How the Organizing of Work Influences Experiences of Work

How the Organizing of Work Influences Experiences of Work Consider how the organizing of work  influences experiences of work. Introduction The question of how the organization of work influences the experiences of work can take on many differing connotations depending upon the viewpoint that is being utilized to address the foregoing. From a dictionary point of view, work is defined as follows (American Heritage Dictionary, 2005): â€Å"1. Physical or mental activity that is directed toward the accomplishment or production of something.† As well as the activity of â€Å"†¦ looking for work†¦Ã¢â‚¬  one’s occupation, the production of some measured unit of accomplishment, as well as one’s occupation (American Heritage Dictionary, 2005). Watson (2003) indicates that work is an activity â€Å"†¦ in which everyone in the world is involved†¦Ã¢â‚¬  and utilizes the examples of those who are employed as well as one tending to their garden, the owner of a building as the landlord, investors and even those who have servants. Given the broad based meaning that can be and is associated with this word, as a concept in this connotation work shall be thought of as those activities one performs for compensation. Polanyi (1944) saw work as a creative activity whose goal is human development. And while in our modern society this view might tend to be slightly utopian its undertones nevertheless have merit. The very question of how the organizing of work influences the experience of work makes reference to, although indirectly, work as something that can be thought of as enjoyable, or to the contrary depending upon not only what is being done but how one views said activity. The experiences one has at work can run the gamut from inferior to exceptional, for want of more descriptive terminology. As such, we shall examine this question from the standpoint of the work experience as the feeling and or satisfaction one derives and thus how that work when organized either contributes to or diminishes from the foregoing. For those of us for whom work is a means to either earn a living, practice a profession or support oneself and their family, it plays an extremely important part of our lives in terms of time spend at said activity, as well as in terms of how the experience of this activity impacts upon, influences one and acts upon us outside of it. Maslow ´s (1954) hierarchy of needs provides us with a guide to exploring the realm of work and its influences on the individual as it contains compelling insights into the psychology of who we are and how we function internally. His theory of personality states that are contained in Maslow ´s (1954) hierarchy of needs is as follows: Physiological Needs This is the basic biological need for food, air water and warmth and represents those which come first in our search for satisfaction. Safety Needs After the satisfaction of safety needs, the needs for security take precedence. And after this need is met, we move onto the third need. Needs of Love, Affection and Belongingness Maslow (1954) indicates that we seek to overcome our feelings of loneliness along with alienation, and this entails the giving as well as receiving of love, belonging and affection. Needs for Esteem This need addresses the subject of work organization as it entails the need for esteem. This aspect was also referred to by Polanyi (1944) in terms of work being an aspect of human development. Maslow (1954) refers to this need as self esteem emanating from within an individual as well as that which one receives from others, along with the need for a stabile relationship environment in which to thrive. This aspect is extremely important as to how one’s work organization is, and interacts with this key human personality quotient. Needs for Self Actualization When all of the preceding needs have been satisfied, then Maslow (1954) indicates that the self-actualization need becomes active. Simply put, this means that a person will gravitate towards doing what they were born to do. The short, yet important examination of Maslow ´s (1954) hierarchy of needs aids in the understanding of the deeper seated aspects of how the organization of work influences the experiences of work. From the preceding it should be evident that if one’s work is organized logically and contains a level of diversity and creativity as evidenced by changes of pace, then it will fit within Maslow ´s hierarchy and thus be more satisfying. Watson (2003) refers to the sociology aspects of work in that it aids in the employer, manager as well as employee to make â€Å"†¦better informed judgments†¦Ã¢â‚¬  concerning the work at hand and how to go about performing it. The foregoing is highly important in equating the question as one’s experiences at work might be deemed as satisfying if they can see it progressing towards a more fulfilling method or way of getting said work accomplished. This ongoing organizing and re-organizing, if conducted in an intelligent and pr ogressive manner, might be as rewarding as one who’s work experience is at a firm where the work flow organization is scientifically as close to perfect as can be humanly ordained. Varied levels of frustration are inhibiting factors which can and do affect our thinking as well as levels of performance. The elimination of such frustrations through insightful work organization represents a positive contribution to increasing one’s satisfaction experience in this regard. Techniques such as Just-In-Time, Total Quality as well as Lean Production techniques as referred to by Fiona Wilson (2004) in and of themselves do not produce or create job satisfaction as they are constructs from which to organize and customize work to fit the organization, management, the corporate culture and the individual. Lest we forget, all business enterprises are composed of flesh and blood individuals who all fall under Maslow ´s (1954) humanistic guidelines. As such, in constructing or organizing the work process we need to be mindful that repetition breeds boredom and boredom breeds discontentment (Noon et al, 2002). Within the context of work organization are all manner of su b routines and associated aspects that impact upon it. Ergonomics, aesthetics, colors, materials, light, sound, work space, distance between other workers, the amount of space one has to function in, the static or non static nature of the work all are factors in its organization. Thus, to think of the subject as one confined to office personnel belies its meaning and intent as it has applicability for factory, farm, forestry, management, field personnel and back office employees or executives. It entails how interesting, challenging, creative and diverse it is or can be made to be as a function of how it is organized or structured (Watson, 2003). Management in equating the production variables needed to be met in the attainment of work output must be mindful of exactly how said work is performed in order to create techniques that seek out and enlist the input of those actually doing said functions to aid them in structuring, modifying and upgrading work procedures and how it is organized. Those who perform the function on a daily basis can also be assisted by management taking part in said work functions to reach determinations on a first hand basis as to what potential modifications and or improvements can be made or added to make the work experience more pr oductive as well as satisfying. And work organization, as mentioned by Watson (2003), Wilson (2004), and Noon et al (2002) does not just consist of the work itself, it includes the social, contemporaries one works with, the working relationship manner in terms of contribution in a what is being done as well as job satisfaction. Understanding that work is something that is performed by human beings who all represent personalities under Maslow ´s (1954) hierarchy of needs is a foundational construct by which to accomplish making the experience one that translates into higher output and professionalism. Conclusion Hochschild (1997) helps to provide a level of understanding concerning the need to reduce work to human terms as he found that for most individuals their work takes precedence over their home life. While the foregoing is not universally true, as indicated by Jacobs et al (2001) the importance of providing within the organizational matrix a means to attain higher levels of job satisfaction is nevertheless a function that encompasses understanding that personal fulfillment along with our wants, needs, desires and individual goals are inner facets present in varying degrees in all of us. The corporate culture that understands the human equation in consort with the need of the company to generate profits and compete in an increasing globally influenced sphere is the organization that is well on its way to producing individuals whose contributions will exceed those of competitive companies who have not yet elevated their thinking to encompass the importance of their personnel as the key r esource driving the bottom line. Thus, the organization of work and its influence(s) with respect to the experiences of work is not solely about how many words per minute are being typed, or how many units being built, it is about the individuals performing those tasks and their personal levels of commitment to same. The higher their relative levels of contribution in the process from a work as well as suggestion point of view, the higher will be their commitment and contributions in terms of quality of work and performance. And this represents the experience that truly defines influencing the work experience through organizing it for the individual. Bibliography American Heritage Dictionary. 2005. Work. http://education.yahoo.com/reference/dictionary/entry/work Hochschild, A.R. 1997. The emotional geography of work and family life. Pp. 13-32. Saint Martin’s Press, New York, New York Jacobs, J.A., Gerson, K. 2001). Overworked individuals or overworked families? Explaining trends in work, leisure, and family time. Pp 40-63. Work and Occupations, Issue 28 Maslow, Abraham. 1954. Motivational and Personality. Harper and Row, New Cork, N.Y. Noon, Mike, Blyton, Paul. 2002. The Realities of Work. Labour / Le Travail. ISBN: 0333984587 Polanyi, Kart. 1944. The Great Transformation. Beacon Press, Boston, MA. Watson, Tony. 2003. Sociology, Work and Industry. Routledge Publications. ISBN: 0415321662 Wilson, Fiona. 2004. Organizational Behaviour and Work: A Critical Introduction. Oxford University Press. ISBN: 0199261415

Essay on Variety in The Merchants Tale -- The Merchants Tale

Use of Variety in The Merchant's Tale  Ã‚   The Merchant's Tale tells the story of an old man searching for a wife and finding one, who is ultimately unfaithful to him. Chaucer uses a variety of elements in the poem to show his knowledge of contemporary interests and his story telling capacity through another figure. Irony flows through the poem, laced with allusions to the Bible. Chaucer's use of his astronomical knowledge not only allows modern day scholars to date events, but also adds another dimension of interest for the contemporary audience and of course, the pilgrims. Januarie's discussion of Heaven and Hell leads to the idea of marriage providing a Heaven on Earth. It is said that a wife is a husband's "paradis terrestre, and his disport" (l. 120), but at the introduction of the idea of a paradise, the reader can begin to contemplate the introduction of a serpent at a later point. Chaucer uses heavy irony as Januarie worries about experiencing his only Heaven on Earth. It becomes evident that May is anything but his Heaven. Her behaviour with Damyan in the pear tree is reminiscent of the story of Adam and Eve and the temptation of the apple tree as Damyan has become the serpent in Januarie's paradise of wedded bliss. The Biblical allusions that are used in the Tale have the effect of broadening the moral behind the story. By using the irony of the Biblical stories along with the thoughts of Januarie, a contemporary audience would have quickly perceived that there would be trouble with the marriage, as they would have been relatively well versed on the Bible. The priest at the marriage ceremony "bade [May] be lik Sarra and Rebekke" (l.492). While these two figures are held up as examples of holy and virtuous wom... ... the possibility, says Maurice Hussey, that Chaucer knew that St. Damian was the patron saint of medicine, thus giving ironic undertones to the sight-healing excuse for the pear tree tryst. Geoffrey Chaucer used many different aspects of his wide knowledge when writing the Merchant's Prologue and Tale. Biblical references and parallels with and inclusions of mythological characters are evidence of this. The appeal of such references to a medieval audience is extended with the inclusion of detailed and seemingly accurate astronomical minutiae. These details provide another level of information about the characters and their fates, such as the future of the marriage - it having been performed when the planet of war and the planet of love were in conjunction. Around these imaginative inclusions weaves a line of irony and a use of contemporary views and literature.

Mahatma Ghandi

Year 11 Community and Family Studies Individuals and Groups – Leadership Term 2 Assessment MAHATMA GHANDI . Mohandas Karamchand Ghandi, known as Mahatma , or ‘Great Soul’ was a successful leader who managed to cause major political change in countries that experienced an abundance of racial discrimination and cultural inferiority . The two most signi? cantly effected countries that experienced direct positive empowerment because of Mahatma Ghandi were South Africa and India. Reason for Ghandi’s immense success with each goal he set was his strong self belief, resilience, persistence and determination.Apart from these characteristics allowing Ghandi to achieve his goals, they made him an exceptional example of an effective leader. In South Africa Mahatma Ghandi fought for Indian civil rights, his success resulted in the reformation of the anti- Indian Legislation, by South African Of? cials. Throughout the history of South Africa racial discrimination was al ways prevalent among society. Native Africans, Indians and Asians were constantly subject to racial injustices, particularly from the 1800’s to 1959.Examples of this are evident throughout the legislations and laws that were directed at Indians; Indians; -Could only freely migrate to South Africa as indentured Labourers (labourers on contract) – They had none of the rights of full citizenship – Were not allowed to own property or land – Were only granted temporary residence -Forced to pay of sum of ? 3 if they were ex-indentured Indians that failed to reindenture or chose to return to India after their labour contracts were completed . Had to live in government allocated areas for ‘sanitation’ purposes – Were the only race that had to complete a educational, health, age and means test in order to gain admission into the country with the exclusion of Indian indentured labourers. (this purpose of this test was to stop further immigration of ‘free Indians’ (Indians that came to South Africa not indentured) ). -Were prohibited from marrying the ‘Whites’ (People of European descent e. g. Dutch, German, French ) These government policies were discriminatory against the Indian race and resulted n them (Indians) being assumed as an inferior race in society which further resulted in the excessive mistreatment of Indians. Being exposed to these racial inequalities, and having been of Indian race Mahatma Ghandi was well aware of these racial inequalities as he stated â€Å"I discovered that as a man and as an Indian I had no rights†. He recognised that change needed to occur in order for the Indian race in South Africa to be equalised within society. This recognition then lead Ghandi proposing an action plan of ‘passive resistance’ which he was leader of.The result of his passive resistance which was taken up by hundreds of other supporting Indians in South Africa was the . refo rmation of the anti- Indian Legislation ( mentioned previously). This meant that the Indian Relief Act was passed, consequently improving Indian civil rights. The act; – Abolished the ? 3 poll tax -Recognised marriages contracted in terms of traditional Hindu and Muslim rites – Indian children of parents living in South Africa are allowed to immigrate Although these modi? ed policies of legislation did improve Indian Civil Rights, there were still major parts which remained law that were racially unjust.For example; Indians were still prohibited from owning property in Transvall and Orange Free State. -Indians were not allowed to reside in Orange Free State. – Restrictions still existed on Indian trades. In 1869 India was part of the British Empire, which meant that Britain ran the government, made laws and took advantage of India’s natural riches in particularly salt, in order to make pro? t. The fact that the British Empire ruled India, basically meant that the Indian’s own country had to a degree been taken from them; they were living in a country that was not theirs. After ? hting in the British Army in Europe during First World War (1914-18) Indians, felt that in return they deserved to be granted Independence. Believing this Ghandi resolved to ? ght for Indian Independence or what he referred to as ‘Swaraj’ . Ghandi’s method of ‘? ghting’ was inspired by his belief of Satyagraha, meaning truth force. He stated â€Å" Satyagraha has been designed as an effective substitute for violence† . In order to achieve this vision Ghandi employed his method of civil disobedience. ?He urged Indians to resist British rule by going on strike. ?He went on hunger strikes ?He made protest speeches ? Encouraged Indians not to wear clothes or pay British taxes – this was the beginning of Ghandi’s Cloth Campaign; he ordered the public to burn their British clothing and instead spin their own thread and make their own clothes. ?Encouraged Indians not to buy British goods, go on strike from their jobs and attend rallies to hear him speak. ?The most signi? cant event that Ghandi lead to achieve Indian Independence in India was the ‘Salt March’ ; during this event Ghandi lead hundreds of his followers to Dandi Beach were he picked up the ? st handful of salt. This symbolised that Indians would no longer bow to British laws. This occurrence was so important because it showed rebellion to British law. During this time (1930’s) it was made law that Indians could not collect their own salt, they had to purchase heavily taxed salt from the British. However after Ghandi’s action, Indians started collecting their own salt. . Mahatma’s main goal was to achieve Indian independence, however he fought for better working conditions for poor weavers and went on a fast until he won them a wage increase.He also set up a ashram which was communal farm , on this farm Ghandi accepted a group of social outcasts, labelled the ‘untouchables’ . The untouchables were seen as the lowest rank in society’s hierarchal structure and therefore they were outcasted and not associated with. By Ghandi’s encouragement and acceptance of the untouchables into the communal farm despite the protests of his followers he showed his belief that all people were equal. Mahatma Ghandi’s approach to protest became popular within society and rapidly he accumulated hundreds of followers, ? hting united with the same intention which was further reason why Ghandi achieved Indian Independence. â€Å"Mass civil disobedience is like an earthquake†, said Ghandi. This same principal which Ghandi proposed and then employed into every protest project he was involved in, is reason why he was such a successful leader. Despite Mahatma Ghandi’s direct action to empower individuals to stand up for what they believe in in South African and India , Ghandi inspired the whole world to do the same. The actions and principles that he utilized resulted in the global empowerment of individuals.His ethics and protesting strategies are still seen in present political rebellion. Mahatma Ghandi was a highly successful leader because he was able see injustices within society, which others experienced and encourage and enforce society to passively yet affectively ? ght in solidarity for positive change. The New Oxford American Dictionary de? nes leadership as ; the ability to lead skillfully. Mahatma Ghandi’s most prominent quality was his leadership, his superior leadership style was the main reason for his successes.There are many diverse leadership styles, such as ; Task-orientated, People-orientated, Autocratic, Collaborative/Democratic, Laissez-faire, Transformational and Cultural. Each of these leadership styles present a leader with varying leadership skills which effect the dynamics and productivity of group members. A transformational leader, such as Ghandi maintains a focus on teamwork and initiative. They provide direction and a goal for the group to achieve and encourage and empower the group members in achieving the goal.As leaders they utilise lateral thinking, promote individual growth and development and group decision making and keep the group focused and productive in reaching their goals by giving regular feedback. Transformational leaders are deeply involved in the group and are constantly enthusiastic and energetic about the input of individuals. This generates a trusting environment where group members feel comfortable to cooperate with group members. Mahatma Ghandi’s transformational leadership style was evident throughout his lifetime, despite the varying group and situation.When analysing his successes, in . particularly his ? ght for equality in South Africa between Indians and the ‘Whites’ . He was extremely involved with the Indian Society a nd produced a clear vision for Indian integration within South African Society. He was deeply involved in his group and worked enthusiastically with each member, encouraging them to strive to achieve a common goal. The reason why he was so successful is because he was able to maintain and initiate intimate relationships with the hundreds of his followers, he empowered each of them to ? ht for ‘satyagraha’ by acknowledging each of their inputs. Individuals that were part of Ghandi’s group felt involved, valued and liberated. Being part of Ghandi’s group promoted individual development. People associated with Ghandi’s group were instilled with Ghandi’s teaching of self belief, discipline and most importantly determination to attain their goals, by non-violence, non-cooperation and self sustenance. There are varying factors which in? uenced Ghandi’s transformational leadership style. The two most dominant in? uences were his culture and n ature of the group.Mahatma Ghandi was of Indian culture, this fact was reason why he was so motivated to gain Indian independence, and the segregation of Indians into South African Society. As an Indian in society, Ghandi’s environment exposed him to racial discrimination and verbal abuse and this consequently effected his growth and development. Ghandi’s resilience and egalitarian nature stemmed from the injustices he experienced, and played a signi? cant role in motivating Ghandi to achieve racial justice. Ghandi’s followers and members of the group were also Indian.Due to the fact that he and his followers shared the same culture ,they experienced the same mistreatment , discrimination and general way of life. Each of these individuals could relate to one another and this was the unifying force. Ghandi was therefore able to lead Indians based on the passion they both shared for racial equality. The nature of the group, refers to quality of relationship that t he leader obtains with the individuals part of the the group. Depending on the level of quality that the relationships hold e. g. High-quality or poor quality, leaders can be respected and have more in? ence over the members. Leaders are more likely to have high quality relationships in groups that are informal because members are able to interact positively and more openly; this was Ghandi’s case. Ghandi was able to maintain high quality relationships with the members in his groups and because of this he gained higher respect and had more in? uence over his followers. Mahatma Ghandi was a highly effective leader because he was able to lead his thousands of followers in achieving a common goal. Ghandi’s effectiveness as a leader can be measured by the successfulness of his visions.Ghandi set out to achieve Indian Independence and Racial equality in South africa and he was successful. In the process of achieving his goals, he empowered nations around the world to challe nge their governments if they had a problem and ? ght to ? x it. This shows that Ghandi was an overachiever, because he did more than he set out to and therefore was a highly effective leader. Ghandi’s strengths were his; ? De? nite purpose – Ghandi maintained a vision and a set way he was going to achieve this. His goals had purpose and so did his actions towards achieving his goals. Self Discipline – He believed that exercising his self discipline strengthened his commitment to achieve his goals. ?Integrity – He was honest about the way he lived and his beliefs , he believed that believing something and not living it was lying. He would rather have been prosecuted for his beliefs then denying them and this was sometimes the case. He stated â€Å" To believe in something, and not to live it, is dishonest†. ?Related to people – he made an effort to truly understand people, thus instilling motivation in him to achieve his goals, not only for what is right but for what the people wanted.He had an extensive understanding of the human psychology and used it along with his public relation skills. ?Self Belief and faith – He believed in himself and had faith that he could attain success. ?Flexibility – he changed his strategies and methods of challenging his oppositions to suit the situation and in turn increased the effectiveness. ?Resilience – despite setbacks he wasn’t deterred from achieving his goals, in fact he was more motivated; he learnt from his mistakes. ?Spirituality – He promoted love and peace in times when another leader would have made a call to arms. Determination ? Persistence ? Focus ? Will to ? ght for his beliefs ? Unconcern of what others thought of his actions, or how he dressed. ?The fact that he was prosecuted by authorities and publicly shamed in some circumstances did not deter him from achieving his goals. Evidently Mahatma Ghandi presented an exemplary leader b ecause of his effectiveness which came from his individual characteristics. However like every leader there are weaknesses, although Mahatma Ghandi’s weaknesses were insigni? cant, and didn’t majorly impact upon his effectiveness, they still existed.An example of this was Mahatma Ghandi’s experiments in ‘Brahamacharya’ . Gandhi became a brahamachari (celibate) when he was thirty-six. He conducted experiments in Brahamacharya which he used to develop his ability to conquer sexual feelings. Although this act was innocent through Ghandi’s eyes, he was highly criticised for it and it became a very controversial issue. He apparently slept with numerous women in order to test Brahamacharya and see if he had mastered celibacy. This event showed weakness in Ghandi as leader, because he made a commitment to elibacy, however afterwards he had sex with women in order to see if he had mastered celibacy. This act caused some of Ghandi’s followers to lack respect in him because he was no a longer a man that refrained himself of intercourse , even through he made a commitment to do so. As a leader, Ghandi created a unique style of ? ghting for what he believed in, which he referred to as ‘Satyagraha’ . As stated previously in the essay this theory that Ghandi proposed ,meant ‘truth force’ and becoming a ‘Satyagrahi’ meant a ? hter for the truth. His way of resolving and managing con? ict was in? uenced by his belief in ‘Satyagraha’. This meant that individuals were encouraged to ? ght for the truth but in doing so it had to be in a civilised manner. Ghandi is well known globally for his method of opposing the government by civil disobedience and passive resistance. This method was carried out passively, and people that employed this method were encouraged to do so in way that did not harm, violate or create violence with others, even their enemies.Ghandi’s theory enfor ced communicating your message in a peaceful and civilised manner, which is why he is so highly respected. When con? ict arose within his group or between his followers, he encouraged that they settle the dispute in a civilised manner but also effectively communicating their feelings. He encouraged that his followers didn’t simply give up but rather made sure that their opponents knew how they felt in order to understand where they were coming from. He stated â€Å" Never give in. Never. Never. Never. Never†. This mentality of Ghandi’s was re? cted in his methods of government opposition. He used passive methods such as sit-ins, boycotts, blockades and occupations of buildings, tax refusal, and alternative publications and media. More active forms of passive resistance include strikes, walkouts, protest marches, theatrical protests, and hunger strikes. Ghandi was also an advocate of forgiveness, so if there were disputes or disagreements of any kind within his g roup he encouraged his followers to forgive the other which further re? ected Ghandi’s philosophy of love, peace and forgiveness between people of religions, races and beliefs.In order for Mahatma Ghandi to have achieved leadership he followed a path which lead him to becoming a leader. Initially Ghandi started ? ghting for the improvements of Indian rights by himself, and through this process he started to gain members which shared Ghandi’s goal. As Ghandi fought for racial equality he caught the attention of others, the media and the authorities. He became well known and during this process, as people began to become familiar with Ghandi and his vision they too joined him, and his members grew and grew.He was not appointed leader by his followers, he was assumed leader. This was the same case in the instance of Ghandi ? ghting for Indian independence in India. He was able to see, by himself that it was wrong for the British to rule India and afterward with the in? ue nce of others acknowledging the same fact he gained members that shared his beliefs and also wanted independence. This then lead . Bibliography: New Oxford american dictionary – accessed from May 18 – 19. http://dictionary. reference. com/browse/leadership Accessed May 19 , 7:10 pm. ttp://www. mensxp. com/work-life/corporate-skills/3140-leadership-style-ofmahatma-gandhi-. html Accessed May 20 , 9 :30 am. . http://www. guide-to-employee-motivation. com/gandhi. html Accessed May 20, 9 :40 am. http://www. scribd. com/Kunwar23/d/6977301-Leadership-Style-of-MahatmaGandhi Accessed May 20, 10:02 am http://www. kamat. com/mmgandhi/day_with_gandhi. htm Accessed May 20, 11:21 am. . http://www. encyclopedia. com/topic/passive_resistance. aspx Accessed May 20 , 11: 42 am. http://civilresistance. info/ostergaard Accessed May 20 , 12 pm ttp://www. sikhtimes. com/books_020278a. html Accessed May 20 , 1:18 pm. . http://www. mightystudents. com/essay/Compare. strengths. weaknesses. 899 58 Accessed May 20, 1:26 pm. http://www. nndb. com/people/653/000065458/ Accessed May 20, 2:00pm http://en. wikipedia. org/wiki/Dalit Accessed 2:13 pm. http://en. wikipedia. org/wiki/ . Mohandas_Karamchand_Gandhi Accessed May 20, 2:14 pm. http://www. sahistory. org. za/politics-and-society/anti-indianlegislation-1800s-1959 Accessed May 20 , 2:20pm http://www. skwirk. com. u/p-c_s-14_u-309_t-761_c-2862/historical-inquirypeople-motive-and-consequences/ nsw/historical-inquiry-peoplemotive-and-consequences/ investigating-history/historicalinquiry Accessed May 20 , 2: 55 pm . http://www. brainyquote. com/quotes/keywords/power. html Accessed May 20, 3:21 pm Ghandi The peaceful revolutionary Anna Claybourne 2002 White Thomson Publishing Ltd. The wisdom Of Ghandi Trudy S. Settel 1995. . to Ghandi once again being assumed leader however never of? cially being appointed leader. In a differing case however, in 1919 Ghandi became an active member of the National Indian Congress and was of? cial ly appointed a leader.He was asked to join the National Indian Congress because his struggle for Indian Civil rights was successful, his ‘satyagraha’ campaign aroused interest and his general ability to effect great social change without employing violence. To conclude it is clear that Mahatma Ghandi was an exemplary leader. What made him such a good leader were his personal characteristics, his style of leadership and how he chose to utilise them in order to achieve his goals. It is evident that Ghandi was a successful leader because he was able to work collaboratively with his group in achieving a common goal being Indian civil rights and Independence. .

Primary Operations IEP Goals for Math

An Individual Education Program is a road map created by a special education team that lays out educational goals and expectations for special needs students. A major feature of the plan involves IEP goals, which must be specific, measurable,  achievable, results-oriented, and time-bound. Writing IEP math goals for operations in the primary grades can be challenging, but viewing example can be helpful. Use these goals as written or revise them to create your own IEP math goals. Operations and Algebraic Understanding This is the lowest level of mathematical function but still serves as a foundational basis for understanding operations. These goals should emphasize skills that include an understanding that addition refers to putting numbers together while subtraction involves taking away. Early primary-grade students should be able to represent addition and subtraction with objects, fingers, mental images, drawings, sounds (such as claps,) acting out situations, verbal explanations, expressions, or equations. An IEP math goal that focuses on this skill might read: When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher with statements such as: Here are three counters. Here are four counters. How many counters altogether? correctly answering eight out of 10, in three out of four consecutive trials. At this age, students should be able to decompose numbers less than or equal to 10 into pairs using objects or drawings and record each decomposition by a drawing or equation (such as 5 2 3 and 5 4 1). A goal to achieve that objective could state: When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher using statement, such as, Here are 10 counters. I will take these away. How many are left? correctly answering eight out of 10 (80 percent), in three out of four consecutive trials. Basic Adding and Subtracting Also in the early primary grades, for any number from one to nine, students need to be able to find the number that makes 10 when added to the given number and record the answer with a drawing or equation. They also need to add and subtract numbers up to five. These goals emphasize those skills: When presented with a random number on a card from one to nine, Johnny Student will find the correct number of counters to add to the number to make 10, in eight out of nine attempts (89 percent) for three of four consecutive trials. When randomly given 10 mixed flash cards with addition problems using numbers zero through five, and subtraction problems using numbers zero through five, Johnny Student will correctly answer nine of 10 in quick succession, in three of four consecutive trials. Operations and Algebraic Thinking Effective methods for teaching addition and subtraction for students with learning disabilities are TouchMath and number lines. Number lines are just that—lines of sequential numbers that students can easily count while doing math problems. TouchMath is a multisensory commercial math program for first- through third-graders that allows students to touch dots or other objects placed strategically on numbers in order to count them. You can create your own touch-math-type worksheets by using free math worksheet generator sites. IEP math goals that incorporate either numbers lines or touch-math-type strategies might include: When given 10 addition problems with touch points, with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials. When given 10 subtraction problems with touch points, with minuends (the top number in a subtraction problem) to 18 and subtrahends (the bottom number in subtraction problems) to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) for three of four consecutive trials. When given a number line to 20 and 10 addition problems with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials. Adding and Subtracting to 20 Young students must also be able to add and subtract within 20, demonstrating fluency for addition and subtraction within 10. They should be able to use strategies such as making 10 (for example, 8 6 8 2 4 10 4 14); decomposing a number leading to a 10 (13 - 4 13 - 3 - 1 10 - 1 9); using the relationship between addition and subtraction (knowing that 8 4 12 and 12 - 8 4); and creating equivalent but easier or known sums (adding 6 7 by creating the known equivalent 6 6 1 12 1 13). This skill provides a good place to teach place value, by helping students find and see the 10 in numbers between 11 and 20. A math goal covering this skill might prescribe: When given a random number of counters between 11 and 19 for 10 times (probes), Johnny Student will regroup the number into a 10 and ones, placing them on a work mat with two squares, one labeled 10 and the other ones correctly in eight out of 10 probes (80 percent) for three of four consecutive trials.