Industrial Relations an Example of the Topic Career by

Industrial Relations by Expert Jayjay1 | 21 Dec 2016 Mining industry in Australia attracts a lot of attention for it is a chief contributor to the Australian economy and also the worlds leading foreign investor. The mining industry was characterized by quarrels and bargains at the place of work. The local workers unions were considered important for implementing or enforcing the plans and arrangements of the place of work. The working place act, later provided for collective agreement without the involvement of the unions. The sartorial wage differences and working conditions was a source of dispute in the mining industry. For example coal sector workers enjoyed better and higher working conditions and pay respectively, compared to those working in the metalliferous sector. Need essay sample on "Industrial Relations" topic? We will write a custom essay sample specifically for you Proceed Cost benefit analysis helps a business sort out whether a certain idea is worth implementing or not. After obtaining a business idea from whichever source, one should take it through an evaluation process to find out whether the benefits match with implementation cost. Implementation cost may either be in terms of money and time. Involvement of the management is very important since, the whole management team sits in a discussion, calculating the differences between the cost and benefits to be obtained after implementing the idea. If the cost supercedes the benefits then the whole team will unanimously agree on the unworthiness of implementing such an idea. This will make sure that the management which is the key decision maker is wholly involved for the sake of embracing order in the company. Again the involvement of management team will help ensure thorough analysis of the idea, and also shift the blame from an inpidual incase the idea fails. The industry will be saving from the ri sks of implementing one persons idea which increases the industrys risk of incurring loss. Generally the government is responsible for formulating new industrial relations. After the formulation, it is then presented to the industry. In the mining industry the human resource Manager is responsible of interpreting and explaining it to the employees. The chief executives involvement is important since he represent the board of directors. The general managers and the managers should be involved since they are directly in touch with the employees. The external company should also be involved to represent the employees from such a company. ((Kazuo, 1994). BODY It was found that, the mining industry lacked standard working hours. The working place act provided for eight hours as the standard working hours per day, demanding for a pay of any overtime with a penalty. The working place act has improved the workers healthy, since it has relieved the workers of disorders like cold and flu that are affecting their performance as well. Abolition of trade unions has reduced the Quarrels between the mining sectors since there is equal representation of all sectors workers. Performance gap exists, when there is difference between the work done and the performance expectations. Otherwise the work done is below the expected standards. Some performance gaps are not easily identified. A good example is those that are measured with emotions or feelings. For example if a customer is not satisfied, it is difficult to know. However there are secondary indications of dissatisfaction. For example the customer may not come back or recommend your goods and services to other potential customers .In the same way, it is difficult for a manager or director to know if his/her workers are satisfied or happy about the working conditions or not. But a manager can always know through the employees responsive behaviours like reporting late to work, working perfectly or poor interaction with the other employees. In cases where there is break down of the negotiation between two parties, the involvement of human resource manager is of great help. When there Is breakdown on negotiating the new strategies an arbitrator should be present to bring the two parties together, that is the employer and the employees. Enough psychological preparation is needed, especially on the side of employees. Notice should be given early in advance, so that the employees prepare adequately for the discussion. Communication should be achieved by the implementation of the new strategies. Explanation should be offered on why negotiating is important than any other method. Clearly the issues of new strategies or policies implementation should be revisited incase the differences originate from misunderstanding. In case the problem is arising from the employees side then, a day should be appointed on which to address the problems. Thoughout discussion should be encouraged. The arbitrator should be fair to both sides but no falling on one side. An agreement should be arrived on, but an understanding between the two parties should be achieved then a monitoring strategy should be developed after the settlement. (Kazuo, 1994) Human resource manager has a responsibility of implementing new strategies in the industry. Management of intellectuals can only be effective if there is leveling of their human resources like skills and knwoledge. The human resource manager ensures that there are proper relations existing between the high ranked personnels and those in the low ranks. The other important relationship taken care by the human resource manager is the relationship between the employer and the employees. The role of human resource manager also being management of programs which are formulated to ensure using and re-using of employees knowledge, he should be able to explain new strategies to the general managers and managers who in return interpret it to the lower ranked employees. The employees response should be collected in the same procedure. The resource manager then forwards the employees response to the employer. In cases where the employees in non-contract work force want to negotiate a better working conditions, they would sit down discuss what kind of conditions they prefer among themselves, then they would call for a meeting with the managers and air their grievances to him, then the manager presents their grievances to the general managers after which it is presented to the human resource manager who later discusses it with the board of directors, and then the feedback is taken back to the non-contract employees through the same procedures. In both cases the human resource manager is very useful in building up good relationship between the employees and employers which is very important for creation of conducive working environment, necessary for high performance. (Enright, 2001) Being a responsibility of the human resource manager to evaluate workability of the organizations industrial relation plans, there are several techniques he would employ. He would carry out a research among the workers, each and every worker to fill in a questionnaire about how she/he feels about the industrial relations in their working place. A research can also be carried from the external parties who include the customers and on lookers. Then the human resource manager should compare both answers from the feelings of the workers and those of the onlookers then draw a conclusion. He can also have a round table discussion with the workers to find out from then. Lastly the human resource manager can evaluate from the workers attitude, measured from their responsible behaviours like reporting late or early to work or having a low standard performance. As a CEO in my organization I would convince alienated workers within the heavily unionized sector to cooperate to improve productivity for the sake of the company and other workers though several ways; to start with I will have a meeting with them to discuss the benefits to cooperating and working hard. I will show them how working hard would increase the company productivity and how they can a salary rise if the companies productivity goes high. I would also introduce a pay based on inpidual performance and increase motivations. I would also introduce a collective agreement policy which will jeopardize the importance of the unions. Enforcement of implementing of issues or plans through unions was found to cause pisions amongst the sectors, and also causing latency among some workers not found in the unions. In order in acquired friend and equal working environment only one working union should exist in the whole industry. All workers are also encouraged to join the union for equal representation and uniformity in the working place. Workers health has been affected by overworking long working hours has cause deterioration of the workers health. It has weakened their bodies making them vulnerable to other small disorders like he headaches and cold. This has been noted to affect the workers performance. Workers are also not secure or safe since they work till late night and also mining industry is very risky. The surrounding or the environment is also not friendly for it is full of dangerous and toxic objects and particles. The working hours are standardized and overtime should be paid to any overtime. Protective devices should be issued to the workers and a health insurance cover should be offered to all workers. All communications should flow from the highest ranked to the lowest ranked employees. It is the role of the senior management to communicate effectively through meetings. Holding meetings with all employees should be conducted in case the management has something to communicate to the employees. It has been found that there is poor information flow or delivery when a long procedure is used, there might be poor interpretation and presentation of information by the middle men. Periodic meetings between the employees and senior management will facilitate communication and break the communication barriers. Disputes among employees are addressed by the top senior management. (Karen, 2003). Promotion is based on performance, not on years of service as it is the case with other many industries. This will encourage workers to strive for the highest performance inorder to obtain promotion. Motivation in form of pay increase depends on how well an employee performs. Employees will end up fighting for the salary rise. In case employees want to present their grievances to their employer, may it be poor working conditions or salary raise, they are required to sit with their inpidual manager, discuss their grievances, if it is found meaningful to be addressed, it is then forwarded to the general managers and then to the directing board for further discussion. The issues or grievances should be further discussed by the directors board, then the feedback should be discussed collectively by the CEO with the workers. During the discussion, the CEO will respond to the workers grievances, what they can do and what they are unable and how. The workers can at the same time respond by asking questions to the CEO. What they agree then will be passed and documented. After negotiating and agreeing on an issue it should be put into records and stamped for future and continuous references. Follow up actions should be based to what the agreement says. Strikes should not be part of the follow up methods, but meetings to refresh and re-define their agreements. Once something has been agreed on then both parties should adhere to it without failure. Policies are important in an industrial setting to ensure harmony and conducive working conditions since every issue touching either the employer or employee is defined on how to be approached. These policies are written down, interpreted by human resource manager and other senior management personnel to the other employees. Each and every worker should posses a copy of the relation policies. In conclusion relation policies are important for ensure that all the issues in relation with working conditions are formally addressed which is very crucial for the industrys smooth running. It also ensures performance of all the employees and as return high productivity. References Enright, J., Roberts, H., Australian Journal of Management. 2001. Karen, A., Recent Germany Research on Japanese Labour and Economic Institution. Social Science Japan Journal. Vol 6 No. 1. 97 100. 2003 Kazuo, S., Unions as Social Institutions in Democratic Market Economies. International Labour Review. Vol 133 No 4: 511 522. 1994. Ying Zhu, International Labour Law Review vol. 134, 1995.

Advantages of Attending an All-Boys School

Advantages of Attending an All-Boys School Every parent wants his child to succeed, and sometimes we need to think outside the box to find the perfect path to that success. That path may be one that requires the family to look outside of the traditional public school realm to find an ideal learning environment where a child can succeed. For some boys, a traditional classroom model can provide distractions and create unnecessary challenges as they are learning. That is why some families have chosen to enroll their sons in private all boys schools as opposed to the more traditional coed school. I can think of three advantages of a boys school which you ought to consider: 1. The Freedom to Be Himself Boys often thrive in a single sex academic setting for many reasons, ranging from academics to athletics and even social environments. With no girls to impress, boys can get on with being themselves. Conformity gives way to individuality, and boys are expected to fill all the roles on campus. There are no gender stereotypes at a single sex school, allowing the boys to feel free to explore subjects like languages and the arts without fear of ridicule. Even sexual stereotypes tend to fade into the background; youd be surprised that macho posturing can even yield to sensitive dialog. 2. Boys and Girls are NOT the Same When I attended Westmount High School back in the 1950s, single sex classes were the order of the day. Well, for most of the day. Our home rooms were segregated. Certain classes were not. We were joined by the girls for certain subjects with low enrollments like trigonometry. Orchestra and band were integrated classes, but physical education was not. I had many friends who attended boys or girls schools. Looking back I wonder what all the fuss is about. Why? Because it seems pretty obvious to me that boys and girls are quite different people. Educating boys and girls in single sex settings is not an assault on equal rights. It is an opportunity which ultimately will enhance equality by allowing boys and girls to develop their own unique characters. For example, take boys and the arts. America has traditionally been a sports dominated society. Boys are taught to be jocks from birth. Sports equate with manliness. In addition, American sports teaches boys that you must win at all costs. Boys learn that message, then go on to apply it in their adult lives, many times with disastrous results. The divide between jocks and geeks grows as children reach adolescence. A boy who wants to play the violin or be a painter runs counter to what society expects him to be doing. And I certainly can remember being called a sissy because I was a serious musician from childhood. Being artistic was considered unmanly. Then and now. If you are not a jock, you are a geek. In American coed schools jocks and geeks dont mix. You are labeled as one or the other. 3. Different Learning Styles Science has proven that each gender learns in a different manner, accelerating at different rates of learning with varying ability to process information being presented. Teachers have mastered techniques that are tailored to meet the needs of each gender, and a single sex school allows for those techniques to be used to their fullest potential.   4. More than just an opportunity, but an expectation to try new things A single sex school allows boys to explore subjects and activities that they may never have considered at a coed school. Boys are expected to fill all the roles within the school, from class officers and student leaders to actors and artists, there is no room for gender stereotypes in an all boys school. One area that some boys may feel hesitant to explore includes the arts. Visual art, drama and music are instead made available to students, without fear of judgement from their peers. A boys school develops a boys uniqueness and his individuality. Teachers in a boys school can teach effectively in ways which reach boys and appeal to their learning style. Visit a boys school. Talk to graduates and current students. Find out more about the advantages of attending a boys school. Its a terrific choice for many young men. Resources Boys In SchoolBoys SchoolsNASSPE(National Association of Single Sex Public Education)Where The Boys AreWhy an All Boys School?

To what extent was there a step change in Britains relationship with Essay

To what extent was there a step change in Britains relationship with the EU in 1997 - Essay Example Unfortunately, half a century later, the EU term does not consist of all European states. The EU is a supranational organisation, this means that it is made up of other countries. Countries that choose to become members make a major sacrifice to forego some of their national sovereignty in order to agree on social, political and economic policies which are of common interest.2 At this juncture it would be prudent to note that the EU is more superior to its member states. This is evidenced by the member states’ laws and national policies which are equally bound by the EU institutions and regulations. Ironically though, the theoretical basis for the EU was provided by the then British Conservative Prime Minister Winston Churchill yet it is them who have lagged behind in actualising European integration3. Due to the country’s historical, traditional and institutional background, it has found it extremely difficult to link both its domestic and European policies. Since time in memorial, Britain was never keen on intergrating with other countries in Europe. It always isolated itself and even in the 1950s while other European countries such as Italy, France and Germany, joined into a single market in coal and steel, which was then termed the Common Market. This is the modern day European Union (EU). Britain however succumbed to the insurmountable pressure and eventually joined, this was in 1973. Their decision to join was however due to being forced by circumstances. Europe seemed to be where the money was and not being a part of it was tantamount to cutting your nose to spite your face. The British are still yet to change their mentality over their inclusion in the EU, they view it as a marriage of convinience, as it helps them in carrying out their transactions. The Thatcher government for instance was opposed to the rapid integration of the European markets. She was also

CA BUDGET ANALYSIS PAPER Essay Example | Topics and Well Written Essays - 750 words

CA BUDGET ANALYSIS PAPER - Essay Example However, following the 2007 – 2009 global recession that affected all economies including the United States, the education funding programs were slightly affected. For instance, some schools in different states are getting to the New Year with less state funding that it used to be in other years. Most of the sectors are worried with the declining trend in education funding programs (Oliff, Mai, and Palacios 01). There are claims that as the state and nation need new skills to master and adopt new and complex technologies to help in curbing the complex economy, the government shows a decline in state educational investment. Naturally, lack or decline in funding most of the known state funded programs usually leads to gap in running and managing such programs; thus, threatening poor quality in services produced and rendered in such programs. Challenges Facing California on State Funded Programs Following the recession and global economic crisis, nearly all states’ funded programs are affected in one way or the other. In the case of California, the education has since received less funding per student compared to other years (A Parent's Guide to Charter School Funding Challenges 01). These changes in the amount of fund per student affect the education services in the affected school. These effects are feared that may interfere with quality of education in California. Additionally, the changes in funding from states make schools to spend on large facility budgets towards chartering schools. Notably, it is these charters that now pay bills accrued by school including rents. These challenges in the state funded programs cause uncertainty in management that may largely interview with quality of services offered in such programs. Pros and Cons of State Funded Programs The most dangerous part of the state funded programs is that such programs usually operate at the mercies of the state budget. In cases where the state gets broke such programs are usually a ffected and the same usually leads to changes in services delivery in such programs (Leachman and Ma 01). Notably, changes in the service delivery may affect the quality offered following the changes. For instance, following the reduction of the funds remitted to the schools, schools have reacted by reducing numbers of teacher so they may adjust to their budget. It should be noted that as the number of teachers changes, the numbers of students usually remain constant or increases; therefore, burdening the remaining teachers. Few teachers working on many students or pupils will usually lead to poor quality of service delivery. Nonetheless, the state funded programs are usually monitored closely by the funding organ; therefore, such funding usually lead to quality service delivery. Additionally, funding state programs usually easy or reduces burden on other stakeholders. For instance, funding education programs will reduce burden on parents especially those who are unable to pay for t heir children’s education comfortably. Effects of Funding or Not Funding State Funded Programs If state programs are not funded; for instance, if the education is not funded, both the parents and pupils will be affected; however, pupils will be affected immensely since these funded services are directly related to them. As had been mentioned, if education id not funded fully or completely, the affected schools will opt to reducing the number of staff and this will impact greatly on

Critical Evaluation Of The Three Approaches To IHR Essay

Critical Evaluation Of The Three Approaches To IHR - Essay Example Thus, â€Å"globalization is a process of interaction and integration among the companies as well as the people of different nations, a process which is mainly process driven by international trade and investment for the benefit of the investor as well as the host country† (Herbig 2008, p.6). Thus, in a way the globalisation from the last decade of the 20th century has optimized the opportunities for the companies, particularly the Multinational Companies (MNCs) to enter foreign countries, give employment to the local population as well as sell their products or services at competitive prices. In addition, firms cannot keep on operating in a saturated home market to achieve success. They have to break geographical boundaries as well as their economical limits to tap those opportunities in the foreign markets or countries, by following the process of internationalisation. Thus, internationalisation is a happening concept which is being used by many firms to expand their reach g lobally. â€Å"As the global economy expands, as more products and services compete on a global basis and as more and more firms operate outside their countries of origin, the impact on various business functions becomes more pronounced† (Briscoe and Schuler 2004, p. 20).... ing, researching, applying and revising all human resource activities in their internal and external contexts as they impact the process of managing human resources in enterprises throughout the global environment† (Briscoe and Schuler 2004, p. 20). When this management of human resources or employees in the international context is focused, it can be categorized into three approaches: cross-cultural management; comparative human resource management; and multinational perspective in human resource management. The first approach of cross-cultural management focuses on understanding the cultural differences and similarities that may exist between the entering firm or the home country and the local employees or the host country. Each country will have distinct and unique cultural traditions, and so the employees will also imbue it in them and exhibit during the organizational processes. Thus, these cross-cultures of the firms as well as employees have to be managed under the auspi ces of IHRM approach of cross-cultural management. As Cieri, Fenwick and Hutchings (2005, p.588) states, cross-cultural management focuses on â€Å"identifying the likely impact of cross-culturally similar and different human behaviour on the functional elements of HRM, including recruitment and selection, training and development, performance management and reward management.† Even before the foreign firms enter new countries, the employees in those firms will not be all similar, as they could come from different background. Those employees could have been made into a unit through the formation of common organizational culture and other strategies. When these firms with their employees enter new countries, it will be more challenging for them. Most of the countries around the world will have

Relationship Between Motivational Beliefs and Education

Relationship Between Motivational Beliefs and Education Background to Research Adequately meeting the varying needs of an increasingly diverse population of students is a major challenge for education. To face this challenge educational researchers have explored a variety of areas within the students educational experience to examine the effects on students. Many studies of the experiences, characteristics and needs of students at various grade levels and age groups have been conducted. There is a general consensus that the needs, interests, preferences and characteristics of the students change with the social, economic, and technological changes around them. Provision of the best environment and conditions that support better learning and development of students is on the educational reform agenda worldwide (UNESCO, 1998). Research has emphasized the need and importance of students views and opinions about their learning experiences, while planning and providing supportive conditions and facilities for learning (Leckey Neill, 2001, Nicholls, 2002). The Islamic Republic of Pakistan came into being in 1947. It has an estimated population of 164.8 Million (Population Census organization, 2008) with an overall literacy rate of 51.6 % (Government of Pakistan, 2005). Education in Pakistan is divided into five levels, Primary (grades one through five), Middle (grades six through eight), High (grades nine and ten, leading to Secondary School certificate), Intermediate (grades eleven and twelve, leading to a higher Secondary School Certificate), and Higher Education (education above grades 12) leading to a bachelor degree (BA/BSC) after two years of study mostly at affiliated colleges. A Masters Degree or Postgraduate degree is mostly undertaken at universities and requires another two years of study. At the time of independence in 1947 there were only two universities, the University of the Punjab, Lahore and the University of Dhaka. At present there are 67 universities in the public sector and 57 in the private (Higher Education Commission, 2005). Currently there are approximately 32, 8603 students enrolled in postgraduate programmes (MA/MSc) with more females (53%) than males currently enrolled (Government of Pakis tan, 2003). Since independence the quality of education at all levels has been a concern in Pakistan. Most of the efforts directed at quality enhancement have been targeted towards primary and secondary education, but during late 1990s higher education became the major concern of the government and this has been expressed in its policies and plans (Government of Pakistan, 1998, 2004, 2005). Responding to unprecedented expansion in higher education, formalized and systematic quality assurance mechanisms began to evolve in the early 2000s, with the establishment of Higher Education Commission (HEC). Most of the efforts at reform designed to improve the quality of higher education have been directed toward physical inputs, teacher training, and material resources (Government of Pakistan, 2004, 2005). There has also been increasing recognition that conventional approaches to curriculum, pedagogy and organization in higher education do not always lead to excellence and quality (Government of Pakistan , 2001). However what is missing in these discussion concerning strategies for enhancing quality of higher education in Pakistan is students opinions about their learning and their learning experiences. Being a part of the higher education community in Pakistan, issues of higher education quality have been of increasing concern and interest to me. My experience of teaching at the University of the Punjab (Lahore), Pakistan, during the last ten years have led to the development of an interest in the study of motivational beliefs and learning experiences of the postgraduate students. The University of the Punjab is one of the oldest and largest universities of Pakistan. Established in the 1882, the University is comprised of 4 Campuses, 13 Faculties, 9 constituent colleges, and 64 Departments and Centers. Currently students feedback about their learning is obtained at the level of individual units or courses but there is no systematic procedure for evaluating students overall experience of learning at the level of whole course or degree. In Pakistan postgraduate students join the university after completing 10 years of study at school and 4 years of study at college. Postgraduate stud ents who attend university in Pakistan are thus engaged in higher education for a minimum of four years. Their long academic experience means they are in a position to judge the nature and quality of their experiences of learning at university but they are never given a chance to do so except at the unit level and they are not asked about their goals, aspirations and motivations. Research in western higher education systems shows that the students are best placed to comment about many aspects of quality of education and their ratings are considered to be valid, multidimensional and reliable (Marsh, 1987; Ramsden 1991; Leckey Niell, 2001). Many studies have also been conducted on students motivational beliefs and learning in higher education and well developed instruments such as Course Experience Questionnaire (CEQ) and Motivated Strategies for Learning Questionnaire (MSLQ) have been employed to explore the motivational beliefs of the students and to study the impact of various other factors on the students experiences of teaching, curriculum and assessment and learning in western higher education. A systematic use of the findings of these studies has provided a strong basis for the improvement of the quality of student learning in higher education (Watson, 2003; Harvey, 2003). Much of the research on student learning and higher education has been conducted in developed countries like the USA, UK and Australia (Watson, 2003; Harvery, 2003, Pascarella Terenzini, 1998; Wilson .Lozzio Ramsden, 1997; Diseth, 2003; Diseth Pallesen, Hoveland Larsen, 2006) with very few studies be conducted in the Asian contexts (see Salili, 1996). No studies of this nature have been conducted in the Pakistani context. However the researchers in the field of motivation and learning have increasingly highlighted the importance of conducting research in different cultural and social contexts (Byrne Flood, 2008; Schunk, Pintrich Meece, 2008; Kaplan Maehr, 2006).According to Pintrich and Zusho (2007) cultural and social context can have mojor effect on the motivational beliefs as well as on the outcomes of education and research is needed to explore whether various models of learning and motivation can be generalized and do the various motivational constructs operate similarly among various cultures. Therefore findings and implications of the research on hig her education in western contexts, need to be explored further in the social, economic and cultural context of Pakistan. Such research is needed to get an insight into motivational profile and learning experiences of the student at the postgraduate level in Pakistan, where the percentage of female students at postgraduate level (53 %) is higher than male students. These figures for females sit in stark contrast to the lower literacy rate for females (39.2%) across the country (Government of Pakistan, 2005) and where future job prospects for qualified people are very low (Husain, 2005).The overall unemployment rate in Pakistan is 7.8 % (Government of Pakistan, 2008) whereas no statistics are available for different groups such as people with bachelors degrees, masters degrees and professional degrees. There is hardly any research conducted in Pakistan that could provide an insight into students motivational beliefs and their experiences of learning at the postgraduate level. A literature search identified just two recent studies about students approaches to learning in higher education in Pakistan. Siddiqui (2006) investigated study approaches of Pakistani students in tertiary institutions by using a revised version of the Study Process Questionnaire (R-SPQ-2F). The sample comprised 13,331 students who appeared at 15 centers for National Postgraduate Scholarship Examination in December 2003. The results showed that the students predominantly had higher scores on deep approach. No statistically significant differences were observed on the basis of gender, age and highest qualification, but there were significant differences for various fields of study. Akhtar (2007) conducted a comparative study of approaches to study used by students in pre-service teacher education programs at th e University of the Punjab (Lahore), Pakistan and the University of Edinburgh, UK. The study showed that the students from both universities perceived their learning environment in a similar way, but that a surface approach to learning was found to be more dominant among the Pakistani students. Due to lack of research on higher education students in Pakistan, my proposed study of the motivational beliefs and the experiences of learning in various disciplines of study at the University of the Punjab is expected to be the first in Pakistan to investigate the relationship between the motivational beliefs and learning at postgraduate level in Pakistan. This study will provide an understanding of the factors affecting the learning processes at the University of the Punjab and may serve as a basis for the improvement of academic programs and students learning experiences in Pakistani universities more generally. In a range of Western countries, many research studies have established the impact of motivational beliefs on self regulation and educational achievement (Pintrich DeGroot, 1990; Eccles, Wigfield Schiefele, 1998); Pintrich Zusho, 2007) but no research has explored the relationship between motivational beliefs and experiences of learning at postgraduate level. This is a n important issue in Pakistan where postgraduates do not necessarily expect to find suitable work after completion of their qualification. The results of the study will also help to understand and suggest to the Higher Education Commission of Pakistan, some practical and feasible initiatives to highlight the importance of students views in the current efforts of the Government to enhance the quality of university education. Literature Review The following section discusses and examines the concept of students learning experiences in higher education sector. After a brief review of recent changes in the higher education and how the exploration of student experiences have been used to improve the quality of education, this review discuses various perspectives on learning to provide an account of how experience of learning has been conceptualized so far and what is needed to be explored further to develop our understanding of student learning in higher education. The Changing Face of Higher Education Worldwide there has been shift in the nature, structure, function and the financing of the university system (Biggs, 2003). In universities in developed countries these changes are quite evident through the expansion of technology, more diverse student population, increased demand for accountability and emphasis on research and performance related funding. Studies in Australia and other countries of the world serve to highlight some of the significant changes in the nature of student population over the last decade. For instance, in the UK 21% of full-time students at the start of their degree in 2005 were over the age of 21 (Robotham, 2008). Similarly, Studies by McInnis, James Hartley (2000) in Australia reveal other important changes when they note an increase in the proportion of full-time students who are working part-time and students seeking more choice in the subjects, delivery modes, assessment activities and facilities provided by the universities. Due to this growing diversity of the student population and rapidly changing social, technological and economic contexts, mass systems of the higher education in USA and Australia are now faced with the challenge of complexity of the student learning (James 2001, Pascarella and Terenzizni, 1998). According to Biggs (2003) a greater proportion of school leavers with diverse experiences, socio- economic status and cultural backgrounds are now joining higher education, they have to pay more tuition fees, study in large class sizes with fewer teachers and have to choose from more vocationally oriented courses. While discussing the challenge of the growing diversity of the student population and the influences of a number of demographic, institutional, economic and technological forces in the context of the USA, Pascarella and Terenzizni (1998) argue that these changes have significant implications for understanding the impact of college on students and require us to rethink about students experiences of learning. They further argue that these challenges require us to rethink students experiences of learning and redefine the outcomes of college and university education. In developed and developing countries like Pakistan more students are now aspiring to join institutions of higher education and there is a significant increase in the number of universities accommodating this new student population. Over the course of the later part of the twentieth century there was a world wide expansion of higher education institutions and enrollments. In 1900 roughly 500,000 students were enrolled in higher education institutions world wide, representing only one percent of college age population, whereas by the year 2000, this number had grown two hundredfold to approximately 100 million people, or 20 percent of the cohort worldwide (Schofer Meyer, 2005). At the time of the creation of Pakistan in 1947, there were only two universities, but after 1999-2000 there was a sharp increase in the number of public and private universities as the government showed the clear commitment to improving the higher education (Government of Pakistan 2004)., There was a significant increase in the spending on tertiary education (15.7% of the total Ed. Expenditure). At present there are 67 universities in public sector in Pakistan and 57 in the private. Despite the fact that only 3.7 percent of the 18 to 23 age cohort participates in higher education, the student enrollment at the University of the Punjab alone has increased from 10,000 to 30,000 over the last eight years (Iqbal, 2008). There are no empirical studies and little literature available on the demographic and economic characteristics, expectations, and experiences of students in Pakistani higher education institutions. To sum up, it can be said that as a consequence of the changes in the nature and context of higher education, the relationship between universities and students has also changed (James, 2001). Further, learning at university has become far more complex than it has been before. With the changing face of higher education, the factors that can have an impact on student learning in higher education have also become manifold, including personal factors (e.g. age, gender, prior experience and motivation of students) and contextual factors (e.g. teaching and learning activities, courses and content of study, facilities, resources and social environment. In other words, the impacts of wider changes in the context of higher education appear to be filtering down to the level of the individual student. Student Views and Quality of Higher Education Changes in the nature and provision of higher education have meant that the collection of feedback from students and the importance of students views and experiences of learning is on the agenda world wide. Students evaluations of courses and teaching are considered to be an important measure and indicator of educational quality (Marsh, 1987; Leckey Neill, 2001, Harvey, 2003). Universities in the UK, USA and Australia regularly collect student feedback to improve the quality of higher education. According to Leckey and Neill (2001) many papers have been written about students evaluation of teaching quality and many authors (such as Marsh, 1987, Kuh, 1999, Vesper Kuh, 1997) have published the review of these thereby supporting the continuing use of student evaluations. The importance of student feedback to universities can be seen in the growth of student involvement in university decision-making. For example in Sweden the Swedish government passed a bill in 2000 to give representat ion to students in university decision-making bodies (Swedish Government, 1999) In the UK a variety of mechanisms is being used both at the local level (faculty, school, course, and module) and institutional level (for example, graduate surveys) to get students feedback (Leckey Neill, 2001). At the national level, student surveys were introduced in 2005, to collect feedback from students on the quality of courses in order to contribute to public accountability, as well as to help inform the choices of future applicants coming to higher education (Harvey, 2003). In the USA there are three major types of surveys used to gather data on students experiences of learning, namely the College Student Experience Questionnaire (used since 1983 by about 500 colleges and universities), the College Students Expectation Questionnaire (used since 1996, with over 61,000 students at more than 60 institutions) and the National Survey of Student Engagement (began in 1998). The National Survey of Student Engagement (NSSE) obtains, on an annual basis, information about student participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college (NSSE, 2003). Similarly, in Australia, since 1993 all graduates in universities have been invited annually to complete the Course Experience Questionnaire. As a result of various investigations and analyses of these surveys since then, many important aspects (e.g quality of teaching, availability of recourses and social climate of the institutions) of learning in higher education have been discovered. Differences in students evaluations have been noted within different subject areas and disciplines (Ramsden, 2003). The Graduate career Council of Australia (GCCA) considers students perceptions of curriculum, instruction and assessment as key determinants of their approach to learning and the quality of the outcomes of that learning. The CEQ is considered a valuable instrument for the purpose of improving the quality of teaching in universities and also for informing student choice, managing institutional performance and promoting accountability of the higher education sector (McInnis, Griffin, Jame s Coates, 2001). A synthesis of the literature from the above section shows that students self reported surveys and questionnaires are the most commonly used method for getting feedback from students and evaluating their experiences of learning. Self report questionnaires are considered to be very useful for assessing those outcomes of higher education that can not be measured by achievement tests (Kuh Vesper, 1997, Watson, 2003). Further Pike (1995) has argued that self reports of experiences were found to be highly correlated with relevant achievement test scores. The literature shows that student evaluation of teaching quality in higher education is a well-recognised practice in the developed countries. There has been growing support for the use of student satisfaction surveys as an indicator of teaching quality (Alridge Rowley, 1998). Furthermore, Murray (1997) reports that the use of these surveys has led to measurable improvements in teaching quality. As such, student feedback can be used as an effective tool for quality enhancement. Harvey (1995) also emphasised that student satisfaction goes hand in hand with the development of a culture of continuous quality improvement. In contrast to developed countries the concept of inclusion of the students in the mechanisms of quality improvement is comparatively new to the developing countries like Pakistan. Currently students evaluations of the individual teachers at the University of the Punjab, Pakistan are generally used as a means of providing feedback to the teachers rather than as means o f improving the quality of student learning. According to Byrne and Flood (2004) the evaluation of teaching at the course level (i.e. full course of study such as degree program) rather than at individual unit/module level is more positively accepted by staff and is considered to be more appropriate for maintaining and enhancing quality at institution level .My study of students experiences of learning may provide basis for the development of a systematic way of obtaining student feedback at the level of whole course/degree, on regular basis and to use it as a means for the improvement of quality of student learning at University of the Punjab. The Contemporary Perspectives on Learning Experiences The experience of joining an institution of higher education is a significant event or turning point for an individual (Wintage, 2007), in that it provides for a transition to another stage of education and life experiences. Research indicates that the early experiences of students in higher education systems are vital in establishing attitudes and outlooks that are carried forward throughout the course and that these views and beliefs are critical to success (Wintage, 2007). However, these effects sometimes do not show themselves until the second year of a program of study or even later (Wright, 1982). Most of the research on learning in higher education has been focused on the undergraduate students, while postgraduate students have been a comparatively neglected group (Lindsay, Breen Jenkins, 2002). Although a substantial number of studies (see Schevens, 2003; Meyer Kiley; 1998; Rowley Slack, 1998; Haggis, 2002) have been conducted with postgraduate research students and intern ational postgraduate students exploring the issues of cultural and academic adjustment in international universities, it is hard to find studies specifically conducted to explore the experiences of postgraduate students enrolled in taught degrees which is the case in Pakistan. However the research on various aspects of higher education has lead to a better understanding of student experiences of learning (i.e students needs, problems, preferences and choices) in higher education. Learning in higher education is considered to be complex and multidimensional in nature and it has been viewed from various perspectives as discussed in the following section. Approaches to Learning Perspective The origins of approaches to learning perspective can be traced back to a series of studies conducted by Marton and Sà ¤ljà ¶ in the late 1970s (Cuthbert, 2005). Using phenomenography, these researchers looked at the qualitative aspects of the university students learning. The group of researchers under this perspective focused on the outcomes of learning and described different categories of learning outcomes in terms of the intentions of the students in starting a learning task and the process used to carry out those tasks. Originally two approaches i.e. deep and surface were formulated by Marton and Saljo (1976) and subsequent research by Entwistle and Ramsden (1983) added to this pair the strategic approach. This perspective has provided an explanation of various outcomes exhibited by students. For example, a surface approach to learning was associated with a focus on rote learning, memorisation and reproduction, a lack of reflection, a preoccupation with completing the task an d extrinsic value, whereas a deep approach was associated with holistic style with an intention to understand, the use of a wide variety of information and intrinsic value (Entwistle Tait, 1990). Approaches to learning comprise both what students do (when learning) and why they do it. After the qualitative and experimental work carried out by Marton and Saljo in 1976, Entwisle and Ramsden (1983) and Biggs (1987) were considered to be among the first to develop quantitative tools such as Course Perceptions Questionnaire (CPQ), Approaches to Study Inventory (ASI) and the Study Process Questionnaire (SPQ) for looking at a broader sample of university students approaches to learning. According to Entwistle (1997) the approaches to learning perspective drew attention to the outcomes of learning, which are congruent with the aims of teaching and made us think about the quality of learning in higher education. This perspective is also considered to have provided a great deal of knowledge about leaning in higher education (Case, 2008). Whereas Cuthbert (2005) says that the approaches to learning perspective provided knowledge about differences in the quality of engagement of the learner such as, learning for understanding, learning for reproduction or learning for achievement and that the learners approach to the learning task is dependent upon his/her conscious choices for learning. He further says that intentions for different tasks depend upon the nature of the task and the context; therefore it is possible to manipulate students intentions and achievement by manipulating the task and the context of learning. There have also been several criticisms of the approaches to learning perspective. One argument is that this perspective pays too much attention to the learning context and too little attention to the importance of student context such as cognitive issues, gender and past experience (Cuthbert, 2005). Therefore it is considered to have greater impact on teachers to improve their practice (Prosser Trigwell, 1997). Similarly the recent longitudinal study conducted by Case and Gunstone, (2006) pointed out the limitations of the approaches to learning perspective in ignoring the influence of students emotional condition, awareness, control, motivation, and end goals. Similarly, I am concerned about the limitations of our understanding that result from these studies that rather narrowly conceive of the students learning experiences. My study is designed to explore how students perceive their learning experiences taking into account personal factors such as gender, motivational beliefs, personal goals and career aspirations. Alienation and Engagement Perspective In response to the criticism of the limited scope of the approaches to learning perspective, Mann (2001) proposed the concepts of alienation and engagement and argued that these provide a broader and more contextualized picture of the learning experience. The concept of alienation has been very narrowly defined in the literature. Several authors (Mann, 2001; Case, 2008) have referred the concept of alienation as the state or experience of being isolated from a group or an activity to which one should belong or in which one should be involved (Oxford English Dictionary). In explaining the concept of alienation Mann (2001) has pointed out that several factors, such as current socio-cultural conditions, pre-existing experiences, cost to individual, loss of creativity, distribution of power, and assessment practices lead to student alienation while learning in higher education. He argued that we should reframe our view of students experiences of learning, from a focus on surface/strategi c/deep approaches to learning to a focus on alienated or engaged experiences of learning in higher education. In contrast to alienation, engagement is concerned with point of intersection between individuals and things that are critical for learning (Coates, 2006). While discussing the concept of engagement Fredricks, Blumenfeld Paris (2004) refer to three types of engagement: behavioral engagement, emotional engagement and cognitive engagement with each type being associated with positive academic outcomes and persistence in education. Several factors such as classroom structure, relationship with peers and teachers, nature of task, assessment type, autonomy and support in learning, previous grades, family background and available facilities are considered to have an impact on the nature and quality of engagement in learning (Fredricks et al, 2004; Case, 2008). The concept of student engagement is considered to be a useful means for assessing and responding to the significant dynamics, challenges and opportunities facing higher education institutions (AUSSE, 2008). This concept has recently gained considerable significance in the discussions about quality in education (Fredricks et al, 2004; AUSSE, 2008) and important reflections of this are to be found in the USA National Survey of student Engagement (NSSE) (NSSE, 2003) which started in 1999 and Australian Survey of Student Engagement (AUSSE, 2008) conducted for the first time in 2007. Although AUSSE and NSSE provide an insight in to the student learning in higher education by evaluating the experiences of academic challenge, active learning, relationships with staff, learning support and work integrated learning, they do not take account of motivational beliefs of the students, and how these impact on the students experience of learning in higher education. Though the concepts of alienation and engagement as discussed above and provide a useful picture of aspects of student learning in higher education, the critical dimension of how the students experience is formed and the students motivational profiles are not taken into account. Despite a great deal of knowledge and research about engagement there are several gaps in the literature and the definitions of the construct, measures and designs do not capitalize on what the concept of engagement can offer about learning (Fredricks et al, 2004). Therefore students experiences of learning and motivational beliefs need further exploration. The role of motivation in learning has been well established through extensive research at almost all educational levels (Schunk, 1982; Pintrich De Groot, 1990; Eccles, Wigfield, Harold Bluemenfeld, 1993). Motivation is the process by which goal-directed activity is instigated and sustained (Schunk,et al, 2008). Motivation can influence what, when and how we learn (Schunk et al, 2008) and it bears a reciprocal relationship to learning and performance (Pintrich, 2003; Shunck, 1995). Though the perspectives discussed above take into consideration the various aspects of learning higher education, the impact of motivational factors on the experiences of learning in higher education needs further exploration and research. Experiences of Learning from the Perspective of Motivational Beliefs In higher education, the experiences of learning can only be partially understood if the motivational beliefs of the students are not taken into account. There is thus a need to explore students experiences of learning in the context of motivation for learning. There have been several interpretations of the motivational beliefs of students, however in the literature on student motivation three motivational constructs of expectancy, value and effect are most widely referred to (Bandura, 1997; Pintrich and De Groot, 1990; Pintrich and Schunk, 2002; Wigfield and Eccles, 2000). These constructs have their roots in the social cognitive theory and work on the postulate that motivational processes influence both learning and performance (Schunk, 1995). Several achievement motivation theorists have attempted to explain peoples choice of achievement tasks, persistence on those tasks, vigor in carrying them out and performance on them (Eccles et al, 1998; Pintrich Schunk, 1996). One longstanding perspective on motivation is expectancy-value theory. In general expectancy-value theorists consider behavior choice, persistence and performance to be a function of the degree to which individuals judge their capabilities to perform designated courses of action (expectancy) and how they value these activities. According to expectancy-value theory three motivational components are very signifi

Essay on Whitman’s Bivouac on a Mountain Side -- Whitman Bivouac on a

Analysis of Whitman’s Bivouac on a Mountain Side  Ã‚      First published after the conclusion of the Civil War in 1865, Walt Whitman’s poem â€Å"Bivouac on a Mountain Side† portrays more than just the tangible picture of a transcendentalist’s vision. The mood of the poem reflects the author’s observations and visions of the Civil War while stationed in Washington and Virginia as well as his beliefs about the war by use of imagery and symbolism.    The use of imagery in â€Å"Bivouac on a Mountain Side† is one of the compelling factors that draws the reader into the poem so that he/she no longer reads what Whitman is writing, but rather sees what he is describing and understands Whitman’s place in the war. Different from other Whitman poems, â€Å"Bivouac on a Mountain Side† does not contain the title phrase anywhere in the body of the poem, but rather sets the stage for the described scene. Whitman’s use of imagery in â€Å"Bivouac on a Mountain Side† provides the basis for symbolic representation in the poem. In the first line of the poem, â€Å"I see before me now a traveling army halting†, begins the description of a troop that he is observing. Starting with the second line of the poem, Whitman attaches meaning to each of the elements in the poem. â€Å"A fertile valley spread, with barns and the orchards of summer† symbolizes the peaceful stillness of a country that has not been torn by war. In a sense, the second line is used to represent an unadulterated America. However, behind that lies â€Å"the terraced sides of a mountain, abrupt, in places rising high, broken with rocks, with clinging cedars, and with tall shapes dingily seen† (lines 3 and 4). The description of this grand and almost menacing mountain, in contrast to the val... ...ut first hand observations of the war taking place around him. Looking deeper into the poem enables the reader to gain Whitman’s insight about the soldiers during the war: their fear, excitement, and hope.          (1)  Ã‚   I see before me now a traveling army halting (2)  Ã‚   Below a fertile valley spread, with barns and the orchards of summer, (3)  Ã‚   Behind, the terraced sides of a mountain, abrupt, in places rising high, (4)  Ã‚   Broken, with rocks, with clinging cedars, with tall shapes dingily seen, (5)  Ã‚   The numerous camp-fires scatter’d near and far, some away up on the mountain, (6)  Ã‚   The shadowy forms of men and horses, looming, large-sized, flickering (7)  Ã‚   And over all the sky- the sky! Far, far out of reach, studded, breaking out, the eternal stars      

The Surface Ocean And Land Environmental Sciences Essay

The physical environment determines where beings can populate, and the resources that are available to them. The physical environment consists of clime and chemical environment. Climate includes temperature, air current, and precipitation. The chemical environment consists of salt, sourness, gas concentrations and foods. The surface ocean has currents which move multitudes of ocean H2O fluxing from one topographic point to another. Such activity transportations heat from the Torrid Zones to the poles, which can act upon conditions clime, and distribute foods and spread beings. Surface currents are driven in gesture by air current which is parallel to the ocean ‘s surface. Deep currents are density driven and do the H2O to travel vertically. Upwelling is a mechanism of ocean circulation which deep ocean H2O rises to the surface. The effects of upwelling are take downing H2O temperature, addition in foods, and supply good piscaries. The transferring of heat by ocean currents is transferred by â€Å" great ocean conveyor belt † which links the Pacific, Indian, and Atlantic oceans. Knowing the importance of the surface ocean has within our environment, this all can be altered with an addition of CO2. Surface oceans absorb CO2, hence if there is an addition of CO2 in the environment this will do chemical alterations such as an addition in sourness ( lessening in pH ) . The lessening in pH will hold an consequence on phytoplankton and zooplankton which are a major nutrient beginning to angle. Another manner an addition in CO2 can impact the surface ocean is that when there is an addition in CO2 there is a lessening in O which makes it harder for all marine animate beings to last. In drumhead there is such a thing as C rhythm, which maintains a steady sum of C dioxide in the ambiance by gas exchange which non merely affects the ocean but besides has consequence on the clime alteration in the ambiance. An addition of CO2 non merely has an consequence on the surface ocean, but besides land. Not merely do workss take C dioxide out of the ambiance, workss besides have the ability to alter the sum of vaporization depending on how much H2O workss take in from the ambiance, and how much H2O they release. Plants go through a procedure of evapotranspiration, which is the procedures of chilling and releasing of H2O through their pores. Plants need CO2 for photosynthesis utilizing their pores, when there is an addition in CO2 this affects the workss pore and causes less H2O to be released which finally affects the workss chilling. With the higher degrees of CO2 workss will acclimize the usage of H2O that is available within the dirt, workss will increase the efficiency of H2O used. 27. Compare and contrast the primary productiveness of polar, temperate and tropical oceans. Describe the physical and chemical factors that contribute to productiveness differences as map of latitude. Polar Regions are at latitudes 60-90 grades, have a temperature is ever at the freeze does non dwell of much seasonal fluctuation. The surface H2O is really cold therefore the H2O is alimentary rich. Since there is no fluctuation in temperature the H2O does non dwell of thermocline, which besides means no stratification. The great conveyor belt is used to take the high food cold H2O from the poles to warmer countries environments that are in demand to nutrient rich H2O which greatly enhances the productiveness of all dirts, workss and marine animate beings. Even though the temperatures are stop deading in the polar parts there is still fluctuations of Sun visible radiation available which produces productiveness in workss. Temperate Regions- are the parts between 30-60 grades latitude and have all seasons. The winter is wet and the summer is dry with ample precipitation all twelvemonth about. During the winter, as in polar parts stratification hardly exist and the surface ocean is rich in foods. During the winter productiveness is low because the Sun beams are at a low angle, which consequences in low productiveness because, the low photosynthesis. After the winter there is spring, spring brings plenty sunlight that beings can get down to blossom such as phytoplankton. With a greater sum of sunshine, the heater the ocean gets and a thermocline is present. Since the thermocline is present the foods are located in the deep oceans and this halts productiveness. After the summer, autumn cools the ocean and the thermocline is easy vanishing which is conveying foods back to the surface. There is high productiveness in both the spring and the autumn, spring has high productiveness because of the cold, high al imentary H2O from the winter, and spring has high productiveness by the sunlight exposure signifier the summer. The productiveness in the seasons autumn and spring are so high because of the turnover that takes topographic point. Employee turnover is the commixture of epilimnion and hypolimnion by air currents blowing on the surface. This commixture is of import for the recycling of the foods that are lost from the epilimnion during the summer. Mixing besides moves oxygen into the hypolimnion and deposits to the underside. The refilling of O is used up by the respiration of aerophilic bacteriums during the summer, increases biological activity in deep H2O zones. Tropical Regions- Tropical parts are at latitudes between 0-30 grades. The tropical parts consist of really low force per unit area which is tantamount to warm H2O temperatures. Tropical parts do non under seasonal fluctuation therefore the warm H2O remains warm, in which warm H2O lacks foods. The deficiency of foods is prevented from the warm thermocline which prevents productiveness. The tropical ocean Waterss lack foods which affects the sum of productiveness throughout this part.

The Troubled Succession of Charles V of Spain

The Troubled Succession of Charles V of Spain By the time he was 20, in 1520, Charles V ruled the largest collection of European land since Charlemagne over 700 years earlier. Charles was Duke of Burgundy, King of the Spanish Empire and the Habsburg territories, which included Austria and Hungary, as well as Holy Roman Emperor; he continued to acquire more land throughout his life. Problematically for Charles, but interestingly for historians, he acquired these lands piecemeal - there was no one single inheritance - and many of the territories were independent countries with their own systems of government and little common interest. This empire, or monarchia, may have brought Charles power, but it also caused him great problems. The Succession to Spain Charles inherited the Spanish Empire in 1516; this included peninsular Spain, Naples, several islands in the Mediterranean and large tracts of America. Although Charles had a clear right to inherit, the manner in which he did so caused upset: in 1516 Charles became regent of the Spanish Empire on his mentally ill mother’s behalf. Just a few months later, with his mother still alive, Charles declared himself king. Charles Causes Problems The manner of Charles’ rise to the throne caused upset, with some Spaniards wishing for his mother to remain in power; others supported Charles’ infant brother as heir. On the other hand, there were many who flocked to the court of the new king. Charles caused more problems in the manner in which he initially governed the kingdom: some feared he was inexperienced, and some Spaniards feared Charles would focus on his other lands, such as those he stood to inherit from Holy Roman Emperor Maximilian. These fears were exacerbated by the time it took Charles to put aside his other business and travel to Spain for the very first time: eighteen months. Charles caused other, much more tangible, problems when he arrived in 1517. He promised a gathering of towns called the Cortes that he wouldn’t appoint foreigners to important positions; he then issued letters naturalizing certain foreigners and appointed them to important positions. Furthermore, having been granted a large subsidy to the crown by the Cortes of Castile in 1517, Charles broke with tradition and asked for another large payment while the first was being paid. He’d so far spent little time in Castile and the money was to finance his claim to the Holy Roman throne, a foreign adventure feared by Castilians. This, and his weakness when it came to resolving internal conflicts between the towns and nobles, caused great upset. The Revolt of the Comuneros 1520-1 During the years 1520 - 21, Spain experienced a major rebellion within its Castilian kingdom, an uprising that has been described as the largest urban revolt in early modern Europe. (Bonney, The European Dynastic States, Longman, 1991, p. 414) Although certainly true, this statement obscures a later, but still significant, rural component. There is still debate on how close the revolt came to succeeding, but this rebellion of Castilian towns - who formed their own local councils, or communes - included a true mix of contemporary mismanagement, historical rivalry, and political self-interest. Charles wasn’t completely to blame, as pressure had grown over the last half-century when towns felt themselves increasingly losing power versus the nobility and the crown. The Rise of the Holy League Riots against Charles had begun before he had even left Spain in 1520, and as the riots spread, towns began rejecting his government and forming their own: councils called comuneros. In June 1520, as nobles remained quiet, hoping to profit from the chaos, the comuneros met and formed themselves together in the Santa Junta (Holy League). Charles’ regent sent an army to deal with the rebellion, but this lost the propaganda war when it started a fire that gutted Medina del Campo. More towns then joined the Santa Junta. As the rebellion spread in the north of Spain, the Santa Junta initially tried to get Charles V’s mother, the old queen, on their  side for support. When this failed, the Santa Junta sent a list of demands to Charles, a list intended to keep him king and moderate his actions and make him more Spanish. The demands included Charles returning to Spain and giving the Cortes a much greater role in government. Rural Rebellion and Failure As the rebellion grew larger, cracks appeared in the alliance of towns as each had their own agenda. The pressure of supplying troops also began to tell. The rebellion spread into the countryside, where people directed their violence against the nobility as well as the king. This was a mistake, as the nobles who had been content to let the revolt carry on now reacted against the new threat. It was the nobles who exploited Charles to negotiate a  settlement and a noble led army which crushed the comuneros  in battle. The revolt was effectively over after the Santa Junta was defeated in battle at Villalar in April 1521, although pockets remained until early 1522. The reaction of Charles wasn’t harsh given the standards of the day, and the towns kept many of their privileges.  However, the Cortes was never to gain any further power and became a glorified bank for the king. The Germania Charles faced another rebellion which occurred at the same time as the Comunero Revolt, in a smaller and less financially important region of Spain. This was the Germania, born out of a militia created to fight Barbary pirates, a council which wanted to create a Venice like city-state, and class anger as much as a dislike of Charles. The rebellion was crushed by the nobility without much crown help. 1522: Charles Returns Charles returned to Spain in 1522 to find royal power restored. Over the next few  years, he worked to change the relationship between himself and the Spaniards, learning Castilian, marrying an Iberian woman and calling Spain the heart of his empire. The towns were bowed and could be reminded of what they had done if ever they opposed Charles, and the nobles had fought their way to a closer relationship with him.

Free Essays on Candian Con Law

SUBJECT: Constitutional Law and the Crisis with Canada In light of the recent situation between Washington state’s fishing vessels and the Canadian Navy, the President has openly stated that he is â€Å"prepared to identify and activate Army National Guard troops† as a countermeasure to Canadian attacks on our U.S. commercial fishing boats. In response to Canadian Naval aggressions, the President has determined that Army National Guard troops from Louisiana, based on their backgrounds in fishery, are best qualified to assist in continued operation of the fishing boats. Meanwhile, Louisiana ANG soldiers will be able to maintain security of the local fishermen, as well as safeguard our own national interests, which have been challenged by the Canadian government. Since the President’s initial response towards the U.S. – Canadian fishing dispute, a Louisiana National Guard soldier named Claude Bayou has come forward and challenged the potential deployment, threatening to sue the federal government on the basis that he believes he cannot be forced to â€Å"run fishing boats in the state of Washington.† Bayou, a noncommissioned officer in the Army National Guard, plans on presenting his case before the federal district court. However, because Bayou is a member of the U.S. military, and therefore subject to laws under the Uniform Code of Military Justice, he is obligated to follow orders given by his legal chain of command. The President, as Commander in Chief, is vested with the power to deploy American forces and commit them to military operations when he deems such actions necessary. â€Å"Running fishing boats in the state of Washington†, as Bayou puts it, can be considered to be covered under the broad scope of military operations, if one considers the task of protecting American citizens. Bayou is thus legally obligated to comply with orders, and deploy if told to do so. Should he further argue his case before the fed... Free Essays on Candian Con Law Free Essays on Candian Con Law SUBJECT: Constitutional Law and the Crisis with Canada In light of the recent situation between Washington state’s fishing vessels and the Canadian Navy, the President has openly stated that he is â€Å"prepared to identify and activate Army National Guard troops† as a countermeasure to Canadian attacks on our U.S. commercial fishing boats. In response to Canadian Naval aggressions, the President has determined that Army National Guard troops from Louisiana, based on their backgrounds in fishery, are best qualified to assist in continued operation of the fishing boats. Meanwhile, Louisiana ANG soldiers will be able to maintain security of the local fishermen, as well as safeguard our own national interests, which have been challenged by the Canadian government. Since the President’s initial response towards the U.S. – Canadian fishing dispute, a Louisiana National Guard soldier named Claude Bayou has come forward and challenged the potential deployment, threatening to sue the federal government on the basis that he believes he cannot be forced to â€Å"run fishing boats in the state of Washington.† Bayou, a noncommissioned officer in the Army National Guard, plans on presenting his case before the federal district court. However, because Bayou is a member of the U.S. military, and therefore subject to laws under the Uniform Code of Military Justice, he is obligated to follow orders given by his legal chain of command. The President, as Commander in Chief, is vested with the power to deploy American forces and commit them to military operations when he deems such actions necessary. â€Å"Running fishing boats in the state of Washington†, as Bayou puts it, can be considered to be covered under the broad scope of military operations, if one considers the task of protecting American citizens. Bayou is thus legally obligated to comply with orders, and deploy if told to do so. Should he further argue his case before the fed...

Making Connections Between Three Authors Essay Example | Topics and Well Written Essays - 1250 words

Making Connections Between Three Authors - Essay Example of new players, on a new playing field, developing new processes for horizontal collaboration—that I believe is the most important force shaping global politics and economics in the early 21st century (Friedman, 7).† Friedman also warns that Americans need to keep up, or get out of the game. â€Å"There is no sugar coating on this: in a flat world, every individual is going to have to run a little faster if he or she wants to advance his or her standard of living (Friedman, 10).† Still, some low-income groups of Americans are at a disadvantage and succumb to the â€Å"roundness† of the bygone American world. Though countries like China and India are exploding ahead politically and technologically, African Americans and people of color in the United States have little opportunity to do the same. According to Barbara Ehrenreich’s article â€Å"Maid to Order† and William Julius Wilson’s book When Work Disappears: The World of the New Urban Poor, the world is definitively not flat, but limited to the socio-economic imprisonment of the lower urban class. Both Barbara Ehrenreich’s article â€Å"Maid to Order† and William Julius Wilson’s book When Work Disappears: The World of the New Urban Poor show a rethinking of the mostly-optimistic approach Friedman has towards the â€Å"flat,† expansionist and technologically forward view of the world. â€Å"Maid to Order† discusses the trials and tribulations of being a maid, and the sorry, anti-feminist history behind the booming industry of domestic work. â€Å"In a society in which 40 percent of the wealth is owned by 1 percent of the households while the bottom 20 percent reports negative assets, the degradation of others is readily purchased (Ehrenreich, 1).† This degradation comes in the form of racism, sexism and classism that has been an American mainstay since the turn of the century. â€Å"So the insight that distinguished the more radical, post-Friedan cohort of feminist was that when we talk about

BUSINESS ECONOMICS Essay Example | Topics and Well Written Essays - 1250 words

BUSINESS ECONOMICS - Essay Example This paper will discuss the concept of elasticity and how a government tax on a product -- in this instance, cigarettes -- can affect the business firm in terms of how much a specific tax on cigarette can be shifted to the buyer and how much has to be absorbed. Price elasticity (Ep) of demand is the ratio of the percentage change in quantity to the percentage change in the price of a product or service, all other things remaining unchanged. Algebraically, this is expressed as follows: where P and Q are the price and quantity, respectively. This formula assumes point elasticity instead of an arc price elasticity for simplicity sake, as our objective of understanding the concept of elasticity can be sufficiently served by this simple assumption. Price elasticity measures how responsive the sales would be in relation to changes in price. Products and services inherently have different price elasticities, so that managerial decisions on expansion or reduction of output would depend to an important degree on how accurate are the determination of such elasticities. At the outset, we may consider the benchmark elasticity = 1 as indicating that a percentage change in price is just equaled by the same percentage change in quantity demanded. Where demand is somewhat less responsive to changes in price, we can say that demand is relatively inelastic -- that is to say, a percentage increase in price triggers a lower percentage change in quantity demanded. Demand is relatively elastic when a change in price causes a larger percentage change in quantity demanded. A vertical demand curve denotes perfectly inelastic demand with an Ep of 0, whereas a perfectly elastic demand would be a horizontal demand curve with an Ep of infinity ( ∠ž). An important elasticity criterion is whether a good is a necessity or a luxury. A necessity has an inelastic or relatively inelastic demand curve. A good that is inessential (or a luxury) has a relatively elastic demand curve;