What is Holocaust Revisionism Essay Example for Free

What is Holocaust Revisionism Essay The term â€Å"holocaust denier† is applied to those who prefer the terms â€Å"revisionism† or â€Å"revisionist. † Holocaust historians avoid using it to describe themselves and revise the aspects of the Holocaust. Holocaust historians in the revisionism belief that in Germany there was a breakout of typhus carried by lice and other diseases that spread throughout the camps and by having to treat camps with pesticide zyklon was the main reason there were causes of death. In that theory, it hadn’t anything to do with the extermination of the Jews nor was there even camps but were all evacuated or shut down which there wasn’t any evidence found. During the war the Jews were moved to Eastern Europe and were allegedly exterminated and not in Germany or Western Europe. Around 1940, the Germans were only one of the several involved in moving and the Soviets deported Jews out of Poland and entered to occupied West Germany. A Holocaust Revisionism Historian would have you believe there was no significant evidence of extermination. The claim of the legend is that there were no technical means provided for the specific task of extermination, and that means originally provided for the specific task of extermination, and that mean originally provided for other purposes did double duty in improvised arrangements† (The Journal of Historical Review, 2pp). Holocaust deniers ignore the evidence and insist that it was a myth. That it is because â€Å"Jews spread this myth as part of a grander plot intended to enable the creation of a Jewish homeland in Palestine, and now to gander continuing support for the state of Israel† (Lipstadt, pg. 27). Holocaust Historian Revisionism argues that evidence showed no proof of Hitler having signed a document ordering the Holocaust, documents were forged and language in the documents were completely misrepresented. Holocaust deniers make out uncertainty of exact number of deaths. They like to point out what is called the â€Å"other side of the issue† and make debate of an illegitimate historical fact. In the United States where it ensures freedom of speech and that it’s not against the law to make denial of the Holocaust, however countries such as Germany and France criminalize the denial of the Holocaust and have banned any Nazi publications. The assertions of Holocaust deniers play no role in genuine historical debates. Holocaust denial is really about anti-Semitism and irrational politics, not history or justice† (United States Holocaust Memorial Museum, 2007). 2. A complete anti-Semitism statement made from writer Dan Gannon in an article published in 1994 entitled â€Å"Schindler’s List Exposed as Lies and Hate† which he makes a comment about the movie. â€Å"Commander Goeth shooting inmates from the front balcony of his house were complete fabrications and deliberate lies† (Gannon, 1994). In Gannon’s opinion the movie itself is fabricated for example, the camp is rebuilt and is surrounded on a steep hill and not visible where any outsiders can see any inmates. Commander Goeth is shooting working inmates in the camp. Therefore, the camp being visible through wire fences, commander Goeth couldn’t have shot inmates from the balcony as the house is at the bottom of a hill where you can’t see into the inmate’s camp. The camp’s location was next to a city called Cracow on a major highway and is visible from hundreds of houses in 3 surrounding villages. Most exchanges and conversations, and all events are based on the detailed recollections of Schindler Jews or Schindler himself and of other witnesses† (Keneally, 1982). Historical methods are facts that events can be proven by using evidence. The facts lead to analysis and interpretation. Revisionism is nothing more than an act of â€Å"revising† something that already exist or mostly applied to historical events. Revisionists investigate, analyze, and revise their conclusions based on facts or revise the facts based on their conclusion. They in other words, defend a conclusion whether or not the facts support it. Revisionists argue that the entire holocaust was a conspiracy theory because survivors lied, evidence by the Nazi’s was falsified, photographs and films were fraudulent. Revisionist stand on, if any survivor evidence can be shown to be wrong it should be dismissed. â€Å"History is the recorded narrative of past events, especially those concerning a particular period, nation, individual, etc. It recounts events with careful attention to their importance, their mutual relations, their causes and consequences, selecting and grouping events on the ground of their interest or importance† (Funk Wagnall, p. 599). Anti-Semitism criticizes Jews as a group and culture or hatred for the Jews as people. â€Å"Anti-Semites, however, progress over that critical step beyond dislike to pathology, hating Jews for being Jews† (Volknian, Watts, pg. 10). When the term â€Å"anti-Semitism† is casually used to silence those who are critical of the government of Israel and its policies. The revising of the Second World War is a work in progress by Russian and Germany or known as the Russo-Germany conspiracy that wants the world to know that the Holocaust is propaganda. However, Red Army propagandist blamed the German army for crimes committed by the Soviets. The murders of six million Jews have become a subject of topic from the Revisionist, modern revisionism dates back from the First World War during this time where every globe was affected. Allied propaganda phased in where its mastery showed the images of horrifying atrocities. The majority of the atrocities accredited to the Germans and their allies were admitted by the politicians and journalists who fabricated them to have been falsifies. Within a decade Western and European countries proclaimed that Germany and its allies did not bear guilt on starting the war. In the 1940’s, Jews and communist condemned and spoke out against the unconceivable crimes the Germans had done. The extermination of millions of Jews in the camps were reported that victims were steamed, baked, electrocuted, gassed, eaten away by quicklime, starved, shot, buried alive, mauled by wild beasts, subjected to sadistic experiments, and injected with lethal chemicals or germs. What made prove of the Holocaust war crime were the Nuremberg trials during the 1950’s, in the trial where ex-Nazi war criminals admitted they had plan to exterminate the Jews. Repeated statements and speeches testified the planning to kill the Jews as an answer to annihilate all Jews by Nazi control. The six million figure estimate the number of Jews murdered, some evidence based on the estimates on demographics or any records. The approximate estimate 4. 8 to 6 million. The known trial in history where German war criminals were tried by judges from Great Britain, France, the Soviet Union, and the United States. Twenty-two German officers were tried for conspiracy, crimes against peace, and crimes against humanity. It was best suggested that Nazi war criminals convict themselves by their own words. When the Nazi’s had destroyed almost all historical records, allied armies captured millions of documents and submitted 3,000 tons. Records of proud Nazi documentations of the invasion of World War II and graphic images of humiliation against Jews and other civilians and mass murder. The photographs represented powerful unforgettable visual evidence and which also included the â€Å"Stroop Report† an appendix of albums of photographs that documented the destruction of the Warsaw ghetto in 1943. Stroop’s forces captured 55,000 Jews and killed at least 7,000 and sent 7,000 to the Treblinka killing center. A number of these images were transmitted to American news agencies and in other countries, where it helped to inform the world of the horrors of Nazism. â€Å"It is this convergence of evidence, along with the documentary, scientific and photographic evidence, that is the most damming to the â€Å"revisionist† position† (The Holocaust History Project, 2006). Camps such as Treblinka, Belzec, Sobinor and Chelmno were indeed death camps for the purpose to murder Jews. Only about 7 Jews survived the Belzec extermination camp and 550, 000 were killed as it was also Himmler’s plan of action. There was â€Å"selection† process of which Jews would be murdered and which would work and then be murdered. SS doctors would inspect Jewish inmates as to where they’ll be able to work. 4. Zyklon B was the help of the extermination, although used to exterminate pests but preferably to exterminate Jews. The evidence that proved the death camps were Nazi documents, photographs, and statements that were given by survivors and Nazi officials. The bodies at the death camps were cremated, burned on open pits or buried, depending on the camp and what of the situation. A good testimony forms evidence. Auschwitz camp commander Rudolf Hoess made testimony to what he witnessed during his capture by the British. Allies received information from several Jewish escapees. Forensic examinations prove large areas of ashes, body parts and remains. Chief Waffen-SS Kurt Gerstein recollected the gassings at Treblinka and saw 10,000 Jews gassed in two days. Revisionist, however claim there was no such evidence of murders at Belzec and Treblinka. They therefore claim that either the figures are wrong, or the Holocaust, meaning the deliberate extermination of millions of Jews, cannot have happened† (World Almanac, pg. 289). Nobel Prize winner Elie Wiesel and survivor of the Holocaust has also been the founding Chairman of the United States Holocaust Memorial Council since the 1980’s, a tribute to Holocaust survivors. A professor at Boston University for much of his life has worked on behalf of oppressed people and defender of peace and human rights all over the world. Wiesel has been attacked on his views of what he witnessed in Holocaust camps as â€Å"holocaust deniers† claim that Wiesel and the Jewish Organization would assisnate those who tell the truth about the holocaust hoax and that their lies would be exposed. Wiesel is considered by â€Å"holocaust deniers† as a false witness who has told propaganda lies. Wiesel describes what he witnessed at Auschwitz of burning flames in a ditch were victims bodies were found. In Buchenwald, 10,000 persons were sent to their deaths each day. â€Å"Ellie Wiesel passes for one of the most celebrated eyewitnesses to the alleged Holocaust. Yet in his supposedly autobiographical book Night, he makes no mention of gas chambers. He claims to have witnessed Jews being burned alive, a story dismissed by all historians. Wiesel gives credence to the most absurd stories of other eyewitnesses. He spreads fantastic tales of 10,000 persons sent to their deaths each day in Buchenwald† (Faurisson, 2005). In Night, Wiesel describes his experiences and emotions of the oppression of the Nazis and the roundups of his family and neighbors in the Romanian town of Sighet where people were deported in cattle cars to the Auschwitz concentration camp. Between 1940 – 1945, Wiesel and his family were deported by the Nazis to Auswitz when he was age 15. His mother and younger sister were the first to vanish without a trace, he, his two older sisters, and father were transported to Buchenwald where his father died. Wiesel talks about the mental and physical anguish that he and his fellow prisoners experienced and the death march from Auswitz Birkenaw to the concentration camp at Buchenwald. In 1958, he wrote the book Night which has been translated in 30 languages and sold millions of copies. 5. Auschwitz has come to symbolize the greatest crime in human history† (Rudolf, Pg. 3). Yet the greatest and bloodiest genocide in which tens of millions were murdered or imprisoned. As the Russo-Germany preparation began in the 1920’s have unleashed genocide and annihilated Eastern Europeans from the 1930’s and into the 1940’s. Germany did not act alone in the Second World War as they jointed with the Soviets to invade Poland in 1939. Two countries that were neutral in history. The Holocaust has been an endless subject amongst philosophers, theologians, litterateurs, and historians. To dig up and investigate in more than half a century annihilation of millions of Jews by the Third Reich. Germans believe that the mass murders were carried out by the Soviets. Forensic research is what Revisionist called the search for material evidence in demand for such evidence is more decisive than eyewitness testimony or documentary evidence. Conspirators make the accusations of hundreds of Nazis were tortured into confessing crimes they never committed or to put the blame on other fellow Nazis and to implicate hundreds of documents in files that were never found until after the war. A number of Jewish scholars who admit that the evidence is in itself underprovided. The question remains of the photographs that were taken of dozens of piled emaciated bodies that a denier would claim that the photo does not tell the truth of what it actually shows but questions were the people gassed or starved? Did they face the typhus epidemic or starved due to a lack of food? Indeed, the victims were of German women and children killed by bombing raids and the pictures were passed off as dead Jews. Evidence that supports this that Allied soldiers collected the bodies of Germans and brought them to be photographed. At camp Belsen, Nazis did not make it a policy to feed prisoners. Other questions remains, could the Vatican have known about the executions of millions of Jews? Some evidence claims the Vatican would have been in position to know and would have done something about it. Although, some sources says the Nazis hatred for the Catholic church had executed many clergymen in Poland and other establishments. Revisions evidence would suggest that the amount of six million bodies would provide tons upon tons of ashes and there is no evidence of any large depositories of ashes. However, some sources would disagree that the bodies were incinerated and some were burned in mass graves and had been exhumed. The ashes had been dumped in fields and rivers, and surprisingly the means to be used as good fertilizer by Auschwitz farmers in their fields. Some sources range that there were about 300,000 to 500,000 or more than 3,000,000. In Auschwitz the proximity is 1. 3 million victims and in Treblinka about 800,000 victims. â€Å"The only evidence is the postwar testimony of individual â€Å"saviors. † This testimony is contradictory, and no â€Å"survivor† claims to have actually witnessed any gassing. There is no contemporaneous documents and no hard evidence whatsoever: no means of ashes, no crematoria capable of disposing of millions of corpses, no pile of clothes, no human soap, no lamp shades made of human skin, no records, no credible demographic statistics† (Zundel, pg. 7). 6. Revisionists fail to investigate the mass murders of the Holocaust, which they only could rely on substantial forensic evidence of past crimes and if they don’t consider the research for what really took place in Auschwitz then how could there be a realistic conclusion if they simply hold it up as a myth.

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

The Essence Of Mbo Business Essay

The Essence Of Mbo Business Essay The use of management objectives was first widely advocated in the 1950s by the noted management theorist Peter Drucker. It can be defined as a process whereby the employees and the superiors come together to identify common goals, the employees set their goals to be achieved, the standards to be taken as the criteria for measurement of their performance and contribution and deciding the course of action to be followed. The essence of MBO is participative goal setting, choosing course of actions and decision making. An important part of the MBO is the measurement and the comparison of the employees actual performance with the standards set Ideally, when employees themselves have been involved with the goal setting and the choosing the course of action to be followed by them, they are more likely to fulfill their responsibilities. THE PROCESS OF MBO: Management by objectives (MBO) involves setting specific measurable goals with each employee and then periodically discussing his/her progress toward these goals. The term MBO almost always refers to a comprehensive organization-wide goal setting and appraisal program that consist of six main steps: Set the organizations goals. Establish organization-wide plan for next year and set goals. Set departmental goals. Here department heads and their superiors jointly set goals for their departments Discuss and allocate department goals. Department heads discuss the departments goals with all subordinates in the department (often at a department-wide meeting) and ask them to develop their own individual goals; in other words, how can each employee contribute to the departments attaining its goals. Define expected results (set individual goals). Here, department heads and their subordinates set short-term performance targets. Performance review and measure the results. Department heads compare actual performance for each employee with expected results. Provide feedback. Department heads hold periodic performance review meetings with subordinates to discuss and evaluate progress in achieving expected results. MBO appraisals are suitable for measuring quantitative and qualitative output of high-level employees. High-level employees such as managers generally report to directors, according to hierarchy and the chain of authority present in many organizations. Therefore, managers and the directors or executives they report to often work together to establish MBO goals for this type of appraisal. Performance Appraisal : A Look Employers use performance appraisals to measure both the quantity and quality of production. Performance appraisals typically are conducted annually, and employers often base decisions about salary raises, wage increases and year-end bonuses on employee performance. An MBO appraisal is just one method among several types of performance measurement tools. Others include: Graphic Ratings Scales, Narrative Evaluations, 360-Degree Appraisals, Peer Evaluations, Forced Ranking Or Differentiation Appraisals. One well-regarded and widely used approach to performance appraisal is called MANAGEMENT BY OBJECTIVES (MBO). By definition, under this method, you evaluate your employees on the basis of results. MBO is more than performance appraisal its a construct for managing the entire organization. Its breadth includes the organizations vision, values, strategies, goals, and performance measurement. MBO (management by objectives) methods of performance appraisal are results-oriented. That is, they seek to measure employee performance by examining the extent to which predetermined work objectives have been met. MBO begins with managers at the top of the company setting goals. Then managers and employees at each successively lower level develop their own goals. Employees goals are designed to support the goals of their own managers. In this way, the entire organization is linked together in the pursuit of objectives. The focus is on outcomes that are clear, specific, measurable, and supported by action plans, benchmark dates, and deadlines. All aspects of the goal-setting process also apply to the employees personal and developmental goals, such as building their skills or knowledge base. Once an objective is agreed, the employee is usually expected to self-audit; that is, to identify the skills needed to achieve the objective. Typically they do not rely on others to locate and specify their strengths and weaknesses. They are expected to monitor their own development and progress. After employees meet with their managers to establish their goals and action plans, the employees return to work newly energized and focused on specific short-term and longer-term targets. Simultaneously, their managers monitor the employees performance, provide coaching and support, remove barriers or help employees overcome them, and make adjustments and course corrections as necessary. The employees performance and progress are clear, measured, documented, and transparent every step of the way. Employees are highly motivated through MBO because theyve been able to actively participate in the process of setting goals, instead of simply having the goals dumped on them. Their involvement in this type of decision-making helps meet many of their higher-level needs for accomplishment, achievement, recognition, and self-worth. MBO brings a wide range of advantages to the appraisal process: It helps build relationships between managers and employees. MBO includes a great deal of contact and communication between managers and their employees, which builds camaraderie, communication, and trust all key elements in strengthening teamwork. It fosters a comfortable climate in the workplace. MBO helps build an atmosphere of respect and trust within a given department and beyond. Because managers work directly with employees to identify and solve problems, MBO improves the quality of decision-making and problem solving. Its fair. Employees are evaluated on the basis of their performance and attainment of goals, which is regarded as fair and energizing. Its quick and easy. Performance evaluation forms associated with MBO are a breeze to complete. Typically, they spell out each objective as established at the beginning of the cycle, and then provide a space for the manager to summarize the results. Some MBO forms also include a scale that asks for a numerical assessment of the employees success in meeting their goals. These scales guide the managers in the rating process by including specific descriptions of excellent, good, fair, and poor levels of goal attainment. Management by Objectives and performance appraisal: The MBO approach overcomes some of the problems that arise as a result of assuming that the employee traits needed for job success can be reliably identified and measured. Instead of assuming traits, the MBO method concentrates on actual outcomes. If the employee meets or exceeds the set objectives, then he or she has demonstrated an acceptable level of job performance. Employees are judged according to real outcomes, and not on their potential for success, or on someones subjective opinion of their abilities. The guiding principle of the MBO approach is that direct results can be observed, whereas the traits and attributes of employees (which may or may not contribute to performance) must be guessed at or inferred. The MBO method recognizes the fact that it is difficult to neatly dissect all the complex and varied elements that go to make up employee performance. MBO advocates claim that the performance of employees cannot be broken up into so many constituent parts as one might take apart an engine to study it. But put all the parts together and the performance may be directly observed and measured. CONCLUSION: Although OD emphasizes the macro aspects of the organization, the individual is not ignored. In fact, individual developmental aspirations are identified and integrated with management development; managerial needs are translated into personal development objectives and action plans. Management by Objectives, the widely acclaimed and applied approach to management, has undergone considerable change over the years. In its early development, MBO was primarily an appraisal tool. Next, it integrated individual needs with organizational objectives. MBO was then expanded to include long range, strategic planning. But to remain a viable and effective managerial system, MBO must continue to evolve. New knowledge, where appropriate, must be merged with MBO. The inputs to the organization are transformed through the MBO process to produce the outputs. To be sure, this new MBO model is complex, but so is management. MBO must continue its evolutionary path and continue to aid, not add to, the work of the manager.

Intellectual Property and Copyrights Issues in China Essay -- Software

Intellectual Property and Copyrights Issues in China 1. Introduction China had made great improvement in deregulation and had complied with its obligations to follow rules and agreements such as Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS) as a new member of the World Trade Organization (WTO) since 2001. TRIPS introduced intellectual property rules into the multilateral trading system. It ensures that computer programs will be protected as literary works under the Berne Convention and outlines how databases should be protected under copyright section. As the rush to riches continues to gain pace, people's legal right to own private property is protected by a law. However, Intellectual property and copyrights still remained inadequate to control over its booming internet population in China. Before we get into copyright status in China and ethical issues, clarification of terminology will help us to understand copyrights issues in software and differentiated other issues involving intellectual properties. 1) Classification of software  ·Commercial  ·Shareware  ·Freeware  ·Public Domain In terms of restrictions and limitations, each classification is different. Commercial software can be purchased from software publishers, computer stores, etc. When you buy software, you acquire a license from the company that owns the copyright to use it not own it. Although one archival copy of the software can be made, the backup copy cannot be used except when the original package fails or is destroyed. Shareware has same restriction as commercial software except that the copyright holders allows you to make copies of the software, but you must pay if you adopt it for use after testin... ...ies put effort to enhance confidence of foreign investors to protect intellectual property rights and recognizes illegal piracy actions. 5. References 1)Mark Alfino, Intellectual Property and Copyright Ethics, Business and Professional Ethics Journal, Vol.10 No.85, p 85-109 http://guweb2.gonzaga.edu/faculty/alfino/dossier/Papers/COPYRIGH.htm 2)Wang Xiaodong, Editor, Strategy and Management, China and the World (Zhongguo yu shijie), November 1999 http://www.uscc.gov/researchreports/2000_2003/pdfs/itisri.pdf 3)Tech Support at University of Chicago, Using Software, February 1995 http://courses.cs.vt.edu/~cs3604/lib/WorldCodes/EDUCOM.software.html 4)World Trade Organization, http://www.wto.org/ 5)BBC NEWS, http://www.bbc.com/ 6)Bill Thomson, From code war to Cold War, BBC NEWS, March 2004, http://news.bbc.co.uk/go/pr/fr/-/l/hi/technology/3537165.stm

Culture of the Near East :: Ancient World Culture

From the Near East comes the Old Babylonian account of the life and death of GILGAMESH. There was a real Gilgamesh, a king who ruled some 2700 years before Christ lived and the Romans consolidated their vast empire. The character and the exploits of this king were preserved in the form of stories that circulated for many years after the king's death. Some of these tales -- more than 600 years after Gilgamesh's rule -- were collected by a story teller and were put down in the form of an epic poem. This poem is what we know today as The Epic of Gilgamesh. Who knows how many versions The Epic of Gilgamesh went through before consolidation in its written form? Who knows how many translations the stories underwent before their reworking in the Babylonian language? Who knows how many parts of the story might have offended or misrepresented the eponymous king? Who knows how many story-tellers made more (or less) of Mashu, the mountainous gateway to the other world, as they kept their audiences spellbound with fantastical details of this greatest of human adventures -- the struggle to find (and retain) eternal life? What is known is no less intriguing. How curious is the parallel between the story of Utnapishtim and the Hebrew account of Noah. How symbolic is the description of Enkidu, the prototypical natural man, as he sheds his animalistic behaviors in preference for the pleasures of human society. How extraordinary is the description of the snake, whose stealing of the essence of immortality from Gilgamesh results in the snake's rebirth each time it sheds its skin. Of course the Hebrew iteration of the Flood story is not coincidence. For a time, the HEBREWS lived in SUMER, home to Abraham's people. Nomadic people, they left the fertile river valleys and headed for CANAAN and later EGYPT, taking with them ancient accounts of floods and righteous people whose obedience and wisdom helped them to survive the consuming waters.

Literature Review †Business Schools Role in Society Essay

Introduction Since 2007, the people of this planet have been living on 150 percent of its natural resource capacity (WWF, 2010). Increase in consumption does not show any signs of slowing down, as a consequence of emerging third world countries. The role that business schools play in this situation and its importance cannot be understated (Financial Times, 2010). In order to save this planet, we need to create a sustainable business environment, where corporations put ethics and social responsibility in front of profits. We need to switch the focus of all businesses from shareholders to stakeholders. Can this actually be taught? Or do governments need to legislate such actions? This topic is especially interesting because of the weight of our future that lies within this. If we do not change the way we teach students about core values of our society, the future of our planet may become very undesirable. These sources were acquired mainly from the EUR sEURch engine, as well as reading several articles from global news agencies in order to grasp a certain overview of this topic. * * * Literature Investigation * Addressing Concerns Raised by Critics of Business Schools by Teaching Multiple Approaches to Management (Dyck, B et al. 2011) 0 This article is a study about two ways of teaching management at classroom level. The article mentions concerns from other researchers about the way management is being taught in today’s universities. The authors argue that today’s students have a materialistic-individualistic point of view during their studies, and that these characteristics are consolidated during their time in the business study. These arguments are supported by an experiment. The authors indicate that there is flaws in the way business schools teach, and therefore actions should be taken. Others reject this and say management is an objective science. * This article might help to understand how business schools can change in order to make students more focused on stakeholders and ethics than shareholder profits. The article was published in a journal called Business and Society Review. It holds many references, where three of them are from Harvard Business Review. It was published 2011, therefore its currency cannot be questioned. Arguments are supported by an experiment. However, only one experiment was conducted which included a relatively small sample. The role of business schools in society (Cornuel, E 2005) The main subject of this article is very closely related to arguments stated in the introduction. It underlines the important role that business schools play to raise awareness of corporate social responsibility. It briefly mentions the need of humbleness in today’s business schools. Published in The Journal of Management Development in 2005, the importance and relevance of this article has become more of a current interest after it was published. Although the arguments are logical, this source does not provide sufficient support for its arguments. However, it does discuss interesting points and views within the subject. The author is Eric Cornuel, an Affiliate Professor at HEC, and Director General & CEO of EFMD. The non-profit turn and its challenges for business schools (Cornuel, E & Kletz, P 2011) Here, the researchers describe the challenges that business schools are facing today. Aiming towards the increase in demand for managers with an education in non-profit organizational management. The increase in large foundations (Bill & Melinda Gates Foundation for example) is supposedly one of these demand shifters. The recent financial crisis is also argued to be one of the reasons for the movement towards education for non-profit and sustainability management at top business schools. There are two different models in how to change the curriculum in order to fill this need. The Double Standard Model, which argues that non-profit organizations should be managed differently than ordinary businesses, while the Business-Driven Model argues the opposite. Same author as in the previous source, Eric Cornuel, together with Pierre Kletz, Mandel Leadership Institution, Jerusalem, Israel. This research paper was published in the Journal of Management Development in 2011. This source gives meaningful insights to how and why business schools should make changes in their curriculum. Strategy & Society: The Link Between Competitive Advantage and Corporate Social Responsibility (Porter, M & Kramer, M R 2006) This article was published in the Harvard Business Review in 2006. It is about how corporations can benefit from corporate social responsibility, instead of seeing it solely as a cost. One of the two authors is Michael Porter of Harvard Business School, one of the world’s most famous economists. This source is highly reliable because of two reasons. 1. Reputation of the author. 2. For the fact that it was published in one of the world’s most prestigious journals. It provides useful information for my future arguments, when it comes down to what business schools and businesses can gain from increasing CSR, and thereby improving global sustainability. Conclusion These articles all have one common argument. Business schools have to change. The disagreements lie in how this change should be executed, and what result that is to be expected from it (Financial Times, 2008). They all agree that business schools have a major impact on society, and therefore a great responsibility. Most researchers focus on how corporations must change, consequently leading to a change in demand for young managers with special skills in that area. Hence provoking the change of the business schools curriculum. This could be seen as delegating the responsibility of change to those corporations. As shown in the recent financial crisis, greed can make top executives act unethically, with no sense of corporate social responsibility. Should corporate social responsibility be legislated in order to achieve global sustainability? What role do business schools play in this? How can business schools act to ensure a positive future for our planet? Bibliography WWF 2010. Human demand outstrips nature’s supply, viewed 14 April 2012, Financial Times, 2010. Schools ignore sustainability revolution, viewed 17 April 2012, Dyck, B et al., 2011, ‘Addressing Concerns Raised by Critics of Business Schools by Teaching Multiple Approaches to Management’, Business and Society Review, Volume 116, Issue 1, pp. 1 – 27, viewed 17 April 2012, retrieved from Wiley Online Library database. Cornuel, E 2005, ‘Role of Business Schools in Society’, The Journal of Management Development, Volume 24, Issue 9, p. 819, viewed at 17 April 2012, retrieved from ABI/INFORM Complete database. Cornuel, E & Kletz, P 2011, ‘The non-profit turn and its challenges for business schools’ Journal of Management Development, Volume 30, Issue 5, pp. 483 – 491, viewed at 17 April 2012, retrieved from ABI/INFORM Complete database. Porter, M & Kramer, M R 2006 ‘Strategy & Society: The Link Between Competitive Advantage and Corporate Social Responsibility’, Harvard business review, Volume 84, Issue 12, p. 78, viewed at 17 April 2012, retrieved from Business Source Premier database. Financial Times, 2008. The importance of sustainability, viewed 16 April 2012, Self Reflection I approached the writing of this essay by and initial review if my previously submitted work, in order to grasp the full context, but also to see where I wanted to go and remind myself of the opinions I had while writing. I mostly free wrote for quite some time, and then later putting it all together with more approvable sentences in an academic sense. My biggest struggle was to get all the sources together to create some sort of an overview of the topic, since many of the articles were devoted to certain specific topics. I (hopefully) overcame this by reading a lot of different sources, and making connections to my own topic. I learned that starting an essay by free writing is the best approach for me personally, although a lot of time has to be dedicated to editing in the end, especially in the sense of making it all stick together as a whole piece. *

In Dr. Cloud’s book Essay

In Dr. Cloud’s book, the concept of â€Å"wake† is the next in a series of important concepts in business. This concept affects how a person works within an organization, and includes everything that he does, both in business and interpersonal relationships. A person’s wake is the most important thing about him or her in terms of business, and it will determine his or her overall success. The â€Å"wake† is the legacy that a person leaves behind in a business situation (or, really, in any situation). It consists of everything a person does, both in business and interpersonally. For example, a person may help his team meet their goals quickly and efficiently, achieve high sales numbers, and further the company’s other goals and missions. These would be examples from the business side. A person may also leave his team feeling happy to have worked with him, inspired to work harder, and feeling good about meeting their goals. These are examples from the interpersonal side. However, it is also possible that someone may not do so well in one or both of these areas. Someone may be a great salesman who is achieving goals quickly and making large amounts of money for the company, but who upsets almost everyone he works with, as in Dr. Cloud’s example. This type of person’s wake must be considered from all angles. What is the person really worth to the company? If his sales numbers are great, but no one wants to work with him and people spend a lot of time complaining about him, then the lost productivity may not be worth the amount of sales he is making. His interpersonal wake is poor. Dr. Cloud emphasizes the role of character is the wake. A person must have strong character in order to have a good wake. For example, the CEO in the book was not a bad person, or a bad leader in most respects. He treated his people fairly and people were glad to work with him. He also seemed (from what information there was) to be doing good things for the company. However, he had a weak character when it came to dealing with problems. Because the CEO did not react quickly enough by either disciplining or firing the sales VP, he lost the confidence of a large portion of his team and the board members, and had to leave the company. Had he been willing to handle the problem earlier, this might not have happened. As he was leaving, the company probably did not look favorably upon his wake, no matter how many other good things he had done for the company. Dr. Cloud goes on to emphasize that character is â€Å"the ability to meet the demands of reality. † This means a number of things. When a senior staff member is hiring a new team member, especially in a higher-importance job, the staff member needs to make sure that the person can meet the demands of the company’s reality. That means that regardless of the person’s abilities, they must be a good fit for the company. What’s even more important is that the person must be a good fit for the particular job and its responsibilities. There is a good example of this, too. Dr. Cloud called some references when he was hiring a new person for an important position. The references were very pleased with the work the woman had done, and people had worked well with her. Her weaknesses were not considered to be large issues, and most importantly, they would hire her again, knowing what they knew. Dr. Cloud ensured that this person would be a good fit by checking to see what wake she had left at her previous jobs. The primary point is this: it is the personal aspects of character, and the wake, that are most important. Business issues can be overcome by someone, under some set of circumstances. But whether or not a person is equipped to deal with the stress of those situations is another matter. A person’s character and the wake they leave behind when working with others is the most important part of whether or not they will succeed.