I Know Why The Caged Bird Sings Essay -- essays research papers

1) Summary of Character Traits a) School smart (Maya is smart. When she moves to San Francisco from Stamps, Arkansas, she is skipped a grade.) b) Caring sister (she always talks of her devotion to Baily) c) Determined (she wants to get a job with the streetcar company and she keeps bugging them until they finally give her a job) d) Proud (she lives with the junkyard kids instead of going back to her father’s; she slaps Dolores for calling her mother a whore) 2) Appearance a) African American, tall, skinny, small and squinty eyes, big feet, large gap between her front teeth, black hair 3) What The Character Wants a) Maya wants, ultimately, for her family to be happy. She wants the segregation of blacks to end (she is disgusted when young white girls call her grandmother by her first name). 4) How the Character Changes a) After being raped, Maya stops talking as much b) After spending time living in the junkyard, Maya learns tolerance, which will help her through out her life. She matures from a young girl to a mother, as well. c) Becomes more mature once she gets her job with the street cars 5) Key Statements About the Character a) â€Å"Ritie, don’t worry ‘cause you ain’t pretty. Plenty of pretty women I seen digging ditches or worse. You smart. I swear to God, I rather you have a good mind than a cute behind.† (p.56) b) â€Å"In those moments I decided that although Baily loved me he couldn’t help. †¦ I knew that because I loved him so much I could never hurt him† (p. 73) 6) Key Actions a) Father comes to Stamps and takes them to their mother b) Moves back to Stamps, then to SF c) Drives home from Mexico d) Slaps Dolores e) Stays with the junkyard people f) Gets pregnant 7) What Others Think Of the Character a) When they are younger, Baily really looks out for Maya. As they grow up, and after she spends time with her father, they drift apart. b) Her grandmother loves Maya very much, and knows that she is a very smart girl with a lot of potential. c) Her mother seems to care much more about her than her father did. Thesis Statement: Maya Angelou faces many hardships, yet manages to overcome them all, in her autobiography, â€Å"I Know Why the Caged Bird Sings.† Maya Angelo... ...a car accident, and her father is woken up. After the horrendous trip to Mexico, Maya and her father return home to find his girlfriend enraged. In an outburst, the girlfriend calls Maya’s mother a whore. Maya slaps her, which provokes Dolores, the girlfriend, to attack her. After that situation, Maya goes and lives with children in a junkyard. After living in the junkyard, she returns home to her mother. Later on after that, she gets pregnant. Although Maya is younger than he is, Baily admires his sister for her academic abilities, among other things. Maya’s grandmother loves her very much. She instills in her strong beliefs and good morals. She knows Maya is a very smart girl and does the best she can to work Maya to her full potential. Maya’s mother spends more time with her than her father does. Although both parents love her, the love of her mother is more apparent. It is her hope that the segregation will end, and the black people will be equal to the white race. The way in which Angelou portrays her life makes the reader feel pity at times, for the way Maya and her family is treated, rage at other when Maya acts badly, and joy when good things happen for their family.

Commerce Education and Employability

COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990 Commerce Education and Employability COMMERCE EDUCATION AND EMPLOYABILITY It is commonly agreed that education should aim at ‘holistic development’ of the individual. Further, such development should be in harmony with the society and the nature. To quote the great Indian philosopher Sri Aurobindo, education should aim at â€Å"all round development of the personality, which includes education of the sense, body, mind, moral and spiritual education. † The concepts of ‘all round development of personality’, or ‘holistic development’ include all the aspects of development-intellectual, spiritual, moral, economic, etc.However, some philosophers have defined the economic aims of education. Christopher Winch1; a British scholar says ‘education is broadly, although not exclusively concerned with preparation for life or for particular phase of life’. He gave three aspects to this concept of education, which are ‘fulfillment’, ‘civic participationâ₠¬â„¢ and ‘vocation’ and specifies that the individual conception of education, as they can be found in particular societies at particular time, consists of distinct combination of these different aspects.In order to define the objectives of commerce education, it may be important to go a little into its history. The origin of commerce education can be traced to the 19th century. It started with the teaching of skill based courses of ‘typing’ and ‘book keeping’, to meet the emerging manpower requirements in these areas. With an increase in commercial activities and expansion of banking, insurance, transportation and other related services, the nature and scope of commerce education changed. From a vocational bias in the initial years, the focus changed to providing liberal business education.Some experts even gave different objectives for different stages or levels of education. For example, Prof. Dasgupta (1959) used three different expressions to indicate ‘business education’, at three different levels. At the junior level (higher secondary stage), it was referred to as ‘commercial education,’ covering specific skills programmes; at the first degree stage, the term used was ‘commerce education’, to cover general stream courses for preparing semi professionals and at ‘post graduation’ level, it was termed as ‘Professional Business Education’, with the aim of preparing experts in specific areas.In other words, commerce education, at less than degree level was referred to as ‘commercial education’ or ‘vocational business education’. However, the commonly accepted view at present is that commerce education at higher secondary stage is not merely to satisfy the skill or vocational needs of pupils but provides basic understanding of the various principles, procedures and practices related to business. It also fosters an understanding of the economy, of the community in which activities related to business and industry takes place. It prepares the learners to take up business career.The secondary schools should therefore, provide the students with knowledge of the background of commerce and of the way it affects the life of the community, apart from the commercial knowledge and skills. This integrating approach to the liberal and vocational education has the support of many modern thinkers on education. It is argued that education should turn the people to something he knows well and can do well. Thus, commerce should be taken as both a knowledge subject and a skill subject. The specific objectives of academic stream of commerce education i) To provide knowledge of principles, practices, procedures, etc. bout business, trade and industry and its relationship with the society; ii) To provide basic knowledge of technological tools including computers and its application in business; iii) To develop an understanding of the environment in which we live and undertake various activities relating to business; iv) To develop basic skills needed to undertake different commerce related activities; v) to educate learners in different functional areas and develop their basic understanding about the same; vi) To develop right aptitude and qualities for undertaking business and commerce related activities; and vii) to encourage the spirit of entrepreneurship and prepare learners to enter into a business career. Linkage with the Industry The present curriculum has been found to be only moderately useful to the industry. In order to make it more useful it is suggested that the students should be exposed to practical knowledge, a) by engaging them on project work, or attachment with industry, and b) establishing interaction with industry through field visits, involving professionals in teaching, and organising lectures by industry experts/successful entrepreneurs.It was generally perceived that the present cur riculum offered low degree of opportunities of skill development to the students of commerce As a result, the pass-outs of higher secondary course only have theoretical or conceptual background of various aspects of business and trade. When it comes to the practical knowledge when they are asked to perform an activity, the results are rather poor because the required skills have not been developed in them. This is a common situation, which affects the acceptability of the students by the industry as well as the users of services. The industry looks for skilled people who have a practical exposure to various commerce related activities and possess generic skills like communication skills, problem-solving skills etc. As the present curriculum offers low opportunities of skill development, need for rectifying the position has been strongly felt.Various suggestions received to improve the situation in this regard include organization of field visits, on the job training of the students, improving the infrastructural facilities and provision for establishment of commerce laboratories in the schools. Strengthening linkages Any serious effort to make the commerce curriculum relevant to the industry and increasing its acceptability would require strengthening of linkages between the school and the industry. Various suggestions have been received in this regard, from the responding stakeholders. These are discussed as follows. Firstly, it is strongly felt that organising field visits to business ecommercial establishments etc. would be of great help in exposing the students to the real work of business.For example, the student may be taken to a factory and shown how goods are being manufactured or packaged. This will give them a real feel of the various processes and an opportunity or relating these to what is being taught in the class. This is very important for sustaining their interest in the subject and making them useful to the employers as well as to the society in general. Second, it is suggested that industrial internship, to three to four week’s duration, during the summer vacation (or some other vacations), would be quite helpful in providing the students an opportunity of actually working in an office or in the field environment.Third, the students may be assigned some project work relating to the subject of study. Let us say while teaching the chapter on marketing, the students may be asked to go to their local market and find out which brands of a particular product, say toothpaste or toilet soap are available in a retail outlet; which of these are preferred by a particular class of buyers (say people belonging to lower income group) and why? Further, the schools may regularly organize seminars, workshops and discussions where experts from industry are invited to participate and interact with the students. For example, sharing of experiences by successful entrepreneurs may be of great interest and utility to the student.Fifth, the schools may be encouraged to set up commerce laboratory where the students can practice through charts, models, computer games, exploration on internet, etc. some of the practical aspects of what is taught in the class. Other important suggestions received for strengthening the linkages include making a provision for extensive training of the teachers and inducing industry for adoption of schools so that the course can run efficiently. If the teachers are not trained regularly, they would not be able to impart knowledge and skills about the latest developments in their field. Moreover, the role of teachers is changing fast. They have to work like facilitators, in the present day world of information and fast changing technological and economic environment.Thus, periodic training of teachers is very important for effectively running a course. As regards the strategy for development of linkages, it is agreed enterprises, it is agreed that the industry should be persuaded to coope rate with the schools. Entrepreneurial Values The present curriculum was perceived to be offering low degree of opportunities for development of entrepreneurial values, attitudes and skills. As a result most of the pass-outs were included to look for some wage employment opportunities, after completing their studies. This creates a lot of stress on the already soaring list of unemployed youth in the country and need improvements. The students may be induced towards entrepreneurship.The entrepreneurial values, attitudes and skills should be groomed from schools days so that the pass-outs can be prepared to set up their own ventures instead of looking for wage employment to improve the situation, various suggestions. Include organization of field visits, adoption of case study approach, teaching of biographies of successful entrepreneurs, use of small Business Games and Mock stock exchange proceedings for teaching these aspects and bringing change in the orientation of curriculum and textbooks, to incorporate entrepreneurial value and attitudes. Commerce Education needs the infusion of fresh ideas so as to provide a stimulating, supporting and sustaining environment. The Social Context of Education The education system does not function in isolation from the society of which it is a part.Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven economic development that characterize Indian society also deeply influence access to education and participation of children in school. But at the same time, globalisation and the spread of market relations to every sphere of society have important implications for education. Business Studies Syllabi and Textbooks The syllabi and textbooks in commerce have been prepared according to the principles of the National Curriculum Framework. 1. The chapter on Social Responsibility of Business discusses how a business unit has to take care of the society of which it is a part.Every busi ness needs to act in a socially desirable manner and respect its employees, the community and the environment in which it operates. Our objective is to sensitise the student to social issues and concerns and the fact that business can do a lot for society, while fulfilling its social obligation. Environmental Protection also forms part of the chapter where conservation and industrial pollution are discussed. Business Ethics is also included to make students aware of ethical and responsible behaviour of a business. This also instills in a student value of personal ethics and standards and a code of conduct which can be applied in personal life also.Interrelationships however between business ethics and individual ethics need to be drawn by the teachers. 2. The global and local perspective and rural development needs to be taken care of. Small Business has been included in the syllabus and covers tiny and cottage industries and assistance to business provided by the government to smal l business reasons of including this in the syllabus. Rural Development and growth is a priority area and has been given a special emphasis in the latest year plans and all documents pertaining to economic development. In fact, marketers are depending on the rural demand and markets. Examples from rural business have been given throughout the book to sensitise children to the rural aspect of the country.Local perspective needs emphasis as a student is always able to relate to his local surroundings, therefore, local examples are better understood by them. 3. Connecting knowledge to life outside school. The environment in which a business operates forms an important aspect of management. A business unit has to constantly interact with the economic, political, legal and social environment. The business environment is dynamic in nature and examples can be taken from all around us, newspapers, business magazines, business TV programmes and the internet. Management has to respond to all these changes and this chapter has been specially included so that students are aware of what is going on in the economic, political, legal and social environment.A business has to analyse the environment before taking decisions. 4. Projects, activities and case problems have also been included to ensure that learning is shifted from rote methods. Creativity is a value that needs to be fostered. At the end of each chapter projects, activities and case problems have been given. 5. Boxes includes enrichment material taken from newspapers, business magazines and the internet. We hope these will enable students to connect textual knowledge to the business world Students should draw interrelationships between the text and the news in the print and electronic media. The Objective is to give students an idea of what is happening inside a business. 6.We live in an age of unprecedented violence, local regional, national and global. Values of love, cooperation, non violence, peace are univers al and need to be emphasized again and again. Social equality and justice is an integral part of peace education. Our chapter on social responsibilities emphasizes social equality and justice but teachers need to revisit the concept and connect it to place in society. The topic on cooperative societies and international business are based on the spirit of cooperation. Cooperation as a value needs to be re emphasized by teachers and then lead the student to imbibe the value of cooperation. International agreements, WTO and GATT are all based in international cooperation.Since management involves doing work systematically and resolving conflict situations, while we are teaching management we can revisit the idea of maintaining peace and harmony within an organization. Coordination of activities ensures harmonious relationships which is what manage motivation which again is related to peace and harmony. The teacher in the class needs to draw interconnections between the text and values of peace and non-violence. This has become almost an essential and moral duty of every teacher. 7. India is a multicultural society and all groups have equal rights to coexist and flourish. In our texts we have tried to give business examples from all regions.When the social environment of business is taught then certain examples can be taken up so that students have a fair idea of the pluralistic society in which we live. 8. Any economic development affects the Financial Market and ultimately every business unit in some way or the other. The role of major financial institutions and banks are becoming prominent in the financial markets. The fluctuations in the capital market are due to a variety of reasons. How the political, economic and social changes affect the markets can be studied, it will be going beyond the textbook. However, students will find it very interesting. These topics are important, current issues and students need to be aware of such topics as they shape the coun try’s future and economic development.In fact, the whole world is looking at India and China since they are relatively strong economies because of the regulatory mechanisms in the financial markets. Reference 1. www. ncert. nic. in/programmes/teacher_edu/pdfs/Commerce. pdf In Service Teacher Education Manual for Teachers and Teacher Educators in Commerce. 2. Emerging Trends in Commerce and Management, Santosh Gupta, Published in University News41 (05) 2003 3. Recent Trends in Commerce and Management Education, Dr. V. V. Khanzode, Strling Publishers Private Limited. 1990 4. National Policy on Education1986 an Appraisal, DoabaHouse, New Delhi. 1989 5. Commerce and Management Education in India,Ed. K. V. Sivayya,Ashish Publishing House, New Delhi. 1990

Free Essays on El Hombre Y El Mito

EL HOMBRE Y EL MITOPOR R. A. FONT BERNARD Est prà ³ximo a cumplir noventa y seis aà ±os de edad, y desde hace veinte, est lamentablemente privado de la visià ³n. Desde 1978 a la fecha, ha declarado diecinueve veces que est enfermo. En el prrafo inicial de las "Memorias de un Cortesano de la Era de Trujillo", se declarà ³ al borde del sepulcro. Pero a la vez, como lo hubo de consignar en unos desgarradores versos, es "el dueà ±o de un mundo de cristal que no envejece". Y es, en las presentes circunstancias de nuestro paà ­s, el principal protagonista de una comedia polà ­tica, que eventualmente podrà ­a evolucionar hacia el drama.Paradà ³jicamente, sus deficiencias visuales las utilizà ³, exitosamente, como uno de los temas electorales. Y en la actualidad alude a ella, para demostrarle a sus opositores polà ­ticos, que su ceguera no es tragedia, y que actà ºa con absoluta normalidad, porque no sà ³lo conoce la matemtica del azar, sino adems, porque puede ver el rostro del mundo, y de las gentes que lo pueblan.Fue , segà ºn su propia confesià ³n, un cortesano de la dictadura de Trujillo, y como tal, en el ejercicio de la oratoria polà ­tica, uno de los ms sobresalientes apologistas de la dictadura. Pero en ese ejercicio, fue el à ºnico orador que seà ±alà ³ el carcter dictatorial del rà ©gimen, y el à ºnico en predecir que à ©ste no sobrepasarà ­a los treinta y dos aà ±os, ya prà ³ximo a caer el dictador en un charco de sangre.Como polà ­tico, dotado de un protagonismo impar en la presente etapa de devaneos democrticos, ha actuado y actà ºa, conforme a lo que don Josà © Ortega y Gasset entendà ­a que son las circunstancias. Pese a que no se le suele reconocer como un destinista, y à ©l se proclama como tal, actà ºa con la conviccià ³n de que en la actividad polà ­tica, tiene un decisivo predicamento lo posible y lo conveniente.Reconocer que sentà ­a satisfaccià ³n en el ejercicio del poder, es una realidad y no un reproche. Pero, contrario a Trujillo, y a... Free Essays on El Hombre Y El Mito Free Essays on El Hombre Y El Mito EL HOMBRE Y EL MITOPOR R. A. FONT BERNARD Est prà ³ximo a cumplir noventa y seis aà ±os de edad, y desde hace veinte, est lamentablemente privado de la visià ³n. Desde 1978 a la fecha, ha declarado diecinueve veces que est enfermo. En el prrafo inicial de las "Memorias de un Cortesano de la Era de Trujillo", se declarà ³ al borde del sepulcro. Pero a la vez, como lo hubo de consignar en unos desgarradores versos, es "el dueà ±o de un mundo de cristal que no envejece". Y es, en las presentes circunstancias de nuestro paà ­s, el principal protagonista de una comedia polà ­tica, que eventualmente podrà ­a evolucionar hacia el drama.Paradà ³jicamente, sus deficiencias visuales las utilizà ³, exitosamente, como uno de los temas electorales. Y en la actualidad alude a ella, para demostrarle a sus opositores polà ­ticos, que su ceguera no es tragedia, y que actà ºa con absoluta normalidad, porque no sà ³lo conoce la matemtica del azar, sino adems, porque puede ver el rostro del mundo, y de las gentes que lo pueblan.Fue , segà ºn su propia confesià ³n, un cortesano de la dictadura de Trujillo, y como tal, en el ejercicio de la oratoria polà ­tica, uno de los ms sobresalientes apologistas de la dictadura. Pero en ese ejercicio, fue el à ºnico orador que seà ±alà ³ el carcter dictatorial del rà ©gimen, y el à ºnico en predecir que à ©ste no sobrepasarà ­a los treinta y dos aà ±os, ya prà ³ximo a caer el dictador en un charco de sangre.Como polà ­tico, dotado de un protagonismo impar en la presente etapa de devaneos democrticos, ha actuado y actà ºa, conforme a lo que don Josà © Ortega y Gasset entendà ­a que son las circunstancias. Pese a que no se le suele reconocer como un destinista, y à ©l se proclama como tal, actà ºa con la conviccià ³n de que en la actividad polà ­tica, tiene un decisivo predicamento lo posible y lo conveniente.Reconocer que sentà ­a satisfaccià ³n en el ejercicio del poder, es una realidad y no un reproche. Pero, contrario a Trujillo, y a...

Free Essays on Social Psychology

Social psychology attempts to understand the relationship between minds, groups, and behaviors in three general ways. First, it tries to see how the thoughts, feelings and behaviors of individuals are influenced by the actual, imagined, or implied presence of others. This includes social perception, social interaction, and the many kinds of social influence (like trust, power, and persuasion). Gaining insight into the social psychology of persons involves looking at the influences that individuals have on the beliefs, attitudes, and behaviors of other individuals, as well as the influence that groups have on individuals. Second, it tries to understand the influence that individual perceptions and behaviors have upon the behavior of groups. This includes looking at things like group productivity in the workplace and group decision making. Third, and finally, social psychology tries to understand groups themselves as behavioral entities, and the relationships and influences that one group has upon another group. On the one hand, Social psychology can be said to try to bridge the gap between disciplines. It can be said to be co-disciplinary with sociology and psychology, providing overlapping theories and research methods in order to form a clearer and more robust picture of social life. However, social psychologists have different perspectives on what ought to be emphasized in the field. Social psychological work can be approached with the interests and the emphases of both psychology and sociology in mind. As a result, the discipline can be split in three general subfields, which concentrate on the relative importance of some subjects over others. As sociological social psychology, this looks at the social behavior of humans in terms of associations and relationships that they have. This type leans toward sociology. One offshoot of this perspective is the Personality and Social Structure Perspective, which emphasizes the li... Free Essays on Social Psychology Free Essays on Social Psychology Social psychology attempts to understand the relationship between minds, groups, and behaviors in three general ways. First, it tries to see how the thoughts, feelings and behaviors of individuals are influenced by the actual, imagined, or implied presence of others. This includes social perception, social interaction, and the many kinds of social influence (like trust, power, and persuasion). Gaining insight into the social psychology of persons involves looking at the influences that individuals have on the beliefs, attitudes, and behaviors of other individuals, as well as the influence that groups have on individuals. Second, it tries to understand the influence that individual perceptions and behaviors have upon the behavior of groups. This includes looking at things like group productivity in the workplace and group decision making. Third, and finally, social psychology tries to understand groups themselves as behavioral entities, and the relationships and influences that one group has upon another group. On the one hand, Social psychology can be said to try to bridge the gap between disciplines. It can be said to be co-disciplinary with sociology and psychology, providing overlapping theories and research methods in order to form a clearer and more robust picture of social life. However, social psychologists have different perspectives on what ought to be emphasized in the field. Social psychological work can be approached with the interests and the emphases of both psychology and sociology in mind. As a result, the discipline can be split in three general subfields, which concentrate on the relative importance of some subjects over others. As sociological social psychology, this looks at the social behavior of humans in terms of associations and relationships that they have. This type leans toward sociology. One offshoot of this perspective is the Personality and Social Structure Perspective, which emphasizes the li...

A List of The Iliad Characters

A List of 'The Iliad' Characters The Iliad is attributed to Homer, although we dont know for sure who wrote it. It is thought to describe characters and legends traditionally dated to the 12th century BCE, passed down orally, and then written by a poet or bard identified as Homer who lived during the Archaic Age in Greece  in the 8th century BCE. Major Characters Here are major characters, both mortal and immortal, from The Iliad: Achilles:  The hero and subject of the epic poem. Achilles  brought his troops known as the Myrmidons, was insulted by the leader of the Achaean (Greek) forces, and was sitting out the war until his close friend Patroclus was killed. Achilles then went after the man he blamed for the death, Hector, the prince of Troy.Aeneas:  The nephew of King Priam of Troy, a son of Anchises and the goddess Aphrodite. He shows up with a much bigger part in the epic poem The Aeneid, by Vergil (Virgil).Agamemnon:  Leader of the Achaean (Greek) forces and the brother-in-law of the beautiful Helen, formerly of Sparta, now of Troy. He makes some hard choices, like sacrificing his daughter Iphigenia at Aulis to provide wind for his ships sails.Ajax the greater: The son of Telamon, who is also the father of the best Greek bowman, Teucer. After Achilles death, Ajax wants his armor thinking he deserves it as the second greatest of the Greek warriors.Ajax the lesser: The son of Oilean and the leader of the Locrians. He rapes Cassandra, prophetess daughter of Hecuba and Priam. Andromache: The wife of Trojan Prince Hector and the mother of a young son named Astyanax who features in touching scenes. Later Andromache becomes Neoptolemus war-bride.Aphrodite:  The love goddess who won the apple of strife that started things in motion. She helps her favorites in the fray, is injured, and discusses matters with Helen.Apollo:  The son of Leto and Zeus and the brother of Artemis. Hes on the Trojan side and sends plague arrows to the Greeks.Ares: The war god Ares was on the side of the Trojans, fighting disguised as Stentor.Artemis: The daughter of Leto and Zeus and the sister of Apollo. She, too, is on the side of the Trojans.Athena:  The daughter of Zeus, a powerful goddess of war strategy; for the Greeks during the Trojan War.Briseis:  The source of ill-feeling between Agamemnon and Achilles. Briseis had been awarded to Achilles as a war-prize, but then Agamemnon wanted her because he had been obliged to give up his.Calchas:  The seer who told Agamemnon that he had angered the gods and must fix things by returning Chriseis to her father. When Agamemnon obliged, he insisted that he receive Achilles prize Briseis instead. Diomedes:  An Argive leader on the Greek side. Diomedes wounds Aeneas and Aphrodite and routs the Trojans until the son of Lycaon (Pandarus) hits him with an arrow.Hades: Is in charge of the Underworld and hated by mortals.Hector:  The lead Trojan prince whom Achilles kills. His corpse is dragged around in the sand (but by the grace of the gods, without destruction) for days while Achilles vents his grief and anger.Hecuba:  Hecuba is the Trojan matriarch, mother of Hector and Paris, among others, and wife of King Priam.Helen: The face that launched a thousand ships.Hephaestus: The blacksmith of the gods. In return for an old favor from the nymphs, Hephaestus makes a wonderful shield for the nymph Thetis son, Achilles.Hera:  Hera hates the Trojans and tries to harm them by getting around her husband, Zeus.Hermes:  Hermes isnt yet the messenger god in the Iliad, but he is sent to help Priam get to Achilles to ask for the corpse of his beloved son Hector.Iris: Iris is the mess enger goddess of the Iliad. Menelaus: Helens aggrieved husband and the brother of Agamemnon.Nestor:  An old and wise king of Pylos on the Achaean side in the Trojan War.Odysseus:  The lord of Ithaca who tries to persuade Achilles to re-join the fray. He plays a much larger part in The Odyssey.Paris:  Aka Alexander, the son of Priam. Paris plays a cowardly role in The Iliad and is helped by the Trojans gods.Patroclus: The beloved friend of Achilles who borrows his armor to go lead the Myrmidons against the Trojans. He is killed in battle, which results in Achilles re-joining the fray to kill Hector.Phoenix: A tutor of Achilles who tries to persuade him to re-join the battle.Poseidon:  Sea god who supports the Greeks, basically.Priam:  Another old and wise king, but this time, of the Trojans. He fathered 50 sons, among whom are Hector and Paris.Sarpedon: The Trojans most important ally; killed by Patroclus.Thetis:  Nymph mother of Achilles who asks Hephaestus to make her son a shield.Xanthus: A river near Troy known to mortals as Scamander, and its god, who favors the Trojans. Zeus:  King of the gods who tries to maintain neutrality in order to make sure fate isnt thwarted; father of Trojan ally Sarpedon.

Critically Evaluate how Theories of Leadership Define and Explain how Essay

Critically Evaluate how Theories of Leadership Define and Explain how to Identify and Create Effective Leaders - Essay Example However, recently there has been increasing emphasis or recognition of dispersed leadership. This approach, having its foundation in psychology, sociology and politics rather than the management sciences considers leadership to be a process which is diffused through the organization instead of lying with the designated leader. The present project seeks to make a critical evaluation of the various definitions of leadership. It then goes on to explain how to identify and create effective leaders in the organization. It focuses on the traditional and individualistic views of leadership as these are considered to have the greatest relevance to the field of management development and leadership standards in organizations. Critical Analysis Leadership is an extremely high valued and highly sought after commodity. It is a common question for people to ask what make for the good leaders. Moreover leadership has attracted attention of the researchers all across the world and a review of the s cholarly articles on the subject reveals that there are numerous theoretical approaches for explaining the complexities of the process of leadership (Northouse, 2009, p.1). Some researchers have considered leadership as behaviour or trait while others have viewed the same from a relational standpoint or an information processing perspective (Northouse, 2009, p.1). Leadership Defined Stogdill (1974) brought forth through a series of research that there are as many different definitions of leadership as there are people trying to define it. Although each one knows intuitively about the meaning of the term, it appears mean differently to different individuals. The mere attempt to give a definition to leadership creates the discovery that it has numerous different meanings (Northouse, 2009, p.2). Certain components have been identified as being central to the conceptualization of leadership. Firstly leadership is considered to be a process; it includes a certain amount of influence; it occurs in groups and finally it involves common goals. Considering the above components the most common definition of leadership has evolved. Leadership has been defined as a process in which a single individual has influence over a group of individuals in order to attain a common goal (Northouse, 2009, p.2). The definition of leadership as a process means that it is neither a characteristic nor a trait residing in the leader; it is rather a transactional event occurring between the leaders and the followers. The term process implies that it is not a one way event; both leaders and followers get affected in the process. They need each other mutually. According to the views of Burns (1978), although there is a close link between the leaders and the followers, generally leaders are more associated with the initiation of the relationship, the creation of communication linkages and carrying the responsibility or burden of maintaining the relationship (Northouse, 2009, p.4). Theories of Leadership Researchers are of the opinion that a difference exists between the trait and process theory of leadership. It is common for people to think that people are born to be leaders or that people make leaders naturally. These are some statements which are generally expressed by people who consider the trait perspective towards leadership. The perspective suggests that

Countering the Anti-Israel Apartheid and the BDS Messages Essay

Countering the Anti-Israel Apartheid and the BDS Messages - Essay Example The anti-Israel apartheid and the DBS messages have spread to an extent that in America, there is the Israel apartheid week which is an international campaign which involves, calls for boycott of Israel in US campuses. According to the current anti-Israel apartheid policy, fighting campus hatred is a strategy that is applied to curb anti-Israel apartheid. However, according to the CEO of pro-Israeli organization, there is hostile environment toward Israel in 60-80 out of 4000 American universities (Benhorin, 2012). This is a considerably manageable figure with added communication efforts, the number could go down reasonably. In the current policy, demonstrations are another strategy that is channeled towards bringing to an end or at least reducing the spread of anti-Israel apartheid and the DBS messages. Peace demonstrations are most of the time mistaken for riots. This leads to defensive response from other members of the affected area, for instance, these demonstrations lead to des truction of property, hence provoking havoc from the victims. Propaganda is a dangerous calamity that if not controlled well can lead to a number of calamities. These include; various states may cut economic links with Israel, and this may lead Israel in a crisis of lacking a country to trade with, which may lead to economy deterioration in Israel. It may also lead to cut of diplomatic ties from other countries. This would limit Israel to depend on her educational materials since there would lack exchange programmes among schools in Israel and those in other countries. These and many others call for introduction of a new policy to fight the propaganda. Just to mention but a few loopholes in the current policy, there is dire need for a new policy that will help prevent rise in the de-legitimization in a more professional way. The new policy will address the issue in all dimensions; social, political and economic. Social in the sense that it will take into consideration the social eff ects of the strategies put in place on the social lives the Israelite as well as those of other people. The policy will take care of the economic factor in that it will be reasonably affordable to implement both financially and time wise. THE NEW POLICY This is a policy that will use communication efforts to help prevent the rising de-legitimization. This policy contains terms and strategies that when implemented will give positive and more effective results. The policy will make it clear that other than using political strategies to fight propaganda, communication can also be used to curb the fast spreading calamity. Using communication means will enable the message to reach more people than demonstrations and boycotts would. Since the challenge at hand is spreading at a very fast rate, an equally fast means is required to counter its immense spread. Therefore, the strategies in this policy are designed to suit the speed at which the propaganda is spread and manage to save the face of Israel in the eyes of the world (Burgoon, Berger, & Waldron, 2000). These strategies include; use of print media, use of electronic media, use of social media, use of small media, publicity in international forums, use of targeted scholarships and campaigns in institutions . Print media is a strong tool that can be used to control this fast spreading fire. Print media ranges from newspapers, magazine, newsletters, journals and books. Through these channels,