Southwest Airlines Essay Example for Free

Southwest Airlines Essay Southwest Airlines (SA) was founded in 1971 after a careful market analysis. Its founders believed in a low cost strategy. Through the Wright Amendment, which not only prohibited any air carrier from offering direct service into Love Field from any place beyond Texas and the four contiguous states of Oklahoma, Louisiana, Arkansas, and New Mexico, but also made more difficult the life of passengers coming from outside theses states and forbid the advertising to flights coming from Love Field, the competition made SA adopt a differentiation strategy. Which factors became crucial to the success of this company since its beginning? SA chose airports that were underutilized but were close to metropolitan areas. There was a main reason for the Aircraft choice, and its entire fleet of Boeing 737’s. It was a fuel-efficient fleet, and standardized, making the maintenance easier. Low cost fares, frequent and on-time flights, 15-minute gate turnarounds, high aircraft use and point-to-point routes gave them great advantage over their direct competitors (Continental Airlines, American or United Airlines). SA also chose to fly to secondary airports and not to have connections with other airline companies. With the increasing success of SA, its competitors started to try to replicate SA’s strategy. But the cost structure was not what gave SA the main competitive advantage in the market. The most important attribute was the human capital and the work environment where workers performed their tasks. SA’s Human Resources Department, called â€Å"The People Department†, had a huge impact on employees and on their way of working. â€Å"Employees are the Customer† of the Department. The following statement explains what the company’s philosophy was: â€Å"By recognizing that our people are the competitive advantage, we deliver resources and services to prepare our people to be winners, to support the growth and profitability of the company, while preserving the values and special culture of SA†. To provide work quality, employees had to be satisfied and happy with their jobs. Thus, the image and attitude that the crew showed to passengers would be welcomed. They would be more attentive to the passengers’ needs and consequently increasing their confidence to continue to choose SA as their preferred airline. Consequently, the corporation recorded a low number of complaints showing its notable performance. All employees were aware of their importance within the company to achieve the main objective, which was customer orientation/satisfaction. But they had other functions inside the company. Employees were also called for decision-making process, for the recruitment process, to give opinions about SA’s strategy. As such, not everyone entered SA’s workforce. After a long and complex process of selection and interviews, those chosen had the characteristics that would fit SA’s culture better. Once inside the company, they turned into company’s real assets, they became part of SA family. It was the main objective for each employee to make SA a successful company over time. Once SAs success was achieved rapidly, the major competitors implemented the same strategy, adapting it to their business environment. However, they noticed that they did not achieve the outlined goals. The most obvious explanation was the existence of cultural differences within each company. Their employees, the way they were organized and the vision that each one had was also different. Here SA had full advantage. It was not only the first move advantage in its strategy but also the fact that its employees found themselves working on and to their family. As I believe the main competitive advantage of SA relies on its unique organizational competence, I do not consider any of the above reasons a serious competitive threat for SA. However, SA should not rely on past successes and ignore its competitors. SA should always be looking back to its history and business lessons in order to remain an industry leader through supporting its culture and maintaining the focus on the people, even when and after Kelleher leaves the company.

The importance of strategic information

The importance of strategic information Abstract In a global marketplace, information has emerged as an agent and enabler of new competitiveness for todays enterprise. However the paradigm of strategic planning changes sufficiently to support the new role of information and technology. The question is, are changes can support the new role of information and technology and what is the relationship between strategic information system planning with the development database in an organization. Therefore, the development of strategic information system planning is importance in an organization. Strategic information system planning (SISP) is the process of creating a portfolio based on the use of information system in order to achieve organizational goals and objectives. Within SISP, organizational can clearly define their organizational goals, the critical success factor (CSF) and the problem areas within the organization activity. This article is to discuss the importance of SISP and its relationship with organizational database deve lopment and implementation. Keywords Strategic Information System Planning, SISP, DBMS, CSF, EI Introduction A succeed organization will have proper SISP to drive the organization to achieve their business needs and business goals. For that, SISP is developing to make sure that all activities support organizations business plan and at the same time align with its business needs and business goals. SISP is also use to predict the organization future. Within SISP, organization can avoid from barrier that they predict in a long term planning. Rockart (1979) stated that top management firm doesnt not much interest to the relationship between information system function and corporate strategy. He also said information system is treated as some back-room operation in support of day-to-day operation in an organization. As referred to Lederer A. L ( 1996), strategic information system planning is one of the major issues because of it is often face the failure while implement it. Many applications recommended by strategic information system planning studies are often disregarded while many other applications are implemented. Strategic information system planning is important to an organization because it can influence an organization favorably, and is difficult to accomplish, it is a legitimate target for research. Factor affecting strategic information system planning include top management of IS that are IS managers and chief information officer (CIO) emphasize the importance of their relationship with the Chief Executive Officer (CEO). Those closer to the CEO have a better understanding of the CEOs expectations. It is good to have a good relationship between CIO and other business unit for obtaining understanding and support of current and potential clients. Lack of management commitment and the absence of the control mechanism necessary to ensure the success of the plans can impede its implementation. Strategic Information System Planning According to Lederer and Sethi (1988) in 1980s, the concept of strategic information system planning (SISP) evolved. They come with the two concept of SISP. The first one is SISP viewed as the process of identifying a portfolio of computer based applications that will assist an organization in achieving the business plan and at the same time achieve the business organization goals. Meanwhile the second one is SISP involved searching for application with a high impact and with the ability to create an advantage over competitors to gain competitive advantage. Based on the theory of SISP, it can be define that the process of identifying a portfolio of computer-based applications to be implemented aligned with the corporate strategy and has the ability to create an advantage over competitors. Organization goals is analyze by defining what exactly organization hope in order to accomplish the goals. After organization goals have been analyzed, then critical success factor will evaluated so that it will affect the organization goals and objective in long term. Critical success factor is the element that organization should know and must work in order to survive in the business environmental. And lastly, identify the problem areas which are the weaknesses that organization already have. SISP help organization in overall strategic planning process in effectively and efficiently. Rogerson and Fidler (1994), a study on satisfaction using SISP showed that most organization that used SISP in running their operation more satisfied with the planning process and outcome than those who did not implement specific SISP method. SISP participants include top business, functional area, and information system management. In an organization, the success of IS plan can be determined with the involvement and commitment of senior management. Involvement of senior management is very important to determine whether the success or failure of the project. Senior management was the backlog behind the success of the project. Within SISP also can be used to improve the communication between top management and users regarding IT. This actually gain top management commitment. Communication and commitment will also help in increasingly the visibility of IT in organization. The purpose of SISP is to ensure that the IT organization align with the strategic goals of organization. Alignment of IT organization and business goals has been used to control and ensure that business goals will achieve and all the operation included the IT and IS that used in running the organization will keep in track. As referred to Earl (1993) , SISP alignment will also help in identifying strategic applications, identifying new and higher payback applications, and developing an information architecture. Organizations also use the SISP to help in forecasting and allocating IT resources. With SISP, also can avoid loss of control of IS/IT in an organization. SISP is needed for the system to ensure the system that used in the organization integrated with other system or not. Without SISP in an organization, may lead to missed opportunity, duplicate system, incompatible system and wasted resources. Importance of Strategic Information System Planning The importance of SISP in an organization has been well documented within the IS literature. Within SISP, the integration of IS function within organization can be facilitate. Besides, SISP supports the identification of opportunities to use information systems for strategic purpose. SISP also ensures that adequate resources or the use of scarce resources are allocated to critical application and the use of resources in properly manner. With SISP, can ensures that the IS function support the organizational goals and objectives and also the activities at every level. Having a good strategic information system planning in organization, will determine whether the organization will success or failure. The reason why organization needs good strategic information system planning is that it can help organization to avoid misused of scarce resources. By planning, only projects that can generate good returns will get investors from the firm. A good planning is very important to avoid problem such as the misuse and wasted resources in form of system that nobody likes and used the system effectively. When a new system developed, pre-existing system can be used to communicate or interface properly and at the same time avoid the problem of Islands of automation. This can be happen if the organization has proper planning for their organization. Before develop a new system, planning is very important to make sure the smooth of business operation. First of all, the organization should identify their needs. Development of system should be a response to need whether at the transaction processing level or at the more complex information and support system levels. Priorities, objectives and authorization for information system projects need to be formalized first. The system development plan should identify the project resources that needed the procedures, and constraints for each application area. Planning should be flexible to adjust the priorities if necessary. Furthermore, to facilitate understanding of each application the plan must be specific enough. According to King, (King, 1995) in his article has argued that a strategic capability architecture mu st flexible and continuously improving infrastructure of organizational capabilities and at the same time gain companys sustainable competitive advantage. It is important to have SISP to maximize the benefits of changing technology and to take account of the different viewpoints of business professionals and IT professionals. System investments are made to support business objectives and also to gain inadequate infrastructure. SISP is important because it emphasizes the need to bring IT to bear on and sometimes influence strategic direction of the corporation is widely accepted by researchers. This is particularly true in contemporary environments where harnessing the power of technology resources could be critical for competitiveness. Relationship with Organizational Database Development Data are the raw material from which information is produced. Therefore, it is not surprising that in todays information-driven environment, data are a valuable asset that requires careful management. To access datas monetary value, data that stored in company database are data about customers, suppliers, inventory, and operations and so on. Imagine that all the data in the database loss. What will happen if the situation like that happen? Data loss puts any company in a difficult position. The company might be unable to handle daily operation effectively; it might be faced with the loss of customers who require quick and efficient service, and it might lose the opportunity to gain new customers. Data are a valuable resource that can translate into information. If the information is accurate and timely, it is likely to trigger action that enhance the companys competitive position and generate wealth. In effect, an organization is subject to a data information decision cycle; that is the data user applies intelligence to data to produce information that is the basis of knowledge used in decision making by the user. A critical success factor of an organization is efficient asset management. Critical success factor involve the management in an organization to know the current status of the organization in ICT. Based on the analysis of the business environment of the corporation, the critical success factors concerning the firm are identified. Critical success factor is refer to the limited number of area in which result, if satisfactory will ensure successful competitive performance for the organization. There are such area where things must go right for the business to flourish. Thus, the factor that are critical for accomplishing the objectives are identified at this stage. To manage data as a corporate asset, managers must understand the value of information that is processed data. Data are used by different people in different departments for different reasons. Therefore, data management must address the concept of shared data. Whatever the type of organization, the database predominant role is to support managerial decision making at all level in the organization. Thats why, SISP play a big role in organization. SISP is an important management function. It can help an organization use information technology (IT) more competitively, identify new, higher payback IT applications, and better forecast IT resources requirements. An organizations managerial structure might be divided into three levels which are top, middle and operational. Top level management makes strategic decisions; middle management makes tactical decisions and operational management make daily operational decisions. Operational decisions are short terms and affect only daily operations for example deciding to change the price of a product to clear it from inventory. Tactical decision involve a longer time frame and after larger scale operation; for example changing the price of a product in response to competitive pressures. Strategic decisions are those that affect the long term well-being of the company or even its survival; for example changing pricing strategy across product lines to capture market share. This shows that having a good SISP will lead the organization to achieve the goal and objective in short or long term in an organization. Database : Special Consideration The companys database is also known as the corporate or enterprise database. The enterprise database might be defined as the companys data representation that provides support for all present and expected future operations. Most of todays successful organization depends on the enterprise database to provide support for all of their operations from design to implementation to sales and services and from strategic planning to daily decision making. Having a computerized database management system does not guarantee that the data will be properly used to provide the best solution required by managers. A DBMS is just a tool for managing data and must be used effectively to produce the desired result. The introduction of a DBMS represents a big change and challenge. Throughout the organization, the DBMS is likely to have a profound impact, which might be positive or negative depending on how it administered. For example, one key consideration is adapting the DBMS to the organization rather than forcing the organization to adapt to the DBMS. The main issues should be the organizations needs rather than the DBMSs technical capabilities. However, the introduction of a DBMS cannot be accomplished without affecting the organization. The flood of new DBMS generated information has a profound effect on the way the organization functions and, therefore, on its corporate culture. The introduction of a DBMS into an organization requires careful planning to create an appropriate organizational structure to accommodate the person or people responsible for administering the DBMS. The organizational structure must also be subject to well developed monitoring and controlling functions. The administration personnel must have excellent interpersonal and communication skill combined with broad organizational and business understanding. Top management must be committed to the new system and must define and support the data administration functions, goals, and roles within the organization and that also the need of SISP in an organization. In the database development process, there have importance elements in order to develop the database. First, we need to identify the strategic planning factors. The strategic planning factors are in term of the goals of organization that want to achieve, the critical success factor and the problem areas in achieving the goals. In 80s and 90s, there has been a growing realization of the need to make information system of strategic information to an organization. In order to put the planning for strategic information system in perspective the evolution of information systems according to the three era model of John Ward, et al. (1990) is pertinent. According to this model, there are three distinct, albeit overlapping, eras of information system, dating back to the 60s. The relationship over time of the three eras of information system is shown in table 1: Data processing, management information system and strategic information system need to be planned and manage effectively and efficiently. Strategic information system needs to cater to the strategic demand of organization. For example, serving the business goals and creating competitive advantage as well as meeting their data processing and MIS needs. The key point is, as I just said before, organization need to have proper planning not only as tools for cutting cost but as means to adding value. Database Development and Implementation. For a company to succeed, its activities must be committed to its main objectives or mission. Therefore, regardless of a companys size, a critical step for any organization is to ensure that its information system supports is strategic plan for each of its business areas. The database administration strategy must not conflict with the information systems plans. After all, the information system plans are derived from a detailed analysis of the companys goal, its condition or situation and its business needs. Several methodologies are available to ensure the compatibility of data administration and information systems plans and to guide the strategic plan development. The most commonly used methodology is known as information engineering. Information engineering (IE) allows for the translation of the companys strategic goals into the data and application that will help the company achieve those goals. IE focuses on the description of the corporate data instead of the process. The IE rational is simple; business data type tends to remain fairly stable and do not change much during their existence. In contrast, processes change is often and thus require the frequent modification of existing system. By placing the emphasize on data, IE helps decrease the impact on systems when process change. The output of IE process is an Information system architecture (ISA) that serves as the basis for planning, development, and control of the future information system. Conclusion Linking IS to business goals is the heart of IS planning and without this link, the IS function will not have major relevance for the organization. Choosing the right planning methodology depends on the current use and spread of technology within the organization and the importance of the current systems. Resources available such as staff, skill, CASE tools, etc. will also impact this process. It appears that the use of more than one methodology should be recommended. While new technology can be advantageous, it can also pose severe problems if the right skills and expertise are not available to use it properly. The success of the overall information system strategy and therefore of the data administration strategy depends on the several critical success factors. Understanding the critical success factor help the database administration (DBA) develops a successful corporate data administration strategy. However, no matter how comprehensive the list of success factor is, it must be based on the notion that development and implementation of a successful data administration strategy are tightly integrated with the overall information system planning activity of the organization. References Lederer, A. L., Salmela, H. (1996). Towards a Theory of Strategic Information System Planning. Journal of Strategic Information System, 5, 237-253. Retrieved February 15, 2010 from: http://www.ingentaconnect.com/content/els/09638687/1996/00000005/00000003/art80005 Doherty, N. F., Marples, C. G., Suhaimi, A. (1999). The Relative Success of Alternative Approaches to Strategic Information System Planning: An Empirical Analysis. Journal of Strategic Information System, 8, 263-283. Retrieved February 15, 2010 from: http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VG3-3YSXDH0-4_user=10_coverDate=09%2F30%2F1999_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1219085305_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=d2d5c8bc4cc3daab2e8918f7a7b8e62a Min, S. K., Suh, E. H., Kim, S. Y. (1999). An Integrated Approach Toward Strategic Information System Planning. Journal of Strategic Information System,8, 373-394. Retrieved February 15, 2010 from: http://www.ingentaconnect.com/content/els/09638687/1999/00000008/00000004/art00029 Cerpa, N., Verner, J. M. (1998). Case study: The effect of IS Maturity on Information System Strategic Planning. Information Management, 34, 199-208. Retrieved February 15, 2010 from: http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VD0-3VKBF56-1_user=10_coverDate=11%2F02%2F1998_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1219124246_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=eea5fca85d4848200f104d31c4556a53 Chi, L., Jones, K. G., Lederer, A. L., Li, P., Newkirk, H. E. Sethi, V. (2005). Environmental Assessment in Strategic Information System Planning. Internatioanal Journal of Information Management, 25, 253-269. Retrieved February 15, 2010 from: http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VB4-4FJTP9R-2_user=10_coverDate=06%2F30%2F2005_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1219134034_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=a68c3bd3f6483c65f80d756b65f6f890 Newkirk, H. E., Lederer, A. L. (2006). The Effectiveness of Strategic Information System Planning Under Environmental Uncertainty. Information Management, 43, 481-501. Retrieved February 15, 2010 from: http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VD0-4J8D91T-2_user=10_coverDate=06%2F30%2F2006_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1219339816_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=210513d2a4e3f847ba5201ca6050e807 Grover, V., Segars, A. H. (2005). An Empirical Evaluation of Stages of Strategic Information System Planning: Patterns of Process Design and Effectiveness. Information Management 42, 761-779. Retrieved February 15, 2010 from: http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VD0-4DFBX2C-2_user=10_coverDate=07%2F31%2F2005_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1219352700_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=fab4201d9ce3af6fe5493ae377f6dd42 Lederer, A. L., Vijay, S. (1992). Root Causes of Strategic Information System Planning Implementation Problems. Journal of Management Information System. 9 (1), 21-25. Retrieved February 16, 2010 from: http://proquest.umi.com.ezaccess.library.uitm.edu.my/pqdweb?index=15did=1175068SrchMode=1sid=1Fmt=3VInst=PRODVType=PQDRQT=309VName=PQDTS=1266960324clientId=28403 Warr, A. A Study of the Relationship of Strategic IS Planning (SISP) Approaches, Objectives and Context with SISP Success in UK Organizations. Retrieved February 16, 2010 from: http://is2.lse.ac.uk/asp/aspecis/20050059.pdf Pant, S., Hsu, C. (1995). Strategic Information System Planning: A Review. Retrieved February 16, 2010 from: http://viu.eng.rpiscrews.us/publications/strpaper.pdf

The Great Big Turnip | Analysis

The Great Big Turnip | Analysis Introduction: Our choice of storybook is The Great Big Turnip edited by Bob Williams, published by KohWai and Young. This book is appropriate for children aged four to six as it is specially designed and created to assist children who have mastered basic reading skills. Marchado (2010) states that the success of any book for young children depends on its presentation of basic human tasks, needs, and concerns based on childrens perceptions, and at a level at which they can respond (p. 289). Thus, after examining our selected choices of books, we decided to choose The Great Big Turnip because it has met many aspects of selecting the right book for young children. The story revolves around a farmer who had discovered a giant turnip in his garden. He could not pull it out alone hence he sought help from his family members and other animals in the house. Together, they managed to pull the turnip out of the ground and enjoyed plenty of food for many years. From this synopsis, the story is able to inculcate the value of teamwork in the readers as it teaches that joint effort makes it easier to complete a task. Its print and vibrant illustrations had captivated us instantaneously. The language used is age appropriate for children to learn and comprehend. The moral of the story is that we should always help others when they are in need, even if you may think that your help is insignificant. Literary elements: Plot: The plot is good because it creates suspense in the story to develop the childrens interest in reading the book. It is also simple and straightforward as it focuses on how the farmer gets help to pull the giant turnip out of the ground. Machado (2010) states that simple plot necessitated by the length of a picture book allows young children to become involved immediately in action, discover problem, and understand the resolution (p. 289). The story is in a chronological order as it unfolds sequentially. In the beginning on page 3, it talks about the farmer planting turnip seeds on the ground. In the middle on page 7, the farmer asked his wife for help when he could not pull the turnip out all by himself. Eventually, they still needed more people to help out. On page 14, it reveals how the turnip was pulled out from the ground. From the plot, readers are able to pick out problem-solving skills from the characters, such as asking for assistance. The climax of the story happens on page 13 when six more characters were involved in pulling the turnip out of the ground, and it arrests the childrens attention to find out how the characters overcome the situation. Characterization: The characters in the storybook are life like as they appear like normal living being. Machado (2010) states that characters should be portrayed realistically and have experiences and emotions with which children can immediately identify (p. 289). Thus, this book has definitely met the book selection criteria. The protagonist in the story is a farmer. As the story continues, other characters develop one after another throughout the story to help the farmer. The story does not talk about the characters past, present and future as it focuses on how the farmer gets help from his family to pull the big turnip out of the ground. Based on the farmers dialogue, it shows that he is a jovial person. On page 5 and 7, the farmer was elated to find out that his plant had grown into an enormous turnip. At the end of the story on page 16, the farmer shows a sense of happiness as it states that the happy farmer ate turnip for years (William, 2002). Besides, this book also portrays an array of emotions based on the other characters dialogue on page 7, 9 and 11. It shows excitement yet their struggles in pulling out the turnip. Setting: The farmers garden is the main location where the story took place during daytime. Based on a western context, readers are able to visualize a realistic event that occurred in the story which helps to build on their prior knowledge of the images. Theme: The theme of the story is able to relate to childrens understandings, needs and interests because underlying concept educates the importance of teamwork and unity. The farmer would not be able to pull the big turnip out of the ground without the help of his wife, son, daughter, dog, cat and mouse. It shows the significance of working towards a goal in harmony; oneness of mind. Style and Diction: The language used is simple and age-appropriate for children aged four to six. The language used is able to create mood from text such as exclaimed, cried and excited. The story involves a careful choice of words and rhythm such as they all pulled and pulled, but the turnip still would not come out! With a predictable text, children are able to participate by reading aloud to themselves or a storyteller. And the book contains good diction as it contains phrases like eyes popped out from her head, luckily, fell backwards in a heap. Point of View: The author used a third person point of view to write the story using pronoun like He, She and They. Objective point of view was used in the story as the author only tells what happen without stating more than [what] can be inferred from the storys action and dialogue (Literature, No Date). Stereotypes: It is not reflected in the storybook. Personification: It is not reflected in the storybook. Visual elements The picture-books visual variety would kindle the interests of the children and arrest their visual attention. It is slightly smaller than an A4-sized book which words inside are of Arial font and appropriate font size. The space in between words and line spacing are not cluttered. Hence, this popular fairytale facilitates easy one-on-one readings and independent reading. Cover page: On the cover page, yellow, embroidered images on the borders of The Great Big Turnip give volume to the title and front illustrations. Every word in the title is capitalised and dark turquoise in colour. Below the title is a bright and colourful cartoon of the climax of the story, which is also slightly similar to the cartoon on page 14 and page 15. The clever illustration will intrigue readers as it shows just the giant turnip spinning out of the soil and several characters falling behind. It allows readers to think about what happened in the story. Texture: Illustrations are two-dimensional which gives a visual texture and promotes imagery development. Line: Heavy lines used give more precision and curved lines used depict fluidity which brings the characters to life. Jagged lines can be found on page 15s illustration of the spinning turnip, which enables the readers to sense danger. Colour and Shape: Furthermore, the cartoon characters stand out more as additional colours and geometric shapes are used to allow the reader to clearly differentiate all of them. Illustrations from page 13 are good examples, as when the characters are pulling the turnip out, the reader would not focus on other things such as the house far away or even the forest in the background. Colours such as brown used compliment the settings like the farmers wooden house and the soil in his garden. There is also more assertion and rigidity in the illustration of the farmer due to the geometric shapes used (Scott, 1989). Free-form shapes such as the cursive ends of the turnip on page 15 enable the reader to imagine the great amount of force when the turnip was pulled out (Scott, 1989). All in all, the visual elements of the picture-book nurture visual literacy which builds on the language development of child. They allow the facilitating readability and influencing recall of the text (Machado, 2010).

The Nature and Variety of Late Classical and Early Hellenistic Greek St

13. Megalopolitans: The people from Megalopolis in Arcadia in the western Peloponnese. It was in the Achaean League during the time being described. It would have been considered a Polis and as such would not have been seen as just a single entity or brain, rather [The Greeks] ‘saw the relationship between the individual and the state as organic’ (Green, 1993). The nature and variety of late classical and early Hellenistic Greek states were unique. Not one appeared to be the same as any other. One system favoured democracy (Athens), another may favour a diarchy (Sparta) and others may be led by a tyrant. However A polis at this time did not just have to be a big city. A small village on a mountainside could be considered as a polis because it was led by a body of citizens. Poleis arguably started to decline during the Hellenistic period when they relied more and more on benefactors who would contribute wealth to a city in exchange for political power. A polis in Ancient Greek times would have meant more than just a city, rather it would be a territory, and a state; which is why a polis can be described as a city-state. Aetolians: The Aetolians are from the area of Aetolia which is a mountainous region north of Corinth in central Greece. It was the base of the Aetolian League which was created to rival Macedonia and the Achaean League. By the 340’s it was the leading power in Greece in which Green explains: ‘The Aetolians now controlled most of central Greece’ (Green, 2007). Polybios is heavily anti-Aetolian in his writing, perhaps because Polybios himself was from Megalopolis which was part of the Achaean League, or that he based most of his work for this time (220’s) on Aratus of Sicyon’s memoirs. His father was also a leading... ...Works Cited Green, P. 2007. The Hellenistic Age. New York. Hansen, M. H. 2006. Polis: An Introduction to the Greek City-State. Oxford. Hansen, M. H. 1998. Polis and City-state: An Ancient Concept and its Modern Equivalent. Copenhagen: Kongelige Danske Videnskabernes Selskab/Munksgaard. Larsen, J. A. O. 1968. Greek Federal States: Their Institutions and History. Oxford: Clarendon Press. Paton, W. R. ed. 1922-7. Polybius, Histories. (Loeb Classical Library, 128, 137-8, and 159-61.) Cambridge, Mass.: Harvard University Press. Shipley, G. 2000. The Greek World after Alexander: 323-30 BC. London-New York: Routledge. Fine, J. V. A. ‘The Background of the Social War of 220-217B.C’. The American Jounal of Philology, Vol 61, No 2. (1940) pp. 129-165. Samuel, A. E. The Ptolemies and the Ideology of Kingship, in Hellenistic History and Culture, Ed. Green, P. 1993.

Great Conversations :: essays papers

Great Conversations In Robert M. Hutchins essay, †Preface to The Great Conversation† he discusses how he believes Great Books are the finest creations. According to Hutchins, Great Books are the books written in the Western civilization. Robert Hutchins believes reading these books will help everyone morally, intellectually and spiritually. In the fifth paragraph Hutchins state, â€Å"the rising generation has been deprives of its birthright: adults have come to lead lives comparatively rich in material comforts and very poor in moral, intellectual, and spiritual tone.† Hutchins believes this because this generation isn’t reading the Great books, to such on the materialistic thing in life. I disagree with Hutchins. I don’t’ believe everyone should read Great books. I disagree, everyone opinion of a great book is different. I disagree with Hutchins belief, who is he to define Great books? I don’t think reading the books he describes in his essay will help our generation do better or worse. I think it’s up to our generation to define Great books. Our generation s is diverse. Everyone learning style and taste is different. However I do belief education is the key to our success, but the reading the books he describes in his essay will not do the trick. Our generation and society isn’t lacking because we aren’t reading these so-called Great books, it’s lacking for varies individual reasons. Knowledge is gained through several daily activities. Reading these Great books is essential. I would consider the works of Terry McMillan, Alex Walker and Maya Angelou to be Great books. These authors talk about issues that affect me, my peers, and my community in today’s society. Reading the books Hutchins described help them overcome trials in their day.

Child’s Healthy Development in School Essay

When people think of dramatic changes in children over time, they typically think about the first two or three years of life. Although these years are marked by striking changes, the developmental and social changes that occur between ages 6 and 14 are dramatic, as well. Imagine a six-year-old girl starting first grade—maybe she has braids in her hair and is wearing a cute dress; she looks like a little girl and she is likely to be quite excited about going off to school. Her parents still exercise great control over her comings and goings; their biggest worries are likely to be about her safety when crossing streets and about her adjustment to elementary school. Now imagine that same girl as a 14-year-old starting the ninth grade: She now looks like a full-grown woman, leading her parents to worry about the negative influences of peers, and the risk that she may come to physical harm during the many hours that she is away from home. Equally dramatic changes occur in the social contexts where youngsters spend time. A six-year-old boy is likely to be enrolled in a local neighborhood elementary school—perhaps within walking distance from home. By age 14, he will have changed schools at least once, moving into a junior high school or middle school. He may be looking forward to his classes, or he may have already psychologically turned his back on formal schooling. He may have sampled out-of-school activities from Scouts to basketball to handling a paper route. Because the experiences both boys and girls have in school and other activities will shape their development through this pivotal age period. Each period is marked by basic biological and cognitive changes, as well as changes in the social surroundings where children’s daily lives unfold. Exercising their growing autonomy in school and organized programs, children learn about the world outside the family, match themselves against the expectations of others, compare their performance with that of their peers, and develop customary ways of responding to challenges and learning opportunities. Through these years, they forge a personal identity, a self-concept, and an orientation toward achievement that will play a significant role in shaping their success in school, work, and life. Although researchers and policymakers have focused on the school as the critical arena in which development occurs and children’s futures are sculpted, out-of-school programs offer alternative environments in which children can learn about themselves and their worlds, and can discover opportunities for carving their own versions of success. Middle Childhood (6-8 years of age) Developmental Milestones Middle childhood brings many changes in a child’s life. By this time, children can dress themselves, catch a ball more easily using only their hands, and tie their shoes. Having independence from family becomes more important now. Events such as starting school bring children this age into regular contact with the larger world. Friendships become more and more important. Physical, social, and mental skills develop quickly at this time. This is a critical time for children to develop confidence in all areas of life, such as through friends, schoolwork, and sports. Here is some information on how children develop during middle childhood: Emotional/Social Changes Children in this age group might: * Show more independence from parents and family. * Start to think about the future. * Understand more about his or her place in the world. * Pay more attention to friendships and teamwork. * Want to be liked and accepted by friends. Thinking and Learning (Mental Changes) Children in this age group might: * Show rapid development of mental skills. * Learn better ways to describe experiences and talk about thoughts and feelings. * Have less focus on one’s self and more concern for others. Middle Childhood (9-11 years of age) Developmental Milestones Your child’s growing independence from the family and interest in friends might be obvious by now. Healthy friendships are very important to your child’s development, but peer pressure can become strong during this time. Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of responsibility along with their growing independence. Also, physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school. Here is some information on how children develop during middle childhood: Emotional/Social Changes Children in this age group might: * Start to form stronger, more complex friendships and peer relationships. It becomes more emotionally important to have friends, especially of the same sex. * Experience more peer pressure. * Become more aware of his or her body as puberty approaches. Body image and eating problems sometimes start around this age. Thinking and Learning (Mental Changes) Children in this age group might: * Face more academic challenges at school. * Become more independent from the family. * Begin to see the point of view of others more clearly. * Have an increased attention span. Young Teens (12-14 years of age). Developmental Milestones This is a time of many physical, mental, emotional, and social changes. Hormones change as puberty begins. Most boys grow facial and pubic hair and their voices deepen. Most girls grow pubic hair and breasts, and start their period. They might be worried about these changes and how they are looked at by others. This also will be a time when your teen might face peer pressure to use alcohol, tobacco products, and drugs. Other challenges can be eating disorders, depression, and family problems. At this age, teens make more of their own choices about friends, sports, studying, and school. They become more independent, with their own personality and interests, although parents are still very important. Here is some information on how young teens develop: Emotional/Social Changes Children in this age group might: * Show more concern about body image, looks, and clothes. * Focus on themselves; going back and forth between high expectations and lack of confidence. * Experience more moodiness. * Show more interest in and influence by peer group. * Express less affection toward parents; sometimes might seem rude or short-tempered. * Feel stress from more challenging school work. * Develop eating problems. Thinking and Learning ( Mental Changes ) Children in this age group might: * Have more ability for complex thought. * Be better able to express feelings through talking. * Develop a stronger sense of right and wrong. Changes in Social Surroundings The cognitive changes just described give children an expanded view of their social world and of themselves, providing the foundation for important social and emotional changes that also begin in these years. Along with their broadened exposure to adults and peers outside the family, children of these ages are typically given more freedom, more responsibilities, and more rights. This period is therefore marked by tensions between the new autonomy and the increasing expectations children encounter, which can either support or hamper the development of self-confidence. Broadening Social Worlds In the middle-childhood years, children spend less time under the supervision of their parents and come increasingly under the influence of teachers and activity Leaders such as Sunday school teachers, coaches of Little League sports, instructors of dance or ballet, music teachers, camp counselors, scout leaders. In contrast with the intimacy and familiarity that characterize family relationships, participation in school and formal programs exposes children to different Religious and ethnic groups, as well as diverse personal styles. They see adults acting in various social roles, and they see different adults acting in the same role—as teacher or camp counselor, for example. These experiences give children a chance to compare adults with one another and to observe how authority figures judge the behaviors and personalities of their peers. Increasingly, children spend time with their peers outside the orbit of parental control. Members of peer groups are responsible for managing their own relationships by controlling group dynamics, providing nurturance to each other, and sometimes establishing hierarchies within the group. As children get older, they also seek to contribute to their best friends’ happiness, and they become sensitive to what matters to other people. There is a beginning of a â€Å"we† feeling that goes beyond cooperation; children begin to adjust to the needs of others in pursuit of mutual interests. At the same time, of course, children are concerned with winning acceptance from their peers, and they must manage conflicts between the behavior expected of them by adults and the social goals of the peer group. Entering formal organizations such as schools and after-school programs represents a shift for children: In the preschool years, their social roles were defined for them at birth (as a daughter or a brother). In middle childhood, their roles in school, programs, and friendship groups reflect their personal qualities and achievements. 1. Developmental Variations: Behaviors within the Range of Expected Behaviors for That Age Group A) Developmental Variation : (Social Interaction Variation) Because of constitutional and/or psychological factors, children and adolescents will vary in their ability and desire to interact with other people. Less socially Adept or desirous children do not have a problem as long as it does not interfere with their normal development and activities. B) Common Developmental Presentations : Middle Childhood The child may not make friends easily and be less socially adept. The child may prefer solitary play at times. (Shyness) Adolescence The adolescent has limited concern regarding popular dress, interests, and activities. The adolescent finds it difficult to make friends at times. 2. PROBLEM: SHYNESS Middle Childhood The child is very shy, reticent, shows an increased concern about order and rules, is socially isolated, rarely initiates peer interactions, and prefers solitary activities to peer group activities. Adolescence The adolescent shows difficulty in social situations, has limited friendships, is socially isolated, may be a †loner,† prefers solitary activities to peer group activities, is reticent, has eccentric hobbies and interests, and has limited concern regarding popular styles of dress, behavior, or role models. Background Most people have felt shy at some time or in some situation. As many as 25% of high school and college students report having been shy most of their lives (Schwartz & Johnson, 1985). Excessive shyness, however, reduces both the amount and quality of social interactions a child has with others and results in lowered peer acceptance and fewer opportunities to acquire social skills. It is not clear why some children are bashful and withdrawing whereas others tend to be more outgoing. Several factors may be involved, including genetics, temperament, anxiety, and lack of social skills. Development Some degree of shyness in children is to be expected and is part of the child’s normal development (Berk, 1989). A fairly high percentage of preschoolers are described as bashful and avoiding contact with others (Schwartz & Johnson, 1985). Between 30% and 50% of school-age children report feeling shy (Peterson, 1987). When shyness is experienced by the child in many or most situations over an extended period of time, interventions to help the child interact more appropriately are called for. Chronic and severe shyness can have a negative impact on social, emotional, and academic development. Shy children often have poor self-concept, feelings of failure, and make negative self-statements. The anxiety that accompanies shyness impairs memory and concentration and may keep children from asking for needed help in school. What Can I Do as a Parent? It will be important for your child to learn ways to reduce his or her anxiety in social situations. If the child does not possess the social skills needed to interact with others, it may be necessary to teach social skills directly. The child also needs to learn to feel better about himself or herself as a person. There are many ways to accomplish these goals. Make sure your child knows that they are loved and valued regardless of their behavior or performance. Talk with your child. about their experiences and help them to evaluate those experiences in nonjudgmental ways that allow them to feel good about themselves. Many times children judge themselves much more harshly than we realize and blame themselves for situations and events they cannot control. As a parent, you can give your child more independence and opportunities to demonstrate responsibility. Successful handling of independence and responsibility will help to foster an improved self-image. A child’s image of himself or herself is built on a foundation of many small experiences. The more of those that demonstrate to the child that they possess the capability to succeed, the better the resulting self-image will be. Parents can seek out and provide activities that will allow the child to experience success in social environments. Structured group activities or small groups of one or two other children may facilitate success for the shy child. Parents can discuss, rehearse, and role-play activities with children such as introducing oneself, asking a peer to play, or joining a group of children who are playing a game. If the child is involved in a social-skills training program, parents can reinforce targeted social skills and provide opportunities for rehearsal of skills. If your child is severely shy and inhibited in most situations, the best course of action may include seeking professional help, either through the school, local mental health agency, or your family physician. Severe shyness affects many aspects of the child’s life and should not be left unaddressed. What Can I Do as a Teacher? Shy children may be easily overlooked in a busy classroom because they do not present classroom management problems and usually comply with instructions. Teachers need to be sensitive to the needs of shy children and facilitate their interaction with others and their participation in the class. Because shy children are often characterized by anxiety, it is best to avoid drawing attention to them or putting them in situations that will require that they be the center of attention. Structured interactions and small group activities may best facilitate participation by shy students. When children are to work on projects in small groups, the teacher should form the groups rather than allowing students to group themselves. Teachers can take this opportunity to pair shy youngsters with socially competent students who will serve as models for them. Teachers need to avoid reinforcing shy behavior, to be sensitive to the needs of shy children but to refrain from giving the shy child special attention or privileges. When shy children interact appropriately that is the behavior that should be reinforced. There is a natural tendency to either ignore or be overly protective of shy children, but neither of these responses benefits the child. Shy children should be encouraged to interact, provided with opportunities to interact in small, structured settings, and reinforced for interacting. Direct social-skills training and contingency management procedures have been found to produce positive results and may be beneficial for the entire class.

Red Handed

Title: I was a disappointment to my Dad 2004 was the year my father developed a taste for schedules and routines. It was, and still is, his way of making sure that things are in order, and I suppose it was his way, when we were younger, of ensuring there was some consistency in our daily lives. When Mum left, I think that was all he could think to do – giving us something fixed, something to fall back on, something to let us know that our world still stood firm even as his was falling apart. It was never really the same, our world; he was never really the same. Mum has always been the spontaneous one.She had always done things whenever she felt like it. I suppose that was why she could leave us just like that. She had never been one for commitment. After she left, my father came up with The Schedule. We had to follow it, and by then we were so desperate to keep one parent that we paid attention. He took great pride in us following it for a while. The Schedule gratified him. I remember Fridays were pizza days; they only had the regular pizza then, not the triple cheese extravaganza they do now, something for which I am utterly thankful; on Thursdays we took trips to the parks.It did not matter which park it was or how many times we had been there before. We just went on Thursdays. Matt, three years my junior, and I, would see how many flowers we could find that had at least an insect hovering over them while Father stared blankly into the distance, occasionally, he would smile. Then there were Tuesdays. On Tuesdays, I was to finish whatever assessment Dad asked me to do. I would put in my best effort to have them done to perfection and always long before he came to pick us up at Aunt’s.I would, upon entering his new black BMW, brandish out the assessment to show off to him and I had always been a honest boy so he never tore the answer key out before. Each time, his eyes would light up and tell me I was a good boy and off we would go home where he w ould mark my work and explain my mistakes (which I rarely have) to me. Followed by that, we would be off for dinner at the place I chose but since Matt was still six, Dad did not give him any assignment which meant he had no say in what we were going to have for dinner and he always beg with me to choose Macdonald’s.The World was going to be all right for one more day. Dad’s smile told me so. That particular Tuesday, the day of The Incident, I came face to face with something I wish I never again have to face, but yet I see it time and again, lodged in my guilty mind. The day started off the same way. It started off right. I think that was the worst part, the fact that things could have just taken sudden about-turns. Breakfast, school, Aunt’s. I was nine and I remember feeling, no, knowing that I had forgotten something. That vaguely familiar sense of unease that plagues everyone starts with the innocence of childhood mistakes, I suppose.What was it, the thing t hat I had forgotten? I could not remember. Put away my toys? Done. Helping my brother tie his shoelaces? Done. So what was it? Something was out of order. Something did not belong. Five more minutes left before we had to leave. Ignoring that nagging feeling, I dragged my brother out of another series of ‘Transformers’. He as usual quietly obeyed me as he begged, â€Å"can we have Macdonald’s please? † That was then the realization that dawned on me was like a slow burn. I could feel my skin prickling. My blood seemed to become warmer as it made its way to my head. I had not done my assessments!Dad is going to ‘kill’ me but I only have five minutes left how much can I finish? Oh no! Instinctively, I reached for a pen and told my brother he could watch for another five min. The time slowly ticked by. Five minutes, four minutes†¦ I was out off time! That was when I came up with my idea an idea I wished I had never done. I flipped to the book and found the page I needed to copy. Done! Just on time! I then dragged Matt out of Aunt’s who was as always decisively happy we were leaving. Sitting on the stoop, I could feel Dad finding out I had copied but there was no way because my work was usually perfect. Where is Dad? Where is he? Huh? Where? Where? Why is he not here yet? Huh Bro? † Now Matt was whining about Dad being late. In my unease, I could not even tell him to shut up and he must be surprised by my stillness because he casted a curious glance at me. Before Matt could ask what happened, Dad pulled up along the kerb, his car coughing up exhaust fumes. I pretended to sound as if everything was normal. I waved my assessment at him, my banner of proof. When we reached home, Dad turned over to the answer key and started marking. Little known to me, I had left three evidence there.Firstly, I had left a blue pen mark on the answer key, Secondly; I was doing Primary 5 work so I could not have possibly have got ten full marks, lastly, I had sneezed while copying down the answers so there was still mark of my sneeze. Then I saw that flicker. I saw that flicker in his eyes. Realisation, disappointment, rejection. It was only for a split second but, yes, it was there, the disappointment. I could almost hear him: â€Å"How like her mother she is; how like her mother she is. †He must have known that I had seen the flicker too because then, just like that, I could see him almost willing himself to cast that critical thought aside.I Know he was not able to do so because two years from The Incident, when I do talk to him, something which had grown progressively rare in those days, I still see that flicker in his eye. I never showed him my work after that day and I now mark my own work, he too never asked. Now, every Tuesday, I am often so overwrought I can only find comfort having left a mark on the answer key. I would always recall that Tuesday when I was nine, It was that Tuesday when I s aw that disappointment come to stay in my father’s eyes and no, oh God no, that for the first time, it had been me who had put it there.