What kind of education did Cyrus receive in persia and media, and how Essay

What kind of education did Cyrus receive in persia and media, and how did these two education bring out what Cyrus is like by nature - Essay Example ?  Ã‚  Ã‚  Ã‚  Ã‚   Xenophon gives an account of Cyrus’s education in his childhood and boyhood first at the court of his father who is the King of Persians and secondly at the court of his father, the king of the Medes. With respect to the Persian constitution, the state educates the children and they learn the art of justice, moderation, and hunting as a way of preparing them for their future engagement in war. The number of citizens is restricted to 120,000 men who are referred to as â€Å"those equal in honor† and comprise those whose parents could give formal education. Any of the citizens (isotimoi) is allowed to hold office but the stress of the Persian constitution is strict law and regulation. If anyone does not fulfill any of the required steps in preparation to becoming a full citizen, then they are disqualified from the citizens’ body. Similarly, decisions concerning justice and rule of law are rigorously upheld. During one of his school days, Cyrus is whipped by his teachers because in a trial case brought before him, he decides in line with common sense instead of the written law. When he is twelve years of age, Cyrus leaves Persia for Medes where he lives at the court of his grandfather, the Medes’ king. Contrary to Persia, life at the court of Medes is excessive. At one time, Cyrus reproves his grandfather for drunkenness and lack of reasonableness. When Cyrus has to decide between remaining at the Medish court or going back to Persia, his mother compares the Medish and the Persian courts in strong terms. The mother describes the two courts as not being in agreement about what justice entails. She describes the Medish kingdom as tyrannical whereas the Persian kingdom is founded on equality which they believe constitutes justice. She describes the king of Persia as very observant on the law rather than his will. She warns Cyrus to be careful lest he is beaten alive when he returns home (Persia) on the ground of the tyrannical rather than kingship

Ethical and Legal Issues in the Workplace Essay - 1

Ethical and Legal Issues in the Workplace - Essay Example In this age of globalization it is believed that a diverse workforce increases the effectiveness of an organization but it is also realized that the issues related to HRD need to be tackled efficiently by the HRM. HRD improves the business performance by harnessing the individual talents of the employees from diverse background. The talents are no more limited to a particular demographic group and a diverse culture in workplace enhances organizational potential by exploiting individual potentials. Therefore, HR managers need to promote positive relationship among the employees of diverse background for both individual and organizational growth and performance. HRD is beneficial for organizations in many ways but it poses many threats and challenges also for the organization and HR managers need to have insight for these threats and challenges to harness the benefits of diverse workforce ( Balogun, 2003 ).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Diversity is increasing with time and presently 25% of the American workforce is represented by a foreign-born or a minority and women comprise almost half of the workforce. The increasing trend of diversity in workplace has influenced the human resource management and development in an organization substantially posing specific issues and challenges for hiring, management, development, and/or retention practices. The aim of the paper is to address to these issues and challenges. For this objective, a case study of â€Å"Managing diversity at Cityside Financial Services†Ã‚  is done in the paper and specifically one ethical and one legal issue to strategic talent management and development is described for better understanding of the issues and recommendations for tackling those issues and challenges by the human resource management are also made in the paper ( Balogun, 2003 ).   Ã‚  Ã‚  Ã‚   Diversity in workplace is beneficial in many ways for organizations, but it poses some

Relationship Between Transformational And Transactional Leadership Skills Education Essay

Relationship Between Transformational And Transactional Leadership Skills Education Essay This paper will evaluate the relationship between transformational and transactional leadership skills in principals of kindergarten through eight grade schools. Seven various sources containing journals and studies have been critiqued and delineated. The discovery from these articles is that principals with transactional and transformational qualities lead effectively. The ultimate goal of a principal is to create a safe learning environment where students are able to learn to their highest potential. The focus of this paper is to explore grade schools ranging from kindergarten through eight grades and to provide the reader with ample qualities of an effective transformational and transactional leader. Problem Statement Recent studies suggest that kindergarten through eighth grade students in the United States are struggling to meet standards and are falling behind (Lucas Valentine, 2002). Educators and principals must be held accountable. Transformational and transactional leaders obtain skills that will promote student success and teacher accountability. Leaders that guide educators, peers, parents, and students within the transactional and transformational approach will result in a positive school environment and students will work to their highest potential. Purpose Statement The purpose of this research is to provide principals, or leaders with effective tools for guiding, creating, and leading efficient and successful schools. Principals need to have a clear, concise grasp on leading effectively. This dissertation will provide them with accurate studies that support transactional and transformational leadership. Research Questions and Objectives Transformational and transactional leadership defined Implementing transformational and transactional leadership skills for principals Educators effectively teaching under the guidance of a transformational and transactional leader Promoting student success and achievement for principals of kindergarten through eighth grade schools Body Transformational and Transactional Leadership Skills Defined Charisma, inspiration, and effectively communicating with subordinates are three qualities of transactional and transformational leaders (Anderson, 2008). Principals that obtain these characteristics will create a respectful rapport with educators, parents, and students (Hood, Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Transformational leaders inspire and create positive working environments (Bono Judge, 1004). Transactional and transformational leaders encourage team work and cooperative learning strategies. Educators that are led under the transformational and transactional approach will be able to share ideas with other members of the school community. Educators will be advised to observe other classroom settings and learn form other teachers (Chin, 2007). Principals that lead in this approach will create a positive working and learning environment. Students will be able to learn effectively and educators will be encouraged to work with and learn from fellow peers. One recent study explored the transformational leader and concludes that leaders whom hold subordinates accountable and continuously evaluate and critique in a positive manor will be successful leaders (Chin, 2007). This type of accountability can be measured though self evaluations (Pounder, 2008). Transformational and transactional approached to leadership must be implemented for a successful school environment (Lucas Valentine, 2002). Researchers studied teacher reports and focused on five areas consisting of shared goals, teaching collaboration, teacher learning, teacher certainty, and teacher commitment. The authors hypothesized school principals whom score high in the identified five factors are effective transformational leaders relating to student success in schools. They intended for educators to complete a survey that evaluates their principals transformational leadership style. These eighteen elementary principals and their faculties were asked to return the survey in order for the author to properly assess the evaluations (Lucas Valentine, 2002). With the collected data, the authors discovered that increased transformational leadership principals were associated with schools that demonstrated enhanced levels of social organizations reflective of effective schools. The study also investigated two research questionnaires. The first was questionnaire was from Bass and the second from Avolio. These questionnaires determined that increased transformational principals are associated with schools that show high levels of social organizations and student success, confirming the authors hypothesis (Lucas Valentine, 2002). Educators effectively teaching under the guidance of a transformational and transactional leader Variable One: Evaluation and Accountability One important quality of effective teaching is that educators are able to self evaluate and self examine their teaching strategies (Pounder, 2008). Prior to school beginning, teachers will be asked by the transactional principal to self evaluate one lesson per quarter of the upcoming school year. The lesson plan will be submitted to the principal. The educator will note the pros and cons of their lesson. Self evaluation will promote the educators ability to ensure that effective lessons and activities are taught and implemented in the classroom (Poulson, Mason, Walker, Dixon, 2009; Lucas, Valentine, 2002). Principals that lead in the transactional and transformational approach can also encourage educators to evaluate other peers. Educators can learn from one another, share ideas, and cooperatively teach under this type of leadership. (Poulson, Mason, Walker, Dixon, 2009). This environment will result in a positive atmosphere for parents, teachers, students, and staff members. Similar to self evaluation and peer evaluation, the transformational and transactional principal will be able to evaluate and observe the educator. The principal will meet with the teacher prior to the observed lesson. The principal will be provided with the educators lesson plan and together they will select a date for the observation. Next, the principal will observe the lesson. This transformational and transactional leader will ask the following questions (Anderson, 2008; Lucas, Valentine, 2002): Did the teacher grasp the students attention? Were the students engaged throughout the lesson? Was the material presented in a clear, concise manor? Were the needs of each type of learner met in the lesson? What were the students doing throughout the lesson? Did the teacher check for understanding and ask follow-up questions? How was the lesson concluded? These are seven questions that the principal will note throughout the lesson. Finally, the principal and teacher will have a post conference regarding the observation. At this conference, the principal will be able to provide the educator with notes and comments pertaining to the observed lesson. The principal will be able to discuss strengths and weaknesses and offer tools for improvement (Bono Judge, 2004. Variable Two: Professional Growth Transformational and transactional leaders must encourage members to continually enhance professional growth. Continuous learning for educators will promote effective educators. As a transformational and transactional principal, opportunities for growth and improvement must be available for educators. Workshops, seminars, and meeting are essential for effective education and for teacher accountability (Bono Judge, 2004). Promoting student success and achievement Students will excel under a transformational and transactional leader (Chin, 2007). Students respond positively to leaders that are charismatic, intellectual, and creative. Students are able to establish a respectful rapport with the administration and school personal (Chin, 2007). Principals whom establish the foundation of transformational and transactional leadership skills will promote student success and achievement. Data from 1,762 educators and 9,941 students in one large school district were obtained to explore the effects of transformational leadership practices on selected organization conditions and student engagement within the schools. The results confirmed that there were strong significant effects of such transformational and transactional leadership on student success rate. This partciular article was qualitative and provided copious amount of information relating to the field of transformational leadership and its benefit in schools (Leithwood, 2000). Transformational and transactional leaders obtain qualities that are inspiring and successful. Principals who lead in this approach will create a safe learning environment where students are able to learn to their highest potential (Hood, Poulson, Mason, Walker, Dixon, 2009). Teacher accountability and performance is the second step within the transformational and transactional approach (Chin, (2007). Teachers must be able to self evaluate, evaluate peers, and participate in principal-teacher evaluation. Educators must continue to grow professional and continue their education.

Deviancy in Society Essay -- essays research papers fc

There are many different kinds of deviancy in today’s society. In this essay I will tell you the meaning of deviance, the different kinds of deviancy, the biological, social, and psychological factors on deviant behavior, and how they differ from each other. According to James M. Henslin, Editor of Down to Earth Sociology, â€Å"For society to exist, people must be able to know what to expect of others.† â€Å"People develop norms to provide regularity to social life.† â€Å"Deviancy is the violation of these rules and expectations.† So according to Mr. Henslin, we all have deviant tendencies in us at some point in our lives. We all violate rules and expectations others have created whether it is a minor or large-scale offense. In today’s society, the word deviant is used very commonly and its meaning becomes distorted. People might associate the word deviant with being twisted, nasty, or perverted. â€Å"Deviance is not a term for negative judgment.† It just means anyone to violate the expectations of others. The norms that we create cover three basic aspects of human behavior: our appearance, manner, and conduct. The rules of appearance and manner, if broken, are usually called civil disobedience and conduct is usually called criminal disobedience. The first major type of deviance that will be mentioned is against the appearance norm. The expectations of appearance concerns clothing, make-up, hairstyle, and other â€Å"social extensions of a person.† There are even certain expectations on things...

Eco&Finance Essay

There were lots of environmental resources at hand that will economic maturity. Protected areas in a specific realm are essential and could be a great source of fundamental strategy in order to achieve proliferation in the system. In accordance to this, there were several contributions for the said matter, some of them would be beneficial to take into account and others may not – it practically depends on how an individual perceived it and how would be able to contribute in a certain territory. It has been said that there were tons of means in order to generate funds for protected areas. It is beneficial that there are consistent adherent for a certain project to be able to maintain the productivity and efficiency of the protected areas. Considering government funding to generate income, through this, those in authority has allotted budget for the nourishment of the areas. Private sector funding also contributes to the increasing support for the said areas, which in turn will brought additional incentives for the land. Lockwoods, Worboys and Kothari (2006) exemplifies that â€Å"a growing number of business sectors are seeing opportunities in partnmership with protected areas and with the communities who surround them† (p. 332). Another imperative provider of the protected areas are the foundations and individual donors who identify such as beneficial not only for the community but also to the people. It was ellicidated that there are lots of benefits on investing in protected areas. Lockwoods, Worboys and Kothari (2006) connotes that â€Å"demand for the benefits afforded by protected areas is likely to continue to rise particularly with respect to recreation demand such as resource demand, enhanced information availability about the attraction of protected areas, etc. † (p. 340). As we maintain the stability of this matter, in return the investment that we make will proliferate. It is important to note also on how an individual will benefit and what particular privileges a person could get in maintaining their protected areas. It has been said that somehow, there were discrimination that occurs. Lockwoods, Worboys and Kothari (2006) said that â€Å"there must be clear definition of revenue-raising objectives and charges must be presented as a fee for services provided not a fee for entry or access rights† (p. 348). To wrap it all, it has been epitomized that in one way or the other, it is beneficial to consider the capabilities of protected areas considering how it will contribute to the growth and stability of a certain place. Lockwoods, Worboys and Kothari (2006) explains that â€Å"economic valuation techniques are directed towards estimating the impacts that in particular protected area or policy proposal has on economic welfare as well as to assess the contribution that protected areas makes to an economy† (p. 354). Parallel to this, contributions from different sectors should always be on top priority since it has a huge impact for the development and maintenance of the matter and which will stabilize the economy.

A & P: A Study of Society’s Norms

â€Å"I felt how hard the world was going to be for me hereafter,† Sammy mutters at the end of John Updike’s short story, â€Å"A & P.†On the surface, Sammy is talking about the problems he will experience after telling his boss that he has quitted his job, but he is really referring to the beginning of his responsibility to defend people being judged for their appearances, and to stand up to authority when the rules limit people’s freedom and creativity.   He understands the difficulty of the mission he has given himself.The episode that changes Sammy’s life happens one day in an A & P supermarket.   As a nineteen year old who mans one of the check-out registers at the supermarket, he observes three girls enter wearing only their bathing suits.This completely distracts him so that he cannot even remember if he has â€Å"rang up† the â€Å"Hiho crackers† (Updike) for one of the customers.   On the other hand, he can remember the details of the three girls’ appearances. He thinks less generously of the customer who bought the Hiho crackers, referring to her as someone who if â€Å"born at the right time they would have burned her over in Salem† (Updike).â€Å"You could see them, when Queenie's white shoulders dawned on them, kind of jerk, or hop, or hiccup, but their eyes snapped back to their own baskets and on they pushed. I bet you could set off dynamite in an A & P and the people would by and large keep reaching and checking oatmeal off their lists and muttering â€Å"Let me see, there was a third thing, began with A, asparagus, no, ah, yes, applesauce!† or whatever it is they do mutter. But there was no doubt, this jiggled them.A few house-slaves in pin curlers even looked around after pushing their carts past to make sure what they had seen was correct† (Updike).The above paragraph is the best portrayal of the girls’ effect on the supermarket’s patrons.   â⠂¬Å"Queenie,† as Sammy calls the prettiest of the three girls, has the most effect.   Comparing the arrival of the girls to an explosion signifies the impact, and also the rarity of girls, or anyone for that matter, ever coming into the supermarket in their swimsuits.   Most people follow the dress code implemented in the supermarket, or any other public place besides the beach.   The short story of one seemingly mundane occurrence at a supermarket speaks volumes about judging appearances.The girls are in the supermarket to buy â€Å"a jar of herring snacks† for â€Å"Queenie’s† mother and not to make any trouble, but the fact that they are wearing swimsuits have earned them a reprimand from the manager, Lengel.   Lengel who also â€Å"teaches Sunday school† and is â€Å"pretty dreary† according to Sammy, represents the people in society who make and follow rules and expect others to do the same.   He rigidly implements the rules in the A & P he is managing to the point that after reprimanding the girls, he reminds Sammy about ringing up the girls’ purchase.   Every rule must be followed to the letter for people like Lengel (Updike).However, even before Lengel’s appearance in the short story, Sammy already observes the glances that the sheep, which is his term for the customers, give the girls.   The girls being in their swimwear has given the customers quite a shock.   Even Sammy and his married co-worker, Stokesie, have become very engrossed in watching the girls.   They may not condemn the girls like Lengel and the customers but their reaction also limits the free spirited choice of the girls to wear bathing suits to the supermarket.   Their behavior suggests that the act is clearly something that is out of the norm.Defending the girls has made Sammy a hero, but he must make it a crusade to continue the difficult task of making the more conservative people of society understand the v alue of â€Å"live and let live.†Ã‚   Being sidetracked from such a mission and bowing down to rules that he does not believe in will reduce his defense of the girls as an act of a boy with a crush and not an act of pure honor.Works CitedUpdike, John. â€Å"A & P.† 8 November 2007 .