God's Existence Essay Example | Topics and Well Written Essays - 250 words

God's Existence - Essay Example In a similar manner, we could actually prove the existence of God without resorting to highly scientific analysis which sometimes could confuse people more than explain things to them. In proving the existence of air, the movement of the leaves on the trees or the feel of the breeze on one’s face are evidences that there is air even though one could not actually hold or see it. Likewise, one could only prove the existence of God through the existence of tangible things. When a person looks around, he could notice order in so many things. Common sense tells us that there must be someone who has caused all the things around us to be in order. For example, if children leave the house topsy-turvy and they arrive to a well-organized home; they would know that somebody placed all things in order. In contrast to the Big Bang theory, common sense and science show that things do not simply arrange themselves in a perfectly organized and functional manner. There must be someone who orga nized the earth, the sun, the moon and the stars and that someone must be

Econ 157 Problem Set Assignment Example | Topics and Well Written Essays - 500 words

Econ 157 Problem Set - Assignment Example These curves can cross in more than one place. Here an unequivocal statement regarding the income distribution of these two countries cannot be made. However Gini coefficient is a definite value between 0 and 1. If the Gini coefficient of country-one is greater than country- two it can be concluded that country two has comparatively a better income distribution compared to the country-1. Poverty headcount ratio indicates the percentage proportion of population which is below the poverty line set by the central bank. With increasing value of the denominator Po value of this equation can decline. Example: country’s poverty can increase at a lower rate compared to the total population growth while decreasing Po. Here the headcount of poor increase while the Po value decrease. Consumers spend a higher proportion of total household income to buy essential foods in poor countries. Therefore decreasing income can substantially decrease the calorie intake by the families in these countries. In developed countries consumers’ food basket includes non-essential foods and their utility is influenced by non-nutrient related concerns such as taste. Therefore income change can affect minimally to their calorie intake. In the above model measurement error is produced from the unobserved variables. In regression analyses it is assumed that unobserved factors are independent from the explanatory variables. However ability and schooling are correlated. Therefore biased estimates can be produced. In describing the differences in economic development across countries geography and institutions are commonly used. Geography argument states that localized environment determine the quality of factors of production such as land, labor, capital and technology available in different countries. Thus location specific characteristics such as climate, being landlocked, special linkages with other countries and endowment of natural resources

Economics and Prostitution Essay Example for Free

Economics and Prostitution Essay Introduction: The word â€Å"prostitution† has always confused the minds of people for years. Constant attempts to solve this existing problem have not really given any positive results. For some time the problem was obviously ignored by the government as if it completely did not know what to do with it. In the beginning of the XXI century a prostitute has become one of the most ordinary goods that the market can offer. It is also necessary to mention that the demand on prostitution is constantly growing due to several factors worth of separate analysis. Prostitution has always been â€Å"covered† from the eyes of citizens as is has always been unacceptable. Nevertheless, the problem does not disappear and in fact it becomes even more â€Å"sharp† with time. Of course it is easier to pretend like there is no enormous amount of women and men that have no other way to survive but offering sexual services. Basically, the Law of Canada has not done anything good enough to solve the problem in any way, except causing vagueness in the understanding  of what is legal and illegal in terms of sexual services. Prostitution has a lot to do with the economy, as it is not only its â€Å"dark† side but also the potential legal income, which is always needed so much. So what is prostitution? Does it need economical stimulation or should it be completely prohibited or ignored? And should the economical approach be used to prostitution at all? Prostitution is not and will never be a standard job and this is something that is to be never forgotten. 2. Choosing prostitution as a â€Å"career† opportunity? Read more: Reasons for Prostitution The most horrifying thing about prostitution is that it has become not just a way to make money for starving and homeless people but also a â€Å"career† opportunity for the young generation. Why do our children have to grow up with the notion that prostitution is a source of getting money and surviving in this world? The contemporary world lives under certain regularities. A man has to get a job that will provide him or her with a sufficient amount of money in order to maintain a normal living. So if a person does not have enough knowledge to get this or that job he or she always has another opportunity to prostitute himself or herself. Prostitution as a primitive was of making money; it is a problem that prevents the society from its perfection and development. Prostitution is obviously a negative phenomenon, demoralizing the society but is has actually become a â€Å"job† for many men and women and this fact cannot remain unnoticed. 2.a. Definition of prostitution Prostitution does exist and it an unchallengeable fact. It existed since ancient times in different countries, with different social-political statuses. A prostitute is a person who provides sexual services in exchange for money. In other words it is a person who offers sex and gets paid for it. Nevertheless, none of the people providing this type of services are performing a business activity. It is usually believed that prostitutes are women; nevertheless men play an important part in prostitution as an object of high demand, too. Anyhow it is very hard to give a definition to prostitution as a profession, because prostitutes do not pay taxes and do not receive any pension while on retirement. Prostitution is not illegal in Canada and this fact puts it in a very uncertain position in terms of possible â€Å"career opportunities† for the young generation. It is legal to  sell services but it is illegal to buy them – this statement makes many people bewildered. One th ing is certain for sure: prostitution – is an act of selling a person’s body for further sexual services for material compensation. 2.b. Danger of the oldest profession Choosing prostitution as a profession is not rational. Yes, it does bring income and the demand is always high. But what will a prostitute remain with at the threshold of the pension age? This is one of the reasons that many people such as the criminologist Dr. John Lowman argue in favor of its legalization1. Prostitution is considered as a potential source of renewing the budget of Canada. But there are also other reasons for not becoming a prostitute except the tax-pension side of the issue. Many of the prostitutes simply disappear and often become the victims of violence. According to the statistics â€Å"90 percent had been physically assaulted in prostitution and 78 percent had been raped in prostitution†2. Prostitutes do not get the protection the representatives of standard professions do. They can also be the cause of spreading of venereal diseases due to the fact of absence of a proper medical checkup. This â€Å"dangers† put prostitution in the position of the â€Å"risk zone† occupation. No one will argue that choosing an occupation with high risks is not rational at all. 3. Economical approach to prostitution Prostitution is legal in Canada. But it is only formally, because â€Å"pimping and operating or being found in or working in a â€Å"bawdy house† (every place where one or more prostitutes regularly work or where â€Å"indecent acts† are performed) are not†3. Criminal Code sections 210 and 211 forbid â€Å"Bawdy houses† and section 212 foresees responsibility for living on the avails of the prostitution of a person. How should the economical approach be applied to prostitution? Canada’s Justice has put prostitution in a position where is has to be done in certain places without any publicity or in other words it has to respect the moral abutments of the society. If prostitution is to be viewed as a type of â€Å"profession† than it is put on the same level with other taxpayers such as teachers, lawyers and many others. The application of the economical approach means that prostitution has to have a legal status. SO this makes us view prostit ution as a business. A business  activity is an independent activity directed to a systematic income arrival from property use, selling goods, work execution or rendering services registered and stated by Law. So prostitution is a systematic income obtained from rendering a service. Prostitution gets the possibility to exist illegally from the gaps in the Law and the Canadian Law with its semi-legalization does not make it easier to define the status of prostitution in the country. If prostitution is legal than prostitutes have to be 18 years old and have the right to medical and social security. At the same time they have to pay the monthly income tax, which will make the profession less profitable, then it is now. 3.a. Prostitution and economy. The existance of prostitution in Canada still can be explained form the point of the economic approach for Canada has a market-based economy. According to the economic approach both of the sides have to be in profit. Demand gives birth to supply and in this terms prostitution is just the reaction of the high demand of sexual services. So it is about the morality of the society in the first place. Third parties should be completely eliminated from this â€Å"deal†. These third parties, known as â€Å"pimps† or even sex-firms are the ones to be persecuted. Sex-workers have become an integral part of Canada’s society and they even form alliances such as the Sex Worker’s Alliance of Vancouver. The amount of money obtained from prostitution is enormous, so therefore the budget is left without any additional financing. There are only two ways out –either to completely legalize it eliminating street prostitution or to completely forbid it. Prostitution has increased in the last years in Canada. This has a lot to do with the sex-tourists arriving to Canada searching for sexual services. This means that Canada is getting foreign â€Å"deposits† that go to â€Å"nowhere†. Conclusion: Prostitution can be found in Canada’s every corner and especially in its main cities4. Its existance is conditioned by many factors. Canada is offering licensed sex but for some reason the gaps in the law enforcements are so big that it is completely impossible to notice them. In many cases prostitution is the only option of a person and the reaction of the government should not be through the legalization of this option but in the creation of other options of decent money making. The economic approach explains the existance of prostitution because any country is a big market place and is interested in  profit in the first place and Canada in not an exception. â€Å"The communicating law† is not effective anymore. Prostitution needs to be analyzed from every single side and needs a new conception of functioning if functioning at all. The economic approach app lication does not imply that the profit is made on the degradation of the society. And it is obvious that if the sex-workers had education, a place to work and a decent salary they would never have found themselves on the panel and could be their labor would have brought a bigger income for the budget. Canada needs to change the economic approach to the human approach and study everything concerning the prostitution for new.

Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

Sir Gawain and the Green Knight Analysis :: Literature Knighthood Essays

Sir Gawain and the Green Knight Analysis Sir Gawain and the Green Knight was written by an unknown author, a contemporary of Geoffrey Chaucer, between 1375 and 1400. This story tells us about the adventures of King Arthur's most noble, honest, and courageous knight in Camelot, Sir Gawain. The main action of the story focuses on a challenge given to Sir Gawain by the Green Knight. The knight challenges Gawain to the Christmas game where Gawain hits him with an axe now, and twelve months and a day later, the knight will return the favor at the Green Chapel. This section of the story deals with the second meeting of Sir Gawain and the Green Knight, and now it's the Green Knight's turn to return the favor. Gawain has traveled long and far to find the knight and uphold his end of the challenge and meet his fate. The Knight is very impressed by Gawain because a lesser man would have not kept his end of the bargain. All of this has led to the climax of the story with Gawain facing the knight, preparing to take the return blow from him and end the challenge. The knight raises the ax to hit Gawain, but Gawain flinches before it hits him. The knight calls Gawain a coward. This infuriates Gawain, and he swears that he will take the blow standing and not flinch again. He states, "But go on, man, in God's name, and get to the point! Deliver me my destiny, and do it out of hand, for I shall stand to the stroke and stir not an inch till your ax has hit home--on my honor, I swear it!" (Norton, 249). Gawain reacts this way because he wants to show honor and live up to his promise made earlier. Also, he feels embarrassment and anger. The knight then acts as if he is going to use the ax again, wanting to see if Gawain will flinch first. But Gawain doesn't flinch at all and stands there, "still as a stone, or else a stout stump" (Norton, 249). The knight mocks him, saying that his nerve is back, and now he must strike because the timing is right. He then builds up the mood, and to create suspense, tells Gawain, "Keep your neck-bone clear, if this cut allows!" (Norton, 249). This further infuriates Gawain, and he tells the knight that he is making too much of a scene.

John Locke Research Paper Essay

Throughout history there have been many philosophers that impacted the world. Philosophers such as John Locke have shaped today’s society in a number of ways. John Locke was extremely influential and has had some of the most lasting impacts on the ideas still to this day. John Locke has inspired a many of people throughout his lifetime and shaped the way for philosophers and great minds of the generations to come. John Locke was an English philosopher, born on August 29 1632, in Somerset, England. He was born into a Protestant family (Faiella 24). Locke’s mother died when he was an infant and he was raised by his father John, who is said to have had an influence on Locke’s views (24). In 1652, Locke attended Christ Church College to study medicine (25). However, Locke found the ideals and theories of modern philosophers of his time more interesting than the material he studied while at Christ Church, which led to Locke never pursuing a career as a doctor (25). Lord Anthony Ashley Cooper sought out Locke’s assistance to treat a liver cyst; Cooper soon became impressed with Locke and appointed Locke to be his advisor (28). Locke then joined the Royal. Society where he met individuals with whom he discussed mortality and religion, which resulted in the creation of An Essay Concerning Human Understanding (Powell, Jim Locke: Natural Right to Life, Liberty, and Property). Locke wanted to learn more and pursued a position in which he could examine toleration, education and trade, leading to Locke and Anthony Ashley Cooper working closely together (Powell, Jim John Locke: Natural Right to Life, Liberty, and Property). Anthony Cooper was the 1st Earl of Shaftesbury, and it was in the Shaftesbury household where some of Locke’s most influential ideas came alive. Cooper assisted in forming Locke’s ideas; it was within the Shaftesbury household during 1671 that the meeting, which resulted in the making of An Essay Concerning Human Understanding, took place (25). Locke’s friendship with Cooper became complicated, causing Locke to move to Holland where he became connected with the English Rebels (Faiella 29). Eventually, Locke was placed on a list of 85 traitors who were wanted by the English government as a result of his works (29). During 1683, Locke used an alias, Dr. Van Der Linden, to sign letters being sent to his peers (Powell, Jim John Locke Natural Right to Life, Liberty and Property). Locke was offered a pardon offered by William Penn but, Locke wouldn’t accept the pardon because he believed he didn’t do anything to deserve his criminal status and he stood by his beliefs (Faiella 30). In 1686 while in Holland Locke was meeting with peers to discuss philosophical ideals and plot to overthrow King James II. Locke was later removed from the list of traitors (31). After the Glorious Revolution Locke returned to England and helped draft the Toleration Act of 1689 (31). Locke believed in many things as a philosopher, one of Locke’s most known ideals was Natural Law. Locke strongly believed in Natural Law, which stated men have natural rights which cannot be given to you by rulers (Stephens, George M. John Locke: His American and Carolinian Legacy). Locke also believed in the Social Contract, which stated that, a persons moral or political obligations should rely on an agreement in order to form a society (John Locke: His American Carolinian Legacy). Locke strongly believed that people lived in a certain State of Nature before there was society. Locke stated that the State of Nature was when people lived with no judge, no laws and no punishment for their crimes (Treatises on Government). Locke thought that laws of society existed for the common good of the population as a whole (Treatises on Government). People could not break the social contract because it would result in chaos (Treatises on Government). Locke also believed that the government existed to assist the needs of the people and if it should not fulfill its job to the people, people had the right to overthrow the government (John Locke: Natural Right to Life, Liberty and Property). Locke believed that without a majority rule the social contract wouldn’t work (John Locke: His American and Carolinian Legacy). Therefore, Locke wrote An Essay Concerning Human Understanding which was based on his beliefs and experiences (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). Locke also wrote a Letter Concerning Toleration, which discussed an idea of religious toleration for everyone except Atheists and Catholics. (John Locke: Natural Right to Life, Liberty and Property). Locke believed education is for liberty and that people learn by examples and that this is the way society should learn (John Locke: Natural Right to Life, Liberty and Property). Locke also fought for freedom of the press and opposed the renewal of the act for regulation of printing (John Locke: Natural Right to Life, Liberty and Property). Clearly, John Locke had a very big impact throughout the world, even though during his time he was viewed as a criminal for some of his ideas. Locke provoked revolutions in Europe, Latin America, and in Asia (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). John Locke influenced the Declaration of the Rights of Men, in 1789 while in France, which recognized property rights. (Stephens, George M. John Locke: His American and Carolinian Legacy). Locke also influenced Montesquieu’s beliefs regarding the separation of powers (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). Also one of Locke’s greatest influences was his assistance in inspiring the French Revolution (John Locke: Natural Right to Life, Liberty and Property). John Locke influenced the United States in a number of different ways. For example, Locke’s Second Treatise Concerning Civil Government inspired the American Revolution (Powell, Jim. John Locke: Natural Right to Life, Liberty, and Property). Also, In the Declaration of Independence it states how King George violated his contract with the colonist, which was influenced by Locke’s ideas (Stephens, George M. John Locke: His American and Carolinian Legacy). The Fifth Amendment of the United States Constitution discusses property rights, which was also inspired by John Locke (John Locke: His American and Carolinian Legacy). In the constitution the legislative branch has more power than a single official but has no veto power, another ideal of Locke (John Locke: His American and Carolinian Legacy). In conclusion, John Locke inspired many people throughout history with his strong beliefs and ideals. Locke was criminalized and wanted for his beliefs. Locke’s ideas have influenced not only England or the United States of America, but have resulted in a change in the world. Locke inspired people of his time, and implemented lasting ideas and changes in the government, and Locke inspired other philosophers. Philosophers similar to Locke have used Locke’s ideas as a foundation to further mold the world we live in, and shape societies. John Locke has made a lasting impact and his ideas will continue to impact the world. Works Cited Faiella, Graham. †John Locke: His Life† John Locke:Champion of Modern Democracy New York: Rosen Group, 2005. 24-31. Print. Locke, John. Two Treatises on Government. 1690. Print. Powell,Jim â€Å"Jim Locke: Natural Right to Life, Liberty, and Property† The Freeman. Foundation for Economic Education. 1 August 1996. Web. 6 October 2014. Stephens, George M. â€Å"John Locke: His American and Carolinian legacy. † John Locke Foundation. N. D. Web. 2 October 2014.

Operational Plan

Operational Planning What is it? The organisation has an operational plan that clearly states the actions to implement goals and strategies identified in the strategic plan. Your organisation has completed the strategic planning process. An operational plan details the actions required to implement each strategy, assigning responsibilities, setting timeframes, identifying resources required and indicating what difference the specific actions will make.When developing your operational plan, ensure it is clear and able to be understood by all members of your organisationDeveloping the Operational Plan ·You will need to have at least one workshop to develop your operational plan with someone who will drive the process. This person is called a facilitator.  ·A facilitator is a person who has experience or training in running work groups. He or she guides the operational planning process, ensuring the actions and timeframes are pitched at the appropriate level. Your facilitator could be: (1) an outside specialist facilitator (2) a prominent member from your community who has experience facilitating developing plans in the past, or (3) a member of the Management Committee or staff member to facilitate the process.  ·It is very important the facilitator is trusted by the group. Each participant must feel comfortable to express their opinions. The most successful plans are those where all participants feel they have fully participated in the planning sessions and own the actions.Picking a good facilitator is the first step in successful planning.  ·The organisational plan is primarily the responsibility of staff, representatives from the Management Committee and community will help ensure it reflects the intent of the Strategic Plan. Goals and strategies from Strategic Plan to action  ·Goals and strategies that were identified in the strategic planning process will now be used for the operational or action planning process. Who is going to do what? When will they do it?What resources will they need and how will you know when the action has been completed successfully?  ·The strategic plan provides a framework for the operational planning process, but how do you turn your goals and strategies into actions and then into results to achieve these goals?  ·Make sure the actions are realistic. Does the organisation have the resources (personnel, physical facilities, training, equipment, funding, etc. ) required to do this activity? If not, how will we obtain them and if additional resources can’t be obtained, how o we adjust the activity in line with the resources available.  ·For each of the actions you need to identify the way to measure its success or otherwise. What differences will you see as a result of these activities? These are sometimes called outcomes or performance measures. These outcomes need to be measurable, preferably by numbers or timelines.  ·Finally, you need to have someone to be responsible to ensure the a ctivity occurs and the outcome is achieved. Who will do it?  ·A table can be one good way of recording this process.An example follows:Goal: Healthier people in our communityStrategy|Action/Activity|Who|When|Resources| Community awareness activities relating to health promotion|Open Day held on a quarterly basis to promote health issues|Indigenous Health Project Officer|June 2007|$ advertisingPromotional materials| Children are informed of health issues |Information sessions on health promotion at the local school on a monthly basis|Indigenous Health Worker|July 2007|Resources|  ·What has been described is the operational planning process.The results are made into either a booklet or a poster which is called the operational or action plan. This can then be used by the members of the organisation to follow the goals, strategies and proposed actions outlined in the operational plan.  ·It provides the organisation with a guide that can be monitored, reviewed and evaluated at regu lar intervals to ensure the organisation is implementing its strategic plan. Related Documents Strategic Planning Topic Guide [->0]Strategic Plan Template [->1]Operational Plan Template ->2] References Business Plans for Dummies – Paul Tiffany & Steven Peterson IDG Books World Wide Inc 1997 Developing Your Organisation For Queensland Incorporated Associations Queensland University of Technology, 2005 Monitoring Performance Improvement – M Tovey Prentice Hall 2001 Strategic Planning the Murri Way Kit – HACC Resource Unit 1997 Websites used for examples of Mission Statements and Goals Ernabella Arts from Powerhouse Museum web site http://www. phm. gov. au/hsc/paperbark/contemporary. htmWal-Meta The Aboriginal and Torres Strait Islander Public Sector Employment Development Unit http://www. wal-meta. qld. gov. au/aboutus/mission_statement. htm Batchelor Institute for Indigenous Tertiary Education http://www. batchelor. edu. au/public/documents. html [->0] – h ttp://www. qld. gov. au/ngo/documents/VOICE/gov_accountability/topicguide/StrategicPlanning. rtf [->1] – http://www. qld. gov. au/ngo/documents/VOICE/gov_accountability/templates_samples/StrategicPlan. rtf [->2] – http://www. qld. gov. au/ngo/documents/VOICE/gov_accountability/templates_samples/OperationalPlan. rtf