World War Ii and Military Organized Women Essay Example for Free

World War Ii and Military Organized Women Essay 1. The reason for mentioning WWI soldiers is during The Depression soldiers from WWI wanted a bonus that was promised them but wanted it early since they along with millions of others were facing desperate times. Not only did the government refuse to pay them but also the protest marches by the former soldiers were broken up and the camps they slept in burned. The song in general refers to how people were well employed building the country up before the economic collapse ended up literally begging for money or food just to survive. 2. Relief: Immediate action taken to halt the economies weakening. FDR authorized almost $5 million to implement work-relief programs. Hoping to lift the country out of the crippling Great Depression, Congress allowed the president to use the funds at his discretion. The act was unparalleled and remains the largest system of public-assistance relief programs in the nation’s history. Recovery: Temporary programs to restart the flow of consumer demand. FDR created programs focused on stabilizing the economy by creating long-term employment opportunities, decreasing agricultural supply to drive prices up, and helping homeowners pay mortgages and stay in their homes, which also kept the banks solvent. Reform: Permanent programs to avoid another depression and insure citizens against economic disasters. Reforms targeted the causes of the depression and sought to prevent a crisis like it from happening again. In other words,  financially rebuilding the U.S. while ensuring not to repeat history. 3. For African Americans during the war, businesses were beginning to boom at the time. Because very small percentage of African Americans fought in the war, it made jobs available. After WWII African American business owners and families had enough money to move out of crowded inner cities and into the suburbs. Of coarse, the migration of African American families to suburban areas led to white families relocating, which led to vacant homes resulting in lower property value in neighborhoods. This had social-economic impact on African American communities as the racial attitudes of the time still persist. Women: it gave them the ability to join the work force. Prior to WWII, women stayed home and took care of domestic affairs, or worked as nurses, secretaries, or teachers. Women during the war had to replace male workers who fought. When the men returned home women commonly went back to their traditional roles, while some remained at their jobs. Although, it still wasnt acceptable for women to work jobs typically done by men, the war allowed women to prove that they can. Japanese Americans were ostracized and put into concentration camps during WWII. After the war many people distrusted the Japanese and other Asian ethnicity in America for a while, which made it hard for them to advance. The treatment of Japanese Americans during and after the war isn’t our proudest moment and is seldom mentioned in our countries history. 4. Foreign Policy: Harding spurned the League of Nations and negotiated peace treaties with Germany and Austria. His greatest foreign policy achievement came in the Washington Naval Conference of 1921–22, in which the worlds major naval powers agreed on a naval limitations program that held sway for a decade. Xenophobia: Harding believed that the less we were involved in foreign  affairs the better. While he did deviate from this on several occasions his foreign policies were always directed towards reducing the chances of being involved in another conflict. Business in America: Harding followed a predominantly pro-business, conservative Republican agenda. Taxes were reduced, particularly for corporations and wealthy individuals; high protective tariffs were enacted; and immigration was limited. Harding signed the Budget and Accounting Act of 1921, which streamlined the federal budget system and established the General Accounting Office to audit government expenditures. Section 2: The war had a dramatic impact on women. The sudden appearance of large numbers of women in uniform was easily the most visible change. The military organized women into auxiliary units with special uniforms, their own officers, and, amazingly, equal pay. By 1945, more than 250,000 women had joined the Womens Army Corps (WAC), the Army Nurses Corps, and Women Accepted for Voluntary Emergency Service (WAVES), the Navy Nurses Corps, the Marines, and the Coast Guard. Most women who joined the armed services either filled traditional womens roles, such as nursing, or replaced men in non-combat jobs. During World War I, the first demonstrations were held to give women the right to vote. Women also substituted for men on the home front. For the first time in history, married working women outnumbered single working women as 6.3 million women entered the work force during the war. The war challenged the conventional image of female behavior, as Rosie the Riveter became the popular symbol of women who abandoned traditional female occupations to work in defense industries. Social critics had a field day attacking women. Social workers blamed working mothers for the rise in juvenile delinquency during the war. On top of everything else there were shortages: food, clothing, transportation, cosmetics and eligible men. There were long hours of hard work, there were sons, husbands and fathers to bury. Women had their share of problems, but they survived and persevered. In closing the world wars changed America in many ways. Both the roles of men and women changed drastically and still to this day most of those changes are still taking affect in society.

Business Ethics Essay -- Business Ethics Morals

In today’s global society, a Code of Ethics policy is used to label established, acceptable behaviors among that industry’s business associates, potential investors, and the corporation’s executive officers and employees, and most important, the consumer (Ethics Resource Center, 2003). In an attempt to promote an increased efficiency and productivity potential level, among employees and prospective clients, a corporation’s standard Code of Ethics should guide its members toward a more in-depth examination of their personal moral activity, and how these actions affect the people or acquaintances they encounter. A company should utilize this strategy as a model for the professional behaviors and responsibilities of its constituents, and proves the occupational advancement of that business. Ethics are important in every level of a corporation, but specifically in the day-to-day actions of its members, and the image the company broadcasts to its associates is fundamental in building a stable business foundation. These pledges are a vital communication tool used to covey the firm’s standards for business operations, and predominantly, its relationships with the surrounding communities (Ethics Resource Center, 2003). The statement made in this example for discussion has credibility to a certain extent, but there are always reactions to any action, as stated in the basic laws of physics. This also holds true when scrutinizing the actions of a brain surgeon, a reporter, or an employee at a fast-food restaurant. The significance may not seem to be equal when determining the impact level of these jobs, but the individual attempts to perform at the highest possible intensity should always be the main goal (Horngr... ...s quite different after a new approach is applied to a specific situation, but a majority of the time, this strategy will provide the best possible action that should be applied to achieve a more balanced ethical code (Markkula Center for Applied Ethics, 2008). References: Ethics Resource Center (2003). Why Have a Code of Conduct? Retrieved September 6, 2008 from http://www.ethics.org/resources/wy-have-code.asp Horngren, C. & Harrison, W. (2007). Accounting: Chapters 1 - 17 (7th ed.). Upper Saddle River, NJ: Prentice Hall. Markkula Center for Applied Ethics (2008). A Framework for Thinking Ethically. Santa Clara University. Retrieved September 6, 2008 from http://www.scu.edu/ethics/practicing/decision/framework.html

Multidimensional Perspective In Learning Styles Education Essay

IntroductionPersonalisation in instruction has been discussed in fact-finding and policy documents for about a decennary. This construct of acquisition was used foremost in the United States and was subsequently extended and advanced in the United Kingdom as it became entrenched in a wider position for the reform of public services ( Hartley, 2007, Johnson, 2004 ) . UK Government introduced ‘customised individualized services ‘ in 1997 for making services that responded to the varied demands of persons more straight alternatively of offering one standardized solutions for all. Later the rule of individualized service came into consequence in the instruction sector and implemented at the secondary degree ( Judy Sebba, 2007, Skills, 2006 ) . Personalized Learning may be considered as an merger of teaching method, course of study and larning support to run into the demands of single scholars confronting the challenges of twenty-first century. It is frequently designed utilizing a figure of scope of theories, doctrines of instruction and acquisition to supply pupils with opportunities to be able to entree information and expertness, to lend thoughts and sentiments, and to match with other scholars and wise mans ( Hartley, 2007, Campbell et al. , 2007 ) . This method may utilize some net-based plans as Virtual Learning Environments ( VLEs ) or Learning Management Systems ( LMSes ) , treatment forums or chat communities ; and could be devised as a â€Å" blended † attack, where contents will be available remotely every bit good as straight through ICT and schoolroom and talks ( Robinson and Sebba, 2009 ) . Definitions of personalizing instruction have evolved over clip and have bit by bit emerged at both national and planetary degrees. Personalizing instruction is progressively going a cardinal driver of instruction reform and has the undermentioned common subjects ( Hartley, 2007 ) : aˆ? Learners are placed at the Centre aˆ? ICT plays a really of import function and is a cardinal enabler aˆ? It is a womb-to-tomb acquisition attack aˆ? It works through community based coaction I will discourse this newer but now ubiquitous theoretical account of supplying instruction in UK utilizing the four key points through critical literature reappraisal and compare this with other similar systems operated in New Zealand. The aim of this assignment is to pull a decision sing the strengths, failings every bit good as the public-service corporation of this construct in national and planetary position.Literature reappraisalAn overview of personalisation in instructionPersonalizing instruction has the undermentioned common subjects ( Hall and Moseley, 2005, Clarke, 2003, Hargreaves, 2005, Hartley, 2007, Johnson, 2004, Robinson and Sebba, 2009 ) .Learners are cardinalPersonalised instruction incorporates a highly-structured attack to prosecute scholars to inform and authorise assessed through meaningful undertakings for the improved results for all and a committedness to cut down the spread among accomplishments ( Miliband, 2003 ) .Information and communications engineering ( ICT )ICT enables each student with greater recreation and enhances interaction for supplying a infinite for personalised, flexible larning beyond any bound, i.e. unrecorded locally whereas learn globally ( Robinson and Sebba, 2009 ) .Lifelong acquisitionPersonalizing instruction is committed to lifelong acquisition and to the proviso of flexible acquisition environments and a figure of tracts for instruction to run into the demands of all scholars ( Hartley, 2007 ) .Communities of coactionEmbracing the construct of personalizing instruction through schools will advance a ‘community of larning ‘ attack and develop the perceptual experience of webs holding strong familiarities with the place, community, local establishments, concern and services. Johnson had presented advanced narrations of this construct to the National College for School Leadership: ‘personalised larning ‘ : an instruction system where appraisal, course of study, learning manner, and out of hours proviso are all designed to detect and foster the alone endowments of every individual pupilaˆÂ ¦ aˆÂ ¦the most effectual instruction depends on truly cognizing the demands, strengths and failings of single pupilsaˆÂ ¦ ( Johnson, 2004 ) In 2003, David Miliband determined the definition to unambiguously admit the demand for intercession between instructors and pupils ( Miliband, 2006 ) : Personalised larning involves work in categories and groups and does non connote pupils larning on their ain. The nucleus of individualized acquisition is to guarantee that each pupil ‘s demands are assessed, endowments spotted and nurtured, involvements spurred, trouble to acquisition is removed and their possible fulfilled ( Beach and Dovemark, 2009 ) . The instruction, course of study and category administration of schools should be designed in such a manner that as many students as possible can be reached for every bit much of the clip as possible ( Stillwaggon, 2008 ) . A Working Group on instruction reform was established in 2003 to analyse ways of invention in educational offerings and recommended a figure of educational reform including the debut of ‘core larning ‘ and ‘main larning ‘ ; alterations to assessment schemes, betterment in vocational plans ; superior acknowledgment of makings, and making chances for scholars. The Tomlinson reappraisal has proposed the incorporation of sheepskins so that leaners from all subdivisions of the society can acquire an chance to detect and bask the usage of their abilities and endowments to the highest degree possible, in add-on to geting the basic capablenesss needed to win in big life ( Reform, 2004 ) . The UK Government decided in 2004 in the â€Å" Five twelvemonth scheme for kids and scholars † that it would connote reforms for significant betterments in every phase of instruction and kids ‘s services from the early old ages of a kid ‘s life to lifelong acquisition and grownup accomplishments ( Miliband, 2006 ) . Many faculty members and research workers later put visible radiation on this docket through their research and findings. For illustration, in 2004 Tom Bentley and Riel Miller presented personalisation in instruction as an germinating thought of client service applied in the educational sector. They have made it apparent that individualized acquisition is possible when a individual can place his demands and the service providers are capable of acknowledging and at the same clip reacting in the most appropriate manner to provide for the specific demand of that individual ( Bentley and Miller, 2006 ) . Charles Leadbeater discussed a method that was steady with a more brooding and engaged attack to instruction with an purpose to advance personal development through self-fulfillment, self-motivation and self-enhancement taking to self development ( Leadbeater, 2004 ) . In personalized acquisition context, the scholar should be considered as an active, responsible, self-motivated and a co-designer of the scheme that determines how instruction should be delivered ( Hartley, 2009, La Marca, 2007 ) . Resources can be shared between schools through formation of webs and federations and each member school can be used as a gateway to the shared resources. Further, Johnson in 2004, made the undermentioned comments that highlights some of the complications between the involvement of the person in individualized acquisition and the demands to foster a shared sense of community while negociating the nature of that community. â€Å" As this thought is more of import as a political†¦ .than an educational program†¦ . †¦ .one which offers at best a partial apprehension of the intents of mass instruction in modern society and which speaks to a radically neo-liberal docket † ( Johnson, 2004 ) . In 2005 UK authorities published a white paper on school criterions. This paper acknowledged individualized acquisition as a manner of instruction which is practiced and should be adopted where appropriate. The study stated that – â€Å" Personalisation is non new. The best schools of UK should supply a trim instruction which combines: a?’ based on the demand of the scholar, excess little group or one-to-one tuition a?’ All kids will acquire chances to acquire extra support and tuition in countries they are interested a?’ exciting whole-class instruction a?’ grouping of pupils of similar ability and attainment degree to assist coordinated acquisition a?’ a flexible and rich course of study which can be easy accessed by every type of student and allows older people to blend academic and vocational acquisition a?’ extended usage of information engineering in the schoolroom every bit good as at place † .Maslow needs theory and its relation with personalized acquisition systemAbraham Maslow in his ‘Hierarchy of Human Needs ‘ proposed that all people have a set of basic demands: physiological, safety, belonging and esteem demands, and he constructed a hierarchy which suggested that ‘D necessitate ‘ ( lack demands ) must be met to able one to develop into their possible and realize the ego ( Sirgy, 1986, Rowan, 1999 ) . Self-actualization and transcendency can be addressed one time the four lack demands have been met and so one makes the most of one ‘s abilities. At this phase one can work towards carry throughing one ‘s possible and going the best of one ‘s capableness. Figure 1: Maslow Hierarchy of Needs ( Beginning: hypertext transfer protocol: //www.cbc.ca/radio2/programs/maslow.png ) In conformity with it, UK Department for Education and Skills ( DfES ) in 2006 proposed five constituents of individualized acquisition, as shown in Figure 2. Figure 2: The five constituents of individualized acquisition ( Image beginning: hypertext transfer protocol: //nationalstrategies.standards.dcsf.gov.uk/node/83151 ) The inner nucleus in this figure focuses on conventional acquisition patterns, but personalizing the school experience has the key for the successful execution ( Clarke, 2003, Allen, 2002 ) . The five constituents are: Appraisal for Learning Effective instruction and acquisition Curriculum entitlement and pick Organizing the school Beyond the schoolroom This is in line with the Maslow ‘s theory. Interestingly, there is a important relationship between Maslow ‘s theory of demands and the New Zealand Curriculum ‘s construct of Hauora – or wellbeing. In this theoretical account, the construct of well-being encompasses the physical, mental and emotional, societal, and religious dimensions of wellness. So we can compare these systems present in two states ( Crooks, 2002 ) .Comparison of the Individualized Learning vision, UK & A ; NZAlthough both UK and New Zealand portion some common vision towards personalized larning but there are important differences in the attacks to accomplish them. The comparing of the individualized learning vision of the two states are summarized below –Personalizing Learning UKDepartment for Children, Schools & A ;FamiliesPersonalizing Learning NZMinistry of EducationEffective instruction & A ; acquisition:Emphasis to develop the competency and assurance of every scholar and a f ocal point on instructors ‘ scope of learning accomplishmentsEffective instruction:Supplying professional development for instructors to elate their accomplishments and design programmes to run into the diverse demands of pupilsAppraisal for Learning ( AfL ) :It implies the utilizations of grounds and feedback to observe the position of students, what they require to make furhter and how best to acquire accomplish this.Appraisal for Learning:Having an in-depth cognition of the strengths and failings of every pupil.A flexible course of study:Learning-focused ( instead than content-focused ) to advance ‘real ‘ acquisition state of affairss and fiting the purposes of the National Curriculum to the countries of their acquisition profile.Course of study:Teachers are given with more chances to use their professional cognition and sets to the way of learning in schools.Beyond the schoolroom:Constructing partnerships beyond the school is the key for both back uping acquisi tion in the schoolroom and heightening pupil wellbeing.Strong and occupied communities:Strong partnerships between place and early childhood services and schools for informing parents who need to be involved in their kid ‘s acquisition.Organizing the school:School leaders and instructors maintain high quality instruction and acquisition & A ; guarantee that pupil public presentation and student public assistanceProfessional leading:Professional leaders of early childhood services and schools provide leading of acquisition, making the conditions for personalizing acquisition.Highly supportive system:The function of authorities and cardinal bureaus is non to run schools but to assist them construct the capacity to run into the demands of their pupils.DiscussionThe implicit in grounds for which we have to travel a long manner to implement true personalized instruction system are multifaceted and the instruction reforms are needed to successfully implement personalized instruction system in UK or any other developed state. Here I want to concentrate on few cardinal points – Resource Gap: Lack of resources may be the main ground why personalisation has non advanced farther ( Beach and Dovemark, 2009 ) . Education sector are authoritative maximization demands ; one can ever happen demands that have non been met and one can ever reason for extra resources. Hence resources apportioning governments must ever be inactive on its watchfulness over the educational sector and maintain a steadfast restraint on costs, lest it grows beyond all bounds. Institutionalised conservativism may be considered as an every bit of import ground for the disagreement between theory and pattern for the educational system ( Campbell et al. , 2007, Fielding, 2006 ) . The operators of the system ( instructors ) are older than those who are utilizing the system ( pupils ) make it vastly hard to avoid conservativism. Procedure related nostalgia to maintain the educational system from reforming contributes as a 3rd factor. The impression that the younger coevals must travel through a clip tried procedure like the old coevalss are making opposition from different subdivisions of the society every clip the educational system is aimed to reform ( Tharinger et al. , 1996 ) . The inactiveness inbuilt in the present educational system is a critical ground for slow reform. But one should non overrate the impacts of reforming the educational system on society. The frequence of alteration in modern-day society ( added up with womb-to-tomb larning construct ) develops the impression that the position quo in educational system has no monopoly on leaving accomplishments and cognition, but it is still it has the function of the foundation for the womb-to-tomb acquisition. On the contrary it can be said that the impression of womb-to-tomb larning as such what is proposed in a personalisation of larning ( Beach and Dovemark, 2009 ) . The huge scope of larning being conducted after the completion of formalistic instruction in existent life does non normally taught in formal instruction scenes instead the capable affair and topographic points are frequently chosen by the scholar.Future deductions of Individualized LearningThe educational system is of all time altering from the really being. One attend to larning for future addition instead than immediate fulfilment. ‘Non scholae, sed vitae discimus ‘ . Since the hereafter does non be, s o one has to pull a logical decision or may be a qualified, witting conjecture. The thoughts are applicable with even greater accent to determine up the educational system, because it is so much futuristic. The elements may hold a greater consequence chiefly on the attitude to people, motive, the demands of society, and the technological possibilities.Personalised acquisition and peopleConformity has a long history. In the present scenario the society is based on experience. That made experienced one ‘smarter ‘ than immature one, because it takes clip to garner experience. Hence the seniors ( the instructors ) had authorization. The hereafter should be the mutualism among the stack holders of the system.Personalised acquisition and motiveEducational system should recognize that the ways for motive have changed. The indispensable qualities of a modern educational system are supposed to leave to pupils without any signifier of menaces instead at a reciprocated respectful manner.Personalised acquisition and societyThe precedences of society will be decided by the development of a cognition society – a society that will turn from both optimistic and pessimistic causes. Th e Knowledge Society is the result of the amount of our collected cognition continues to turn at an exceeding rate. Our hereafter chance lies upon the cognition based society through the execution of individualized acquisition ( Wallace, 2008 ) .Personalised acquisition and engineeringThe turning significance of the attitude-shaping map is another paradigm of the insatiability of the educational sector. A more individualized educational system needs the invention of ICT for efficiency additions and traveling towards right way ( Haldane and Wallace, 2009 ) . The engineering ( Information engineering ) through the usage of synergistic systems, contribute to increased end product in the instruction sector and thereby do executable for more individualized instructions ( Robinson and Sebba, 2009 ) .DecisionThe term ‘Zeitgeist ‘ and the educational system already have seen a considerable dissension. We have supported individuality which elevates the exclusivity of each individu al and therefore a greater control over one ‘s ain life is promoted for each person. But on the contrary, we have an educational system that still to a considerable extent has a fixed content and fixed timing. As it is implausible to return to a superseded position, it is seemed clear that is the educational system will hold to accommodate with individualized acquisition. The growing towards a more individualized instruction will be held back by the inquiries about the insatiability of the educational system. It therefore seems unbelievable that a more individualized instruction is possible without at the same time retrieving the efficiency of the educational system. Since this will affect some investings, a high economic growing will give assurance a more individualized instruction. A more individualized instruction is non without its restrictions. It becomes more complicated to measure the single pupil ‘s additions from his personally designed manners of surveies. When individualized construct in instruction sprouts, at the same clip, concerns develops that a more irregular instruction system may sabotage coherence among the stakeholders of the society. The system which eases the pupils ‘ tract through acquisition in a meaningful manner will hence be much less dissentious than one that besides personalises the substances that is to be learnt. But this must be implemented through an thorough scrutiny of the preexistent conditions within the educational sector that shows the significant advancement already has been made sing timing. The cardinal challenge to educational systems in modern-day societies is that the remainder of society, particularly the labour market, will necessitate that the system produces more and better skilled people. The go oning enlargement within the planetary division of labor agencies that the states must go on to nurture the Knowledge Society if they wish to maintain up and augment their current criterion of life. No 1 can oblige the devising of more and better qualified people, market has to carry them. And a more individualized instruction will be smarter than the bing, more inflexible, educational systems. As individualized acquisition is still in its developing phases there is a small indicant of the overall success it may finally leave. However, there is important grounds that many of the mechanisms of individualized acquisition attacks have been successful in a figure of contexts around the universe.

Quantitative, Qualitative, And Mixed Methods - 1467 Words

Hypothetical Research Design In any sort of research, it is vital to have an excellent hypothetical platform. Such a platform forms the premise of the considerable number of phases of research. The three methods for examination include distinctive strategies. Thus, the speculative plans are distinctive for the three techniques. This paper looks to assess the particular hypothetical designs for quantitative, qualitative, and mixed methods. The qualitative methods do not usually involve statistical analysis. Then again, the quantitative methods essentially include the statistical analysis. Every one of these perspectives might be inspected while defining the hypothetical design for the research. Understand that research questions and research hypotheses are not the same thing. Research questions must foreshadow the data analyses. The overriding purpose of quantitative research is to understand differences. On the other hand, if qualitative research inductively hurls fascinating, frequently shocking and in some cases nonsensical connections and patterns, quantitative research is then ready to ask how much and build up how sure we can be in these working hypotheses. This iterative relationship in the middle of explaining and describing gives the way to a successful blend of methods and data. In this example of a hypothetical quantitative research design, a political analysts think that income influences voting decisions, that rich people vote differently from poor people. ItShow MoreRelatedQuantitative, Qualitative And Mixed Methods777 Words   |  4 Pagesthese methods by their degree of predetermined nature, their utilize of closed-ended versus open-ended questioning, and their focus for numeric versus non-numeric data analysis (Creswell, 2003). 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Four Types of Research According to Johnson and Christensen (n.d.) â€Å"quantitative research relies primarily on the collection of quantitative data and the basic building blocks are variables.† Quantitative research fabricated by twoRead MoreSOCIAL ENQUIRY METHODS assignment 1944 Words   |  4 Pages SATA FAHNBULLEH SOCIAL ENQUIRY METHODS ASSIGNMENT 1: RESEARCH METHODS If you wanted to examine young people’s experiences of homelessness, would you use qualitative methods, quantitative methods or a mixed methods approach? Explain your answer. Brief definition of homelessness The Australian Bureau of Statistic (2012) defines ‘homelessness’ based on aRead MoreApplying A Mixed Methods For Choosing Text And Data Collection932 Words   |  4 Pagespresent study. The chapter has two sections, in the first of which I pro-vide a brief account of the main implications of applying a mixed-methods approach in re-search design and a brief description of the different ways of designing mixed-methods re-search in 3.2. In the second section, I discuss the use of corpus linguistics as a research method, that is, the quantitative part represented by the application of corpus linguistic tools and the choice of the reference corpus that is compatible with the