Dbq U S History Section 2

During the 1600’s many ideas and values affected the political, economic, and social development of the New England colonies (specifically from 1630 through the 1660’s) . The puritains had a close kinship, for example â€Å"working as one man†, and entertaining eachother in brotherly affection. The Puritans were a significant grouping of English Protestants in the 16th and 17th centuries. Puritanism in this sense was founded by some Marian exiles from the clergy shortly after the accession of Elizabeth I of England in 1558, as an activist movement within the Church of England. The designation â€Å"Puritan† is often incorrectly used, notably based on the assumption that hedonism and Puritanism are antonyms: Historically, the word was used to characterize the Protestant group as extremists similar to the Cathari of France, and according to Thomas Fuller in his Church History dated back to 1564, Archbishop Matthew Parker of that time used it and â€Å"precisian† with the sense of modern â€Å"stickler†. They were blocked from changing the system from within, but their views were taken by the emigration of congregations to the Netherlands and later New England, and by evangelical clergy to Ireland and later into Wales, and were spread into lay society by preaching and parts of the educational system, particularly certain colleges of the University of Cambridge. Initially, Puritans were mainly concerned with religious matters, rather than politics or social matters. They took on distinctive views on clerical dress and in opposition to the episcopal system, particularly after the 1619 conclusions of the Synod of Dort were resisted by the English bishops. They largely adopted Sabbatarian views in the 17th century, and were influenced by millennialism. The main influences to the new England colonies were that puritans Stressed education, which meant formation of schools such as Harvard to train ministers. Also, Motivation for success, it was â€Å"God's will† that the New England colonies flourish. Third, a diverse working class, farmers as well as artisans, created from families that immigrated instead of just young men who settled Jamestown. Fourth, democratic values, which meant, town hall meetings, which began with the Puritans, Fifth separation of church and state, which was one of the first issues that tore at Puritan society. And lastly, the first forms of rebellion, leading to the independence of the United States. One of the most dominant Puritanical beliefs that still lingers, to a large extent, was its categorization of God. Simply put, the Puritans had a very demonizing view of the divine and the role of humans within such a scheme. The Puritans believed strongly in original sin, and to this extent, ended up ensuring that humans never deviated from the belief that they were naturally sinful. Such a belief ended up affecting New England, and all of America to a degree, with a challenging view of God. On one hand, individuals sought to believe in redemption because of the democratic experience that they had inherited, a political system that stressed the idea of â€Å"forming a more perfect union† and trying to â€Å"get it right.    Yet, this was opposite of the Puritan point of view regarding spirituality where God was proverbially unhappy with individuals regardless of acts. Both were set on a collision course by the Puritans, revealing a division in how individuals viewed themselves and the world. What the Puritans did in Massachusetts was embodied by all of the New England Colonies, resulti ng in a very paradoxical view of religion and a conflict, to a certain extent, in the New England Colonies.

Understanding Distributed Leadership and Impact on Teaching

Distributed leading has been the topic of much research in the domain of instruction in recent old ages. This research study explores how it is understood in the context of the Irish station primary school that I am presently employed in, with some mention to its impact on instruction and acquisition in the school. Our school is a Dublin south interior metropolis Presentation all-girls Secondary School ( now under the Backing of the late formed trust organic structure CEIST ) with disadvantaged position. There are 28 members of the teaching staff: principal, deputy principal, 7 Assistant Principals ( including a Programme Coordinator station ) , 8 Particular Duties Teachers and 11 instructors with no formal leading place. The Board of Management manages the school on behalf of the Patron and must confer with with and maintain the Patron informed of any determinations, proposals and policy alterations. Staff voluntaries have ever been invited to take part on assorted undertaking groups and subcommittees in our school. These groups were seen as being really of import in the development or alteration of policies or curricular issues and their recommendations were by and large taken on board by both staff and the principal/deputy principal. These groups have had no deficit of voluntary members from both postholders and non-postholders, which would propose a ‘fundamental nucleus of values that all members of the organisation clasp ‘ ( E849 Study Guide, pg. 21 ) and besides highlighted the fact that distributed leading exists within the school. The purpose of this assignment is to research the construct of distributed leading and the influence leading patterns have on instruction and acquisition in my school. The overall purpose of this research is to back up the instruction staff to go more cognizant of their ain leading perceptual experiences and patterns, with mention to the possibilities offered by distributed leading to positively impact on instruction and acquisition within the school. Given the fact that this was a little graduated table survey that had to be conducted in a short clip frame merely one research inquiry was addressed in the research: How make the instructors, chief and deputy chief understand the construct of distributed leading and how does this nexus to instruction and acquisition within the school? The attack taken throughout this research begins with the premise that a instructor ‘s leading function begins in the schoolroom with the influence they have on their students but besides extends beyond the walls of the schoolroom to working collaboratively with co-workers ( learning or accessory ) . A instructor ‘s leading function may widen to their part to the school civilization. Teachers may keep a station of duty ( Adjunct Principal or Special Duties ) or an in agreement place outside the formal station construction, e.g. capable coordinator. The Post of Responsibility system is a construction whereby a figure of instructors are given extra wage to transport out specified undertakings, responsibilities and duties in the school. It is besides called the â€Å" in-school direction † system. There are two classs of station ; Assistant Principal and Particular Duties. The Assistant Chief station carries an extra salary allowance of about a‚ ¬9,000 per annum and the Particular Duties allowance is about a‚ ¬5,000 per annum. Teachers in reception of either of these allowances are required to carry through responsibilities and take duties in add-on to their full instruction hours. The responsibilities attached to the station are defined by the Board of Management following a audience procedure affecting all the staff. The audience procedure includes an analysis of the school demands, understanding on the precedences and the pulling up of a â€Å" Agenda of stations † to fit the in agreement precedences. Each school is allocated a specific figure of Particular Duties and Assistant Principal stations on the footing of school size, harmonizing to a expression based on the figure of whole-time instructors in the school. Appointment to a station of duty is by competitory interview among the instructors already employed in the school, whether full clip or portion clip, lasting or impermanent. Choice standards have been agreed at national degree and include recognition for the figure of old ages experience in that school and â€Å" the most senior suited † ( DES Circular Letter 05/98 www.education.ie ) campaigner. Therefore, in most instances, instructors keeping stations of duty are more likely to be the instructors who have been in the school for the longest figure of old ages. However, other instructors may besides keep no formal place but may be influential with co-workers. Leadership at this degree may hold a important and direct influence on instruction and on the general acquisition environment. Distributed leading has been interpreted in many different ways, but incorporates many of the constructs outlined supra such as instructors as scholars, influence over co-workers and part to school clime and civilization whether or non in formal places of leading.Literature ReviewResearch has shown that leading is one of the most of import factors in doing a school successful ( OECD 2008, Leithwood and Riehl 2003 ) . Where leading is effectual staff and students are better motivated, people know what is traveling on because communications are clear and frequent, and everyone feels they are drawing together and working towards shared ends ( Day, Sammons et al 2007 ) . Distributed leading is one signifier of leading that is outstanding in the current educational discourse. The thought of distributed leading has been in being for about three decennaries. Murgatroyd and Reynolds ( 1984 ) stressed that â€Å" leading can happen at a assortment of degrees in response to a assortment of state of affairss and is non needfully tied to ownership of a formal organizational function † ( cited in Law and Glover 2003 p.37 ) . This construct incorporates thoughts such as instructors working together in squads and instructors taking a assortment of duties within the school. On the positive side, it was considered good to learning and larning within schools if instructors discussed their pattern with co-workers, gave and accepted reviews of their work and were unfastened to larning from each other. Another position broadened the range of their leading to decision-making in the overall operation of the school. Hallinger and Heck ( 1996 ) found small grounds associating distributed leading to improved pupil results. Weiss and Cambone ( 1994 ) found that instructors ‘ engagement in whole-school alteration could take away from schoolroom instruction. On the other manus, Greenleaf ( 1996 ) found it led to positive effects on instructor efficaciousness and degrees of morale within schools. Spillane, Halverson and Diamond ( 2001 ) position distributed leading as being cardinal to the instruction and larning procedure in the school and agree that leading involves all members of the school community, non merely the principal and deputy principal. They argue that leading happens in a assortment of ways throughout the school and is centred in the interactions between people. â€Å" Depending on the peculiar leading undertaking, school leaders ‘ cognition and expertness may be best explored at the group or corporate degree instead than at the single leaders degree † ( Spillane, Halverson and Diamond 2001, p.25 ) â€Å" Peoples in officially designated places and those without any such appellations can and make take duty for taking and pull offing in the schoolhouse † ( Spillane and Diamond 2007 p.7 ) . Therefore, this distributed leading position recognises that leading functions are played by different people at different times. Distributed leading ( Gronn, 2000 ) ‘sees leading as a map which is widely dispersed through the administration instead than as a duty vested in an person ‘ ( Study Guide, pg.21 ) . The station of duty construction in Irish schools allows for some of the leading maps to be distributed throughout the designated station holders, though this still leaves the inquiry about how to affect all non-post holders. Distributed leading ‘assumes that there is an underlying values consensus that enables staff to work harmoniously towards shared intents and to hold on the bases by which the effectivity of their organisation is judged ‘ ( Study Guide, pg.21 ) . This, therefore, would look to presume a greater engagement by all staff in the determination procedure of the administration. One of the features of distributed leading is â€Å" an emergent belongings of a group or web of interacting persons † ( Woods et al 2004, p.441 ) . Gronn footings this pooling of energies ‘concertive action ‘ and suggests that it is about the extra moral force which is the merchandise of conjoint activity – where people work together in such a manner that they pool their enterprise and expertness, the result is a merchandise or energy which is greater than the amount of their single actions ( Gronn 2000 ) . This is comparable to Spillane ‘s definition of distributed leading as â€Å" the collective belongingss of the group of leaders working together to ordain a peculiar undertaking, taking to the development of a leading pattern that is potentially more than the amount of each person ‘s pattern † ( Spillane et al 2001 p.25 ) . Theories on teamwork portion the position that working together produces consequences over and above what would be expected from persons working entirely. The literature on teamwork frequently makes the differentiation between formal and informal squads but suggests that both types operate best in a civilization that fosters an unfastened clime and where relationships are based on trust, common protection and support ( Belbin 2000, Nias et Al 1989 ) . There can be given to be some tensenesss between ‘designated leaders and distributed leading ‘ ( E849 Study Guide, pg.146 ) . School Principals are accountable for school public presentation, supported by deputy principal and designated station holders. ‘On the other manus, much of the productive work of educational organisations takes topographic point in collaborative squads, characterized by professional norms and distributed leading, where those with relevant expertness take the lead, irrespective of formal functions ‘ ( E849 Study Guide, pg.146 ) . However, ‘the construct of distributed leading still assumes that persons will follow that lead when it is provided ‘ ( E849 Study Guide, pg. 21 ) . Teamwork is a cardinal component of distributed leading in that the nature and intent of distributed leading is â€Å" the ability of those within a school to work together, building significance and cognition jointly and collaboratively † ( Lambert 1998 p.5 ) . However, the being of structured squads entirely does non represent distributed leading. In fact, distributed leading patterns may non underscore the formal structured attack to teamwork but instead acknowledge that groups of instructors work together as appropriate in order to accomplish a peculiar aim at a given clip. Another typical feature of distributed leading ( Woods et al 2004 ) , is that the distribution of leading varies harmonizing to expertness. There is acknowledgment that assorted undertakings require different expertness and that all the expertness does non shack in one individual at the top. Schools presents are complex administrations and therefore it is excessively much to anticipate that they can be led by one individual. â€Å" The function of chief is now so complex and demanding, that it is unrealistic to believe that any one individual can dispatch the function without the aid of considerable figure of co-workers, both from the instruction and the support staff † ( Martin 2006 ) . This is peculiarly important in the context of leading for improved acquisition as it is recognised in the literature that the most important influence on pupil acquisition is the direct influence the instructor has in the schoolroom. The construct of trust emerges from the literature as being important ( Duignan 2006 ) . Teachers need to experience sure and supported by their principals and their co-workers. Trust is necessary if instructors are to experience motivated in their work and if they are to be allowed to originate an activity and take duty for decisionmaking. Along with being trusted in their work, people besides need support. Peoples want to speak about what they are making – back uping these conversations is an indispensable undertaking of the leader ( Wheatley 1999 ) . Trust, allied with support, is an underpinning value within the construct of distributed leading. Harris ( 2004 ) recognises that structural and cultural barriers operate within schools which could do it really hard for some instructors to demo leading. Cheating for power places in a school can make a clime which is non contributing to, for illustration, immature instructors showing their sentiment, particularly if it differs from the traditional or prevalent sentiment. Such action could be perceived as a menace to the position quo. Another construct that links distributed leading with acquisition is that of professional larning communities. Professional larning communities may be viewed as an extension of teacher leading. For illustration, Harris et Al ( 2003 p.79 ) identifies four dimensions of the teacher leading function that extends to the overall operation of the school. Teacher leaders: – 1. translate the rules of school betterment into the patterns of single schoolrooms ( a brokering function ) ; 2. aid other instructors to cling around a peculiar development and further a more collaborative manner of working ; 3. drama a mediating function in school betterment. They are an of import beginning of expertness and information ; 4. forge close relationships with single instructors where common acquisition takes topographic point. Schools with professional acquisition communitiess study important benefits for pupils, including lower rates of absenteeism and decreased dropout rates. pupils have besides exhibited academic additions in maths, scientific discipline, history and reading than in traditional schools. ( Hirsh and Hord 2008 p.27 ) . The direct nexus between leading and pupil results â€Å" is a rare event so in the research literature on educational leading and school betterment † ( Mulford, Silins and Leithwood 2003 p.3 ) However, Mulford et Al ‘s research found that what was of import was that staff are actively and jointly take parting in the school and experience that their parts are valued. This contributes to making a acquisition administration where instructors ‘ acquisition, every bit good as pupil acquisition, is valued ( p.6 ) .MethodologyDavies and Ellison ( 1999 ) argue that a assortment of data-gathering techniques should be used to develop a balanced position of the administration ‘s strategic place. For this ground, my chief research methodological analysiss involved the usage of a elaborate questionnaire distributed to all learning staff every bit good as a follow up focal point group meeting. These methods of probe have designed with the intent of better functioning the aims of the research. Mellon ( 1990, pg.49 ) states that the two chief inquiries to be addressed were: â€Å" who might hold the information you need and who is accessible † ? As highlighted by Patton ( 1990, pg.45 ) , â€Å" where the focal point is on persons, an inductive attack begins with the single experiences of those persons † . This multi-method attack allowed for triangulation, utilizing different methods of informati ons aggregation within the survey to guarantee that it is as full and balanced as is possible within the comparatively short clip graduated table. A mixed-method attack was decided on, through which a questionnaire would place relevant issues on distributed leading in order that these issues could be examined in more item in focal point groups. Strauss and Corbin ( 1998 ) highlight the function of literature reappraisal as a valuable beginning of experience that leaves the research worker with: better apprehension of the information needs on the field, aware of the spreads left by old surveies, and sensitive to the issues he/she might place in the information. Literature could be a secondary beginning of informations, and assist the research worker to explicate inquiries to be used in interviews and questionnaires, during the initial stairss of the research. It can besides corroborate findings, comparing the research consequences to past grounds. This will be really of import in this survey. My trust with all instructors involved is really of import to develop. ‘ As Bassey ( 1999 ) points out, research workers, in taking informations from people, should make so in a manner that recognizes those people ‘s initial ownership of the informations and that respects them as fellow human existences who are entitled to self-respect and privateness ‘ ( Study Guide, pg.55 ) . As worlds were evidently be the most of import constituent of this research, the issue of informed consent had to be addressed. Therefore, it was necessary to inform all interview participants about the survey, their function within the probe, and how the information they provided would be used. While, as argued by Miles and Huberman ( 1994, pg 291 ) it may be that genuinely informed consent is impossible in qualitative research the issue could non be dismissed, and, consequently all participants selected for the survey were informed of both the nature and intent of the research. They were besides given the chance to make up one's mind whether to take part in the study or to retreat at anytime. The chief rules of research moralss are: The individuality of participants ‘ must be protected in order that the published consequences of the survey do non mortify or harm them in any manner. Anonymity must hence be extended to all records, written or electronically recorded, that are collected during the survey. All participants must be treated with regard and informed of the research worker ‘s involvements. The participant must hold to take part in the survey. The research worker must non lie to the participants or record conversations on concealed mechanical devices. The research worker must do clear the footings of the research and abide by the footings of the understanding. The findings must be based on the informations and truthfully reported. ( Bogdan and Biklen, 1992 ) These form the chief push of my ethical considerations when carry oning the survey. For this research, a questionnaire was designed to guage instructors ‘ perceptual experiences of distributed leading and the patterns in the school that contribute to it. The findings were used to organize the footing for farther probe through a focal point group treatment. The questionnaire was chiefly an attitudinal one and hence used the Likert graduated table which places people ‘s replies on an attitude continuum ( May 2001 p.104 ) . In add-on, three unfastened inquiries were included. This allowed participants greater freedom in their replies. Responses to the questionnaires were used to clear up the research inquiries and place more specific issues which would be discussed within the focal point group. Focus groups have been defined as a group of persons selected and assembled by research workers to discourse and notice on, from personal experience, the subject that is the topic of the research. ( Powell et al 1996 p.499 ) They can be used to determine attitudes, feelings, cognition, perceptual experiences, thoughts and beliefs of participants, from the participants ‘ personal experience. As the literature suggests ( Gibbs 1997 and McNamara 2006 ) , the research worker plays an of import function which includes supplying a clear intent, assisting people to experience at easiness and easing interaction between group members. This was made slightly more hard, given that the research was conducted in my ain school. In hindsight, it may hold been more appropriate to carry on the probe in a neighbouring school. Questionnaires were distributed to all instructors in the school. The questionnaire was designed on the footing of findings from the literature on distributed leading. Part 1 of the questionnaire contained 15 statements refering to leading and participants were asked to rate their understanding or otherwise with these statements utilizing the Likert graduated table. Respondents ‘ tonss of 4 or 5 denote understanding or strong understanding. Tonss of 2 or 1 denote dissension or strong dissension severally and a evaluation of 3 is considered ‘neutral ‘ . Part 2 consisted of 15 statements refering to leading patterns in schools. In this subdivision, participants were asked to hit each point on the footing of how far along a spectrum their school was in implementing this pattern. A mark of 4 or 5 denotes a well-established pattern and a pattern which is being refined, severally. Tonss of 2 or 1 denote that the pattern is get downing or does non go on in the school severally. A evaluation of 3 denotes that advancement is being made in this pattern. By inquiring respondents to bespeak their grades of understanding with these statements, the research worker can determine the respondents ‘ perceptual experiences of distributed leading and place the key issues which they highlight as being cardinal to the pattern of distributed leading and its connexions to learning and larning. These can be analysed from a normative position, based on the literature findings. The questionnaire included three unfastened inquiries ; the first elicits farther penetrations into respondents ‘ apprehension of distributed leading, the 2nd asks them to place factors that support their work and the 3rd seeks to place factors that inhibit their work. Following treatment at a staff meeting, where I explained the intent of the research, staff agreed to take part and questionnaires were distributed to the 28 instructors on staff. A sum of 16 questionnaires were returned ( 57 % response rate ) . In order to reply the research inquiries it was necessary to garner farther informations from a focal point group comprised of instructors that have experience of different degrees of leading. Therefore, the group comprised of the principal and deputy principal, 3 instructors who hold stations of duty and 3 instructors who do non keep stations of duty. The focal point group was about one hr continuance.FindingssResponses to the first set of statements on the questionnaire identified a figure of issues perceived by the respondents to be associated with distributed leading. It was clear from the questionnaire responses that all instructors perceived themselves to be leaders. However, the context of that leading was in the schoolroom – they see themselves as leaders of their pupils within the schoolroom, holding a direct influence on their acquisition. Their position of themselves as leaders with influence beyond the schoolroom was instead limited. The questionnaire besides revealed that instructors believe that learning and acquisition is influenced positively when instructors work together and when they engage in professional development to better their cognition and accomplishments. Besides, instructors saw distributed leading as including their engagement in decision-making and in taking new enterprises in the school. However, they besides acknowledge the cardinal function the principal dramas, for illustration in guaranting that there is a shared vision among staff and that pastoral attention systems operate efficaciously for pupils. In response to the 2nd set of statements on the questionnaire, respondents highlighted a figure of leading patterns that are operational in the schools to a greater or lesser extent. These patterns were identified as: Monitoring and back uping pupil acquisition Working together as a staff Structures and systems such as capable sections and stations of duty Monitoring and back uping pupil acquisition included holding systems to back up pupil larning analyzing consequences of scrutinies and utilizing the information to reappraisal patterns all instructors playing a function in supervising pupil public presentation and four ) all school policies being designed with a focal point on heightening, bettering and developing a high quality larning environment. These points were all portion of a late completed DEIS program in the school. Working together as a staff incolved: discoursing school development precedences at staff meetings, professional development on whole-school issues, jointly prioritizing specific actions to better acquisition. Capable sections were seen as organizing a cardinal portion of distributed leading. However, in the school they are considered to be a forum for sharing resources and are merely now being used for capable planning. The responses from the unfastened inquiry on distributed leading emphasised community and coaction instead than hierarchy. The 2nd unfastened inquiry on the questionnaires asked instructors to call the factors that back up them in their work. The cardinal issue emerging was the demand for support and aid from both co-workers and direction, peculiarly in covering with student behavioural or disciplinary issues. They besides referred to the accessibility, handiness and openness of the principal as being an of import factor in enabling them to make their occupation good. Other factors stated were encouragement from direction, being trusted and treated as a professional, good administration and planning and being allowed to seek out new thoughts without intervention. The positions of distributed leading expressed by respondents in the questionnaires were reinforced in the focal point group treatment, peculiarly by the post-holders. However, different positions on the nature of decision-making were expressed by the post-holders ‘ in the focal point group ; foremost, if leading is distributed so that should intend doing determinations together but on the other manus, â€Å" sometimes it is of import for a principal to do a determination. There might be a determination that the squad ca n't hold on and it is a atrocious determination and the principal has to do the determination. † The participants in the focal point group agreed that it was of import that everybody has a voice. The thought of holding a voice was extended farther by a non post-holder, who stated that â€Å" if, at a staff meeting, people are listened to, so you are traveling to acquire the message that this is a good topographic point to portion enterprise and portion thoughts. † Participants besides agreed that instructors are function theoretical accounts for the pupils and that their behavior and interactions with co-workers, every bit good as with pupils, have a major influence on pupils. ‘We ‘re function theoretical accounts for pupils in what we do, in how we interact and speak with each other ‘ . The focal point group treatment allowed for a grade of interaction, dissension and argument about issues and constructs that was non possible in reacting to a questionnaire. Leadership and direction were debated. While there was a general consensus that leading involved everybody in the school, there was some argument about the function of postholders. The consensus among the group was that all instructors, non merely post-holders, can be empowered to take. The principal saw distributed leading as widening beyond schoolroom leading to whole-school issues. ‘Now about every member of staff will either hold authorization delegated to them for a peculiar country or will take it on their ain back to organize something. Whether you are a coach or whatever it is, there is much more involvement in school life now than there was in the yesteryear ‘ . ‘I would see leading as leading wherever it expresses itself throughout the school, whether it is in direction or whether it is running the school musical or whatever it might be that it is the capacity of the individual to convey people with you to accomplish a peculiar undertaking ‘ . Concepts mentioned by both the principal and deputy principal included authorization, giving independency, engagement in decision-making, recognizing expertness, taking by illustration, deputation and making an environment where people are non afraid to take hazards and are encouraged to take enterprise. There is strong overlap between the positions expressed by the principal and deputy chief and those expressed by both post-holders and non post-holders. There was really strong understanding among all participants in the focal point group that leading is a construct that can use to all instructors, whether they hold a place or station of duty or non. The participants all agreed that distributed leading is about authorising people, leting them to take enterprise and be involved in decision-making. They besides agreed that it is about the ambiance in the school that encourages instructors to take leading functions in specific facets of the school, e.g. extra-curricular activities and particular maps that occur in the school from clip to clip. There was understanding that distributed leading incorporates the thought of instructors working together in squads and join forcesing in planning and supplying larning chances for pupils. This applies at both capable section degree and at whole school degree, for illustration holding a squad attack to policy development. There was understanding that if all instructors took leading duty beyond their schoolroom, e.g. for pupils ‘ behavior in the corridor, it would be a really good school. But a note of cautiousness was sounded about some instructors taking on excessively much power and the demand for the principal to â€Å" direct † came through strongly â€Å" he directs us to do certain we ‘re all talking with one voice to pupils and parents † . All were in understanding that the principal and deputy play a peculiar leading function, whether in pull offing staff or directing patterns, so that there will be a shared vision in the school. The post-holders themselves discussed the readying and preparation they received when appointed to their stations of duty. There was strong understanding that they had no formal preparation for their station. They watched other post-holders making similar occupations, particularly twelvemonth caputs. They all agreed that non merely did you watch them but you consulted with them and asked their advice and sentiment. Some stations, nevertheless, are new and their officeholders hence have no ‘predecessor ‘ or co-workers to confer with with. These stations require â€Å" an atrocious batch of enterprise † . Some clip was given to discoursing the system in topographic point for communicating between post-holders and the principal or deputy chief. The participants in the group see meetings, whether formal or informal, with the principal or deputy as being a signifier of support to them in their function. The agreements for formal meetings varied significantly between schools and besides between the two degrees of postholders, i.e. adjunct principals are more likely to hold formal meetings with the principal and deputy than particular responsibilities instructors. The participants agreed that the particular responsibilities instructors were non seen as a squad because they ne'er meet. Generally all Assistant Principals held twelvemonth caput places, while the particular responsibilities maps were more varied which may travel some manner in explicating why meetings ne'er took topographic point. The treatment led to a argument about remaining after school for meetings. In a neighbouring school this is the norm one time a month. Post holders stated they would non be willing to make this, as stations were supposed to be carried out during the school twenty-four hours. However, a non station holder mentioned that because post-holders get an extra allowance they should be willing to remain on after school to transport out responsibilities related to their station. Cipher responded to this statement. There was a important grade of similarity in participants understanding of distributed leading. It is something that must pervade the whole school and is apparent through the prevalent civilization and atmosphere. The principal and deputy chief drama a really of import function in puting this ambiance and they do this in both formal and informal ways. The general ‘approachability ‘ of both chief and deputy plays a cardinal function – demoing a echt involvement in and concern for the work of each person teacher helps to put the tone for how people approach their work. But distributed leading goes beyond that to supplying chances for instructors to exert leading. This may be through actions like chairing a meeting, taking a new enterprise or taking an extra-curricular activity. This chance to exert leading must be facilitated from the top, i.e. the principal or deputy. There was besides understanding that constructions were an of import component of distributed leading as they allow for leading to be exercised by a assortment of people. Structures included capable sections and squads set up to turn to a assortment of school development issues from clip to clip. To be considered a ‘structure ‘ , they must hold clip to run into and peculiar ends to accomplish. Different people may play different functions from clip to clip within these constructions and in that manner they allow for instructors ‘ voices to be heard, therefore including them in the overall decision-making of the school. They besides provide chances for instructors to exert their influence, whether they hold a formal place of leading or non. In the responses to the questionnaires 93 % of respondents agreed that when instructors work together pupil acquisition is enhanced. The focal point group besides agreed that the pupils benefit when everybody works together. ‘I believe they [ pupils ] pick up on an ambiance where everybody is working together, and where more cognition is transferred between sections, staff is more cognizant of how pupils are making. They pick up on those sorts of things that are in the ethos of the school ‘ . Capable sections are now playing a more of import function than in the yesteryear. The capable section meetings offer the chance to be after lessons together, to synchronize learning across a twelvemonth group and to discourse learning methods for peculiar elements of the course of study. There was understanding that many capable sections are in the early phases of development, and that holding formal capable meetings is indispensable for this development to go on. But capable section meetings are non the lone structures that enable instructors to work together. An illustration was given of a meeting, set up by a principal, to reexamine the advancement of a peculiar pupil. All instructors involved with this pupil were invited to analyze the state of affairs and aid instructors to work together to run into the challenges of back uping this pupil in his acquisition. This meeting required a restructuring of the timetable for the period of the meeting and the proviso of category screen for some instructors but the precedence it was given showed the belief in the power of instructors working together to better the educational experience for this pupil. In the focal point group there were two instructors who had trained and worked in the UK and Australia. They spoke of their experience of working as portion of a squad in their several schools. They both agreed that the constructions were more formal than in Ireland and that these formal constructions non merely enabled instructors to work together but created the outlook that they would. There were formal systems in topographic point for sharing resources, for keeping meetings and for detecting each other ‘s lessons. Both instructors agreed that these systems and constructions were good. There was consensus in the focal point group that when the ambiance is friendly instructors can speak to each other and ask inquiries in an informal scene such as the staffroom. They expressed the support they felt when they work together. It removes the sense of isolation and supports their schoolroom instruction. The quotation mark below is brooding of the consensus among the group. Not merely does it assist instructors but they besides perceived that it has a positive impact on pupils. ‘I will inquire the other instructors inquiries and I think it has truly helped me to loosen up and experience that I am non†¦ a small island on my ain. I can inquire for aid. Thingss like that do pervade out to the pupils every bit good when they see it ‘ . There is besides acknowledgement that newer patterns such as school development planning and Department of Education reviews have encouraged instructors to work together.Decisions and RecommendationsIn the questionnaire in this research, the respondents suggested that pupils and their parents should play a leading function in the school but, in pattern, their voices are frequently non heard in decision-making. A really important position on distributed leading is losing from this study by non including these two component groups. Further research should include both pupils and parents in the data-gathering procedure. Schools are now required to hold both pupil and parents ‘ councils and are expected to include them in policy development in the school..The function of capable sectionsThe function of capable sections has become more outstanding in schools in recent old ages, as a consequence of the school development planning and the whole school rating procedures. In this survey the function of capable sections in heightening pupil acquisition was acknowledged. Capable sections could supply a forum for sharing good thoughts and resources. A more formal attack would better the chances for these sections to act upon schoolroom pattern, for illustration by discoursing teaching method every bit good as course of study proviso. Further probe into the leading of capable sections would add well to the pattern of distributed leading in the school. This is surely an country of untapped potency. If instructors are trained in leading in their capable sections it would better the operation of a section and hence better instruction and acquisition. It would besides take to the betterment of instructors ‘ assurance in their ain leading abilities therefore constructing leading capacity in the school and finally lending to school betterment.Contemplations on my work in this ECAIn this geographic expedition of distributed leading, I had concerns about discoursing distributed leading with research participants before specifying or determining their apprehension of leading in general. For that ground, a questionnaire was given to instructors. This was a really utile exercising in that it produced thoughts about leading and how instructors perceived school leading. It yielded a really wide reading of leading but identified the fact that instructors accept that they play a leading functio n – leading is non the exclusive privilege of the principal and deputy principal. However, in hindsight, more geographic expedition of the difference between leading and direction would hold been helpful. I learned a batch about practician research in one ‘s ain educational administration. While one has the benefit of cognizing the participants, this can besides hold disadvantages. I was witting that participants may non hold been as unfastened and honest with me as they would be with an external research worker and that this may hold some deductions for my findings. In future research, I would prefer to work with staff in a school external to mine. I would interview the principal and deputy chief separate to the focal point group ( in order to guarantee a more unfastened treatment ) and would carry on two separate focal point groups – one for postholders and one for non postholders in order that their positions could be comprehensively compared. A utile result of the research procedure has been the articulation by instructors themselves of their leading function, and a acknowledgment of the influence they exert non merely on the pupils but besides over their co-workers. The research has highlighted certain issues that the school could concentrate on that would heighten instruction and acquisition. If the ambiance is positive, so a civilization of coaction can be developed and the leading function of postholders can be discussed and articulated more clearly. Similarly, more preparation for capable section squad holds the possibility of doing a really positive part to school betterment. The leading of the principal and deputy principal is really of import. First, they create the positive ambiance by paying attending to each person teacher – recognizing that their influence on pupil acquisition is through their instructors. Second, they are in a place to organize constructions and systems that enable instructors to work together and to develop leading accomplishments. Third, professional development is an of import portion of making an ambiance of larning among staff. Having completed the survey, the findings can be used by the school in a figure of ways. The principal will have a study sketching the responses to the questionnaire and a sum-up of findings from the focal point group treatment. The cardinal issues will hold deductions for the principal and deputy principal in that the findings highlight the importance of their leading function in developing a positive acquisition environment but besides in developing single leading accomplishments in instructors and supplying chances for leading to be exercised among co-workers. All of these have the potency to better instruction and acquisition. The studies could besides be used as a footing for treatment among postholders, concentrating on their function in taking acquisition. This research study set out to research what was meant by distributed leading and to see, if practised in a school, would it lend to bettering instruction and acquisition. Through questionnaires and a focal point group treatment the construct of distributed leading was explored and the consequences presented and analysed. A broad runing definition emerged that recognised that all instructors can be leaders, but the extent of their leading maps varies from within the schoolroom to their influence on pupils beyond their single schoolroom, to their leading influence over co-workers. Their apprehension of distributed leading encompassed structural and cultural issues, both of which had the possible to influence instruction and acquisition. This potency is non to the full realised, but with a more knowing focal point on instruction and acquisition and a witting development of leading capacity this state of affairs could alter to the benefit of pupils.

A Modern Day Sir Thomas Moore

Concerning the government, very powerful people have a tendency to abuse their power. This affects the citizens greatly by not having a fair system of equality. The corrupted are only out for personal gain, therefore, they manage to not do their job properly. The infamous President Nixon, as just one of many great examples. Despite the corruption, there are many figures of society that do great things for the people, but not enough to make a lasting impact.The growing issues of murder, robbery, abuse of illegal absences, and violence, have infected the streets of our country. With the idea that such things exist, why have there not been more successful tactics to stop it? It seems as though the government Is much more concerned with stuffing their pockets than Improving lower class society. Regarding the government, they say that they are going to take action, but there Is rarely ever truth In that statement. Above the destitute are people that have more money than they could ever sp end away.In addition, there are people struggling to survive in less fortunate areas of America that could live months off the daily salary of the wealthy. They barely make enough money to have a place to live, or food to put on their table. Children starve, end up in foster care, which is a failed system in itself, and end up homeless. Instead of focusing on other countries, maybe it would be more practical to notice the problems in our own. During the wars, people at home suffer from the extreme separation of classes. Through the nations struggles, our very own country is feeling the poverty take over.It seems quite unfair that some people can blow thousands of dollars on a champagne bottle and at the same time, a child In a bad neighborhood Is starving. The separation of classes Is nothing knew. In fact, It has been around since man could start a fire with some sticks. After the thought process of social classes flourished in the human brain, there was no going back, and now the needy suffer. There was a time when they were slaves and now they are only slaves to money. This green paper that rules the human life could be seen as the seed of all issues.It creates greed and social classes, which are the source of what I am truly getting at. In spite of what we like to call the 21 rest century, we have barely stepped past the threshold into something great. Technology and medicine advances through the years, but it is all for nothing if we cannot get our country together. When I say together, I mean that word literally, as there is no sense of community amongst the people. We fight against each other's ideas and beliefs, as if there are no other ways to spend our precious time and energy.I am not saying that we should erase our differences all together, but Instead, understand that there are more Important things to fight for and It Is not with each other. Student Statement In the space below, write a statement in which you describe how well you think you did o n this assignment. How well did you fulfill the requirements of the rubric and the special instructions? I feel as though I wrote a fluent, organized, and well pieced together paper. It might feel a bit personal, but that is most of my writing. I am under the impression that the truth is your most powerful tool when writing.Your own personal paradigm of the truth will make your writing so much more riveting. First Submission Comments, Grade, and Instructions for Revision In my opinion, the points were not sewn together well, they were sprinkled throughout the first and second portion of the report. I think there needs to be a clear introduction to what I m about to read, then the body. I think the conclusion had a much better transition and the points were much more precise. Overall, I think that with a very opinionated topic there needs to be better transitions between the government, war, poverty and rich.Final Draft: America is more corrupt than some would like to admit. It is ov errun by greed, poverty, and a growing separation of social classes. Concerning the government, very powerful people have a tendency to abuse their power. This affects the citizens personal gain, therefore, they manage to not do their Job properly. The infamous President Nixon is Just one of many great examples. Despite the corruption, there are many figures of society that do great things for the people, but not enough to make a lasting impact.The growing issues of murder, robbery, abuse of illegal substances, and violence, have infected the streets of our country. With the idea that such things exist, why have there not been more successful tactics to stop it? It seems as though the government is much more concerned with stuffing their pockets than improving lower class society. Regarding the government, they say that they are going to take action, but there is rarely ever truth in that statement. Above the destitute are people that have more money than they could ever spend away. In addition, there are people struggling to survive in less fortunate areas of America that could live months off the daily salary of the wealthy. They barely make enough money to have a place to live, or food to put on their table. Children starve, end up in foster care, which is a failed system in itself, and end up homeless. Instead of focusing on other countries, maybe it would be more practical to notice the problems in our own. During the wars, people at home suffer from the extreme separation of classes. Through the nations trudges, our very own country is feeling the poverty take over.It seems quite unfair that some people can blow thousands of dollars on a champagne bottle and at the nothing knew. In fact, it has been around since man could start a fire with some sticks. After the thought process of social classes flourished in the human brain, there was no going back, and now the needy suffer. There was a time when they were slaves and now they are only slaves to money. Th is green paper that rules the human life could be seen as the seed of all issues. It creates greed and social classes, which is the source of what I am truly getting at.In spite of what we like to call the 21 rest century, we have barely stepped past the threshold into something great. Technology and medicine advances through the years, but it is all for nothing if we cannot get our country together. When I say together, I mean that word literally, as there is no sense of community amongst the people. We fight against each other's ideas and beliefs, as if there are no other ways to spend our precious time and energy. I am not saying that we should erase our differences all together, but instead, understand that there are more important things to fight for and it is not with each other.

Florida Immigration Research Paper Example | Topics and Well Written Essays - 2000 words

Florida Immigration - Research Paper Example It is noticed that more than 8% of the workforce in Florida was constituted by the illegal immigrants in 2008. Natural calamities in Haiti too added much to the immigration burden of the state of Florida. The proposed Florida immigration bill attempts to curb illegal immigration by approaching it as a serious law and order problem than a socio-economic issue. The Fear Politics and the Fallibility of Cost-Benefit Analysis It is through a fear politics created by the right wing, illegal immigration issue comes to the forefront of policy making. There has never been more immigration to a country than it could afford. If more people come to Florida, even illegally, it means that there exist conditions for illegal immigrants to be here. It was independently testified by the business community in Florida, especially the sector of Agrarian businesses. And, importantly, the huge majority of the immigrants become successful in finding jobs and adapting the American way of life. In this contex t, it is quite astonishing to see even a theorist such as Huntington would argue that ‘in this new era, the single most immediate and most serious challenge to America's traditional identity comes from the immense and continuing immigration from Latin America, especially from Mexico, and the fertility rates of these immigrants compared to black and white American natives’ (Huntington, 2004, p.3). Therefore, at the heart of immigration debate, lies the hidden racism and xenophobia that our culture would be colonized from within by the alien culture of the illegal immigrant. This xenophobia, the fear politics generated from it is central in the discourse on immigration than supposed socio-economic issues and security matters. ‘Massive Hispanic immigration affects the United States in two significant ways: Important portions of the country become predominantly Hispanic in language and culture, and the nation as a whole becomes bilingual and bicultural’ thus wa rns Huntington (2004, p.7). This is nothing but eloquent and sophisticated articulation of fear of diversity and the negation of core values that constitute America. It is in this wider context, Arizona Immigration Bill and the replicated model of the Florida immigration bill came to existence. The Florida immigration bill has been hotly debated by both the civil society and policy makers in recent times. It is important to note that the current Florida Immigration Bill is stemmed from the more controversial Arizona Immigration Bill. Immigration, in the wider context, is an endemic problem in much of the western countries which are highly developed and industrialized. The United States of America has been at the receiving end of immigration issues from the end of Second World War itself. The rise of both legal and illegal immigration has sometimes developed into a national issue, especially the case of illegal immigration has much to do with other problems such as internal security and welfare distribution. Even the widespread recession in the United States has not resulted in any substantial decrease in the illegal immigration to the country. Arizona Immigration Bill was meant for countering the illegal immigration mainly through the Mexico border. Although the Florida peninsula is surrounded by water, it still experiences illegal immigrati

European School of Business London Essay Example | Topics and Well Written Essays - 500 words

European School of Business London - Essay Example In October 2007, I have worked as the Private Equity Advisor EBS, at Oestrich-Winkel and as the Estate Developer, with FH Kufstein. Besides this, I have also done my internships with Otto M. Schrder Bank AG, Lukas Bauprojekt GmbH and Aengevelt Immobilien GmbH & Co. KG. I have also worked as a Business Analyst, for Angermann M&A Int. GmbH. I am fluent with English, Spanish and Latin and love to play tennis, ski, travel, trade with stocks and derivatives in my free time. Evidently, I have made use of every opportunity that ahs come my way, to make myself eligible for getting into your esteemed school. I have chosen the European School of Business, since I understand that it is the perfect place to study business. It has great international exposure, which is essential for students and budding entrepreneurs. The award-winning integrated courses are indeed courses that help students get into the real world of business. The importance attached to language skills has again made me feel t hat this si the place where I would like to study, since I have gained fluency in a few languages, as well. Keep

Rhetorical and cultural analysis Essay Example | Topics and Well Written Essays - 1750 words

Rhetorical and cultural analysis - Essay Example Rhetoric and cultural/critical analysis will emphasize on the study of culture, public discourse and texts, and its analysis processes of the influence to the society in multiple media, including essays, books, mass-mediated, speeches and online public discourse. Different authors in multiple media use texts, videos, films, images and other sets of objects in media in order to express and bring out a message that will be interpreted differently with regard to culture. Context One message that has incorporated several sets of objects was the campaign advert of Ron Paul in 2012 when he was campaigning for GOP nomination. He made use of visual aid to pass on a message that would boost his polls in the presidential election. The visual aid made use of texts and video to create an impression in the minds of people. This advert was run on national television in the different media companies. Running the advert using television media achieved a lot compared to media’s like newspaper that many do not read in depth but are interested in the overview of the message. Using television to convey the message meant that the message would capture a large audience. In America, 98% of the households own a television set hence airing the advert would lead to lots of views (McDonough). Compared to the number of people who read text in newspaper the use of video was best suited to deliver the message. In America the people who read the printed newspaper are estimated to be at 23%. Main aim of using media is to pass on information and thus there is need to choose the best method (PewResearchCenter). The presidential aspirant also made use of newspaper to pass on his message in the campaign but the video is what created impact in the rise of his poll. The text and video are connected in that they both are being used to convey a similar message. Rhetoric Analysis The rhetoric devices identifiable in the set of objects used in the television and newspaper was the use of Enumerat ion. Ron Paul makes a details summary of the troops in the Middle East and gives a vivid description of the kind of lifestyle in the Middle East with the presence of foreign troops in the land. This vividness helps great a clear picture in the mind of the viewer. He has also made use of metaphors where he tries to compare the situation in the Middle East with the hypothetical situation in Texas. The metaphor is seen where foreign troops have come and positioned themselves in Texas and he says that the same situation in the Middle East. He has also used allusion to make reference of the promise made by President Obama during campaigns that he would get the troops of America out of the Middle East but he has not done that hence he has not kept his promise and thus he should not be chosen (O’Donnell). These are the noticeable rhetorical devices you will find in the video. There was also amplification or the use of the word revolution. His campaign was based on revolution and fre edom rhetoric to capture the audience through their patriotism. The similarity between the video and the text is that they are conveying the same message using the same rhetoric devices. The video and the text however have very different impacts to the society that the message is intended for. The Video was aired in

The star of David Essay Example | Topics and Well Written Essays - 1500 words

The star of David - Essay Example The first historical evidence of Star of David is referred to the third century A.D. and it was found on the tombstone in Italian city of Taranto. In literature it's not mentioned until the twelfth century A.D. and it was first found only in the Eshkol ha-Kofer of the Karaite Judah Hadassah (12th century literary Hebrew piece): Hebrew historians note that the Star of David appeared on Jewish amulets approximately in the twelfth century. It was signed on amulets on the hand with other symbols such as pentagrams, stars, the name of god in Hebrew, etc. Nevertheless it's very interesting and probably strange that pentagram, not the hexagram (the Star of David) was mostly spread in magic symbols and attributes of Jewish cult. Scientists and archeologists are not even sure if the Star of David had any similar origins in any culture of ancient Mediterranean: Hellenic or Coptic. Some of historians assume that it might be primary used by Jewish sect of Kabbalah which adopted hexagram from Templars. Jewish sect of kabala uses David star as amulets placing it in glass spheres or using it simply as an amulet and sigh. The spread of usage of Star of david begins in the 14th century in Jewsih communities of Europe. It's a well-known fact that the Star of david was used as decoration on Tanakh of Rabi Rabbi Yoseph bar Yehud ben Marvas from Toledo, Spain. The function of Star of David in synagogues was to carry protective magic powers against evil. It also becomes the element of architectural ensemble in synagogues. Hexagrams are found in ornaments of cathedrals in Brandenburg and Stendhal, but it's interesting that in the ancient Jewish temple of Tell Hum it's not present and pentagram is present on its walls instead. It's a historical fact that the Czech king of bohemia Charles IV issued the red flag with Shield of David to Juwish community of Prague in 1354. But Jews of Hungary had a red flag with pentacles. So it would be inaccurate to talk about hexagram as the symbol of Judaism and Jews back then. Moreover the majority of people in Middle Ages associated Jews with menorah rather than with another symbol of their identity. The choice of hexagram according to modern rabbis was not sudden, as Bible scriptures have enough evidence that salvation will be associated with star. No wonder that geometric figure close to star was chosen for the role now played by the Star of David. As it was mentioned above Torah tells that, the Messiah, will have association with star, symbolizing coming new era. And according to Old Testament Balaam had foretold the coming salvation of the people of Israel n following scriptures: "I see him, but not now; I behold him, but not near; A star (Heb. Cochav) shall come forth from Jacob, and a scepter shall rise from Israel, and shall crush through the forehead of Moab, and tear down all the sons of Sheth. Numbers 24:17" (from Kasdan, Barney THE STAR OF DAVID http://www.kehilatariel.org/tract002.html) As for the meaning of the Star of David it's different for Judaists and for those who observe the cult of Kabala. Rabi describe its meaning as the symbol of unity with god: "In

1. Leadership and Transformation 2. Reflective Journal Assignment

1. Leadership and Transformation 2. Reflective Journal - Assignment Example My transformation has significantly been impacted by this unit. I have realized that a leader should be someone who acts as a role model to other members of his team. Thus, my focus has been to come up with effective strategies that encompass the contribution of all the team members. In this way, I have modeled them in such a way that once they attain a position of becoming a leader they will also create a strong team (Hemphill, 1949). Based on my objective of creating a strong team work, my communication with members of my team has always been open. This implies that I provide my team members with opportunities to provide feedback. In this way, I have been transformed from talking too much to a good listener (Schultz, et al. 2010). In this way, other members of the team can comment and possibly give an idea on how to address a certain issue either affecting the entire team or an individual member (Robert, 2002). As indicated in this unit, a good leader should recognize and reward ha rdworking team members who attain their goals. Individually, I have been transformed in the sense that I can set my own goal as well as those of the other team members (House, 1971). I promote and reward any member who achieves his or her goals while those who do not perform I train them on how to undertake their duties. As a leader, the transformational experience will influence me as a leader and a manager in various ways. First, my management strategy will now be democratic. In this way, I will be in a position to provide my team members with ample ground whereby they will be part and parcel of the organization (Montana and Bruce, 2008). Another aspect that I will emulate as a manager is to provide the team members with an opportunity to develop (Lussier and Achua, 2010). Apart from allowing them to attend part time leadership courses, I will initiate an in

Government 2 Dissertation Example | Topics and Well Written Essays - 500 words - 4

Government 2 - Dissertation Example 2.) If universal health-care access becomes a reality, what will happen to hospital emergency rooms? During the 2009 US elections, Presidential Candidate Obama offered the idea of amending the healthcare coverage of the country. This proposal was intended for the creation of a health insurance exchange, which would set up a government-backed insurance system in competition with private health insurance companies. However, numerous concerned politicians debated on this topic. Republicans, on one hand, believe that implementing Obama’s suggestion would lead to an increase in government expenditures by almost $2 trillion, an overwhelming tax burden to the American citizens. Worse, it does not take any serious steps to reduce costs for the health care system. Most Democrats argued that the country is ready to apply the universal health-care, which would guarantee the poverty-stricken Americans an outright health insurance. As of 2011, the US ranks 3rd in terms of population. Promu lgating Obama’s plan would lead to a decrease in mortality rate and inflation in the number of hospital patients, possibly resulting to crowded emergency rooms.

EXPLANATIONS FOR THE ORIGINS OF AGRICULTURE Essay

EXPLANATIONS FOR THE ORIGINS OF AGRICULTURE - Essay Example The first argument suggests that the development of agriculture was driven by a scarcity of resources. The second argument differs radically, claiming that it was a surfeit of resources that encouraged domesticity. This paper will discuss and compare these two argument types and conclude that while no one model appears to have all the answers it is Hayden’s model that appears more convincing. There are obvious academic merits attached to finding a solution to the problem of formative agriculture. Indeed, since the time of Darwin scientists, social-scientists, historians even theologians have all tried to put forward a convincing model that explains why certain hunter-gatherers decided to change thousands of years of practise and begin agriculture (Richerson et al 387-390). There have been a series of interesting and intriguing theories during that time – ranging from population pressure driving domestication to the development of rituals and theology encouraging a sense of place (Hayden 31). Naturally, the stakes are high. A well developed universal model of domesticity would explain once and for all the most important transition in human history. However, such a complete model does not yet exist. Two of the more interesting theories have to do with climate change, put forward here by Peter Richerson et al, and â€Å"competitive feasting† as explained by Brian Hayden, who suggests that the surplus of food encouraged social adaptation that encouraged the continued development of further agriculture and domesticity. The climate change theory consists of two major ideas. Essentially, there were ‘push’ and ‘pull’ factors. The former, at least according to Richerson and his colleagues, consisted of a sense of competition between Holocene societies which in effect made the development of agriculture during this period all but â€Å"compulsory† (Richerson 387). The second factor is comparatively simple –

European History (Gender History) Essay Example for Free

European History (Gender History) Essay The history of feminism has developed into a major field in recent years. Scholars from many disciplines and writers in many countries explore the ways in which womens oppression has been represented, discussed, and resisted in the past few centuries. In Burdens of History: British Feminists, Indian Women, and Imperial Culture, Burton characterizes her book as a history of `discourse`. Antoinette Burton has revealed the intensity, the extent, the duration, and the complexity of the concern to understand significant but neglected historical extent of the relationship between feminism and imperialism. Until quite recently, feminist discussion and debate was seen fragmentary. In her work, Burton argues that it is possible to construct a more or less continuous history of British feminism, recognizing imperial feminist ideologies. Antoinette Burton developed an immense interest in the relationship between feminism and imperialism. Burton discusses the endorsement of the racism and imperialist ideals by many white feminists, and the assumption by British feminists of their own particular version of the white mans burden. This interest in the history of feminism and the sense of its expansiveness has come from a number of different fields. The writer explored the ideas, lives, and activities of feminist writers and activists. The novels of Fanny Burney, Mary Hays, Jane Austen and George Eliot, and the poetry of Elizabeth Barrett Browning, have thus been encompassed within recent discussions of the history of feminism alongside the novels of Sarah Grand, Olive Schreiner and Virginia Woolf. The feminist underpinnings, or the implications for feminism of a range of political, social, and philanthropic ideas and activities have also been examined and explored. Burton stressed the need to recognize the relationship between changing ideas about the womens role. Burtons book has served not only to expand but also to transform the history of feminism. It made clear both its immense scope and its complexity. On the one hand, it is now clear that feminist ideas and debates have existed and been elaborated more or less constantly over the last two centuries. On the other hand, the question of feminism itself of what it means and what it encompasses has become much more complex. Once feminism meant a concern with gaining equal political and legal rights for women. In Burton’s book, feminism is now seen as at best a small part of what the term covers. In recent literature far more emphasis has been placed on feminist concerns with the sexual oppression of women. They were described as objects of male desire rather than as sexual subjects seeking to articulate and express their own desires. Interrogating the meaning of sexual difference and exploring what it means to be and to live as a woman are major writer’s interests. The book establishes a variety of new challenges for anyone seeking to explore feminist ideas and debates. This is not only because of the changing frameworks. It is also because of changes and new developments which have been brought to the study of history from literary theory and from cultural studies. The shift away from authorial intention towards meaning or readings in discussing literary texts has had a significant impact on thinking about feminism. Antoinette Burton writes about mid-Victorian feminism. She argues that as mid-Victorian feminism was specific in its class base and worked with social and sexual ideals derived from that class, so too it was very specific in its sense of both national and imperial identity. Like Mary Wollstonecraft, many mid-Victorian feminists possessed a powerful sense of themselves, not so much as British, but as English women. This period saw the advent of a new form of imperial feminism. The general sense of the superiority of the West, in terms of the status of its women-which was so central for Mary Wollstonecraft and caused a particular form of feminist orientalism gave way to a specific concern with the status of Indian women. These women were seen as being in particular need and were regarded as the special responsibility of their more enlightened and more fortunate English sisters (29). The close relationship between feminism and philanthropy in the mid-nineteenth century established the framework through which feminism expanded to include imperial projects and ideals. The rate and the importance of imperial expansion in the mid-nineteenth century made the needs of the colonies significant. This occurred almost as soon as the widespread involvement of women in philanthropy came to be accepted. As Antoinette Burton has argued, our magnificent colonies became the natural ground for the practice of British womens philanthropy, offering a whole new range of avenues which provided relief from the constraints on their reform activities at home. Philanthropic work within the colonies also became a source of collective national pride (17). Following on concern about the education of Indian women, British feminists planned a scheme with send trained British lady teachers to India to preside over a number of girls schools. Feminists’ enthusiasm was effective in raising money, and in interesting British women both at home and in India in the reform of girls schooling. After an initial emphasis on sending British women to India, scholarships were provided to train Indian women as teachers as well. The concern about education was followed by one about womens health. There also was concern about the need for the provision of women doctors to Indian women who would not countenance male doctors. Here too, money was raised both in Britain and in India to provide training, initially for British women, but also for Indian women to become doctors. As Antoinette Burton points out, there was throughout all of this some recognition of the abilities and the achievements of specific Indian women. But overall, the schemes directed towards India were seen as ones necessarily begun and mainly carried out by British women on behalf of their less educated and passively suffering Indian sisters. The whole question of British women in India in the nineteenth century has become the subject of increasing discourse. On the one hand, it is clear that the significant numbers of British women who became immensely concerned about the condition of Indian women should to be revised. These women worked, sometimes quite effectively, to keep alive in the public mind their needs and interests. On the other hand, some of these women came to know and appreciate Indian women, and to make themselves mouthpieces for the goals that Indian women set. Other women both in India and in Britain assumed that their own high level of education and development made them the ones best suited to know what Indian women needed. In general, Antoinette Burton argued that the aims and objectives sought by feminists in Britain set the framework for womens emancipation everywhere. British feminists regarded themselves as experts on India after a visit. Their campaigns simply involved the application of British programs to the Indian situation. The British feminists who learned about these missionary struggles could only be strengthened in their own sense of moral and racial superiority. That consciousness, as Antoinette Burton has demonstrated in the context of India, contributed significantly to the domestic culture of imperialism. Unfortunately, feminists who responded by embracing imperialism tended to propagate generalized images of backward and oppressed Oriental womanhood. Burton has emphasized the dangers for British feminism in the assumption that a supposedly superior elite among women could speak for the less privileged and fortunate (210). In particular, the desire to emancipate women could easily become a desire to control them. Ultimately, for Burton, each new venture served more fully as a means for British feminists to show their own fitness for political rights and responsibilities through their preparedness and capacity to take on their own particular imperial burden.

Effect of Hugo Rafael Chávez Frías Regime on the Economy

Effect of Hugo Rafael Chà ¡vez Frà ­as Regime on the Economy Introduction Venezuela is located in the upper corner of South America and neighbors with Colombia, Brazil, and Guyana. It has been nearly 200 years since Venezuela first gained its independence from Spain (1811). From 1830 onwards, when Venezuela split from the Bolivarian Colombia (1819-1830), the country was governed mostly by military and despotic regimes. That military period lasted until 1958 when the current democratic spell started following the ousting of General Marcos Perez Jimenezs dictatorship.  [1]  Despite that long period of military dictatorships, the Venezuelan economy is considered to be a mixed economy where there is a mixture of command and free market elements  [2]  . These will be discussed in greater depth in the following text. Venezuela had until the 1980s a series of successful periods of economic growth  [3]  . The country had from there on and until 1999 a succession of economic and political crises. The government previous to the election of Hugo Chavez headed by Rafael Caldera was in power from 1994 to 1999. During this time in office he had to deal with high inflation rates and a financial crisis. Due to these severe problems, Caldera was forced to impose an exchange control in mid-1994. This was shortly followed by more stabilization actions that were enforced by the International Monetary Fund agreement. Due to these severe actions taken by the Calderas government (Convergencia) he became severely unpopular among the electorate. This did not help him win his reelection and set the stage for Hugo Chavez  [4]  . The purpose of this essay is to discuss whether or not Hugo Rafael Chà ¡vez Frà ­as regime is moving towards a planned economy due his anti- American stance. Moises Naim states that the rise to power of Venezuelan president Hugo Chavez is often seen as evidence of an impending backlash against globalization, American-style capitalism.  [5]  This statement reflects the change in the governments policies on the Venezuelan economic system. To further explain this transformation it is vital to define what a free market economy and planned economy are. Theoretical Background Hypotheses If the Venezuelan government is moving from a free market economy to a planned economy, one would expect to find evidence of this transition economy. Definitions are needed to be known before explanation of results. A free market economy refers to an economy in which markets, in other words the interaction of buyers and producers, determine price and output.  [6]  In addition, this economic system [relies] on free markets which permit people to engage in economic activities largely free from government control.  [7]  In other words the government must have a hands-off policy in regards to the economy. Therefore, all production is in private hands and companies are able to adjust their wages and prices according to the demand and supply curve. Furthermore individuals are able to make independent decisions regarding the price of products, amount of production, and retailing. The free market economy is one that allows for the best interests of both consumers and producers to be met  [8]  . Advantages of the free market economy include: resources are allocated by market forces and price mechanisms,  [9]  and the motivation of profits provides an incentive to reduce costs and be innovate.  [10]  As William Baumol points out, to some extent, innovation in the economy is important as it indicates the expansion of peoples creativities in businesses and therefore fosters productivity growth in the economy.  [11]  What this makes clear once again is that a lot of the power and decision making lie within companies and the market. Disadvantages can include resources being used up too quickly as firms seek to make high profits and to minimize costs.  [12]  Additionally, large firms can expand and dominate a particular industry; leading to higher prices, and results in excessive power. A planned economy is defined as an economy where decisions are made by the government on the behalf of the people, and in theory, in their best interests.  [13]  This indicates that the state has great ownership of resources in the economy and through this provides social welfare to the people. In this economy the government sets the price of resources. There are thought to be several advantages and disadvantages in a planned economy. The advantages are that the government can directly influence the distribution of income to make it more equal  [14]  . In addition the government determines which [types of goods] are to be supplied  [15]  . This necessarily gives the government the power to decide what goods are considered to be important in the society. A disadvantage of this economy is the government [s dominance which] may lead to a loss of personal freedom of choice  [16]  . Unlike the free market economy there is no incentive for individuals or firms to be innovat iveà ¢Ã¢â€š ¬Ã‚ ¦ goods are often of poor quality and usually a limited choice.  [17]  No competition in the economy and low profit (or absence of profit altogether) can lead to inefficiencies of resources. In short, it is the government, and not the consumers, who make all the decisions. A planned economy is an ideology often used by governments in communist states. Countries like Cuba and North Korea are currently using a planned economy system. An important concept of economic theory in describing a planned economy and free market economy is the understanding of economic growth. Economic growth is defined as an improvement in the standard of living (that) typically occurs when an economy increases its output of goods and services during an expansion  [18]  . This leads to economic development which refers to an improvement in living standards in an economy encompassing material consumption, education, health, and environmental concerns.  [19]  Therefore the use of a production possibility curve (PPC) is implemented to determine economic growth. Looking at the graph below (figure 1), one can see the theoretical downfall of the total goods and services (GDP) as the market moves from free market to planned economy. The PPC1 curve shifts downwards to PPC2 a level where planned economy would function. In moving from a free economy to a more planned economy orientated structure (transition economy), theoretically the output of the countrys total goods and services would decrease because of the inefficiencies. Overall the economic growth diminishes as the governments dominance in the economy increases. Figure 1 The PPC can also be used to better understand the change in government spending in a planned economy. This curve demonstrates the shifting of the government spending. The graph below (figure 2) presents public sector production and private sector production. The PPC curve represents the maximum amount of output possible given the available resources.  [20]  . At point A, there is an equal amount of production from the public and private sector. The total production at point A is on the PPC curve meaning that the maximum level of production is obtained  [21]  . As the government moves closer to a fully planned economy and it begins to invest in the public sector which include schools, health programs, housing, and so forth bureaucracy and inefficiencies increase and production moves to point B.  [22]  As we can see in figure 2, point B is no longer on the PPC curve but below it, signaling that the maximum level of output is not being achieved. Figure 2 Methodology Departing from the following hypothesis If the Venezuelan government is moving from a free market economy to a planned economy, one would expect to find evidence of this transition economy. This evidence would be found in several areas. One would expect to find more government bureaucracy and interferences in private enterprises. This could take the form of increased unjustified fines, paper work, restriction of all kinds, and control, which all result in reduction of business. One would also expect to find an increase in the nationalization of private companies; this could take the form of expropriation of private lands by the government. Further evidence of a movement towards a planned economy would be greater spending on social welfare. This would be clear in areas such as health, education, and housing. Finally, one would expect to find evidence of more interference in the economic structure exemplified by manipulation of currency exchange rates. To prove my hypothesis, this evid ence should be demonstrated as actually present in order to confirm the transition of Venezuelas economy. To prove or disprove my hypothesis I relied both on primary and secondary sources. In investigating primary sources, I met with two local business men  [23]  and one professor  [24]  in Venezuela. I then asked them specific questions  [25]  regarding their businesses in this transition economy. Furthermore, in October 2010 on a visit to Venezuela, I was able to make my own observations of the state of the country. In investigating secondary sources, I researched articles and books written by authors and journalists. In addition, I looked for statistics that represent the movement from a free-market to a planned economy. Results Analysis Evaluation More government interference on businesses When Hugo Chavezs government got into office in 1999, the government slowly imposed new regulations on all sizes of businesses. This policy mainly impacted negatively small businesses and employment. I interviewed one business man, Otto Horn, regarding the increased bureaucracy that his firm, Floritec  [26]  , encounters. In this interview he stated that It is harder to import and export raw materials and finished products abroad  [27]  . Many businesses are required to fill in extra custom paper work for SENIAT (the governments tax collection entity)  [28]  and face crippling fines for even a minor inconsistency in the eyes of custom agents. It gets harder by the day to keep small enterprises in business. This has led to higher cost for businesses as these bureaucratic obstacles force the firms to hire more labor to deal with these issues. As well, it is noticed that waiting for approvals from the government in so many newly imposed demands on small enterprises means los s of time and money which impacts the efficiency of these businesses. To put an example, the government has begun charging firms for the use of their own company logo on their own trucks. Otto Horn stated, If you want to put a company logo, you need to buy a license from the government and this raises costs.  [29]  These examples point to an increased level of government interference. Small businesses are mostly affected by these measures as they dont have enough capital to cover these new expenses. Big businesses have also been affected by these government interferences and even though they are better prepared to cope with it the uncertainty leads to less investment and further instability in the economy as a whole. In early 2009, the economy encountered high inflation  [30]  . This caused a surge in the prices of all products. The Venezuelan government, under Chavez, made several attempts in reducing this high inflation. One of the actions taken was imposing price controls on certain staple foods in an effort to make them more affordable to everyone. However, this action did not have the best outcome, [the] government [`s] attempts to impose price control has had limited effect as big food producers have cut back on production, food distributors have decreased shipments and even hoarded essential goods and retail sellers have traded on the black market  [31]  This control further damaged the food producers by cutting their profit which forced them to reduce the costs, which in one example was achieved by reducing the number of employees. Furthermore, Luis Carmona of Polar states, Forcing companies to produce rice at a loss will not resolve the situation, [and] simply makes it worse.  [32]  In addition, fewer goods could be established on the market. These price controls largely affects food producers and many food processing companies became bankrupt. Hugo Chavez and his government decided to sue or even nationalize dysfunctional companies if they do not follow the governments rules  [33]  . Hugo Chavez said he would take over the control of the food processing industries, as he said in one of his statements, I will expropriate them, I have no problem with that, and Ill pay them with bonds. Dont count on me paying with hard cash  [34]  . This suggests that the government is serious about making food available to the poor but on the other hand, private firms cannot cope with the price changes unless it cuts down on costs. This is all evidence of a planned economy. Government interference was evident in the conversation with another business man named Jorge Redmond, CEO of Chocolates El Rey  [35]  . Mr. Redmond initially wanted to merge his company with the world renowned company, Nestlà ©. He wanted to merge the company to avoid suffocating levels of governmental interference and bureaucratic hurdles brought upon the firm affecting its products exports mainly to its U.S customers. However the government blocked the deal between the potential mergers, as the government did not want more foreign presence in Venezuela  [36]  . The governments move against expansion of global assets limits the choices of private firms. This emphasizes the governments bureaucracy and interference on businesses. Government Nationalization Growing bureaucracy and government interference have led to a failure of private companies as they cannot maintain healthy profitability levels. This has given the government an excuse to nationalize private firms. Common examples are CA Nacional Telefonos de Venezuela (CANTV), the countrys telephone company and Electricidad de Caracas, the largest electric company in Venezuela  [37]  . These nationalizations were linked by Chavez to his pursuit of XXI century Socialism  [38]  . In July 2007, at the start of the high fuel prices, the government nationalized key infrastructures of the Venezuelan economy in an attempt to reach the goals of the government.  [39]   Also in 2007, the government stripped assets from two U.S. oil companies Exxon Mobil Corp. and ConocoPhilips.  [40]  The government seized control of the profits of both companies. In the following year, 2008, Hugo Chavez and his government ordered the nationalization of the cement industry, Cemex,  [41]  a Mexican owned company. Chavezs rationale was to prepare for future building in the housing sector. In addition, in 2008, the Venezuelan steel mill, Siderà ºrgica del Orinoco SIDOR, was nationalized. Chavez complained the companies do not put a high enough priority on supplying the domestic market  [42]  . In 2009, the government for the first time ordered the Venezuelan armed forces to take over a business, in this case a rice processing plant  [43]  . In October 2010 the government nationalized AGROISLENA, the countrys largest producer of goods and services for the agricultural sector  [44]  . According to The Economist, since Hugo Chavez got into power in 1999, almost 400 companies have been nationalized, the vast majority in the past two years.  [45]  This shows the governments movement to take over major industries in order to fix the prices of the goods. All the above actions taken by the government have been sweeping reforms throughout the nation with the aim of reducing the prices of products which would result in massive consumption of the products by the local economy. The nationalization of firms by the government points to evidence of a planned economy as the government begins to de-privatize companies, moving towards a greater control of how the economy functions. More Social Welfare Spending Hugo Chavez came to power by promising the people a reduction in poverty and an increase in quality of life for the masses. This spending was fueled by high oil prices in July 2007, crude had reached the remarkable world market price of $US 147 per barrel.  [46]   This increased spending in the public sector gives more evidence of the move to a planned economy. The graph (figure 3) below shows the statistics of government public expenditure  [47]  . The current regime under Hugo Chavez has increased public spending by a factor of 13 between 1999 (the year Chavez entered office) to 2008. Figure 3 The government has spent money on the educational, health, and housing sectors. With the increase profits from the oil rents and productions, the Ministry of Education has introduced mission programs, Robinson I and II are mission[s] focusing on literacy and primary education for adults, Ribas and Sucre target secondary and university education for individuals who never had the opportunity to attend or those who dropped out.  [48]  This missions are examples of increased spending on the public sector. Hugo Chavezs government has increased public spending on the health sector of the economy. The government has created new mission programs such as, Barrio Adentro [which] provides free health care to the poor through the assistance of tens of thousands of Cuban doctors  [49]  Internet correspondence with Guillermo Buhrkohl  [50]  , a political professor from Venezuela, confirms this in the following, The health programs known as Mission Barrio Adentro and Mission Miracle, are programsà ¢Ã¢â€š ¬Ã‚ ¦ aiming [at]à ¢Ã¢â€š ¬Ã‚ ¦ providing primary medical attention to the shantytown population; however the professor confirms the government is literally asphyxiating both health care provided by private hospitals and the traditional public health system, paradoxically the later is the place where the poor go when a very limited Barrio Adentro cannot cope. This proves that there has been an increase in government spending on healthcare which could be seen as detrimental to both priv ate and public sectors. The government promised the masses to increase the public social welfare to all. This would also include the construction of close to free housing for each family. From my own personal observation while visiting the country in October 2010, the use of the billboards to promote housing plans was clearly evident everywhere  [51]  . This evidence of increased spending in the public sector mostly for political purposes adds up to the motive of the planned economy. Manipulation of currency Hugo Chavezs government has interfered deeply into the currency market. The government has made severe adjustments to currency, starting with the introduction of strict exchange rate controls by pegging the exchange rate to the American dollar in 2005. In 2008, the government changed the numerical currency making 1,000 Bolivars equal to the value of one Bolivar Fuerte (strong Bolivar)  [52]  . This measure could be seen to minimize the perceived inflation due to government action. However, it does not address the inflation that the country faces. In January 8th 2010, the government announced the devaluing of the currency by up to 50%  [53]  . The government believed that the devaluation of the Bolivar would trigger an export boom as Venezuelas exports would become more competitive. In reality, the devaluation had little to no effect on the countrys exports, as can be seen in Figure 4  [54]  . Figure 4 As mentioned above, in 2005, Hugo Chavezs administration made extreme adjustments to the Venezuelan financial system. The governments control over the currency exchange rates is shown in a statement, The introduction of the exchange controls has meant that companies and individuals have to apply to the Comision de Administracion de Divisas (Cadivi, the official foreign exchange agency).  [55]  This is where the government fixed the currency rate at 2.15 to the dollar. This triggered an increase in imports from 2005 which can be seen on the graph above (Fig.3)  [56]  . On January 8, 2010, the devaluation has occurred; from 2.15 bolivars to the [US] dollar to 4.3 bolivars to the [US] dollar  [57]  explained above caused higher consumer inflation on goods thus affecting the total spending on imported goods like televisions. The devaluation of the currency and exchange controls has lead the Venezuelan economy to have extremely high inflation. Consumption in the Venezuelan economy has decreased and business production has lowered to meet their expenditures. For example, Movistar, [in Venezuela] a mobile phone company owned by Spains Telefonica, last month [August 2010] à ¢Ã¢â€š ¬Ã‚ ¦ suspended roaming agreements in 13 countries.  [58]  This indicated that the dollar squeeze is affecting the Venezuelan economy deeply. On the other hand, high inflation means that the government gets more Bolivars from a quick recovery of oil prices, and exporting oil to United States. This money allows the government to satisfy the needs of the Venezuelans to the best interests of the government, and this brings the role of the government into everyday lives as, that gives Mr. Chavez the chance to throw money around: pay rises for the army for example.  [59]  This manipulation of the currency gives solid evidence of interferences in economy by Hugo Chavezs government which adds a new element that confirms the hypothesis of a transition towards a planned economy in Venezuela. Conclusions In this investigation, I found information that supports the transformation to a planned economy from a free market economy in Venezuela. The evidence included: increased government bureaucracy, nationalization of the private sector, increased government spending in social welfare, and increased manipulation of the currency. This has led Hugo Chavezs government to gain greater control of the Venezuelan economic system since his election in 1998. The government is able to decide which goods and services are considered to be important for society. Such examples are the heavily subsidized food distribution firms (MERCAL and PDVAL) created by the government  [60]  . In this investigation, there are a number of difficulties that hinder the gathering of evidence. First, it was hard to gain true statistics regarding the economy. For example, the unemployment rate is hard to determine due to the fact that workers in the informal sector of the economy are included in the statistics which constitutes half of the countrys total workforce  [61]  . It was difficult to find statistical data to support the losses of business budget. Despite my attempts to access this information through internet sources, I was unsuccessful. Secondly there has been a strong political bias in many articles, books, and interviews. These biases affected my research and influenced me deeply, though I made every attempt to remain objective. In addition, it was often hard to separate politics from economics where both are closely linked together. These shortcomings together with a lack of time beg for further and more in depth research to formalize conclusions. Specifically, I would wish to focus on a significant number of concrete business cases where the governments interference in the economy has greatly affected their profitability. I would be interested in confirming the statistical data to support the hypothesis presented. However, the evidence and research presented here demonstrate that there are elements to sustain my hypothesis. It is clear that the government is seriously attempting to impose upon the country a planned economy of the Venezuela. Whether the government is able to complete a transition to a fully planned economy or not, this conclusion stands regardless. In my opinion, the move to the planned economy under Hugo Chavez can have a negative impact on Venezuela as it has negatively limited the freedom of Venezuelan businesses and increased government interference in the economy. Evidence can be found in articles discussing the current brain drain  [62]  ; the educated Venezuelans are more likely to leave the country. Many of these educated people whom are students, professors, doctors, business owners and so forth have either moved to Colombia or to the United States. References Bad news for Venezuelan economy. El Universal 24 May 2010: n. pag. Web. 22 Nov. 2010. . Baumol, Willam. The free-market innovation machine: analyzing the growth miracle of capitalism. Oxfordshire: Princeton University Press, 2002. Print. Blink, Jocelyn, and Ian Dorton. Economics: Course Companion. Oxford: Database right Oxford University Press, 2007. Print. The Bolivarian Brain Drain. Newsweek 1 July 2009: n. pag. Web. 22 Nov. 2010.