoring by starting out with some local Danish representatives ease in the process with their physical presence in China. Work in conjunction with the Chinese workers in order to have them gain their trust, and a more direct line of knowledge transfer. Having set guidelines and policies in procedures will leave out any room for misinterpretation, such as what occurred in Hungary. Key KPI’s can be set for the offshoring project such as Total Cost vs. Total Cost Savings. Monitoring the metrics of expenses and comparing those expenses to their current operations will be a good indicator of any cost savings. Human capital must be monitored, as human resources were an issue that was already identified in Hungary. Turnover, and training costs must be monitored, recorded and reported.

Role of Nature in the Evolution of the Modern Cities

3.0 LITERATURE REVIEW My thesis aims to research ; the importance of nature to an urbanite life the fast gait yet numbingly everyday life in this concrete jungle. There is no 1 definition to the relationship of adult male & A ; nature in the urban context of a metropolis and requires a multi-fold geographic expedition to get at any decision. My geographic expedition begins with a survey of the history and development of urban landscape vs. natural landscape in metropoliss. Followed by, research on the effectivity of bing agreements of the green alleviation pockets found in the metropolis and their relationship with urbanism in the metropolis. This forms the footing of research for future propositions made by critics and professionals, taking to any remarks that can be made on the relevancy of betterment and changes of the urban morphology. Through this layered researched, I aim to better understand the urban morphology in visible radiation of integrating of natural alleviation infinites into the urban lan dscape and its impact on the urbanites and their societal behaviors. 3.1 Role of Nature in the Development of the Modern Cities In the modern epoch of development ( 19Thursdayto 20Thursdaycentury ) , the growing of urbanisation [ 1 ] and the modern metropoliss has been a really rapid procedure. Contrary to the past where human homes have peacefully coexisted with nature [ 2 ] ( Refer to Figure 1 ) , late there has been a alteration of form. The new architectural layout of the human colonies is a web of cold concrete jungles with small concern for the function of nature in the urban landscape. Modern metropoliss came as an reply to the population growing after the industrial revolution [ 3 ] . Cities grew larger ; became the back bone of the economic system and following the motion of modernism, [ 4 ] came the changes in the life style of urban inhabitants. Exponential growing of building of high – rise edifices, modern places etc. replaced and destroyed the natural landscape, paving manner for more steel and concrete constitutions. This was the age of ‘man over nature’ [ 5 ] , where urban contrivers [ 6 ] followed the doctrine of generic forms, with no attending to localized environments and natural landscapes. Nature was a ductile entity, carved, flattened, relocated and unnaturally recreated to suit the demands of the built created by adult male. [ 7 ] Therefore, the construct of green alleviation infinites and the importance of natural landscape is either ; merely non considered, or an reconsideration, treated as sheer ornamentation to the edifices. Leaving the metropoliss, which house the larger Numberss of population [ 8 ] , with nil more than intimations of green infinites ; doing adult male to lose all connexions to his beginnings, i.e. nature, ‘ [ †¦ ] there were few who believed in the importance of nature in a man’s universe, few who would plan with nature’ [ 9 ] Karachi faired non really different from this general description of modern metropoliss. Furthermore, being the largest gross manufacturer and biggest of the few metropolitan metropoliss of Pakistan, it entertains a high inflow of rural-urban migration. [ 10 ] In order to suit the rampant enlargement in Numberss the metropolis is turning beyond bounds ( Figure 2 ) and destructing environing natural landscape in the procedure. [ 11 ] These surveies of the context of natural landscape within the urban landscape take me to research of how this current composing of the urban landscape impacts its user. 2.2 Urbanism ; Between the Urbanite and the Urban Landscape The first text under treatment ‘A Game on the Urban Experience and Limits of Perception’ , [ 12 ]apaper that uses the word drama to ‘ [ †¦ ] interpret the thought of sociableness and sensibility’ , [ 13 ] and foreground the ability of architecture to restrict human perceptual [ 14 ] interaction.It touches upon assorted subjects under the class of urban infinites of metropoliss, their architecture and their influence on people. The characteristic matching to my peculiar field of survey is the effort to understand how the architectural composing impacts the mundane life of the urban inhabitant. The research proposes usage of, new mapping techniques of Psychogeography [ 15 ] in the homesteader colony of Istanbul ( Pinar Mahalle ) , as they reflect the, ‘ [ †¦ ] Personal paths, finds, psychological distances, and looks [ †¦ ] ’ [ 16 ] of the participant under observation. This brought Forth two chief countries of focal point ; the eve ryday rhythm of mundane life experiences and the limited ‘multi-sensory perceptual experience in urban experience’ [ 17 ]Psychogeography, the hit of psychological science and geographics [ 18 ] is used as the method of resuscitating the urban experience of mundane life, in a mode that it arouses a sense of gaiety and consciousness within the participants, i.e. the users of the infinite. This playful enthusiasm gives manner to the, ‘Theory of Drive’ [ 19 ] which tests the geographical bounds restricting perceptual experience. [ 20 ] The dimensions of the boundaries of, ‘ [ †¦ ] societal attractive forces and emotional zones of the urban geography’ [ 21 ] need to be recognized so they may be extended to suit the participants.One dominant subject that stands out in the paper is the demand for intercession or adaptation of bing urban infinites to make more than merely a ocular experience, ‘Instead of mere vision, or the five classical se nses, architecture involves several kingdoms of centripetal experience which interact and fuse into each other.’ [ 22 ] This ability of architecture demands to be explored and integrated in design at the urban degree so within these crowded metropoliss some degree of interaction and familiarity may be developed.However, if these steps are non taken, people will stay stuck in a rut, detached from one another, losing out on common benefits and compromising on a complete multi -sensory perceptual experience of infinites.The 2nd short coming of the urban landscape highlighted by this paper is the cold, dead composing of the environment. The design format and layout is everyday, humdrum and lacks any signifier of alleviation infinite, ocular or physical. Therefore, the desperate demand of alteration in the bing format of these metropoliss is made apparent.Findingss of this paper are restricting in footings of contextual relevancy, nevertheless, twosome of statements discussed supr a are non far from the truth of Karachi’s cityscape. Furthermore, the methods employed for research can be carried frontward as portion of primary research techniques [ 23 ] .The paper besides highlights the function of architectural design and layout of the metropolis as a nucleus participant in the game, specifying the life style of the participants. Baig [ 24 ] , supports this statement by stating ; ‘It is non people entirely who generate the city’s ethos ; instead the inanimate objects, such as the urban landscape, besides contribute towards organizing the urban spirit.’ [ 25 ] The, ‘urban mizaaj’ ( i.e. urban landscape ) is dependent on the chances of life styles presented to the people by the, ‘inanimate objects’ [ 26 ] around them. The largest per centum of inanimate objects of any metropolis is edifices and their connexions i.e. architecture, thereby under the theory of Architectural Determinism, [ 27 ] built environment becomes the main dictator of societal behaviour and interactions. [ 28 ] After understanding the impact of the urban landscape on human life style, the following class efforts to research the relationship of the urbanite and the natural landscape ; in order to set up whether some of the spreads of the above discussed relationship can be filled through the add-on of natural landscape. 2.3 Relationship of the Urbanite and Nature As the modern metropoliss continue to come on towards a tech -savvy [ 29 ] hereafter the modern man’s isolation from nature continues. Our technophilia [ 30 ] and technophobia [ 31 ] , i.e. the love and fright of engineering thrusts us to want such a strong bid over engineering, that it becomes our slave. However, our increasing dependence on the technological promotions has reversed functions, and adult male has become a slave to engineering. Robert Thayer [ 32 ] , states that our love for engineering can be demonstrated by, ‘current residential landscape, dominated by house, private road and garage’ [ 33 ] along the broad roads built to promote the usage and easiness of cars. We so conceal behind a green facade and continue to populate through this heavy technological support system. [ 34 ] The consequence of this isolation is the happening of the term ‘solastalgia’ ; the hurting experienced when we withdraw from a natural topographic point we love and cherish [ 35 ] .Louv, in his books further argues the demand for interaction between adult male & A ; natural landscape and the effects of deficiency of this interaction. In his first book, ‘ Last Child in the Woods ’ [ 36 ] , he put frontward the disadvantages on the development of kids due to miss of exposure to, ‘Vitamin N’ ( N – Nature ) [ 37 ] , doing a syndrome of ‘Nature Deficit Disorder’ [ 38 ] . This is non a medical diagnosing but it is used to make consciousness of the damaging effects of this divide. These theories stemmed many out-of-door category room plans and incorporation of interaction with nature for kids has now become a more popular thought. [ 39 ] However, the impact of the book had a far more reaching impact than merely the restructuring or new experimental techniques of instruction ; it besides stimulated the nostalgia of many grownups. Adults either reminisced the memories of a different childhood, from that of their kids or related to the symptoms of the disaffection from nature. He farther supports his statement with simple illustrations such as, â€Å"Depressed people who were prescribed day-to-day out-of-door walks improved their tempers compared to patients walking in a promenade. Alzheimer patients exposed to natural light fluctuations experienced less agitation and wandering.† [ 40 ] The lack that Louv discusses in his plants highlights the importance of ‘Vitamin N’ , to heighten our physical and mental wellness. This construct can now be tied back to the treatment in the old subdivision of relationship between urbanites and the urban landscape. The defects in the urban landscape are holding a damaging consequence on the metropolis inhabitants and can be countered with the integrating of the natural landscape in the cityscape. Testing this statement farther, the following subdivision entails a survey of the connexions lost between adult male, nature and metropoliss ; if there is a demand to reconnect and how these connexions possibly made? 2.4 Man and Nature within the Urban LandscapeMy following text, ‘Design with Nature’ , [ 41 ] begins with a comparing of the metropolis and the countryside and the blunt differences between the two. When exhausted with the over overpowering metropolis one retreats to the soothing state side. However, every bit much as urbanites crave the alleviation found in the countryside they need the metropolis, whether for irresistible impulse of work or to carry through the demand to be portion of the fast gait life, therefore, they are drawn back to it. This reflects the divide in the feelings of adult male, torn between the roads taking to metropolis and countryside, coining the question of the writer of this book,‘It is my probe into a design with nature: the topographic point of nature in a adult male ‘s universe [ †¦ ] ’ [ 42 ]The writer writes from personal experience of holding grown up in the industrial old ages of Glasgow and foreground the pros and cons of the metropolis vs. the countryside. From the beginning, the book distinguishes the two poles ; nature vs. built, with adult male caught in the center. This brings frontward a really of import field of idea, â€Å" [ †¦ ] if we can make the humane metropolis, instead than the metropolis of bondage to labor, the pick of metropolis or countryside will be between to excellences, each indispensable, each different, both complementary, both life – enhancing, adult male in nature.† [ 43 ] This extract highlights the machinelike, cold character of a metropolis discussed in the first portion of this research and how an flight to the countryside is simply a patch solution. Therefore, it proves the demand of integrating of landscape within the urban context of the metropolis.Ian L. McHarg [ 44 ] categorizes the metropolis and landscape architecture into multiple chapters, giving a elaborate design methodological analysis of integrating nature in urban planning, its application and its demand for execution ; by exposing the connexions adult male finds within nature. Within these the more outstanding subdivision is of ‘The City ; Process and Form’ [ 45 ] , where the writer explores the relationship of the built environment with nature and how when the two are paired together they do non compromise their possible but instead heighten it. He speaks about how the morphology of human colonies should be moulded along the natural morphology. For illustration, when guidelines for step paces can be defined, there should be regulations against edifice on inundation fields. [ 46 ]‘We are going a land of great metropoliss. Villages are stationary or withdrawing ; metropoliss are tremendously increasing [ †¦ ] ’ [ 47 ]Similar to McHarg’s ideas on, ‘city of bondage to labor, the pick of metropolis or countryside’ [ 48 ] , Ebenezer Howard [ 49 ] at the beginning of his book,Garden Cities of To-morrow[ 50 ],ne gotiations about two magnets, the town and the state but in his analysis he proposed a simple remedy, ‘Human society and the beauty of nature are meant to be enjoyed together, the two magnets must be made one’ [ 51 ] . Therefore, ensuing in the 3rd magnet the ‘Town – Country’ [ 52 ]Garden Cities of To-morrowgoes on to giving theoretical account programs ( Figure 4 ) and inside informations for a feasible system of town- state that developed with a cardinal park at its bosom. These thoughts and proposals were put away with the purpose to unite the best of both universes, bridging the spread of the rural with the industrial metropolis. [ 53 ]Critics consider Howard’s proposed system a instead Utopian solution to urban jobs, however, while the programs proposed may non be ideal, the thoughts can still be translated into new derivations.Bringing the research closer to place, to the metropolis of Karachi, research work refering unfastened green inf inites, vicinity Parkss, nature belts etc. is being done.‘Urban Open Green Spaces are an of import agent lending non merely to the sustainable development of metropoliss but are considered as one of the most critical constituents in keeping and heightening the quality of life particularly of urban communities’ [ 54 ]Muhammad Mashahid Anwar in his paper, ‘Recreational Opportunities and Services from Ecosystem Services Generated by Public Parks in Megacity Karachi-Pakistan’ [ 55 ] sheds an interesting visible radiation on people’s perceptual experience and positions on the assorted public green infinites of Karachi. Anwar carried out a study, with audiences of two changing income groups and vicinities, Defense Housing Authority and Gulberg Housing town. Consequences showed people’s purpose to utilize green public infinites, their willingness to pay if it ensures a clean good maintained environment and the most popular use of these public Parkss to be, nature grasp, light exercising such as walking and relaxation. The overall study proves people’s cognition about the topic and their concern for it, as bulk recognized its advantages of lower air temperatures, counter to air pollution, aesthetic sweetening, recreational end product etc. [ 56 ]The above texts study the urban scenes of metropoliss and the function of nature or the deficiency of nature in these metropoliss. Psychogeography aid find boundaries of sociableness of infinites and multi-sensory experience while ‘Design with Nature’ [ 57 ] and ‘Garden Cities of To-morrow’ [ 58 ] high spots the demand of the multi-sensory experience to feed off nature. Therefore, an convergence of these multiple beds can set forth a image of how Karachi’s urban signifier can integrate ‘nature’ intercessions, by redefining the urban landscape composing.

Manifest Destiny Essay Example | Topics and Well Written Essays - 250 words

Manifest Destiny - Essay Example The originally-thought of as divine destiny to help other nations became an intense selfish purpose to divide and conquer other nations, not just northward, which justified the original term â€Å"continentalism† but also westward, or the whole world ultimately. This belief became a source of division among the American nation, particularly on the issue of â€Å"All Oregon or Nothing†. During the Anglo-American Convention of 1818 which discussed the joint occupation by the United States and Great Britain of the Oregon Country, the British government refused the idea of then President John Tyler to divide the Oregon Country along the 49th parallel. Instead, the British suggested that a boundary line along Columbia River be made. This was objected to by the advocates of Manifest Destiny. They wanted the whole Oregon Country instead of sharing it with the British. They demanded that annexation be made (otherwise known as 54degrees 40’N). Then Presidential candidate James Polk proposed to divide the Oregon Country along the 49th parallel. Again, the British refused the proposal. Advocates of Manifest Destiny cried out for â€Å"The Fifty-Four Forty or None!† When Polk became President, he insinuated to terminate the joint occupation agreement. Thus, the British had no option but to accede to the proposal of dividing Oregon Country along the 49th parallel. The Oregon Treaty of 1846 was born

Love, Political Economy and the Importance of Private Property Essay

Love, Political Economy and the Importance of Private Property - Essay Example The difference between both the ancient writers is of viewing an issue from different perspectives. Rousseau is right in his perspective but Locke is not wrong when he deems property rights adding to the welfare of humanity in various ways. Rousseau has forcefully raised the issue of property while reflecting on property, the basis of modern politics. Rousseau finds the idea of right to private property quite disturbing as it promotes inequality among men and lacks the legitimacy. Both Rousseau and Locke are on the opposing sides on the individual right to property so much that Locke finds a solution to the political problem in the right to property while Rousseau finds it a cause of incessant misery of man. Rousseau’s criticism of the property right should not be considered as he is a supporter of communist viewpoint of getting away with private property. Actually, Rousseau is abnormally â€Å"realistic† to the limit of going against laissez-faire (Orwin and Tarcov 152). Rousseau wants government interference in limiting the desire to own property, to control inequality of luck, and to subdue the severe competition, and reduce the feeling of possession among people. On the other side, Locke considers the right to property as the right way to peace, as property right is more downright. Locke desires the economic system over the right to property to be deemed with reverence by the authority. A government provides security to the property owner, allowing the person to be least worried over any aggression to the individual’s property (Orwin and Tarcov 151). Locke, in the Second Treatise of Government, and Jean-Jacques Rousseau, in On the Origin of Inequality, address the notion of acquiring private property. Locke favors property rights of individuals by arguing that property rights encourage human rights. Locke views property from the perspective of human right. On the contrary,

Cesar Chavez's Plan Delano Essay Example | Topics and Well Written Essays - 750 words

Cesar Chavez's Plan Delano - Essay Example "The Plan of Delano" is the Proclamation issued by La Causa when the National Farm Workers' Association voted to join the Filipino grape pickers' strike in 1965. It spells out the platform of Cesar Chavez' peaceful yet forceful demand for farm workers' welfare and labor reforms to end the injustice that has been oppressing them. He calls it a pilgrimage, a journey that moves towards a hopeful end. This journey is bathed in the blood and sweat of their forefathers in the last one hundred years. He says that they are not afraid to suffer for the sake of attaining their goals of a better life and development. The Plan is a six-point proposition that entails the following: 1. It is going to be a peaceful rally seeking for their basic human rights, quoting Benito Jurez: "El respeto al derecho ajeno es la paz" (Respect for the rights of others is the way to peace); 2. It calls for the "support of political groups and protection of the government," for in the past they have been ignored and less favored; 3. It is also a call for support from the Church of all denominations believing that "God shall not abandon" them; 4. It further calls for endurance amidst the suffering; 5. It also calls for unity, for there is strength in being united; and 6. Finally, it calls for unarmed revolution. This Proclamation has not only been limited to the area where Chavez and his followers belong but it has been a window to the heart and soul of the Mexicans all over the world. For instance, Lorena Oropeza, in "Raza S! Guerra No!: Chicano Protest and Patriotism during the Viet Nam War Era, valorizes the Chicano patriotism and protest as she refers to the "Plan de Delano" as "a ringing plea for dignity and equality for all farmworkers" (72). In addition, the Postmodern Political Communication: The Fringe Challenges the Center edited by Andrew King mentions that the "Plan of Delano" was Top of Form "inspired by [Emiliano] Zapata" (88) and is a "reflection of the ideas of a Chicano prophet, Cesar Chavez" (93). Further, the book states that "His (Chavez) Plan of Delano, like all his rhetoric, focuses on this moral view of the world" (94) as it "presents a powerful call for unity among Mexican-Americans" (96). Looking into the text, one can glean the admirable and ideal characteristics of this action for a cause. Unlike the present strikes and rallies all over the world, particularly in Third World countries, Chavez' group exemplifies one that is peaceful, impartial, spiritual, enduring, united and unarmed as spelled out in the six-point plan. Works Cited The Plan of Delano. (18 April 2008). This site contains the full text of the platform of Chavez's call for a peaceful strike that demands for reforms regarding the social injustices that the farm workers are subjected to. Csar E. Chvez. Social Justice and Civil Rights. California Department of Education. (18 April 2008). This site contains a comprehensive collection of materials and articles pertaining to Cesar Chavez and his

No need to put the topic Article Example | Topics and Well Written Essays - 750 words

No need to put the topic - Article Example With the advent of globalization, the power phenomena to compete in resources along with imperialization was the focal point. The United States is a super power because of the fact that it imperialized and was able to control its colonies compared to its European predecessors. (Peter Stearns, â€Å"The 1850s as a Turning Point†) Stearn argues that globalization allowed a system of seamless integration in which trade was cultivated within countries. This is vital to understand as new Empires emerged and literally obtained new identities because of this emphasis of globalization. Stearn also reemphasizes the fact that United States was in the prime position to take advantage of globalization and has made itself a dominating superpower in the 20th century because of its focus to imperialize and control its territories. (Peter Stearns, â€Å"The 1850s as a Turning Point†) An interesting aspect, the â€Å"nation† refers to state, which means the people itself. Prior to this phenomena, the nation referred to the government not the people. In this particular case, there is a shift for individualism rather than the focus on the state itself. In essence, there is no logical connection between citizens and the land they occupy themsevles which leads to an identity of a ‘nation.’ The principle of nationality is crucial here to understand because it molds the structure of Europe at this point. Nationalism would not be appealing if the fact remained that nations realized that it is a self-serving ruling ideology. (Eric Hobsbawm, â€Å"Nation as Novelty†) The tension is the fact that for the first time there is a slight push towards assimilation of different groups- a bond for unity rather than classification of groups. The traditional role to be a conservative and traditionalist is slowly being deteriorated. Hobsbawm’s analysis indicated that this tension can be a destructive as race can be a

Lifelong Learning Essay Example | Topics and Well Written Essays - 1000 words - 1

Lifelong Learning - Essay Example Discussion about interventions in exceptional learners and young students with disabilities followed. Expected outcomes of programs are also given much emphasis on the following paragraph. In the end, an individualized program is called for when it comes to children with developmental disabilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are developmental tasks and milestones indicated for each phase of a child’s life. These are benchmarks by which a child’s development can be compared to and assessed against to know whether he is on the right track or not. Parents may become worried when they see other children’s behaviors and actions and see that they are different and way advanced from that of their child. This is where assessment and early diagnosis becomes a necessity. Consequently, early diagnosis leads to early intervention, the initiation of lifelong learning. Whether a child be cognitively challenged or an exceptional learner, his education must be patterned to suit his needs and capacities.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developmental disorders as an umbrella term encompass many conditions, such as, cognitive challenge, pervasive developmental disorders and specific developmental disorders. Motor skills and communication disorders are also included.   Developmental appraisal, which plays a salient role in the assessment, largely depends on developmental history supplied by the parent and other assessment areas will be from the observation of the child with specific criteria in mind (Pilletteri, 2007). Parents will be asked to give a description and approximate the age of which the child has performed a certain act or skill, like his first step taken or first word uttered. More than asking for the firsts, it is of equal importance to ask when the child was able to sit without support, transfer a toy form one hand to another, etc. The latter may prove to be a feat for the parents, but pictures that may remind them and

School programs Essay Example | Topics and Well Written Essays - 1750 words

School programs - Essay Example Briefly explain each innovation: one innovation for Pre-School Programs, one for Elementary School Programs, one for Middle School Programs, three for High School Programs and four for College Level Programs One innovation for pre-school programs is smaller classes that are based on a permissive model vs. an authoritarian or inoculation based pre-school program. Smaller classes that permit pre-school learners to explore the environment or educational materials as a preparation for learning can be considered as alternatives to large classes with rote drill learning methods. An example of an innovation in elementary school would be a participative and competitive spelling bee competition in class where all students were required to display and test knowledge vs. a rote, repetition and repeat spelling drill led by the teacher and followed by the class in unison. In Middle School, providing students a three hour period of intense guided instruction in a subject of specialization could be an innovation and reform that is an alternative to the relatively low amount of instructional time in classes and the general, homogenized nature of reproduction of class lectures and course material. In High Schools, increasing the level and quality of education in public schools is an important innovation, as is increasing the degree of personal and family choice in attending institutions. Making the 10th through 12th classes a more intensive time of study and preparation for students for future education and career choices is important. Increasing the student and family participation in school organization and management can lead to more feeling of involvement and ownership in institutions. Widening the areas of specialized studies by decreasing class or group sizes and increasing independent study ad research in subjects also build proficiencies in students. At the College or University level, implementing the reform of universal, free access to education is the most important and needed goal. That knowledge and learning is restricted by economics or socio-economic resources on a personal or family level leads to a divided society and class structure. Furthering student organization of classes and research would also build inclusion on campus. There are many options to cooperate to save costs in housing, food, books, etc. that are not undertaken because of the profit motive in education. Developing a more collective, self-organized, and non-profit approach to education at the university level is an important part of universal education reform practically. Students should have more freedom in designing their own areas of study, in both specialization and cross-disciplinary studies. Essay #2 - Try to chart the ways in which the American educational system (for publically funded schools) has historically attempted to reach its institutional goals. That means for you to sketch the ways our society has approached the process of education. Now try to explain ho w this process is mediated by having to keep attention on funding issues. The main goal of the American education system has been to provide a free or publicly funded educational opportunity from K-12 for all students or citizens of the country. The combinations of State, Local, and Federal taxes are used to this purpose. The higher education is based on student born costs that may be defrayed by the difference between public, or State-sponsored and subsidized schools, or private colleges and universities. The ideal of a broad general education as basis of citizenship developed from basic literacy requirements as a foundation for democratic citizenship. Nevertheless, the American system of education also is focused in producing

Leadership And Management In Organization Essay Example | Topics and Well Written Essays - 250 words

Leadership And Management In Organization - Essay Example Management, like leadership, is ethically neutral (Charan et al 2001). I understand that managers mobilize and allocate resources; they staff and ensure the continuing vitality of the team; they create and maintain appropriate procedures. They also direct, delegate, and coordinate, and they provide a system of incentives to motivate and encourage productive behavior. Managers also establish reporting systems, perform evaluations, and assign accountability. Common to both managers and leaders is the focus on the results they produce, which are based on the goals they pursue (Hoyle and Wilmore 2002). I would like to research the relations between leadership and managerial success as measured by achievement, not by the process used to accomplish the results. The research will benefit my personal communication skills and will help me to deal with difficult managerial situations in my job. Based on this results-oriented philosophy of management, the new definition of management focuses on outcome Remember that managerial performance is not judged entirely in terms of success or failure. Rather, performance is measured in terms of progress in relation to the goal. The focus is on lessons learned, and learning is a core value (Cole, 2005). In this sense, success becomes a journey, rather than a destination. We cannot produce positive results every time.

Biomechanics Case Study Example | Topics and Well Written Essays - 750 words

Biomechanics - Case Study Example However the forces are greatest at posterolateral bundle at fullest extension. The posterolateral bundle withstands more force than the anterolateral bundles. Most common cause of ACL injury is due to non contact deccelatory forces involving lateral bending of the knee to a valgus position causing extension of the knee and rotation of the tibia(Boden et al, 2009)(Giuliani et al , 2009). Immediately after the tear of the ACL or inury to the ACL she should be asked to take rest so as to prevent further movement which can cause wear and tear. Ice should be applied every 15- 20 minutes and compression should be provided on the affected portion. Finally the injured knee should be elevated above the heart level in order to reduce the swelling and reduce episodes of pain (Benjaminse et al, 2006). Kinematic research has revealed that the quadriceps contraction is responsible for the greatest strain on the ACL graft between 10 degree and 45 degree of flexion. The ACL graft is devoid of the normal mechanoreceptors and may not provide biofeedback like in the uninjured knee. These factors are to be considered for the long term rehabilitation programs. The overall aim for the long term rehabilitation is to restore the joint anatomy, provide static and dynamic stability to the joint, maintain aerobic and psychological conditioning and ultimately aim this athlete to easy return to sporting activity. For this a four step approach is followed. In the first phase comprising one or two weeks the aim of therapy is to reduce the pain and inflammation and increase the range of motion of the knee. A postoperative brace is used ranging 30 degree to 90 degree till there is adequate quadriceps control. Physiotherapy is to be provided with the emphasis to static contractions of hamstrings and c o-contractions for the hamstrings and the quadriceps. Partial

Post Partum Depression Essay Example for Free

Post Partum Depression Essay ABSTRACT   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Every woman who becomes a mother has their own reasons of being happy after giving birth to a child. The first days of a child in their arms seems to be the greatest gift that they have ever received in their entire lives. However, things at times turn out uneasily different as the view of the mother to her new born child and at times even towards her husband changes. At some point, she treats the people visiting her in a wrong manner. Being overly anxious about things and extremely depressed in either the morning or the evening becomes her usual reaction to the things happening around her. Is she going crazy? No, she is simply experiencing Post Partum Depression. It is a matter of situation by which a new mother’s hormones are unstable that her emotions are controlled by the changes that her body undergoes after giving birth to her child. This is the main issue that shall be tackled within the paper that follows.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How does one understand what Post Partum Depression really is? How is it supposed to be dealt with by the mother and by other people living around her? Is it a serious problem that needs medical treatment? How will the family members know when to ask for professional help? TO the women experiencing this particular matter of situation, how would they be able to overcome it? These are only among the few questions that shall be addressed in the paper that shall be presented herein. Through the discussions that shall be noted in this paper, the importance of addressing the matter shall be noted clearly as to how the procedures of dealing with the issue could be practically applied in actual situations. POST PARTUM DEPRESSION: Dealing With the Ups and Downs of New Motherhood Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The wonder of giving birth is something that is considered as a given gift solely to the feminine gender of the human population. However, the after effects of this particular wonder also belong solely to the women. What is it that makes giving birth a highly depressive matter for some women? This is where the issue of Post Partum Depression comes into light. Undeniably, the process of dealing with this issue is something that needs careful attention not only be the women involved in the situation but also by the people living around them. The term â€Å"postpartum depression† refers to depressive episodes following childbirth. These can occur after the birth of any child, not just the first. Depressive episodes can even follow a miscarriage or termination of a pregnancy. According to the Office on Women’s Health of the U.S. Department of Health and Human Services, there is a wide range in the severity of the symptoms. Many women experience postpartum blues, or baby blues, characterized by mild sadness, anxiety, irritability, fluctuating moods, and fatigue. These blues are considered normal and are short-lived, resolving themselves without medical help within about ten days after childbirth. However, the American College of Obstetricians and Gynecologists estimates that in 1 out of 10 new mothers, these feelings escalate and go beyond the first few days. They can even appear several months after the birth. This may be full-fledged postpartum depression, in which the feelings of sadness, anxiety, or despair are so intense that the new mother has trouble coping with her daily tasks. Additionally, between 1 and 3 new mothers in every 1,000 suffer from an even more severe form of depression called postpartum psychosis, in which the mother has delusions or hallucinations that often focus on hurting herself or her baby. This latter condition requires immediate medical attention. There is no single clearly defined cause of postpartum depression. Both physical and emotional factors seem to be involved. One physical factor may be that in the first 24 to 48 hours after delivery, estrogen and progesterone levels drop sharply, to a point lower than before conception, creating an abrupt change in the physiological state of the body. This may trigger depression in much the same way as mood swings and tension are triggered before menstrual periods. The level of hormones produced by the thyroid may also drop after childbirth. This could result in symptoms that mimic depression. For these reasons researchers are calling PPD a â€Å"biochemical and hormonal disorder.† Interestingly, one medical newsletter suggests that postpartum depression may be caused by a nutritional imbalance, perhaps a B-complex deficiency. Fatigue and lack of sleep can also play a role. Says Dr.  Steven I. Altchuler, a psychiatrist at Mayo Clinic in Minnesota, U.S.A.: â€Å"In the period shortly after childbirth, lack of energy and an inability to sleep may make minor problems seem much more major. Some women might be frustrated to find that they have difficulty coping with things that they had handled well before delivery, without the baby blues, and with a full night’s sleep.† Emotional factors such as an unplanned pregnancy, a premature birth, loss of freedom, concern about attractiveness and lack of support can also add to depression. Additionally, there are several common myths about being a mother that can contribute to a woman’s feeling depressed and feeling that she is a failure. These include the idea that motherhood skills are instinctive, that bonding should be immediate, that the baby will be perfect and never fussy, and that the new mother should be perfect. In real life this is not the case. Mothering skills need to be learned, bonding often takes time, some babies are easier to care for than others, and no mother is perfect or a super mom. Obviously from this particular overview of the situation, post partum depression stands as a common thing that is experienced by women who have given birth to young infants. As common as it is, the situation is indeed something that could be dealt with conscientiously. Through the process of understanding the situation towards the process of making amends with the person dealing with the dilemma, the problem with Post Partum Depression could be won. Methodology and Result Presentation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To understand how women affected by Post partum Depression react towards the problem, the researcher of this paper decided to interview at least 20 women who have just given birth with at least three days from the actual delivery of their babies. This interview-survey has been delivered by the researcher to finally give a lighter view of the dilemma that women deal with after giving birth to their infants.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The interviewees consisted of both first time mothers and experienced mothers alike so as to set the matter of differences and similarities between the cases that needs concern in the issue of dealing with PPD [Post Partum Depression]. Until recently, postpartum depression was often not taken seriously. Dr.  Laurence Kruckman points out: â€Å"Women’s mental health issues have been overlooked and labeled in the past as hysteria, not worthy of concern. The American Psychiatric Association’s diagnostic manual (DSM  IV) has never fully acknowledged the presence of postpartum illness, and as a result, doctors have not been educated about it nor has reliable data been obtained. .  .  . And unlike 30 years ago, mothers often go home from the hospital within 24 hours. Most postpartum psychoses, blues and some depression occur within three to 14 days following birth. So the mothers are already at home and not screened by professionals who know the symptoms.† However, according to Dr.  Carol E. Watkins of the Northern County Psychiatric Associates in Baltimore, Maryland, if left undiagnosed or untreated, postpartum depression can lead to long-term depression and difficulty in bonding with the baby. Depressed mothers may passively ignore their baby’s needs or, conversely, lose control and use physical punishment to discipline their infants. This can negatively affect the cognitive and emotional development of the child. For example, an article in the journal American Family Physician suggests that young children of depressed mothers perform more poorly on cognitive tests than those of mothers who were not depressed. Additionally, postpartum depression can adversely affect the other children and the husband.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore the results of the interview-survey used in this research yielded the following diagrammatic presentations. To understand the issue clearly, the illustrations are to be presented as follows: The Elements of POST PARTUM DEPRESSION: DIAGRAM 1:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Explanation:   From the diagram noted herein, it is noticeable enough that the women involved with Post Partum Depression deal with different anxieties causing the situation to worsen. Being overly anxious about not being cared about and being less treated well by the other members of the family because of the arrival of the new infant is indeed a matter of elemental factor that brings a greater pressure on the mother experiencing PDD.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the major reason why dealing with the issue involves not only the woman or her husband alone but also the other members of the family as well. The following points are considered to be among the most effective procedures of dealing with the dilemma according to the studies that had been made under the topic of Post Partum Depression. The said points of consideration are as follows: Talk to someone about your feelings, particularly other mothers. Ask others to help you with child care, household chores, and errands. Ask your husband to share in nighttime feeding duties and household chores. Find time to do something positive for yourself, even if it is for only 15 minutes a day. Try reading, taking a walk, taking a relaxing bath. Even if you can get only one thing done in any given day, this is a step in the right direction. There may be days when you cannot get anything done. Try not to be angry with yourself when this happens.   Isolation often perpetuates depression. Get dressed, and leave the house for at least a short while each day. Fresh air and a change of scenery will do you and your baby a lot of good. These particular patterns of dealing with the situation needs to be carefully understood by the person themselves. This means that the adjustment must come from the mother herself. What can be done? Do you just have to tough it out? It is comforting to know that postpartum depression has been found to be both temporary and treatable. While rest and family support may be all that is needed for mild symptoms, the key sign that medical attention is necessary is if the depression disrupts your ability to function, says the Office on Women’s Health. Common treatments are antidepressant medication, talking with a mental-health expert, hormone treatment, or a combination of these, depending upon the severity of the case. Kangaroo, or skin-to-skin, care of the baby may also lessen maternal depression. There are also such alternative treatments as herbs, acupuncture, and homeopathic remedies. However, there are some things that you can do personally to cope. These include eating a nutritious diet (including fruits, vegetables, and whole-grain cereals); avoiding caffeine, alcohol, and sugar; exercising in moderation; and taking a nap when your baby is asleep. Since a major factor in postpartum depression is lack of proper rest, other people can help by assuming some of the household chores and sharing in child care. Studies show that far less postpartum depression occurs where the extended family rallies around to provide support and instruction. Many times a person can be of great assistance by just being a sympathetic listener, giving the new mother reassurance, and avoiding criticizing or judging. Remember, PPD is a physical disorder and is not self-induced. As the organization Postpartum Education for Parents points out, â€Å"a woman cannot ‘pull herself together’ any more than she could if she had the flu, diabetes, or heart disease.† From the foregoing, it can be seen that although the postpartum period can be a wonderful time for new mothers, it can also be stressful. Understanding it can help us to give the support new mothers need. The Use of Hoe Massage Therapy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Every massage therapy is supposed to make close amends with the situation of the persons being affected by post partum depression. A touch therapy such as that of massage could play a great help for those suffering from the dilemma. Undoubtedly, the Hoe massage therapy which is a Japanese originated massage procedure is sure to make a sufferer of post partum depression feel relaxed as it rejuvenates the being of a person through natural scents and aroma therapy altogether. The holistic process of massaging the body would make the patient feel relived and rejuvenated to face another day of turmoil.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In short, the hoe massage is an undoubted process that is now being applied to most patients undergoing the effects of Post Partum Depression. Such patients who have   experienced this massage have given considerable reactions that they were certainly given the best approach of healing that they could ever imagine through the Hoe Massage Therapy applied on them for several weeks and even months. They even said that when they feel stressful, even when the postpartum dilemma is over, they resort to how massage therapy just the same to calm things down and bring their spirit to a renewed state. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understanding Post Partum Depression is a vital part in dealing with the dilemma that new mothers mostly deal with. The after birth depression among new mothers, both first time and non-first-timers have naturally brought problems to new families. Not understanding the situation underlying this particular matter would make things certainly confusing as the mother would naturally require the same level of attention that is further given by the father or other members of the family to the newly born infant. Scheduling activities and providing further assistance with that of the relaxing time of the mother should be given close attention by the family members.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understandably, Post Partum Depression is a matter of situation that could be dealt with through the application of full control of the situation with ample patience and understanding from the people involved. Constant understanding of the situation with the application of the necessary measures needed to treat the dilemma should be well viewed so as to bring fine results to the mother of the child and the other family members as well. Through this, the development of the dilemma could be expected to yield fine results on the part of the woman or the mother overcoming the dilemma brought about bu Post Partum Depression. References: Appleby, Louis, Rachel Warner, Brian Faragher, and Anna Whitton. A Controlled Study of Fluoxetine and Cognitive-Behavioural Counseling in the Treatment of Postnatal Depression. British Medical Journal. 314.n7085. 932-937   Appleby, Louis, Rachel Warner, Brian Faragher, and Anna Whitton. A Controlled Study of Fluoxetine and Cognitive-Behavioural Counseling in the Treatment of Postnatal Depression. British Medical Journal. 314.n7085. 932-937 Appleby, Louis, Rachel Warner, Brian Faragher, and Anna Whitton. A Controlled Study of Fluoxetine and Cognitive-Behavioural Counseling in the Treatment of Postnatal Depression. British Medical Journal. 314.n7085. 932-937 Fray, Kathy: Oh BabyBirth, Babies Motherhood Uncensored, pages 364-381, Random House NZ, 2005

Politics in 1930s Britain Essay Example for Free

Politics in 1930s Britain Essay Why did neither the CPGB nor the BUF have much political impact in 1930s Britain? The early 20th century brought the arrival of political extremism and radical ideologies in Europe. Major economic and social upheaval from WW1 changed the industrial, political and social nature of the countries affected by the war. Political extremism is radical left or right wing parties that want social/political change, usually by unconstitutional means. Communism emerged in Russia with the installation of the Soviet regime, and Fascism arrived in Italy and Germany. In Britain, although the BUF and the CPGB were set up, the economic and political circumstances during the 1930s allowed democracy to survive. To those concerned with British security, the BUF/CPGB were never a real threat, they were rather more of a nuisance. 1 The BUF and CPGB believed they would be able to capitalise on the depression, however this was not the case, as the conditions a revolution needed to prevail were not present in Britain. The economic circumstances in Italy, Germany and Russia, were completely different- the effects of the depression in Europe were more severe, and had more of a lasting effect, whereas Britain had recovered within two or three years. Economic circumstances meant that most people accepted capitalism, as living standards were rising. Demographic change, resulting in major loss of workforce and economic dislocation were other factors which encouraged the installation of dictatorships in Europe. Immigration also caused political/social unrest abroad, for example, in Germany; Jewish immigrants were blamed for the economic state. Britains island status meant that the threat of political extremism was not as concerning as it was in most other parts of mainland Europe. The political scene during the 1930s also meant that people were satisfied- National Government policies were accepted, and most left-wing supporters were content with the Labour party. People accepted democracy and capitalism, and did not need alternatives. British culture, which tended to focus around moderation and democracy, meant that foreign regimes seemed alien to the country. The working-class culture, discouraged extremist expansion as the unemployed tended to be apolitical. Internal problems such as financing and leadership issues also hindered the growth of the BUF/CPGB. However, although internal factors were important in the containment of political extremism in 1930s Britain, British economic circumstances had the greatest impact on the failure of the CPGB and BUF, and the internal problems might have not hindered the growth of extremism in different economic circumstances. Although the impact of political extremism in 1930s Britain was very slight, there is also evidence which suggests that a fairly large amount of loyalty was present. For example, the BUF gained support from the Daily Mail, and the communist newspaper the Daily Worker had a large readership. Membership figures for the Left Book Club also suggest the CPGB had some backing. The main factors concerning the failure of political extremism in 1930s Britain can be divided into two sections; external and internal causes. External factors concern the economic/political circumstances which prevented the installation of a dictatorship, and internal factors are problems encountered within the parties. The recovery from the depression was much less traumatic in Britain. Many saw the 1930s as a time of extreme poverty, however for the larger majority, this was not the case, and affluence was not uncommon. John Stevenson writes: The popular image of the 1930s is that of the decade blighted by the economic depression. Indeed, this is an image based upon reality for the many thousands of families who suffered from the miseries of unemployment. But there was another face to the thirties. As well as being the years of the slump, they also saw a remarkable degree of economic and social advance, with new industries, economic growth, prosperous suburbs and a rising standard of living2 Britain had already suffered from a poor economy during the 1920s- depression was already a permanent feature of the British economy3 Therefore, although the recovery was patchy, i.e. a slight downturn in 1938, Britain was not unfamiliar to the situation. In comparison to Russia/Germany, who suffered from major economic dislocation and hyperinflation, Britain did not fare too badly from the depression. Britains recovery was quicker and a lot more stable than other European countries- there was no banking collapse, and many industries actually inclined. Infact, as Stevenson writes, the outcome of the depression could actually be seen as positive. During the housing boom of 1932-34, living standards increased and the quality of life improved for many. Unemployment levels were relatively low compared to the rest of Europe, with a peak of 2.64m in 1931-324 and real wages increased by 15%. Car production was one of the most significant industrial developments in the 1930s and by 1939 ownership reached 3 million.5 This improved life for many, as the car gave freedom and the possibility of travel. Mass production methods enabled cars to be manufactured cheaper and faster than before, meaning that a basic family car could be purchased for à ¯Ã‚ ¿Ã‚ ½100 in 19316, and this opportunity therefore became available to a wider range of people. Luxury consumer goods e.g. the refrigerator, began appearing in new department stores, and the availability of higher-purchase enabled wider sections of society to afford these. By 1930, 1 in 3 houses also had electricity.7 All these factors contributed to the improvement of living standards and for the majority of the country; there was a mood of affluence and prosperity. As effects of the depression lessened, so did the appeal of an extremist party- people no longer needed radical change, and were satisfied with capitalism. The recovery from the depression came around the same time as the arrival of extremism in Britain- the BUF formed in 1931, by time which the worst part of the depression was over. However, few of the people that were affected by the depression became communist/fascist. Most tended not to foster a class-consciousness, and accepted the capitalist system. The working-class culture meant that the unemployed tended to be apolitical; their interests lay in recreation, sport, religion and job-seeking, and rarely paid attention to the extremist campaign. Therefore, the economic/social situation during the 1930s, meant revolution was not needed- it could even be said that the arrival of political extremism in Britain was a revolution in a non-revolutionary situation.8 Financial satisfaction and an improvement in living/working conditions meant that the public simply did not need an extremist political voice. This denied the BUF/CPGB opportunities for expansion and enabled mainstream political parties to survive. Although the 1931 crisis hit the Labour badly- they were badly defeated in the election (46 seats to the Governments 554 9), the party still held onto core support, as loyalty, from working classes and unemployed, was strong. Labour was a big obstacle to the communists, and denied them space on the political scene. Labour was committed to using moderate policies, and by using the gradualist approach, they believed socialism was achievable if capitalism was prosperous. This theory meant Labour could hold an electorate from a wide range of social classes, not just from the working class. However, most of the working class approved of this approach, and most also accepted capitalism. Labours refusal to affiliate with the CPGB on many opportunities also decreased its support. The CPGBs requests to form a coalition with Labour were rejected on each occasion, mainly due to Labours objection to their constitution program. Unconstitutional action and political extremism were ruled out by Labours firm commitment to parliamentary democracy. Cripps stated- I have always condemned revolutionary means10. Labours rejection of affiliation was influenced by the fact that the CPGB was run from Moscow, which meant if a coalition was formed between the two parties, the public would automatically associate Labour with Russia. As the brutality of the Soviet regime was revealed, i.e. show trials- involving public executions of Stalins enemies-, which were endorsed by the CPGB (the Daily Workers headline read- Shoot the reptiles.11) Labour did not want to be seen by voters as having any contact with this, and wanted to keep its earned image of respectability-connections with this would have greatly lowered their support. Labour was also extremely suspicious of the CPGB and believed that their desire to affiliate was in order to bring the party down and achieve global communist control. Labour worked to marginalize the CPGB, and by using popular and moderate policies such as gradualism, left-wing supporters still remained loyal to them. Again, the economic situation was satisfactory, so for the majority, there was no need to turn to communism. Dominated by Conservatives, the National Government denied the BUF space on the political right. The National Government was extremely popular, and was perhaps able to capitalize on Labours 1931 crisis. The National Government was one of the only British governments that were supported by more than 50% of the electorate.12 Their success was mainly due to the range of people which it drew votes from- they were a coalition of elements from all major democratic parties, and so appealed to almost all sections of society. Therefore, they faced no serious opposition, and again, as Labour did, were able to effectively contain political extremism. Stability and reassurance were offered by the National Government, as they were seen as a safe-option both politically and socially, at a time when communism and the end of capitalism were feared. National Government policies created a modest but steady economic recovery from the depression. One of the main achievements of the National Government was the decision to come off the Gold Standard. This meant a much faster recovery than the rest of Europe as nowhere else had yet done this. Although the outcome of this caused the value of the pound to fall by 30%, it also meant that interest rates fell from 6% to 2%13. This encouraged private investment and industry growth, which inevitably improved the economy. The Special Areas Act provided à ¯Ã‚ ¿Ã‚ ½2million in aid to impoverished areas of Britain, (places where the CPGB were most likely to gain support). This therefore increased working class National Government support, and meant there was no need to support the alternative. Another National Government measure was the Unemployment Act of 1934, which created retraining opportunities. This showed the government were aware of Britains problems, and were willing to try to resolve them. All these measures were cautious and small-scale, and although they did not lead to complete economic recovery, they certainly helped soften the impact of the depression. The publics perception of the National Government and its policies/actions, tended to be positive. Again, they were seen as a safe-option, and appealed to all sections of society. The National Governments Public Order Act in 1936, also increased the containment of political extremism in Britain, and in particular decreased BUF growth. This legislation banned the wearing of political uniforms during rallies and marches, and also required police consent for marches to take place. Uniforms gave a common identity and a sense of belonging, and so after the Public Order Act, the desired impact of the rallies was not as great. In general the National Government reduced the appeal of political extremism, as people did not need to turn to other parties. They also denied right wing support to fascism. Enough was already being done by the government to improve the economic situation, and in particularly the living conditions of the very poor, so an alternative was not needed. The National Government derived from all parts of the democratic parliamentary system, and so appealed to a broad section of society. The political and economic circumstances described in the last three sections all added to the containment of political extremism during the 1930s. Together, the Labour party and the National Government refused to let democracy collapse. However, this was compounded by the approach of the BUF/CPGB (e.g. non-democratic) and their own weaknesses. One of the problems the CPGB faced was its lack of a well-known, charismatic leader. Although Dutt and Pollit were the partys chief theoreticians, they lacked charisma and the ability to draw mass support from speeches, as Lenin/Stalin did. Violence and street clashes, particularly with fascists, gave the party a bad name, as this kind of behavior tended to be alien to British culture- politics had always been moderate and democratic, and the majority of the public opposed unconstitutional action. The failure of the CPGBs united front strategy, and attempts at affiliating with Labour against the radical right, was also a factor that decreased the impact of communism. Labour were very popular and many held strong loyalties towards them, and so if Labour held opposition, the public were likely to foster similar opinions. The CPGB were controlled from Moscow, and links with the Soviet Union decreased support. A red scare in Britain meant that the CPGB received extremely bad publicity, after the harsh Soviet regime was revealed. The 1939 Nazi-Soviet Pact also lost the CPGB support, as many felt they were affiliating with the enemy- the fascists. Britains patriotism also decreased CPGB support, as on the eve of WW2, supporting them meant also supporting the enemies in the war- Germany/Russia. Internal problems for the BUF also led to failure. Mosleys limitations as a leader hindered the BUFs expansion, as he was a poor tactician and administrator. Mosley lacked financial understanding, and his stubborn and egoistic personality compounded this. He was also politically unstable- he resigned from Labour in 1930 after already having left the Coalition Unionists. Mosleys behavior was alien to Britain and its parliamentary traditions, as was the violence of the BUF which also led to its demise. Street clashes, where some people even died, produced bad publicity for the party- the media blamed the BUF for the violence at Olympia in 1934. It was at this time that the Daily Mail withdrew support, which meant that public respectability was lost. Associations with continental fascism- particularly Hitlers regime- and anti-Semitism propaganda, also lost the BUF public respectability and support as it meant that by supporting the BUF the public would also be supporting Germany. Financing was also a significant problem, as the BUF were always short of money, which was made worse in 1937, as loans from Mussolini were withdrawn. Divisions within the party also led to the partys failure- members disagreed over strategy- e.g. whether to adopt a military or political approach. Despite remaining on the political margins, the CPGB/BUF did have some notable successes. The BUF secured Daily Mail support from early on, and the Olympia rallies always attracted large audiences. BUF membership peaked at 50,000 in 1934,14 and CPGB membership had reached 18,000 by 1939.15 In 1929, 25 CPGB candidates were entered into the election, and received 56,000 votes16. The communist newspaper, the Daily Worker had an average circulation of 80,000.17 The CPGB also held support from a number of influential intellectuals, for example, Cambridge spies Philby, Burgess and Maclean, and poets such as W.H Auden. The CPGB also had some influence in trade unions, and by 1939, the Left Book Club had 60,000 members.18 The economic situation in Britain was the most important factor in the containment of extremism. The rise of living standards, real wages and industrial production gave Britain a positive outlook, at a time when the rest of Europe seemed to be in an economic disaster. The economic circumstances meant there was no room on the political scene for radicalism- the public were satisfied with the capitalist system, and favored moderation and democracy. Political circumstances were equally important in the containment of extremism. Without a successful government, which the National Government proved themselves to be, the economic situation may have been entirely different, and may have encouraged the installation of a dictatorship. Despite slow progress, the National Government was eventually able to steer Britain out of an economic crisis. Britains public appeared to have great confidence in its leaders, and traditional British political methods and democracy succeeded. If the government had not been as successful however, perhaps the BUF/CPGB may have had more political impact. Although important, internal problems within the CPGB/BUF, are of lesser significance. If the economic/political circumstances were different, these problems may not have hindered the growth of the parties. An economic situation similar to Europe, may have caused people to be desperate for a political/social change, without paying attention to problems suffered by the CPGB/BUF such as leadership and financing. However, with better tactics and administration, both parties may have made a greater impact on the 1930s political scene. 1 Colin Cook, British Fascism, Modern History Review p2 2 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p15 3 Rees, Goronwy, The Great Slump, Weidenfeld N p40 4 Class handout 5 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p33 6 Stevenson, John and Cook, Chris, Britain in the Depression- Society and Politics 1929-39 Longman p33 7 Class handouts- The British economy in the 1920s 8 Pearce, Robert, Britain- Domestic Politics 1918-39 Hodder Stoughten p112 9 Murphy, Derek, Britain 1914-2000 Collins Educational p83

What makes education an education?

What makes education an education? Assignments. Exams. Projects. Papers. All these are matters of concern to every student undergoing schooling. It is truly inevitable not to endure the hardships brought by these school activities for they are part of education. Without them, education can never be the education most people have in mind. However, one may ask, What makes education an education? For most people, especially parents, education is quite an important aspect in the course of human life such that they regard it as the only thing they can impart to their children as an inheritance. While for others, on the part of the students, education is the stage in their life which would prepare them for future jobs. Likewise, for those students who had a firm grasp of the essence of education consider it as a right to be upheld by the society itself. At the end of the day, there are numerous reasons on why not to take education for granted. However, more than the various connotation of education from different perspectives lay a complex meaning of education. As such, seeing schooling in the broader sense entails probing the sociology of education. The basic definition of the term sociology of education conveys that it is the study of the institution of education in its broad social context and of various social groups and interpersonal relationships that affect or affected by the functioning of the educational institutions (Reitman, 1981, p.17). With this meaning, it is but necessary to analyze education not within the four walls of the classroom but beyond the confinements of schools. The larger context then is the society in which schools, the main institution of education, are part of. Belonging to this social order are other key institutions and actors which are essentially significant when examining the sociology of education for these possess power, control and influence that can manipulate and alter the kind of education schools ought to promote and teach to young citizens. Hence, it can be inferred that schools are socially const ructed establishments by which powerful elements have the capacity to shape education. Reitman (1981) supported the thought of how society can produce a great impact on pedagogical realm by stating the central principle of schooling which maintains that schools normally reflects the societyà ¢Ã¢â€š ¬Ã‚ ¦ it does not lead society in societys effort to adapt and change. Schools tend to change after the rest of society changes, not beforeà ¢Ã¢â€š ¬Ã‚ ¦ (Reitman, 1981, p. 39). Under this assumption, a study on the role, whether explicit or implicit, of several factors constituting society in the molding process of education is vital to shed light on the issue of how pedagogical structures and methods are developed and set for the pursuance of effective education. It is also noteworthy to express the far-reaching implications of education in the sense that it affects almost every individual. Every person can perhaps be regarded as a stakeholder of education by which each of its aspects, if modified, can create an impact, no matter how minimal it may appear, sufficient enough to seize attention and stir the intellectual and emotional side of the people. Indeed, schooling and education undeniably involves a complex interplay of different elements to which it reacts and to which the produced effects yield to changes in the structure of schooling. These changes on the other hand are oftentimes attached to the interests of the dominant constituent of the social order. To better illustrate this statement, the paper provides a clear-cut description of the nature of education and the scope of schools as an educational institution. Nonetheless, to further understand the technicalities associated with schools, there is a need to define schools as an educational institution, as well as, to expound the structure of authority evident among these institutions. Moreover, the political dynamics accompanying the sociology of education which may be apparent and obscure at the same time are elucidated under the contexts in which education operates such as the cultural and ideological setting of the politicization of education, the milieu of power configurations and relations, and the framework of globalization. Certain pedagogical implications are also explicated to illustrate the wide-ranging bearing of educational reforms or policies on concerned and affected individuals as a whole. Understanding schooling and education in this approach allows the people to view and analyze schooling and education objectively and critically. In this manner, learners, educators, as well as those people who have no access to education, may no longer be mere passive recipients of the conceptions of education as prescribed by the society; rather, they may be the critics of diverse pedagogical perceptions who aim not only the betterment of education itself but the rectitude of knowledge and consciousness schools propagate as well. In connection with this, Henry Giroux (1985) asserted, the need for a passionate commitment by educators to make the political more pedagogical, that is, to make critical reflection and action a fundamental part of a social project that not only engages forms of oppression but also develops a deep and abiding faith in the struggle to humanize life itself (Freire, 1921, p. 5). It is certainly a conviction and a challenge all at once that is not simple and ea sy to actualize, however, displaying a demeanor of open mindedness and critical thinking, such may be achieved. To realize this kind of goal is to take a step-by-step scrutiny of the sociology of education. Initially, a description of schools as an educational institution would help facilitate the study. Educational institutions are considered part of the society which exist to help preserve or modify the conditions of life by promoting teaching and learning of one sort or another (Reitman, 1981, p. 25). These institutions are also responsible for the continuity of social norms, values, customs and traditions in a certain societal area, as one generation passes after another. However, it is important to note that institutions of education do not necessarily denote schools for there are those which have no formalized curriculum or program of instruction, just like what schools have. Those belonging to this type are referred to as the informal educational institutions. These include, as enumerated by Sandford W. Reitman (1981), families, peer groups, mass media, work places, church, special-inte rest groups, social service agencies and the social class or the social stratum. Schools, on the other hand, are identified as the formal educational institutions. Nevertheless, it is surprising to know that the informal institutions have more encompassing influence than the formal ones due to the fact that they occupy a larger portion of the society. Meanwhile, Reitman (1981) on his book entitled, Education, Society, and Change, explained that a changing society that moves forward to a more complex state requires, in effect, a more systematized process of cultural transmission which informal educational institutions cannot fully ensure. Thus, the formation of formal educational institutions or what most people commonly know as schools was introduced. Herein lies various views regarding the issues on what the schools ought to do as part of the society, on what pedagogical methods they should adapt, on how changes in society affect schooling per se, and on how schools consolidate different predispositions of several stakeholders and other equally significant considerations. One of the perspectives delineated in relation to the above-mentioned concerns was the image of school as both a factory-like and temple-like institution. Deal and Peterson (1994) provided two metaphors which mirror contending perceptions about the purpose and design of schools. One metaphor portrays the image of schools being a factory while the other signifies them as cathedrals or temples. The former symbol perceives schools in a rational way such that schools function like a factory which focuses on results, outputs, structures and roles (Deal Peterson, 1994, p. 70). Such comparison presupposes the goal-oriented approach of schools with regards to their main concerns: student control and academic achievement. In this manner, schools manifest organized, systematized and technical fashion of delivering their functions. Moreover, this way of looking at school emphasizes the importance of managing their technical mission: instruction (Deal Peterson, 1994, p. 70). On the other hand, the latter representation is the symbolic image of schools being envisioned as a temple by which the responsibility of schools to make sure that cultural patterns and practices adhere to the existing values and beliefs of the society is assured. Likewise, it is but necessary to state that this conception embraces the importance of values, commitment, passion, vision, and heart-key ingredients of a beloved institution (Deal Peterson, 1994, p. 71). In this picture, Deal and Peterson (1994) stressed that the factory-like functions of schools are only secondary to that of the functions of the temple figure of schools. Such assumes that these factory roles are to maintain the temple character of schools. Another view on the aspect of school as an educational institution was the belief that schooling opportunity can be considered as one of the best investments a society could make to ensure its own future (Hurn, 1993, p. 264). Christopher J. Hurn (1993) expounded such an optimistic notion of schooling prevalent during the 1970s, stating that education reinforces cognitive competence among citizens of a country which the national economy would necessitate eventually from its populace. In addition to the ambiance of optimism, the faith in education emerged. This so-called faith mainly points out that education plays an important role in shaping a more humane, tolerant, and democratic social order. It is this idea that propagated the impression of how schooling molds the society towards reason and knowledge rather than tradition and prejudice (Hurn, 1993, p. 264). Both of these perceptions of schooling constitute only a few out of the other diverse perspectives of the essence of education. It is important to note, however, the major difference between the two: the former assumes that it is the society which is responsible for the schools make-up simply by comparing it with other institutions of the community, while the latter presupposes that the school and its educational structure primarily affects what the society would be like. Which among the two or the other views of education and schooling would be true is something relative to the interpretation of different people with different stake on education itself. Nevertheless, it is relevant to take into consideration the role of a variety of factors and the interplay of these elements that influence the manner by which people would interpret education. It is because such inclusion to the analysis of the nature and scope of education could perhaps account for the dichotomized, or even dispara te, perceptions of schooling. Further explanations and details regarding this perceptual divide in aspect of schooling would be given specific focus under the discussion of the political dynamics in education found in the succeeding paragraphs. On the other hand, to shed light on the true nature of education and schooling, objective analysis of the functions and the structure of formal education must be taken into account. Reitman (1981) coined the term traditional manifest functions to refer to the functions of schools, particularly American schools, which are demanded by the society. These purposes that tend to serve the social order include the following: (1) selecting and sorting people out for adult roles, considered the most significant manifest function of schools by which students are classified according to academic merits which in turn became the basis for their ability to be qualified in the preexisting economic and social positions; (2) building and maintaining nationalism and citizenship, contextualized during colonial and revolutionary days schools have the duty to establish, inculcate and uphold into students mind allegiance to the national state; (3) transmitting traditional culture, as already mentioned in the previous paragraph, cultural transmission is a relevant obligation of schools that is realized through formal teaching of history and literature; (4) socialization, this, on the other hand, is concerned with the introduction of customs and traditions that are uniformly accepted by the society to the students; (5) propagating religious faith, this applies more to the function of schools in times of colonial period when widespread religious teachings were necessitated to establish colonization; (6) teaching basic skills, reflective of the life-styles and cultural patterns of the society; (7) vocational training, for the mitigation of unemployment in ones economy; and (8) character education, many argued that this purpose is more vital than the first one since this incorporates moral and ethical norms of society which often change overtime (Reitman, 1981, pp. 36-39). Aside from these traditional functions are the emerging school purposes which Reitman (1981) deemed newer and controversial in a sense that they incite deviance from the fundamental and traditional assumptions of education functions. Here are the additional eight functions schools are expected to follow: (1) personal and social problem solving, as manifested in social studies curriculum, schools must be able to adapt to the changing degree of complexity of the society by which individuals and groups are able to solve problems concerning their personal lives and their social environment in which they are part of; (2) social competence in a secondary society, recognizing alterations in the societys operating contexts, one must be able to be adjust to meet new realizations imposed by the new society; (3) diffusion of new knowledge, innovations in technologies resulted to new discoveries that must be taught for students to learn how to cope with a new society different from that of their parents; (4) providing equality of opportunity for a social position, provision of educational opportunities that are accessible to everyone regardless of race, are, gender or economic/social status so as to promote equal competition in the economic marketplace; (5) sex and family life education, the issue of whether schools should involve participation of family and church institutions in teaching such topics which are of immense concern to both; (6) increased functional literacy, the introduction of modern communication aids like visual media put pressure on schools to redesign the basic skills component of their curriculum to integrate latest advancement in technology; (7) development of cosmopolitan attitudes, Reitman (1981) identified vis-à  -vis the idea of cosmopolitanism the role of schools to educate their students to live in such an urbanized, secular, global community (8) existential creativity, development of the free school movement and the thought of open classroom, which perhaps paved the way for the modern idea of academic freedom, provide sufficient grounds for personal expressions of students (Reitman, 1981, pp. 39-43) However, it is important to note that what Reitman (1981) had enumerated as new functions of schools may not necessarily imply the same thing today considering the year such purposes were observed. Yet, these are still relevant facts useful in the analysis of how the sociology of education goes about in line with these functions. Moreover, it is probable to infer that these functions are still regarded as profound insights of school purpose suitably addressed to third world countries. With these purposes and roles of schools and the education that comes with them defined, the need for their fulfillment was to be embodied in the curriculum. The curriculum acts as the means by which the school put into action the functions intended to serve the society (Reitman, 1981). It is described as an organized sequence of learning experiences that seeks to strengthen the concept of education as a tool for the development of knowledge and understanding (Peters, 1991, p.5). In relation to the curriculum schools choose to implement, Reitman (1981) distinguished two of its kinds: the official curriculum and the invisible curriculum. The former which is also known as the formal curriculum reflects the preferred educational purpose of the school and comprises mandated instructions regarding learning processes, usually characterized by the subjects included, the students will experience as they interact with their teachers. On the one hand, the second type of curriculum is called the invisible curriculum. It is invisible in the sense that schools have hidden curricular activities such that the invisible curriculum may be understood as school activity that commonly takes place as part of the implementation of the official program, but which is not officially mandated (Reitman, 1981, pp. 4-5). An example of the implementation of the invisible curriculum is when teachers try to reinforce a sense of superiority among students in the society, to motivate them to study and to maintain their grades qualified for college admissions through mentioning the schools impressive record of getting its graduates into prominent universities (Reitman, 1981). As Hugh Sockett (n.d.) remarked on his article Curriculum Planning: Taking a Means to an End, curriculum is indeed the means which schools utilize to reach the end (Peters, 1973). Looking at the curriculum-based facet of schools, it may appear that schooling has its own way of perceiving and analyzing reality objectively such that the institution itself has no place in the political spectrum of society. It is as if the school is out of the box, or in other words, it is apart from the society it studies, when in reality, schools are affected by the spontaneous and dynamic changes happening in the society. The fact that curricula are set by someone or some group of individuals belonging to the school administration or to a higher level of institution which has a say on the matter emphasizes the idea of school being a political institution, contrary to the belief that schools are nonpolitical institutions and that schooling, as an effect, is a nonpolitical affair. As Reitman (1981) reiterated the idea, he asserted: à ¢Ã¢â€š ¬Ã‚ ¦.elementary and secondary schools, as well as most colleges and universities, have always been involved in struggles for power over the ends and means of education (underscoring mine). Today, public schools are increasingly forced to compete with other agencies of government for scarce financial and other resources. Schoolingà ¢Ã¢â€š ¬Ã‚ ¦ has been a major political endeavor since colonial timesà ¢Ã¢â€š ¬Ã‚ ¦. (Reitman, 1981, pp.321-322) This statement proves how schooling and education go beyond the four walls of a classroom. In addition, formal education is claimed to be a semblance of a political system and in effect, schooling is somewhat a highly political endeavor (Reitman, 1981). Herein, the taking into account of the structure of authority in formal education to better describe how school became politicized by various factors is necessary. Also, it is important to note that the structure of authority falls under two kinds, whether it be informal or formal: the informal aspect refers to the power and influence of interest groups in the realm of school or educational politics while the formal type implies the hierarchy of authority from the lowest division in the school administration to the higher offices of the state government (Reitman, 1981). Reitman (1981) stated that it is in the schooling processes that school politics starts to develop. It is through these processes that different people want to benefit from in the forms of higher salaries, greater financial assistance for curricular and extracurricular programs, or larger funds for capital outlays for new buildings or updated textbooks, that developed the notion of school politics. With all these interests of different people consolidated according to their similarities, there form interest groups, considering that individual efforts will be likely ignored by higher school officials or decision-makers unless that person is the representative of the group or that individual possesses political influence due to financial and social resources. Participation of these groups to implement their particular educational concerns is made realized through political process (Reitman, 1981). Raywid (n.d.), as quoted by Reitman (1981), separated interest groups into two groups: th e legitimate groups and the illegitimate ones. The difference lies in the three rules to which these groups abide in making and pressing their claims. The rules are (1) rules of evidence (is the truth being sincerely sought after and exposed when found?); (2) rules of democracy (is the group open and above board about its motives and methods?); (3) rules of common decency (does the group avoid smear campaigns and slanderous literature?) (Reitman, 1981, p. 329). Under the legitimate interest group category cited by most political scientists are the local teachers organizations, Parent-Teacher Association, civic organizations, civil rights organizations, local chambers of commerce and branches, and ad-hoc groups of budget-minded taxpayers. Whether these groups support or attack schools in favor of their interests, Raywid considered them legitimate for they adhere to the three sets of broad criteria mentioned above (Reitman, 1981). Meanwhile, Bailey (n.d.) also classified interest groups into two basic types: those pro-school and those in opposition to schools. The former includes (1) educational academics (teachers of teachers) who are very important in initiating debate on many political issues; (2) state educational and political officials who bargain with lobbyist, pass laws, and issue directives; (3) professional educators; and (4) surprise actors, that is, coalitions of citizens who align with schools for various reasons. On the other hand, the latter consists of (1) the Roman Catholic Church; (2) tax-minded business groups or owners of commercial real estate; (3) rural groups such as farmers associations which tend to oppose increasing state involvement in education; (4) conservative politicians and state officials, whose pressures and exposure in the mass media often prevent additional spending for education; and ironically, (5) schoolpersons themselves for their failure to understand, develop, and use political machinery available within their own ranks to pursue educational improvements (Reitman, 1981, pp. 329-330). Aside from the enumerated characteristics of interest groups that make each one different from another, Reitman (1981) concluded that ideological biases strongly influence varying perceptions of the informal nature of power and influence over educational reforms of interest groups. Having discussed the informal aspects of control wielded by interest groups, the shift to the formal one is directed to the role of the state government and the personnel in position with respect on their influence in education. There are four essential authority personalities who correspond, though not entirely, to the formal structure of authority in formal education. The first one is the state governor or the chief executive. Recognizing the essence of state educational politics which according to Reitman (1981) is the bargaining between interest group and elected or appointed officials, the governor stands as the key to the extensive bargaining that goes on between spokepersons lobbying for organized educational interests, such as the state teachers association or union or the state chamber commerce (Reitman, 1981, p.343). The next two officials are under the local government: the school board and the school superintendent. The school boards, according to sociologist Norman Kerr (n.d.), have the responsibility to legitimize policies of the school system to the community, in contrast to the common notion that their task is to represent the community to the school administration in line with educational program. On the one hand, they hire school superintendents who are professional experts in the field of formal education. Hence, superintendents became agents of the boards such that they work with them to accomplish objectives at hand which were identified by the school boards and the community to be relevant given certain conditions (Reitman, 1981). The last wielder of influence would be the personnel closest and most accessible to those who need to be educated, the teachers or professors. Although they are large in number, most of them are passive recipients of pedagogical instructions set by those people higher than them in terms of authority. Often times, they are also not fully aware of the political aspects of education particularly those teachers of el ementary and secondary schooling. In this regard, Reitman (1981) raised a challenge for the teachers to contemplate and deliberate on, saying that: Once teachers have seen through the defeating myth of nonpoliticalization of schooling and have begun to comprehend how the myth desensitizes teachers to objective diagnosis of some of their students genuine learning needs, they have reasonable chance to proceed realistically on behalf of their own and their students interests. Armed with the realization that no single one, but rather a variety of sophisticated interest groups possess political clout in this society, a teacher can, if so inclined, participate with other like-minded professionals in organizational efforts to develop political power in educational affairs. (Reitman, 1981, p. 351) Such strong and straightforward statement implies how great the capacity of teachers is in initiating actions calling for improvements in education. However, the implication of this idea also goes with the critical analysis of how formal influence and power to set the manner and content of teaching trickles down from the highest authoritative body to the lowest group of teachers, as educational perspective becomes modified through each level of authority. In this respect enters the political dynamics occurring in the realm of education that entails departure from the confined conception of schooling. Here, it assumes that there exists a larger framework in which conflicting interests of those interest groups and the complex struggle over influence and power of those key actors discussed above are part of and are in the state of continuous interaction. Yet, this larger context also contains competing paradigms of ideological and/or cultural viewpoints which serve as the instrument that shape contrasting interpretations and perceptions of schooling and education. The debate about what schools ought to teach emanated from ideological disparities. These differences on ideologies, on the other hand, resulted from the diverse assessment concerning the critique of the traditional belief of schools as an educational institution. This long-established principle holds that schools taught fundamental skills and basic knowledge of the societys culture and institution, promoted cognitive development, and fostered such essentially modern attitudes and values as tolerance, respect for rationality, and openness to new ideas (Hurn, 1993, p. 270). This view was challenged by three major educational ideologies: the conservative, the liberal or reform and the radical or reconceptualist. The conservative educational ideologies, as expounded by Reitman (1981), strive to perpetuate the socioeducational status quo. Herein lies three rationales, provided by Reitman (1981), that explain education in the angle of the conservatives. The first one is the ideological view of education as human engineering. It explains schooling as a utility designed at making students just the way the society requires them to be and not the other way around by which these students would likely become the critics of that society. This ideology is greatly exhibited in the schools pedagogical measures and curricula such as career education, behavior modification, accountability, the competency movement (which subsumes competency/performance-based teacher education), programmed instruction and teaching machines, behavioral objectives, and performance contracting. The next rationale under the conservative ideology is centered on education as revival of the fundamentals. The idea of revivalistic fu ndamentalism fosters the back-to-basics principle such that supporters of conservatism eagerly demand for stricter school policies (i.e. hair and dress codes) as well as tougher academic standards and grading system. Such creed of conservatives is too extreme such that they even argued that new curricula and progressive teaching methods tend to undermine basic skills which may lead to educational decline and decay (Hurn, 1993). The third and last conservative belief is education as knowledge for the sake of knowledge. As the phrase implies, it basically advocates schooling as a tool directed towards guiding the students in their pursuit of personal intellectual development. To further understand the conservative educational ideology, its basic difference to radical ideology would be helpful. Hurn (1993) stated that most of the arguments asserted by the conservatives negate the claims of the radicals. For instance, radical theorists argue that schools are major props of the established order while conservatives opposed it by claiming that schools, in fact, promote cultural and moral relativism which lead to the disintegration of the homogenous set of cultural and moral ideals of schools such that it further caused the decline of their authority cajole or inspire the young to learn what they have to teach (Hurn, 1993). Adding evidence to the divergence of both ideologies, Freire (1921) in his language of crisis and critique averred that conservatives claim that schools fell short in realizing its purpose to meet the demands and imperatives of the capitalist market economy, thereby, implying that conservatives preserve the status quo of the society, being capitalist in nature. Conversely, schools which act as reproductive sites that smoothly provide the knowledge, skills, and social relations necessary for the functioning of the capitalist economy and dominant society are merely reflex of the labor market in the viewpoint of the radicals (Giroux, 1985). In such image of schools, the means for critical thinking and transformative action are not embodied in the education they provide. The second educational ideology was the liberal or reform type. Reitman (1981) categorized four conceptions about education under this ideological perspective which all seek to modify society as it changes continuously through time via educational processes. These are basically different from the conservatives in terms of their approach regarding norms and values that appear to be obsolete as time passes. Liberals or reformists prefer to preserve them and to integrate improvements for their continuity in contrast to conservatives who will insist in reviving such forgotten customs (Reitman, 1981). The first one among the liberal/reform conceptions is the view of education as ethnic revitalization. This caters developments such as ethnic studies, multicultural education, bilingual education, and community control so as to represent schools as venues for the unification of the diverse nature of a pluralistic society in terms of ethnic differences. Next in line is the second belief which is education as social reengineering. Although this is somewhat similar to the notion of human engineering feature of education employed by the conservative theorists, liberals social reengineering boil