World Leaders And Their Leadership Styles History Essay

World Leaders And Their Leadership Styles History Essay Adolf Hitler is recognized worldwide for his leadership in the Nazi Party and also as the chancellor of Germany during the early period of 1930s. His leadership style was autocratic leadership as he believed in acting like a dictator and focused on making decisions on his own. He never trusted his generals and felt no need of having two-way communication as he wanted to have complete legitimate power in everything. Hitler believed that the ultimate authority resides with him and it should never be extended downward. He made decisions that were supportive in enhancing his legitimate power. Any mistake made by the followers was unacceptable and punishments were given for wrong doings (Megargee, 14). Since Hitler was reluctant to take advice from anyone and made all decisions on his own, his followers did not like this attitude and started developing ill-feelings towards him. From the analysis of Adolf Hitlers leadership style, the leaders of the todays world have realized that they cannot be a dictator and cannot get the work done by forcing their followers (Popper, 64). The modern leaders and managers in organizations have ensured that they implement collaborative methods so that the followers and subordinates are part of the team and the joint efforts will ultimately produce positive results. The leaders who have adopted this style of leadership have faced strong resistance from their followers and even received less support from them in accomplishing the ideal objectives. Mahatma Gandhi is among the favorite personality of most of the leaders worldwide and majority of them want to follow the leadership style followed by such an inspirational man (Barnabas and Paul, 135). Mahatma Gandhi had a servant style of leadership which is described as the style in which a leader takes care of his followers even before they start taking care of themselves on their own. This inspirational leader emphasized that the struggle should be done in non-violent manners without using any harmful weapons; the leader had to face severe problems such as beating by the British police and getting locked up in the prison when he started fighting with British for independence of India. Gandhi had a clear vision about the independence of Hindus and was able to communicate this vision effectively to dispersed people by using simple and inspiring language. One aspect that was stressed by the leader was never to accept defeat and keep on striving hard because success will eventually; the moral is that people should never lose hope and continue the efforts until the goal is attained (Nojeim, 30). His personality is a source of inspiration for the leaders and managers of todays world that no matter how challenging the situation gets it is important to boost the morale of oneself and the followers. As a leader, the person should motivate his/her subordinates until the victory is gained in the particular mission. Abraham Lincoln Abraham Lincoln had the desire of serving his country so that he could bring revolutionary changes that will be beneficial for its people in the long-run. Abraham Lincoln had a servant leadership style; one of the vital components of this form of leadership is the importance of ethical values i.e. working for the benefits of the people and this aspect was evident in the leadership style of Lincoln (Hubbard, 21). The servant leader wants to lead the people because he/she has internal desire of serving the people; the person does not need any legitimate power to bring the changes. Abraham Lincoln focused on the sustainability element which meant producing a lasting change that will finally lead to the transformation of others. The leader was provided the opportunity of demonstrating his leadership traits during the American Civil War; he had two lasting impacts on the world i.e. freeing the slaves and preservation of the Union (Polelle, 40). During his Presidency, Lincoln followed a prudent and careful leadership to bring about mandatory reforms in the United States of America. The leader also set the example of the paramount democracy in the world and even extended the liberty opportunity to every American. In present times, Americans have been given the full liberty of expressing their feelings and fighting for their rights and it has revolutionized the way in which democracy should be implemented by the leaders so that projected results are successfully accomplished. Even in organizations, the work culture has been changed i.e. employees are motivated to share their ideas and claim their rights as the organization is compelled to fulfill all the requirements of its workforce. Alexander the Great At the age of twenty, Alexander became the king and in eleven years of his journey he fought more that seventy battles and never lost any one of them. The leadership style of Alexander the Great is visionary leadership as he shared the vision with his people to motivate them to inspire them in achieving the well-set goals (Polelle, 23). From the analysis of the leadership traits of Alexander the Great, it is evident that he had set certain set of principles to inspire his followers such as show people that they are considered to be valuable and are given importance in every decision by seeking their opinions, lead by example so that people are inspired to follow the leader, innovation should be encouraged so that something new can be done and every action should be taken after creating a vision so that there is clarity about the goal that will be achieved (Cartledge, 14). In todays world, the leaders have realized that they need to first follow what they tell their followers so that the leaders can gain their trust. When any decision is made, it should be done on a consensus manner so that everyone agrees to it and they can see the big picture clearly. A visionary leader communicates to his followers the effectiveness of the entire process and their importance in this process so that their production level gets accelerated. Julius Ceasar Julius Ceasar was an exceptional general and one of the important leaders in ancient Rome. In his life, he held almost every vital title in the Roman Republic such as tribune of the Roman people, consul, well-known priest and high positioned commander of the army (Freeman, 32). He dared to introduce new laws that were easily approved by the Senate and he is recognized globally for improving the ways in which the provinces were governed and he even developed his own army. After conquering the Rome, he became the master and started ruling the place like a dictator. Caesar used his power for carrying out the needed reforms, relieving huge amount of debt, revised the calendar and enlarged the Senate. He was assassinated by his enemies in 44 B.C. (Popper, 70). It shows that a dictator has less chances of gaining appreciation by the followers as all other leaders who have followed the dictatorship style of leadership have never been able to get the support of their people and have faced unfortunate deaths in the form of assassination. Hence, the dictatorship leadership is not acceptable by people as the leaders tend to focus on their own benefits rather than on the followers needs. Napolean Napolean was among the best conquerors of the world and his efforts are recognized globally. During the French Revolution period, the leader took various important decisions that proved to be harmful for his followers (Blaufarb, 42). Although the positive aspects of his personality were that he had a clear vision about his goal, had the ability of motivating the people to achieve the desired goals and ensured that he took proper care of his people. However, his followers believed that the leader made decisions that were beneficial for himself and cared less for them. Napolean has received a lot of criticism for being a dictator as many wrong decisions were taken by him that severely impacted the lives of people. Since he was an ambitious person, he started making decisions without taking consent of his followers and started giving commands to his army (Polelle, 62). When he got carried away in the lust of power, he had to face defeat by the Russian Army on his way back to Austria; it shows that the dictators or autocratic style of leadership is among the least preferred styles of the leader. When a leader becomes a dictator, his/her relationship with the followers starts to get deteriorated and eventually it breaks. Napoleon is still considered to be the best conqueror in the world as he had the highly exceptional intellectual capabilities. Genghis Khan Genghis Khan was among the noteworthy leaders of Mongolia who conquered most of the Asian and European areas; his style of leadership is classified as a combination of autocratic leadership and participative leadership. Genghis Khan was considered a dictator because whenever he conquered any of the regions he would give only two options i.e. either surrender or get killed. However, when working with his army, he used to take their opinion and share his ideas with them so that they can develop a strategy for the implementation of the plan successfully (Ratchnevsky, 26). Genghis Khan moved to the loyalty to himself and he even started to deal with his adversaries in an inappropriate manner. Anyone who opposed to his conquest and power had to suffer from an extreme blow. Since Genghis Khan started treating people in a brutal way, he was assassinated later by his enemies (Man, 51). It has become important for todays leaders to realize that they can be successful only when they have cordial relations with their followers and they try to incorporate their demands so that a healthy relationship is created which will last for a long period. The autocratic leaders will face strong resistance from their followers so it is advisable to use it to minimal extent to ensure control within the organization or legal body but it should not be followed excessively as it will create problems such as retaliation from subordinates in the long-run. George Washington George Washington had a servant leadership style as he had the vision of revolutionizing everything in US during his presidency. He knew that he can motivate the people only by developing an inspirational personality and he did extensive efforts for creating the desired image. He even motivated his people to provide him support in attainment of the goals so that the set vision can be accomplished (Northouse, 72). The main characteristics of his personality as a leader were that he was willing to accept any challenge and face it; he was persistent in achieving the set targets; and was brave enough to handle all the issues and provided help to his people in resolving them. Since he had no lust for power and wanted to work for the benefits of his people, he always ensured that the decisions made by him were in accordance with the requirements of the country. As he was a trustworthy president, people started showing their loyalty to him and provided their complete assistance so that they could successfully implement any necessary change in the country effectively (Bongilla, 35). The leaders who want to gain the support of their followers have to develop their personality that has certain key traits such as confidence, integrity, courage, self-discipline and clear vision. George Washington is the best example for all those leaders who want to do something beneficial for the country and get the support of its people. Franklin D. Roosevelt Franklin D. Roosevelt is recognized for helping U.S. to get out of the Great Depression period in 1930s by helping the people in rebuilding their self-confidence. His leadership style is a combination of charismatic leadership and transformational leadership as he inspired the people to get back on their feet and initiate the activities to help the country get out of the dark times. Roosevelt provided his people various avenues to do a lot of creative thinking but with a focused approach; he first set out the vision so that everyone was aware of the final goal that has to be attained (Greenstein, 45). The best lesson learnt from the leadership of Franklin D. Roosevelt is that fear is something that needs to be conquered and there is nothing to fear about. The leaders can take inspiration from such an extraordinary leader who taught people how to maintain their focus on specific vision and face the challenges with courage and bravery. It is mandatory for every leader to accept the challenge of life and work and be prepared to handle them with confidence and will power to counter the challenge. Since the changes happen at a fast pace these days, the leaders have to remain alert all the time for the problems that can arise and they should react to them in a calm and an organized way. Winston Churchill Winston Churchill leadership style is classified as transformational and charismatic leadership; he was among those leaders who always kept the people motivated by delivering inspirational speeches. During the World War II, Winston Churchill provided immense support and guidance to the Great Britain by developing strength and courage among the people (Nordquist, 2). As a leader, he focused on three important aspects for developing a charismatic personality that comprised of elements such as excellent communication skills, creating a vision so that everyone is able to keep a focus on single goal and developing trust so that people are willing to provide their support to the leaders. From the leadership style of Winston Churchill, it is evident that the leaders have to develop a charismatic leadership by strengthening the bond with their followers so that everyone is part of the team (Axelord, 34). When the entire team shares a common vision, only then conflicts, problems and issues can be resolved. As most of the organizations have to undergo changes, they will face resistance from the people; communication is the key to resolving this issue by sharing with them the purpose of the change along with showing them the vision. Hence, excellent communication and well-designed vision can inspire people to work hard and support their leaders in achieving the desired goals. Conclusion The world leaders have demonstrated different leaderships and they have been successful in accomplishing various challenging tasks. Regardless of the dictatorship style, some of the common features that are important for the leaders and organization in todays world are creating a vision so that everyone has an idea about the goal that will be achieved in the long-run, motivating people to make valuable contributions and developing excellent communication skills so that a clear, concise and right message can be communicated to everyone. Therefore, the leaders and managers have to realize that they can achieve their objectives by getting support from their followers and subordinates and showing them appreciation for making valuable additions by offering them excellent rewards. The leaders have to develop a charismatic personality so that they can inspire their followers and should lead by example so that positive results can be attained.

Philosophies of Learning Theory

INTRODUCTION What is theory? A theory is a way of thinking and a model of how things work, how principles are related, and what causes things to work together. Learning theories address key questions, for example, how does learning happen? How does motivation occur? What influences students’ development? A theory is not just an idea. It’s an idea that is a coherent explanation of a set of relationships that has been tested with lots of research. If the idea survives rigorous testing, that theory is said to have empirical grounding. A theory is developed from practical experience as well as research.Any given theory is usually about one aspect of the learning process. Learning theories  are  conceptual frameworks  that describe how information is absorbed, processed, and retained during  learning. Learning brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, valu es, and world views. There are three main categories of learning theory:  behaviorism,  cognitivism, and  constructivism. Behaviorism focuses only on the objectively observable aspects of learning.Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts. Philosophies of teaching and learning, numerous philosophers have studied what the meaning of to teach and learn, and have come up with various explanations of the process of becoming educated. Their begin to refine their own beliefs and understandings of what it means to know through examining numerous theories of knowledge and making sense of the processes of teaching and learning in their own minds.An few philosophies and examples of individuals who exemplify the concepts are worth exploring: Existentialism (Maxine Greene, Jean-Paul Sartre, Soren Kierkegaard, Simone de Beauvoir), Critical T heory (Karl Marx, Henry Geroux, Michael Apple, Paulo Friere), Behaviorism (B. F. Skinner), Cognitivism / Developmentalism (Maria Montessori, A. S. Neill, John Dewey, Knowles, Waldorf Schools, Reggio Emilia Schools), Social Constructivism (John Dewey, Lev Vygotsky, Jerome Bruner, Montessori, Reggio Emilia and Waldorf Schools). 1. 0 LEARNING THEORIESIn  psychology  and education,  learning  theories are attempts to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories (philosophical frameworks) under which learning  theories fall: behaviorism, cognitivism, and constructivism. 1. 1 Behaviorism Behaviorism focuses only on the objectively observable aspects of learning and discounts the internal processing that might be associated with the activity. Learning is the acquisition of new  behavior  through conditioning. There are two types of possible conditioning: ) Classical conditionin g, where the  behavior  becomes a reflex response to stimulus as in the case of Pavlov's Dogs. 2) Operant conditioning where there is reinforcement of the  behavior  by a reward or a punishment. The theory of operant conditioning was developed by B. F. Skinner and is known as Radical Behaviorism. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring.It is important to note that, a punisher is not considered to be punishment if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior. 1. 2. Cognitivism Since the Cognitive Revolution of the 1960s and 1970s, learning theory has undergone a great deal of change. Much of the empirical framework of Behaviorism was retained even though a new paradigm was begun. Cognitive theories look beyond behavior to explain brain-based learning.Cognitivists consider how human memory works to promote learning. So for example how the natural physiological processes of encoding information into short term memory and long term memory become important to educators. Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's Working memory model were established as a theoretical framework in Cognitive  Psychology, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today researchers are concentrating on topics like Cognitive load and Information Processing Theory.These theories of learning are very useful as they guide the Instructional design. 1. 3. Constructivism Constructivism views learning as a process in which the learner actively constructs or builds n ew ideas or concepts based upon current and past knowledge. In other words, â€Å"learning involves constructing one's own knowledge from one's own experiences. † Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. 1. 4. Informal and Post-Modern TheoriesInformal theories of education deal with more practical breakdown of the learning process. One of these deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. Modern thinkers favor the latter, though without any basis in real world research. Critics believe that trying to teach an overall idea without details (facts) is like trying to build a masonry structure without bricks. Other concerns are the origins of the drive for learning.To this end, many have split off from the mains tream holding that learning is a primarily self taught thing, and that the ideal learning situation is one that is self taught. According to this dogma, learning at its basic level is all self taught, and class rooms should be eliminated since they do not fit the perfect model of self learning. However, real world results indicate that isolated students fail. Social support seems crucial for sustained learning. Informal learning theory also concerns itself with book vs real-world experience learning. Many consider most schools severely lacking in the second.Newly emerging hybrid instructional models combining traditional classroom and computer enhanced instruction promise the best of both worlds. 2. 0 PHILOSOPHY ON LEARNING THEORIES. People have been trying to understand learning for over 2000 years. Learning theorists have carried out a debate on how people learn that began at least as far back as the Greek philosophers, Socrates (469 –399 B. C. ), Plato (427 – 347 B. C. ), and Aristotle(384 – 322 B. C). The debates that have occurred through the ages reoccur today in a variety of viewpoints about the purposes of education and about how to encourage learning.To a substantial extent, the most effective strategies for learning depend on what kind of learning is desired and toward what ends. Plato and one of his students, Aristotle, were early entrants into the debate about how people learn. They asked, â€Å"Is truth and knowledge to be found within us (rationalism) or is it to be found outside of ourselves by using our senses (empiricism)? † Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge in the world outside of him.From his empirical base Aristotle developed a scientific method of gathering data to study the world around him. Socrates developed the dialectic method of discovering truth through conv ersations with fellow citizens (Monroe, 1925). Inquiry methods owe much of their genesis to the thinking of Aristotle and others who followed this line of thinking. Strategies that call for discourse and reflection as tools for developing thinking owe much to Socrates and Plato. The Romans differed from the Greeks in their concept of education.The meaning of life did not intrigue them as much as developing a citizenry that could contribute to society in a practical way, for building roads and aqueducts. The Romans emphasized education as the vocational training rather than as the training of the mind for the discovery of truth. Modern vocational education and apprenticeship methods are reminiscent of the Roman approach to education. As we will see, however, strategies to encourage cognitive apprenticeships combine the modeling inherent in learning by guided doing with the discourse, reflection, and inquiry that the Greeks suggested to train the mind.When the Roman Catholic Church be came a strong force in European daily life (500 A. D. to 1500 A. D. ), learning took place through the church, through monasteries, and through their school system, which included the universities (12th century) the Church built throughout Europe. Knowledge was transmitted from the priest to the people (Monroe, 1925). Much learning was the memorization and recitation of scripture by rote and the learning of trades by apprenticeship. The primary conception of the purpose of education was transmission-based.Many classrooms today continue a transmission-based conception of learning as the passing on of information from the teacher to the student, with little interest in transforming it or using it for novel purposes. The Renaissance (15th to the 17th centuries) revived the Greek concept of liberal education, which stressed education as an exploration of the arts and humanities. Renaissance philosophers fought for freedom of thought, and thus Humanism, a study of human values that are n ot religion-based, was born.By the sixteenth century the control of the Catholic Church was being challenged on a number of fronts, from Copernicus (1473 – 1543) who suggested that the sun rather than the earth was the center of the Solar System, to Martin Luther (1483 – 1546) who sought to secularize education (Monroe,1925). The notions of individual inquiry and discovery as bases for learning were reinforced in the Renaissance. In a sense the recurring ideological debates over education for â€Å"basic† skills – the reproduction of facts and rudimentary skills – vs. ducation for thinking – the effort to understand ideas and use knowledge for broader purposes – replay the medieval vs. Renaissance conceptions of the purposes of education. Rene Descartes (1596 – 1650) revived the Platonic concept of innate knowledge. Descartes believed that ideas existed within human beings prior to experience and that God was an example of an i nnate idea. He recognized that the body could be appreciated and studied as a zoological machine, while the mind was separate and free from the body.He was one of the first to define precisely the ability of the environment and the mind to influence and initiate behavior. He also described how the body could produce unintended behaviors. Descartes’ first description of reflex action was influential in psychology for over 300 years (Hergenhahn, 1976). While these findings supported the work of behavioral psychologists seeking to understand the genesis of behaviors, his focus on the mind also supported the work of later cognitive scientists who sought to understand the thinking process itself.John Locke (1632 – 1704) revived Aristotle’s empiricism with the concept that the child’s mind is a blank tablet (tabula rasa) that gets s haped and formed by his/her own experiences. He believed the mind becomes what it experiences from the outside world. â€Å"Let u s suppose the mind to be, as we say, white paper, void of all characters, without any ideas: How comes it to be furnished? †¦ Whence has it all the materials of reason and knowledge? †¦ from experience† (Locke, quoted in Hilgard and Bower 1975).The mind gathers data through the senses and creates simple ideas from experience; these simple ideas combine to develop complex ideas. Locke believed that education should structure experiences for students and that one essential learning was the kind of discipline that could be developed through the study of mathematics (Hergenhahn, 1976). The idea that different disciplines provide qualitatively different mental experiences and means of training the mind undergirds the basis of the discipline-based liberal arts education.Jean-Jacques Rousseau (1712 – 1778) was one of the first philosophers to suggest that education should be shaped to the child. He celebrated the concept of childhood and felt that children should be allowed to develop naturally. â€Å"The only habit which the child should be allowed to form is to contract no habit whatever. † (Rousseau, quoted in Hilgard and Bower, 1975) In Rousseau’s novel, Emile (Rousseau, 2000), the hero learns about life through his experiences in life. Complex ideas are built from simple ideas that are gathered from the world around him (Hilgard and Bower, 1975).The child-centered philosophies of Dewey, Montessori, Piaget and others follow in part from similar views. Kant (1724 – 1804) refined and modernized Plato’s rationalist theory with his suggestion that â€Å"a priori† knowledge was knowledge that was present before experience. For Kant, awareness of knowledge may begin with experience but knowledge existed prior to experience. Kant espoused that these ideas must be innate, and their purpose is to create an organizing structure for the data that is received by the senses.Kant was also one of the first to recognize t he cognitive processes of the mind, the idea that the mind was a part of the thinking process and capable of contributing to the thoughts that it developed. This learning theory opened the door to Piaget and others who would further develop the ideas of cognition (Monroe, 1925). Edward Thorndike (1874 – 1949) is considered by many to be the first modern education psychologist who sought to bring a scientific approach to the study of learning. Thorndike believed that learning was incremental and that people learned through a trial and error approach.His behaviorist theories of learning did not consider that learning took place as a result of mental constructs. Instead, he described how mental connections are formed through positive responses to particular stimuli. For Thorndike, learning was based on an association between sense impressions and an impulse to action. Thorndike favored students’ active learning and sought to structure the environment to ensure certain sti muli that would ‘produce’ learning. The father of modern behaviorism, B. F. Skinner (1904 – 1990), further developed Thorndike’s Stimulus-Response learning theory.Skinner was responsible for developing programmed learning which was based on his stimulus response research on rats and pigeons in experiments that provided positive reinforcement for â€Å"correct† responses. He considered learning to be the production of desired behaviors, and denied any influence of mental processes. Programmed learning gave proper reinforcement to the student, emphasized reward over punishment, moved the student by small steps through discrete skills and allowed the student to move at their own speed. â€Å"There are certain questions which have to be answered in turning to the study of any new organism.What behavior is to be set up? What reinforcers are at hand? What responses are available in embarking upon a program of progressive approximation that will lead to t he final form of the behavior? How can reinforcements be most effectively scheduled to maintain the behavior in strength? These questions are all relevant in considering the problem of the child in the lower grades. † Jean Piaget (1896 – 1980) was the first to state that learning is a developmental cognitive process, that students create knowledge rather than receive knowledge from the teacher.He recognized that students construct knowledge based on their experiences, and that how they do so is related to their biological, physical, and mental stage of development. Piaget spent years observing very young children and mapping out four stages of growth: sensorimotor (birth to about 2 years), preoperational (roughly ages 2 –7), concrete operations (encompassing about ages 7- 14) and formal operations (beginning around ages 11 – 15 and extending into adulthood.His work acknowledged the utility of some behaviorally-guided rote learningwhile also arguing that ot her activities that support students’ exploration are essential: The Russian scientist Vygotsky (1896 – 1934) extended Piaget’s developmental theory of cognitive abilities of the individual to include the notion of social-cultural cognition – that is, the idea that all learning occurs in a cultural context and involves social interactions. He emphasized the role that culture and language play in developing students’ thinking and the ways in which teachers and peers assist learners in developing new ideas and skills.Vygotsky proposed the concept of the zone of proximal development (ZPD) which suggested that students learn subjects best just beyond their range of existing experience with assistance from the teacher or another peer to bridge the distance from what they know or can do independently and what they can know or do with assistance (Schunk, 1996). John Dewey (1859 – 1952) agreed in part with Rousseau that education should not be separ ate from life itself, that education should be child-centered, guided by a welltrained teacher who is grounded in pedagogical and subject knowledge.Like Locke, he believed that structured experience matters and disciplinary modes of inquiry could allow the development of the mind, thus creating a dialectic between the child and the curriculum that the teacher must manage. The teacher’s goal is to understand both the demands of the discipline and the needs of the child and then to provide learning experiences to enable the student to uncover the curriculum. Dewey believed that the ability of a person to learn was dependent on many things, one of which was the environment. . 0 Future trends There are many changes occurring in the twenty-first century which will influence the nature of learning and learning styles being adopted. Perhaps the most significant change is that universities are now increasingly competing with a range of non-traditional education providers. This will f orce higher education into a pro-active stance in understanding how students learn best, and how teaching impacts on learning. Additional contemporary changes include globalisation, modularisation, mobility of earners, distance education/elearning/flexible learning, lifelong learning, mass education, and work-based learning. ‘The de-institutionalisation of education, in the form of open and independent learning systems, is creating a need for learners to develop appropriate skills’ (Knowles, 1975, p. 14). The impact here on learners is the gradual move away from the more traditional forms of teaching and learning, where information was transmitted to the student through physical interaction between teacher and student, to more self-directed, student-centred approaches.Problem-based learning is an example of one approach to learning where the learner needs to take responsibility for his or her own learning, with the teacher now increasingly assuming the role of facilitat or of student learning. The impact of technology and the internet will continue to increase, having economic and social implications for society. For instance people can now work from home if they have immediate access to a computer. This may facilitate the increase of distance-learning courses as students no longer have to attend a physical campus to gain qualifications.Increasing modularisation enables many students to learn at their own pace, in their own time. CONCLUSION The Philosophy of education has been shaped over centuries with certain philosophers and their thoughts directly affecting it. A good example is Plato and his  educational philosophy  that was christened Republic. He argues that the society would be holistic if children at a tender age would be raised with a system of education that natures their intellectual capabilities with facts, physical discipline, music, art and skills.The same principles can be applied to an individual institution. This can be define d as a collective approach informed by educational philosophy  to aid in teaching in a way that the objective of imparting knowledge is achieved within a reasonable time. This philosophy of education is subject to review and modification, total over haul or improvements depending on whether the constant evaluation shows whether the goals set have been achieved or not. The drastic advances in technology have also affected the educational philosophy.The world is moving towards the web 2. 0, where technological interaction between learners and teachers is emphasized. Another factor that informs education philosophy is the fact that the world is changing its educational strategies. At one point in history, education was a transit of knowledge from the tutor to student. With nationals encouraging innovations and research in various fields, students are encouraged to discover, be inquisitive and get to learn through active experiments and research.This is a way that has revolutionized t he way education policy makers and other stakeholders define philosophy of education. The relevancy of a given  philosophy of education  therefore, is determined by the educational needs of a given society. REFERENCES 1- Level3, Issue 2, June 2004, Dublin Institute of Technology, Learning Theories and Higher Education; Frank Ashworth, Gabriel Brennan, Kathy Egan, Ron Hamilton, Olalla Saenz; 2- Critique of Various Philosophies and Theories of Education; Ted Slater, Philosophy of Education / Dr.William Cox / Regent University. 3- 2007, Pearson Education, Inc. H. Douglas Brown. -5th Edition; Principles of Language Learning and Teaching. 4- Kurzweil, R. (1996) The Age of intelligent machines â€Å"Chronology†. Retrieved September 18, 2012 from http://www. kurzweiltech. com/mchron. htm. 5- 2001, Stanford University, Developed by Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso; How People Learn: Introduction To Learning Theories.

Informative Outline About Coco Chanel

Informative Presentation Outline Fundamentals of Oral Communication Topic: Coco Chanel General Purpose: To Inform Specific Purpose: By the end of my speech the audience will know better about Coco Chanel. Thesis: Coco Chanel brought the world of high fashion to the masses. Introduction I. Does anyone know what this logo is? A. I am assuming most of women in this room know what this is. B. This is Chanel logo, one of the most famous fashion brand in the world. C. A lot of women know Chanel and they are fascinated of Chanel products, but how many people know about Coco Chanel, the first designer of Chanel?II. Today, I am going to inform my audience about who Coco Chanel was, and her famous fashion product lines. III. Thesis statement: Coco Chanel brought the world of high fashion to the masses. Transition: Now, let’s begin with who Coco Chanel was. Body I. Who is Coco Chanel? A. She is a successful woman who overcame being an orphan. 1. Coco was born out of wedlock in the French town of Saumur in the Loire Valley on 19 August 1883 ( De La Haye, 2005). a. Coco was sent to an orphanage with her two sisters when her mom died of asthma at her age twelve, and her father left his children. b.In 1900, at her age seventeenth, she left the orphanage and attended the local convent school in Moulins (South of France) (De La Haye, 2005). c. Having been taught to sew by her aunts, her sister and she found work as dressmakers, assisting Monsieur Henri Desboutin of the House of Grampayre( De La Haye, 2005) 2. By 1903, Chanel moved to Paris and had become the mistress of a well-to-do young military officer, Etinenne Balsan (J. Baughman (Ed. ), 2001). a. She started designing hats for her friends. b. Around 1910 Balsan and her lover Capel helped Chanel set up a millinery shop at 21 rue Cambon in Paris (J.Baughman (Ed. ), 2001). c. Her Simple, elegant hats charmed the society women to whom Balsan and Capel introduced her, and by 1915 she was able to open additional shops in the resort towns of Deauville and Biarritz, France (J. Baughman (Ed. ), 2001). d. In that year she also moved into couture, designing dresses, skirts, and sweaters in jersey, a fabric not previously used in the French fashion houses (J. Baughman (Ed. ), 2001). B. She was the first woman to start a cosmetics line and the first to have a perfume named after her (Brownell, 2009). C. Coco Chanel’s real name is Gabrielle Chanel. . After she left the orphanage, she sang during evening concerts at a fashionable cafe called La Rotonde. 2. According to a quotation from a book â€Å"A Woman of Her Own† by Axel Madsen, â€Å"The only cabaret songs she knew besides â€Å"Qui qu’a vu Coco? † was â€Å"Ko ko ri ko† (Madsen, 26). 3. She earned her nickname ‘Coco’ from the songs that she sang at the cafe. Transition: Now that I’ve talked about who Coco Chanel was, now I will discuss her famous fashion product lines. II. What are her famous fa shion product lines? A. Chanel No. 5 is one of the most prestigious scents in the world (J.Baughman (Ed. ), 2001) 1. According to â€Å"The Secret of Chanel No. 5†, Chanel No. 5 is sold in nearly every country 2. One bottle is sold every 30 seconds (The Secret of Chanel No. 5). 3. More than 100 million dollars is made each year of this perfume (The Secret of Chanel No. 5). B. Coco Chanel’s â€Å"The Little Black dress† is thought to be element to the world of women’s fashion. 1. Almost a century after its real birthday in 1925, the Little Black Dress (LBD) is still the standard cocktail-party uniform for women the world over (Brownell, 2009). 2.According to Encyclopedia of clothing and fashion, American Vogue described the little black dress as â€Å"The Chanel ‘Ford’-the frock that all the world will wear† (De La Haye, 2005). Conclusion I. Today I discussed who Coco Chanel was, and her famous product lines. II. Coco Chanel brought the world of high fashion to the masses. III. Remember even though Coco Chanel was orphan she overcame and became one of successful women in the world, so do not give up on following your dream like Coco Chanel! References Brownell, G. (2009). Coco Puffs. Newsweek,  154(5), 58-59 Chanel, gabrielle ‘coco'.In (2001). J. Baughman (Ed. ),American Decades  (Vol. 3). Gale. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=GVRL&userGroupName=kirkwood_main&tabID=T003&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=BasicSearchForm ¤tPosition=3&contentSet=GALE|CX3468300801&&docId=GALE|CX3468300801&docType=GALE De La Haye, A. (2005). Chanel, gabrielle (coco). In S. Valerie (Ed. ),  Encyclopedia of Clothing and Fashion  (Vol. 1, pp. 49-254). Charles Scribner's Sons. Retrieved from http://go. galegroup. com. resources. kirkwood. edu/ps/retrieve. do? sgHitCountType=None;sort=RELEVA NCE;inPS=true;prodId=GVRL;userGroupName=kirkwood_main;tabID=T003;searchId=R1;resultListType=RESULT_LIST;contentSegment=;searchType=BasicSearchForm ¤tPosition=1;contentSet=GALE|CX3427500122;;docId=GALE|CX3427500122;docType=GALE Madsen, A. (1990). Chanel: A woman of her own. New York: H. Holt. The Secret of Chanel No. 5. (n. d. ). Hudson City School District. Retrieved from http://www. udson. edu/custom_users/mmtech/18011/18011/Chanel_No. 5. html Coco Chanel: My Hero. Retrieved March 6, 2013, from http://www. lovetwenty. com/2012/01/coco-chanel-my-hero/ Chanel Video Podcast. Retrieved March 6, 2013, from http://www. channels. com/episodes/show/13038194/CHANEL-Paris-Shanghai-12#/ajax/feeds/show/598/CHANEL-FASHION Famous French People, Coco Chanel. Retrieved March 6, 2013, from http://www. euroclubschools. org/page45. htm Chanel No. 5. Retrieved March 6, 2013, from http://www. chanel. com/en_US/fragrance-beauty/Fragrance-N%C2%B05-N%C2%B05-8818

Castration for Child Molesters - 1843 Words

Chemical castration should be given to child molesters to help control them from having urges to violate children and make them less likely to reoffend again. Can chemical castration really help to decline the way that children are violated? And could it help to relieve some of the molesters’ desires towards children. This paper will explain the research done in areas where chemical castration has been used and how effective it is in helping control urges to molest children. There are some that have been made to have chemical castration and there are others who ask for it to be given to help fight against their urges. chemical castration is where drugs are administered at regular intervals to reduce the levels of testosterone in the body, thus reducing sexual urges. This is the type of castration that will be discussed in this paper. Introduction According to the dictionary â€Å"Chemical castration is defined as the treatment of men with paraphilia with methoxyprogesterone acetate, which inhibits gonadotropin secretion, thereby reducing sexual drives.† (freedictionary.com) Sex offenders, and pedophiles, are among the highest recurring offenses in the United States. These offenders should be punished and not be given any type of special treatment, even if they are going through any type of treatment programs to reduce their sentences. The crimes that these child molesters commit against children a threat to the children that live in the neighborhoods that they reside, soShow MoreRelatedIs Chemical Castration a Good Thing? Essay1255 Words   |  6 PagesChemical Castration is supposed to be a way that the government can somehow reduce the rates of rapes and molestation. Not everybody believes in this procedure. I am one of those people who do not believe in this procedure. I don’t think that this could be affec tive, and won’t benefit our country. A bill was passed recently saying that if a child molester was convicted twice of molesting a child under the age of thirteen years, they would be court ordered to do this procedure. In a recent articleRead MoreChild Molestation Is the Most Horrible Crime an Adult Can Commit1466 Words   |  6 PagesChild molestation is the most horrible crime an adult can commit. I believe this type of crime does more psychological damage to its victims than any other type of crime. Who are child sex offenders? Do they look like monsters? The fact is a child sex offender can be anyone. A child molester is often a person the victims parents or the victims think they can trust. The devastation these people cause their victims is tragic. Their victims are certain to suffer a lifetime of emotional trauma. 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Both chemical castration and physical castration have the potential to reduce the recidivismRead More Chemical Castration and Physical Castration Essay4601 Words   |  19 PagesA Critical Analysis of the Effects of Chemical Castration and Physical Castration on the Recidivism Rates of Sex Offenders Introduction This paper examines the effects of chemical castration and physical castration on the recidivism rates of sex offenders. Using theory integration or the multifactor approach, the findings reveal there are several factors influencing sex offender recidivism. Both chemical castration and physical castration have the potential to reduce the recidivism ratesRead MoreRational Choice Theory Of Rape1465 Words   |  6 Pageseffects of rape, short-term and long-term, can be catastrophic for the victim, causing them physical and psychological damage (Gluck, 2016). I believe that by using the Rational Choice Theory, rape can be eliminated in today’s society by the use of castration as a punishment for offenders and as a deterrence for possible future offenders. Rape has been an ongoing issue within society for centuries. In early times, men raped women for reproductive purposes. Today, it is still believed that men rapeRead MoreDifferent Attitudes, Values, And Beliefs About The Workplace1559 Words   |  7 Pagesinteresting, though not surprising, that a sick male was the first thing that came to mind when hearing the term pedophile – especially when one considers the definition of pedophile is child molesting; an adult who has sexual activity with a prepubescent child. The definition does not delineate between a male or female molester; however, when most picture what a pedophile might look like, males are typically the only gender that comes to mind. 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This is not the case today, most of the cases of child molestation are by a person known to the child, whether it beRead More Theories of Criminal Behavior Essay2480 Words   |  10 Pagesmodel integrates four underlying factors that might explain the occurrence of child sexual abuse and categorizes them into four preconditions: motivation to offend, overcoming internal inhibitors, overcoming external inhibitors and overcoming child’s resistance that occur in a temporal sequence where each is necessary for the other to develop. The Precondition model provides a framework for assessment of child molesters but is criticized for a lack of aetiological explanations and for paying to little