How Canadian doing business in China Essay Example | Topics and Well Written Essays - 500 words

How Canadian doing business in China - Essay Example China is the epitome of Eastern culture. Any business communications between two countries must be done with care. Western culture in terms of the spoken language can be characterized as low-context. This means Westerners speak in a direct, frank, and oftentimes blunt manner as their language is precise and specific. In contrast, the Eastern culture is high-context in that besides the spoken word, there are added elements to communications such as a smile, frown, silence, aphorism, metaphor, anecdote, or even a joke to deliver a message (Norales, 2006). Added to these subtleties are the strictly local concepts of guanxi and of â€Å"face.† This paper discusses the enduring values and utility of guanxi and face when in China. Guanxi – this refers to the personalized network of contacts and influences in Chinese society. Basically, this word combines the two concepts of relationships and connections which are very central in how Chinese society functions. It is an all-encompassing idea that links two people in a mutually beneficial relationship although the relationship may not be always between two equals. In guanxi, there is an implicit general understanding (without specific requests or demands) in which people benefit from the social connections they had developed over the years through a cycle of reciprocity in granting favors. In this context, a Canadian businessman should first try to develop his guanxi by joining a club or a business association to gain contacts before asking any direct favors from the Chinese. Other members of the association can evaluate the Canadians sincerity by interacting with him without business in mind. Business can be discussed later only when trust is gained and people know each other better (Reuvid & Li, 2006). Guanxi in its literal meaning is â€Å"pass to a hierarchy† and a successful businessman gains influence and the necessary

Interim assessment For PhD research Paper Example | Topics and Well Written Essays - 4250 words

Interim assessment For PhD - Research Paper Example However, the cultures which are being followed in construction industry is associated with the ineffective communication and coordination among members of project team, sexual harassment, poor mentality and lack of trust among project team members. These features results in negatively affecting the overall performance of the industry (Ankrah, 2007). This research study is being conducted in order to investigate the impact of organisational culture on safety of the project with reference to the construction industry. The study also seeks to explore the impact of culture and safety on project performance. The study is based on the construction industry located in Kingdom of Saudi Arabia. The researcher in this study also interested in finding the current health and safety policies being adopted by construction industry in Saudi Arabia, the accidental rates in construction sites, and the factors influence in implementing safety culture in construction companies. The research would be he lpful in determining the degree to which culture influence safety and performance of the project. 1.2. Justification: Choudhry, R., Fang, D., and Lingard, H. (2009) conducted research study regarding the safety climate of the construction industry and concluded that the safety is highly important for improving the overall performance of the construction organizations and thus provided a framework for measuring the safety climate of a construction company. Fang, Chen, and Wong (2006) conducted research study on the safety climate of the construction industry in Hong Kong and presented important insights for the organisations operating in the construction industry of Hong Kong. Larsson, Pousette, and Torner (2008) and O’Toole (2002), worked on the relationship of the safety climate with the employees’ behaviour and performance. There have been few or no research studies conducted in order to explore the impact of the different cultural practices in the construction indus try on the safety and eventually the impact of the organisational culture and safety on the project performance with reference to the Saudi Arabia. Therefore this research study would be significant for researchers who would conduct research related to the topic in future. Furthermore, there are some studies conducted in this topic but they did not focus on significance of culture related to safety and performance. This study would be helpful for owners and contactors of the construction company. The study will highlight the factors influencing project performance of the construction companies. The research study will also suggest the safety techniques which should be adopted by construction companies in order to create safety environment during different projects. It will also highlight the weaknesses of the policies being adopted by construction companies in accomplishing a project. The study would also be beneficial for government of KSA in making the safety policies for construc tion industry. 2. Background 2.1. Construction Industry in Saudi Arabia: The progress of construction industry in a country shows the future progress of the country. The construction industry of Saudi Arabia is one of the largest and fast growing markets which encountered the business of $36.5 billion in 2011 and is expected to reach $43.8

Coaching And Mentoring For The Leadership And Management Management Essay

Coaching And Mentoring For The Leadership And Management Management Essay Both coaching and mentoring are procedures that facilitate together corporate and individual customers to attain their complete prospective. Coaching isà ¢Ã¢â€š ¬Ã‚ ¦ A process that enables learning and development to occur and thus performance to improve. To be a successful Coach it requires a understanding and knowledge of progression as well as the diversity of styles, abilities and procedures that are suitable to the framework in which the coaching takes place. Eric Parsloe, The Manager as Coach and Mentor 1999 page 8 The communal cord tying all kinds of coaching mentoring is that these facilities offer a vehicle for investigation, consideration and accomplishment that finally allow the consumer to attain success in one more areas of their work or life. Mentoring isOff-line benefit by individual person to another in making substantial changes in knowledge, work or thinking. Clutterbuck, D Megginson, D, Mentoring Executives and Directors 1999 page 3 Coaching and Mentoring have many features in common that we can outline the similarities that coaches and mentors perform irrespective of the services offered in a paid (professional) or free (philanthropic) role. Simplify the investigation of desires, inspirations, requests, talents and thought processes to assist the individual in making genuine, lasting change. Implement interrogative methods to expedite clients own views in order to classify solutions and actions relatively than takes a wholly directive methodology. Support the client in setting suitable methods and objectives of evaluating progress related to these goals Be observant, attentive and ask relevant questions to recognize the clients position. Utilize tools and techniques creatively which includes, simplifying, counselling networking. Encourage the assurance to development and action of lasting personal change growth. Maintain unqualified optimistic respect to the client, that means the coach will be at all times non-judgmental and supportive of the client, their views, aspirations and lifestyle. Ensure clients have healthy dependencies with coaching and mentoring relationships develop personal competencies. Evaluate the consequences of the procedure, using objective procedures where possible to ensure the flourishing relationship and the client is succeeding their personal goals. Encourage clients to constantly progress capabilities and to improve new progressive pacts where essential to achieve their goals. Work within their range of particular capability. Possess recommendations and capability on the areas where skills-transfer coaching is provided. Administer the correlation to confirm the client accepts the suitable level of facility and there are neither too short, nor too long programmes. Difference between coaching and mentoring: We now know there are lots of similarities between Mentoring and Coaching. Mentoring: An Older or wiser colleague can pass on his experience, knowledge which enables an individual to follow his path to gain good opportunities. Coaching: Unless it is Client-specific/skill based, coaching may not directly focus on the direct experience of Clients formal occupational role. Executive Coaching Mentoring: Many times people overlap the terms Executive Business coaching or Mentoring and call themselves Executive/Business Coaches and Mentors in the marketplace. Coaching and mentoring should not just be seen as a luxury enjoyed by a few managers in large, well-funded development agencies, but something that has genuine value at all levels and all types of organisations. Hailey 2006:22 Executive Coaches and Mentors should basicallyà ¢Ã¢â€š ¬Ã‚ ¦. à ¢Ã¢â€š ¬Ã‚ ¢ Have a track record in executive professional roles à ¢Ã¢â€š ¬Ã‚ ¢ Work with those who are high-flyers or with those who have potential to be one. à ¢Ã¢â€š ¬Ã‚ ¢ Work on board at CEO level with high profile or blue-chip organizations à ¢Ã¢â€š ¬Ã‚ ¢ Maintain complete confidentially à ¢Ã¢â€š ¬Ã‚ ¢ Work with business leaders and potential captains of industry Business coaching mentoring: Catalysts that inspire companies to implement Mentoring Coaching is to provide employees key support through career or role changes, mergers acquisitions changes and Organizational development changes. Coaching and Mentoring were mainly done by Senior Managers and company directors. These are now available as professional tool linked closely with company initiatives to help the staff to adapt changes which is consistent with their personal values and goals. Ad Coaching mentoring focus on client, improves morale, motivate individuals to enhance their productivity reduce staff turnover because it makes individual feel valued adapt to organizational changes. This role may be taken up by internal coaches, mentors or by any professional coaching agencies. Skills coaching and mentoring: Skills coaching is similar to one-one training. Coaches and Mentors have a holistic approach to individuals personal development with the capability to focus on the fundamental skills and requirements of an employee. They should be highly competent and experienced to outperform the skills they mentor or coach. Todays job market is changing and traditional training program is often inflexible or generic to deal with this fast pace of change. A one-to-one skills coaching allows much adaptive, flexible and on time approach to skills development. We can apply skills training in live environments instead of taking people into a classroom away from the job, where it is less effective to simulate real job environment. One-to-one skills training is not the similar to sitting next to Nelly approach to on the job training. The fundamental difference is that like any good personal or professional development intervention this is based on need assessment related to job roles that generates measurable learning and performance outcomes. This type of Skills training is likely to focus mainly on skills required to perform job function instead of telling or directive style. Personal coaching mentoring: Personal or life coaching is increasing considerably in the UK, Europe and Australia. Personal coaches may work in person along with the email and telephone based relationships. These coaches are mentors work in highly supportive roles to those who desire to make some form of significant change within their lives. Coaches propose their clients an encouraging and motivating environment to discover what they aspire in life and how they might achieve them to fulfill their needs. By being friendly and committed to action, coaching allows an individual his personal space and helps client to support themselves to grow and develop in their experiences. Coachs key role is often to help the client maintain the enthusiasm and dedication needed to accomplish their goals In many scenarios personal coaching is differentiated from completely with the focus and context of the programme. Business coaching is conducted always within the limitations placed on the individuals context or the organizational group. Personal coaching on the other hand is taken completely from a individuals perspective. The objectives, costs and benefits of a coaching scheme being introduced in an organisation: Between late 1930s and 1960s, coaching literature mainly focused on Internal triaining with Supervisors and Managers acting as coaching in the organizations. Paper by Gorby (1937) explains how the senior employees are trained to coach new employees. Another 1938 Publication by Bigelow discusses the advantages of Sales coaching. Mold in 1958 reported on the benefits of Manager acting as Coach and Maher(1964) identified the difficulties in Managers becoming effective coaches. Gershman in 1967 produced his doctoral research thesis that Supervisors/Managers who were trained as successful coaches helped to improve employees attitude and job performance. The cost/benefit analysis: The costs of a fully implemented coaching culture can be high, including some or all of the following: à ¢Ã¢â€š ¬Ã‚ ¢ Fees of external coaches. à ¢Ã¢â€š ¬Ã‚ ¢ Training costs of internal coaches and continuing fixed costs. à ¢Ã¢â€š ¬Ã‚ ¢ Lost chargeable time while individual coaching/mentoring is undertaken. à ¢Ã¢â€š ¬Ã‚ ¢ Training costs of professionals who wish to coach/ mentor in their management and client roles (both in the cost of training them and in the loss of time given up to coaching). à ¢Ã¢â€š ¬Ã‚ ¢ Increased time in using coaching as a learning tool (learning is a two-way process and takes longer). With such easily measured costs there will always be a challenge as to the benefit. This is a significant challenge for many organisations but as Bridget Allen, head of coaching at KPMG said: KPMG is a highly successful commercial organisation and does not adopt strategies and actions lightlywhile we may not measure the benefits of the coaching culture on a scientific basiswe wouldnt do it if it didnt work. How should organisations measure the benefits of a coaching scheme more systematically? The organisation could start with one-to-one coaching and individual performance (or possibly performance of their division/department). Success could be defined as a return on their expectations, which would be to achieve their coaching objectives. A complementary piece of research was undertaken by the Chartered Institute of Personnel Development recently. It asked a number of leading global companies the simple question Does coaching really work? (Chartered Institute of Personnel Development (2006)) 96% of respondents thought internal and external coaching were highly effective. Yet again, only 32% suggested that this conclusion could be based on KPI improvements; the remaining respondents agreed their conclusions were more subjective. Nonetheless, a more systematic way of measuring benefits from coaching programmes is possible and the results are compelling. In 2001, a US entity, Manchester Consulting Inc (Manchester Consulting Inc (2001), Coaching the ROI) undertook a return on investment exercise (using Fortune 1000 entities), comparing the costs of introducing a coaching programme with the benefits, as measured by increased revenue, cost savings and estimated financial gains from better relationships and improved KPIs. The overall return on cost (ROI) investment was calculated at some 600% as shown in the following table: It is easier to identify the impact of coaching/mentoring on individuals than it is to observe and assess impact at the organisational level. The learning histories illustrate, however, that changes at the individual level can, and sometimes do, permeate more widely through the organisation through improved styles of leadership, management and communication. Below are the tangible benefits from organisational changes that arose from a leadership coaching and mentoring: Time management and planning would be much improved. Individual staff working on issues such as communication skills and consciousness would rise in separating issues from people, to avoid personal attacks and conflict. The senior management would increase confidence in their roles and feel motivated by the coaching process. Awareness would be raised of potential pitfalls in cross-cultural communication. Efforts would be made to develop and finalise policies, systems and procedures. Understanding of internal staff politics and how to work effectively across an organisation in a leadership capacity, Influencing and negotiating more effectively. Investing time and effort in learning through coaching/mentoring helps to encourage a wider learning environment within an organisation and to develop an appreciation of the importance of learning for organisational change and development. I find, therefore, that while some organisations believe coaching gives a return on investment and measurable benefits, the overwhelming majority believe the benefits are not capable of such precise measure. The perceived benefits of coaching are strongly felt by our global respondents. Identifying what benchmarks you would use to judge the success of a coaching and mentoring scheme; Performance coaching derives its theoretical benchmarks and models from business, psychotherapy and sports psychology. It is an on-going process where a coach guides or encourages continuous improvement of the individuals effectiveness. Below are some of the industry proven methodologies/processes for benchmarking the success of coaching and mentoring scheme: GROW Model STEER OSKAR Model The GROW Model of Coaching: One of the first performance coaching models developed the GROW model continues to be the most popular. It is a simple yet powerful framework to guide coaching sessions (Dembkowski and Eldridge 2003). Coaches ask a series of questions relating to the persons Goal, their Reality, their Options and their Will. G Goal. The persons goal should be as specific and measurable as possible, enabling the coach to ask: How will you recognize that you have accomplished that goal? What are the anticipations of others? Who else needs to recognize about the plan? How will you notify them? R Reality. The current situation the person is experiencing needs careful analysis. Sometimes, simply by seeing the situation clearly (rather than what was imagined), the resolution becomes obvious. Coaches can ask: What has been stopping you reaching your goal? Do you know anybody who has achieved their goal? What learning they got from them? O Options. Once you know wherever you are and wherever you want to go, the next step is to explore the options you have for getting there. Coaches can question: What can you do as a step one? What else could you do? What would happen if you did nothing? W Will. To change and improve performance, motivation is necessary. The anticipated result from this stage is a assurance to action. The following questions can direct coaches: Where does this goal apt in with your individual significances at the instant? What complications do you assume to meet? How will you overawed them? How committed are you to this goal? What steps are needed to achieve this? The STEER Model The STEER model which is (Spot, Tailor, Explain, Encourage and Review), similar to GROW, is duty concerned with and also has its base in the domain of game. But it varies from GROW model, and from other prototypes, in that it includes the coach signifying how a particular task must be done. S Spot training requirements T Tailor training content to meet the needs of individuals E Explain and determine how the duty would be completed E Encourage the individual however he/she is learning R Review progress during and on completion of learning. Solution-focused Coaching: The OSKAR model As with other models, the OSKAR model is a series of suggested questions to help guide both individual sessions and the overall process. This model makes use of a scale (0-10) so that participants can visualise where they are, where they want to be, and with the support of the coach work out how they could reach where they would like to be on a linear image. This style of questioning is designed to stimulate the coachee/mentee to analyse their own situation for themselves, and articulate how they can change according to their own experiences. O- Outcome What is the objective of this coaching? What do you want to achieve today? S Scaling On a scale of 0-10, with 0 representing the least it has ever remained and 10 the preferred future, where would you put the situation today? Describe your position in life now (lets call it n) whatever organized you ensure to get this far? How would you know you had get to a better situation than you are at now (n+1)? K Know-how and resources What helps you perform at the level you are at now (n on the scale), rather than at the worst it has ever been (0 on the scale)? When does the consequence at present happen for you even a tiny bit? What did you do to make that transpire? How did you do that? A Affirm and action What is already going well? What is the next small step? You are now at the position you just described (n), what would it take to get to a better situation (n+1)? R Review: whats better? What did you do that made the change transpire? What effects have the changes had? What do you think will change next? What changes adopting such a system might have on the organisations culture and knowledge management system CEOs and leadership teams are exciting with the supervision of people in complex organizations. Great leaders construct a philosophy in their businesses that initiatives the effects they want to accomplish. It is the leader of an association who is in the finest position to inspire culture change.   No one person, nevertheless, can change an entire culture. Impelling culture involves obtaining the trust and enhancing the capabilities and motivation of those who follow.   The leader has the potential to create the situation that becomes a powerful source of recognition and commitment for employees (Schein, 1992). The assumptions, beliefs and attitudes that monitor a companys distinguishing way of doing business outline a companys culture. Organizational culture can be a foremost aspect in a companys success or failure over time. Cultural individualities and values may be clear or not so clear.   Occasionally they are the least understandable to those who are drive in within the companys way of doing and observing things.   Also, culture in great associations has sub-cultures which are complex that activate in diverse parts of the corporation.   On an individual level, it is not constantly deceptive to leaders how their own behaviour (or that of their supervisors) teaches, models and emphasises the enterprise culture.    A companys culture affects bottom line financial outcomes and in some scenarios cited as the key factor determining the failure of a merger. In a large-scale survey (Galpin Herndon, 2000, p. 236) 57% of enterprises quoted risk of confrontation to change to their mergers success. 73% quoted leadership as being the aim for the accomplishment of their merger and acquisition 35% cited cultural compatibility as actuality the purpose for the victory of their merger and acquisition.   Other facts (Denison, 1990) advises that assured cultural manifestations, such as mission (a meaningful long-term direction), adaptability (responsiveness to the business environment), consistency (values and systems) and involvement (strong capability/ownership) are ominously related to a companys customer satisfaction, return on investments, sales growth, return on assets and other consequences. Knowledge Management Coaching and Mentoring: You know the value of Knowledge Management. You know that if you can introduce a system of knowledge transfer and re-use, you can help your company reduce costs, risk and rework, and deliver secure business success. You need to implement an approach that enables staff facing a new and unfamiliar problem to find valid, tried and tested knowledge based on long experience, which can help provide solutions. You need to implement Knowledge Management. However implementing Knowledge Management may itself be a new and unfamiliar problem something you have never done before. Where can you find valid, tried and tested knowledge and solutions? Where can you find sound practical advice, which you know is based on long experience? If Knowledge Management is of real business value, then knowledge about Knowledge Management is of even greater value. You need to find mentors: people you can trust and from whom you can learn about implementing Knowledge Management. People who can help you reduce costs, risk and rework, and deliver the secure business success of your Knowledge Management program. Finding a mentor in the current Knowledge Management world is not easy. There are a wealth of consultants out there, and it can be difficult to know which ones can really help you. Cost is not a valid guide you need to look at depth of relevant experience. This experience can be gained through, ongoing coaching and mentoring. Conclusion For coaching and mentoring to make a significant contribution to leadership development requires more mentors and coaches. Many capacity-building efforts that include a coaching and mentoring component fail simply because there are too few good quality local coaches on hand to provide follow up. There is a need to invest in the development of local coaches and mentors. The range of experiences of coaching/mentoring within CSOs highlight various issues and considerations. Whereas the overriding principles remain constant, particular considerations relating to context emerged from ur research. From the earliest stages of designing coaching/mentoring processes, practitioners need to bear these considerations in mind to pre-empt particular issues that may arise. Key Considerations for Coaching and Mentoring: The person has to be committed to change. The person should be able to choose their mentor/coach. All parties should prioritise and plan for coaching/mentoring. They should be seen as a core activities, rather than an add-on. The organisation and manager (if applicable) need to provide support for the process. The organisation needs to allocate sufficient time and funds. Patience is needed especially with difficult leaders and in situations of internal conflict: it is a long-term process. Post-conflict situations throw up particular problems of weak capacity. While enthusiastic, we must also remain realistic about mentoring and coaching. They cannot solve all problems in organisations and leadership. If the wrong person is in post, mentoring may not help; if the person is not committed to improving their own performance, coaching will not add value; if the person wants technical recommendations from outside, mentoring will be frustrating for all. In short, we first need to understand the context clearly, and then work out with the client the most appropriate capacity-building solution.

Plato’s Portrayal of Socrates Essay -- Plato Socrates

Plato’s Portrayal of Socrates The portrayal of Socrates by his student Plato creates one of the most controversial characters of all time. There are few other personalities in history that have drawn criticism and praise from the furthest ends of each spectrum. Socrates has been called the inventor of reason and logic, and at the same time has been condemned as a corruptor and a flake. Perhaps he was all of these. Despite this disagreement, one is a certainty: Socrates had a very interesting and active sense of humor. In order to successfully demonstrate Socrates’ sense of humor, it is necessary to define a few terms. To begin, we must define â€Å"comedy† as it was looked upon in the time of Socrates, Plato, and the Greek playwrights. Greek comedy comes in many different shades depending on both the author and the subject matter. There are two types of comedy that emerge as the most common when dealing with Socrates, slapstick and intellectual humor. Aristophanes uses the former as slapstick fart jokes and the like in Clouds. In an exchange with Socrates, Strepsiades exclaims, â€Å"Yes, I revere you, much honored ones, and wish to fart in response.† (Aristophanes, Clouds, 2931). On the other hand, Plato displays comedy as a more intellectual concept dealing quite a lot with puns and especially politics during Socrates’ trial. Socrates has been found guilty of impiety and corrupting the youth and the penalty of death has been suggested. Socrates uses his opport unity to suggest an alternative punishment and suggests â€Å"to be given [my] meals in the Prytaneum2,† (Plato, Apology of Socrates, 36d3). This ridiculous â€Å"hubristic and boastful†4 proposal can only be taken as comedy because having already been found guilty, Socrates... ...ophical Perspectives, Section 4: Sixth Handout.† Sources Aristophanes. Clouds. Translated by Thomas G. West and Grace Starry West in Four Texts on Socrates. Ithaca: Cornell University Press, 1998. Burkert, Walter. Greek Religion. Cambridge, MA: Harvard University Press, 1985. Euripides. Bacchae. Translated by Paul Woodruff. Cambridge: Hackett Publishing Company, Inc., 1998. Homer. The Iliad. Translated by Robert Fagles. New York: Penguin Books, 1990. Plato. Apology of Socrates. Translated by Thomas G. West and Grace Starry West in Four Texts on Socrates. Ithaca: Cornell University Press, 1998. Plato. Euthyphro. Translated by Thomas G. West and Grace Starry West in Four Texts on Socrates. Ithaca: Cornell University Press, 1998. Sennet, Richard. Flesh and Stone, the Body and the City in Western Civilization. New York: W.W. Norton & Company, 1994.

Ap Us History Chapter 39 Terms

Productivity: Slumped after the economic boom 25 years after WWI Inflation: Fed by rising oil prices and Great Society/Vietnam funding w/o tax increases Vietnamization: Withdrawing 540k troops from South Vietnam, while training Vietnamese to fight Nixon Doctrine: A doctrine that stated that the United States would stay true to all of their existing defense commitments but Asian and other countries would not be able to rely on large bodies of American troops for support in the future. Vietnam moratorium (1969): American â€Å"doves† and antiwar protestor were not satisfied with â€Å"vietnamization† and preferred a prompt withdral.Antiwar protesters did a Vietnam moratorium in October 1969 where 100,000 people went into the Boston Common and 50,000 people went by the white house with lighted candles. My Lai: Deepened disgust w/ war, a village full of innocents was massacred by American troops Cambodia: Nixon ordered troops to help SV to clear out troops in NV and VC majo r base Kent State University : Where Natl Gaurd fired into crowd protesting Cambodian invasion Tonkin Gulf Resolution repeal (1970): The Senate repealed the Tonkin Gulf Resolution that was originally given to Johnson and it restrained spending in the war and it reduced the draft. 6th Amendment: Lowered voting age to 18, pleased youth Daniel Ellsberg: a former American military analyst employed by the RAND Corporation who precipitated a national political controversy in 1971 when he released the Pentagon Papers, a top-secret Pentagon study of government decision-making about the Vietnam War, to The New York Times and other newspapers.Pentagon Papers: Leaked to NYT, Pentagon study over failures of Kennedy/Johnson Henry Kissinger: Natl Security Adviser; met with Nixon in Paris to negotiate end of war, prepared path to Beijing, Moscow China opening (1971): Nixon went to China in Feburary 1972 and improved relations with the U. S. and China. Nixon then used this new relation with China i n order to win trade with the Soviets. Detente: Period of relaxed tension between RU/CHAMB treaty/ SALT I: Anti-ballistic missile treaty which set the limit of two clusters of defensive missiles per nation. Strategic Arms Limitation Talks stopped the numbers of long-range nuclear missiles for 5 years. Earl Warren: Chief Justice during the 1950's and 1960's who used a loose interpretation to expand rights for both African-Americans and those accused of crimes. Liberal Warren Court decisions: The Warren Court refers to the Supreme Court of the United States between 1953 and 1969, when Earl Warren served as Chief Justice.Warren led a liberal majority that used judicial power in dramatic fashion, to the consternation of conservative opponents. The Warren Court expanded civil rights, civil liberties, judicial power, and the federal power in dramatic ways. Griswold v. Connecticut (1965): Supreme Court decision in which the Court ruled that the Constitution implicitly guarantees citizens' right to privacy. Gideon v. Wainwright (1963): Extends to the defendant the right of counsel in all state and federal criminal trials regardless of their ability to pay.Miranda (1966): The court ruled that those subjected to in-custody interrogation be advised of their constitutional right to an attorney and their right to remain silent. Warren E. Berger (1969): Chief Justice that replaced Earl Warren in 1969. The Burger Court was supposed to reverse the liberal rulings of the Warren court, but it produced the most controversial judicial decision in Roe v. Wade which legalized abortion Aid to Families with Dependent Children (AFDC): Federal funds for children in families that fall below state standards of need.In 1996, Congress abolished AFDC, the largest federal cash transfer program, and replaced it with the Temporary Assistance for Needy Families (TANF) block grant Supplemental Security Income (SSI): A program established in 1972 and controlled by the Social Security Administrati on that provides federally funded cash assistance to qualifying elderly and disabled poor. Philadelphia plan (1969): Program established by Richard Nixon to require construction trade unions to work toward hiring more black apprentices.The plan altered Lyndon Johnson's concept of â€Å"affirmative action† to focus on groups rather than individuals. (1009) â€Å"Reverse discrimination†: The assertion that affirmative action programs that require preferential treatment for minorities discriminate against those who have no minority status. Environmental Protection Agency (1970): developments, logging, etc. must take environmental impact into account Occupational Health and Safety Administration (OSHA): the federal regulatory compliance agency that develops, publishes, and enforces guidelines concerning safety in the orkplace Rachel Carson/Silent Spring (1962): She investigated the harmful effects of pesticides, such as DDT, on the environment and other animals. Clean Air and Endangered Species Acts (1970): social, 1970 notable progress reduce auto emissions and cleaning up water and waste sites Nixon's â€Å"southern strategy† : His attempt to woo conservative white voters from the democratic party by promising not to support new civil rights legislation. Sen. George McGovern (1972): George Stanley McGovern (born July 19, 1922) is a historian, author, and former U.S. Representative, U. S. Senator, and the Democratic Party nominee in the 1972 presidential election. Vietnam pullout (1973): In 1973 the U. S. withdrew the 27,000 troops and would reclaim 560 prisoners of war and South Vietnam would receive limited amount of U. S. support. North Vietnam would have troops in South Vietnam and an election was used to determine the future government of South Vietnam. CREEP: Richard Nixon's committee for re-electing the president. Found to have been engaged in a â€Å"dirty tricks† campaign against the democrats in 1972.They raised tens of milli ons of dollars in campaign funds using unethical means. They were involved in the infamous Watergate cover-up. Watergate break-in (June 1972): Led by Liddy and Hunt of the White House plumbers, the Repub. undercover team received approval to wiretap telephones at the Democratic National Committee headquarters in the Watergate apartment complex in Washington. Early one morning, a security guard foiled the break-in to install the bugs, and he arrested James McCord, the security coordinator of CREEP, and several other Liddy and Hunt associates.White House â€Å"plumbers unit†: The White House Plumbers, sometimes simply called the Plumbers, were a covert White House Special Investigations Unit established July 24, 1971 during the presidency of Richard Nixon. Its task was to stop the leaking of classified information to the news media. Its members branched into illegal activities working for the Committee to Re-elect the President, including the Watergate break-in and the ensuing Watergate scandal. Sen. Sam Ervin: He was head of the Senate committee that conducted a long and televised series of hearings in 1973 to 1974.John Dean III: He was a former white house lawyer that testified about the involvement of the top levels of the White House. He talked of the president, the Watergate cover-up and accused the president of violating justice. His claims were later supported by Nixon's tape recordings. Spiro Agnew: Nixon's vice-president resigned and pleaded â€Å"no contest† to charges of tax evasion on payments made to him when he was governor of Maryland. He was replaced by Gerald R. Ford.Gerald Ford: president 1974-77, Nixon's Vice president, only person not voted into the White House, appointed vice president by Nixon: became president after Nixon resigned Archibald Cox: A professor of Harvard law school who also worked with the Department of Labor. He was the appointed Special Prosecutor over the Watergate case. â€Å"Saturday night massacre† (1973): Name given to the series of events in 1973 that included the firing of a special prosecutor investigating Watergate and the resignations of the attorney general and his next in command for refusing to fire the prosecutor.Cambodian bombings (1973): Occurred when President Nixon expanded the Vietnam War into it's neighboring country and attempted to destroy suspected supply lines. Pol Pot: Leader of the Khmer Rouge in Cambodia, who terrorized the people of Cambodia throughout the 1970's War Powers Act (1973): Gave any president the power to go to war under certain circumstances, but required that he could only do so for 90 days before being required to officially bring the matter before Congress. October War (1973): It was a war between the Arabs and Israel.Its motive was for the Arabs to regain the territory lost to Israel in the Six-Day War. Kissinger went to Moscow to restrain the Soviets while Nixon placed America's nuclear forces on alert and gave the Israelis $2 billion dollars worth of war supplies. This helped the Israelis and brought a cease fire. Arab Oil Embargo (1974): After the U. S. backed Israel in its war against Syria and Egypt, which had been trying to regain territory lost in the Six-Day War, the Arab nations imposed an oil embargo, which strictly limited oil in the U. S. and caused a crisis. Energy crisis†: when Carter entered office inflation soared, due to toe the increases in energy prices by OPEC. In the summer of 1979, instability in the Middle East produced a major fuel shortage in the US, and OPEC announced a major price increase. Facing pressure to act, Carter retreated to Camp David, the presidential retreat in the Maryland Mountains. Ten days later, Carter emerged with a speech including a series of proposals for resolving the energy crisis. Alaska pipeline: Built in 1975 along the pipeline to Valdez, it was an above-ground pipe 4 feet in diameter used to pump oil from the vast oil ields of northern Alaska to the tanke r station in Valdez Bay where the oil was put aboard ships for transport to refineries in the continental U. S.. Organization of Petroleum Exporting Countries (OPEC): an economic organization consisting primarily of Arab nations that controls the price of oil and the amount of oil its members produce and sell to other nations. Articles of impeachment: It was passed by the House Judiciary Committee and its key vote came in July 1974 when Nixon was accused of obstruction of justice with Watergate.Other articles talked of Nixon's abuse as president and his contempt for congress. Nixon resignation (August 8, 1974): When Nixon resigned, 3 tapes were released with one of them containing orders for the Watergate Break in and he confessed to his Watergate involvement on television. These events ruined Nixon's creditability and he was able to keep his retirement benefits. Nixon pardon (1974): Within his first month of Presidency, Gerald Ford gave full pardon to Nixon. Which aroused fierce cr iticism, and soon his approval ratings went from 71% to 50%.Helsinki accords (1975): Political and human rights agreement signed in Helsinki, Finland, by the Soviet Union and western European countries. Vietnam defeat (1975): Vietnam collapsed with out American aid as the last Americans were taken out of Vietnam in 1975. It made America look bad in front of other foreign countries and caused America to lose confidence in its military. The War also took a toll on America's economy and its people with $118 billion spent, 56,000 dead, and 300,000 wounded.Title IX (1972): Major civil rights legislation that banned discrimination in education. It appears in this chapter as an example of ineffective policy implementation; unclear goals open to inconsistent interpretation. Equal Rights Amendment (ERA): Proposed the 27th Amendment, calling for equal rights for both sexes. Defeated in the House in 1972. Roe v. Wade (1973): The court legalized abortion by ruling that state laws could not rest rict it during the first three months of pregnancy. Based on 4th Amendment rights of a person to be secure in their persons.Phyllis Schlafly: 1970s; a new right activist that protested the women's rights acts and movements as defying tradition and natural gender division of labor; demonstrated conservative backlash against the 60s Betty Freidan: wrote The Feminine Mystique credited with starting the second wave of woman's liberation movement, question domestic fulfillment, founded NOW National Organization for Women (NOW): Founded in 1966, the National Organization for Women (NOW) called for equal employment opportunity and equal pay for women.NOW also championed the legalization of abortion and passage of an equal rights amendment to the Constitution. Milliken v. Bradley (1974): This Supreme Court decision responded in some ways to the backlash against integration via busing by stating that busing was only legal where schools were deliberately using racist tactics to segregate scho ols. It also said that the goal of Swann was not to create racially balanced schools with certain numbers of each race but to stop wilful segregation. Reverse discrimination†: The assertion that affirmative action programs that require preferential treatment for minorities discriminate against those who have no minority status. Bakke case (1978): saw the Supreme Court barely rule that Allan Bakke had not been admitted into U. C. Davis because the university preferred minority races only and ordered the college to admit Bakke. United States v. Wheeler (1978): -facts: Indian is convicted in tribal court and later charged with same offense from same act (a rape) in federal court. HELD: SCOTUS won't apply double jeopardy bar to litigation, because under the 5th Amendment, it is not the same offense when two SOVEREIGNS prosecute the same person. Jimmy Carter (1976): James Earl â€Å"Jimmy† Carter, Jr. (born October 1, 1924) is an American politician who served as the 39th Pr esident of the United States (1977-1981) and was the recipient of the 2002 Nobel Peace Prize, the only U. S. President to have received the Prize after leaving office. Before he became President, Carter served as a U. S.Naval officer, was a peanut farmer, served two terms as a Georgia State Senator and one as Governor of Georgia (1971-1975) Department of Energy: the federal department responsible for maintaining a national energy policy of the United States â€Å"Human rights†: the basic rights to which all people are entitled as human beings Camp David accords (1978): Peace treaty between Egypt and Israel; hosted by US President Jimmy Carter; caused Egypt to be expelled from the Arab league; created a power vacuum that Saddam hoped to fill; first treaty of its kind between Israel and an Arab state Return of Panama Canal: Carter proposed two treaties that would give ownership and control of the Panama Canal back to Panamanians by the year 2000. The return of the Panama Canal was one of Carter's accomplishments in foreign policy. Mohammed Reza Pahlevi: Shah of Iran who was deposed in 1979 by Islamic fundamentalists (1919-1980) Brezhnev and SALT II negotiations (1979): Carter and Brezhev met in Vienna to sign the SALT agreements which were meant limit the number of lethal strategic weapons in both U. S. and Russia. U. S. conservatives were against the agreement and suspicious against Russia. The conservative stance was strengthened against the agreements when it was discovered that there was a Soviet â€Å"combat brigade† in Cuba.Iranian hostage crisis (1979-1980): On November 4, 1979 anti-American Muslim militants went to the United States' embassy in Teheran and took everyone inside hostage. Their demand was to restore the exiled shah who went to the U. S. for medical treatment. Ayatollah Ruholla Khomeini: Islamic religious leader who led a revolution to overthrow Iran's government in 1979; he ruled the country for the next ten years on a strongl y anti-American platform Afghanistan invasion and Olympic boycott (1980): The 1980 Summer Olympics boycott of the Moscow Olympics was a part of a package of actions initiated by the United States to protest the Soviet war in Afghanistan. [1] It preceded the 1984 Summer Olympics boycott carried out by the Soviet Union and other Communist friendly countries.

Problems of bringing up children

The problem of bringing up children has always existed In every human community; it will exist as long as there are children: for mankind it is eternal. While bringing up children, parents, teachers, trainers, educators, mentors, tutors, grandparents, uncles, aunts, elder brothers and sisters, camp counsellors, nannies, headteachers and other school authorities, governesses, nurses, coaches, supervisors, etc. usually face a lot of problems, such as misbehaviour, disobedience, com/early-childhood-four-types-of-aggression/">aggression, rudeness, disrespect, naughtiness, deceit, arrogance, Impudence, mpertinence and dishonesty.When grown-ups fail to cope with these problems successfully, they usually label children â€Å"difficult†. Often It Is the result of their own wrong, Improper behaviour or Ill, inadequate treatment of children. It is generally acknowledged that children tend to copy grown-ups. And if a grown-up is rude, irritable, impatient, intolerant, aggressive, shouts all the time, etc. a child Is most likely to be the same. For an III- mannered grown-up can hardly expect a child to have good manners with his or her own example constantly in sight.Anne Shirley*, for example, Is rude and disrespectful with Marilla's neighbour and friend, but it is partly the ladys own fault. She was inconsiderate enough to call the girl's red hair â€Å"carrots†, which humiliated Anne greatly. So if you want a child to be polite and respectful to you, you should also respect his or her feelings. Children are often accused of lying. They are apt to lie, that's true. But sometimes children are pushed into lying by adults themselves. Children want to come up to their expectations. to please them. ot to disappoint them, or they may simply be afraid to ell the truth: lest they should be scolded, told off, reprimanded, rebuked, reproached, punished in one way or another (get a beating, be deprived of something they like, etc. ). † Adults may also expect chi ldren to be evil, wicked, naughty and disobedient, capable of doing only harm and damage, committing misdeeds, sometimes overlooking their own faults and shortcomings. When Marilla, for example, falls to find her brooch, the first thing that comes to her mind Is that Anne Shirley has stolen it.It doesnt strike her that she could have lost it, put it in a ifferent place, or somebody else could have taken it. She blames the girl Immediately. without giving It a second thought. Marilla shuts the girl up in her room till the latter confesses. Not knowing anything about the brooch, compelled to tell a lie, Anne invents a story of taking the brooch and eventually losing it. The truth comes out only when Matthew Cuthbert, Marilla's brother, accidentally finds the brooch. Children are often persuaded through fear, fear of punishment, fear of forfeiting something nice and pleasant.Compelled respect also implies fear and is not real. Just as one cannot be made to love, one cannot be made to r espect. When children are compelled to respect and obey somebody rather imposing, they usually do it only in his or her presence and hate, despise them and hold them in contempt behind their backs. And that's quite natural, Isnt it? For real, genuine respect can only be won: one is to be respected in one's own right, that is for one's own virtues, merits and achievements, not because of one's position, rank or status. No wonder affectionate and caring towards her.He buys a beautiful dress for the girl to wear at Christmas ball. On the whole, the problem of the difficult child arises when the psychological atmosphere in which a child is being brought up is not friendly, but hostile to him or her, or when a child doesn't get enough love, attention, care, affection, reassurance, and praise. When grown-ups are inconsistent in their requirements and demands, go back on their word, etc. , when a child is over- criticised, not trusted, the results are similar. To conclude, one may say that there are no difficult children, but Just misguided adults who can't find a way with them.However, there are such cases when a child misbehaves due to organic and other pathologies and diseases. Then a doctor, a psychologist should be consulted. * Anne Shirley is a girl of eleven raised in an orphanage. She is accidentally sent to Miss Marilla Buthbert and Mr. Matthew Cuthbert, middle-aged sister and brother living together at Green Gables, a farm in Avonlea, who have originally requested a boy as a helper on their farm. ** For forms of punishment see â€Å"The Lumber Room† by H. H. Munro. bringing up child Children ‘s has their own world. Understanding their needs and addressing the ame,is important.Some of the tips below may help you to upbring your child . 1. Allow the children's to choose the food items, dress items, playing things. Imagine you boss wants you to do something, which you do not want to do. You cannot neglect. Either you will do or you try to convince him. If you can't able to convince him , you have to carryout his instructions. Same way you treat you child. But don't forget , if you explain the child about the consequences , when she or he in normal , it will give fruitfull effect. So, don't try to push your thinking on them. 2. Allow them o ask no of questions.You will accept that, by asking questions your IQ grows. Don't shout on them , when they ask unwanted questions also. Try to explain as much you can. This will increase confidence level in children's. Not only that, it provoke positive approach towards parents to child. This will help you when they grow . 3. Teach the things as it is. Wherever you take the child , you try to explain the child , the surrounding things as it is. Whether it is technical or non technical or simple things. Don't try to be too smart by explaining the simple thing in a complicated way.By doing so, your child memory will sharpen and your energy will not get exhausted. ln future they will able t o mean it what you said. 4. Try not to teach them. Mean's change your bad habits and attitude towards anything inorder to cultivate good habit in children's. Because upto five years the child try to learn activities from mother and father. Either the style of talking or walking or other habits. 5. Totally avoid punishments. Make them understand in their own way. Being harsh, we are hardening the child's mind. This will make the child's life miserable in future.