Kit Kat vs Snickers Essay

Kit Kat is the best value because of its milk chocolate, crispy crumbs of sweetness. The taste is unbelievable, can be easily shared, melts in your mouth, and has less sugar than Snickers. Like they say on Kit Kat commercials: have a break, have a Kit Kat or break time any time, it balance you and fills you with energy, and So on your next break you might want to grab a kit Kat bar to kill of the hunger. The taste of kit Kat is incredible, the milk chocolate will blast flavors in your mouth. you will taste the milk chocolate , the crispy crumbs of wafers and think it really does taste as good as looks. The first bite will make you carve for more, less than a minute they will be gone, and you will rush to the store to get more. Just unwrap, break, snap, and enjoy. With Kit Kat you can easily share it. Just break or snap. With snickers you would need to put lots of effort into breaking a section off. When you try to break snickers it get sticky on your fingers and your friend would not want it anymore, but with the Kit Kat you just snap a bar off just like that! Kit Kat easily melts in your mouth, unlike snickers you would have to chew to the peanuts and its sticky caramel that get stuck on your fingers and teeth. For kit Kat all you have to do is pop it in your mouth and let it do it thing. Snickers fan say they like it better because it has more protein, it crunchier then kit Kat, and because it was invented before kit kits†¦ First, Snickers does have more protein then kit Kat, but snicker has more fat (12g) and has way more calories than kit Kat (250), which people look how much fat it has before buying a candy bar†¦Second, it is NOT crunchier then kit Kat because kit Kat has three layer of wafer (which is crunchy) and snicker has 4 or 5 piece of peanut in them which make it less crunchy then kit Kat.

Silent Dancing

Demarcus Spears Wei Chen ENGL. 1013 5-3-10 Drinking Age According to â€Å"Why Do Adolescents Drink† internet source teens believe drinking is the way to avoid the real world. They tend to think that it avoids stress related problems and peer pressure from others. Yet some people feel they are well old enough, and should be treated as an adult when it comes to drinking or lowering the drinking age to eighteen. Standing up going against lowering the drinking age is the way to stand because it is the wrong proposal to agree on for lowering it.The current drinking age should stay at twenty-one because eighteen year olds are not mature enough to consume alcohol and be able to be responsible for what happens. Many eight-teen year olds bodies are affected physically because they are not ready for the consumption of alcohol. If they began to drink at such an early age, alcohol can cause memory lapses, loss of coordination and slower reflexes. Alcohol is absorbed in the bloodstream an d can damage every organ in the body. At eight-teen life is just begging and to suffer from one of the many long term complications it offers would be devastating at that age.Teens would not be able to play sports, remember child hood stories to someday tell or you could end up in the hospital constantly on machines. At eight-teen teen should maintain a healthy diet to a longer healthier life. Drinking at the age of eighteen or younger could cause many long-term complications as well. Some of these effects include neurological dangers, cardio logical problems, respiratory dangers, liver disease, and psychological dangers. Dangers that include impaired vision, memory effects, and seizures that could lead to permanent damage to the brain.Damages also include respiratory depression and failure. Additionally alcohol increases the risk of mouth and throat cancer which could lead to bad effects. Cardio logical problems include elevated blood pressure and an increase on the heart rate. Liv er disease can also be cause by chronic alcohol abuse. Other physiological dangers include damage to the gastrointestinal system. Alcohol can cause deteriorate relationships with family, friends and co- workers. So ask yourself again at eighteen are you prepared to suffer the long-term complications at such an early age somewhere down your age line if starting to soon.Every twenty-two minutes someone dies in an alcohol-related accident that relates to many reasonable mental issues. Figuring the all a high number of those deaths and accidents come in the fifteen to twenty- four age group. Statistics show that seventy percent of all teenagers drink alcohol yet sixty percent of all teen deaths in cars are alcohol related. Young drivers are involved in driving accidents at higher rates than older drivers. Teens tend to be inexperienced drivers and inexperienced consumers of alcohol.With the information provided, if the age of alcohol were to be lowered, more teen deaths would occur much higher due to the drunken driving issue. Many teens today drop out of school due to the issue of alcohol abuse to the brain. Alcohol abuse is an excessive use of alcohol and alcoholic drinks in which has no reason to drink. A great amount of our teens are dropping out of school due to the use of alcohol. Some students who tend to drink may show up at school thinking it is cool to show it off. Then what happens is they encourage others to do the same and it creates more teens to want to become cool so they try it.What they don’t know is alcohol could become an addiction and create mental issues as of giving up on class work. Maybe not even attending class thinking it is cool. Or maybe even doing things you would do if you were not drunk. After awhile many students would think going other places such as jobs, interviews, public places would be the best way to go if you were drunk. So drinking at the age of a teen may cause them to drop out I see because their mind is not stron g enough to do the right thing when under the influence of alcohol. Some teens become frustrated and think it is the only way to go.Alcohol could also lead to the use of drugs which is a weak mind way and could lead to mental stages as well. At eighteen it is illegal to buy alcohol and if you are a daily drinker how else would people be able to get that same feeling if you were drunk. Teens could begin to become frustrated and need a back-up. Drugs such as marijuana, heroin is both illegal but yet people still use them as if they were legal. There is not an age limit for buying drugs. As a young teen under the influence of alcohol they have no control in what they do.So drinking with a group of friends may lead to an act of them doing drugs they have been doing in the past to a new alcoholic that’s a teen wants to try. Now days it becomes worse because they populations has grown an more teens are following the wrong foot steps in the wrong path and takes them off track an bef ore they know it it will be too late and they have come addicted to using a drug that never occurred to them until alcohol was brought to the picture. Just thinking of using alcohol or drugs to solve problems that have other ways around it is just not the way to go.So do not make the choice to start drinking because it will get very much out of hand before even noticed and may lead to many more dangerous stunts and accidents that we do not want to come across in the future. Lowering the drinking age could lead to mental stages such as committing suicide as well. Committing suicide is the easiest way out some teens may vary to see. Teens that tend to drink around other friends that are not big fans of drinking makes them become anti-social and make that group of people not want to hang with one particular person because he or she drinks.Before you know it the person who was singled out because of drinking may come to the senses of no one wanting to be around them. The teen drinker wi th such a week mind may endeavor that no one wants him around so he tends to lose focus on doing what’s best for them. Most teens often think if no one wants them around that committing suicide is the best way to handle it but it’s not. There are other ways around it like counseling and other obstacles. So lowering the drinking age would not be good because it could lead to senseless minds in teens and make them lose control and do something that is not worth it.The number of death rates would increase in teens and cause more pain to families. Teens are just not responsible enough to know that drinking could lead to hazardous deaths and changes in the body and make you keep having an instinct on committing such things that you thought you would never come to. However, many people today believe that if at eighteen you are old enough to join the army why should not you be able to buy alcohol at that age. Some people believe that fighting is better than just sitting aroun d drinking as a teen is the right way to go if you have to.Lowering the drinking age to eighteen will make people feel way more comfortable to just walk in the liquor store and buy alcohol. Instead as a teen drinking alcohol just takes it slowly down but is killing the inside of the body physically. Fighting in the army shows that a eighteen year old is dedicated to fight for his country showing honor. Drinking for no reason at eighteen is not showing honor it is showing ignorance. As it mean the law could be made but what teen is going to abide by it and not drink at the age of eighteen.If they are doing things besides listening to the law if it has not stopped now what would make it in the future. The talk upon the media would just be against making what is right better. But knowing that fighting at eighteen is a totally different thing at drinking at eighteen because people do not seem to understand the known facts of why fighting is more important. The drinking age should not be lowered no matter how much facts they have put to be proven because it is not going to stop young eighteen year olds to stop killing their bodies for no reason.Some parents would seriously think lowering it would harm society as well maybe because they have children out there that could be influenced at some young age and it could reduce life expand over one small drink leading to a couple more which could lead to trying more and more. So parents would agree more with being able to join the army than lowering the drinking age maybe. Some may be for lowering but everyone has their own opinion and the freedom of speech. If they believe eighteen year olds are old enough and responsible enough to buy alcohol then let it be.But they should think of how much more trouble it would cause if this happens. The drinking age should be change to twenty-five if more people had say so because most twenty-one year olds are not even mature enough with alcohol until this day. In conclusion, the age for drinking should not be lowered to eighteen. It is quite clear that an eighteen year old is not clearly mature enough to consume any alcohol at that age. Their bodies are not fully developed to hold as much alcohol. More drinking and driving accidents may occur more often.Many more teens would make it through school without the alcohol killing their brains. An eighteen year old is not near as responsible because it would make them do things they should not be doing. Agreeing or Disagreeing makes no differences in this argument. Having principles bagging up your information as of why the drinking age should be lowered to eighteen. It could cause many more problems in the economy. This economy has been destroyed enough due to the typical issues that have been brought to this world because of unofficial details explaining why such a thing has to be done.Laws have been set to standards that the age twenty-one should be kept instead of eighteen. Just as it was mentioned earlier commit ting suicide is not what we need to be dealing with. It is one of the main causes of teen deaths so why would you consider lowering the age drinking what more harm do we need. So as we can see the drinking age is at it moderate level and should not be changed due to controversy reasons. Today people are very influenced by any type of easy way out and we should not base it on alcohol because of the numbering of alcohol drinks of teen accidents and the rate of taking a last drink leading to death.

Policy and Structure of education in different countries

Education is indispensable to last in today ‘s universe. To go on in instruction is non merely good for endurance, but plays a critical function in success and the hunt of ends. Education progresses because engineering and society advancement. Society is altering at a really fast gait therefore doing uninterrupted instruction a necessity in today ‘s trade market. The usage of uninterrupted instruction and the hunt thereof, is important to single success. As important and of import as instruction is, simply obtaining it is non plenty. It should be continuously pursued and used appropriately. Harmonizing to Steyn & A ; Wolhuter ( 2008:2 ) educationalists realize that instruction has restrictions to consequence alterations in society, but instruction is an of import tool which society can utilize to recognize the alterations they want. It is an of import instrument that can non be used by itself, but to help world to fix themselves for the challenges of the 21st century. â€Å" In order for instruction to be an effectual instrument in helping worlds for alteration, the construction and operation of the instruction system, as the vehicle of effectual instruction, should run into certain demands. † ( Steyn & A ; Wolhuter, 2008:2. )Education policyPurposes The purposes of the instruction system point toward the awaited criterions to be reached over a longer term of office or term from approximately five to ten old ages. These purposes signifies the mileposts such as part to society, fulfilling of personal endowments, fulfilling of civic duties, transporting tradition frontward, supplying the engine for economic growing, supplying the work force with the necessary basic ‘academic ‘ accomplishments and supplying persons with chances, enlightenment and cognition to be reached in order to fulfill the vision and mission of that peculiar instruction system. The Aims These are the mileposts to be reached over a shorter period of clip from one to five old ages. These aims have the inclinations to make the purposes of the instruction system, thereby gaining the vision and mission of a peculiar system. Goals The ends of an instruction system find the boundaries wherein the system should work. The end describes the ideal personalities of the underlying beliefs, the educational services, the scholars and the pedagogues as the most of import constituting parts of the instruction system. The end is normally given in more general spiritual, societal, economical and political footings.The construction in generalThe instruction system is a good logically structured and multifaceted entireness dwelling of different parts which can be named the mechanism or subdivisions of the instruction system. These subdivisions are referred to as the instruction system policy, the instruction system disposal, the model for instruction and the support services. Different constituents of the instruction system can be located i.e. the instructions systems Acts of the Apostless, the ministry of instruction, the sections of instruction, school councils and different types of instructions establishments ( Steyn & A ; Wolhuter, 2008:4. ) These systems must be ordered harmonizing to a specific program in order to be an effectual and functional organic structure. The construction for instruction and preparation degrees and plans The degrees on which instruction is being provided in the peculiar instruction system are indicated by the instruction degrees. Conventional degrees in the system are the pre-primary, primary, secondary and third degrees. The school old ages with respect to the degrees may differ from instruction system to instruction system. It is high that the entry points and issue points, mandatory instruction and relevant entry demands with respects to these degrees are explained. The educational plans are reported harmonizing to the topics that are included in each plan on each degree. As a consequence of this, the component presents the organisation of educational plans on the different degrees, through which the educational demands of the mark group are provided for. Education establishments â€Å" This component describes the organisation of instruction establishments on different degrees. † ( Steyn & A ; Wolhuter, 2008:7 ) . The purposes of the instructions establishments every bit good as the correlativity between the different instruction establishments every bit good as the different types of instruction establishments are explained. Curricula and distinction Curriculum and distinction is a unfastened term mentioning to the demand to modify learning environments and patterns to bring forth appropriately different larning experiences for different scholars. Keirouz ( 1993 ) suggests typical processs in the instance of gifted and gifted pupils include: canceling already mastered stuff from bing course of study, adding new content, procedure, or merchandise outlooks to bing course of study, widening bing course of study to supply enrichment activities, supplying class work for able pupils at an earlier age than usual, and composing new units or classs that meet the demands of talented pupils. Learners The human ecology of the scholars is reported on the figure, age, gender, rural or urban colony and makings obtained by the scholars. Admission demands and codifications of behavior, drop-out figures and learner-classroom ratio is besides taking in history. Educators Information sing the human ecology of instructors includes the figure, age, gender and rural or urban distribution. The pre-service and in-service preparation chances of instructors are provided every bit good as other relevant information i.e. codifications of behavior and the instructor scholar ratio. 3.6 Physical installations This is the physical country where instruction is administered. The schoolrooms, talk suites, and research labs should be mentioned. The handiness of necessary installations, the allotment, use and the costs of installations will be indicated.Describe the two constituents in South Africa, Namibia and USAPolicySOUTH AFRICA4.1.1 The purposes and ends of the South- African educational system: In the White Paper on instruction and preparation ( March, 1995 ) the following were accepted as guidelines. It besides includes the National Educational Policy Act: Education and preparation are basic human rights and the province has the duty to protect these rights. All the citizens of South Africa should hold the chance to develop their potencies and contribute to the development of the community. Parents and defenders of kids have the primary duty for the instruction of their kids. The parents have the right to take the signifier of instruction for their kids, capable to the sensible precautions required by jurisprudence. The parents rights include chose of linguistic communication every bit good as the cultural spiritual footing of instruction. The province has the duty to supply aid to those parents who can non themselves decide decently on their educational hereafter of their kids. The educational policy should enable all persons to value, have success to and win in womb-to-tomb instruction and preparation of good quality. The equal entree to basic instruction and preparation which includes more than school instruction should be guaranteed to all. An increasing scope of larning possibilities offering the scholars greater flexibleness in taking should be provided. All the historical inequalities should be redressed. State resources must be deployed harmonizing to the principal of equity to supply the same quality of larning chances for all. The rights of scholars and pedagogues should be equitably protected including the policy of affirmatory action. The proviso of quality instruction and preparation is indispensable and should be provided in an incorporate manner harmonizing to the National Qualification Framework. ( NQF ) . Communities must accept ownership for their schools and legitimate, representative regulating organic structures should be instituted. The rule of democratic administration should progressively be promoted and should be characterized by audience with all relevant involvement groups. The civilization of instruction, larning and direction should be restored and the civilization of answerability should be created. The end of instruction and preparation should be to set up a democratic, free, equal, merely and peaceable society in South Africa. The diverse spiritual, cultural and linguistic communication traditions should be respected and encouraged. Education in the humanistic disciplines should be promoted. Education should advance the common democratic values and the importance of the due procedure of the jurisprudence and civic duty. Education should advance independent and critical idea. Differentiated instruction should fit the scholars with the competences required by the economic system and calling development. Mathematicss, Science and Technology instruction are critical to human apprehension and economic promotion. Environmental instruction should be promoted to help the enjoyment of nice quality of life and sustainable usage of natural resources. The rules of achievability, sustainability, efficiency and productiveness of the RDP should organize the footing of all activities of instruction. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act, 1996 ( Act 27 of 1996 ) are to supply for: The finding of national instruction policy by the curate in conformity with certain rules. Guidelines for audiences to be undertaken anterior to the finding of policy and constitution of such organic structures. The publication and execution of policy ; and To supply for the monitoring and rating of instruction.Namibia4.1.1 The purposes and ends of the Namibia educational system: Harmonizing to the Government Policy papers, Toward Education for All – A development Brief for Education, Culture and Training ( 1993 ) , a clear vision was translated. At the helm of, Toward Education for All ( 1993 ) are four major ends: entree, equity, qualities and democracy. For Access it was stated that the Government ‘s first committedness is to supply cosmopolitan Basic Education. Ultimately, every Namibian is to hold twelve old ages of general comprehensive instruction. Basic instruction is intended to guarantee that by the twelvemonth 2000, the bulk of the citizens will hold acquired basic accomplishments of reading, composing, numeracy and understanding socio-cultural procedures and natural phenomena. This is the lone manner we can process with some hope into the following millenary ( Education for All, 1993:33 ) . On the issue of quality instruction, ( Toward Education for All ) puts it that its major committedness is to do our schools good schools and to offer high quality of formal options to formal school ( p.37 ) . It goes on to state that we are all scholars. Learning is a womb-to-tomb activity. Bettering the quality of our schools is a duty we portion. We all have a critical interest in the success of our attempts ( p.40 ) . Namibia devotes a big part of its fiscal resources to instruction in every fiscal twelvemonth. The basic instruction sector, primary and secondary degrees, receives more money while the third sector comes 2nd in the precedence of instruction outgo. The freshly elected authorities of Namibia inherited an instruction system of apartheid from South Africa in 1990 which was characterized by inequalities in footings of the distribution of resources, where entree to acquisition was a precedence for a few Whites, and where quality of instruction offered was non considered. In mending the instruction characterized by some of the above characteristics every bit good as seting it at the criterion of international degree, the new authorities declared righty in Article 20 of the state ‘s fundamental law that all people should hold entree to instruction and basic instruction shall be free and compulsory. Article 20 provinces: All individuals shall hold the right to instruction. Primary instruction shall be mandatory and the province shall supply sensible installations to render effectual this right for every occupant within Namibia, by set uping and keeping State schools at which primary instruction will be provided free of charge. Children shall non be allowed to go forth school until they have completed their primary instruction or have attained the age of 16 old ages, whichever is the Oklahoman, save in so far as this may be authorized by act of Parliament on evidences of wellness or other considerations refering to public involvement. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act of 2001 as promulgated in December 2001, primary aims are: To supply for the proviso of accessible, just, qualitative and democratic national instruction service. To supply for the constitution of the National Advisory Council on Education, the National Examination, Assessment and Certification Board, Regional Education Forums, School Boards, the Education Development Fund. The constitution of schools and inns. The constitution of the Teaching Service and the Teaching Service Committee. Provision for incidental affairs.USA4.1.1 The purposes and ends of the USA educational system: The USA is proud to supply equal educational chances for all its scholars and boasts about go forthing no kids behind. There is no federal system of instruction, and each province and local school territory within the US has the constitutional right to set up its ain signifier of instruction. There are nevertheless, togss of communality running throughout most of the instruction systems in the state, including course of study, answerability criterions, and teacher enfranchisement ordinances, in add-on to the sharing of many challenges linked to poverty, linguistic communication diverseness, gender, and race or ethnicity factors. ( Steyn & A ; Wolhuter, 2008:300 ) The US system of instruction provides free public instruction, from kindergarten through to rate 12, for all pupils. The US does non hold a centralised system of instruction, with most determinations left to single provinces and local authorities, provided their policies do non belie the US Constitution. Each province retained control over instruction within its boundary lines, provided its educational policies did non violate commissariats in the Constitution, which by and large focused on issues of civil rights. In some cases the Federal Government has become straight involved in province and local instruction sing the separation of faith from authorities maps and the protection of civil rights related to race, gender, disablement and due procedure ( Steyn & A ; Wolhuter, 2008:310 ) . However, the national purposes of instruction in the US refer. Differences in the look of values besides consequence what states decide are the national purposes of instruction and on how those are articulated. The most normally articulated purposes across the 16 states include: Developing the capacities of the person Promoting equal chance Fixing immature people for work Establishing a foundation for farther and higher instruction Supplying cognition, accomplishments and understanding Promoting citizenship ( sometimes in the signifier of advancing democracy or community ) , and Sing cultural heritage ( or literacy ) . Harmonizing to ( Steyn & A ; Wolhuter, 2008:326 ) the NCLB programme is designated to accomplish exalted ends outlined in the programme ‘s four ‘common-sense pillars ‘ , which include: – Stronger answerability for consequences through state-wide answerability systems based on one-year proving for all pupils ; – more freedom for provinces and communities through more flexible usage of their federal instruction financess ; – required usage of proved instruction methods supported by scientifically-based research ; and – more picks for parents by leting pupils assigned to neglecting schools to go to better public schools, with transit disbursals paid by the failing school ( US Department of Education, 2004b ) . 4.1.2 The aims of National Act: The aims of the Public Law 107 – 110, 107th Congress, No Child Left Behind Act of 2001 and Table of Contents of Elementary and Secondary Education Act of 1965 lineation: To Bettering the academic accomplishment of the disadvantaged. Teacher and chief preparation and recruiting fund. Implementing board policies that define public simple and secondary school operations, including such authorizations as graduation demands and class content ; Monitoring and roll uping informations to find conformity with province mandated maps and answerability plans ; Recommending for public instruction while supplying information to province legislative assemblies and citizens sing instruction ; Supplying proficient aid to the schools, such as aid construing English for Speakers of Other linguistic communications demands ; and Distributing province financess to local school territories.StructureSOUTH AFRICA 4.2.1 Structure for instruction and preparation degrees and plans: The National Qualifications Framework is a new attack to the organisation of instruction and preparation in South Africa after 1994. The NQF is an instrument to implement an outcomes-based incorporate attack to instruction and preparation. This become a world and provides chances to larn, irrespective of age, fortunes and the degree of instruction and developing a scholar may hold. This is called lifelong acquisition. The General Education and Training ( GET ) forms the first set and degree 1 of the NQF. This set consists of Grades 1-9 of the formal schooling and forms the nine old ages of compulsory schooling. The Foundation Phase, Grades 1-3 includes the early childhood development stage and forms the first portion of the GET set of the NQF. The overall end of the course of study is to supply kids with the chances to develop to their full potency as active responsible and fulfilled citizens who can play a constructive function in a democratic, non-racist and just society. In the intermediate stage, grades 4-6, while still extremely contextualized and mostly incorporate. Rate 7-9, the Senior Phase is the last stage in the GET set. In this stage the scholar should be progressively able to ground independently of concrete stuffs and experience. Combined schools offering all stages as mentioned above under one roof. 4.2.2 The course of study and distinction: A new policy for the constitution of new course of study for schools was announced by the curate of instruction on 24 March 1997. The new course of study is known as course of study 2005. The new attack known as OBE is linked to the NQF. The new course of study was introduced in class 1 in 1998 and in grade 2 in 1999. The debut of the course of study 2005 in the senior classs was in July 1998 postponed by the curate of instruction due a deficit of resources and financess. In the new course of study, specific larning countries are identified for the different degrees of the NQF. In add-on to the larning countries, there are besides three types of results, viz. critical results, larning results and specific results. The Foundation Phase makes proviso for 3 learning plans: 1. Communication, literacy and linguistic communication larning 2. Numeracy and Mathematicss 3. Life Orientation. The Intermediate Phase makes proviso for 5 acquisition plans and the Senior Phase provides the following 8 LA ‘s: 1.Communication, literacy and linguistic communication acquisition. 2.Human and Social Sciences. 3.Numeracy and Mathematicss 4.Technology. 5.Economic and Management Science. 6.Life Orientation 7.Arts and Culture 8.Natural Sciences Namibia 4.2.1 Structure for instruction and preparation degrees and plans: The formal system in Namibian schools consists of 12 old ages of schooling broken down as follows: Four old ages of lower primary utilizing mother lingua as the medium of direction ; Three old ages of upper primary ( English as medium of direction starts in Grade 4 and goes up to rate 12 ) ; 3 old ages of junior secondary ; and, 2 old ages of senior secondary. However, the formal school system may besides be divided into the undermentioned phases some of which have combined stages: Pre-primary stage, caters for the under 6 old ages age group. Primary Phase, Lower primary, grades 1 to 4 and upper primary classs 5 to 7. Secondary Phase, Junior secondary, grades 8 – 10 and senior secondary, grades 11 – 12. Combined Schools offering both primary, junior secondary or senior secondary classs under one roof. 4.2.2 The course of study and distinction: A new prescribed course of study was introduced in 1996. I 1998, new course of study panels and topic, some of which have already been completed ( Ministry of Education, Namibia, 2006 ) . The chief countries in primary schools are linguistic communication accomplishments such as speech production, reading and composing and composing in English and in Namibian linguistic communications ; societal accomplishments such as societal surveies, spiritual and moral instruction ; humanistic disciplines and trade like pulling, music and dance ; physical instruction such as hygiene, horticulture and handicraft, and mathematics and environmental scientific discipline ( Craelius et al. , 1995:690 ) . In the junior secondary schools the chief countries covered are linguistic communication, spiritual and moral instruction, scientific discipline and mathematics, art and athleticss and prevocational accomplishments from which two of the following are chosen: domestic scientific discipline, woodwork, metalwork, commercialism, needlecraft or dressmaking and agricultural production. The senior secondary schools offer linguistic communication surveies, humanistic disciplines and societal scientific disciplines, mathematics, physical instruction and originative, proficient and vocational surveies as nucleus topics. Options are broad, but are dependent on the field of survey chosen and the handiness of physical, instructional and human resources in the school ( Steyn & A ; Wolhuter, 2008:151-152 ) . USA 4.2.1 Structure for Education and preparation degrees and plans: The construction for learning in the US includes 12 old ages for regular schooling, followed by a four phase system of higher instruction. This system is normally preceded by one or two old ages of pre-school instruction ( US Department of Education, 2005 ) . Pre-School: Most provinces require some sort of pre-school and / or kindergarten programme before leting pupils to inscribe in the first twelvemonth of an simple or primary school. Pre-school plans normally occur from one or two old ages before entry. They have to be between the ages of three to five. Twelve Old ages of Formal Schooling: Formal primary instruction, frequently refer to as simple instruction, lasts for the first five to six old ages. The staying old ages of this 12 twelvemonth rhythm consist of 3 to 4 old ages of in-between school or junior high school, followed by three to four old ages of senior high school. Depending on local and or province guidelines, a pupil would go to: 8 old ages of simple and 4 old ages of high school ; 4 old ages of simple, 4 old ages of center and 4 old ages of high school ; 6 old ages of simple, 3 old ages of junior high, and 3 old ages of senior high school ; or 6 old ages of simple and 6 old ages of combined junior or senior high school. Higher Education: After successfully finishing 12 old ages of formal schooling and having a high school sheepskin pupils may take to go to: a. A two twelvemonth vocational institute B. Two twelvemonth junior community college, or c. A four twelvemonth undergraduate college or university plan. 4.2.2 The course of study and distinction: The simple, in-between and or junior high schools enroll pupils from ages 6 to 12, and include direction in the cardinal accomplishments or reading, composing and arithmetic. Foreign linguistic communications are normally introduced at the in-between school degree. Depending on local and province ordinances, high schools normally require pupils to inscribe in English, Mathematics, General Science, Social Studies and Physical Education classs. The course of study may besides include two old ages of a foreign linguistic communication, applied concern classs, engineering and the humanistic disciplines. After finishing 12 old ages of formal instruction, pupils may use for either a 4 twelvemonth grade allowing establishment or a two twelvemonth junior or community college.Similarities of the instruction systems of South Africa, Namibia and USA:Equal chances for all without bias. Pre-school plan. Junior and Senior stages. Third instruction Particular and inclusive instruction Mother lingua instruction Combined schools 12 old ages of formal instruction Pre-school under 6 old ages of age Lifelong acquisition Fundamentalss accomplishments, reading and authorship and numeracy.Differences:SOUTH AFRICASpecific larning countries in GET Phase. Structure: GET Band: Classs 1 to 3 Foundation Phase Classs 4 to 6 Intermediate Phase Classs 7 to 9 Senior Phase FET – Grades 10 – 12.NamibiaFocus on Namibian linguistic communications accomplishments, societal accomplishments, spiritual and moral surveies. Structure: Lower Primary: classs 1 to 4, Upper Primary: classs 5 to 7 Secondary: classs 8 to 10. Senior Secondary: classs 11 – 12USA1.Focus on English, Mathematics, General Science, Social surveies and Physical instruction. Two old ages of foreign linguistic communications, applied concern classs, engineering and humanistic disciplines. 2.Structure: Options: 8 old ages simple school, 4 old ages high school 4 old ages simple, 4 old ages in-between high school and 4 old ages senior high school. old ages simple, 3 old ages junior high, 3 old ages senior high. 6 old ages simple, 6 old ages combined junior and senior high school.6.Reasons for possible similarities and differences in the 3 instruction systems:Throughout the universe, basicss of instruction are addressed. These include basic accomplishments such as reading, composing and numeracy. Equal chances given to our immature scholars address the issues of human rights within each of the three states mentioned. Education is a cosmopolitan instrument and hence the acquisition is and remains womb-to-tomb larning. Mother tongue instruction is an imperative tool for scholars that come from the same human ecology, part or province. It is hence really of import to learn the same linguistic communication where kids are being educated. Some of the differences could turn to the issue of population. In the first universe states, it is a given that the population are get downing to settle in whilst in the 3rd universe states like South Africa and Namibia, the population is of all time increasing. A high per centum of the population is below the active economic age. South Africa ‘s and Namibia ‘s urbanisation are in the beginning stage. All three states experience a high inflow of other states citizens. The educational demands of every state are addressed. Cipher is excluded. The constitutional right of every kid is adhered to. Peoples are inspired by womb-to-tomb scholars. Throughout the universe the demands of people differ. The ground for this is the population of each state and the demographics of that state. Specific demands of states differ that is why instruction will differ. The USA is a first universe state with extremely specialised people, Namibia and South Africa though do non hold the substructure to compare with the USA. 7. Decision The degree of trouble of the different states to cover with the expected challenges differs to a big extend. A large difference exists with respect to the degree that instruction systems of the different states are prepared to efficaciously cover with challenges of the twenty-first Century. It is of import that the authoritiess, involvement groups and persons in the societies of immerging states takes duty to place the cloth of the community sing the demographical, geographical, socio-economical, scientific and technological, political and philosophical inclinations. It must take topographic point in such a mode that the peculiar state can efficaciously cover with the expected challenges of the twenty-first Century. 8. Bliography 8.1 Quality Primary Education, Program Overview and Strategic Objectives. hypertext transfer protocol: //www.usaid.gov/na/so2.htm. Date of entree: 10 February 2010. 8.2 David Kerr, 1999. Citizenship Education: an International Comparison. hypertext transfer protocol: //www.inca.org.uk/pdf/citizenship_no_intro.pdf. Date of entree: 09 February 2010. 8.3 Professional & A ; Associates Resumes.com hypertext transfer protocol: //www.professional-resumes.com/why-continuous-education-is-an-important-tool.html. Date of entree 09 February 2010. 8.4 Steyn, H.J. , Wolhuter C.C. 2000. Education Systems, Challenges of the twenty-first Century. Noordbrug. Keurkopie Uitgewers. 8.5 Steyn, H.J. , Steyn S.C. , & A ; De Waal E.A.S. , 2001. The South African Education System, Core features. Noordbrug. Keurkopie Uitgewers. 8.6 Basic Education Namibia. hypertext transfer protocol: //www.nied.edu.na/Bep/en-home.htm. Date of entree: 12 February 2010. 8.7 PUBLIC LAW 107-110-JAN. 8, 2002 115 STAT. 1425 hypertext transfer protocol: //opi.mt.gov/PDF/FEDPrgms/USDOE/pl107110.pdf. Date of entree: 12 February 2010. 8.8 hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_United_States. Date of entree: 09 February 2010.

The Validity of Knowledge

Lia Thompson Mr. Faria HZT 4U1 Wednesday January 18, 2012 The Validity of Knowledge This paper will explain the validity of John Locke’s Theory of Knowledge. Epistemology has been the topic of discussion for many philosophers over the centuries. The study of knowledge is important because as humans, it is necessary to understand where the basis for our knowledge originates. Locke, like many philosophers believed that all knowledge about the world is derived from sensory perceptions.Empiricists such as Locke believe this â€Å"posteriori† view of knowledge. He explains in his theory that we are born with â€Å"blank slates† or Tabula Rasa, the term used in Locke’s theory in his writing, â€Å"An Essay Concerning Human Understanding† (Locke 163). Philosophical arguments are as varied as the philosophers who construct them. For each theory, there is an opposing view. Rationalists, such as Rene Descartes would argue against Locke and his empiricist view of knowledge, believing knowledge to be innate.Descartes believed that all humans are innately born with these truths without the aid of our senses as argued in his first, second and third Meditations (Descartes 3). Locke’s theory goes against not only Descartes views but Plato’s as well. But Despite the arguments against Locke’s empiricist view, he is most reasonable. I agree with John Locke’s theory of sensory perception because we would not be able to survive without our senses. John Locke was born on August 29, 1632 in a village in Somerset, England (John Locke-Biography).He wrote several major works that have made a big impact on today’s view of the world, but his major theory on knowledge was in his book, â€Å"An Essay Concerning Human Understanding†, where he outlined his views as well as argued against rationalist’s view on innate knowledge. He wrote his book based on his belief that true knowledge is gained through experien ce, â€Å"a posteriori† (Velasquez 330). â€Å"Locke holds that the mind is a tabula rasa or blank sheet until experience in the form of sensation and reflection provide the basic materials — simple ideas — out of which most of our more complex knowledge is constructed† (Uzgalis).Reflection and sensory experiences go hand in hand because in order for our senses to be used, we must experience the world around us. Once we have experienced, for example the sweet taste of an apple, from eating it, we are able to reflect on what our senses were able to establish about it and gain truths about what we experienced. â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). Locke does agree that we as humans have reason but our senses are paired up with reason, as we are to reason what our senses are experiencing.Locke created the theory of â€Å"Primary and Secondary Qualities† to explain his i deas about the differences between our perception of the world and what the world really is. Based on scientific research, humans are aware that not everything we perceive is the same as how other living creatures perceive it. Animals in comparison to humans may experience the same things as humans do, but the way they are perceived can be totally different. For example, it is scientifically proven that dogs cannot see in colour, so to them everything is in black and white.Dogs still use their sight, but are unable to see the same colour humans can. Primary Qualities are measurable qualities by size, weight, shape etc. and will stay the same regardless of our perception. Secondary Qualities are the hidden powers an object has that can produce in us a sensory experience such as the colour we see in the sky. (Velasquez 333) We can understand his theory on Primary and Secondary Qualities because scientists are able through research to study other living things and their perceptions of senses.Locke’s theories are a clear explanation to the many things we experience as human beings. Descartes was born on March 31st, 1596 in Touraine. After finishing school in 1612, it left him feeling unsettled and dissatisfied. He felt the need to travel, so he could discover new surroundings and he joined the army at the age of seventeen. He was in search of discovering more truth than he had found at school. Descartes lived in a time of great uncertainty as to what truth was, and what it wasn’t.There were new scientific discoveries being made which were unheard of at that time, as well as the new protestant branch of Christianity that went against the old traditional religious beliefs. With everything around Descartes changing, he began to doubt all his prior knowledge (Velasquez 320). Descartes began to search for true knowledge, which was the beginning of Descartes’ first meditation on Doubt. He questioned the idea that we may all be unaware of our state o f mind; are we dreaming, or are we awake?Descartes concluded that there are no ways to tell whether or not we are awake or dreaming. So where did this idea come from? He went on to say that there must be something of a higher power deceiving him, an â€Å"evil genius† of deceiving nature creating this illusion for all to get caught up in. Descartes reasoned that, if this were the case, we couldn’t trust our senses at all because our senses are illusions. With this mindset, Descartes believed that the only basic truths are those that cannot be doubted. The undeniable truth he discovered was â€Å"I think, therefore I am† which he reasoned that even if he was being deceived about everything else, he could not be deceived that he was thinking he was deceived, therefore he exists† (Velasquez 321). In order for Descartes to rule out sensory perceptions, he would need to rely on another basis for our knowledge. Based on his inner reflection, he believed that kno wledge is not learned, ideas are present in the mind at birth. â€Å"We have a priori knowledge – we are born with knowledge and truths without the aid of sense perceptions†¦Ã¢â‚¬ (Velasquez 324).Descartes would argue against Locke’s sensory perceptions theory because to Descartes, our senses are invalid. In Descartes† second meditation, he uses an example of a piece of wax to prove our senses wrong. â€Å"Let us take, for example this piece of wax: it has been taken quite freshly from the hive, and it has not yet lost its sweetness of the honey which it contains; it still retains somewhat of the odor of the flowers from which it has been culled; its colour, its figure, its size are apparent; it is hard, cold, easily handled, and if you strike it with a finger, it will emit a sound† (Descartes 190-191).Here Descartes explains, in every respect all physical aspects of the wax that is experienced with our senses. â€Å"But notice that while I speak a nd approach the fire what remained of the taste is exhaled, the smell evaporated, the colour alters, the figure is destroyed, the size increases, it becomes liquid, it heats, scarcely one can handle it, and when one strikes it, no sound is emitted†¦What then did I know so distinctly of this piece of wax? It could certainly be nothing of all that the senses brought to my notice, since all hese things which fall under taste, smell, sight, touch, and hearing, are found to be changed, and yet the same wax remains†¦ it is mind alone which perceives†¦this piece of wax† (Descartes 190-191). Descartes explains that because the wax can transform, leaving us with different sense perceptions than before, it cannot be trusted as knowledge. Descartes was unable to grasp Locke’s concepts of sensory experiences and therefore rejects everything but the knowledge we are innately born with.Although Descartes gives an adequate theory, his views do not stand up to Locke and other philosopher’s criticisms. To Locke, Descartes’ whole argument on innate knowledge and the ideas behind his meditations are weak, not only invalid because of their opposing views on how humans attain knowledge, but invalid in regards to his reasoning behind his theories. There are many things to point out about Descartes, based on Locke’s ideas. Locke understood the ideas of innate knowledge, but disagreed because he believes we are too much a part of this world to doubt its existence.If innate knowledge were the only true way to have knowledge, people would not be having arguments of what is right and what is wrong. â€Å"[Descartes ideas of doubt are invalid] because there are none to which all mankind give a universal assent† (Uzgalis). Descartes’ explanation of existence of things states that because Descartes can think, and because thinking things exist, Descartes therefore exists. But this argument is invalid because this is the same as saying, â€Å"I am walking, hence I am the walking. The author, William Benton in the book, â€Å"Descartes/Spinoza† objected to Descartes’ second meditation on doubt by saying, â€Å"this is an assumption on Descartes part to say that which one understands is the same exercise of understanding†¦for the entity of understanding itself, is one thing and the essence is another† (Benton 135). This relates back to Descartes invalid argument because Descartes defense can be restated as a claim that he is thought.One may think, but can never be the â€Å"entity† or the actual action of thinking. All of Descartes meditations on knowledge surround the main idea of innate knowledge and thought, â€Å"but whence comes our knowledge of this proposition, I think? †¦ we cannot think of leaping, apart from that which leaps, of knowing apart from a knower, of thinking without a thinker† (Benton 135). Descartes has no explanations of how we are able to c ome to thoughts on actions.Actions can relate to the idea of innate knowledge because they both are thought, but are unseen to the senses, at least until the thought or action is indeed physically done. â€Å"But for example, willing fearing and denying always go hand in hand with something physical as the subject of those thoughts, you cannot have the knowledge of what scares you without experiencing it in some way† (Hutchins 138). Locke also expresses his opinion not on emotions that derive from experiences but with the nature of this world. For I imagine any one will easily grant that it would be impertinent to suppose the ideas of colours innate in a creature to whom God hath given sight, and a power to receive them by the eyes from external objects: and no less unreasonable would it be to attribute several truths to the impressions of nature, and innate characters† (Uzgalis). If we know what the term â€Å"colour† means, that is some sort of knowledge, and s o we are unable to identify colour unless we use our senses. We cannot believe we know the term colour, without actually experiencing it.Just as the author in the book â€Å"Descartes/Spinoza† explains that one is unable to know what an actual angel looks like, but from our experiences through visual senses, we are able to construct ideas of what one might look like based on our visual surroundings. (Hutchins 136) Now this goes against Descartes ideas of thought and innate knowledge because, â€Å"Notice that in order for Descartes to doubt his beliefs, he needs a language in which to express his doubt. But then, if Descartes were to doubt his beliefs about what words mean, then he could not formulate any doubts at all.He would be totally incapable to express his doubts. Thus the attempt to doubt anything would be necessarily self defeating† (Albert). Descartes’ arguments on doubt are self-defeating because Descartes does not believe anything exists but his mind , ruling out all language and terms used and formulated in this world. The example of wax used by Descartes to validate his view that sensory knowledge is the only knowledge, can be looked at differently to validate sensory experiences.From an empiricist’s point of view, one would indeed gain knowledge by putting the wax near the fire because in doing so, one would understand what happens to wax when it is being scorched. By using the senses to experience the wax in a different form, one is able to reflect and learn from the experiment. Descartes theories have many flaws, therefore making his arguments invalid. Although there are many other rationalists that oppose the views of empiricism, Plato was another great philosopher who developed the very foundations of innate knowledge based on Socrates dialogue with the slave boy.Socrates, being one of the significant founders of western philosophy, along with his student Plato was famous for imposing difficult thought-provoking in quiries to the fellow Athenian citizens. Although Socrates did not record any of his philosophical discussions or inquiries, his student Plato explains to us the works of Socrates. Plato, like Descartes believed that there was only one way to have knowledge. He believed knowledge was not acquired through the use of our senses, but merely obtained before we were born.Plato went farther than Descartes by believing that our souls must have lived in another universe before being born in this one. This other universe would have been perfect where we would have been able to experience perfect objects and were able to experience all that was perfect in the prior universe. The reason we would have innate knowledge would be because when we were born into this imperfect world, according to Plato, all the perfect concepts of the previous world would still be within our souls. â€Å"Most rationalist philosophers have rejected Plato’s claim that before we were born we existed in another perfect universe.But many rationalists have accepted Plato’s more basic insight: we do not acquire the basic truths of math and science by observing the world around us†(Velasquez 326). Although his beliefs about how we attained innate knowledge were not much accepted, he uses a dialogue between Socrates and Meno, the slave boy’s master to explain his beliefs on innate knowledge. â€Å"In Meno, Plato tells us how Socrates once made a slave boy â€Å"remember† his knowledge of geometry by showing him some imperfect figures drawn on the ground.Socrates shows the slave boy a square that is supposed to be two feet by two feet in size. Socrates asks the boy to draw a second square that is exactly twice the size of the first square†¦the boy initially realizes that his first answer is wrong. If you double the length of each side of the square, you will get a new square that is exactly four times as big as the first square. Yet the boy knows this without mak ing exact measurements†¦ and even if the boy had measured the squares, they would probably not have turned out to be exactly the right sizes. So where did this boy’s knowledge come from? (Velasquez 324) In this summary of the dialogue, Plato argues that the boy’s knowledge of the Pythagorean theorem could not have come from observing the imperfect figures drawn on the ground. This proves that it must be knowledge that is already in our minds then, because Plato explains that the knowledge of mathematical theorems are not obtained through sensory experiences. It is impossible to rely on our senses to give us knowledge of math because there is no physical experience to go hand in hand them. This belief is the total opposite of Locke’s views because Plato denies any thing that relies on the senses.In Plato’s dialogue involving the slave boy, there is some questionable material that can relate back to Locke’s beliefs of relying on our senses. Even though the slave boy was able to answer Socrates’ geometrical question, the dialogue stated that the boy hesitated and also made a mistake before arriving at the correct answer. â€Å"At first the boy says that if you double the length of each side of the first square, you will get a second square that is exactly twice the size of the first square†¦the boy quickly realizes that his first answer is wrong. (Velasquez 324) His knowledge was based on observation not innate knowledge. The boy was able to use his visual perception to determine the measurements of the squares. As Locke would say, â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). It merely takes reason and reflection to first observe the dimensions of square and then come to a realization about how to double the square. Although he was answering a question, Socrates used an example of an imperfect square and then asked him to solve the ques tion.The answer was discovered through trial and error. It was clearly not based on innate knowledge but visual senses. I agree with Locke’s theory because it is the most reasonable approach to the idea of gaining knowledge. With out sensory perception feeding us, we have nothing to base our knowledge on. We have been born with blank slate, but are still equipped with reason as human beings. One can relate scientific discoveries to sensory perceptions because all scientific knowledge comes from observations.One cannot call something a scientific discovery if it does not have evidence to back up their hypotheses. The evidence used does not come from innate knowledge, but from observation, touching, hearing, smelling, tasting. If, according to Plato and Descartes, basic science and math were innately known, then science would not improve. If science were innate, scientists would not have a job, and everyone wouldn’t be arguing about their beliefs. Science is constantly d iscovering something new, constantly realizing that something once thought as true, turned out to be false.For example, Einstein’s Theory of Relativity is based on mathematical structures and therefore is valid in the eyes of a rationalist. But if this knowledge were innate it would automatically have to be true. Scientists just recently have discovered subatomic particles that defy the theory of relativity, as these particles move faster than the speed of light. If this is the case, it is impossible to say that innate knowledge is the only truth. The whole world would have to be in agreement and collectively accept things as they are, and the world is nothing like that.We can all agree to this because we have all gained knowledge through the use of our senses. Knowledge itself is something that we as humans are still discovering, questioning and experiencing in our own way. John Locke helps us to see that knowledge is something gained individually, in our own ways, in our ow n time. We all have something in common and that is our ability to use our senses in such ways that we have been able to create magnificent pieces of art, unravel the mysteries of the universe, invent new and convenient strategies for the human race and so on.All this made possible by the pursuit of knowledge. Works cited Books Hutchins, Robert Maynard// Rene Descartes// Baruch Spinoza. Great Books of the Western World: Descartes Spinoza. Chicago: Encyclopedia Britannica, 1952. Print. Locke, John. An Essay Concerning Human Understanding. Ed. Kenneth Winkler. Hackett Publishing Company, 1996. Velasquez, Manuel. â€Å"Chapter 5: The Source of Knowledge. † Philosophy. 10th ed. Belmont: Thomas Wadsworth, 2008. 320-33. Print. Websites Albert. â€Å"Criticisms to Descartes’ Cogito  « Albert’s PHI101/103 Weblog. Albert’s PHI101/103 Weblog. 1 Apr. 2008. Web. 20 Jan. 2012. . â€Å"John Locke – Philosopher – Biography. † The European Graduat e School – Media and Communication – Graduate & Postgraduate Studies Program. 2010. Web. 20 Jan. 2012. . Uzgalis, William, â€Å"John Locke†, The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta  (ed. ), URL = .

Innovation and Small Business Essay Example | Topics and Well Written Essays - 1000 words

Innovation and Small Business - Essay Example Most owners of work together during the process of promoting their small business, for instance, the owner of a coffee shop would work with the owner of a cafe in selling specific signature coffee brand in the restaurant. It is possible for customers at two points to purchase the products of the two companies and this will create opportunities for both businesses for each (Pies et al, 2010). Advice can be got from several small business owners support groups just like She Owns it, where the members of the group gather and discuss together with their peers issues related to their employees, expansion, issues to do with customer service among others. Members in of such groups range from people who are starting businesses to long-term business owners and they provide each other with advice and understanding since they are able to identify issues and concerns that affect each other. Networking in small businesses helps in both forming relationship with other businesses, free advertising also takes place for the company. Small business owners have clear understanding of the importance of having the name of their company out and through promoting the name of a company through peers does this form of advertising well (Pies et al, 2010). ... There is guarantee that when people upgrade their profession they will not come back, therefore managers in professional firms have the task of creating an environment in which the employees are motivated frequently and ensure they are able to balance their commitment to that of the firm as well as the customer. On the contrary, when managing manufacturing firms, the main challenge faced by managers is the management of competing business practices within the firm; looking at the finance function of the firm, they may prefer to communicate using emails while another department such as the human resource department may prefer using memos (Pies et al, 2010). Such type of differences in the manufacturing firm has detrimental effects on its operations especially when they impact on its effective operation, or in the delivery of quality goods and services. When there is weak communication processes, ordering processes and payment of invoices become difficult; therefore, ending these compe tition can take place through institution of company-wide standards. Small manufacturing firms also face these problems and here the manager will have to face several functions, these requires all team members to understand how the firm works and follow the laid down procedures (Pies et al, 2010). Geodis Wilson is a global logistic provider and they provide logistical services; on top of this freight services, the company offers value added services that include customer clearance and insurance in addition to its normal logistic handling services. The company delivers goods from door-to-door and on a timely basis, from one continent to another; this is one thing while use of transit time in realizing tied up capital is another thing. Geodis Wilson is able to accomplish both

ULMS 536 Week 10 Workshop Essay Example | Topics and Well Written Essays - 750 words

ULMS 536 Week 10 Workshop - Essay Example Most importantly, the organizational direction can only be understood by an effective communication. Suffice to say that communication binds an organization. Communication also affects other aspect of the organization such as change management, risk management and conflict resolution because they involve people who dependent towards communication. Communication is the medium to relay the greater objectives of the organization and the enabler that makes team and organization function effectively and efficiently. Such, the intended change should be communicated as an enabler that would link the organization as a whole to work as a team towards the common organizational goal that responds to the new business reality that compelled change. Change is part of organizational life. Change happens not because management wanted it but because of business imperative. Organizations that cannot adapt to change will perish in the competition. Factors like the external and internal environment precipitates the need for change and the organization has to respond to remain viable and competitive as a business entity. According to Murthy in his book Change Management, change is â€Å"to make or become different, give or begin to have a different form, dissatisfaction with old and belief in the new† (2007: 7). Thus, human resource in an organization must accept change as part of organizational realities and able to adapt to it effectively. Risk management is the identification, analysis, avoidance, mitigation, control and acceptance of uncertainties that may have inimical effects to the organization. The strategic components of risk management involve the avoidance of risk, implementation of risk management tools to reduce the impact of the risk or reduce the probability of the risk and the acceptance that there is always a risk in an organization. Risk management makes the organization resilient to risks brought by change,

Use an example of your choice to discuss how corporate restructuring Essay - 1

Use an example of your choice to discuss how corporate restructuring transformed market, productive and financial performance - Essay Example It can be affirmed that the competition level and the changing preferences of customers have changed the business environment at large. In this regard, the management of the companies have witnessed to face adequate complexities along with challenges in performing operations suitably in accordance with market demand (Froud & et. al., 2006). Subsequently, business organisations adopt corporate restructuring strategy with the aim of enhancing their business performances. Corporate restructuring is utilised as a procedure of changing business process, investment structure or organisational arrangement, so that business operations can be conducted with better competitiveness and effectiveness. Moreover, the strategy also aids business organisations to build flexibility in their operational activities (ABeam Consulting, 2004). Barclays PLC is a UK based multinational banking as well as financial service entity. The company offers various services that include credit cards, investment banking, personal banking and wealth management among others. Presently, the company has undertaken restructuring strategy with the aim of improving its business sustainability and competitiveness in the long-run (Barclays, 2014). With this concern, the essay emphasises analysing the strategy of corporate restructuring and its importance in improving productive functions, market operations and financial performances through using an example of Barclays. In the present competitive and changing market scenario, business organisations are required to adopt effective strategies with the intention of ensuring that their respective operational functions are performed in a profitable and competitive manner. In this respect, the notion of corporate restructuring is utilised immensely by the management team of organisations in order to improve business and operational performances. Conceptually, the notion of corporate restructuring is