Actions and Behavior of the President Essay Example For Students

Actions and Behavior of the President Essay The broad language of the second article of the Constitution left manyquestions about the power and authority of the President and the Executivebranch of the Federal Government. Since George Washington, each Chief Executivehas come to the position with different beliefs on the responsibility and powerof the President. However the performance of the president is often shaped byoutside factors which control how he must act as a Chief Executive. Thebehavior of presidents come from a number of different criteria. A presidentspersonal character, his approach to the position and circumstances during histerm all contribute to presidential behavior. Presidents have approached the office from two vague positions. Theyhave believed, to varying degrees, that either the president has a strongleadership position and broad powers to direct the nation in one direction, orthat the president has very limited powers dictated by the Constitution andshould act like a chief administrator for the Federal Government. These beliefswere reflected in their behavior while in the White House. Franklin Rooseveltbelieved that the Federal Government had an obligation and interest in bringingthe nation out of the depression. In order to do this he initiated a number ofagencies and projects to employ people. In the first Hundred Days ofRoosevelts first term he initiated a number of programs which increased thesize of the Federal Government and the power of the President. He did all thathe could to see that his proposals were put into place. This included a failedcourt packing scheme to have a more friendly Supreme Court to find his programsconstitutiona l (Lowi and Ginsberg230.) In contrast to this belief in broad presidential authority by FranklinRoosevelt was Howard Taft. Taft believed that Presidential authority was verylimited the constitution and had to be specifically granted to the President byCongress or the Constitution (Lowi and Ginsberg 220.) Another example of apassive approach to the presidency to is George Washington. While he is oftenseen as a very influential president, his position as the first Presidentrequire that he had to set many standards. In fact President Washington hopedthat the presidency would not be dominate. In his inaugural address he arguedfor a strong legislature which he received (Lowi and Ginsburg 227.) However,personal beliefs on the role of the president have been minor in the behavior ofa President. When required all Presidents have assumed power to quickly dealwith a situation. A Presidents personality and beliefs are also a factor in determininghis actions as a President. Barber argues that a persons personality is shapedby his character, world view, and style all of which are established atdifferent times in his life. He argues that a persons character is establishedearly in life, world view is shaped adolescence, and style in early adulthood. These broad areas of personality come together to establish a style ofleadership and presidential character. Barber goes on to establish fourcategories of Presidential Character which are; active-positive, active-negative,passive-positive, passive-negative. Jefferson was clearly an active-positivepresident who was proactive and enjoyed the power which he had. Barberexplains this by his Enlightenment education and good humor. Adams would fitinto his category of active-negative presidents who had a strong work ethic (aresult of his Puritan heritage) but a harsh disposition. Madison can be fitinto the place of passive-positive. He bowed to political pressure, but enjoyedhis position because of his past in framing and support for the Constitution. Finally a passive-negative president would be President Washington who was moreor less forced into the office. He hoped for stability in the new governmentand allowed others to take an active role in forming the institutions of thegovernment. His military background and obligation to perform community serviceexplain this approach to community service (Woll 291-300.)While Barber issuccessful is placing presidents into these categories, he gives very vagueexamples of character which explain their behavior as a president. It would bedifficult to successfully predict how future presidents would fit into hiscategories and they are too broad to explain behavior of presidents. .u29270ba7e2b40ffde3a8a9129d834075 , .u29270ba7e2b40ffde3a8a9129d834075 .postImageUrl , .u29270ba7e2b40ffde3a8a9129d834075 .centered-text-area { min-height: 80px; position: relative; } .u29270ba7e2b40ffde3a8a9129d834075 , .u29270ba7e2b40ffde3a8a9129d834075:hover , .u29270ba7e2b40ffde3a8a9129d834075:visited , .u29270ba7e2b40ffde3a8a9129d834075:active { border:0!important; } .u29270ba7e2b40ffde3a8a9129d834075 .clearfix:after { content: ""; display: table; clear: both; } .u29270ba7e2b40ffde3a8a9129d834075 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u29270ba7e2b40ffde3a8a9129d834075:active , .u29270ba7e2b40ffde3a8a9129d834075:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u29270ba7e2b40ffde3a8a9129d834075 .centered-text-area { width: 100%; position: relative ; } .u29270ba7e2b40ffde3a8a9129d834075 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u29270ba7e2b40ffde3a8a9129d834075 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u29270ba7e2b40ffde3a8a9129d834075 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u29270ba7e2b40ffde3a8a9129d834075:hover .ctaButton { background-color: #34495E!important; } .u29270ba7e2b40ffde3a8a9129d834075 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u29270ba7e2b40ffde3a8a9129d834075 .u29270ba7e2b40ffde3a8a9129d834075-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u29270ba7e2b40ffde3a8a9129d834075:after { content: ""; display: block; clear: both; } READ: Lincolns Journey to Emancipation EssayPresidential behavior can also be seen in historical terms that thestature and power of the president has increased with the growth of the FederalGovernment. Since the early twentieth century through the present day theFederal Government has grown in scope and size with almost each President. Thisis also true with the United States in the area of international relations. Presidents in the last century have taken a much larger part in legislatureleadership because of the nature of their election process. Presidents such asReagan and Clinton ran on specific programs which they would implement. Reaganacted in an active legislative way by proposing a tax cut and increased militaryspending, both of which he achieved. Clinton tried to accomplish health carereform as well as welfare reform. Both of these types of legislative leadershipwere different from the actions of Madison who was viewed as a chief clerk(Lowi and Ginsburg 228.) Since Franklin Roosevelt the Federal Government hasprovided a wide array of services and regulations for the American public. Thishas resulted in a growth of the executive branch. The President has had toincrease his role in developing policy as leader of the executive branch. Thegrowth of the United States into a global power has also changed the behavior ofthe President. His almost complete control over foreign policy has made him themost powerful diplomat in the world. This explanation, however, only shows thedifference in the character of the office of the presidency in the past century. How each individual president fits into this pattern is left unexplained. The most important consideration in explaining presidential behavior isoutside circumstances and events. The nature of the office is for the presidentto be a reactionary on many different fronts. For the most part the legislationthat the president proposes is in response to a problem or concern by the publicor the media. The president must react to international events which may effectAmerican interests. Presidents who want to take a proactive approach toproblems are often bogged down with problems which derail their plans. President Kennedy was forced to devote most of his time to Cold War issuesduring his presidency than domestic affairs because he found himself in powerduring two of the biggest events of the Cold War. The failed Bay of PigsInvasion and the Cuban Missile Crisis forced Kennedy away from domestic issueswhich he promised to tackle. Hoovers presidency was completely derailedbecause of the depression. Lincoln focused himself completely at the task ofkeeping the Union, even if this meant blatant violations of civil liberties. While circumstances may dictate what a President must deal with, it does notnecessarily explain how he comes to a position on issues and deals with problems. The behavior of a President can only be explained as a combination ofmany factors. His personal politics and approach to the power of the Presidencywill explain if he will try to lead the whole government and beyond that thewhole nation, or if he will act as a clerk, putting into action the orders ofCongress. A Presidents character and style of leadership are an importantfactor in his approach to leadership. The size and duty of the FederalGovernment also effect a Presidents behavior and the priorities of his office. Finally a President must react to events at home and abroad which are out of hiscontrol. The pressures that these events and the public reaction to themprobably have the greatest influence over his behavior and decisions. Actions and behavior of a President are the result of a complex set ofcircumstances. No one criteria can be used to explain the behavior of thepresident in any event. Explaining actions on the basis of one criteria isfutile and should be reserved to talk radio hosts. Category: History

Analytical Writing-Essay Topics

Analytical Writing-Essay TopicsAnalytical writing is the art of asking questions. It is not a question without an answer. Many people say you should let your reader know what you believe in, but there are times when that isn't enough. There are times when you need to express the exact thoughts and feelings that flow through your head.Writing a good analytical essay is challenging and it requires a great deal of discipline. There are various areas that require creative writing. You can start with writing an analytical report to be used by executives to make business decisions. You can use this to explain to others what the business wants, how it operates, and what people have to do to keep up with the competition. This can be very useful information for employees, managers, and other business professionals.You may want to apply analytical writing for publishing an article on a new invention or at a conference. You will need to discuss the details of the product, what the drawbacks are , and the potential benefits. Analytical writing is a great way to present new ideas and information to a wider audience. You can summarize the information and present it in a way that will help more people understand it.You can share your thoughts about your own life, your work, or about the subject as a whole in such informative text. This essay writing is also a great way to remind others of important parts of a life and career. It also allows them to know you better so they can provide you with better service.Analytical essay topics include topics in business, the sciences, and personal topics. You can share stories about your own experiences, share about those of others, or talk about problems in your family or your community. Whatever your subject, you can present it in a way that will help people understand it. The results can be very enlightening. Analytical writing is not just telling people what you think or feeling, but it is also letting them know why you feel the way yo u do.Analytical writing is easier than it used to be, but you need to have good writing skills and time management skills to complete the assignment effectively. It is hard work, but if you do it right, it can be rewarding as well. You can do this type of writing for online publications, books, or as part of an educational curriculum.You can use analytical writing essay topics for school projects, academic writing, and presentation materials. You can also use this method to create a website or blog.

Battle of Monte Cassino in World War II

Battle of Monte Cassino in World War II The Battle of Monte Cassino was fought January 17 to May 18, 1944, during World War II (1939-1945). Fast Facts: Battle of Monte Cassino Dates: January 17 to May 18, 1944, during  World War II  (1939-1945).Allies Armies and CommandersGeneral Sir Harold AlexanderLieutenant General Mark ClarkLieutenant General Oliver LeeseUS Fifth Army British Eighth ArmyGerman Armies and CommandersField Marshal Albert KesselringColonel General Heinrich von VietinghoffGerman 10th Army Background Landing in Italy in September 1943, Allied forces under General Sir Harold Alexander began pushing up the peninsula. Due to the Apennine Mountains, which run the length of Italy, Alexanders forces advanced on two fronts with the Lieutenant General Mark Clarks US Fifth Army on the east and Lieutenant General Sir Bernard Montgomerys British Eighth Army on the west. Allied efforts were slowed by poor weather, rough terrain, and a tenacious German defense. Slowly falling back through the fall, the Germans sought to buy time to complete the Winter Line south of Rome. Though the British succeeded in penetrating the line and capturing Ortona in late December, heavy snows prevented them from pushing west along Route 5 to reach Rome. Around this time, Montgomery departed for Britain to aid in planning the invasion of Normandy and was replaced by Lieutenant General Oliver Leese. To the west of the mountains, Clarks forces moved up Routes 6 and 7. The latter of these ceased to be usable as it ran along the coast and had been flooded at the Pontine Marshes. As a result, Clark was forced to use Route 6 which passed through the Liri Valley. The southern end of the valley was protected by large hills overlooking the town of Cassino and atop which sat the abbey of Monte Cassino. The area was further protected by the fast-flowing Rapido and Garigliano Rivers which ran west to east. Recognizing the defensive value of the terrain, the Germans built the Gustav Line section of the Winter Line through the area. Despite its military value, Field Marshal Albert Kesselring elected not to occupy the ancient abbey and informed the Allies and Vatican of this fact. First Battle Reaching the Gustav Line near Cassino on January 15, 1944, the US Fifth Army immediately began preparations to assault the German positions. Though Clark felt the odds of success were low, an effort needed to be made to support the Anzio landings which would occur further north on January 22. By attacking, it was hoped that German forces could be drawn south to allow Major General John Lucas US VI Corps to land and quickly occupy the Alban Hills in the enemy rear. It was thought that such a maneuver would compel the Germans to abandon the Gustav Line. Hampering Allied efforts was the fact the Clarks forces were tired and battered after a fighting their way north from Naples (Map). Moving forward on January 17, the British X Corps crossed the Garigliano River and attacked along the coast putting heavy pressure on the German 94th Infantry Division. Having some success, X Corps efforts forced Kesselring to send the 29th and 90th Panzer Grenadier Divisions south from Rome to stabilize the front. Lacking sufficient reserves, X Corps was unable to exploit their success. On January 20, Clark launched his main assault with the US II Corps south of Cassino and near San Angelo. Though elements of the 36th Infantry Division were able to cross the Rapido near San Angelo, they lacked armored support and remained isolated. Savagely counterattacked by German tanks and self-propelled guns, the men from the 36th Division were ultimately forced back. Four days later, an attempt was made north of Cassino by Major General Charles W. Ryders 34th Infantry Division with the goal of crossing the river and wheeling left to strike Monte Cassino. Crossing the flooded Rapido, the division moved into the hills behind the town and gained a foothold after eight days of heavy fighting. These efforts were supported by the French Expeditionary Corps to the north which captured Monte Belvedere and assaulted Monte Cifalco. Though the French were unable to take Monte Cifalco, the 34th Division, enduring incredibly harsh conditions, battled their way through the mountains towards the abbey. Among the issues faced by Allied forces were large areas of exposed ground and rocky terrain that precluded digging foxholes. Attacking for three days in early February, they were unable to secure the abbey or the neighboring high ground. Spent, II Corps was withdrawn on February 11. Second Battle With the removal of II Corps, Lieutenant General Bernard Freybergs New Zealand Corps moved forward. Pushed into planning a new assault to relieve pressure on the Anzio beachhead, Freyberg intended to continue the attack through mountains north of Cassino as well as advance up the railroad from the southeast. As planning moved forward, debate began among the Allied high command regarding the abbey of Monte Cassino. It was believed that German observers and artillery spotters were using the abbey for protection. Though many, including Clark, believed the abbey to be vacant, increasing pressure ultimately led Alexander to controversially order the building to be bombed. Moving forward on February 15, a large force of B-17 Flying Fortresses, B-25 Mitchells, and B-26 Marauders struck the historic abbey. German records later showed that their forces were not present, through the 1st Parachute Division moved into the rubble after the bombing. On the nights of February 15 and 16, troops from the Royal Sussex Regiment attacked positions in the hills behind Cassino with little success.  These efforts were hampered by friendly fire incidents involving Allied artillery due to the challenges of aiming accurately in the hills. Mounting his main effort on February 17, Freyberg sent forward the 4th Indian Division against German positions in the hills. In brutal, close-in fighting, his men were turned back by the enemy. To the southeast, 28th (MÄ ori) Battalion succeeded in crossing the Rapido and captured the Cassino railroad station. Lacking armor support as the river could not be spanned, they were forced back by German tanks and infantry on February 18. Though the German line had held, the Allies had come close to a breakthrough which concerned the commander of the German Tenth Army, Colonel General Heinrich von Vietinghoff, who oversaw the Gustav Line. Third Battle Reorganizing, Allied leaders began planning a third attempt to penetrate the Gustav Line at Cassino. Rather than continue along previous avenues of advance, they devised a new plan which called for an assault on Cassino from the north as well as an attack south into the hill complex which would then turn east to assault the abbey. These efforts were to be preceded by intense, heavy bombing which would require three days of clear weather to execute.  As a result, the operation was postponed three weeks until the airstrikes could be executed. Moving forward on March 15, Freybergs men advanced behind a creeping bombardment. Though some gains were made, the Germans rallied quickly and dug in. In the mountains, Allied forces secured key points known Castle Hill and Hangmans Hill. Below, the New Zealanders had succeeded in taking the railroad station, though fighting in the town remained fierce and house-to-house. On March 19, Freyberg hoped to turn the tide with the introduction of the 20th Armoured Brigade. His assault plans were quickly spoiled when the Germans mounted heavy counterattacks on Castle Hill drawing in the Allied infantry. Lacking infantry support, the tanks were soon picked off one by one. The next day, Freyberg added the British 78th Infantry Division to the fray. Reduced to house to house fighting, despite the addition of more troops, Allied forces were unable to overcome the resolute German defense. On March 23, with his men exhausted, Freyberg halted the offensive. With this failure, Allied forces consolidated their lines and Alexander began devising a new plan for breaking the Gustav Line. Seeking to bring more men to bear, Alexander created Operation Diadem. This saw the transfer of the British Eighth Army across the mountains. Victory at Last Redeploying his forces, Alexander placed Clarks Fifth Army along the coast with II Corps and the French facing the Garigliano. Inland, Leeses XIII Corps and Lieutenant General Wladyslaw Anders 2nd Polish Corps opposed Cassino. For the fourth battle, Alexander desired II Corps to push up Route 7 towards Rome while the French attacked across the Garigliano and into the Aurunci Mountains on the west side of the Liri Valley. To the north, XIII Corps would attempt to force the Liri Valley, while the Poles circled behind Cassino and with orders to isolate the abbey ruins. Utilizing a variety of deceptions, the Allies were able to ensure that Kesselring was unaware of these troop movements (Map). Commencing at 11:00 PM on May 11 with a bombardment using over 1,660 guns, Operation Diadem saw Alexander attack on all four fronts. While II Corps met heavy resistance and made little headway, the French advanced quickly and soon penetrated the Aurunci Mountains before daylight. To the north, XIII Corps made two crossings of the Rapido. Encountering a stiff German defense, they slowly pushed forward while erecting bridges in their rear. This allowed supporting armor to cross which played a key role in the fighting. In the mountains, Polish attacks were met with German counterattacks. By late on May 12, XIII Corps bridgeheads continued to grow despite determined counterattacks by Kesselring. The next day, II Corps began to gain some ground while the French turned to strike the German flank in the Liri Valley. With his right wing wavering, Kesselring began pulling back to the Hitler Line, approximately eight miles to the rear.  On May 15, the British 78th Division passed through the bridgehead and began a turning movement to cut off the town from the Liri Valley. Two days later, the Poles renewed their efforts in the mountains. More successful, they linked up with the 78th Division early on May 18. Later that morning, Polish forces cleared the abbey ruins and hoisted Polish flag over the site. Aftermath Pressing up the Liri Valley, the British Eighth Army immediately attempted to break through the Hitler Line but was turned back. Pausing to reorganize, a major effort was made against the Hitler Line on May 23 in conjunction with a breakout from the Anzio beachhead. Both efforts were successful and soon the German Tenth Army was reeling and facing being surrounded. With VI Corps surging inland from Anzio, Clark shockingly ordered them to turn northwest for Rome rather than cut off and aid in the destruction of von Vietinghoff. This action may have been the result of Clarks concern that the British would enter the city first despite it being assigned to Fifth Army. Driving north, his troops occupied the city on June 4. Despite the success in Italy, the Normandy landings two days later transformed it into a secondary theater of the war. Selected Sources BBC: Battle of Monte CassinoHistory: Battle of Monte Cassino

The Hip-hop culture in Aotearoa New Zealand essays

The Hip-hop culture in Aotearoa New Zealand essays The Hip-hop culture in Aotearoa New Zealand is similar to other countries where reclamation of identity has been achieved using music. Is Hip-hop a backlash of the colonisation process? Discuss the Hip-hop culture as a medium for expressiveness and a way of defining identity. Hip-hop has emerged as a significant musical genre in Aotearoa New Zealand creating an awareness of cultural diversity and ethnic identity and is similar to other countries where reclamation of identity has been achieved using music. Hip-hop has long been seen as the voice for the disenfranchised. The New Zealand Hip-hop scene began in the 1980s when artists such as Upper Hutt Posse began recording and gained recognition for lyrics relating to tino rangatiratanga, Maori Sovereignty. Is the success of Hip-hop in New Zealand the backlash of the colonisation process? New Zealand has a colourful past in terms of race relations, which has contributed to Maori and Pacific Islanders, amongst other minority groups, sense of disenfranchisement. The Hip-hop culture has provided a medium for young people to channel their talents and have a voice about their place in society. Exploring the character of youth subcultures such as Hip-hop provides an opportunity for better understanding of t he role that popular music has for youth as they endeavour to construct ideas about their own individualism and their place within the social world. Particular attention has been given to a local High School in Christchurch as an example of flexibility and resourcefulness with tailor made courses specifically aimed to appeal to students from diverse musical backgrounds. In addition to the exploration of Hip-hop youth culture, further exploration of the relationships found between the social world, the cultural creators, objects and the receivers of the cultural objects is made drawing on the larger influences that create such connections. What is this global musical force ...

Write a play. RELIGION Coursework Example | Topics and Well Written Essays - 1250 words

Write a play. RELIGION - Coursework Example This may be contrary to Jewish states which are run in accordance to Jewish law through special administrative courts. Individuals from Jewish background easily co-exist with others despite their conservative nature towards their beliefs. This shows why currently, the major secular Jewish defense agencies incorporate personnel capable and devoted to handling interfaith affairs. They create opportunities where members of other faith religions are allowed to discuss and dialogue. David: Health care providers focus on giving appropriate care to patients from different religious backgrounds. This calls for nurses to acquire as much knowledge as they can concern various religious beliefs and their cultural practices for the purposes of providing quality healthcare. Common "religions often encountered within health care domains are Baha’ism, Buddhism and Sikhism" (Puchalski and Romer, 2000). However, such religions share a number of similarities and differences. Diversity in religio ns and faith belief systems provides enough challenges within the health care sector. However, health care providers are endowed with "responsibility of showing acceptance of diversity of various belief expressions" (Puchalski and Romer, 2000). Hussein: According to Sikh religion, health and healing are directly related to spirituality since they believe in the intricate relationship between body, spirit and mind. Within the same line of belief, body is believed to serve the purpose of housing the spirit, which ultimately connects people with God. Sikh religion majorly believes in meditation, which forms an integral part of daily livelihood from family and on an individual level (Puchalski and Romer, 2000). Husein: Sikh contains prayers meant specifically for one's healing and peace, which are provided in form of hymns. Prayer is believed to have powers necessary for acquiring courage, hope, acceptance and understanding of deep meaning of illness. According to the religion, God carr ies out his will on sicknesses either through prayer or traditional medicine. Some believers prefer to accept God’s will rather than follow medical prescriptions from physicians. They are at liberty to combine Western medicine with traditional herbs as well as other available therapies. There are extensive teachings on destructive nature of illicit drugs, which according to Sikh, should be avoided by all means since they are believed to interfere with body functions, hence detrimental in the process of pursuing godly life. The religion partly allows issues on birth control since it is viewed as a form of disruption to natural cycle of life from different perspectives. (Puchalski and Romer, 2000). David: A meditation on the scriptures and prayer are considered to be of profound importance, which is done with the assistance of family members. Concepts of prayer and meditation can be performed in an active form by patients or they may be passive in form of hymns (Puchalski and R omer, 2000). All practices surrounding health care should give much attention to the holistic healing of the mind, body and spirit. Spiritual healing helps the process of identifying and appreciating the importance of an empowered life based on true self-worth. Healing experiences assists individuals in living lives that are limitless. Healing in the spirit as mentioned by most religions, demands leaving the concerns of the physical body and embracing the supernatural light. Husein: However, most of these experiences are extensively dealt with in the physical body. It is an important aspect for individuals to long for a recovery from a spiritual perspective. This assists medics in identifying the fact that malfunctioning body organs can be well rectified from the

DeVeaux, Scott. Constructing the Jazz Tradition Essay

DeVeaux, Scott. Constructing the Jazz Tradition - Essay Example Jazz history’s linear history came into being through the acknowledgement of its African roots by the American people (i.e., dubbed as a â€Å"rare and valuable national American treasure†), which reinforced the un-ambiguity and clear ‘linear’ path of jazz history (DeVeaux 2). In the process of this history’s unmaking, Tirro (291) pointed out how it lost its â€Å"historical strand that linked contemporary jazz to its roots...† (qtd. in Deveaux 2). On the other hand, it gained more forms or terms such as â€Å"cool jazz, hard bop, modal jazz, Third Stream, and New Thing† (DeVeaux 2). Interestingly, this unmaking story of jazz history is a common pattern among other music history; the original or traditional music has to become obsolete to pave the way for the creation of another music of similar ilk. The bebop era left a series of casualties in the jazz history. First, it successfully caused the dissolution of jazz’s â€Å"evolutionary lineage† through the percolation of different, â€Å"and in some cases mutually hostile styles† (DeVeaux 2). Second, the era pulled the traditional jazz to â€Å"contrasting directions,† through emerging music genres such as free jazz and jazz/rock fusion, and placed jazz music in a very pluralistic standpoint (DeVeaux 3). DeVeaux’s view evidently places the bebop era and influence as the main culprits in obscuring the official jazz

Understanding and Applying the Benefits of Learning Organizations Essay Example for Free

Understanding and Applying the Benefits of Learning Organizations Essay With today’s increasing challenges created by diversity and proliferation of information, organizations are continuously adapting to address these developments and relate these trends with the overall objective of promoting its values and principles. At the same time, there has been a commitment among institutions and organizations to bridge the gap brought about by cultural differences and conflict. It is through this area that they seek to create an environment where active learning and fostering elements of participation take place. Operating on this idea, there is a need towards creating an environment wherein collective responsibility and accountability is fostered. By applying this concept, better appreciation can be deciphered and lead towards greater application of an organization’s overall purpose. In the end, by recognizing the relevance of values, goals and practices and supplementing it with an appropriate leadership style, it can actively facilitate effective interplay of power among members and augment the needed areas for change. Organizational Learning vs. Learning Organizations Prior to dwelling into the analysis of the concept, it is essential to differentiate the term organizational learning with learning organizations. This is important because it can give out the necessary parameters where this term functions and how it can create the viable opportunities for application. Looking at it, the term organizational learning circumvents around the initiative to develop and enhance processes associated to increase effectiveness in both production and output. It operates in such a way that â€Å"organizations have invested much energy in making improvements in company performance using TQM, reengineering, external consultants and a host of other techniques concerned with the continuous improvement processes† (Dar-El, 2000, p. 186). On the other hand, the term learning organizations is a relatively new concept that seeks to create a move towards change in a more holistic setup. â€Å"Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together† (Smith, 2001, p. 1). It is in this area that the people conceptualize on creating a framework that is admissive and responsive to the challenges given. With these given, it can be argued that these two practices have different outlook towards the facilitation of learning and improvement. Though these two ideas may be similar in the promotion of change, it has become divergent on how it can be applied and implemented within an organizational setup. â€Å"The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations† (Smith, 2001, p. 1). Application Applying the concepts given in my professional practice as an educator, there have been several facets and elements that can characterize it as a learning organizations. Among these principles that shall be elaborated include: (1) mission and vision, (2) values and principles, (3) communication/dialogue, (4) feedback mechanism, and (5) leadership. These facets have been instrumental towards guiding both my educational institution and as an educator to actively address the challenges of 21st century education and promote an environment wherein not only the student achieves growth but also the organization I work for. Lastly, these components allow active measurements that both coincide with standards and increasing needs of students as far as accountability and responsibility is concerned. Mission and Vision One important aspect that makes my institution be characterized under learning organization is having the effective mission and vision. This element is essential because it serves as a benchmark and foundation of how it can address the needs for improvement. By elaborating on the core values that can impart education to students and allow the institution to grow in the process can guarantee that it is adherent to both standards and change. Likewise, this initiative allows both administrators and educators to take a step closer to transformative education and creating values that is responsive to student objectives and the hurdles associated with the practice (First and Way, 1995). Similarly, under this facet, the incorporation of core values are then utilized and synchronized towards intensifying ways and methods in making the organization evolve and grow in the process of education. It outlines the essential models that will allow such mission and vision to be realized. Seeing the process, â€Å"it encompasses the passions, drives and motivating factors that propel the organization into the future† (E-How, 2004, p. 1). In the end, these actions not only cultivate the needs of the present times but also outline the necessary parameters for future practice in both education and organizational growth. Seeing this, the institution that I am part of considers this importance that is why it has aligned its mission and vision to actively respond to the need of the school to learn and find ways to improve. That is why it has abolished and created new practices that are deemed significant to this overall objective. Values and Specific Objectives Another significant aspect why I consider my organization geared towards learning is having the effective values and principles. Understanding these two concepts, it can be argued that they are the facets that make the mission and vision become applicable in the educational environment. By actively aligning these standards towards organizational learning, it can generate and create educators and students who are responsive to the challenges of 21st century education. â€Å"When the values of the organization are focused on the higher levels of consciousness and employees are focused on the lower levels of consciousness, employees are encouraged to grow and develop† (Barett, 2003, p. 4). Applying this principles in my organization, I can argue that majority of our school’s objectives adheres to the idea of learning organizations. The values and objectives are actively aligned to standards and cultivate the capabilities of educators to provide instruction. At the same time, it provides mechanisms wherein administrators can actively incorporate new values that is considered essential not only on the growth of the students but also on the educational institution. Lastly, it presents several programs and mechanisms that allow these objectives to be realized. By allowing these methods to be applied with considerable consideration on feedback and monitoring, it allows the school to hone its policies which in turn leads to growth and learning. Imparting Communication into Practice Communication is also another crucial element in the practice of learning organizations. This process allows the creation of new patterns and methods that can be beneficial in practice. Such practice can serve as a medium wherein the goals and vision can be administered and facilitated. â€Å"Communication methods that convey the essence of the vision vary from formal meetings, to publication and casual conversation† (E-How, 2004, p. 1). By realizing that these processes are possible, the organization can apply its objectives and advance on the interplay of power using different mediums of interaction and facilitation with an end goal becoming learning organizations (Bamburg, 2000). Such practice makes the overall goal easier and compliments the overall intention of introducing change. Opening up avenues for dialogue and exchange of ideas can also provide the needed boost in facilitating conflict resolutions that affects performance and ability to perform goals and objectives. At the same time, by incorporating a standardized way of engaging with others, individuals and groups realize the essence of what truly matters and deepens their relationship with each other. This then in turn results towards further advancement and learning. â€Å"When people talk and listen to each other this way, they create a field of alignment that produces tremendous power to invent new realities in conversations, and to bring about these new realities in action† (Kofman and Senge, 2006, p. 33). In our educational institution, there had been several ways that the school created to reinforce dialogue not only with teachers but also on other important actors within the community. This process allows each party to rethink and analyze the current strategies at play and formulate new strategies that can be employed which will strengthen and intensify the level of cooperation among groups involved. At the same time, there exist both formal and informal arenas wherein educators, administrators and related parties can point out and further their interests concerning organizational development. In our aspiration to become learning organizations, we had realized that we must use communication and dialogue to further our interests and promote administer our target and expected outcomes. Creating Feedback Mechanisms The inclusion of feedbacks in every organization is another relevant component in attaining continued growth and expansion in learning organizations. By allowing this practice to be incorporated within the framework of every institution, it allows insight on instruments that matter and find new ways to redefine on methods that are considered to be obsolete or ineffective. â€Å"Recognizing success and failures helps create a shared learning within the organization that continues to drive the organization towards becoming a learning organization† (E-How, 2004, p. 1). Under this process involves several strategies that can introduce and incorporate the values and objectives in practice. It can range from documentation towards training which overall outlines the relevant areas that can shift from traditional actions into becoming a group that is holistic, administrative, and encompassing (Szostek, 2002). Likewise, this initiative calls for active and responsible ways of enacting organizational objectives and policies. By allowing feedback to come into play, it ensures that efficient measurements are given to actively gauge both the direction and response an organization has made in achieving its objectives. â€Å"When successful methods are developed, recognizing the importance of modeling those successes throughout the organization creates the paradigm of a learning organization† (E-How, 2004, p. 1). Considering this application in my present organization, I feel that the school provides several instruments that can provide avenues for learning organizations. Not only does it give out measurable objectives but it also caters to increasing chances for all parties to respond to the scheme implemented. In this process, there are available mechanisms that will actively measure the performance of teachers given to administrators and parents. It presents criteria of what things are relevant and important in the classroom. At the organizational level, we teachers are given a feedback form to determine the feasibility of student and school programs and what other issues need to be improved and developed. These methods enable us to continuously adapt not only to student needs but also incorporate on new ways to improve the current system. Realizing the Significance of Leadership Every organization for it to pursue its objectives and goals, it must have an entity that serves as a guide in paving its direction. It must be able to allocate the needed resources and recognize the significance of each actor in the attainment of its vision and mission. Seeing this, as the elements of learning organizations come into place, it requires an important component to strengthen and bind these together; leadership. In such manner â€Å"Learning organizations use shared leadership principles to maximize their resources and develop leadership capacity within individuals† (Kansas State University, 1998, p. 1). At the same time, the application of leadership style does not solely rely on a single approach. Rather, it must be a mixture of several strategies that seek to promote and intensify the practice of learning organizations. These approaches in turn must also take into consideration the background, history, affiliations, and culture of members to become encompassing and facilitative of each actors needs (Dar-El, 2000). By catering into these principles, the leader can now set programs and mechanisms that can establish a firm foundation for learning to take place in different levels. Lastly, the leader must be able to capture the needs of all actors involved in an organization. He/she must outline the issues revolving not only within the institutional arena but also focus action in enhancing group dynamics. This diversity of issues thus requires a myriad of approaches to make it adaptive and resilient to change. â€Å"A comprehensive view of a learning organization is that it is an organization in which learning begins at the level of the individual, proceeds through the level of the team, and is codified and stored at the level of processes and systems† (Kansas State University, 1998, p. 1) In the end, it clearly assumes that the overall process of learning organizations revolve not only on one level but on various dimensions that effective leadership can only control and provide. In applying this tenet in our educational institution, we in the school together share the dimensions of leadership that is mentioned. As an educator, I am not only tasked and responsible for student growth but at the same time I should seek for opportunities wherein I can contribute in the academic and professional realm. I believe that my actions together with other educators can contribute to the overall goal of achieving learning organizations in a collective manner. This form of collaborative setup is what makes our institution dynamic and susceptible to challenges. Also, our educational institution tries to reach out and take into consideration the relevant contribution of group dynamics and other actors in the process of achieving our goals and objectives. Not only shall this outlines further cooperation in enhancing education, it also gives the institution new insights to make facilitation and instruction better; thus creating an effective learning organization. Conclusion The call for learning organizations has increased opportunities for many individuals and groups to maximize and realign their goals to supplement this objective. Due to this, it has allowed the creation of processes and outputs that is more dynamic and effective in practice. Not only does this contribute to a renewed interest in organizational dynamics but also allowed the interplay of dialogue, power and administration be geared towards further growth and development in a holistic manner. References Bamburg, J. D. Learning, Learning Organizations, and Leadership: Implications for the Year 2050. Retrieved April 20, 2009 from, http://www. newhorizons. org/trans/bamburg. htm Barrett, R. (2003) The Importance of Values Alignment. Retrieved April 20, 2009. 1-4 Dar-El, E. (2000) Chapter 9: Learning Organizations in Human Learning. (US; Springer) Retrieved April 20, 2009. 185 – 210. E-How (2004) How to Develop a Learning Organization. Retrieved April 20, 2009 from, http://www. ehow. com/how_2263534_develop-learning-organization. html First, J. A. and Way, W. L. (1995) Parent Education Outcomes: Insights in Transformative Learning in Family Relations. 44 no. 1 Retrieved April 20, 2009. 104-109 Kansas State University (1998) Leadership in a learning organization. Retrieved April 20, 2009 from, http://www. oznet. ksu. edu/leads/FACT%20Sheets/fact9. pdf Kofman, F. and Senge, P. M. (2006) Communities of Commitment: The Heart of Learning Organizations in Learning Organizations: Developing Cultures for Tomorrow’s Workplace. ed. Sharita Shawla and John Renesch. (US; Productivity Press) 15 44 Smith, M. (2001) The learning organization in infed. Retrieved April 20, 2009 from, http://www. infed. org/biblio/learning-organization. htm Szostek, L. (2002) Creating the Learning Organization. Retrieved April 20, 2009 from, http://www. businessknowhow. com/manage/learningorg. htm