Global history Essay Example | Topics and Well Written Essays - 1500 words

Global history - Essay Example Additionally, the end of the Cold War has had important implications for the already precarious states of Africa and has coincided with the emergence of Asian economic â€Å"Tigers†: a global economic shift towards emerging East Asian powerhouses. Our current wave of globalization will be traced back to the late 1960s, beginning with the â€Å"social revolution† of that decade, and will end with today’s international state of affairs. The social revolution of the 1960s was also a cultural revolution. In fact, the â€Å"rise of a specific, and extraordinarily powerful youth culture indicated a profound change in the relation between generations† (Hobsbawm 324). Leading this cultural revolution were the young: teenagers started wearing jeans – prior to that only farmers wore them – and rock music became the voice of a generation (Hobsbawm 324). In fact, industries saw the potential of this young and increasingly powerful generation and catered to it through the â€Å"flourishing industries of cosmetics, hair-care and personal hygiene† (Hobsbawm 326). Hobsbawm asserts that the social revolution of the 1960s was as much a capitalist venture as a social and cultural revolution. The result of this â€Å"concentrated mass of purchasing power† (Hobsbawm 326) was the development of a sort of cultural hegemony, with blue jeans and rock music the identifiers of modern youth. Cultural symbo ls of identity thus perpetuated an Anglo-American global cultural hegemony. Additionally, "the cultural revolution of the latest twentieth century can thus best be understood as the triumph of the individual over society, or rather, the breaking of the threads which in the past had woven human beings into social textures" (Hobsbawm 324-330). Planned capitalism, expressed through governmental economic intervention and the Bretton Woods Agreements of 1944, exploded during the 1970s. Bretton Woods, which established

Dupont Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Dupont Analysis - Assignment Example HZO is, however, performing well in leverage with only 1.70%, as can be seen in table 1 below (Annual Report: MarineMax Inc., 2014) WMAR is the least preferred stock from the investor’s viewpoint due to the lowest return on equity of just 0.13%. The firm’s ROE is affected due to its low profit margin of 0.06%. The high operating expenses of the company have suppressed profits of the company that have eventually casted a negative impact on its ROE. The company needs to have strict control measures in this area. Equity multiplier is the weakest indicator of WMAR with the lowest in industry at 1.32% as can be seen in the table 1. As seen in the table below, HOG is performing best in terms of operating efficiency with the highest profit margin of 15.18%, which is the main element contributing towards its high return on equity of 27.43%. HOG is, however, required to give attention to its asset management, specifically to managing its receivables, which are overall affecting the company’s performance and returns and causing them to be below than expected (Annual Report: Harley Davidson Inc., 2014). KMX is also performing average in terms of the profit margin and currently, it is the best in asset management among its competitors, which makes its returns attractive at 16.20% as shown in the table 1. Improvement is required in the leverage position of the company as it is relying heavily on debt financing. Annual Report: Carmax Inc. (2012); Annual Report: Carmax Inc. (2013); Annual Report: Carmax Inc. (2014); Annual Report: Harley Davidson Inc. (2012); Annual Report: Harley Davidson Inc. (2013); Annual Report: Harley Davidson Inc. (2014); Annual Report: MarineMax Inc. (2012); Annual Report: MarineMax Inc. (2013); Annual Report: MarineMax Inc. (2014); Annual Report: West Marine Inc. (2012); Annual Report: West Marine Inc. (2013); Annual Report: West Marine Inc.

How freely do women and men communicate publicly in Muslim communities Essay Example for Free

How freely do women and men communicate publicly in Muslim communities Essay Islam is a religion that one actually perceives of being strict and harsh maybe because people are not well affiliated or aware of its teachings or because they misinterpret what the religion actually means. Islam on the other hand is one religion that is the most adaptable to all the situations that occur in any era. Its teachings can be universally accepted and adopted. It’s fair and totally unbiased when it comes to any gender. It’s a religion that is very easy to understand and follow and not strict and complex if understood properly. It does consist of principles that one find really hard to adapt to in today’s world but then those principles if adopted can prove to be of well being of a human himself. (Esposito, 2002). The Muslim culture provides women the most prominent place in the society. Women enjoy equal rights and privileges and are no way inferior to men. The rights and responsibilities are equal but not identical since men and women are both created differently. The Islamic culture does restrict women to stay reserved but that does not mean at all that it restricts women to communicate with men at all especially when it’s necessary. Public communication is not at all prohibited for a men and women in Islam, it just disregards men and a women meeting alone. It just believes in women to ensure their dignity and keep themselves protected and secured against disgraceful conditions and circumstances because in Islam a women is considered highly sacred and dignified and this doesn’t weaken a women or makes her inferior rather it gives her a special position in the society and makes her more strong and respectable and also safeguards her integrity and honor. Social priorities Socially a woman is not considered the bread earner for the family and therefore is not responsible for earning to meet the finances of the family. She is responsible to take care of the house and therefore is more preferred to stay in the house and look after the family rather than going out and exposing herself but if a woman herself wants to contribute in the earnings of the family then it is not at all disregarded by the Muslim culture as long as her honor and dignity stays protected. If we take the example of Hazrat Khadija, the first wife of Prophet Muhammad (PBUH) we can see that she was the most prominent trader in Arab that time, she worked with prophet and therefore there is no specific evidence that says that she has no communication or negotiation with men publicly. Similarly Hazrat Ayesha also is another example of a working lady who used to interact with men for conveying and transmitting the prophet’s message. (Esposito, 2008) . In many other strict Muslim states like Saudi Arabia, Iran etc, Muslim women are not all preferred and liked to work and to earn. Neither are they allowed to even communicate with men who they are not related to publicly and if found doing so are punished for their act. Segregation is done everywhere is weddings, public seminars etc. Even schools are segregated and girls and boys are not allowed to study together. This clearly states that Muslim men and women are not free to communicate publicly and therefore enjoys no interaction between the two genders. Situation in which communication occurs Communication only occurs in cases like if the men and the women knows each other or have a direct relation with each other. If we take a look on what the religion has to say then communication between a men and a women is not wrong publicly, as in communication and interaction is only prohibited when a men and a women are all alone together. Seclusion is prohibited but in the case of the presence of any third person, it is permissible as long as u communicate modestly and with a pure heart, still in many Muslim countries communication even publicly is not allowed at all. They think it’s indecent in immodest for a men and women to interact. Communication before marriages is even not considered that good but still in many Muslim states and cultures communication does take place between men and women before marriages in the presence of elders or other people of the family. Schools and universities are even segregated mostly in Muslim states, therefore there is no communication among girls and boys as school is the main source of communication among youth. What does Islam say about men and women interaction? The Quran (holy book of the Muslims) defines important and necessary elements of all the existing relationships between all the people. It includes respect, tolerance, kindness, self-restraint, honesty, patience, compassion and forgiveness. Such aspects apply between all the relationships let it be parents and children, neighbors, spouses, friends or work partners, regardless of any gender. Even Islam elaborates on what kind of relationship it finds acceptable between men and women, meaning that it does not totally opposes any interaction between them as long as it crosses the limits or boundaries set by the religion that includes physical contact or any immodest action, yet many scholars still does not allow any sort of communication between the two genders. Social Interactions In some Muslim communities, social contact or interaction among men and women, who are not directly related to one another is forbidden and therefore has resulted in segregated recreational places, schools, universities, government offices and businesses and therefore it totally restricts women from any position of power or control. The oppression or domination of women is mainly due to the restrictions on social communication and interactions making the leadership in government not provide basic human rights and liberty . If we talk in general terms, then most of the Muslims have usually adopted such segregation and separation haunted by the fear and thought that allowing social interaction and communication among men and women will result in illegal sexual behavior and physical contact. However as mentioned earlier there is fairly very less or no evidence to support that Islam discourages or totally prohibits social contact or interaction between men and women who are unrelated. These are just the man made values and rules or basically we can say the cultural values that have been followed since ages and have remain unchanged for protecting people against the wrong deeds or any such wrong or immodest behavior that may result in ruining the dignity or character of a person but still the option of complete avoidance in between the opposite gender is considered very unacceptable and impractical for many sensible people and is not a necessary or important element of Islamic social behavior. (Sardar, 2007) Sex segregation in different Muslim communities:- It varies throughout in different Muslim communities. In some communities it’s strict and harsh as compared to others where it is a bit practical and understandable. Let’s take a look in some of the communities and how this issue is dealt there. Afghanistan: Due to Taliban’s leadership in Afghanistan there is a very strict sex segregated system that does not allow women and men to contact in public at all and women even do not enjoy equal opportunities of education or employment. Iran: In Iran Ruhollah Khomeini only favors single- sex schools and strictly discourages women teaching in boy’s school and men teaching in girl’s school. Also public places like cafes, restaurants, schools, libraries, swimming pools, beaches, shopping malls and sport halls are also legally segregated. It was ordered and announced that all the business halls, marriage halls, political meetings and even conference halls should consist of separate sections. Men and women are even ordered to form separate queues. In cinemas and restaurants specially there is always a section labeled as â€Å"only for females†. Women are required to wear a hijab and cover themselves completely. Only the showing of eyes is allowed and a women if found not covered properly given 74 lashes in punishment. Men and women are not even allowed to travel in the same busses or other means of public transports. There are few busses that have separate section for women and men are not even allowed to stand beside them. Saudi Arabia In Saudi Arab sex segregation is even seen in hospitals and health care centers. A female patient is not permissible to be treated by a male doctor unless there is no other female doctor available similarly it is also not permissible for a female doctor to treat a male patient. A woman is not allowed to meet any other guy unveiled except for her spouse. A woman is also forbidden to eat in public as this would expose her face while she is eating as this considered immodest therefore all restaurants in Saudi Arabia has a special section for women to conceal them from men. Women are not even allowed to drive or even get out of their house without their husband or son. Indonesia: Indonesia is a country with the highest Muslim population. Sex segregation is not so harsh as compared to other Muslim communities. Hijab is considered an important part of the dress among women in Indonesia but if not worn does not punish them. Women are seen working in Indonesia a lot and men and women social contact is allowed to some extent in the country. Physical contact is however not permissible but people in Indonesia do practice handshaking and it’s not considered wrong there. Coughlin, 2006) Guidelines for appropriate behavior resulting in healthy men and women public contact:- In some Muslim cultures healthy relationships are not forbidden at all and this is what the religion does not even consider wrong. Therefore appropriate behavior that does not lead to temptation or physical attractiveness should be adopted. In order to maintain healthy relationships between the two sexes, following steps are taken in some practical cultures: Treating one another wi th respect in all conditions: This recommendation is even made by the religion itself. Respectful behavior is one factor that allows both the gender to maintain social contact or interact with each other in a modest and a pure manner. Behaving modestly: Maintaining healthy relationships also involve behaving modestly with one another. It means to avoid provocative behavior such as physical contact, flirtation or harassment. Avoiding seclusion: Seclusion is the situation when men and women are alone in an isolated place. This is not considered right in a Muslim culture as the chance of intimacy is apparent when two people who are attracted to each other are alone in some place. Therefore in order to avoid such temptation it is much better to avoid situations of seclusion so that healthy relationship can’t be maintained between both the sexes Dressing modestly: Dress is one factor that arouses interest and attention of the opposite sex therefore when meeting an opposite sex always dress properly and modestly so that it does not lead to any bad thought in other person’s mind and does not ruin the healthy relation that exists. Conclusion The freedom to which the men and women communicate publicly in Muslim communities varies from community to community. In some states as stated below no communication exists between the sexes where as in others it is a bit lenient. However if we see in general Islam, the religion that Muslims follows only restricts such interactions among the Muslim men and women that lead to any physical contact or immodest behavior or it opposes men and women meeting alone in an isolated place for no productive purpose.

Change Management Or Leadership Change Management Essay

Change Management Or Leadership Change Management Essay Change, is the process of moving from the current state to a vision of the future Practical Management Skills, 2012. This transition sometimes puts fear, which often causes distress for people in the organization (source: www.pratical-managemet-skills.com, 2009-2012). Leadership and management have very wide-ranging and complex domain, and their elements are perceived in various ways. The history has created a lot of great leaders and managers, whose stories bring us valuable leadership and managerial lessons to examine. The concepts of Change Management and Leadership Change however, have been interchangeably used and interpreted by different people. Ricketts (2012) argues that, some individuals see these terms as synonymous and frequently use them interchangeably throughout phrases and sentences. However, the misinterpretation and misunderstanding of these terms has generated a controversy among scholars over the assertion change management or Leadership change? Which is more important? This paper will commence by reviewing change management as well as leadership change. The paper discusses the similarities and differences between the two. Also, the key theories and models of change management and change leadership will be discussed in this report. The study will therefore, conclude by critically analyzing and juxtaposing the two and see which is more important or if it will be necessary to integrate them as well. Understanding Change Management Leadership Change Change management is defined as a set of processes employed to ensure that significant changes are implemented in a controlled and systematic manner (University of Adelaide, Australia, 2011). It involves the use of basic tools and structures to control and manage any organisational change efforts. This means that a change manager in every organisation is duty-bound to initiate and lead change in an organization. It really clarifies that, management implies leadership and leadership is a subset of management. The change management focuses on people, their resistance, their coping mechanisms and ultimately how they accept change in the workplace (Gotsill Natchez, 2007). On the other-side of the coin, leadership is the lifting of peoples vision to a higher sight, raising of their performance to a higher standard, building up of their personality beyond its normal limitations (Drucker, 1986). It concerns with the visions, driving forces and processes that fuel large-scale transformation (Kotter, 2011). Looking at the definitions above, each one of them put much emphasis on influence, vision, raising of peoples performance and binding them together. This really makes leadership a key part of the management. In this context, the leader of the change effort is duty-bound to transform the work place openly and transparently to ensure proper management in the workplace. Hannagan (2008, p. 40), opines that, leadership change motivates and inspire people to act in a particular way to achieve specific goals. This can be attributed to those with charismatic and transformation leadership styles. Such people like Barack Obama, Nelson Mandela, among others speak to inspire their people. Those leaders are democratic and sometimes apply certain style of leadership based on the situation. Griffith and Karyl, (2007) argue that, change leadership set principles, techniques or activities applied to the human aspect of executing change to influence intrinsic acceptance while reducing resistance. Change leaders who are charismatic use several techniques for aligning people and through effective communications, direct those whose corporations will be needed. However, because of their situational style of leadership, they sometimes adopt an autocratic style of leadership just to eradicate if not possible reduce resistance. Nelson Mandela who is seen as one of the democratic leaders in the world at a certain point in time became a dictator and autocratic with the aim of reducing resistance among his people. Similarities differences between change management and leadership Change management based on its definitions, focus on minimising the distraction and impacts of the change, whiles, change leadership is much more concerned with putting an engine on the whole change process to make it move faster (Kotter, 2012). Also, change management brings a degree of order and consistency in an organization. On the contrary, leadership change does not produce consistency and order, it rather produces movement. Change management sets up plans, budget, organize, staff, control and solve problems in the organization. On the other-side of the coin, change leadership direct, communicate, coordinate, assess, and make decisions (Drucker, 2007). This shows that, change leaders establish and direct where a group of people should go, and energise them to overcome the inevitable obstacles that may come on their way. Kotter (2011) believes that, leadership creates a vision for the future along with strategies for producing the change needed to achieve those visions. Comparatively, the two are clearly similar in some ways. This is because; when it comes to taking decisions on what needs to be done, creating networks of people and relationship that can accomplish an agenda, both of them are involved. They both try to ensure that employees get the job done. It is now obvious that those who believe that management is an implementation part of leadership ignores the fact that the leadership has its own implementation processes which is aligning people to new directions and then inspire them to make the change happen. On the contrary, those who also think leadership is only part of the implementation aspect of management ignore the direction setting aspect of leadership (Griffiths and Karyl, 2007). Brief Explanations of the Various Models in Change Management There are several change management models but the most preferably used by companies are basically three: they are; Kotters 8 steps of change model, Mckinsey 7-S model and Lewins change management model Kotters 8 steps of change model The first model which is Kotters 8 steps of change was postulated by Harvard University scholar and Professor, John Paul Kotter (born 1947). Kotter (2007, p.1), opines that, leaders who successfully transform business do eight things and they do them in the right order. The 8 steps involved in this model are: 1. Increase the urgency for change. 2. Build a team dedicated to change. 3. Create the vision for change. 4. Communicate the need for change. 5. Empower staff with the ability to change. 6. Create short term goals. 7. Stay persistent. 8. Make the change permanent McKinsey 7-S Model Our assertion is that productive organizational change is not simply a matter of structure, although structure is important. It is not also simple as the interaction between strategy and structure, although the strategy is critical too. Our claim is that effective organizational change is really the relationship between structure, strategy, systems, style, skills, staff, and something we call superordinate goals (Waterman, Jr et al., 1980, p.17). The above quotation shows how the Mckinsey 7-S framework was developed. http://upload.wikimedia.org/wikipedia/commons/thumb/e/e7/McKinsey_7S_framework.svg/350px-McKinsey_7S_framework.svg.png (Adapted from Waterman Jr. et al (1980:p.18) The Mickinsey 7-S model was propounded by Robert H. Waterman, Jr., Thomas J. Peters, and Julien R. Philips in the early 1980s. The model is used to assess and monitor changes in the internal situation of an organization. Lewins Model Lewins Model of Change Management which is the third model to be discussed in this paper was propounded by a German-American psychologist, called Kurt Lewin in the 1950s. His model was based on Unfreeze, Transition (change) and Refreeze as demonstrated below (source: www.mindtools.com/pages/article/newPPM). http://www.mindtools.com/media/Diagrams/Lewin.gif Unfreezing Transition (change) Refreezing (Adapted from http://www.mindtools.com/pages/article/newPPM_94.htm) According to Lewin, in order to initiate change in an organization, you must melt the ice in the cup to make it amenable to change (Unfreeze). Then from there, you can mold the ice water as demonstrated above in the shape you want it to be (that is- change) and when change takes place, you can also solidify the new shape if you want a new shape (Refreeze) (source: www.mindtools.com) To conclude, change management should be a process that focuses on people, their resistance, their coping mechanisms and ultimately how they accept change in the workplace (Gotsill Natchez, 2007). Review of Leadership Theories Several academic scholars such as Dulewicz Higgs, 2003; Handy, 1982; Partington, 2003 have categorized leadership theory into six main schools of thoughts over the last seventy years. Diagrammatically, these are the six theories of leadership. However, due to the nature of the question, only three out of them will be treated in order to beat the word limit. The trait school The idea behind the trait theory is that, leaders Abraham Lincoln, Mahatma Ghandi, Julius Caesar and Alexander the Great are extraordinary people who are born with leadership qualities and they are destined to lead. Situational theories As the name implies, this leadership style requires the leader to be dynamic. This is because some situation may require a different style of leadership such as autocratic style or democratic style. For e.g. Mandela at a certain point in time adopted the autocratic style in order to make his people accept the change he wanted to bring. Transformational Theory The central concept here is change and the role of leadership in envisioning and implementing the transformation of organisational performance (Bolden et al, (2003). (Adapted some of them from Wikipedia, Kendra (2012) Bolden (2003)). Analysis on Change Management or Leadership Change? Which is more important? From the explanations above, successful implementation of major managerial innovation such as customer-centric restructuring, six sigma and the likes, which are critical to the survival of every organization relies on integrating both change management and change leadership (Griffith and Karyl, 2007). To them, integrating both creates value on a given project or initiative for a number of reasons. Lewthwaite (2010), argue that, a leader who lacks basic skills in management is unlikely to get any further than a manager who cannot lead. She maintained that, although a leader can fire people up with a vision, but he might lack the ability to make it into a reality. On the contrary, change management may know the nuts and bolts of getting things done but he might have to drive the team every step of the way (Lewthwaite). Griffith and Karyl (2007) pointed out that, since organisational change focuses on the people side of change, working with all levels of staff to ensure that employees are willing and able to make the change, they might need change leadership which will set principles, techniques or activities to influence the intrinsic acceptance of their employees. They expatiate that, this will help to eradicate, if not possible, reduce resistance of employees to its minimum. To Hannagan (2008), the most effective managers are also leaders and the quality of leadership has become increasingly important of management ability. He further argued that, in an entrepreneurial role, whereas change management initiate and lead change in an organization, change leadership sees opportunities and challenges and make decisions to deal with them. In addition, the best strategic planning is of no value if the organisation is not ready to execute the strategy proactively through a timely and dynamic change leadership process Griffith and Karyl, (2007, p.17). These two scholars believe that, when technical activities and people side activities are combined, the right steps can be taken at the right time in the project lifecycle to help employees embrace change and produce the right outcomes for the project. They argued that, crafting of a vision, motivating and adhere to people affected by the change in an organization to make sure they adopt and support the change is the work of the change leadership. In view of this, Hannagan (2008) sees leadership as a subset of management. To him, the management concerns itself with behaioural and non-behavoural matters. Massie and Douglas (1977) argued that, whereas managers are corned with developing strategies, putting resources together and organising and controlling activities to achiev e organizational objectives, change leadership would select these goals and objectives of the orgainsation, decide what is to be done and inspire people to do it. Last but not the least, Griffith and Karyl (2007), argue that, based on the activities, scope and nature of the discipline, both are equally important. This is because, the two combined encourages the free flow of information and solves communication barriers. To them, the combined approach will make sure the affected employees are receiving the appropriate information. Hence, the project team receives effective feedback on adoption, usage and reaction to the change. Summary To summarize everything, the study has revealed that, whiles management makes systems of people and technology work well through planning and budgeting, organising and staffing, controlling and solving problems, leadership creates the systems that managers administer and transition them through creating a vision and strategy, communicating and setting directions, motivating action and aligning people to avoid hazards (Kotter, 2011). Also, whiles management takes complex systems and technology and make them run efficiently, leadership as a discipline creates those systems that managers can administer and transform them in times of growth, evolution, opportunities and hazard avoidance in the organization (Kotter, 2011). Hannagan (2008) summarizes his argument by saying that, whereas change management is about coping with complexity, leadership is about coping with change. He concludes that, leaders set directions and managers plan, organize and oversee the change. Conclusion To amass everything, this study strongly agrees with Griffith and Karyl (2007) that, change management and change leadership are equally important in a sense that, when an organization introduces a change with a project or initiative, that change needs to be effectively managed on both the technical side and the people side. The technical side ensures that the change is developed, designed and delivered effectively. The discipline of leadership change provides the structure, processes and tools to make this happen. On the contrary, the people side focus seeks to ensure the change is embraced, adopted and utilized. Change management provides the basic structures, processes and tools to make this happen (Hornstein, 2012).

Kinesthesis in Science :: Graduate Admissions Essays

Kinesthesis in Science Especially to the uninitiated, learning science can be daunting. A primary contribution to this problem is the fact that too often science lectures are overly formal, and they employ a notation--namely the language of math-which ostensibly is transparent to only an elite few. The belief behind my remedy to this difficulty is that any physical problem, as well as all of the associated formalism, can be rendered not only intelligible but even pleasurable if the student first achieves a gut sense of the physical situation. Put plainly, all of the math in any science class makes sense if the student first has an intuitive mental picture of exactly what is going on. Once this physical picture is in place, it serves as a framework upon which the formal treatment can hang. And when the formal treatment flows intelligibly with a student's gut picture of the situation, the subsequent sense of insight is no less than thrilling. So how to instill this essential physical picture? I have found that getting students up out of their chairs and physically acting out a problem, though it may feel ridiculous, is an incredibly effective tool for instilling a gut-level physical intuition about any scientific situation. Need to understand tides? Link hands and form a circle to represent the Earth's hydrosphere. Pick volunteers for the sun and the moon. Distort the human hydrosphere appropriately, then let each student stand in the middle, being the Earth, physically witnessing the succession of high and low tides. Though it may appear laughable at first glance, actually acting out a given situation instills the physical sense of why behind the formalism to come. Once this instinct is in place, the rest of the discussion is well-motivated, and the formalism will make sense. Moreover, it is very unlikely that a student will forget one of these exercises. I have found that retention of material so introduced is near perf ect. As an ancillary benefit, the mere fact that the students are out of their seats during these human models, moving and laughing and bumping into each other, serves extraordinarily effectively to obliterate the impetus against asking questions in the classroom. The students have already felt silly and seen their instructor acting silly. In that respect, everyone is on equal footing, and the classroom becomes a safe environment for verbalizing concerns. Additionally, the enhanced physical and verbal interaction involved in kinesthetic modeling enormously smoothes the implementation of cooperative learning, since the "ice," so to speak, has long been broken.

Economic Analysis for St Andrews New Brunswick :: essays papers

Economic Analysis for St Andrews New Brunswick Community and Economic Analysis for St. Andrews, New Brunswick St. Andrews is a small coastal town in New Brunswick, situated at the end of a peninsula jutting out into the magnificent Bay of Fundy. The Town is conveniently located 30 km from St. Stephen and the Maine border, 100 km from Saint John and 120 km from Fredericton. The Town was founded in 1783, by Loyalists escaping persecution south of the border, on government land grants provided by Governor Parr. St. Andrews grew and flourished for much of the next century and was an important harbour with a healthy shipbuilding industry. At the turn of the last century the Town still prospered. Ship building was a dying industry, but with the building of the Algonquin Hotel in 1889, the Town became an important summer resort town for the â€Å"rich†, especially after the CPR took it over at the turn of the century. The Town of St. Andrews is well preserved and many layers of history are visible starting from the late 1700s. Many of the commercial buildings on Water Street date from the 1800s. The Town has many other buildings of architectural significance including The Shiretown Inn (c.1881), The Court House (c.1840) The Greenock Church (c.1824) and The Block House (c.1812). After the original Algonquin Hotel was destroyed by fire, the existing popular resort was rebuilt in 1915. St. Andrews’ location, as well as historic and architectural attributes, continue to contribute greatly to the tourism industry’s stability and today, tourism remains one of the Town’s most important industries. The seasonal aspect of this industry is very apparent as the number of residents nearly double during the summer months. Cultural activities in the Town are fostered by several organizations that offer courses in the performing arts, fine art, fine crafts and natural history. A number of art galleries and studios in and around St. Andrews offer works from maritime, Inuit and our renowned local artists. St. Andrews has a thriving commercial and service sector. Townspeople encourage development of this type of business to contribute to the economy, while maintaining its â€Å"smokestack free† business environment. Also, there is an abundance of land for medium to heavy industry in nearby Champlain Industrial Park. There are educational and research facilities in St.

The Individual, Marriage, and the Family

Instructor: Mrs. Joy Jacobs, CFCS, MAEd (â€Å"Mrs. J. †) E-mail address: [email  protected] edu Please always use â€Å"HDFS 145†³ on the subject line when you e-mail. Office hours: Mrs. J. will be in the classroom one half hour before and will stay after class until all students are gone, or you may make an appointment with her. Go to this website: https://ntweb11. ais. msu. edu/aas/ Because of advising responsibilities, she is not available for walk-in appointments and she cannot take phone calls from students. She HATES playing â€Å"phone tag†, so please do not try to leave phone messages in her office!Undergraduate Learning Assistants who will be helping with this class: Abbey Feldpausch [email  protected] edu Keeps track of students whose last names begin with A through K Carly Lesoski [email  protected] edu Keeps track of students whose last names begin with L through Z Office hours: Tuesdays from 4:30 to 6:30 PM in the Student Lounge, Room 4 Human E cology Two Required Texts (bundled together if purchasing new): The Marriage and Family Experience (11th edition) by Bryan Strong, Christine DeVault, & Ted Cohen, Cengage Wadsworth/Thomson Learning, Publishers (Do NOT let a book store employee tell you that the 10th edition is OK.The reading assignments will not make sense if you have the 10th edition. ) and FCE 145 Additional Readings supplemental text Custom Editor Steve Korb, Cengage Wadsworth/Thomson Learning, Publishers The study guide to the Strong & DeVault text is not recommended nor required, This class uses the ANGEL class management program. The syllabus, handouts, and some announcements will be posted on ANGEL, although some times you may will be contacted directly via e-mail. If you forward your MSU mail to another e-mail service, be certain that the transfer is working.You are responsible for knowing the content posted on ANGEL and e-mailed to your MSU e-mail address. Course Description: â€Å"The Individual, Marriage , and the Family† is one of several undergraduate courses offered in the area of family life by the Department of Human Development and Family Studies. In this class we use a developmental approach, presenting individual, marriage, and family life cycles with special emphasis on the late adolescent and early adult years. This is a survey course over topics regarding maturation, intimate relationships, and families.Issues to be covered include the development of the person, of relationships, and of families; issues of gender, sexuality, child development, and parenting; methods of communication; work and family interface; and developing family strengths. An emphasis is placed on understanding diverse family types. You will be expected to learn basic concepts related to families, to understand specific developmental issues of both individuals and families, and to gain a level of tolerance for different perspectives. You will be provided opportunities to explore your personal val ues.In addition, specific methods will be taught that you may use to enhance your own personal relationships. Course Format: This course will use a variety of teaching techniques including lecture, discussion, videotape, and in-class individual and group assignments which will play a role in challenging you to develop different ways of thinking about various issues and to appreciate the opinions of your classmates. If you want to do well in this class, you will read the assignments, and ESPECIALLY, you will attend class.This class is a collaborative process and necessitates a commitment from all of us to properly prepare for each class session. There are many important topics in the areas of marriage and the family, however, there is not sufficient time to include all of them. Subject matter and activities are selected in an effort to be meaningful to people of college age, and to enhance their personal development. Course Objectives: 1. To gain both historic perspective and an accu rate contemporary outlook of the demographic, political, social, and economic status of individuals and families. 2.To examine personal and societal attitudes, assumptions, and values about intimate relationships and families. 3. To examine the range of lifestyle options available to young adults. Special attention will be given to intimate relationships and to the social forces of the young adult period of life. 4. To appreciate the diversity of ethnicity, gender, religion, and social class which is represented in our society, and to gain an accurate perspective of the challenges and strengths of diverse people. 5. To examine key family issues such as communication, parenting, and the balance of work and family. -26.To develop an accurate understanding of the problems/challenges that some families confront, including but not limited to relationship violence, infertility, divorce, single parenting and child custody. 7. To gain an appreciation for and an understanding of intimate rel ationships over the entire life cycle. 8. To gain interpersonal skills working with others involving discussion, compromise, and evaluation. Attendance: It will be to your advantage to attend all class sessions, to be on time, and to remain in class for the entire session to learn from the lectures and to have the opportunity to do and to receive credit for the assignments.Absences for illness, for family emergencies, or for religious observances may be excused, but you must e-mail Mrs. J. BEFORE THE START TIME (8:30 AM) of the class you are going to miss. (See â€Å"Make-Up Policies† on page 3. ) Absence from class because of participation in a required activity for another course or for a University event (a field trip, an intercollegiate athletic contest, etc. ), will be excused, but you must provide written information in advance from the athletic advisor, the instructor of the other course, or from a University administrator.You must make arrangements with another studen t to look over his/her lecture notes when you miss class. Student Behavior: Your conduct in class must be quiet, attentive, and respectful toward your fellow students and the instructor. Reading the paper, working crossword puzzles, playing games on your laptop, talking to class mates, sleeping, or using a cell phone or PDA during class is rude and unprofessional, and you may be asked to leave if you are engaging in any of these behaviors. No credit would be given to you for an in-class activity if one is offered during that particular class session. ) If you are expecting an important cell phone call, please set your phone to vibrate, and leave the classroom to take care of your call. Academic Honesty: The Department of Human Development and Family Studies adheres to the policies on academic honesty as specified in the All-University Policy on Integrity of Scholarships and Grades at http://www. reg. msu. edu/read/UCC/Updated/integrityofgrades. pdf We expect students to behave ethic ally, and will not tolerate dishonesty.For example, a student who would photocopy another student’s make-up assignment paper or cheat on an examination would receive no credit for the assignment or exam which will be counted as one of the scores used in figuring the student’s final grade, and notification will be made to the student’s College Dean. A student who commits a second offense will receive a grade of 0. 0 for the course. Selling or Buying Class Notes: Lectures and supporting materials distributed or exhibited in this course include intellectual property protected by copyright law.It is against University policy for any student to sell or profit from the transmission or reproduction of these materials (whether directly to other students, by contract with third parties, or through commercial note-taking services) without the express written permission of the instructor. The relevant MSU policy about attendance and class notes is found at http://www. reg. msu. edu/read/UCC/Updated/attendance. pdf Students who provide class materials to anyone for profit are subject to removal from class, pending a hearing by the Department of Human Development and Family Studies.Accommodations for Disabilities: If you have a disability (dyslexia, ADD, hearing difficulty, sight limitation, etc. ) and expect preferential treatment, you must register with the Resource Center for Persons with Disabilities and submit to Mrs. J. the official â€Å"VISA† with a counselor’s suggestions for reasonable accommodations. For an appointment with RCPD, call 353-9642 (voice) or 355-1293 (TTY). We work closely with the counselors to do whatever we can to help RCPD students succeed. Evaluation for Grades: Syllabus Quiz: Posted on ANGEL is a quiz which we will discuss during the first class session.Your syllabus quiz scantron is due in class any time before, but not later than, 8:30 AM Tuesday, September 18. Examinations: Questions are about 50% from lec tures and 50% from text and ANGEL information. We ask that you be in the classroom by 8:45 AM on exam days to have enough time to finish the exams. There will be one exam over each quarter of the course and an optional comprehensive final. If you take all five exams, only your four highest exam scores will be used when we figure final grades. Exams are computer scored, and results are sent directly to you from the computer scoring center.Activities/Assignments: During six class sessions (unannounced), we will do assignments which will enhance learning. You may be asked to write a â€Å"five-minute paper† expressing your opinion about a current event, to work with another student to debate a topic and list your combined conclusions, or to answer questions and provide an ending to a case study. You will print your last name and PID on the upper right-hand corner of your activity paper. A point will be deducted from your score if your last name and PID are not in the upper right -hand corner of your paper.We must have both a paper with -3your last name and PID and a completed scantron with your name and PID â€Å"bubbled in† for you to receive credit for an assignment. If we do not have both, you do not receive credit. For each activity, you may earn up to fifteen points. (You would receive fewer points if instructions are not followed completely or if your response is insufficient. ) Some activities will be based on personal opinion, however, your responses should always demonstrate understanding of class concepts. On some activity days, score sheets will be passed out as you enter the classroom.On those days, you must arrive at the classroom by 8:45 AM to receive a 15-point scantron for an activity. Students who arrive between 15 and 30 minutes late will receive no more than half credit. Students arriving more than 30 minutes late will receive no scantron, and no credit for doing the activity, although they may do it if they wish. Our learning assi stants go by the time on the clock on the back wall of our classroom. Please do not argue with them about the time you entered the classroom. If you must leave a class early, let Mrs. J. now before class starts or give your name, e-mail address and reason for leaving to one of the learning assistants as you exit the classroom. If an activity is planned and your excuse is reasonable, you will be sent a make-up assignment. Community Service Assignment: This assignment is not just to volunteer. It is to serve others. To earn full credit, you must work for at least four hours for a program, agency or organization where you can make a difference by your work, and you must write an acceptable reflection paper about the experience.More information on the assignment is on our ANGEL site. If you have an idea for your service but you are concerned about its acceptability for the assignment, please check with Mrs. J. BEFORE you participate in the activity. We strongly suggest that you not put off doing your service, because your schedule will become busier as the semester passes. Examples of service accepted in the past includes running or helping with the MSU Museum Dinosaur Dash or a fund raiser walk for breast cancer, work at an animal shelter, and tutoring elementary students one-on-one.Volunteer activities such as directing traffic for the Homecoming Parade, setting up chairs for a fraternity party, or decorating a church’s Christmas tree are NOT acceptable. MSU’s Center for Service Learning and Civic Engagement is a good place to find a service opportunity. Make-Up Policies: A make-up assignment will be given if you e-mail Mrs. J. BEFORE the 8:30 AM start time of the class you will miss with the reason you will be absent, or if you check out with one of the student assistants to leave class early.If your reason is acceptable, you will be e-mailed a make-up assignment. If you miss a class but do not notify Mrs. J. before the class, you must have medica l documentation or other acceptable proof that you were where you said you were, and you must notify Mrs. J. within two weeks of the missed class. Make-up activities must be turned in by the due date listed on the activity (two weeks from the day missed). Each student will be given one â€Å"free† assignment make-up, if the reason for absence is justifiable. You must notify Mrs.J via e-mail within two weeks of the missed class. If you must miss an exam, send Mrs. J. an e-mail before 8:30 AM on the exam day with your reason for missing. Exceptions may be made if you are not able to notify her. Exams are made up during the learning assistants’ office hours and should be done within two weeks of the missed exam day. Receiving Your Scores: You will receive your exam scores via e-mail from the Computer Scoring Center within 24-48 hours. Assignments are hand-graded, so you will not receive those scores as quickly. Please allow a week. ) The e-mail you receive from the Comput er Center will say that the sender is Mrs. J. This score report will show the number of points earned for a particular assignment or exam, and also, at the very bottom, will show your cumulative points. After each exam, print and save the report you receive because it shows your answer to each question, and will be useful if you want to review the exam during the helpers’ office hours. Mrs. J does not receive this report, so there is no way to get another copy if you do not save it yourself.Points Possible: Syllabus quiz @20 points Exams @ 65 points – 5 given, but only 4 are counted Six activities/assignments @ 15 points Community service assignment Total 20 points 260 points 90 points 30 points 400 points (100%) -4- About 65% of your final grade comes from the exams, and about 35% of your final grade comes from the rest of the class (syllabus quiz, in-class activity assignments, and the community service assignment). There will be several additional questions on each exam and we will do two 5-point â€Å"bonus† assignments to enable all students to earn some extra points.In reality, at least 25 points of extra credit will be built in to the class and are available to every student. No student will be given any other kind of extra credit—please do not ask at the end of the semester. Scale for Final Grades: *** 400 points is 100% *** 374 total points or more 354 through 373 points 334 through 353 points 314 through 333 points 294 through 313 points 274 through 293 points 254 through 273 points 253 and below 4. 0 3. 5 3. 0 2. 5 2. 0 1. 5 1. 0 0. 0 At the end of the semester, the score report total from the computer center will include all five exam scores if you have taken all five.You must then subtract your lowest exam score from the total to figure your final score for the course. It is to your advantage to take all five exams, since you cannot hurt your grade by doing so. ~~~~~~~ Michigan State University takes seriously the opini on of students in the evaluation of the effectiveness of instruction, and has implemented the SIRS (Student Instructional Rating System) process to gather student feedback. This course utilizes the â€Å"online SIRS† system. You will receive an e-mail sometime during the last two weeks of class asking you to fill out the SIRS online form at your convenience.MSU’s Thanksgiving break starts at 5 PM Wednesday 11/21. The community service assignment is due as you enter the classroom on Tuesday, 11/27. Papers turned in after 8:30 AM this day will earn no more than half credit. Chapter 8, p. 293 â€Å"Middle-Aged Marriages† to end Chapter 10, p. 370 â€Å"Parenting and Caregiving†¦.. † to end Death & dying Exam #4 Chapter 10, p. 347 â€Å"Infant Mortality† to p. 349 â€Å"Giving Birth† Over all information since Exam #3 Make-up assignments for any time during the last two weeks are due as you enter the classroom today. No make-ups will be acc epted after 8:30 AM this date. Fri. 12/14 Final Exam – OPTIONAL 7:45 to 9:45 AM Same room where class meets. We will be ready to start early at 7:30 AM. The final exam is comprehensive, over all information since the beginning of the semester. Please do not ask to take the final exam early. The University sets the final exam schedule and exceptions are made by a University committee, not by the instructor. If you will want to take this final exam to try to improve your grade, do not plan to leave campus before exam week is over unless you can come back Friday morning to take the exam. HDFS 145 Community Service Assignment InstructionsMost of our students have found a real sense of satisfaction and fulfillment in this assignment. You are to find a service opportunity at a program, agency or organization where you can do something meaningful for your community. You will then write a â€Å"reflection† paper about your experience. You may find your own service opportunity or ask for help at the MSU Center for Service Learning and Civic Engagement in the Student Services Building. The Center has over 300 registered agencies and programs in the local area where students are welcome for community service.Their website is: http://www. servicelearning. msu. edu/ however, most students find going to the Center is preferable to trying to navigate the website. Your work must be done between the first day of class and the first day back after Thanksgiving break (Tuesday, November 27). Acceptable assignments turned in before 8:30 AM on Tuesday, October 2, will earn five bonus points. Community service you might have done previously (for example, as part of your high school graduation requirements) is not acceptable.The purpose of this assignment is to do something to benefit your community, not just to volunteer. A service assignment for another class (for example, an ISS class or HDFS 270) or for your athletic team may not be appropriate for this class, altho ugh if the service meets our requirements, you may use it. If you are unsure about the service opportunity you are considering, please e-mail Mrs. J before you spend time doing something that will not be acceptable. We do not want you to lost points on this assignment because you did not meet the requirements.A few examples of unacceptable assignments: directing traffic for the Homecoming parade; decorating a church Christmas tree; speaking to students at your former high school about your life in college; helping at your aunt’s daycare; helping coach at an athletic competition of your former high school or club athletic team A few examples of acceptable assignments: participating in or passing out water to runners in a 5K run to benefit cancer research; cleaning cages at an animal shelter; tutoring elementary students in math or reading; sorting and packing food at the MSU Food Pantry; helping prepare and serve a meal at a homeless shelter; being a â€Å"running buddy† at a Special Olympics track meet To prove your service, print and take with you the Community Service Assignment form on ANGEL, and ask whoever supervises your work to fill it out and to sign it.This will be the first part of the â€Å"proof† of service you turn in to receive points for this assignment. The second part is a reflection paper you will write (one page, size ten font, double-spaced, name and PID in top right corner) explaining your service and reflecting on your feelings about helping your community. Service required is a minimum of four hours. Students who work less time will not earn full points. If your program, agency or organization cannot use you for four hours at one time, you may do two sessions of service or you may work at two different places. In the second case, you should fill out a form for each service opportunity, but you need to write only one paper (turn all pages in at the same time, please).You may not earn extra points for this assignment b y working extra hours, however, you may earn five extra points by turning in the assignment by 8:30 AM on Tuesday, October 2. If you want to wait and do your service in your home community over the Thanksgiving break, you might want to check with Mrs. J first to be sure the agency, program or organization you are considering will meet the requirements for the assignment. We recommend that you set up your service before you go home. Don’t wait until you get home to look for something to do! When you turn in your assignment to one of the helpers, you will be asked to fill out a special scantron. Community Service Assignments will be graded by the end of the semester, and the scantrons will be run at the same time scantrons for the fourth exam are run.