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Hadirin yang dihormati sekalian, Adakah anda masih ingat kepada pesan ibu dan bapa yang selalu mengingatkan bahawa rajinlah belajar agar jalan kehidupan tersedia luas terbentang untukmu? Ingatkah kita kepada kata-kata Plato dan Confucius berbunyi â€Å"tuntutlah ilmu hingga ke negeri China†. Mengapa hadirin, sejak dari zaman dahulu hingga ke hari ini dan di setiap pelosok dunia sama ada di Eropah, Afrika mahupun Asia, pandangan terhadap pendidikan ialah sama iaitu pendidikan merupakan asas perkembangan umat manusia. Tetapi mengapa pendidikan menjadi begitu penting kepada kita? Hadirin yang saya muliakan sekalian, pendidikan dapat melatih minda manusia untuk berfikir dengan lebih luas dan rasional. Melalui pendidikan, pengetahuan maklumat dapat diluaskan dan digunakan untuk kebaikan bersama. Sebagaimana yang diungkapkan Daoed Joesoef (1986) tentang pentingnya suatu pendidikan yang mana beliau menyatakan bahawa "Pendidikan merupakan segala bidang penghidupan, dalam memilih dan membina hidup yang baik, yang sesuai dengan martabat manusia" dan sudah tentulah daripada pernyataan tersebut kita dapat menyimpulkan bahawa mempunyai pendidikan pada masa sekarang merupakan hal yang sangat penting kerana jika kita tidak mempunyai pendidikan kita tidak akan kemana-mana. Tanpa pendidikan dan tanpa kemahiran membaca, capaian pelbagai akses terhadap pelbagai bentuk pengetahuan seperti buku, internet atau media lainnya sama sekali tidak memungkinkan kita untuk melangkah maju ke hadapan. Pendidikan merupakan tunj ang utama kepada pembentukan modal insan yang akan membantu kepada pembangunan negara. Pendidikan mempunyai impak yang besar ke atas pelbagai peluang kehidupan manusia agar masa depan seseorang tersebut terjamin dan kualiti kehidupannya terpelih... .... Kesimpulannya, corak pendidikan yang diaplikasikan di Malaysia adalah lebih menyeluruh kerana ia merangkumi aspek fizikal dan rohani. Pendidikan di Malaysia bukan sahaja ingin membentuk pelajarnya yang aktif dan cemerlang dalam kurikulum dan kokurikulum malah ia juga memberi fokus kepada kelengkapan rohani dan moral agar pelajar yang dilahirkan sempurna dari segala segi. Maka dengan itu hadirin, saya sekali lagi menegaskan, pendidikan ini bukan sahaja penting untuk mengembangkan minda dan bakat manusia, malah ia juga penting untuk memacu legasi pembangunan negara. Ini adalah kerana pendidikan merupakan nadi kepada pencetus kegemilangan dan martabat sesebuah negara tersebut. Oleh itu, penting sekali untuk kita sebagai rakyat Malaysia dalam melancarkan aspirasi negara iaitu mencapai kecemerlangan dalam pendidikan untuk menaikkan nama negara di persada antarabangsa.

Managing AIDS

Introduction In the situation with Frank Deloisio, a middle manager who had AIDS, Jean Langone Smith had one of the greatest tests of her career. She was encountered a case of the type which so many managers can come across, as one in every 250 Americans has been diagnosed with the plague of the twentieth century, yet the situation is so delicate that few books can help a person in managing position to sort out the ethical issues that relate to it. Managing AIDS: Issues To Confront In a sense, managing a person diagnosed with AIDS is similar to managing any other person who has been diagnosed with a different terminal illness like cancer or tuberculosis in the final stages. However, AIDS is a special social phenomenon due to the stigma associated with this contagious disease. It has come to symbolize the bohemian lifestyle of the homosexuals and prostitutes, and many people feel that a person is to blame for having incurred such a condition. Besides, despite the medical professionals’ assurances, there are still fears that a person with this condition may infect somebody in the environment, which makes the removal of such a person from the group desirable for some. One more issue that was associated with AIDS in Frank’s case was his frequent absences. He in some ways had to use Jean and others to be able to pay for his disease. The employees at DEC had to put in extra time and carry the extra workload to compensate for his frequent treatments. Besides, people were not even informed about the reason of his absences, and thus had a reason to believe that he was merely using them to take time off work to attend to his personal matters. Utilitarian Perspective If Jean had viewed the happenings from a utilitarian perspective, she would merely be concerned with the consequences of her decisions, and in evaluating those consequences, her primary focus would be the amount of happiness or unhappiness of the people that would result from it. Thus, dismissal of Frank Deloisio seems a plausible option. If he had been fired for his illness, the company would have to replace him with a different person who would most likely be able to handle the responsibilities, devoting more time to them. Then all the employees would be happy, as they would be relieved of their extra responsibility. As for Frank, he would be less important, as his troubles are those of a single person. Deontological Perspective From a deontological view, it is necessary to do what is right regardless of the consequences. The view taken and the practical steps depend on the stance adopted towards what is right or wrong. Thus, if the right thing is standing by the sick person, then the right thing is to help Frank in his predicament, sharing his responsibilities. One could say that a sick person is not able to care for oneself, and thus it is correct from the ethical standpoint to share the benefits available to other people to help the sick one. On the other hand, if one adopts the view that the ultimate good is efficiency, then Frank’s dismissal is a viable option as he is clearly in the way of the company’s success. His replacement with a different person would contribute to the efficient functioning of the company as a whole. Fairness to AIDS-Infected Person Fairness means dealing with people honestly and in accordance with principles. In this sense, the manager’s obligation consists in dealing with employees fairly, without bias or prejudice. Thus, a person suffering from AIDS should be dealt with in the same manner as any other person who is suffering from a serious health disorder. This also means that the manager should induce all the employees to treat the one infected with AIDS in the same manner. Thinking about Rights Maintaining the rights of a person requires the adherence to a certain set of principles. For instance, the sick person has the right to confidentiality, and this is what Jean has been trying to do for Frank. Besides, Frank was also entitled to company’s medical insurance, and the full coverage of the costs associated with his illness. Regarding a case from this perspective involves the maintenance of a number of basic principles, but there is always the danger that something might fall through the cracks. For instance, if the person is not entitled to a change in job responsibilities, this will not be pursued by the manager as it is not part of the sick employee’s specified rights. How Jean Did Jean, although unprepared to deal with a situation like that, lived up to the challenge of solving organizational problems in her department. She was not reached by the AIDS programs to the extent that she could derive her knowledge of what she could do from that source, and thus she was acting based on her own ethical judgement. Jean went far beyond what was necessary according to the formalities at the company. She assisted Frank in adjusting his responsibilities to suit his current health conditions, and even had an idea to coin a new position designed for him where he could emphasize his technical skills, without putting pressure on him that he could not handle. When his health deteriorated, she relaxed his responsibilities even further. This raised her authority with the personnel, allowing people at the company to see that she was ready to go beyond what was prescribed by the rules to accommodate her employees. In a way, her own ethical perspective was changed: if previously she looked at the people as professionals, restricting her relationship with them as a purely business one, now she could show that she was ready to see them as unique individuals that are important not only as cogs in the machine. Perhaps the clear-cut nature of the case that involved helping a sick person helped Jean to make a leap from a strict and formal manager to a life-and-blood personality. If Jean had been confronted with a more ethically ambiguous case like accommodating the frustration of person in the middle of a divorce, she would be more tempted to think along the lines, â€Å"They have to cope with their problems on their own†. Facing a situation of someone hopelessly ill changed her behaviour and views. Conclusion Jean did well as she preserved the rights of a sick person, acted fairly, and was good at maintaining the basic principle of helping a sick person. Jean’s actions were also right from the utilitarian perspective in a sense. Supporting an employee in need helped her to uphold her image in the eyes of others, as well as the image of the company. The employees at DEC were able to draw the conclusion that if they fall ill with AIDS, they can probably expect the same sensitive and insightful treatment. This idea is going to boost their morale in the long run, and increase their loyalty for the company. The case made headlines, which is going to serve as positive publicity for DEC, elevating the corporate image. It is perhaps unfair to suspect Jean of such a motivation being her primary driver, but this serves to show that her actions gain support from both deontological and utilitarian perspective.

Early Childhood Educator Essay

The inspiration for the Reggio Emilia approach came from Reggio Emilia, Italy. In Italy, all the preschools are centered on this approach. It is a city run program for children from birth to the age of six (Cyert Center, 2004). The philosophy is that, â€Å"children’s interactions and relationships with other children and adults are a vital component of their learning† (Schiller, 1995). Reggio Emilia schools in the United States, Italy, and other countries around the world differ greatly from standard preschools here in the United States. Some of the key differences and components of the Reggio Emilia program is its role in the community, attention to the environment, and its emergent curriculum which functions as a part of the teachers and the children. Role of the Community The community is a big part of the Reggio Emilia schools. There are regularly scheduled meetings for parents to take part in. These meetings are scheduled in the evening so that working parents are able to attend. The parents and teachers discuss issues regarding school policies, child development concerns, and curriculum planning and evaluations (Wikipedia, 2007). The parents are involved in the whole process of the education of their children. Teachers send home journals of children’s thoughts and ideas expressed in class. This kind of cooperation among teachers and parents make learning on the children’s part much easier and complete. Attention to the Environment According to Lilian G. Katz, â€Å"The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). This holds true in a Reggio Emilia school. The environment is considered the â€Å"third† teacher to the students attending this kind of program. The building itself and classrooms are filled with indoor plants, vines, and lots of natural light. Natural light enters the classrooms through wall-sized windows letting the children connect with the outside world. All of the classrooms have a door to the outside and open to a center piazza. Each classroom flows well with each other and the surrounding community. The lunch rooms, courtyards and bathrooms are designed in a way to encourage community among all the students (Wikipedia, 2007). Incorporated into each school is a common space available to all children in the school that includes dramatic play and work tables (Cyert Center, 2004). Each classroom is connected with a phone, passageway or a window. The classrooms are equipped with art centers called atelier (Gandini, 1993). In the atelier are easels, watercolors, crayons, markers, paper, and any art materials children need to be creative. Another part of the classroom has books about artists and a place where children can read comfortably (Schiller, 1995). Displayed around the classroom, among all the photographs of the children and carefully placed mirrors in the school, are works completed by the children with transcriptions of their discussions about the work. The physical environment of a preschool center is considered a ‘teacher’ in and of itself! † (Katz, 1990). Emergent Curriculum There is no time schedule where at some part of the day the students are learning about science, then language arts, and then math. The kind of schedule the students follow is that there is a group meeting when the students arrive in the morning. Then there is a work period, play period, lunch time, play time, nap time, and then another work period or play period (Hertzog, 2001). For their work period, there is no set curriculum that the teachers must follow. The curriculum is an emergent curriculum which is child centered. Emergent means that is builds upon the interests of the child. The teachers have broad goals but can follow the lead and interests of the children (Schiller, 1995). During the work periods, a teacher will work with one small group on their project while the other students are engaged in self selected activities. The projects are teacher directed and child initiated and begins with the teacher observing the children and asking the children questions on a topic that interests the child. The students then do in depth studies of the content that interests the children of that group (Wikipedia, 2007). The project moves in unanticipated directions. To avoid confusion the teachers help children make decisions about direction of study, how to research the topic, and how to represent the topic (Cyert Center, 2004). The projects can range in length from one week to the whole school year. When the students are content to be complete with their project they depict their knowledge through drawing, sculpting, dramatic play, or writing. At every school, there is a visual art specialist, an atelierista, who works closely with the other teachers and children (Gandini, 1993). The atelierista guides the children into appropriate media choices to complete their ideas and projects. Because art is such an integral part of all activities, the students’ old works, finished and unfinished, are available to them to finish or add on. While they work on their art projects, the teachers talk to the children and write down any thoughts or ideas the students have. They display the students’ discussions with their art work around the classroom and school (Schiller, 1995). In order for this curriculum to work, the teachers must also learn with the students. The teachers take turns with the following roles: observing, note taking, and recording observations between children. After all observations are recorded, they are shared with other teachers and parents in the planning of the students’ projects. It is crucial that teachers become skillful observers of the children. Their observations guide the curriculum planning and implementation (Wikipedia, 2007). Conclusion The Reggio Emilia approach to learning is a constructivist approach where the students learn at their own pace and guide the curriculum. It is all about the children. The children’s interests lead them into a project that is researched in depth at a level that they can understand. The children’s thoughts and ideas are implemented into the curriculum and planning and are shared with the community. Reggio Emilia works because the children are learning what they want to learn with the help of their parents, teachers, and the community.

Free Essays on Media Comparison

Case Studies in Mass Political Communication The most important tool for any democracy is information. Because by definition the supreme authority within a democracy rests with the people, mass communication becomes an essential element of informed decision making by that aggregate authority. In this way, any manipulation or lack of factual information has serious negative implications for the ability of a body of people to act consciously on its own behalf. Only an informed citizenry can participate in the cognizant decision-making process necessary for the advancement of its own needs. The question then arises as to the current state of mass communication within democracies. Are the media that communicate on a mass scale fulfilling their roles as scrupulous disseminators of information? What biases exist that may affect how the information is presented? How do the effects of these biases translate into the idea of an informed citizenry? All of these inquiries tap into the wide-ranging social implications of mass media. What follows is an analysis of a selected group of American mass media outlets for the purpose of determining strengths, weaknesses, similarities, differences, and biases, all in the context of their social implications. Means The media analysis will focus on five mass media outlets, including both print and broadcast media, and will compare each outlet’s coverage based on two consecutive days of reporting on a particular ongoing issue or story. For the purposes of diversification, three categorically different topics shall be used, which can be classified as international, national, or local news, respectively. For each individual topic, two of the five sources will be compared and contrasted, and have their coverage of the topic examined in terms of framing, journalistic practices, and â€Å"the four information biases that matter†: dramatization, personalization, fragmentation, and authority-disor... Free Essays on Media Comparison Free Essays on Media Comparison Case Studies in Mass Political Communication The most important tool for any democracy is information. Because by definition the supreme authority within a democracy rests with the people, mass communication becomes an essential element of informed decision making by that aggregate authority. In this way, any manipulation or lack of factual information has serious negative implications for the ability of a body of people to act consciously on its own behalf. Only an informed citizenry can participate in the cognizant decision-making process necessary for the advancement of its own needs. The question then arises as to the current state of mass communication within democracies. Are the media that communicate on a mass scale fulfilling their roles as scrupulous disseminators of information? What biases exist that may affect how the information is presented? How do the effects of these biases translate into the idea of an informed citizenry? All of these inquiries tap into the wide-ranging social implications of mass media. What follows is an analysis of a selected group of American mass media outlets for the purpose of determining strengths, weaknesses, similarities, differences, and biases, all in the context of their social implications. Means The media analysis will focus on five mass media outlets, including both print and broadcast media, and will compare each outlet’s coverage based on two consecutive days of reporting on a particular ongoing issue or story. For the purposes of diversification, three categorically different topics shall be used, which can be classified as international, national, or local news, respectively. For each individual topic, two of the five sources will be compared and contrasted, and have their coverage of the topic examined in terms of framing, journalistic practices, and â€Å"the four information biases that matter†: dramatization, personalization, fragmentation, and authority-disor...

Government Sales of Public Land (BLM)

Government Sales of Public Land (BLM) Contrary to bogus advertising, the U.S. government does not offer free or cheap land to the public. However, the Bureau of Land Management (BLM), an agency of the U.S. Department of the Interior, does occasionally sells parcels of publicly-owned land under certain conditions. The federal government has two major categories which it makes land available for sale to the public: real property and public land. Real Property is primarily developed land with buildings, usually acquired by the federal government for specific purposes, such as military bases or office buildings. Persons interested in buying real property should contact the General Services Administration (GSA), which is the federal agency responsible for selling developed surplus property.Public Land is undeveloped land with no improvements, usually part of the original public domain established during the western expansion of the United States. Most of this land is in the 11 Western States and Alaska, although some scattered parcels are in the East. Government Land Fast Facts The U.S. federal government no longer sells land to the public for less than the property’s appraised fair market value.The Bureau of Land Management (BLM) occasionally sells developed real property or undeveloped (raw) publicly-owned land by either direct sales or through competitive bidding at public auctions.Most undeveloped public land sold by the BLM is located in the Western States and Alaska. Developed real property, including buildings and utilities may be located in any part of the country.Under federal law, the BLM is required to hold most land and real property in public ownership, unless its disposal is deemed appropriate by the agency’s land use officials. Not Much Public Land for Sale The Bureau of Land Management (BLM) is responsible for the sale of surplus public land. Because of congressional restrictions enacted in 1976, the BLM generally retains most public lands in public ownership. However, the BLM does occasionally sell parcels of land where the agency’s land-use planning division finds disposal of surplus is appropriate. What About Land in Alaska? While many people are interested in buying public land for homesteading in Alaska, the BLM advises that due to existing land entitlements to the State of Alaska and to Alaska Natives, no BLM public land sales will be conducted in Alaska for the foreseeable future.   No Water, No Sewer The parcels sold by the BLM are undeveloped land with no improvements (water, sewer, etc.) and are usually located in the western states. The lands are generally rural woodland, grassland, or desert. How the Land is Sold The BLM has three options for selling land: modified competitive bidding where some preferences to adjoining landowners are recognized;direct sale to one party where circumstances warrant; andcompetitive bidding at a public auction. The method of sale is determined by the BLM on a case-by-case basis, depending on the circumstances of each particular parcel or sale. By law, the lands are offered for sale at fair market value. There is No 'Free' Government Land Public lands are sold at not less than fair market value as determined by a federal appraisal. Considerations such as legal and physical access, the highest and best use of the property, comparable sales in the area, and the availability of water all affect the land value. There are no free lands.By law, BLM must have the property to be sold appraised by a qualified appraiser to determine the current market value of the property. The appraisal must then be reviewed and approved by the Department of Interiors Appraisal Services Directorate. The minimum acceptable bid amount for a parcel of land will be established by the Federal appraisal. Who Can Buy Public Land? According to the BLM purchasers of public land must be: United States citizens 18 years of age or older;corporations subject to the laws of the United States or of any state;a U.S. state, state organization, or state political subdivision authorized to hold title or property; orentities capable of conveying and holding lands or interests therein under state law.   Some federal employees are prohibited from buying public land and all buyers are required to submit a Certificate of Eligibility and may be required to submit articles of incorporation or other documentation. Can You Just Buy a Small Home Site? Many people are looking for small lots or parcels suitable for building a single home. While the BLM does occasionally sell small parcels suitable as home sites, the agency will not subdivide parcels of public land in order to facilitate a prospective buyer’s wish to acquire a home site. BLM determines the sizes and configuration of parcels for sale based on factors such as existing land ownership patterns, marketability, and costs of processing. What if You are the Low Bidder? Winning bidders on public land sold by competitive sales or at public auctions are required to submit a non-refundable deposit of no less than 20% of the bid amount before the closing of business on the day of the auction. In addition, all sealed bids must include guaranteed funds, such as a cashier’s check or money order, for no less than 10% of the amount of the bid. Balances of the total sale price must be paid in full within 180 days of the sale date. The public notices of the sales will contain detailed information on the requirements, terms, and conditions applicable to the sale.  Ã‚   How BLM Land Sales are Advertised Land sales are listed in local newspapers and in the Federal Register. In addition, notices of land sales, along with instructions to prospective buyers, are often listed on the various state BLM websites.

An exegetical study of Genesis 32 verses 22-32 Essay

An exegetical study of Genesis 32 verses 22-32 - Essay Example and have prevailed.† 29Then Jacob asked him and said, â€Å"Please tell me your name.† But he said, â€Å"Why is it that you ask my name?† And he blessed him there. 31Now the sun rose upon him just as he crossed over Penuel, and he was limping on his thigh. 32Therefore to this day, the sons of Israel do not eat the sinew of the hip which is on the socket of the thigh, because he touched the socket of Jacob’s thigh in the sinew of the hip. (New American Standard Bible) The account of Jacob’s wrestling match at the ford of Jabbok is, admittedly, a rather difficult passage to interpret because of the surrealism of the occurrence: In the middle of the night, Jacob decides to send his wives and children and their possessions over the ford (vv. 22-23); from out of nowhere, a man appears and wrestles with Jacob who, for some reason, is left behind or stays behind on the other side of the ford (v. 24); the match goes on for an extended period, that is, until daybreak (v. 24), and Jacob demands for a blessing when the man tries to disengage (v. 26); right there, Jacob’s name is changed to Israel, and the place is named Peniel as well (vv. 28, 30). On the surface, the meaning of the passage is not made immediately clear, for as one goes through it initially, it reads as though it is a dream sequence. However, there seems to be no concrete reason to suppose such. It seems fairly clear that there was an actual crossing that occurred (v. 22), an d that Jacob was physically hurt by the encounter (v. 31b â€Å"†¦and he was limping on his thigh.†). Hence, the passage indicates rather clearly a turning point not only in Jacob’s life, but in the consequent Israelite history, as evidenced by the effects of the nocturnal encounter (v. 32). At any rate, this particular analysis of the narrative focuses on the name changes that are apparent in the text, specifically the change of Jacob’s name to Israel, and the place of the struggle being named Peniel. Such name-changing has

Litigation v. Mediation Essay Example | Topics and Well Written Essays - 500 words

Litigation v. Mediation - Essay Example f a lawsuit, case, or controversy – which is a contest authorized by the provisions of law, and at a court of justice – which is aimed at the realization or the pursuit of enforcing the breached rights or the expected parts of the deal in question. The participants in such a case are the plaintiff and the defendant – who within the subject of the lawsuit are referred to, as the litigants. Mediation on the other hand, is an ‘alternative dispute resolution’ model, which is used to complement or substitute other modes – as a way of assisting the disputants reach an agreement, through the creation of improved dialogue between them. In such a case, the parties involved are to consider the mediation process – as resolving the dispute to their mutual advantage – besides facilitation by an impartial mediator. Considering that the dispute is of a business nature, it is conclusive that the right or the duty to be enforced must have some financial value – as well as a time-span within which its value may be perceived. Therefore, in the case the legal pursuit is to extend to the level – which the value of the legal practice or pursuit exceeds the value of the breached agreement; then from a business perspective, the pursuit will not be logical or rational. On the basis of this argument, mediation as opposed to litigation is a better option; as it will require less time and cost incurrence. The advantages that Alexander is likely to enjoy, in the case he chooses to take mediation instead of litigation include the following: A timely resolution of the dispute, which is basically – because the neutral and experienced third-party will push for increased dialogue between the disputants, from which better understanding of the dispute premises will be established, therefore making the case easier to resolve. In this regard, the better understanding as well as the pursuit for voluntary agreement and mutual advantage will enable the disputants to arrive at