Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin

Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542) Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... ...." Journal of Technology Studies 20, no. 1 (Winter-Spring 1994): 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. "Cerebral Context." Vocational Education Journal 71, no. 3 (March 1996): 19-21, 50. (EJ 519 286) Rahn, M. "Lively Connections." Vocational Education Journal 71, no. 5 (May 1996): 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. "Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs." Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993): 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work: The Development of Vocational Expertise. Leabrook, Australia: National Centre for Vocational Education Research, 1994. (ED 380 542)

Readiness of Kindergarten Teachers along K-12 Curriculum Essay

One of the major reforms in our country’s educational system is Republic Act 10157, otherwise known as â€Å"The Kindergarten Education Law† or the K to12 (K+12). This Law made the Kindergarten compulsory and mandatory entry to basic education. This Law was initiated by the Aquino administration in order to address the perceived decreasing quality of education in the country, and to meet the international standard regarding the number of years in basic education. This program will require all incoming students to enroll into two more years of basic education. The K+12 System will include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. The program is implemented and formulated along with the Commission on Higher Education (CHED) and with the Technical Education and Skills Development Authority (TESDA). The current k-12 model that had been implemented in the country is an educational landscape for basic and secondary system patterned after the United States, Canada and some parts of Australia had done it. According to Patricia  Velasco’s article, the K- 12 Curriculum envisions â€Å"holistically developed learners with 21st century skills† (DepEd Primer, 2011). This further means that every student would have an understanding of the world around him and a passion for life-long learning while addressing every student’s basic learning needs: â€Å"learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge applied to daily life† (p. 6). The main objective of the K to 12 curriculum is to achieve the DepEd’s goal of eradicating illiteracy rate in the country. â€Å"No child is left behind. † (source). Every Filipino has the right to receive quality education in order to become an asset in all dimensions, competent, efficient, effective and productive citizen leading to a decent and comfortable living. The most interesting part concerning the K to 12 program is on its practical assistance for the poor but skillful students. For instance, the student cannot afford to go to college; he is given an option or privilege to be employed not as a professional but on technical job because his skills acquired and developed during his Senior High School can be a guarantee for his  qualification for a vocational employment. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. Our country is the only country in Asia and among the countries in the world that has a 10 year pre- university program. The program also aims to meet the standards required for professionals who would want to work abroad. The system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. The K-12 aims the students to have a relevance or importance in the social and economic reality of life. The realm of their role as members of the country. Thus, this vision will be complete through an enhanced curriculum. (K-12 Kindergarten Curriculum Guide 2013) DepEd said that this is the right time to do something better for the field of education, having poor quality education. The DepEd released their stand along the reform. In stressing the need for the new system of basic education, President Benigno S. Aquino III said, â€Å"We need to add two years of our basic education. Those who can afford pay up to fourteen years  of schooling before university. Thus, their children are getting to the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † (source) With the K-12 program, different arguments were formulated. Not all are in favor of the K+12 Education program. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the  parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. Teachers plays an important role 1 / 3 in the K-12 program because they are the ones who will teach the kindergarten pupils, especially the Pre – school teachers. Markovac & Rogulja, 2009, stated that the, early care main goal is to fulfill the Delors principles: â€Å"Learning to be, learning to do, learning to know and learning to live together and to live with others. † The early childhood is a time of rapid growth in all aspects of  children’s development fostered by their natural curiosity and adult support. Therefore, Preschool education is the foundation for a child’s education. The skills and knowledge that a child develops in the preschool years will have a dramatic impact on a child’s success when formal schooling begins as well as life success. Preschool education is important because it can give your child the edge in a competitive world and education climate. The first year of a child’s life is globally acknowledged to be the critical year for lifelong development because the pace of development during these years is  extremely rapid (National Council of Educational Research and Training, 2006 as cited in the K to 12 Curriculum Guide – Kindergarten). While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors when they begin their formal education they will be behind the children who already possess that knowledge and skill set. The Pre – school teachers are supposed to have the courage and knowledge to teach the little ones. They will serve as the guide and the second mother at school. Children’s learning will greatly depend on the teachers strategies. Hence, kindergarten teachers should provide them with an engaging and creative curriculum that is developmentally – appropriate, age – appropriate and socio – cul;turally appropriate (DepEd K to 12 Curriculum guide for Kindergaten, 2012). Many new parents start hearing about K-12 since before their kids are born. However, they are not very clear about what K12 means, and why is necessary for them to start inform themselves about it as it will impact their kids’ future. What Is K12 Education? This term was coined to describe primary and secondary education. This includes kindergarten (K) all the way to the 12 grade. This extremely popular type of education is very common among several countries around the world. â€Å"K to 12† stands for kindergarten plus 12 years of elementary and secondary education. This educational system for basic and secondary education is widely adopted around the world. Early childhood education is intended to support and complement family upbringing and the main goal is to create good opportunities and conditions for each child’s well-being, create a stimulating environment for the child’s comprehensive development and learning while taking into account their age, gender and individual features. The role of early childhood care and education settings in improving children’s development has begun to be viewed with increasing importance. The recognition that centre-based childcare is associated with a host of positive developmental outcomes for children, such as increased cognitive abilities, language development, and emotional and social development (Kagan & Neuman, 1997; National Institute of Child Health and Human Development Early Childcare Research Network [NICHD], 2000, 2002, 2008; NICHD & Duncan, 2003), has led to the introduction of a new policy in Ireland that provides every three-year-old child with access to a free preschool place for one year (Office of the Minister for Children and Youth Affairs [OMCYA], 2009). The importance of preschool learning is that first, parents must remember that preschool education is the foundation for your child’s education. As Adams (2008) stressed that early childhood education is the key to building a strong foundation for a child’s educational success. The skills and knowledge (not to mention aptitude and attitude) that your child develops in the preschool years will have a dramatic impact on your child’s success when formal  schooling begins as well as life success, as supported by the House Bill 5367 (2009), aimed to incorporate preschool education to basic education with the DepEd at the frontier of its implementation all over the country. This bill was in consonance with the state’s policy to provide equal opportunities for all children to avail themselves of free and compulsory preschool education that effectively promotes physical, social, intellectual, emotional simulations, let alone values formation to adequately prepare them for formal elementary schooling, second is that by actively  promoting and encouraging your child’s preschool learning you will promote his or her self esteem as well. Help your child gain confidence by making learning fun and easy at this age and you will 2 / 3 help make your child an eager lifelong learner and the finally preschool education is important because it can give your child the edge in a competitive world and education climate. While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors when they begin their formal education they will be behind the children  who already possess that knowledge and skill set. According to Anita Woolfolk Hoy and Megan Tschannen – Moran ,(2002), teachers’ sense of efficacy has been related to students outcomes such as achievement (Ross, 1992), motivation, (Midgley, Feldlaufer, & Eccles, 1998) and students’ own sense of efficacy ( Anderson, Greene, & Loewen, 1998). DepEd Secretary Armin Luistro stated that enhancing the competencies of pre-school teachers will have a great impact on the young learners. â€Å"We should ensure that teachers are ready for the challenge of making our young kids’ first school experience enjoyable  and giving them a positive experience that will motivate them to remain in school and complete their education. † This means that pre-school teachers are the implementers of the socially defined curriculum objectives. They help children to adapt to the society and to become its members, to develop interaction between children and different generations, and absorb the main behavioral habits and roles of the community. Also their task is to educate children to become unique subjects and persons as they truly are (Dewey, 1916; Ojakangas, 1998; Siljander, 2002) To become preschool teachers one must have the ability to deal with pupils ages 5. A preschool teacher needs to be proficient in helping children learn how to cooperate, providing fun learning activities suitable for preschoolers, keeping children safe, working as a team member with other teachers and interacting with parents. Preschool teachers need to be eager participants in children’s growth and development, as well as helping students understand how to use their natural curiosity to help make the appropriate developmental leaps in their skills and abilities. They are expected to create an atmosphere where risks can be taken and discoveries made while children remain safe. POWERED BY TCPDF (WWW. TCPDF. ORG).

Marketing to Children Essay

Advertisers spend 100s of billions of dollars a year worldwide[1] encouraging, persuading and manipulating people into a consumer lifestyle that has devastating consequences for the environment through its extravagance and wastefulness. Advertising exploits individual insecurities, creates false needs and offers counterfeit solutions. It fosters dissatisfaction that leads to consumption. Children are particularly vulnerable to this sort of manipulation. Young children are increasingly the target of advertising and marketing because of the amount of money they spend themselves, the influence they have on their parents spending (the nag factor) and because of the money they will spend when they grow up.[2] Whilst this child-targetted marketing used to concentrate on sweets and toys, it now includes clothes, shoes, a range of fast foods, sports equipment, computer products and toiletries as well as adult products such as cars and credit cards. In Australia, children under 18 have an ave rage $31.60 to spend each week and they influence more than 70 per cent of their parents’ clothes and fast food purchases.[3] Advertisers attending a conference on Marketing to Kids and Youth were told that children and teenagers between the ages of 10 and 17 spent $3.3 billion every year.[4] In the US there are over 57 million school age children and teenagers who spend about $100 billion each year of their own and their family’s money on  sweets, food, drinks, video and electronic products, toys, games, movies, sports, clothes and shoes.[5] Additionally children 12 and under spend more than $11 billion of their own money and influence family spending decisions worth another $165 billion on food, household items like furniture, electrical appliances and computers, vacations, the family car and other spending.[6] For example, one study estimated that children influenced $9 billion worth of car sales in 1994. One car dealer explains: â€Å"Sometimes, the child literally is our customer. I have watched the child pick out the car.†[7] This means that car manufacturers cannot afford to ignore the children in their marketing. Companies such as Nissan sponsor the American Youth Soccer Organisation and a travelling geography exhibit in order to get exposure for their brand name and logo in child-friendly settings. Chrysler distributes 100s of thousands of glossy cardboard pop-up promotional books by direct mail that will appeal to children who love pop-up books. And Chevrolet has used advertisements featuring children. Some car dealers have added children’s play areas and arcade games to their facilities.[8] US advertisers are now beginning to recognise the potential of the international children’s market. James McNeal in his book Kids as Customers estimates that there are about three quarters of a billion children in other industrialised countries: â€Å"Letting one’s marketing imagination run wild for a moment, if these children spend only half of what U.S. children spend, their market potential would be equal to around $86.5 billion.†[9] Brandweek magazine, also enthusing about â€Å"the marketing opportunity that kids around the world represent† pointed out that even in China where children don’t get much income and save most of it, their total spending amounts to $2.6 billion per year, â€Å"second only to the US†.[10] Brandweek cited a survey that showed McDonald’s was the favourite fast food all over the world and Coke the favourite drink. It argued: if it is possible to create global preferences with food products–where obstacles like differences in local cuisine and culture exist–transcending cultural boundaries with toys, clothing and entertainment products should be considerably easier.[11] Average Income and Spending for Children aged 7-12 yrs Regular Income Annual Income# Savings Total Spending $US/month/child $US/year/child  $US/year Germany 32.30 569.40 46% 0.9 billion UK 31.50 506.20 26% 1.7 billion US 29.10 493.10 21% 8.9 billion France 22.50 377.90 30% 2.2 billion Japan* 10.70 407.90 62% 1.0 billion China* 9.00 182.00 60% 2.6 billion * urban areas only # including special income Source: Laurie Klein, `More than play dough’, Brandweek, Vol. 38 (24 November 1997) McNeal argues that â€Å"in many nations the competition for the children’s market is not as aggressive† as in the US: â€Å"It has been said that in the United States when you get a competitor down you kick him; in Asia you help him up.† He suggests that US firms using US-style competition will therefore have an advantage: it appears that fairly standardized multinational marketing strategies to children around the globe are viable. And they are advisable for those American marketers who are wanting to avoid some of the intense competition domestically and are thinking of seeking market and profit growth across the seas.[12]] The Development of a Consumer Children represent three different markets. In addition to the direct money that children spend and the money they influence, children also represent a third major market and perhaps the most significant and that is the future market.[13] Advertisers recognise that brand loyalties and consumer habits formed when children are young and vulnerable will be carried through to adulthood. Retailers and manufacturers have two sources of new customers, those who they can persuade to change from their competitors and those who have not yet entered the market. Those who switch are less likely to be loyal than those who are nurtured from childhood.[14] According to the CEO of Prism Communications, â€Å"they aren’t children so much as what I like to call `evolving consumers’.†[15] McNeal outlines the stages in the evolution of a child consumer. From age 1: Accompanying Parents and Observing. Children are taken with their parents to supermarkets and other stores where all sorts of goodies are displayed. By the time a child can sit erect, he or she is placed in his or her culturally defined observation post high atop a  shopping cart. From this vantage point the child stays safety in proximity to parents but can see for the first time the wonderland of marketing.[16] From age 2: Accompanying Parents and Requesting. Children begin to ask for things that they see and make connections between television advertising and store contents. They pay more attention to those ads and the list of things they want increases. At the same time, the youngster is learning how to get parents to respond to his or her wishes and wants. This may take the form of a grunt, whine, scream, or gesture–indeed some tears may be necessary–but eventually almost all children are able on a regular basis to persuade Mom or Dad to buy something for them.[17] From age 3: Accompanying Parents and Selecting with Permission. Children are able to come down from the shopping trolley and make their own choices. They are able to recognise brands and locate goods in the store.[18] At this point the child has completed many connections, from advertisements to wants, to stores, to displays, to packages, to retrieval of want-satisfying products. For many parents this is a pleasing experience. Ditto for the marketers, for it signals the beginning of the child’s understanding of the want-satisfaction process in a market-driven society.[19] From age 4: Accompanying Parents and Making Independent Purchases. The final step in their development as a consumer is learning to pay for their purchases at the check-out counter. From age 5: Going to the Store Alone and Making Independent Purchases. According to Direct Marketing magazine, by the age of eight children make most of their own buying decisions.[20] Modern children can often recognise brands and status items by the age of 3 or 4, before they can even read. One study found that 52 percent of 3 year olds and 73% of 4 year olds â€Å"often or almost always† asked their parents for specific brands.[21] Advertisers recognise that brand loyalties and consumer habits formed when children are young and vulnerable will be carried through to adulthood. Kids `R’ Us president, Mike Searles, says â€Å"If you own this child at an early age†¦ you can own this child for years to come.†[22] Forms of Marketing Children’s advertising covers all types of media outlets from newspapers to television stations. By the time most US children start school they will have spent 5000 hours watching television. They will spend more time watching television than they spend in class for their entire schooling.[23]  Similarly in Australia, where in one in four homes children have their own television sets, children spend an average of a quarter of their spare time in front of the television.[24] A version of the infomercial aimed at children is the television show whose main characters are modelled after toys. By 1988 64% of television toy advertisements were for toys related to children’s television programmes. Often cartoon characters would be launched as movies, be followed up by television series and then be merchandised on hundreds of products from t-shirts to toys.[25] The head of Disney explained to Advertising Age in 1989 how the Disney Corporation’s activities all reinforced each other: â€Å"The Disney Stores promote the consumer products which promote the [theme] parks which promote the television shows. The television shows promote the company.†[26] Advertisers not only feature cartoon or other characters from children’s television programmes to gain their endorsement for their products (known as host selling) but they sometimes even place those advertisements in the breaks of the television programmes about those characters, thus blurring the distinction between programming and advertising and taking advantage of the affection children feel for those characters.[27] Television advertising makes up about 70% of the total amount spent on advertising to children in the US but total advertising expenditure makes up only about 15% of the total amount of money spent on marketing to children. In fact much marketing to children now consists of sales promotions such as direct coupons, free gifts and samples, contests and sweepstakes, and public relations such as using celebrities and licensed characters which visit shopping centres and schools. New technologies have also provided new opportunities such as the Internet and telephone services that enable â€Å"new, personalized promotions† aimed at children.[28] Marketing in schools is also a rapidly growing arena.[29] Kids clubs, organised by retailers, producers and media outlets, have proliferated in recent times. They offer an opportunity to develop a more personal relationship with each child, get information about the children for marketing purposes that can be used for mailing lists and data bases, and to promote products to children of particular age groups and geographical locations.[30] These additional forms of marketing have supplemented rather than replaced advertising as the importance of the children’s market has grown. Their aim however is the same as advertising,  to create brand loyalties and customers amongst children. Also, those wanting to sell goods recognise that some older children become somewhat cynical of advertisements and therefore publicity in children’s newspapers and magazines as well as other marketing strategies are alternative ways of reaching these children.[31] Advertising on the Internet A new arena for advertising is the internet. It is estimated that about four million children are using the internet world-wide and this figure is bound to increase dramatically over the next few years.[32] According to the director of Saatchi & Saatchi Interactive, â€Å"This is a medium for advertisers that is unprecedented†¦ there’s probably no other product or service that we can think of that is like it in terms of capturing kids’ interest.†[33] In their advertising material Saatchi and Saatchi explain their Kid Connection service: We at KID CONNECTION are committed to understanding kids: their motivations, their feelings, and their influences. In keeping with our mission to connect our clients to the kid market with programs that match our clients’ business objectives with the needs, drives and desires of kids†¦Interactive technology is at the forefront of kid culture, allowing us to enter into contemporary kid life and communicate with the m in an environment they call their own.[34] Children as young as four are being targeted by advertisers on the internet and often the interaction with the children is unmediated by parents or teachers.[35] These advertisers elicit personal information from the children by getting them to fill out surveys before they can play and offering prizes such as T-shirts for filling in â€Å"lengthy profiles that ask for purchasing behavior, preferences and information on other family members.†[36] Advertisers then use this information to â€Å"craft individualised messages and ads† targeted at each child. The ads are integrated with the other content of the internet site which is designed to keep the children engrossed in play for hours at a time. There are even product â€Å"spokescharacters† to interact with the children and develop relationships with them so that long lasting brand loyalties can be developed.[37] Michael Brody, spokesperson for the American Academy of Child and Adolescent Psychiatry, told a US Federal Trade Commission workshop on privacy that preadolescent children do not understand what personal information is. What is more, he pointed out, they look up to  fictional characters and tend to do what they ask of them.[38] The Centre for Media Education (CME) studied 38 children’s sites â€Å"commonly found on lists of popular places for children† on the internet. It found that 90% of them collected personal information from children and forty percent used incentives such as free gifts and competitions to encourage children to give that information. One in four subsequently send children an email after they visit the site and 40 percent send `cookies’ to those visiting the site to get unsolicited information from them.[39] Concerns There are questions about the ability of children so young to understand advertising and its intent and not be deceived and manipulated by it. Experts say that children don’t understand persuasive intent until they are eight or nine years old and that it is unethical to advertise to them before then.[40] According to Karpatkin and Holmes from the Consumers Union, â€Å"Young children, in particular, have difficulty in distinguishing between advertising and reality in ads, and ads can distort their view of the world.†[41] Additionally children are unable to evaluate advertising claims. At the same time, Richard Mizerski, an Australian professor of marketing, observes; â€Å"their cognitive structures are beginning to form and they are most sensitive to external influences.†[42] This is especially a problem when advertisements appear on school walls and posters and book covers and gain legitimacy from the supposed endorsement of the school so that children think th ey must be true.[43] One study by Roy Fox, Associate Professor of English Education at the University of Missouri-Columbia, found that children watching athletes in television commercials thought that the athletes paid to be in the advertisements to promote themselves rather than the products. They believed children in advertisements were real rather than paid actors and they often confused advertisements with news items. Generally they did not understand the commercial intent and manipulation behind advertisements.[44] Older children pay less attention to advertisements and are more able to differentiate between the ads and TV programs[45] but they are also easy prey for advertisers. Around puberty, in their early teens, children are forming their own identities and they are â€Å"highly vulnerable to pressure to conform to group standards and mores.†[46] At this age they feel insecure and want to feel that they belong to their  peer group. Advertising manipulates them through their insecurities, seeking to define normality for them; influencing the way they â€Å"view and obtain appropriate models for the adult world;† and undermining â€Å"fundamental human values in the development of the identity of children.†[47] Advertisements actively encourage them to seek happiness and esteem through consumption. It is for these reasons that marketing to children should be carefully restricted. In particular advertisements aimed at children under the age of 9 years old, including on the internet and during children’s television programmes, should be banned. Such advertising subsidises the cost of these services at the cost of our children’s values, sense of well-being, health and integrity. Moreover the future of the planet is at stake if we allow advertisers and marketers to turn children into hyper consumers of the future.

Inhumanity Breeds Inhumanity

In Elie Wiesel’s Night, the protagonist Eliezer enters a spiritual struggle to maintain faith, not only in God but in humanity. Turned upside down, his world no longer makes sense. He becomes disillusioned through his experience of Nazi cruelty, but even more so by the inexplicable cruelty that fellow prisoners inflict upon each other. Eliezer is appalled by the human depth of depravity and capacity for evil, his own included. Within the story there seems to be an emphasis on how inhumanity begets inhumanity. Seeing the Jews as inhuman, the Nazis cruelly treat them as animals, in turn producing cruel and animalistic behavior among the prisoners. The first example of inhuman behavior by prisoners in the story is when Eliezer and his family board the train. At first, Eliezer didn’t think the Germans seemed all that monstrous. He describes them as distant but polite. However the incremental removal of human identity and community had already begun. They seemed human like any other group of people. Over a few months time however, they became more monstrous. The Jews were stripped of their homes, possessions and dignity and forced into cattle cars bound for extermination camps. Eliezer comments on the overtly inappropriate sexual behavior displayed by some of the prisoners during the ride in the cattle cars. Such behavior presumably stems from being denied basic human respect, prompting lower self respect in the prisoners. Although hardly as violent as the Nazi’s actions, this behavior foreshadows the downward spiral in human depravity that will result from the tortuous experiences of the concentration camps. As the prisoners endure more and more horrific and monstrous Nazi abuse, they themselves become abusers. Forced into a â€Å"kill or be killed† survival situation, the prisoners often turn on each other in similar fashion to the ways in which they have been mistreated. The Kapos provide an example. As prisoners themselves, they inevitably endure the same horrendous conditions of the camps, granted mildly less horrendous than the average prisoners. Yet rather than encouraging or aiding fellow prisoners under their charge, the Kapos actually further the Nazi cause with their unnecessarily cruel and dehumanizing behavior, and destruction of hope. One Kapo remarked to Eliezer, that in the camps, it was every man for himself†¦There were no fathers, brothers, sons or friends, just survival alone without thought of anyone else. The position of Kapo symbolizes how the holocaust’s cruelty breeds more cruelty for its victims, turning decent people violently against each other in a race for self preservation. Eliezer’s narrative further details how inhuman behavior is spawned by inhuman treatment. Beaten, starving and pitted against one another for survival, sons beat or abandon their fathers. Eliezer witnesses a son beat his father for an improperly made bed, another abandon his father on the blizzard run, and yet another beat his father to death for a crust of bread. Although appalled by such behavior, Eliezer finds himself resenting his own father, feeling him to be a burden rather than the support he actually is. Even as his father lies dying, Eliezer asks himself why he shouldn’t eat his father’s rations. As the Nazi dehumanization reaches its climax, Eliezer finds that self preservation becomes the highest virtue and struggles to maintain any semblance of human dignity. Night demonstrates how cruelty breeds cruelty, and abuse creates abusers, spreading like an infection. If human beings are treated as animals, they will often begin to act like animals. There is no doubt that all humanity is capable of depravity, and under the right circumstances, incapable of controlling its manifestation!

Why do Organizational Change Initiatives Often Fail Research Paper

Why do Organizational Change Initiatives Often Fail - Research Paper Example How to change may differ across organizations but change is essential for progress or as Abrahamson (2004) calls it â€Å"creative destruction†. Without pain no change is possible and the justification for change is â€Å"change or perish†. Change could involve a process, technology or public process. Research indicates that almost 56-70 percent of mergers and acquisitions fail to achieve the intended objectives while 90 percent of culture change initiatives fail (Atkinson, 2005). If the change objectives are not achieved, the organization should strive to evaluate the causes of failure. Once the causes can be identified it may be possible to apply change management procedure to achieve the change objectives. Consequences of change failure can be disastrous. Change failures not only result in waste of resources but when changes fail people go cynical and lose motivation to work. Failure in managing change can lead to preconceptions and perceptions that can have a demora lizing effect on employees. The causes of failures that have emerged include shortcomings in change leadership, insufficient attention given to the complexities in the change process, or repetitive change syndrome resulting in initiative overload, change chaos and cynicism. Failures could also occur due to lack of clear compelling statement or vision, or when there is no definite plan or directives, no goals and programs, no methods or deadlines. Speeding up the change process could lead to errors that could be devastating. Management may also fail to recognize that adjustment to change could take time. Various tools have been suggested to manage change effectively the most important suggestion being that change requires effective leadership; it requires more than just managing change. This should be a visionary leadership where the vision is effectively communicated to the people concerned. Empowerment is another effective tool to obtain the intended outcome in the change process a s empowerment helps eliminate the obstacles while it also reduces the alienated feeling that employees develop. However, a practicing manager needs to ensure that the stakeholders are involved in the change process from the very beginning. No sense of urgency should be transmitted as this could end up in change chaos. Communication should be honest and be able to generate trust and confidence. Short-term wins should be created as it is an effective tool in receiving cooperation for furthering the process of change. This research was conducted to synthesize the varied perspectives on change leadership and change models that could help an organization to achieve the change objectives. The research will review the top reasons for change initiative failure and how they can be remedied. Various change models of renowned scholars such as Kotter, Lewin, Bridges and Abrahamson have been reviewed and evaluated. 2. Literature Review 2.1 Causes of failure in the change process 2.1.1 Resistance to change Manifestation of resistance Employee resistance to change can be exhibited or communicated in a number of ways, the employees could express cynicism or they may not be â€Å"open† to change or â€Å"not ready† for change (Peccei, Giangreco & Sebastiano, 2011). The resistance to change manifests itself mainly through low-engagement in pro-change behaviors. There can even be more active anti-change behaviors as when people speak out in public against the change or when they undermine its implementation. Resistance is often displayed passively and covertly, asserts Atkinson. If they were displayed in a forthright manner it would have been possible to deal with them logically. Some times staff may attend a change project and display approval but underneath this external facade they nurture

Health care crisis Essay Example | Topics and Well Written Essays - 750 words

Health care crisis - Essay Example Health insurance is a crucial component in the health care system of Americans for unusual, expensive, and unpredictable events. It poses problems if it is used as a payment method for the everyday health care. Americans have been forced to pay more for health insurance but in return are receiving less. Kaiser Family Foundation (2010) states that, â€Å"American families arent only paying higher deductibles, but higher copayments as well; in 2004, only one in five people with health insurance through an employer had a copayment of more than $25; in 2008, that number was one in three and in 2009, it was nearly one in two.† Many researches and stakeholders argue that the current state of primary health in America care is unfair, corrupt, and devious and thus requires dire need of reformation. Statistics indicate that over 47 million of Americans lack health care insurance because of the high costs involved. For instance, about 2.4 trillion dollars was spent on health care in the year 2008 but it is estimated to rise to 4.3 trillion dollars by 2016. This is said to be four times the National Defense budget. This thus implies that every time the tax rates increase the unemployed people are injured and their medical costs need to be paid. Kaiser Family Foundation (2010) argues that, â€Å"The costs of employer-based health insurance premiums have  risen 114% since 2000; Americans are paying higher deductibles with the average family deductible increasing from $1,034 in 2006 to $1,518 in 2010.† Either the middle income families with individual health care insurance coverage spends about 22% of their household income while middle income families with employer based health insurance coverage spends about 8% of their household income. Thus, many Americans families are going without health care insurance coverage because of the escalating costs, gaps in quality and in access to health care. These rising cost are making innocent

What do You expect will be The Character of the 21st Century Essay

What do You expect will be The Character of the 21st Century - Essay Example This has all come to be in the present century, and the damage all this groups have caused is visible. There exists examples of drug groups becoming successful because of the network type of organizational setting. ‘All these licit and illicit social groupings have in common the network form of organization—hallmarks of which include minimal central control and great connectivity’ (Of networks and nations, 1). All this illicit groups have grown to be successful and result to many misunderstandings and problems in the world because of the networking type of organization2. Though its undisputed that the network type of organization has made improvements in the world like in sectors such as human rights activists groups, they have done more damage than good. Despite the fact that it has a lot of negative effects, networks cannot be left out in the development of a country if it is to grow and rise in everything. The solution to all this is accepting hat we cannot liv e without networks and instead of using it to build more destruction to the country, we can use it for the wellbeing of society3. We can use it to build the economy and invent better ways of developing the country instead of looking at the present benefits while there lie deeper and long term damaging effects. An example is of America and how its network supports existence of nuclear weapons. They do not look at the long term effects hat state the fact that once this weapons are used on various countries, they are the ones who still use funds to help the affected countries. The short term effect is that the weapons help in case of an attack from any enemy while another fact is that other terrorism units will get hold of them and use them in causing a lot of destruction. All this point out to the fact that the 21st century is bound to have a lot of chaos at the turn at which everything is taking. John J. Mearsheim involves in the 21st century struggle for power amongst each other for various alleged reasons. He talks of the belief that most states who lead have great military power 4. Most states believe that once one is a super power, she must have some superficial powers that none can surpass; hence she cannot be attacked by any enemy at all. States aim at controlling all the wealth in the world and since they believe I the fact that power goes hand in hand with control, they struggle for the top slot in leadership. The issue about arsenal superiority is core in the struggle for the world’s to leadership slot. Most countries believe the fact that once they are the top country, they get the advantage of having enough resources of making the most superior weapons which prevent any threats of attack from any nations which grow to fear them5. Therefore, they get to protect their citizens very efficiently and comfortably. They also consider the fact that they will acquire most land once they rise to superiority; hence the fact that they end up fighting for the top slot of superiority. Having noted the importance with which nations in the 21st century take superiority, it is evident that they apply any skills to be at the top. Most of these methods are destructive; hence, end up causing confusion everywhere. The first method they consider fit to gain power is through war. Most countries believe that when they wage a war and win it, they gain superiority over all other nations. This was as the case during the cold war. The fact they fail to comprehend is the that when they w