Gandhi's Views on Nonviolence VS Martin Luther King's Views on Essay

Gandhi's Views on Nonviolence VS Martin Luther King's Views on Nonviolence - Essay Example While Martin Luther King considers nonviolence as the fundamental code of life in all situations irrespective of the complexity of the circumstances, Mahatma Gandhi believed in a balance between violence and nonviolence to attain a holistic control over both the external and the internal factors influencing one’s life. This paper draws a comparison between the views of Martin Luther King and Mahatma Gandhi regarding nonviolence. Martin Luther King thought of the society as one unit in which if one is affected by the violence in some way, its consequences are borne by all people in the society indirectly. Therefore, the first and the foremost responsibility of every citizen is to feel this sense of belongingness and concernedness when somebody experiences violence. Martin Luther King believed that a nonviolent campaign basically consists of four steps; determination of the existence of injustice by collection of facts, dialogue, self-purification, and lastly, the direct action. None of these steps imparts the need for one to be violent in one’s attempt to eradicate violence from the society and spread peace. Even the â€Å"direct action† which apparently seems to be a little rough approach towards the resolution of the matter is not-so-rough in the real sense, as it is also nonviolent. Examples of the nonviolent direct action are marches and sit-ins. The only purpose of these nonviolent direct actions is to convince the other party to conduct dialogue and negotiations with the concerned party to ease the tension. While negotiation is a fairly effective way of reducing tension between two or more parties, the results are not always very objective and solid because of the non-seriousness of some people in the concerned groups. Unlike Martin Luther King, Gandhi has considered violence not only a useful but also compulsory way of attaining control over the external factors. â€Å"Violence is needed for the protection of things external,

The Top-Down Theory Of Policy Implementation Essay Example for Free

The Top-Down Theory Of Policy Implementation Essay There are three well-defined theories on the implementation of policies.   One of these is the top-down school of thought, led by Van Meter and Van Horn (1975), Nakamura and Smallwood (1980) and Mazmanian and Sabatier (1983), which describes the act of putting policies into action as a hierarchical operation of a centrally-defined policy plan.   Unlike the bottom-up theory of policy implementation (Hjern and Hull, 1982) which is motivated by daily problem-solving tactics, the top-down theory focuses on the capacity of the decision makers to generate clear and definite policy goals and management strategies during policy implementation. The theory is based on the premise that a motion has been formulated by a decision-making body or central council.   The tenet of this theory is that there is a direct correlation between a policy and an actual outcome, and in turn, take no consideration of the effect of implementers on the actual delivery of the policy.   This rigid approach perceives the theory in a simple straightforward formula wherein the policy is the input itself and the implementation as the actual output.    In addition, the employment of a chain of command in the top-down theory creates an impression that this school of thought is a â€Å"governing elite phenomenon.†Ã‚   Thus, the idea of implementation actually means that bureaucratic measures are to be launched to guarantee that the policies will be perfectly carried out.   Such setting will require a reliable amount of resources, since the theory acts on a command-level basis.   Several agencies will be necessary for the monitoring and implementation of policies, making sure that the goals per level are accomplished to the exact detail and expectation. There are a number of variables that influence policy implementation using the top-down approach—1) the policy objectives should be clear and consistent, 2) the program is based on a legitimate causal theory, 3) the implementing personnel or officials are committed to the objectives of the program, and 4) the implementation program is properly configured. The theory seems to be strong and reliable, but knowing the principle behind the top-down theory, this will entail a huge network of personnel that will individually work out their assignments at their respective control level.   The precise functioning of such hierarchical structure is therefore very difficult to actually execute unless the program heads or leaders are extremely driven to see the ultimate results of their policy implementation. Another shortcoming of the top-down theory involves the characteristic that the policy goals can not be changed.   This setting requires that a policy and its goals can only be modified after a consensus is reached by the governing body.   However, before a consensus is achieved, several evaluations and reassessments are necessary, in order to convince the majority of the governing body that a change is necessary and justifiable.   Therefore, a successful strategy for policy implementation should involve a meticulous, cautious and rigorous program design that will withstand problems relating to the implementation of a policy through a sequence of authority. References Hjern, B. and Hull, C. (1982). Implementation Research as Empirical Constitutionalism. Eur. J. Polit. Res.   10(2):105-116. Mazmanian, D. and Sabatier, P. (1983):   Implementation and Public Policy. Glenview: Scott. Nakamura, R. and Smallwood, F (1980): The Politics of Policy Implementation. New York: St.Martin’s Press. Van Meter, D., and Van Horn, C. (1975):   The Policy Implementation Process. A Conceptual Framework. Administration and Society   6:445-488.

Predators And Ecosystem Management :: essays research papers fc

Predators and Ecosystem Management Natural Resources Management   Ã‚  Ã‚  Ã‚  Ã‚  Predators have an everlasting effect on different kinds of ecosystems. They influence there ecosystems by controlling the abundance of lower species certain habitats. In this article, â€Å"Predators and Ecosystem Management† by (James A. Estes). He explains results of case studies that indicate important ecological roles for predators in a huge coastal ecosystem. The main challenge in this article is to determine if there are recurrent patterns else where in nature and to also understand when and where they occur.   Ã‚  Ã‚  Ã‚  Ã‚  The author gives his perspective on predators and the coastal ecosystems by giving us a living example, the sea otter and the kelp forests. The relation between the sea otters and the kelp-forests was provided because of a accident of history, the over-exploitation of sea otters in the Pacific maritime fur trade. The study compared areas where sea otters were abundant with nearby areas to area's where they're almost extinct. By doing this comparison of the sea otters coastal system it was possible to gain much insight into the sea otter ecological role in kelp-forest ecosystem. Over the years it's been possible for us to observe the kelp-forest ecosystem over-time, thanks to the massive growth of the sea otters population we observed the change from otter- free to otter-dominated.   Ã‚  Ã‚  Ã‚  Ã‚  This article relates to many aspects of our textbook. On page 89 in chapter 5 the text explains what an ecosystem is, defined by the book, it's a community of species interacting with one another where there is a non-living environment. In this case the otter and kelp-forests ecosystems a coastal ecosystem. As mentioned in the book, the food chain is involved in the sequence of events with the organism that are the source of the food. In a survey of coastal habitats in many areas of the North Pacific Ocean have revealed that kelp forests usually are extensively deforested where sea otters are absent whereas this condition is rare where occur ( Estes and Duggins 1995).   Ã‚  Ã‚  Ã‚  Ã‚  All ecosystem management has recently emerged as the main way of

Review of Related Literature Essay

Assessment and evaluation of the availability of Information and Communication Technology (ICT) resources and how well these are being utilized in secondary school among pre-service teachers will be stressed in this research. This chapter will review the literature associated with the accessibility and integration of ICT resources in the teaching and learning process. To serve the purpose of learning from this research, the chapter will commence with examining different ICT resources available and to what extent are they used in teaching and learning Science. It will then highlight the roles and benefits of ICT integration among pre-service teachers and then finally emphasize potential factors hindering the utilization of existing ICTs in secondary schools. Information and communication technology (ICT) has become an integral part in the context of education in most developing countries. Since the evolution of ICT, giving and receiving information or lesson content have not remained the same. In the time past and now, nearly everybody in the industrialized countries of the world has gained access to the use of ICT. The provision of computers, radio, ancillary equipment, audio tapes and audio-visual tapes, microfilms for online learning in schools are not new to citizens of such countries (Jegede, 2013). Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning (Kontkanen et. al, 2014). Consequently, a great deal of researchers has been carried out to help to advance the pedagogical knowledge and application of ICT in education. These studies focus on the importance of future t eachers’ understanding, not only about how to use ICT but also about the specific knowledge involved in the pedagogical use of ICT, and the full comprehension of the impact of technology on learning processes. Integrating ICT in Science has been most often utilized in teaching where students learn best if they have accessibility to view and/or hear a certain lesson through the audio-visual presentation. Bitok (2014), grouped the applications of ICT into two where the first group is applications that were used generally in all subjects like word-processing, searching for information, communication using e-mails, and multimedia presentations. In the second group, applications are adapted or developed to be used in science teaching. It involves imaging systems in microscopy, virtual dissections, simulations, virtual laboratory, and real laboratory exercises with data acquisition systems. One of the challenges encountered by pre-service teachers in science is selecting and integrating instructional materials for teaching. At the turn of the 21st century, technology grew and expanded at an even faster rate. Teachers of today are expected to know how to navigate around these technology changes i n improving teaching and make learning more effective. According to Bitok (2014), knowing how to relate the potential of ICT to complement the role of a teacher in the teaching and learning process is the real challenge for educators. It can be considered how the role of a teacher in an ICT-equipped classroom is being dreaded. Lack of chances of developing professionally in the use of modern ICT will make teachers feel under threat. This implies that a teacher is significant through the willingness to develop in this way. Mavellas (2017), in their research paper titled â€Å"Assessment Of The Availability And Utilization Of ICTs For Teaching And Learning In Secondary Schools – Case Of A High School In Kwekwe, Zimbabwe† revealed that there are unavailability and inadequacy of ICTs required for training. The available ICTs are not being utilized to its highest extent that made it a factor affecting or hindering the use of available resources in schools. In Chile, an international study was conducted in the Initial Teacher Tra ining about the availability and use of ICT that was developed since late 2008. It provides required vision, experience, and skills for enabling future teachers to integrate ICT into their professional practices in primary and secondary education levels (Brun & Hinostroza, 2014). The Philippines is a developing country in Southeast Asia whose educational system shares many of the same problems and limitations as those of its fellow developing nations. Some provincial schools lack chairs and tables, blackboards, and laboratory equipment. Some do not have electricity and water. The role of ICT in education is deemed vital but there are factors that hinder the effective integration of ICT which includes the scarcity of ICT resources, such as the limited number of computers and the unavailability of Internet services (Dela Rosa, 2016). Despite these conditions, the Philippines along with other countries in Asia, are generally interested in ICT hoping that their educational systems reap the pedagogical benefits associated with it. There are arguments that have been still debated until today about the implications and impacts of technology to the society whether it is useful or not. Shan Fu (2013), cited the implications of ICT in education and how ICT integration is beneficial. It has been found to assist students in accessing digital information efficiently and effectively. Students have more access to acquiring knowledge and comprehension in different concepts when they are engaged in the application of ICT. They create new knowledge out of what they have learned through accessing, selecting, organizing, and interpreting information and data which leads to producing a creative environment. ICT also enables students to work collaboratively in a distance-learning environment such as teleconferencing. The teaching and learning quality will also improve through the use of ICT in which there are more opportunities to develop critical higher order thinking skills. Researchers have demonstrated that using some ICT tools benefits students better than relying on traditional methods, for example, Alharbi (2014), conducted a study aimed to investigate the advantages and disadvantages of using ICT in the classroom for teachers and students in selected subjects in the curriculum. The research has shown that if students are less able in ICT use, then they will be less likely to fully appreciate or achieve the benefits offered by it through teaching and learning. In addition, the viewpoints of students towards the use of ICT in the learning process are regarded as the main driver to increase their motivation towards learning.

Orientation Training Essay

Blanchard & Thacker (2010) describe how orientation can be described as the type of activities that an individuals or organization may seem most interested in and can give most attention. Orientation training can be described as training designed for newly hired employees to allow them to understanding the organizations operations. Also, orientation training give new employee’s opportunities to learn polices and procedures for making decision and activities of various units are coordinated. Orientation training can being with the socialization process with new employees and help the employee learn information about the organization and the values of the organization (Blanchard & Thacker, 2010). Orientations can be short or have longer approach dew to the kind of organizations the employees will be working for. The value of orientation training can with the how the learning theory prospective can be based on previous learning. New information can be interpret and understand in the context that is already know. Blanchard & Thacker (2010) show how successful organization can recognize the need for providing new employees with orientation training. They also view how new employees can use the organization and the first entry into the organization and whit will coming next tin the upcoming days in the organizations. The first view of the organization can be a lasting one and can important for organization to have good imaged an impression to chance the effectiveness the organization and new employees (Blanchard & Thacker, 2010). Another value of orientation training can be how employees who attend orientation training can be flexible to accepting the organizations goals and values. Orientations training can be effective with the use of the guidance that is provided to employees regarding manage ment expectations. Also orientations can be effective in reducing anxiety, reducing role ambiguity. In addition reducing turnover, improving job performance, providing high levels of commitment and can show the effective and efficient of the organizations (Blanchard & Thacker, 2010). In conclusion, orientation training is designed for new employees to allow them to understanding the organizations operations. Orientation training gives new employee’s opportunities to learn polices and procedures for making decision in the new organizations. Orientations training can be effective with the use of the guidance that it helps to provide to new employees regarding management expectations. References: Blanchard, N. P., & Thacker, J. (2010). Effective Training, System, Strategies and Practices (Custom 4th ed.). Upper Saddle River, NJ: Prentice Hall.