Comparing Relationships in Romeo and Juliet and Great...

The familial relationship between Juliet and her father, Lord Capulet, is quite ambivalent. It is very much affected by prominent views of the public such as patriarchy. In the medieval world of Verona in Elizabethan England, fathers were entirely in charge the household as they were viewed as dominate and more powerful. In the beginning, Lord Capulet is illustrated to be concerned that marriage to the â€Å"Gallant† and â€Å"noble† County Paris is too sudden for his daughter. My child is yet a stranger in the world; she hath not seen the change of fourteen years. This initially portrays Capulet as fatherly and protective over his daughter, as would be expected. My will to her consent is but a part.† From this, we can assume Lord Capulet also considers Juliets feelings about the marriage and desires her willing compliance. However I think behind the obvious image of caring, Shakespeare is mocking the society, family and wealth because he arranges for this to take place. Capulet tells Paris that although she is free to choose her own mate, it must be from a narrow pool that he has approved of, and whats more, he has already selected Paris. He sees no reason why his daughter would object. A familial relationship is also evident in Great Expectations between Abel Magwitch and Pip. From when they first meet on the marshes, their relationship is only a seed of what will grow to be an affectionate and caring bond. ‘Yes, Pip, dear boy, Ive made a gentleman on you! Magwitch hasShow MoreRelatedGender Roles and Attitudes toward Love in Shakespeares Hamlet5989 Words   |  24 PagesRomeo and Juliet is a heart-breaking tragedy written early in the career of playwright William Shakespeare telling us the story of two teenage ‘star-cross’d lovers’ whose unfortunate deaths ultimately unite the dispute between their two families. Despite the perils involved, they fall in love and marry with the help of two characters, Friar Lawrence and the Nurse. Throughout the play, Shakespeare portrays a range of different kinds of love through the central female characters. Maternal love is offeredRead More Comparing the Love of Romeo and Juliet, Twelfth Night and the Bible4838 Words   |  20 Pageshumanity. God so loved the world that he gave his only Son. (John 3:6) Jesus preached a great deal about love of neighbor, love of God and even love of enemies. (Matt 5:44) Shakespeares Biblical knowledge is well known and he was certainly familiar with these concepts as he wrote his plays on the subject of love. By looking closely at his works, we can analyze the nature of true love. In Romeo and Juliet, Shakespeare gives an example of true love overcome by tragic fate. His star-crossed loversRead MoreMedia Magic Making Class Invisible2198 Words   |  9 Pageshis statement that the class you are in effects you in the classroom and your level of achievement, by using statistics from researcher William Sewell. Sewell à ¢Ã¢â€š ¬Ã…“showed a positive correlation between class and overall educational achievement. In comparing the top quartile (25%) of his sample to the bottom quartile, he found that students from upper-class families were twice as li kely to obtain training beyond high school and four times as likely to attain a postgraduate degreeà ¢Ã¢â€š ¬Ã‚  (pp.342-343). SewellRead MoreDiversity At Workplace Diversity Within The Workplace3281 Words   |  14 Pagesdiscrimination in which some diversity strategies come along with disapproval from group who will not get benefit from them. For example, Indian restaurant recruiting Indian waiters or Theatre Company looking for male actors for the lead role of Romeo in Romeo and Juliet play. Business case study carried on BQ UK In this case study, company was struggling with labour shortage in 90s. by implementing HRM polices of fair recruitment and selection procedures while hiring new staff with different age groupsRead MoreCrm in Supermarkets30832 Words   |  124 PagesEB 2003-02 February 2003 FOOD INDUSTRY MANAGEMENT CORNELL U N I V E R S I T Y Customer Relationship Marketing (CRM) in the U.S. Supermarket Industry: Current Status and Prospects Gerard F. Hawkes Senior Extension Associate Food Industry Management Program Department of Applied Economics and Management College of Agriculture and Life Sciences Cornell University, Ithaca, NY 14853-7801 Teaching †¢ Research †¢ Executive Education IT IS THE POLICY OF CORNELL UNIVERSITY actively to support

Essay on Descartes Mind and Body - 1129 Words

Descartes has a very distinct thought when thinking about the mind, and how it relates to the body, or more specifically then brain. He seems to want to explain that the mind in itself is independent from the body. A body is merely a physical entity that could be proven to be true scientifically and also can be proven through the senses. Such things are not possible with the meta-physical mind because it is independent of the body. Building on his previous premises, Descartes finally proves whether material things exist or not and determines whether his mind and body are separate from each other or not. In Meditation Six, Descartes lays the foundation for dualism which has become one of the most important arguments in philosophy.†¦show more content†¦In my eyes this does not cancel out that God is real, because it is possible that at first God created everything with good intentions, and left individuals to live and react to certain situations their own ways. He then b egins to address the problem of imagination. If he realizes that things are around him, that rules out the possibility that he is imagining such entities. He says that imagination is not essential to his existing, so he removes himself from these thoughts. After seeing this, he then attempts to see if the body truly does exist. He explains the beliefs he has about the outside world. He understands his body and such experiences it goes though, and through that he realizes that they must be present, and if they were not it would be impossible for him to feel them. He distinguishes the body from other things because the body must always be present, while other things could be merely different feelings. He here uses premises that he developed in Meditations three and four to help state that mind and body both exist, but separately. He says that his mind is different from his body, so therefore it must be separate from it. He then comes back to his Truth Rule from Meditation Fou r. â€Å"Every judgment that I make concerning matters that are â€Å"clear and distinct† to me is most assuredly true.† He says that god has made him think that his mind and body at distinctly separate, so they must be. He argues that his body and mind areShow MoreRelatedDescartes Mind and Body1480 Words   |  6 PagesDescartes’ Mind Body Dualism Rene Descartes’ main purpose is to attempt to prove that the mind that is the soul or the thinking thing is distinct and is separate from the body. This thinking thing was the core of himself, which doubts, believes, reasons, feels and thinks. Descartes considers the body to be an extended unthinking thing; therefore it is possible that one may exist without the other. This view is known as mind-body dualism. He believes that what he is thinking in his mind is what GodRead MoreDescartes’ Mind and Body Distinction817 Words   |  3 PagesDescartes’ Mind/Body Distinction This paper will attempt to explain Descartes’ first argument for the distinction that exists between mind and body. Dualism is a necessary aspect of Descartes’ metaphysics and epistemology. This distinction is important within the larger framework of Meditations on First Philosophy (1641) because after doubting everything (body, extension, senses, etc.), Descartes comes to the conclusion that because he doubts, he must be a thinking thing and therefore exist (p.43)Read MoreDescartes Proof That The Mind And The Body1568 Words   |  7 PagesDescartes’ proof that the Mind and the Body are distinct substances is as follows, First Descartes asserts that everything that can be clearly and distinctly understood is within the ability to be created by God as to correspond identically with the way that Descartes understand things in the world. It follows from this assertion that because Descartes is able to clearly and distinctly understand one thing apart from one anot her is enough to make them noticeably different in substance. DescartesRead MoreDescartes : Mind And Body Dualism735 Words   |  3 PagesDescartes was a Renaissance philosopher who affirmed the value of the deductive method (Chaplin Krawiec, 1983). This is an essential part of the scientific method where in the search for knowledge one passes from the general to the particular in a way that starting from premises of universal character particular statements are inferred. His philosophical method of questioning all propositions leads him to suggest that doubt is an act of thinking and he could not doubt that he thought, affirmingRead MoreDescartes And The Mind Body Dualism2479 Words   |  10 Pages â€Å"The mind-body dualism, in philosophy, is the fact that any theory that the mind and body are distinct kinds of substances or natures. This position implies that mind and body not only differ in meaning, but refer to different kinds of entities (Britannica).† The most basic form of dualism is substance dualism. Substance dualism is the idea that he mind and body are composed of two ontologically distinct substances. According to one who believes and studies dualism, the mind is comprised of aRead MoreDescartes on the Distinction Between Body and Mind1181 Words   |  5 PagesName Tutor Course Date Descartes Premise for Distinguishing Body and Mind In the Meditations on First Philosophy, Descartes discusses the nature of the body and mind. By drawing from three lines of thought, Descartes launches a powerful premise that the body is something distinct from the mind. He conceptualizes his argument by using the uncertainty of knowledge argument, appealing to God’s omnipotence, and describing the indivisibility of the body and mind. Therefore, the purpose of this paperRead MoreDescartes Meditations And The Separation Of Mind And Body1608 Words   |  7 PagesDescartes’ Meditations take us through what can be called into doubt and what he concludes is absolutely certain. Descartes argues that the mind and body are two distinct things, but he acknowledges that they are somehow connected. Although, Scholars have noted Descartes’ argument of the separation of mind and body, they have missed the importance of how he justifies the connection between the two, because God willed it so. At the start of his meditations Descartes is sifting through his priorRead MoreDescartes: Relationship Between Mind and Body922 Words   |  4 PagesDistinction between the Mind and Body†, one important thing Descartes explores is the relationship between the mind and body. Descartes believes the mind and body are separated and they are two difference substances. He believes this to be clearly and distinctly true which is a Cartesian quality for true knowledge. I, on the other hand, disagree that the mind and body are separate and that the mind can exist without the body. First, I will present Descartes position on mind/body dualism and his proofRead MoreDescartes Dualism And The Mind Body Theory1322 Words   |  6 PagesDescartes’ Dualism Rene Descartes dualism states that the mind and body are separate entities. The mind is a nonphysical, non-spatial substance; the mind and brain are separate existences, the brain is a part of the physical body and serves as a connection between the body and mind. Dualism is a hot topic of argument on whether the theory holds any validity or if it holds any truth. However, Cartesian dualism is a credible theory and has a lot of support to verify it. One major point in DescartesRead MoreSummary Of Descartes On The Mind-Body Distinction751 Words   |  4 PagesAssignment Descartes on the Mind-Body Distinction In the Sixth Mediation, Descartes advances a compact argument for the idea that the mind and the body are distinct (2006, AT 78). In this essay, I’m going to present what I take Descartes’ argument to be, and very briefly evaluate it afterwards. Descartes starts with the thought the we can understand, at least, something, and we can understand something in a specific manner: clearly and distinctly; we can’t be wrong, according to Descartes, about things

Role of Education Free Essays

Undoubtedly, education plays a significant role in every aspect of people’s lives. In other words, all through history, education and psychology have powerful methods for learning pieces of information. Also, these two efficient ways are vital for those who are eager to improve their behavior and knowledge. We will write a custom essay sample on Role of Education or any similar topic only for you Order Now As a matter of fact, learning has been defined in several methods by a number of different theories. Theories of learning can help instructors to decide and select the suitable ways for their educational structure. Many scholars have commented on how behaviorism, cognitivism, and constructivism have influenced the research in the field of educational technology. Behaviorism is a psychological approach which describes all behavior in terms of learning. This theory focuses on behavior. In addition, in this approach, cognition like thoughts is totally ignored. Also, it is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Without a doubt, this approach has a numerous ascendency, such as providing a number of practical applications and techniques to shape conduct. As far as I concerned, giving a prize to those whose behavior is appropriate is the best deed, and also it can cause others especially children to shape and enhance not only their behavior, but also their activities. However, besides all these positive features, it has some disadvantages, but two of which are more significant. For instance, based on this theory, learning can be defined as â€Å"the relatively permanent change in behavior brought about as a result of experience or practice.† Obviously, this approach has had a long lasting impact on language teaching, but it has some negative points. To illustrate, people can change their conduct when they are either exposure to new environment or get new information, even if they have previously established a different behavior through reinforcement. In addition, behaviorists claim, â€Å"Human has passive learners.†, but, psychologists are appose to this assertion. They believe human are active agnates, and they are able to think and determine. In my opinion, this theory is really useful and practical in elementary schools, because children in this grade cannot distinguish between right and wrong, so they need a person who monitor them. In other words, they need a leadership. On the other hand, behaviorism is not essential for higher grades, because these kind of people are active, and they already have learned and known what the best method is. Cognitivism, like behaviorism, emphasizes the role that environmental conditions play in facilitating learning. Cognitive psychologies tend to think of the brain as an active participating component in the learning process. . This theory focused on the inner mental activities of human beings to understand how people learn. In fact, behaviorists saw humans as programmed animals, but cognitivists viewed them as rational beings. The best feature in this theory is that cognitivism assists people who really wants to shape their behavior and tries to develop their conduct for the better. Due to the fact that, this approach focuses on brain’s function, it is really beneficial and helpful. On the other hand, cognitive approach denies other factor which influences behavior, such as, genes and individual experiences. Owning to assuming all human conduct are equal, it is the biggest weakness that this theory has. I think that, this theory can be more practical than behaviorism. Due to the fact that, it is able to combine to other approaches can be effective and helpful method in all schools especially Iranian students. Also, because it does not focuses on just one thing and analyze human in other perspective, Iranian student are more successful when educational system applies this approach in schools. Therefore, according to all things that it was mentioned-above, cognitivism has abundant positive results in Iranian educational system. Constructivism considers the learning to be an active. Even though constructivism is considered to be a branch of cognitivism (both conceive of learning as a mental activity), it distinguishes itself from traditional cognitive theories in a number of ways. One of the superb factors in this approach can be pointed out is that students are active, and all of them participate in every activities, such as discussion and practicing. It is believed that group working is one the best effective ways to progress in every field. Also, this action is tough provoking, and it is kind of a challenge for students to try hard to achieve their goals. However, this way is only suitable for those who are genius, and they can analyze their problems individually. In other words, it can be practical for people who can deal with every problem without any assistance, so they are really successful with this approach. Furthermore, this method is not handy for students or other people whose knowledge are lees, and they are not in favor of group activities. Hence, they might fail at their courses or they may just imitate what others do, so they do not learn anything. In this case, constructivism has negative results. Consequently, constructive approach depends on people’s characteristic. In my point of view, this approach is the best theory in contrast with other theories. Although it has some negative points, advantages outweigh disadvantages. However, constructivist approach is not appropriate for Iranian educational system. Unfortunately, Iranian are intrapersonal, and they prefer to do their activities individually. On the other hand, Iranian student are in favor of teacher-centered. Owning to focusing student-center in this way, our society disagrees with it. In addition, due to lack of capacity of some of Iranian student, this theory is not successful in our education. In short, it is not deniable that these three approaches are beneficial and try to help students improve their education and behavior. Obviously, each of these theories works for each student, and they have different ways and attitudes to how these theories accelerate learning. As it was above mentioned, all these three schools of thought has their own strengths and weaknesses, but I think constructivism is like a new invention in education. As far as I concerned, if I were a teacher, I would definitely choose the constructivism theory because it is crucial that students be more active in their lesson and become independent. Also, this way causes increase students’ motivation to study well. How to cite Role of Education, Papers

A Scary Story Essay Research Paper The free essay sample

A Scary Story Essay, Research Paper The Lakeside Ghost Story My tummy was churning as the large bold letters came into position. They read, Camp Lakeside. The coach came to a sudden halt and a counsellor at the forepart of the coach stood up and shout, Everyone away! A stampede of eager campers rushed from the coach, into the bright sunlight of Lakeside cantonment. I had been looking frontward to the cantonment for a few months and now that I am here I can t believe it. My friend Justin saved a bunk beside his. I arrived besides to the good intelligence that I wouldn t need to take the swimming trial. Although I m non a great swimmer, I made some major betterments last twelvemonth. That dark for dinner we had chicken with mashed murphies and Brassica oleracea italica. For sweet they served Jell-O. I got a little leery when after dinner we were ordered to travel to our cabins and unpack. We will write a custom essay sample on A Scary Story Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After we were finished unpacking, we had some free clip until 7:45, which gave us thirty proceedingss to play. The clip passed rapidly and before we knew it, the clip was 8:00! I started running to my cabin, but all of a sudden I spotted two counsellors dressed in all black. I had the impulse to follow them, but my desire to remain out of problem on the first twenty-four hours maintain me from following them. The following twenty-four hours flew by as a merriment filled twenty-four hours. My friends and I played thr oughout the searing hot twenty-four hours. He had besides seen something that dark, but thought it was nil. We both made a promise that we would follow the two counsellors subsequently that dark. After dinner, we were given the same regulations as the twenty-four hours before. I played until 7:30, so hid in a shrub with my friend Tommy. At around 8:00 we saw the same two counsellors walking in the same topographic point so we followed them at a safe distance. The two counsellors walked rather a distance until they suddenly stopped at an old campfire haunt. We approached easy and carefully seeking non to do a sound when both of them turned about and said hello small kiddies and vanished go forthing their lifeless apparels on the land. We ran every bit fast as we could towards what we thought was the way of the route. Then out of nowhere they appear in the darkness in front traveling quickly at us. We decided tally to the left trusting person would assist us. That s when I looked back and noticed that Tommy wasn T behind me. I kept peering back trusting to happen some hint that he was behind me, but nil merely the two ferocious shades. When I eventually reached the chief route I flagged down a constabulary auto and blurted to the constabulary officer Lakeside Camp is a shade cantonment. The officer looked at a loss and said Lakeside Camp burned down over 30 old ages ago.

Leadership and Learning for Journal of Management -myassignmenthelp

Question: Discuss about theLeadership and Learning for Journal of Management. Answer: A true leader is one who possess the qualities of knowing, showing and going all the way (Maxwell, 2018). For the purpose of being a good leader one must have a clear vision about the goals of an organization. Such leader must know the objectives of the organizations. It can be said that a leader who does not know his goals cannot lead others. Knowing the destination is of primary importance for leading any team (Antonakis Day, 2017). However, due to the change in the market conditions and the change in the policies of the organizations leaders are required to have the ability and skill to adapt to the changes and shift their visions. Adjustments and changes in the visions of leaders do not pose any problems to the leaders as long as the leader knows the way to achieve the visions. Such changes and adjustments in the visions must not occur frequently as it might make a good leader feel distracted and lose confidence. A good and efficient leader must go all the way while demonstrating his leadership skills. In most instances leaders just show the way to their subordinates to achieve the visions he has for the organizations (Shanafelt Noseworthy, 2017). However, the leaders themselves are unwilling to go all the way and provide a demonstration to the subordinates about how to achieve the goals. A good and efficient leader is one sets an example for others to follow. A true leader always shows the right path to his subordinates to follow. A leader must not show the way to his team but also keep the members of the close so they not feel lost and confused about how to reach the goal (Senge, Hamilton Kania, 2015). A good leader shares his vision with the rest of the team and motivates them to achieve the vision shared by them. A good leader as opined by Senge must act like the designer of a ship rather than its captain. The leader must create a common vision for the team. He must determine and formulate policies, structures and strategies and transform business ideas into decisions to be followed by the team. For the purpose of assessing the leadership qualities which include (knowing, showing and going) the importance of organizational learning must be discussed. Organizational learning can be defined can be defined as the body of work which takes into account many disciplines of both social and natural sciences (Shafritz, Ott, Jang, 2015). The disciplines of anthropology, sociology and psychology are important contributors to the process of organizational learning. The process of organizational learning is intricately related to many other major fields such as organizational communication, leading change, individual motivation and accountability, creativity and innovation and management and leadership development (Li, et al., 2014). The phenomenon of organizational learning can be defined by two different schools of thoughts. They are: Cognitive school Behavioral school According to the cognitive school it can be said that organizational learning takes place through mental models, schemas and structures that help us understand situation and events and also allow us to interpret and respond to our environment (O'Donnell King, 2014). However the Behavioral school suggests that the process of organizational learning s done by having a good understanding and gaining insights from experience. Such insights and experience can be gained through observation, experimentation, analysis and examination of the results of the actions undertaken by the business leaders (Sessa London, 2015). It can be said that the need for organizational learning has become necessary now more than ever before as businesses are tend to move from stable to unstable conditions in the global marketplace. Companies have realized the need to rejuvenate themselves and re formulate their policies for ensuring short and long term success as competitions, market conditions, technology, customer demands are evolving. Encouraging a culture of learning is of topmost priority to the leading businesses because organizational learning contributes to creation of competitive advantage by enhancing the organizational effectiveness and performance. After having discussed the meaning and importance of organizational learning, it can be said that organizational learning can be assessed and evaluated by the application of three classical theories (Kolb, 2014). They are: Adaptive and generative learning theory from the cognitive school Experimental earning theory from the cognitive school Assimilation theory from the behavioral school Adaptive and Generative learning theory The theory of adaptive and generative learning had been devised by Peter Senge. It is based on the theory of Kolbs ELT model (Chiva Habib, 2015). The Adaptive and Generative learning theory has identified mental models which involve generalizations, deeply ingrained assumptions or images and pictures that help us to have a good understanding of the world and understanding of how actions are taken. It can be said in accordance with this theory that some of the skills and abilities required by individuals at the organizational level include: building a shared vision, personal mastery team learning and systematic thinking. This theory differentiates between generative and adaptive learning. Adaptive learning can be characterized by paying attention to the foundation of existing knowledge. Existing knowledge is amended with new thinking to achieve an objective. Adaptive learning is particular importance to organizations as organizations seek continuous improvement. The generative learni ng theory however is different from the Adaptive learning theory as it seeks to generate new information from the foundation of existing knowledge. Generative learning becomes useful to an organization when new strategies, product lines and other assets are required urgently (Sessa London, 2015). Generative learning is effective in producing radical ne changes in the organization. Thus it can be said that leaders in an organization can develop their leadership skills by the application of principles as enumerated in the aforementioned theory. Leaders are required to know their vision for the purpose of leading their teams. By the application of principles of this theory, leaders can access the information which is required to make innovative strategies to lead their respective teams. For the purpose of leading their teams leaders are required to formulate strategies for their team members so that they can achieve their shared vision. Formulation of such strategies requires leaders to have in depth knowledge about adaptive and Generative information. Experiential Learning theory- The experiential learning theory had been devised by Kolb and the same is based on psychology, physiology and philosophy (Kolb, 2014). The Experimental theory has influenced organization and leadership significantly and has significantly contributed to the learning organization principles. The basic premise of this theory is that the process of learning occurs through grasping and transforming experience. The experiential learning theory is constituted of a learning cycle with a four stage model. Concrete experience and abstract conceptualization makes up the grasping component while reflective observation and active experimentation constitutes the component of transforming experience (Sessa London, 2015). It can be said that in this learning process a learner moves though a cycle of experiencing, thinking, reflecting and acting in a repeating progression which is unique to each learning experience. In this learning process the specific experiences generate observation and reflectio n. Such concrete concepts are integrated and internalized and into abstract concepts, which in turn generates behavioral experimentation. Thus after being provided with a detailed analysis of the theory of Experiential learning, it can be said that leaders are required to create an atmosphere of learning within the organizations. Assimilation theory This theory is comparatively different from the other cognitive theories. According to this theory, organizational learning is primarily focused on changes, which are based on action. Such changes take place in an organization as the individuals learn through their performance (Engestrm, 2014). According to the Assimilation theory, organizational learning can be characterized as rational, observable and quantifiable. This theory has put forward a learning process comprised of three unique stages. These stages are: Knowledge acquisition which consists of creation and development insights, skills and relationships Knowledge sharing which consists of disseminating what has been learned Knowledge utilization, which is comprised, of implementation of the knowledge through policies that can be applied in general situations. The aforementioned three stages are behavior linked and focuses on practical application rather than cognition. Seven learning orientation have been proposed for the purpose of defining this method of organizational learning. The seven orientations are: Identifying the source of the knowledge Focus on what is produced by the organization versus how the organization aims to deliver its services and products Documentation of the knowledge- Assessing public availability vs individual possession of knowledge Mode of Dissemination- How the knowledge acquired is to be disseminated among various departments of the organization Focusing on the learning process- Assessing the benefits of transformative versus incremental learning Focusing on value chain- Assessing whether investing in market and deliver or design and make functions would be beneficial Focusing on development of skill- Assessing the benefits of development of skills by individuals vs development of team skills. Thus after analyzing the principles of this theory it can be said that leaders are first required to identify the source of the knowledge required for building the vision. He is then required to share the knowledge gathered by him with other team members so that they can share the vision of the leader. Finally he is required to focus on the learning process and assess the benefits of transformative learning versus incremental learning and assess the development of skills of the team members. Reference list: Antonakis, J., Day, D. V. (Eds.). (2017).The nature of leadership. Sage publications. Shafritz, J. M., Ott, J. S., Jang, Y. S. (2015).Classics of organization theory. Cengage Learning. Li, Y., Chen, H., Liu, Y., Peng, M. W. (2014). Managerial ties, organizational learning, and opportunity capture: A social capital perspective.Asia Pacific Journal of Management,31(1), 271-291. Chiva, R., Habib, J. (2015). A framework for organizational learning: zero, adaptive and generative learning.Journal of Management Organization,21(3), 350-368. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Engestrm, Y. (2014). Activity theory and learning at work. InTtigkeit-Aneignung-Bildung(pp. 67-96). Springer VS, Wiesbaden. O'Donnell, A. M., King, A. (Eds.). (2014).Cognitive perspectives on peer learning. Routledge. Sessa, V. I., London, M. (2015).Continuous learning in organizations: Individual, group, and organizational perspectives. Psychology Press. Senge, P., Hamilton, H., Kania, J. (2015). The dawn of system leadership.Stanford Social Innovation Review,13(1), 27-33 Shanafelt, T. D., Noseworthy, J. H. (2017, January). Executive leadership and physician well-being: nine organizational strategies to promote engagement and reduce burnout. InMayo Clinic Proceedings(Vol. 92, No. 1, pp. 129-146). Elsevier. Maxwell, J. C. (2018).Developing the Leader Within You 2.0. HarperCollins Leadership.

Fellowship Essay Examples

Fellowship Essay ExamplesAll who have completed their undergraduate degree or are pursuing further studies have often to deal with writing a fellowship essay. It is normally due to their work in the university community. That was the time when they were studying for their degrees or preparing for the job interviews. Today, fellowships are also awarded in this field, which has made the competition a lot more stiff.It is not very easy to write the research paper, thesis, dissertation, and book. In fact, this is one of the most difficult academic subjects. One has to make sure that the research is quality. This is the reason why so many scholars are willing to present their research at academic conferences. In order to get an entry on these conferences, fellowships are also offered by academic institutions.If you wish to write a thesis, you should be able to write a lot more than that. You should be able to research the subjects well and clearly. You should also be able to present your points well. Writing a good fellowship essay can be quite hard. It is also important to make it interesting for the reader.You can always start by doing a research paper, which is the foundation of all other essays. Research paper examples are found all over the internet. You just have to find the source and copy it. After you have got all the relevant research papers, it is time to make a list of all the topics and the research areas that interest you. Theses and dissertations can also be written on a topic like human rights, human evolution, and more.When you are writing a simple thesis, you will also find different reference books and works on the subject. All you have to do is to collect those reference books and research the related subjects. Make sure that the topics are of the same sort. Avoid writing on unrelated subjects. They can confuse the reader. This can also result in a boring research paper.There are also many online sources where you can gather information about all the research topics that interest you. The websites of various academic institutions also provide such information. From the articles you read on the website, you can create your own research paper, if you think it is needed.The most important thing that you should remember when you are going through fellowship essay samples is that the research has to be researched properly. It can only be done if you understand the nature of research.

Role of Voluntary Organizations in Community Development in Nigeria free essay sample

Role of Voluntary Organizations in Community development in Nigeria Submitted by Ekweruo Chigozie Kenneth. Bsc. Pub. Administration L. G Studies University Of Nigeria Nsukka ABSTRACT Community development entails the provision of infrastructural facilities to the people. The provision of these social amenities can be attained through a number of ways and/or organizations which includes, the government, community development associations, Voluntary Organizations. A Voluntary Organization or Volunteers Organization is any organization that uses the human resources of volunteers for achieving its main purpose. Community participation can be facilitated by the use of voluntary organizations. The importance of voluntary organizations with regards to community participation lies in the fact that the mobilization of resources and support for any type of development activity does not necessarily involve the totality of the people in a project community at the same time. Their full involvement can be achieved through the instrumentality of existing voluntary organizations. We will write a custom essay sample on Role of Voluntary Organizations in Community Development in Nigeria or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Voluntary organization abound in Nigeria communities. They include religious organization, Youth clubs, cultural organizations, village/town unions, age groups etc. These Organizations can be useful in enlisting the support of various groups like traders, farmers, Landlords, Youths, Women etc. They can equally contribute necessary human, material and financial resources for development purposes. This Seminar paper therefore examines the roles of Voluntary organizations in Community development in Nigeria, their challenges and the need for government to partner with them in order to achieve the targeted objective in our rural communities. INTRODUCTION Poor performance of government in meeting the socio- economic quests of citizens has been identified as one of the reasons behind the proliferation of community based organizations (CBOs) in the new millennium. Along this line, Wahab (2000) observed that people in developing nations have until recently looked up to their governments to meet their basic socio-economic demands. Of a truth, governments in African nations have evolved both top-down and bottom-up approaches to achieve sustainable development of their people. These include establishment of lead industries at key centers so as to create job opportunities, provide basic infrastructure and utilize regional natural and man-made resources to stimulate growth and economic development that would spread to lagging regions (Perroux, 1955; Abegunde, 2003). Besides, Agbola (2002) noted that successive Nigerian governments have responded to both rural and urban problems by evolving poverty alleviation programmes to help stir development simultaneously at the grassroots. These programmes include the national directorate of employment (NDE), community banks, directorate of foods and rural roads infrastructure, better life for rural women, national poverty alleviation programme (NAPEP) among others. The failure of governments’ top-down approach and lack of involvement of the people at the grassroots in the bottom-up strategy have weakened the confidence of the public in central authorities. Communities therefore seek solace in indigenous institutions, which pressurize government for attention to development problems in their communities and/or undertake development programmes and projects that they observe that are very needful in their immediate communities. The indigenous organizations are associated with self-help (Ogundipe, 2003). They constitute the media for resources mobilization to confront local challenges. These include the finance and execution of projects, lobbying and nomination of representatives to government offices to air their views and press their needs and developing of human resources against future developmental needs of their immediate communities. Thus, their impacts have been felt in the areas of economic development, policy matters, health and infrastructure, environmental and physical development among others (Agbola, 1998; Akinola, 2000; Akinbode, 1974; Onibokun and Faniran, 1995). Despite these accomplishments, many CBOs have rose and fell like old empires while some have had no significant impact since their establishment due to poor funding. This is more so because CBOs in African communities are micro-systems within the macro environment that is afflicted by economic regression, poverty and low standard of living. There is therefore the need to appraise the socio-economic status of existing voluntary organizations in the communities of developing nations like Nigeria and identify the degree f impact they have exerted on their physical environments. Objective of the study. The study assesses the role of Voluntary Organizations in Community development in Nigeria. Furthermore, this Seminar paper tries to look into the challenges faced by Voluntary organizations in Community development and ways government can come in to assist these community based organizations for effective performance in community development projects. The concept of community based organi zations (cbos) Community based organizations otherwise known as local organizations have been given different names in different places. These include ‘community development associations’, ‘neighbourhood councils’ and united community among others (Biddle and Biddle, 1968; Agbola,1998). Community based organizations are set up by collective efforts of indigenous people of homo or heterogeneous attributes but living or working within the same environment. Their coming together creates conditions which broaden the base of self governance and diffusion of power through a wider circle of the population (Adeyemo, 2002; Adejumobi, 1991). It is seen as voluntary, non-profit, non-governmental and highly localized or neighbourhood institutions whose membership is placed on equal level and whose main goal is the improvement of the social and economic well being of every member (Abegunde, 2004). CBOs are localized institutions in that their spheres of influence hardly extend beyond their immediate communities or neighbourhood. They are non-profit and non-governmental because all members contribute economically towards the fulfillment of their responsibilities to the immediate environment and not depend on government before fulfilling these (Claudia, 2003). Benefits accrued from members’ contributions to the associations are shared accordingly with fairness. They are concerned with the development problems of and development programme projects in their various areas (Esman and Upholt, 1984;Bralton, 1990). They respond to community felt needs rather than market demand or pressure. Distinction has been made between community based organizations (CBO) and non-governmental organization (NGO) (CASSAD, 1992; Agbola, 1998). However, both scholars agreed that CBO and NGO have common attributes and their difference is a matter of â€Å"scale and location†. According to them, CBO suggests a simple institution that covers a relatively small area with local identity while NGO has a sophisticated and complex structure and covers a wider area and project. From the example made by one of them, the rotary international qualifies as NGO but the rotary club of a community qualifies as CBO. In essence, community development is the essence of CBO. Through community development, efforts of the people are united with those of government authorities to improve the economic, social and cultural conditions of communities, so as to integrate them into the life of the nations and to enable their people to contribute fully to national progress (United Nations, 1963). Along this line, Fakoya (1984) argued that community development provides avenue for people to organize themselves for planning action, define their common and individual needs and problems, make group and individual plans to meet their needs and solve their problems, execute these plans with a maximum reliance upon community resources and supplement these resources when necessary with services a nd materials from government and non-governmental agencies outside their communities. In the same vein, Bamidele (1994) saw it as a process whereby both urban and rural communities are assisted to provide for themselves, with deliberate and conscious speed, those services and amenities they need but which neither the state government nor local government can provide. Significant in these is that community development is first the joint efforts of the people who would be the direct beneficiaries before government and non governmental organizations that could be termed initiators and supporters are involved and absorbed. The degree of involvement of the former therefore determines the level of development in any given area. In another dimension, community development is not real until there is individual’s participation. Participation therefore embraces the initiators, supporters and the beneficiaries of any given development programme. According to Cary (1973), participation means open, popular and broad involvement of the people of the community in decisions that affect their lives. To participate therefore means to share in decisions about goals and objectives, about what should be done, how and by whom. Participatory development is essential for sustainable development programme. It is an empowering process which seeks to change behavior through education, helps community to tap their own resources and skills and provides communities with the tools they may require to advance in the way they deemed fit (Geldof, 1994). Community based organizations open ways for participation at grassroots level. It involves the local and indigenous people in the identification of their local needs and conception formulation and implementation of any project in order to develop the necessary self-reliance and self-confidence (Mbithi, 1974) in their immediate environment. According to Kolawole (1982), he believed that the word ‘local’ as conceived by Mbithi (1974) simply means the non-governmental individuals, voluntary organizations, indigenous social groups and collective members bound together by social and or traditional ties. CBOs therefore serve as wheels for the vehicle of grass root participation in indigenous programmes and projects to satisfy local needs. Such participation as characterized in CBOs could be in cash or kind, levied or free choice. Although Agbaje (1990) have argued that CBO has freedom of entry or exit, Holdcraft (1982) observed that this freedom could be generalized with the exclusion of community based institutions organized by landlords, community or clan leaders, age group fans and trade unions among others. On this, Ogundipe (2003) emphasized that what matters most is the development of the people’s communities through the mobilization of community efforts. Such efforts according to Abegunde (2004) are harmonized towards protection of citizens, provision of infrastructure, furnishing communities with necessary information, materials and opportunities and general upliftment of communities images among others. Voluntary organizations and physical development in Nigeria Evidence from the literature reveals the activities of Voluntary organizations in Nigeria (Olowu et al. 1991; Olomola, 2001; Oludimu, 1990; Ugal, 1992; Adejumobi, 1991; Adejumobi, 1991; Abegunde, 2004). For instance, the study conducted by Olomola (2001) in Lagos state revealed that Voluntary organizations in the state solely relied on internally generated revenue with very little aid from the government. This was why the Voluntary Organization that won the best CBO award in 1988 emanated from Lagos state. The organi zation in 1998 built a primary school, bank, court hall, community hall, post office and opened up several roads for vehicular usage (Olomola, 2001). A study conducted by Abegunde (2004) on the activities of the Voluntary organizations in Atiba local government area of Osun state revealed that there were about 160 CBOs in the area. About 40% of these CBOs provided social facilities worth 17. 56 million naira to their immediate community. Similarly, Voluntary organizations in Any state were said to be economically buoyant enough to have constructed access roads within neighborhoods, built schools and health centres, provide potable water and see to the general welfare of their members without government’s assistance (Adejumobi,1991). It was even recorded that the ultra modern maternity centre built by CBOs in Udi local government area of the state aroused no governments’ interest, in that the maternity could not take off for over 10 years after construction because of lack of personnel and equipments from the government of that area (Olomola, 2001). The experiences of CBOs in Kano state differed. Their government assisted them in discharging their responsibilities to the communities through fund provision (Adeju-mobi, 1991). Their problems were the conflict of interest level of education of community development workers among the two tiers of government (state and local), low and poor public acceptance. Unlike in Oyo state, the people were receptive to CBOs activities but inadequate government support and economic status of members limited their operations (Adejumobi, 1991). Similar economic problem afflicted Voluntary organizations in Cross River state. Ugal (1992) discovered that CBOs in the state were not properly organized, ineffective in performance, made decisions in isolation and wasted their meager resources. For instance it was recorded that they built schools and health centres without carrying the government along, thus the buildings lie idle without personnel and equipments from appropriate authorities (Ugal, 1992). In Rivers State, Oludimu (1990) showed that it was local customs and traditions that guide operations of the CBOs. Their inefficiency was as a result of irregular attendance at meetings. Unfortunately, it is in such meetings that they could generate funds and ideas, which are required for ensuring progress in CBOs activities. Despite shortcomings of CBOs in some of the states in Nigeria, the fact remains that significant efforts have been made by the people in contributing to the socio-economic development of their immediate vicinity. If social and economic problems that impede effective participation of people are addressed, CBOs in Nigeria can contribute towards poverty alleviation and physical development of Nigerian communities. Government’s efforts in community development programmes in Nigeria: A review The idea of co-operation towards community development is a very common and age long phenomenon (Adejumobi, 1991). Government in developing nations are aware of this but gave attention to it later than expected (Abegunde, 2004). The former approach toward development was by polarizing economic activities in cities, leaving lagging regions to fend for self-existence till spread and multiplier effects of industrial establishments at poles would transform their local economies (Chen and Ravallion, 2004). Available data revealed that 9 of the 12 states in Nigeria in 1976 expended N2, 571,269 on community development programmes in the second national development plan (Onibokun, 1972). Another 9 states allocated N16,691,000 on similar projects during the third national development plan (Geldof, 1998). In year 2000, Oyo state government alone devoted N16, 162,000 for community development programmes. Available data from Sokoto state revealed that between 1991 and 1996, the government designed 8 programmes for community development activities and increased budgetary allocation for such from N450, 000 in 1991 to N2. 5 million in 1996. The federal government also designed different programmes that focused on rural and community development in the past few decades. These include Operation Feed the Nation (1978), Directorate of Foods, Rural Roads and Infrastructure (1982), community Banks (1990), Better Life for Rural Women (1991), among others. Table 1 shows that the Federal Government expended a total sum of 46. 486 million Naira on community development within 1990–2000 (Federal Budget Estimates, 2000). Out of this, money expended to construct multi-purpose centres in various communities all over the country had the largest share of 30. 069 million Naira. According to the Table below, the federal allocation to community development was as low as 200,000 naira in 1990, but rose to 23. 0 million naira in 2000. Apart from this low investment in community development programmes, many of these government activities both at the state and federal levels had little impact on the recipients because the beneficiaries were not involved at the initial stage of planning nor fully carried along at the final stage of execution (Akinola, 2000). These show that government’s contributions to CBOs in Nigeria were grossly inadequate. There is the need for government to actively involve in CBOs. The issue of allocating money to and monitoring CBOs operations at federal level will slow development progress. However, divergent views surround government’s involvements in CBOs operations. Mandondon (1985) believed that CBOs are local initiatives and that interference from government may divert, misguide or adversely influence the CBOs members. United Nations (1963) had earlier contended for government involvement in CBOs, since men at the healms of affairs are residents of one community or the other. Besides, government’s involvement can assist in integrating CBOs into local development plans. Whatever the case, government’s involvement must be within the permission of laws guiding CBOs operations among people at community level. In another dimension, such involvement must be guided by people’s permission. Such involvement can be in form of financial contributions to CBOs purses. Community development associations are practiced at local levels by people of like passion. It is better that local governments who are closer to residents monitor CBOs operations than at federal level as it used to be. [pic] AGENTS OF COMMUNITY DEVELOPMENT AND THEIR VARIOUS ROLES. There are various agents of community development in Nigeria, but we shall only consider here below some of them which include Town Union, Age-grade and social clubs, philanthropic organizations and fraternities, religious organizations and women associations. Town Improvement Unions Town improvement unions are for long been recognized as good instruments for Rural Developments. In many parts of the country town unions have been known to have built and equipped primary and secondary schools, constructed roads and bridges, built markets, cottage hospitals, civic centers among others. There are many communities that today enjoyed electricity and pipe born water as a result of endeavours of town improvement unions. A classic example of what an improvement union can do is seen at Nnewi, a town in Anambra State. The Nnewi community, at the end of the Nigerian civil war was just a large rural community lacking in infrastructure. The town’s improvement union, working in close consent with the entire community, decided that east or west their home was the best. Under this burning zeal for the development of their town, the town’s improvement union directed that every Nnewi trader or industrialist who has factories or trading outpost anywhere in the country should Endeavour to have a branch of such concern at Nnewi. The Nnewi branch should be designated the head quarters of the company irrespective of whether the home office was located in a shanty. The writer from where this story was gotten from was a witness to the upsurge of nascent industries springing up at Nnewi when he was the District Officer in the area during the early 1970s. at the moment, one needs to visit Nnewi town to behold what common will is epitomized by the activity of the Town’s improvement Union. This type of zealousness is not restricted to Nnewi town. Various improvement Unions in the country have taken a cue from the Nnewi example and are pushing ahead in the development of their communities. Age grade and Social Clubs Essentially, age grades and social clubs are in existence solely to see to the interests and welfare of their members. However, occasionally, age grades and social clubs contribute to community development either by paying community dues emblock for their members, or making donations towards the successful execution of certain community development projects. Some single-community age grades and social clubs erect on their own, Town Halls, Club Halls, Community schools, health centers, etc as part of their contributions towards the community development of their areas. Philanthropic Organizations/Fraternities These may include the Rotary clubs, the Rotaract club, the Lion’s club, the Eckankar etc. sometimes these organizations undertake to erect some community development projects such as provision/extension of rural water supply, constructions of bus-stops, contribution towards the eradication of some communicable diseases etc. Religious Organizations The increasing tempo in religious activities in all Nigerian societies today has given fillip to the need for the evangelization of social development by various religious organizations and sects. Especially as it concerns the mobilization of adherents about governmental policies and programmes, religious organization have helped much by way of disseminating information. In addition, in some rural communities, religious groups are known to have engaged in multifarious social works in form of projects that have direct impact on the lives of the entire community. Women Associations In the traditional setting, even before colonialism, women were entrusted with the responsibility of sweeping the roads and village squares. They also cleaned the streams. In the area of agriculture, the role of women cannot be under rated. Although the land tenure system in Nigeria denies women ownership of land they often inter crop in their husband farms and gather crops such as beans, okro, cotton etc for family use or sale where there is a surplus. The role of women in accelerated rural development has grown with time. In the present, women have formed themselves into groups and cooperative societies and through these means, galvanized resources for numerous rural development activities. Women groups buy garry processing machines; establish sewing institute and poultry farms. Women assist in rural water supply and electricity by contributing money to that effect. Recommendations In realization of the efforts and existence of these potentials from the town development unions and other voluntary organizations, there is need that the government should act as development partners to these voluntary organizations to produce effective results and generate new resources. The government/local governments need to work hand in hand with the voluntary organizations by giving them incentives and providing them with equipment and counterpart funds for their agricultural improvement activities, agro based industries and development projects. When this is done, the community will be part of the projects. Therefore they will provide the required security to such projects. Also, it will guarantee that useless projects are not embarked upon. Furthermore, community development leaders should be regularly given training in community development skills to equip them for efficient work schedules and ensure proper co-ordination and to prevent excessive wasteful expenditure which is often the case with rural development projects. Conclusion The voluntary organizations as we can see do play vital roles in community development in Nigeria. Anambra State is a good example of where such voluntary organizations play significant roles in community development. We therefore urge the various state governments in Nigeria to encourage the Voluntary organizations to contribute their quota to grass roots development in their various communities. REFERENCES Abegunde AA (2004). Community Based Organizations in the Sustainable Development of the Rural Area of Atiba L. G. A. , Oyo State. J. Inst. Town Plan.. 17: 1-14 Adejumobi S (1991). Processes and Problems of Community organization for self-reliance. Nigerian Institute of Social and Economic Research, Ibadan, Nigeria. Monograph Series no. 1. Anambra state of Nigeria (1987) Blue print for Rurual Development , Anambra State Official Document No. $ of 1987. Enugu. Government Printer. Anambra State of Nigeria (2007). State Economic Empowerment and Development Strategy (SEEDs) 2nd Edition. Bratton M (1990). Non-Governmental Organizations in Africa, Can They Influence Public Policy? Development and Change Vol. 21. Cary LJ (1973). The Community Approach. In Long H. , et al (Edt. , Approaches to Community Development. Iowa: NUEA/ACT, 1973) pp. 39-40. CASSAD (1992). Community Based Organisations as Vehicles for Socioeconomic Nwankwo BC. Dept of Public Administration. Kogi State University Ayigba. Enhancing Accelerated and Sustainable Rural Development through community participation. Obi V. A. O (2001) Modern Local Government Practice In Nigeria. Fulladu Publishing Company United Nations (1963). Community Development and National Develo pment: Report of an Ad Hoc Group of Experts, UN. New York.